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8/17/2019 POWERPOINT THESIS

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EFFECTIVENESS OF OPPORTUNITY CLASS IN7 AT

SIGNAL VILLAGE NATIONAL HIGH SCHOO2015-2016:AN ASSESSMENT


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INTRODUCTION

High school life may experience challenges in soacademic subects li!e "nglish, #cience and $ath athem ha%e a negati%e attitude to&ards these subects mathematics' High school students are fall behind in that(s &hy it became an accepted practice in higconduct opportunity classes' Opportunity classes are ostress the basics in a subect such as $ath, "nglish anis an educational program &hich supplies special)nee&ith excellent academic instruction in a steady, reinfor&ith all the facets of a speciali+ed curriculum' T

program they can help the students &ho are ha%ing diculties to understand the basics of subect' -ith this program, they can strengthen the con.dence of eto enhance the basic !no&ledge in di/erent subemaster it' Opportunity class is a systematic traininstudent to de%elop their s!ills, self)management,

including interpersonal relationship and independent th


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TH"OR"TIC01 2R0$"-OR3

The researchers use only the 4 out of 5 conframe&or!s on mathematics education

6hilippines, these are constructi%ist theory, cooperati%e learning theory, and relearning theory' It &ill use to determe/ecti%eness of opportunity classes and tothe grade 8 high school students, basedstudent(s beha%ior and academic perfoafter they are attend the opportunity csignal %illage national high school' These &ere supported by Dep"d and based on tenhanced ! to 9: curriculum'


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CONC"6TU01 2R0$"-O


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#T0T"$"NT O2 TH" 6RO;1"$ This study aims to determine the e/ecti%eness of matopportunity class to the grade 8 students of signal %illhigh school' This study &ill see! to ans&er the follo&in

9' -hat is the pro.le of the grade 8 students in terms

9'9 sex>

9': age>

9'4 section>

:' -hat is the e/ect of opportunity class to the follo&i

:'9 students( beha%ior>

:': academic performance>

4' Is there signi.cant di/erence in the perception of thon opportunity class &hen grouped according to pro.l

?' ;ased on the .ndings, &hat recommendations can


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For!"# L!$r%$&r

• On the boo! of teaching learners &ho st

mathematics by '(r)%#, L.I r!*(%r+'o# %%/r! 0 20134 mathematics instruction mmany opportunities for concept buildinchallenging


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Lo*% !$r%$&r

• S%)%#$(% #. D%)%o 20154 said tustudents an opportunity to practice

thin!ing, practice problem sol%ing, as!


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For!"# '$&+!'

• 1ombardi @:A9:B suggested that the remediation &ith a learner should test the lafter a ne& concept is introduced to

understood'

• o%# $.A 20074 and some criticsexpense of pro%iding students &ith opporeducation' 0d%ocates contend there is return on in%estment to the institution and

society' ;y de.nition, less)prepared studenli!ely to be placed in opportunity class, suggest that remediation might prompersistence in college, but it does not necestudents on the margin of passing the pla

o/ ma!e long)term progress to&ard earning


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LOCAL STUDIES

• P%$r#% %#+ +!#"%'%# @:A9:B re%ealed thatperformance plays an important role in producinggraduates &ho &ill become great leaders and mcountry, thus, responsible for the country(s econo

de%elopment' "ducational ser%ices are often noo/ering tutorial session to the pupil &ho struHo&e%er, it &as found out that one of the best apalgebra to ease the student(s anxiety, along &ith &deal of examples in an ordered se


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R"#"0RCH $"THODO1OR'%r*( )$(o+ &'+

This study used descripti%e sur%ey method to assess psex, age and section of grade 8 high school students at

national high school'Po/&%$!o# %#+ '%)/ o9 $( '$&+

In this study, one hundred and t&enty @9:AB &as the o%erall grade 8 students attending opportunity class at signal %illage school'

The researchers determined the sample si+e to get the nrespondents of the study' The sampling procedure &as done th

of slo%in(s formula in determining the sample si+e, as follo&s=2ormula=

-here=

NF number of sample e F error tolerancemargin of error @5GB

NF total population9F constant %alue


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S$%$!'$!*% $r%$)#$ o9 +%$%

1. Fr&#* %#+ /r*#$%" +!'$r!8&$!o#

2ormula=

-here=

6 F percentage

f F fre


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2. ;!"($+ )%#formula=

&here= F &eighted mean

Σ F summation2 F fre


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. A#%'!' o9


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3. T-$'$

2ormula=

-here=

a%erages

F %ariances

counts Has distribution &ith degree of freedom


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P%r$ I. Pro=

T%8 1. S*$!o#

Fr&#* Pr*#$

S$%r '*$!o#:4 :5'A

M!++ '*$!o#A 5':

Lo?r '*$!o# 'J

To$%: 9AA'A


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T%8 2. A"

Fr&#* Pr*#$

10 - 119 9'9

12 - 18: 8J'4

13 %#+ %8o


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T%8 . S@

Fr&#* Pr*#

M%

5? 5J'8

F)%

4J ?9'4

To$%

: 9AA'A

P%r$ II Pr*/$!o# o9 $( r'/o#+#$'


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P%r$ II. Pr*/$!o# o9 $( r'/o#+#$'

T%8 3. S$&+#$' 8(%

T 8 5 A + ! 9


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T%8 5. A*%+)!* /r9or)%#*


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T%8 6' S!"#!=*%#$ +!Br#* 8$?#/ro= %#+ '$&+#$' 8(%

A#o


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T%8 7. S!"#!=*%#$ +!Br#* 8$?# /ro= %#+%*%+)!* /r9or)%#*

A#o


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CONC1U#ION;ased on the abo%e summary of .nconclusion of this research in line &ith ththe respondents according to their section

the maority came from middle sectionmaority of the respondents according t&ere 9:)94 years old' 2urthermore, &hen the sex of the respondents, the dominatedthe respondents &as male' This sho&s that

mostly male &ho ha%e participated in class' 0side from that, from the studentsand academic performance, it has been those statements under the threeconstructi%ist learning theory, cooperati

theory and re7ecti%e learning theory &ere


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$o%ing to the signi.cant di/erence

pro.le and students( beha%iour, the

signi.cant di/erence in the students( beterms of #ection' ;ut &hen it comes to the

sex of the respondents, there is no sign

students beha%ior in terms of age

$ean&hile, in the signi.cant di/erence

pro.le and academic performance, &hen

to the section and sex, there is no s

di/erence in academic performance in ter

t&o' 0nd lastl , there is a si ni.cant di/


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R"CO$$"ND0TION

;ased on the foregoing .ndings of the follo&ing are recommended for future enof the opportunity class in high schools=

9'O/er opportunity class not only in m

but also in other subects li!e "nglis

and 2ilipino'

:'6ro%ide fun and challenging group andacti%ities that may boost up students(

4'"stablish cooperati%e learning throu

peer tutoring'

?'0s much as possible the teacher sho

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