This study examined the relationship between emotional and behavioral disorders (EBD) and academic achievements among Grade 1 pupils in the Philippines. The study found that 67% of pupils exhibited moderate EBD, while 19% exhibited severe EBD, especially with attention deficit hyperactivity disorder (ADHD). ADHD was the only disorder found to negatively correlate with pupils' curricular and extra-curricular performance. Male pupils exhibited higher levels of disorders than females but lower academic performance. Pupils from highly urbanized areas exhibited higher EBD levels than those from less urbanized areas. The study recommends further research using a stable questionnaire to better understand pupils' EBD.
Inclusive education system in Sped Philippine SettingAlletMicaSTAANA
Inclusive Education law in the Philippines
definition and teaching strategies for disabilities under Special Education
Competencies of an Inclusive Teacher
Field Study 1 (Episode 6) - Home School LinkAlvin Lim
The document summarizes an observation and interview conducted for a learner named Renz D. Ocampo. The observation examines Renz's physical, social, emotional, and cognitive development based on observations of Renz and interviews with his teacher and parents. Key findings include that Renz is physically healthy and developing typically. He is social and friendly. His parents provide a nurturing home environment and use authoritative parenting styles with rules and discipline. Renz is doing well academically and his parents support his education. The home and school environments positively contribute to Renz's development.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
Facilitating Human Learning Module 1 & 2Rona Laureta
This document discusses metacognition and learner-centered psychological principles. It defines metacognition as awareness and understanding of one's own thinking and learning processes. There are three categories of metacognitive knowledge: knowledge of person variables, knowledge of task variables, and knowledge of strategy variables. The document also outlines 14 learner-centered psychological principles grouped into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Effective learners employ metacognitive strategies like self-monitoring and strategic thinking.
This document summarizes an observation of a school and classroom environment conducted by a field study student. The school campus was located in an urban community and served a socioeconomically diverse population. While the buildings and facilities were in usable condition, some maintenance could improve the environment. The classroom observed had basic facilities but was overcrowded with 52 students in a space designed for 40-45. The student concluded that the school and classroom environments can impact learning and that creating a supportive, engaging environment is important for child and adolescent development.
1) The minutes of the first PTA meeting were recorded, where officers were elected and school rules were discussed.
2) Topics at the meeting included the K-12 grading system and agreeing that the PTA projects would be a student cabinet and classroom repainting.
3) A liquidation report showed a collection of Ᵽ2,940 but expenses of Ᵽ3,180.50, leaving a deficit of Ᵽ240.50.
This document contains the school-based management action plan and matrix of activities for Mati National Comprehensive High School for the 2021-2022 school year. The plan includes crafting an action plan, monthly maintenance of computers, attending ICT seminars and webinars, and conducting teacher training on Microsoft apps. The ICT coordinator is responsible for overseeing these activities which aim to properly maintain computer equipment and ensure teachers receive necessary training.
This document discusses different categories of exceptionalities including specific cognitive or academic difficulties like learning disabilities, ADHD, and speech/communication disorders. It also covers social/emotional and behavioral difficulties such as autism, mental retardation, and emotional/conduct disorders. Physical disabilities and health impairments are outlined along with sensory impairments, severe/multiple disabilities, and giftedness. The document emphasizes using people-first language when referring to individuals with disabilities by putting the person before the disability.
Inclusive education system in Sped Philippine SettingAlletMicaSTAANA
Inclusive Education law in the Philippines
definition and teaching strategies for disabilities under Special Education
Competencies of an Inclusive Teacher
Field Study 1 (Episode 6) - Home School LinkAlvin Lim
The document summarizes an observation and interview conducted for a learner named Renz D. Ocampo. The observation examines Renz's physical, social, emotional, and cognitive development based on observations of Renz and interviews with his teacher and parents. Key findings include that Renz is physically healthy and developing typically. He is social and friendly. His parents provide a nurturing home environment and use authoritative parenting styles with rules and discipline. Renz is doing well academically and his parents support his education. The home and school environments positively contribute to Renz's development.
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
Facilitating Human Learning Module 1 & 2Rona Laureta
This document discusses metacognition and learner-centered psychological principles. It defines metacognition as awareness and understanding of one's own thinking and learning processes. There are three categories of metacognitive knowledge: knowledge of person variables, knowledge of task variables, and knowledge of strategy variables. The document also outlines 14 learner-centered psychological principles grouped into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Effective learners employ metacognitive strategies like self-monitoring and strategic thinking.
This document summarizes an observation of a school and classroom environment conducted by a field study student. The school campus was located in an urban community and served a socioeconomically diverse population. While the buildings and facilities were in usable condition, some maintenance could improve the environment. The classroom observed had basic facilities but was overcrowded with 52 students in a space designed for 40-45. The student concluded that the school and classroom environments can impact learning and that creating a supportive, engaging environment is important for child and adolescent development.
1) The minutes of the first PTA meeting were recorded, where officers were elected and school rules were discussed.
