Escolar Documentos
Profissional Documentos
Cultura Documentos
An Action Research
Presented to
Department of Education
Division of Rizal
Taytay, Rizal
In Partial fulfilment
of the Requirements during the Action Research
2014 Division Seminar-Workshop
in Elementary Mathematics
APPROVAL SHEET
ELISA D. DIUMANO
Principal II
Approved in partial fulfilment of the requirements for Action Research 2014 Division
Seminar-Workshop in Elementary Mathematics by the Oral Examination Committee.
RICHARD S. ROBI OL
FERDINAND C. PASCUAL
EPS, Mathematics
Researcher
Accepted in partial fulfilment of the requirements for the Action Research 2014
Division Seminar-Workshop in Elementary Mathematics.
ii
___________________
Date
ACKNOWLEDGEMENT
The researcher would like to extend her sincerest appreciation and deep
gratitude to those kind persons who gave their warm support and assistance in the
completion and fulfilment of this study. She would like to extend her sincere thanks to
the following persons:
MR. FERDINAND C. PASCUAL, EPS MATHEMATICS, for his encouragement
to conduct the study;
DR. ROMMEL C. BAUTISTA, OIC, Schools Division Superintendent, Division
of Rizal, MRS. GLORIA C. ROQUE, Division Research Coordinator, and ELISA D.
DIUMANO, Principal II of Marick Elementary School for their permission to conduct
this study and valuable support and assistance.
DR. EVELYN R. MINA, District Supervisor of Cainta II, for giving her
suggestions for the improvement of the study;
Likewise, special acknowledgement is also due to the following:
GRADE TWO TEACHERS of Marick Elementary School, for sharing their time
and suggestions in developing and validating the result on THE EFFECTS OF
COMPUTER-BASED LEARNING STRATEGY IN TEACHING MATHEMATICS
and her
The Researcher
iv
DEDICATION
I dedicate this piece of work
to my family, (Raffy, Michaela and
Ralf John ,Papa, Mama ,Ome and Ddhng)
To my friends,
colleagues,
teachers,
who gave me inspiration to finish this
undertaking.
Because of you,I continue to dream,
Strive harder and believe in myself.
Thank you for the inspiration.
Most especially,
I dedicate
this work to our Lord Jesus Christ,
as I bring back the honor
and glory
to HIM.
Lorena
v
ABSTRACT
1.
vi
The following findings implies that there is a significant difference in the level
of
strategy who got a computed mean of 14.18 which is higher compare to traditional
way of teaching that has a computed mean of 10.87. It simply implies that the
computer-based learning strategy is more effective than the traditional way of
teaching Mathematics.
It also revealed that there is significant effect in the level of performance of the
pupils before and after exposure to Computer-based learning strategy in teaching
Mathematics which leads to the rejection of null hypothesis. In terms of level of
performance, the pre- and post-test results indicated that there was a significant
improvement in the level of performance of the 55 selected pupils based on their
overall mean in Mathematics at .05 level of significance.
The problems encountered in the implementation in computer-based learning
strategy are very minimal and it cant affect to the success of the implementation of
the program.
In light of the findings, the following conclusions were drawn: The
implementation of computer-based learning strategy in Marick Elementary School
could directly influence the pupils numerical competencies as well as their level of
performance which is higher compare if we used the traditional way of teaching. The
implementation of computer-based learning strategy was properly done and not a
hindrance to the teaching learning process in terms with the problems encountered
by the implementers. Therefore, the implementation of computer-based learning
strategy shows improvement in both numerical and academic performance of the
pupils.
vii
viii
TABLE OF CONTENTS
Page
TITLE PAGE
APPROVAL SHEET
ACKNOWLEDGMENT
i
ii
iii
DEDICATION
ABSTRACT
vi
TABLE OF CONTENT
ix
LIST OF TABLES
xi
LIST OF FIGURE
xii
INTRODUCTION
Background of the Study
Hypothesis
1
2
3
3
4
5
Chapter
1
6
8
9
RESEARCH METHODOLOGY
Research Design
Setting of the Study
Subject of the Study
11
12
15
ix
Instrumentation
Statistical Treatment
4
15
17
18
19
26
28
28
29
THE OUTPUT
BIBLIOGRAPHY
...
31
APPENDICES
A. Questionnaire on the Problems Encountered by the
Teachers in Computer-Based Learning Strategy
32
34
35
CURRICULUM VITAE
..
