Science and Humanities (CSSH) as the respondents. The variables considered were sex, age, number of years in teaching in the university, highest educational attainment, and number of trainings and/or seminars attended within the last two years, and subject taught. The aspects were the general interaction pattern, teaching style, classroom interaction strategies, and mode of questioning. In the data-gathering process, pre-test and post-test in the three subject areas were administered, the actual classroom interactions were video recorded, and with the aid of a questionnaire-checklist, the gathered data were analyzed. To statistically treat the data, these tools were used: to determine the extent of application of strategies in the classroom commonly employed by the respondents with respect to general interaction pattern, Frequency, Percentage, and Rank were used; with respect to teaching styles, classroom interaction strategies, and mode of questioning, Mean was used. To determine the level of the performance of the students in English, Science, and Mathematics after utilizing the classroom interaction patterns, Mean and Standard Deviation were utilized. To determine the significant difference on the level of performance of the students in English, Science, and Mathematics after utilizing the interaction patterns, t-test was applied; and for the significant difference in the general pattern of interaction in the observed English, Science, and Mathematics classes, F-test (one-way Analysis of Variance) was applied. The findings of the study revealed with respect to general interaction pattern, in the top ranks were lecture (explanation), plain English, recall/recognition questions, response from female students, positive acknowledgment of female students, and social interaction among female students. As to the extent of the application of strategies in the classroom interaction commonly employed by the respondents with respect to teaching style, classroom interaction strategies and mode of questioning, the assertive and facilitative teaching styles attained the verbal interpretation of -always‖. Suggestive and collaborativeCorresponding Author:-Jocelyn L. Gagalang. Address:-Dean, College of Social Sciences, University of Rizal System Pililla, Rizal, Philippines. ISSN: 2320-5407Int. J. Adv. Res. 5(12), 275-315 276 teaching styles were both verbally interpreted as -often‖. The methodologies obtained the verbal interpretation of -sometimes‖ and the maximum participation strategies with -always‖. The mode of questioning also obtained a verbal interpretation of -always‖. After utilizing the classroom interaction patterns, the level of performance of the students in English, Science, and Mathematics was found average. Moreover, there was no significant difference on the level of performance of the students in English subject while there were in Science and Mathematics. Based on the analyses and interpretation, it was concluded that lecture in the form of writing and talking as well as giving directives can help the stud...
This study primarily aimed to determine the employment aspects and assess the extent of the contributory factors of the course that helped the graduates to be developed; extent of the course on the overall college life experience and the extent of life satisfaction of the graduates of Bachelor of Science in Psychology of the University of Rizal System Pililla, Academic Years 2010-2013. The respondents were the seventy (70) graduates of all the batches mentioned. The total enumeration was considered in this study, however, there were only forty-seven (47) or 67.14 % who responded among the graduates of BS Psychology from the University of Rizal System Pililla Campus. The variables included in the profile of respondents were sex, age, civil status, first choice course, source of finances and personal monthly income. This study was concerned with the extent of the contributory factors of the course that helped the graduates to be developed; the extent of the course on the overall college life experience; and the extent of life satisfaction among BS Psychology graduates. This research study utilized the descriptive method of research. The data-gathering tool was the Graduate Tracer Study (GTS) Questionnaire adapted from the Commission on Higher Education (CHED). Based on the findings of the study, it can be concluded that majority of the respondents were female, trainable, young adults, responsible single, have chosen to pursue BS Psychology as their first choice course, financially supported by parents in college and belonged to above poverty line. Majority of the BS Psychology graduates are offered to work in private institutions or establishments due to numerous vacant positions related to the course; are engaged in contractual or casual status due to limited permanent positions both in public and private institutions; with first job title of an HR Assistant or HR Office Staff; involved in technical or professional work which have opportunities for professional development; determined to apply their acquired knowledge and skills right after graduation; got hired in less than two (2) months after
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