2) Topics at the meeting included the K-12 grading system and agreeing that the PTA projects would be a student cabinet and classroom repainting.
3) A liquidation report showed a collection of Ᵽ2,940 but expenses of Ᵽ3,180.50, leaving a deficit of Ᵽ240.50.
This document contains the school-based management action plan and matrix of activities for Mati National Comprehensive High School for the 2021-2022 school year. The plan includes crafting an action plan, monthly maintenance of computers, attending ICT seminars and webinars, and conducting teacher training on Microsoft apps. The ICT coordinator is responsible for overseeing these activities which aim to properly maintain computer equipment and ensure teachers receive necessary training.
This document discusses different categories of exceptionalities including specific cognitive or academic difficulties like learning disabilities, ADHD, and speech/communication disorders. It also covers social/emotional and behavioral difficulties such as autism, mental retardation, and emotional/conduct disorders. Physical disabilities and health impairments are outlined along with sensory impairments, severe/multiple disabilities, and giftedness. The document emphasizes using people-first language when referring to individuals with disabilities by putting the person before the disability.
The document provides information from an interview with the parent of a 9-year-old student named Renjie P. Jordan. It includes details about the student's family, physical development, social development, emotional development, cognitive development, and the parent's expectations. The parent reported that the student is healthy, friendly, and does well in math and English but struggles in Filipino. The parent aims for the student to do well in school and has rules around studying and playing.
This document outlines an episode for observing learners of different ages and grade levels. It includes the student's intended learning outcomes, which are to differentiate the characteristics and needs of learners from different developmental levels. It provides tools for documenting observations, including guides for observing physical, social, emotional, and cognitive development. The student's map outlines steps to observe three groups of learners, document observations, validate observations through interviews, and compare learners' interests and needs. The student records observations of high school learners and analyzes their characteristics and implications for teachers. Reflections discuss similarities and differences to observed learners and impacts of past teachers.
Developmental influences on learning are impacted by opportunities and constraints as individuals develop physically, intellectually, emotionally, and socially. Learning is most effective when accounting for differences in development across these domains. Social influences on learning also impact the learning process through social interactions, relationships, and communication with others.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This document discusses cognitive and metacognitive factors that influence learning. It states that successful learning involves intentionally constructing meaning, creating coherent knowledge representations, and linking new information with existing knowledge in meaningful ways. Developing metacognition, or thinking about thinking, is identified as a powerful predictor of learning. Metacognition allows learners to understand what they know and don't know. The document outlines basic metacognitive strategies like connecting information, selecting thinking strategies, and evaluating thinking processes. It distinguishes cognitive strategies, which are goal-directed and situation-specific, from metacognitive strategies, which involve more universal skills like planning, monitoring, and evaluation. Developing metacognition requires creating an environment where thinking is discussed, planned
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
Fs 1 episode 4 individual differences and learners interactionNoel Parohinog
This is the Episode 4 of FS 1. In this episode, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
Past 30-year old generation vs. digital generationEsrin Depong
*Assess and report your perception/experience/good and non-good of the social media (FACEBOOK).
*Prepare a grid or a chart differentiating the past-30 years old generation and the new digital generation.
Educational Placement in Special EducationJewel Jem
Educational Placements in Special Education, Where to put the students in the Special Education Program, Placement of Education within the pupils of the Special Education Program
This document discusses evaluating the effectiveness of educational technology in the classroom. It provides an evaluation cycle that includes evaluating technology before, during, and after instruction. The document also discusses evaluating software programs based on content, documentation/support, ability levels, assessment, technical quality, and ease of use. Several types of student assessments are mentioned, including traditional, alternative, project-based, and portfolio assessments. Checklists, rating scales, and rubrics are presented as tools for developing evaluations.
This document contains a midterm examination for a Gender and Society course. It includes multiple choice and true/false questions about topics like gender identity, sex, and gender roles. It also provides prompts for creative assignments, like writing a song or poem about gender and anatomy. One assignment asks students to write a script about a parent discussing puberty with their teenage child. The assignments are evaluated using rubrics that assess elements like message, organization, creativity, and mechanics.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
The document provides information about teaching students with special needs. It begins by outlining the objectives of identifying 12 types of learners with exceptionalities, defining laws related to students with disabilities, and understanding how to teach special needs students. It then defines and provides characteristics and classifications of various disabilities and exceptionalities including learning disabilities, emotional disabilities, physical disabilities, speech/language disabilities, severe/multiple disabilities, visual impairments, hearing loss, and giftedness. The document aims to inform teachers on identifying and teaching students with diverse learning needs.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Tan, julius peter ed tech 2 assignment chapter 1 & 2Jaypee Tan
This document contains a chapter about technology in teaching and learning. It includes several activities for students to complete. The first activity has students observe a class and assess how technology is being used. They note the instructional materials, teaching methods, and how it develops 21st century skills. The second activity interviews teachers from different generations about teaching methods, materials, assessments and how they have changed. The third activity has students self-assess how well they demonstrate technology standards and pledge to improve areas of weakness. The final activity has students plan how they would integrate technology into a lesson by selecting topics, technologies and supporting student learning.