42
x
LIST OF TABLES
Table
Page
6.
...............
12
15
19
21
22
25
xi
LIST OF FIGURE
Figure
1 Conceptual Model on the Effects of ComputerBased Learning Strategy in Teaching Mathematics
Page
xii
Chapter 1
INTRODUCTION
........
10
..
14
This chapter deals with the discussion of background of the study, statement
of the problem, research hypothesis, scope and limitation of the study, significance of
the study and definition of terms.
In the Philippine context, education remains a top priority. Despite the various
development plans and projects formulated by the government and different sectors,
the quality of Philippine education still leaves much room for improvement. One of
the thrusts pursued by the Department of Education policy makers is quality
education. This implies an upgrading of educational standards for instructional
materials, physical facilities, pupil evaluation, and curriculum content and
administrative as well as teaching competencies. To be concern only to one or two of
these areas of instruction would render upgrading effort futile. The pursuit of quality
in one area is equal to the efforts needed in other areas.
As part of the efforts of the present administration to respond to the perceived
needs of the education sector, the Department of Education (DepEd) had pushed for
the implementation of the Enhanced K to 12 Basic Education Program.
In consonance to Deped Order No. 78, s. 2010 entitled Guidelines on the
Implementation of Computerization Program (DCP), with the legal mandate of
promoting the rights of the citizens to take appropriate steps in making education
accessible to all, The Department of Education (DepEd) is geared toward the
transformation of education through the DepEd Computerization Program
(DCP).
The DepEd Computerization Program aims to provide the public schools an
appropriate technologies that would enhance the teaching-learning process and
meet the challenges of the 21st century.
ICT curriculum standards for K-12 schools in the Philippines will serve as a
framework for technology integration in various academic content area instructions
from kindergarten through grade 12, function as a guide for curriculum decisions by
providing student performance expectations in the areas of knowledge, skills and
attitudes, and provide examples of classroom activities and instructional strategies
utilizing ICT that will guide teachers as they design instruction to help their students
meet learning expectations.
With this in mind, this study is an overview of motivational design with a
focus on computer-based instruction strategies. Using computer-based learning
(CBL) as part of a teachers instructional design may increase student motivation
specially in teaching Mathematics.
3.
learning strategy?
4. What plan of action could be proposed in order to improve the teaching and
4.
learning in Mathematics?
5.
Research Hypothesis
1. There is no significant difference on the level of performance of the
respondents in Math before and after exposure to Computer-Based Learning
Strategy.
2. There is no significant difference on the level of performance of pupil
respondents using computer-based learning compare to the traditional way of
teaching.
The study started from November 2014 to December 2014 within the
3
3rd Grading period. The respondents came from different sections of Grade Two with
heterogeneous and homogeneous type to measure the effects of the computerbased learning strategy in different level of pupils.
The researcher believes that the findings of this study will have significant
contributions to the following people:
The Pupils. Specifically, the grade two pupils. The results will provide the
pupils relevant information as to their numerical status and hopefully motivate and
inspire them to study harder.
Classroom Teachers. This study will serve as their appraisal in their
involvement in the implementation of computer-based learning strategy that will
provide them insights for remediation and enhancement of their teaching process.
School Principal. As head of the school, she can monitor her resources to
seek solutions for poor performance or enhance the good performance of pupils as
the case may be. With her leadership the success of any endeavor the school
pursues rests on her hand.
Department of Education Top Management. It had become imperative that
the progress of computer-based learning strategy implementation in Marick
Elementary School be monitored for the purpose of evaluating its success or failure.
Hence, the feedbacks will proved useful in determining whether the computer-based
learning strategy has answered the specific problem and use this as basis for
improving instructional teaching and management of project implementation.
Definition of Terms
For a better understanding of the study, certain terms were defined:
Academic Performance. This refers to the academic achievement of the
pupils in one school year.
CBI. (Computer-Based Instruction) is the use of computers in the teaching
and learning activities
5
Chapter 2
This chapter deals with the discussion of review of related literature and
studies, theoretical framework, and conceptual framework that explains the theories
of the study.
Moreover, Nelson & Mims, (2009) sighted that all schools and mathematics
programs should provide students and teachers with access to instructional
technologyincluding classroom hardware, handheld and lab-based devices with
mathematical software and applications, and Web-based resourcestogether with
adequate training to ensure its effective use.
