Enhancing The Least - Mastered - Skills In Economic 9 Through The Use Of Localized Learning Materials
Type
Thesis
Authors
Category
Publication Year
2019
Pages
128
Abstract
This study shows that teaching is not merely imparting facts and information to the learners. Her job is to mediate to the needs of students who are dearly in need of help.
This implicates that the Economics teacher must know how to detect the unknown part the learners mind. Specifically, this pertains to the students who are classified in the Least Mastered Skills level, particularly, to the subject Macroeconomics. Hence, this was the core of the study.
In all situation, there is always a problem. In order to arrive to a solution, the teacher has to utilize a system of sorting, classifying, and identifying the problems and needs of the LMS respondents in some student respondents of the Amparo High School Grade 9 Araling Panlipunan in Economics specifically. The learners end point of leaming should be contrast on the other way around, and instead, learning must continuously grow and lifelong. According to the Zone of Proximal Theory by Vigotzky, the teacher must be able to spot out the least mastered skills of their learners in order to carry out the type of learning resource material that will fill up the gap of learning in making the behavior of students in Economics stronger.
Specifically, this study sought to answer the following questions: 1) What are the Third (3rd) quarter pre-test scores of the Grade 9 students in Economics?, 2) What least-mastered skills may be subjected in developing localized learning materials?; 3) What is the level of acceptability of the developed learning materials based on the LRMDS tool?; 4) What are the third (3) quarter post- test scores of Grade 9 students in Economics?; 5) Is there a significant difference of the Pre-test and Post-test scores?; and 6) What are the comments and suggestions that may be proposed to enhance the localized learning materials?
The study beat its purpose of conducting the Pre-test in order to identify the unexpected 28 least-mastered-skilled students at random selection. The process was to spot the weak part of the learning behavior of students. And according to the laws of learning of Thorndike advocacy and the ZPT of Vigotzky. may be a means to resolve to master the least-mastered-skills topics.
Recommendations from the basic foundation of the Philosophy of Education by Thorndike - The Laws of Learning, Maria Montessori - Sensorial, and the Constructivist that the learning environment is a large laboratory of different fields that a learner can learn the subject Macroeconomics. The Learn by Doing of John Dewey stated that through experience and manipulation of the 3D will affect the LMS mind. Eventually, with the many sensorial exercises, drills, and brain storming that will develop the critical thinking of the LMS is solved. The teacher who is the facilitator must be equipped with experience and theory (San Mateo, 2018). The strong basis of evaluation and validity since the program itself came from the DepEd through the LRMDS that helped the teachers in creating standardized materials and should be based from the CQA. The Posttest results evaluate the engaged module created based from the evaluation of the LRMDS officers approval and screening of the LRMDS Tool through the use of the Ttest and measurement. The evaluation becomes valid. If the Posttest result is greater than of the Pretest, it indicates that the research study is successful. The research study hypothesis is accepted.
This implicates that the Economics teacher must know how to detect the unknown part the learners mind. Specifically, this pertains to the students who are classified in the Least Mastered Skills level, particularly, to the subject Macroeconomics. Hence, this was the core of the study.
In all situation, there is always a problem. In order to arrive to a solution, the teacher has to utilize a system of sorting, classifying, and identifying the problems and needs of the LMS respondents in some student respondents of the Amparo High School Grade 9 Araling Panlipunan in Economics specifically. The learners end point of leaming should be contrast on the other way around, and instead, learning must continuously grow and lifelong. According to the Zone of Proximal Theory by Vigotzky, the teacher must be able to spot out the least mastered skills of their learners in order to carry out the type of learning resource material that will fill up the gap of learning in making the behavior of students in Economics stronger.
Specifically, this study sought to answer the following questions: 1) What are the Third (3rd) quarter pre-test scores of the Grade 9 students in Economics?, 2) What least-mastered skills may be subjected in developing localized learning materials?; 3) What is the level of acceptability of the developed learning materials based on the LRMDS tool?; 4) What are the third (3) quarter post- test scores of Grade 9 students in Economics?; 5) Is there a significant difference of the Pre-test and Post-test scores?; and 6) What are the comments and suggestions that may be proposed to enhance the localized learning materials?
The study beat its purpose of conducting the Pre-test in order to identify the unexpected 28 least-mastered-skilled students at random selection. The process was to spot the weak part of the learning behavior of students. And according to the laws of learning of Thorndike advocacy and the ZPT of Vigotzky. may be a means to resolve to master the least-mastered-skills topics.
Recommendations from the basic foundation of the Philosophy of Education by Thorndike - The Laws of Learning, Maria Montessori - Sensorial, and the Constructivist that the learning environment is a large laboratory of different fields that a learner can learn the subject Macroeconomics. The Learn by Doing of John Dewey stated that through experience and manipulation of the 3D will affect the LMS mind. Eventually, with the many sensorial exercises, drills, and brain storming that will develop the critical thinking of the LMS is solved. The teacher who is the facilitator must be equipped with experience and theory (San Mateo, 2018). The strong basis of evaluation and validity since the program itself came from the DepEd through the LRMDS that helped the teachers in creating standardized materials and should be based from the CQA. The Posttest results evaluate the engaged module created based from the evaluation of the LRMDS officers approval and screening of the LRMDS Tool through the use of the Ttest and measurement. The evaluation becomes valid. If the Posttest result is greater than of the Pretest, it indicates that the research study is successful. The research study hypothesis is accepted.
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