Effect of the first language component-bridging program (flc-bp) of grade V pupils on mathematics achievement/ (Record no. 798)
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| fixed length control field | 04302nam a22001817a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250403112142.0 |
| 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 | Famorca, Raquel Galicinao |
| 245 ## - TITLE STATEMENT | |
| Title | Effect of the first language component-bridging program (flc-bp) of grade V pupils on mathematics achievement/ |
| Statement of responsibility, etc. | Raquel Galicinao - Famorca |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Bayombong: |
| Name of publisher, distributor, etc. | Nueva Vizcaya State University, |
| Date of publication, distribution, etc. | 2008. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiii, 99 leaves : |
| Other physical details | illustrations ; |
| Dimensions | 28 cm. |
| 500 ## - GENERAL NOTE | |
| General note | This research determined if the use of the First Language Component-Bridging Program (FLC-BP) would improve the Mathematics Achievement of Grade V pupils of Paniki Elementary School, Bagabag District during the school year 2007-2008 Specifically, it sought answers to the following questions: 1) What is the demographic profile of the respondents in terms of age, gender, parent's occupation, sect and family income, 2) What is the mean and performance level of the control and experimental groups in the pretest, 3) What are the mean and performance level of the control group in the pretest and posttest, 4) What are the mean and performance level of the experimental group in the pretest and posttest, 5) What are the mean and performance level of the control and experimental groups in the posttest, 6) Is there a significant difference in the pretest in control and the experimental groups, 7)Is there a significant difference between the pretest and posttest of the control group, Is there a significant difference between the pretest and posttest of the experimental group, 9) Is there a significant difference in the posttest in control and experimental groups, 10) Is there a significant difference between the means in gain scores of the control and experimental groups?<br/><br/>To test the null hypotheses, 54 pupils were the respondents from two intact classes assigned as Control and Experimental group. This study used of the pretest-posttest group design. From two intact classes who were enrolled in the School Year 2007-2008. The researcher handled the two classes assigned as control and experimental groups through the "toss coin" scheme. The control group was taught the English-only as medium of instruction while the experimental group received the Mathematics intervention using the FLC-BP methodology.<br/><br/>The researcher-made criterion test was utilized to gather data on the Mathematics achievement of the grade V pupils. The criterion test was given in the first day of the experiment as pretest, and on the last day as posttest. This test was subjected to validation procedures. The questionnaire that was validated by an expert was used to gather needed information about the pupils personal background such as age, gender, of parents' occupation, sect, and family income. The gathered data were statistically analyzed using frequency, percentage, mean, SD, and t-test for correlated and uncorrelated samples. The null hypotheses were tested using the 0.05 level of significance. The performance level of the two groups in computational and problem solving were determined using the performance level scales were described using the criteria derived from Aliac, (200).<br/><br/>In the light of the findings and conclusions of the study, the following recommendation are put forth: 1) Since the FLC-BP has been proven to be more effective than the English-only as medium of instruction, it is highly recommended that this study, be replicated 2) In as much as this study has strongly validated the findings of the previews researchers, application of this investigation is strongly suggested to be conducted in other grade or year levels and in any learning area 3) Since the conclusions of this research work and other similar studies point to the effectiveness of the FLC-BP as a teaching approach, this researcher highly recommends its implementation in the elementary schools 4) Future and other researchers are therefore encouraged to undertake similar studies to validate further the findings of this study and use other variables such as: ethnic affiliation and educational attainment of parents. |
| 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 |
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| Dewey Decimal Classification | Nueva Vizcaya State University - Bayombong Campus | Nueva Vizcaya State University - Bayombong Campus | Graduate School Section | 04/03/2025 | Donation | T F198e 2008 | T432 | 04/03/2025 | 04/03/2025 | Thesis |