On the other hand, simply having access to technology is not sufficient. The
teacher and the curriculum play critical roles in mediating the use of technological
tools (King-Sears, 2009; Roschelle, et al., 2010; Suh, 2010).
Esme Qunhua (2008) highlighted the importance of the activities being
engage in suggesting that If it is not engaging, we shouldn't claim that we are
embracing Virtual World (VW) technology because it is engaging to us alone.
Dick & Hollebrands (2011) stressed that in a balanced mathematics program,
the strategic use of technology strengthens mathematics teaching and learning.
These reviewed literature and studies of different educators, researchers and
other authors had provided the researcher a deeper and wider insight of the status,
content, evaluation and processes of the subject under study.
7
Theoretical Framework
This study is anchored with the theory learning by doing, by John Dewey.
One of Deweys main ideas is that education and learning are social and
interactive processes. Thus the school itself is a social institution through which
social reform can and should take place. Dewey didnt agree with one-way delivery
style of authoritarian schooling, because it does not provide a good model for life in
democratic society. Instead, students need educational experiences which enable
and
knowledge
acquired
by
direct
experience.
Dewey said that an educator must take into account the unique differences between
each student. Each person is different genetically and in terms of past experiences.
Even when a standard curriculum is presented using established pedagogical
methods, each student will have a different quality of experience. Thus, teaching and
curriculum must be designed in ways that allow for such individual differences .
Dewey believed that learning should include plays, games, and constructive
occupations, It has been proven that when they are incorporated into the curriculum,
the student is more engaged in what he is doing.
8
Conceptual Framework
This study focused on the effects of Computer-Based Learning Strategy in
teaching Mathematics in Grade Two in Marick Elementary School, Marick
Subdivision, Cainta, Rizal, School year 2014-2015.
Teachers of Mathematics play a great role in creating and enhancing
classroom context that support and improve motivation. It is through their input to
children they strongly influence a childs expected success or failure at a given task.
The study is guided by the research paradigm presented on the next page as figure
1.
The figure shows boxes indicating the variables of the study. It can be noted
on the first box the INPUT consist of the Respondents A which use the traditional
method and Respondents B which use the Computer-Based Learning Strategy to
determine the effects on the academic performance of the pupils, and the Classroom
Teachers.
The second box is the PROCESS which includes the Pre-test, Posttest and
the computer-based learning strategy.
The third box shows the OUTPUT of the study which is the Action Plan in
using computer-based learning strategy in teaching Mathematics in Grade Two
Pupils.
Figure 1 presents the conceptual model determining the effects of using
Computer-Based Learning Strategy in Grade Two.
INPUT
PROCESS
OUTPUT
ComputerBased
Learning
Strategy
Action
ClassPlan
A - in
Traditional Method
Computer-Based
Learning Strategy in
Class B
Computer-based
teaching Mathematics
Learning Strategy
Pre-Test
developed.
Post-Test
Classroom
Teachers
Figure 1
A Conceptual Model Showing the Effects of Computer-Based Learning
Strategy in Teaching Mathematics in Grade Two
10
Chapter 3
RESEARCH METHODOLOGY
This chapter deals with the discussion of research design, setting of the study,
subject of the study, and data gathering procedure, instrumentation, and statistical
treatment of the study.
Research Design
This study made use Simple Experimental Techniques which is the TwoGroup Pretest-Posttest Design to analyze the effects of computer-based learning
strategy to the level of performance of the pupils.
Two-Group Pretest-Posttest design is preferred method to compare
respondents and measure the degree of change in the strategy result.
The pretest is given to the pupils to identify the level of performance of the pupils
before they exposed to the strategy, and posttest is given to the pupils to measure
the result in the level of performance after they exposed in the strategy. The
respondents are given treatment and the results are gathered at the end.
Table 1 shows the procedure how to conduct the Two-Group Pre-test/Posttest Design.
Table 1
Two-group Pretest-posttest Design
EXPERIMENTAL
STEPS
ADMINISTRATION of
PRETEST
Step 1
RESULTS
(Computer-Based Strategy)
EXPOSURE
in Computer-Based
Strategy
ADMINISTRATION of
POSTTEST
Step 2
Step 3
Formative Test
Result in Posttest
(Computer-Based Strategy)
As one of the pilot school we conducted Math program to help enhance the
mathematical ability of our learners. This program such as Project RPM (Rudiment
13
Figure 2
14
Subject of the Study
The implementation of the computer-based learning strategy in Grade two in
Marick Elementary School involved twenty five (55) pupils who are in traditional way
Male
Female
Total
Pupils A
12
13
25
13
7
8
7
8
55
0
0
55
12
8
7
8
7
55
8
1
64
25
15
15
15
15
110
8
1
119
Sec 4
A
B
A
B
Total # of Pupils
Sec 8
Classroom Teachers
School Principal
Total
As reflected in Table 2 out of the 110 pupils, (55) are boys and (55) are girls in
pupil respondents. 8 are all Math teachers and the 1 school principal.
