Mathematics achievement of grade 1 pupils using first language component-bridging program (flc-bp)/ (Record no. 753)
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| 000 -LEADER | |
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| fixed length control field | 05447nam a22001817a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250403091740.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250403b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | NVSU |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Balahiw, Lucia M. |
| 245 ## - TITLE STATEMENT | |
| Title | Mathematics achievement of grade 1 pupils using first language component-bridging program (flc-bp)/ |
| Statement of responsibility, etc. | Lucia M. Balahiw |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Bayombong: |
| Name of publisher, distributor, etc. | Nueva Vizcaya State University, |
| Date of publication, distribution, etc. | 2007. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xv, 211 leaves : |
| Other physical details | illustrations ; |
| Dimensions | 28 cm. |
| 500 ## - GENERAL NOTE | |
| General note | The main objectives of the study is to determine whether using the FLC-BP methodology as a strategy for teaching Mathematics would significantly improve the Mathematics performance of Grade 1 pupils in computation and problem solving skills.<br/><br/>The researcher used the quasi-experiment, employing the Pretest-Posttest Control Group design. Two intact classes of grade I were the subjects of the study. Both groups were subjected to the pretest and posttest. The experimental group was exposed to the FLC-BP teaching methodology and the control group was taught with English-only as the medium of instruction. The researcher handled the experimental class of 33 pupils at Tiblac Elementary School, another teacher handled the control class of 21 pupils at Ambaguio Central School. Both schools are located in the same district of Ambaguio which is 12 kilometers away from each other.<br/><br/>The research instruments used to gather data for the study were a questionnaire on the demographic profile of the respondents, a teacher-made criterion test and 50 lesson plans. The criterion test and lesson plans were subjected to content validation<br/><br/>The scores of the two classes in the pretest, posttest and gain scores were statistically analyzed to test the null hypothesesThe following are the significant findings of the study:<br/><br/>On Demographic Profile<br/><br/>1. Majority of the respondents are 7 years old<br/><br/>2. The greater number of respondents are females.<br/><br/>3. Most of the pupils in the control group belong to the Roman Catholic religion. In the experimental group, the bigger group is affiliated to the New Tribe Mission. On the whole, the majority of the respondents belong to the Roman Catholic group.<br/><br/>4. All the respondents from the experimental and control group speak the Kalanguya dialect.<br/><br/>5. Majority of the parents, in both the experimental and control groups, are farmers.<br/><br/>On Performance Level<br/><br/>1. In the computational skill subtest, majority of the respondents in the experimental group obtained high scores. On the other hand, most of the pupils in the control group got moderate scores. Overall, the greater percentage of the respondents got moderate scores.<br/><br/>2 In the problem-solving skill subtest, the majority of the respondents in both the experimental and control groups obtained moderate scores. There are no pupils from the experimental group with low scores On the other hand, there are no respondents from the control group with high scores3. In the criterion test as a whole, the greater percentage of respondents in both the experimental and control groups got moderate scores. There were no respondents who got low scores.<br/><br/>On Test of Significant Difference<br/><br/>1. The experimental group who received the FLC-BP treatment and the control group who was taught with the traditional method of instruction performed equally in the pretest for the computational skill and problem-solving skill subtests. In the pretest for the criterion test, however, the experimental group performed better than the control group.<br/><br/>2. The control performed better in the posttest than in the pretest. This implies that the traditional method of instruction improved the mathematics performance of the control group in the subtests and in the criterion test as a whole.<br/><br/>3. The experimental group performed better in the posttest than in the pretest.<br/><br/>This suggests that the treatment, FLC-BP method of teaching, significantly improved the mathematics performance of the experimental group in the subtests and in the criterion test as a whole.<br/><br/>4. The experimental group performed better than the control group in the posttest. This implies that the FLC-BP is better than the traditional method of teaching mathematics to Grade 1 pupils.5. The experimental group obtained significantly higher gain scores than the control group. While both the traditional method and the FLC-BP mode of teaching resulted in improved performance in each group, the FLC-BP intervention effected better improvement for the experimental group.<br/><br/>Recommendations<br/><br/>Based on the findings and conclusions of the study, the following recommendations are forwarded.<br/><br/>1. Since the FLC-BP teaching methodology enhanced the mathematics performance of the grade I pupils involved in this study, the researcher recommends its implementation in the teaching of elementary mathematics.<br/><br/>2. This study validates the findings of other researchers in the other disciplines. It is therefore recommended that replications of this research be conducted in determining the effectiveness of the FLC-BP method in improving other skills in other learning areas.<br/><br/>These recommendations based on the findings of the study are augmented by the observations of the teaching gleaned from her observation notes. |
| 500 ## - GENERAL NOTE | |
| General note | Thesis (Master of Education - Language, Reading and Numeracy) |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc. note | Includes appendices and bibliographical references. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Thesis |
| Suppress in OPAC | No |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Total checkouts | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Nueva Vizcaya State University - Bayombong Campus | Nueva Vizcaya State University - Bayombong Campus | Graduate School Section | 04/03/2025 | Donation | T B171m 2007 | T401 | 04/03/2025 | 04/03/2025 | Thesis |
