MARC details
| 000 -LEADER |
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02649ntm a2200241 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
46019 |
| 003 - CONTROL NUMBER IDENTIFIER |
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0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240411193202.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
220301n 000 0 eng d |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Firaza, Michael R. |
| 245 10 - TITLE STATEMENT |
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| Title |
Proposed intervention program for non-numerates Grade 7 learners / |
| Medium |
[manuscript] |
| Statement of responsibility, etc. |
Michael R. Firaza |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Balanga City: |
| Name of publisher, distributor, etc. |
BPSU, |
| Date of publication, distribution, etc. |
2021. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xii, 164 pp.; |
| Dimensions |
28 cm. |
| 500 ## - GENERAL NOTE |
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| General note |
Thesis (MAEd-Math) BPSU, 2021. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
This study highlighted the proposed Intervention Program for Non-Numerates Grade 7 students of Orani National High School-Main during the school year 2019-2020. The study raised a total of 227 respondents who were selected using purposive sampling technique. The study is a quantitative research where true experimental and descriptive research methods were employed using Zero Non-Numerates (ZNN) test and the selfconstructed survey questionnaire. The data obtained was encoded and statistically processed with the use of PASW Statistics version 24 (SPSS for Windows). As for the data gathering procedures, the researcher used Pre-Test and Post Text examination as well as a survey questionnaire in gathering data in line with the aims and objectives of the study. The study concluded that before the implementation of the numeracy program, the students' level is at non-numerates and nearly numerates, while they became numerates after the program. Moreover, there was a significant difference between the numeracy level before and after the implementation of the program. The students had significantly become numerates after the program's implementation. Meanwhile, the numeracy intervention program is evaluated as often implemented, with post-evaluation as the highest-rated aspect. Essentially, there was no significant difference in the evaluation of teachers and students on the intervention program for non-numerates. It is recommended that continuous improvement and enhancement of the proposed program intervention for non-numerates must be accomplished through honest feedbacks, enhancement of effective activities meant to address the needs of the non-numerates in the locale and efficient utilization of resources. |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Mathematics |
| General subdivision |
Intervention program |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Mathematics |
| General subdivision |
Study and teaching |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Number concept in children |
| Source of heading or term |
sears |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Numeracy |
| General subdivision |
Study and teaching |
| Source of heading or term |
sears |
| 651 #7 - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME |
|---|
| Geographic name |
Philippines |
| Source of heading or term |
sears |
