000			08189nam a2200325 a 4500
003			OSt
005			20240321083528.0
008			071128s19uu xx 00 eng d
040			_cCvSU Main Campus Library
041	0		_aeng
082	0	4	_a371.39 _bAr4 2004
100		0	_aArias, Antonia J. P. _913473 _eauthor
245	1	0	_aProgram rescue undertaking for Science & Health (RUSH) Division of Cavite, school year 2002 - 2003 : _ban evaluation / _cby Antonia J. P. Arias.
260	0		_aIndang, Cavite, _c2004. _bCavite State University- Main Campus,
300			_axix, 168p. : ill. ; 28 cm. _ccm. _billustrations ;
336			_2rdacontent _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
500			_aThesis (PhD - - Education) Cavite State University.
504			_aIncludes bibliographical references.
508			_aGraduate Studies Open Learning College (GSOLC)
520	3		_aARIAS, ANTONIA PENA, Cavite State University, Indang, Cavite, April 2004. Program Rescue Undertakings for Science and Health (RUSH). Division of Cavite, School Year 2002-2003: An Evaluation. Major Adviser: Dr. Constancia G. Cueno The study was conducted to determine the performance of the Division of Cavite regarding Program Rescue Undertakings for Science and Health (RUSH). Specifically, it sought to determine the profile of teachers and administrators in terms of age, gender, civil status, civil service eligibility, educational attainment, length of service, seminars and training in Science and Health and the teachers’ performance ratings. Likewise, it measured the pupils’ characteristics in terms of the amount of time spent in watching Science and Health television programs, amount spent in reading Science and Health books and other references, the availability of Science and Health books at home, and their attitudes towards Science and Health subjects. The investigation, similarly, focused on the extent of attainment of the objectives of program RUSH, the perception of teacher-respondents on how extensive the seminars and trainings were, the use of teaching strategies, evaluative tools, support instructional materials and references and the adequacy of facilities, equipment and devices, Problems and alternative solutions were also identified. The study used the descriptive method. The Attitude Scale Towards Science, the Performance Appraisal System for Teachers, and the Division Achievement Test in Science and Health were the instruments used in this study. The sample included 329 Science and Health teachers, 29 Key Science Administrators and 3,362 Grades III, IV, V, VI pupils from the different schools in the Division of Cavite, during the school year 2002-2003. Frequency counts , percentages, means, standard deviation and multiple regression analysis were the statistical tools utilized in the study. A typical teacher- respondent belonged to the middle age group, a great majority were female and married. Likewise, majority of the teacher- respondents earned at least 24 units leading to a Master of Arts degree, had rendered 6-10 years of teaching service and all of them were civil service eligible. Similarly, all of them were able to attend seminars and training related to Science and Health subjects. Since Program RUSH was implemented, all Science and Health teachers performed very satisfactorily. Regarding pupil - respondents, pupils spent an average of 1.72 hours per week watching Science TV programs and 2.26 hours in reading Science books and other reading materials. About 98% of the total respondents had access to Science books and references at home. Generally, pupil-respondents had favorable attitudes towards Science and Health subjects, as revealed by the overall mean of 4.03 and SD of 0.38. The mean general average of the 3,362 pupils in the achievement test given at the end of school year 2002-2003 was 85.05. The teacher- respondents evaluated the goal attainment of Program RUSH, as much attained. The curriculum has been enhanced through the development of higher order thinking skills and the development of manipulative skills among all pupils. Teachers’ professionalization efforts through training and seminars, was evaluated as very extensive. Moreover, all of the Science and Health teachers have attended the program RUSH training from the division down to the school levels. Teaching strategies used for teaching Science and Health subjects were often used and believed to be effective. It was revealed that majority of the teachers often used varied evaluative tools and techniques in measuring the effectiveness of their teaching.. Support instructional materials and references in Science and Health subjects were generally considered by the respondents as adequate. However, pupils’ workbooks, magazines and periodicals in Science and Health subjects were perceived to be moderately adequate. Facilities, equipment , tools and devices used in Science and Health subjects were all found to be moderately adequate in all schools studied, considering the improvisation and use of local materials made by teacher-respondents to supplement the needs for instructional materials. Administrative and supervisory support was fully implemented in all schools in the Division of Cavite. Class observation was considered to be excellently implemented, while the rest were much implemented, like providing moral support, providing instructional materials and giving suggestions for improvement. Administrative support and supervision in the division of Cavite were perceived to give a positive sign that administrators were indeed supportive of Program RUSH. Program RUSH, generally led to a higher rate of achievement than that of the target in pupils’ performance in Science and Health subjects, based on the division achievement test, which had an average 85.05 and SD of 3.24. Problems are deterrent factors in the effectiveness of teaching-learning situations. Numerous problems were encountered by Science and Health teachers . The most serious one encountered by the majority was the insufficient time for the study period and the follow-up efforts of parents at home. The least serious problem encountered was the limited knowledge of alternative teaching strategies. Alternative or suggested possible solutions to problems encountered is one of the major considerations of Program RUSH. The most effective solutions perceived were adapting activities to suit the needs of pupils and using improvised and local materials for experiments. Found to be effective, were good relationships with peers and administrators and the provision of optional and supplementary activities for remedial and enrichment. Predictors of pupils’ academic performance in Science and Health subjects were determined and those variables that had some bearing with the program were considered. The set of variables that significantly predicted pupils’ academic performance were the number of Science and Health books at home, the attitude of pupils towards Science and Health subjects, age of teachers, gender, educational attainment, length of service, performance, objectives of Program RUSH, use of evaluative techniques, adequacy of facilities, support instructional materials, devices, level of administrative support and supervision and problems encountered by Science and Health teachers. The multiple correlation coefficient between the performance of pupils and the set of variables is 0.395, which is significant at the 1% level. This implies that Program RUSH was effective in improving the performance of pupils in Science subjects.
541			_cSubmitted to the University Library _d05-06-2007 _eT-3593
650		0	_aProgrammed instruction _913474
650		0	_aScience and Health _xProgrammed instruction _913475
690			_91418 _aDoctor of Philosophy _xEducation
700			_aCueno, Constancia G. _930488 _eadviser
856			_yClick here to view thesis abstract and table of contents _uhttp://library.cvsu.edu.ph/cgi-bin/koha/opac-retrieve-file.pl?id=44a4bf8a189a21a92bc54013567e05e8
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