Instrumentation
This research made use of data-gathering tools namely: Pre-test - post-test
formative test, questionnaire and academic performance.
To interpret the gathered data in reference to the sub-problems, the following
statistical tools were used:
Arithmetic Mean .This was used to analyze the data gathered from the pre-
15
test and post-test results of formative test. The formula: X = NX where: X =
mean X
= sum of the scores N = number of cases Weighted Mean.
The formula was used to find the status of effects of computer-based learning
strategy in teaching Mathematics.
T-test. The formula was used to determine relationship between the pre- post
mean gain in formative test of the pupils before and after being exposed to
computer-based learning strategy.
The pretest results will be utilized by the teacher/school head for planning a
sound school-based Math program to improve the numerical proficiency of the
pupils.
The posttest shall be administered at the end of the lesson as evaluation to
determine if there is significant difference between the pretest and the posttest
before and after exposure to computer-based learning strategy.
Academic Performance. This instrument answered the query regarding the
relationship between the level performance and the academic achievement after the
55 pupils were exposed to computer-based learning strategy.
This is the score point average of the selected 55 pupils reflected in their class
record for the school year 2014-2015.
Questionnaire
Administered to the principal and teachers. In evaluating the problems
encountered by the implementers in computer-based learning strategy, the following
guidelines were used as bases:
16
3 - Never
2 Sometimes
1 Always
(A)
problem as expected.
2
(S)
problem as expected.
3
(N)
as expected.
17
Statistical Treatment
18
Chapter 4
This
ComputerBased
Sec 8
Ave Mean
df
Strategy
Pre Test
7.56
Post Test
14.8
8
Pre Test
3.47
Set A
Sec 4
MEA
N
Post Test
14
Pre Test
2.33
Post Test
13.6
7
Pre Test
Post Test
Mean
T-Test
Value
Differenc
e
Compute
d
Tabular
24
7.32
14
10.53
14
11.34
4.45
14.18
4.60
3.57
2.064
2.145
2.145
3.63
Ho
Decision
There
is
no
significant
difference
on
the
level
of
performa
nce of the
responde
nts before
and after
exposure
to
computerbased
strategy
Rejected
9.73
The table represents the obtained mean in the pretest and posttest in the level of performance as eva
The table shows that the respondents in set A got a computed mean of 7.56 in pretest and 14
degree of freedom of 24 resulted to the rejection of the null hypothesis.
In Sec 4 had a computed mean of 3.47 in pretest and 14 in posttest while obtaining a compu
rejection of the null hypothesis.
While in Sec 8, had a computed mean of 2.33 in pretest and 13.67 in posttest while obtain
resulted also to the rejection of the null hypothesis.
The finding implies that there is significant effect in the level of performance of the pupils before
Bautista (2004) pointed out that it cannot be denied and it is an accepted fact that good te
doing so, schools need to employ sustained educational programs that contribute to the academic pe
20
Table 4
Traditional
Way
Pre Test
Set A
Sec 4
Sec 8
Post Test
MEAN
8.32
13.9
2
Pre Test
1.48
Post Test
5.96
Pre Test
Post Test
3.80
12.73
df
Mean
Differenc
e
T-Test
Compute
d
Value
Tabular
24
5.6
4.12
2.064
14
4.48
2.95
2.145
14
8.93
3.62
2.145
Ho
Decision
There is
no
significant
difference
on the
level of
performa
nce of the
responde
nts in
Rejected
Ave.
Mean
Pre Test
Post Test
4.53
10.87
Traditional
method
6.34
The table represents the obtained mean in the pretest and posttest in the level of performance
The table shows that the respondents in Set A got a computed mean of 8.32 in pretest an
2.064 with degree of freedom of 24 resulted to the rejection of the null hypothesis.
In Sec 4 had a computed mean of 1.48 in pretest and 5.96 in posttest while obtaining a compu
rejection of the null hypothesis.
