Mathematics program in the division of Cavite : an evaluation / by Divina A. Rosarda.

Thesis (PhD - - Education) Cavite State University.

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

ROSARDA, DIVINA A. Mathematics Program in the Division of Cavite. An Evaluation. Doctoral Dissertation: Doctor of Philosophy. Cavite State University, Indang, Cavite. April 2004. Adviser: Dr. Constancia G. Cueno.
This study purposely sought to evaluate the mathematics program in the Division
of Cavite.
Specifically, it aimed to a) determine the characteristics of the elementary mathematics program in the Division Of Cavite regarding to the following components: l) Mathematics Teachers Profile which includes, educational attainment, eligibility, years in teaching Mathematics, in-service trainings attended and teaching load in Mathematics; 2) Administrators' Profile in terms of educational attainment, eligibility, length of administrative experience and in-service trainings attended; 3) Pupils Profile in terms of achievement level and academic performance; 4) Mathematics curriculum; 5) classroom management; 6) methodology; 7) instructional materials; 8) physical learning resources and administration and supervision of the program.
b) Determine how administrators and Mathematics teachers evaluate the administration and supervision of the program with regard to the following aspects:
l) planning of the mathematics program; 2) staff development and trainings; 3) curriculum
development: 4) research conducted and 5) evaluation of outcomes
Determine how significant are the differences in the perception of the administrators and the supervision of the program with regard to the above—mentioned aspects
Identify the problems encountered in the implementation of the mathematics program in the Division of Cavite.
Identify the predictors of pupil's performance in Mathematics
This study involved 412 teachers, 29 key administrators in mathematics and l , 160 Grade V and VI during the School Year 2002-2003. The study made use of the descriptive type of research. The instrument used in this study were survey questionnaires. This was supplemented by test, documents, interviews, and observations. The statistical measure employed were means, percentage distribution and Mann Whitney U test. The Multiple regression analysis was used to determine the predictors of the pupils' performance on Mathematics.
The mathematics teachers possessed the needed requirements to teach in the elementary level. The key administrators were qualified for the position. The pupils gained moderate competence as evidence by the results of the achievement tests and their academic performances.
The administrators rated the mathematics curriculum as Very Satisfactory, while the classroom management was rated Very Satisfactory. The methods and techniques were rated as "often used" and the instructional materials as much used' They also rated the physical learning resources as "adequate". On the other hand, both teachers and administrators found the planning of the mathematics program as very effective". Likewise, both of them assessed staff development and training as very effective.
In terms of curriculum development, teachers perceived it to be "very effective"
On the contrary, the administrators viewed curricular development as -'effective" only. Both teachers and administrators were ambivalent in their assessment of the research conducted. Teachers found research conducted as "effective", while the administrators
considered research conducted as "less effective" Regarding the evaluation of outcomes, both the teachers and administrators assessed these aspects as "effective'
The administrators and Mathematics teachers had the same perception on the planning of the mathematics program. The perception of administrators was higher than the teachers' perception in the aspect of staff development and training. The administrators and Mathematics teachers had the same perception on curriculum development and the evaluation of outcomes.
The difference on the perceptions of teachers and administrators on curriculum development research conducted and evaluation of outcomes were "not significant" This finding were revealed through their statistical analysis using Mann-Whitney U test. The problems encountered by the mathematics teachers were "very serious", while the problems encountered by the administrators were "serious".
After the stepwise regression analysis, the sets of variables that significantly predicted the performance of grade V pupils in Mathematics were teachers' experience, educational attainment of administrators, teachers' training, administrators' and teachers' perception on planning of mathematics programs and evaluation of outcomes.
The Stepwise regression analysis also revealed that the set of variables that significantly predicted the performance of grade VI pupils in Mathematics were teachers' perception on curriculum development, administrators' in-service conducted, performance in the achievement test and teachers' experiences. These were found to have a positive effect on the performance of pupils in the mathematics.

Submitted to the University Library 05-06-2007 T-3592