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05715nam a22002177a 4500 |
| 001 - CONTROL NUMBER |
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84139997 |
| 003 - CONTROL NUMBER IDENTIFIER |
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laup |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20230823152636.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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150317t xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
LAUP |
| Transcribing agency |
La Union Provincial Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
DIS 372.7 M31t 2013 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Manalang, Edwina M. |
| 245 ## - TITLE STATEMENT |
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| Title |
Technology-based mathematics instruction of teacher education institutions in Region I / |
| Statement of responsibility, etc. |
Edwina M. Manalang. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
La Union : |
| Date of publication, distribution, etc. |
2013. |
| Name of publisher, distributor, etc. |
[s.n.], |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xvii, 140 pages : |
| Dimensions |
28 centimeter. |
| Other physical details |
illustration ; |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Bibliography: pages 100-107. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
The aim of this study was to determine the technology-based Mathematics instruction of selected Teacher Education Institutions in<br/>Region 1 with Level II accredited status as basis for a training program. It specifically determined the extent of use and level of competence of Mathematics instructors along mathematics technologies particularly on the use of Scientific Calculator and Math Software in teaching Mathematics. It further looked into the relationship as to the extent of use and level of competence and the capabilities and inadequacies of Mathematics instructors along Mathematics technology. The method of investigation that was utilized in this study was the descriptive research with a two-type researcher-made questionnaire in the form of a rating scale and a competence test as tools for gathering data. The respondents consisted of fifty (50) Mathematics instructors and three hundred twenty seven (327) graduating BSEd and BEEd students from Level II Accredited Teacher Education Institutions (TEIs) in Region 1 for School Year 2012 - 2013. The study found out that the Mathematics instructors of Level I accredited TEIs in Region 1 often used the Scientific Calculator along different areas in Mathematics; however, they sometimes used the Mathematics Software.<br/>The Mathematics instructors were found competent on the use of Scientific Calculator, but not competent on the use of Mathematics Software. There was a significant relationship between extent of use and level of competence of the Mathematics instructors in technology-based mathematics. The Mathematics instructors were capable on the use of Scientific Calculator along different areas in Mathematics; but inadequate on the use of Mathematics Software. The Technology-based Mathematics Training Program addresses to the enhancement of the use and level of competence and the capabilities and inadequacies of Mathematics instructors along Mathematics technology. The method of investigation that was utilized in this study was the descriptive research with a two-type researcher-made questionnaire in the form of a rating scale and a competence test as tools for gathering data. The respondents consisted of fifty (50) Mathematics instructors and three hundred twenty seven (327) graduating BEd and BEEd students from Level II Accredited Teacher Education Institutions (TEIs) in Region1 for School Year 2012 - 2013.The study found out that the Mathematics instructors of Level I accredited TEIs in Region 1 often used the Scientific Calculator along different areas in Mathematics; however, they sometimes used the Mathematics Software. The Mathematics instructors were found competent on the use of Scientific Calculator, but not competent on the use of Mathematics Software. There was a significant relationship between extent of use and level of competence of the Mathematics instructors in technology-based mathematics. The Mathematics instructors were capable on the use of Scientific Calculator along different areas in Mathematics; but inadequate on the use of Mathematics Software. The Technology-based Mathematics Training Program addresses to the enhancement of the Mathematics instructors on the use of Technology-based mathematics instruction. Based on the findings, the following conclusions were drawn: The Mathematics instructors have not fully reached the maximum level of use of Math technology. The Mathematics instructors possessed the needed skills in using the Scientific Calculator; yet lack the skills and expertise on the use of Math Software. The Mathematics instructors demonstrated a sound competence along the use of Scientific Calculator; however, deficient along the use of Math Software. Extent of use has a bearing to the level of competence in the use of Mathematics technology.<br/>Constant use of Mathematics technology builds competence and mastery. The proposed training program is one avenue to enhance and improve instructors competency especially along the identified weaknesses. The researcher recommended the following: The adoption and implementation of the Technology-Based Mathematics Training Program by the TEIs in Region 1 will enhance and improve the competence of instructors along the use of technology. The administrators should support financially the faculty who will be attending the training program. Instructors are encouraged to diligently attend trainings and seminars to update themselves of the latest and innovative trends and pedagogy in Mathematics teaching. Continuous development on the Mathematics instructors on the use of provision Of the needed technology should be funded by the administrators to encourage teachers to integrate technology in their teaching. Further study like action and institutional researches should be conducted to determine the effect of technology-based Math instruction on the students' ability in Math through a competence test.<br/>Finally, a parallel study should be conducted along areas of Science and English.<br/> |
| 541 ## - IMMEDIATE SOURCE OF ACQUISITION NOTE |
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| Source of acquisition |
CHED-La Union |
| Method of acquisition |
Donation |
| Date of acquisition |
March 5, 2015 |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Mathematics |
| General subdivision |
Study and teaching. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Dissertation |
| Source of classification or shelving scheme |
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