While in Sec 8, had a computed mean of 3.80 in pretest and 12.73 in posttest while obtain
resulted also to the rejection of the null hypothesis.
21
The finding implies that there is significant difference in the level of performance of the pupils
Table 5
Table of Computed Mean and Mean Difference in the Level of Performance of the
Pupil Respondents in Math on Computer-Based Learning
Strategy Compare to Traditional Way
of Teaching Mathematics.
MATH
Traditional
Way
Computer
-Based
Pre Test
Mean
VI
Post Test
Mean
VI
Mean Difference
Mean
VI
4.53
Low
10.87
High
6.34
Average
4.45
Low
14.18
Very High
9.73
High
Legend:
Scale:
12-15
-Very High
3-5.99
-Low
9-11.99
-High
0-2.99
-Very Low
6- 8.99
-Average
The table represents the computed mean and the mean difference in the level
of performance of the pupil respondents in Math on the traditional way and
computer-based Strategy.
The table shows that the respondents got a computed mean of 4.53 in the
pretest and got a verbal interpretation of low in traditional way, while in the computerbased, the respondents got a computed mean of 4.45 and got a verbal interpretation
of low also.
In the table of posttest, the pupil respondents in traditional way got a
computed mean of 10.87 and got a verbal interpretation of high, while in computerbased the pupil respondents got a computed mean of 14.18 and got a verbal
interpretation of very high.
22
In the table of mean difference, it shows that the mean difference in pretest
and posttest of traditional way got 6.34 which have a verbal interpretation of
Average.
While in computer-based got a mean difference of 9.73 which have a verbal
interpretation of High.
The finding revealed that the level of Math performance of pupil respondents
in traditional way is average while in computer-based is high.
The significant increase in the result of computer-based from the result of
traditional way signifies that it is more effective to use computer-based learning
strategy compare to traditional way of teaching Mathematics.
(Pucel & Stertz, 2005; Larkin, 2003; Leigh, 1996).Sited that Computer-based
instructional applications are considered an effective alternative to traditional
teaching methods. Today in numerous educational and training settings, interactive
computer programs are used to teach young students and adults computer literacy
skills.
the attainment of the objectives, using school ICT laboratory in performing computerbased learning strategy in class activity.
23
In items 3, 7, 8 and 9 got a computed mean of 2.75 which got a verbal
interpretation of never. Such as having not difficulty on preparing well the lesson
plan in executing the computer-based learning strategy, using computer-based
learning
strategy in executing the lesson, having enough equipment to be used in performing
the strategy, and having experience in trouble shooting the device while the activity
is ongoing.
Also in items 6 and 10 the teacher respondents got a computed mean of 2.63
which fall on verbal interpretation of Never.
On the other hand the principal respondent got a mean of 2.00 in items
1, 6, 8, and 9 which falls on verbal interpretation of Sometimes. While in items 2, 3,
4, 5, 7, and 10 the respondent got a mean of 3.00 with a verbal interpretation of
Never.
The average
mean
The verbal interpretation never indicates that there are some problems on
the other hand but it is minimal which is easy to handle or resolve by the
implementers.
As the problem identified, it is easy for the teachers to give extra time like to
use different strategies in class session to accommodate the needs of the learner
using the computer-based Strategy in teaching Mathematics in Grade Two.
According to the study of Honey et al. (2000). They claim that research into
the impact of learning technologies on the quality of students learning outcomes is
limited and out dated.
A limiting factor has been the difficulty of defining and measuring enhanced
24
learning outcomes attributable specifically to the use of learning technologies.
Table 6
Computed Mean on the Problems Encountered by the Teachers
Using Computer-Based Learning Strategy as Evaluated by
Teacher Respondents and by the Principal
Teacher
Mean
VI
Never
2.88
2.88
Principal
Mean
VI
2.88
Some
times
2
Never
Never
Overall Mean
Mean
VI
Never
2.81
2.88
Never
2.75
Never
Never
Never
Never
Never
Never
2.88
Never
Never
2.88
Never
Never
2.63
2.75
2.75
2.75
Never
Never
Never
Never
Some
times
2.75
Never
Some
times
Some
times
Never
2.69
Never
2.69
Never
2.88
Never
2.81
2.63
2.78
Never
Never
3
2.6
Never
Never
Never
1 1.4
2.80
Never
Always
25
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Finally,
who got a computed mean of 14.18 which is higher compare to traditional way of
teaching that has a computed mean of 10.87.
It simply implies that the computer-based learning strategy is more effective
than the traditional way of teaching Mathematics.
As the problem identified, it is easy for the teachers to give extra time to use
different strategies in class session to accommodate the needs of the learner.
In terms in the problems encountered by the implementers in the
implementation of computer-based learning strategy the average
mean
of 2.60
falls on never of teacher, and 2.60 on the principal. The overall mean of 2.80 fall on
verbal interpretation of never.
It means that the problems encountered by the teachers in computer-based
learning strategy are very minimal and it cant affect to the success of the
implementation of the program.
Conclusions
27
2.
Recommendations
2.
3.
4.
28
Chapter 6
OUTPUT OF THE STUDY
The output of the study is an action plan on the sustainability of the computerbased learning strategy which indicates the activities to be taken within the school
year. It includes various activities\strategies which will be implemented within the
school year.
The specific objective must be aligned with the strategies to be used so that
the flow of the plan is highly coordinated.
Support and cooperation from the division personnel and from local
government officials will be solicited to implement the program successfully.
BIBLIOGRAPHY
30
31
Appendix A
Questionnaire on the Extent of Implementation of Computer-Based Learning
Strategy In Teaching Mathematics in Grade Two Pupils of Marick Elementary School
THE EFFECTS OF COMPUTER-BASED LEARNING STRATEGY
IN TEACHING MATHEMATICS IN GRADE TWO PUPILS
OF MARICK ELEMENTARY SCHOOL
_____________________
Never
Sometimes
Always
activities.
3. Preparing well the lesson plan in executing
Legend:
Rage of Rating Descriptions
2.5 3
Never
1.5 2.4
Sometimes
1 1.4
Always
33
Appendix B
Letter of Request to Conduct the Study
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
DISTRICT OF CAINTA II
MARICK ELEMENTARY SCHOOL
Gloria St. Marick Subdivision, Brgy. Sto. Domingo, Cainta, Rizal/475-5088
Email address: marickes.cainta2disitrict@gmail.com
November 24, 2014
ROMMEL C. BAUTISTA, CESO V
Schools Division Superintendent
Kaytikling, Taytay, Rizal
Attention:
MRS. GLORIA C. ROQUE
EPS I, Division Research Coordinator
Sir:
I would like to request permission to conduct study regarding the approved action
research entitled, "THE EFFECTS OF COMPUTER-BASED LEARNING STRATEGY IN
TEACHING MATHEMATICS IN GRADE TWO OF MARICK ELEMENTARY SCHOOL", as
partial requirement for the 2014 Division Seminar Workshop on Action Research in
Elementary Mathematics which the undersigned is presently teaching.
The study requires an Experimental Method in finding the effects of computer-based
learning strategy in teaching Mathematics in Grade Two of Marick Elementary School.
Rest assured that the data to be obtained will be treated with utmost confidentiality.
Anticipating for your kind consideration and most favorable action on this matter.
Very truly yours,
Recommending Approval:
MRS. GLORIA C. ROQUE
EPS I, Division Research Coordinator
APPROVED:
ROMMEL C. BAUTISTA, CESO V
OIC, Schools Division Superintendent
Appendix C
Pretest and Posttest in Math II
______________________
34
B. Bilugan ang dami ng bagay na nasa set para maipakita ang fraction
sa itaas nito.
1.
2. 4/9
3.
2/6
35
4.
5.
3/7
2/5
2/6
37
Name:_____________________________________________________________
Hanay B
1.
_________________________
2.
3.
______
_________________________
_________________________
4.
_________________________
5.
_________________________
6.
_________________________
7.
_________________________
8.
_________________________
38
Hanay A
Hanay B
f
g
39
Name:_____________________________________________________________
A. Kumpletuhin ang mga hugis at angkop na kulay nito.
B. Punan ang patlang ng tamang sagot. Isulat ang Oo kung ito ay pattern at
Hindi kung di ito pattern.
40
C. Isulat sa papel ang katumbas na bilang ng bawat hugis at dugtungan ito.
41
CURRICULUM VITAE
Name
Date of Birth
Place of Birth
Spouse
Children
:
:
:
:
:
Educational Qualification:
Elementary
High School
College
Degree
:
:
:
:
Teaching Experiences:
Elementary Teacher (2007-2008)
Elementary Teacher (2008-Present)
Seminars/Conference Attended:
December 2009
January 2010
March 2010
May 2011
November 2014
42
42