The accomplishment report summarizes the guidance counselor's work for the 2013-2014 school year at PAO-O Elementary School Annex in Santa Maria, Laguna, Philippines. Key programs included helping non-readers, slow learners, and absentee students; conducting reviews for grades 3 and 6; and remedial programs for grades 1-6. The guidance counselor also used programs like MISOSA, DORP, and ECARP. Additionally, the counselor advised teachers, counseled students, conducted parent interviews, and assisted students seeking help or with weaknesses. Going forward, the counselor will continue personalized assistance and support for student improvement.
Mother Tongue Based - Multilingual Education (MTB-MLE) in PhilippinesDåLé Rǝnomǝron
This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It defines key terms like mother tongue and multilingual. MTB-MLE uses the children's mother tongue in the classroom to facilitate learning Filipino and English. The goals are to develop cognitive skills to operate in different languages, and to preserve Philippine culture. The Department of Education implemented MTB-MLE for 12 languages, and recently added 7 more dialects. Benefits include reduced dropout rates, repetition, and increased student attendance and learning. Not using the mother tongue can lead to learning difficulties and loss of heritage language and culture.
This document provides an introduction to key concepts in statistics including data, populations, samples, parameters, statistics, descriptive statistics, and inferential statistics. It defines data as information from observations or measurements. Statistics is defined as collecting, organizing, analyzing and interpreting data to make decisions. Descriptive statistics involves summarizing and displaying data, while inferential statistics uses sample data to draw conclusions about populations. Examples are provided to illustrate identifying populations and samples, and distinguishing between parameters and statistics.
This document contains statistics related to the length of blocks in a cube. It provides the mean, median, mode, range, and standard deviation of the block lengths. It also includes a frequency table showing the number of blocks that fall within certain length bins.
The document provides information from an interview with the parent of a 9-year-old student named Renjie P. Jordan. It includes details about the student's family, physical development, social development, emotional development, cognitive development, and the parent's expectations. The parent reported that the student is healthy, friendly, and does well in math and English but struggles in Filipino. The parent aims for the student to do well in school and has rules around studying and playing.
This document outlines an episode for observing learners of different ages and grade levels. It includes the student's intended learning outcomes, which are to differentiate the characteristics and needs of learners from different developmental levels. It provides tools for documenting observations, including guides for observing physical, social, emotional, and cognitive development. The student's map outlines steps to observe three groups of learners, document observations, validate observations through interviews, and compare learners' interests and needs. The student records observations of high school learners and analyzes their characteristics and implications for teachers. Reflections discuss similarities and differences to observed learners and impacts of past teachers.
Developmental influences on learning are impacted by opportunities and constraints as individuals develop physically, intellectually, emotionally, and socially. Learning is most effective when accounting for differences in development across these domains. Social influences on learning also impact the learning process through social interactions, relationships, and communication with others.
7 Types of Curriculum Operating in SchoolsEzr Acelar
used for reporting in Curriculum Development
focuses on the 7 types of curriculum operating in schools (recommended, taught, written, supported, learned, hidden, assessed curriculum)
This document discusses cognitive and metacognitive factors that influence learning. It states that successful learning involves intentionally constructing meaning, creating coherent knowledge representations, and linking new information with existing knowledge in meaningful ways. Developing metacognition, or thinking about thinking, is identified as a powerful predictor of learning. Metacognition allows learners to understand what they know and don't know. The document outlines basic metacognitive strategies like connecting information, selecting thinking strategies, and evaluating thinking processes. It distinguishes cognitive strategies, which are goal-directed and situation-specific, from metacognitive strategies, which involve more universal skills like planning, monitoring, and evaluation. Developing metacognition requires creating an environment where thinking is discussed, planned
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
Fs 1 episode 4 individual differences and learners interactionNoel Parohinog
This is the Episode 4 of FS 1. In this episode, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
Past 30-year old generation vs. digital generationEsrin Depong
*Assess and report your perception/experience/good and non-good of the social media (FACEBOOK).
*Prepare a grid or a chart differentiating the past-30 years old generation and the new digital generation.
Educational Placement in Special EducationJewel Jem
Educational Placements in Special Education, Where to put the students in the Special Education Program, Placement of Education within the pupils of the Special Education Program
This document discusses evaluating the effectiveness of educational technology in the classroom. It provides an evaluation cycle that includes evaluating technology before, during, and after instruction. The document also discusses evaluating software programs based on content, documentation/support, ability levels, assessment, technical quality, and ease of use. Several types of student assessments are mentioned, including traditional, alternative, project-based, and portfolio assessments. Checklists, rating scales, and rubrics are presented as tools for developing evaluations.
This document contains a midterm examination for a Gender and Society course. It includes multiple choice and true/false questions about topics like gender identity, sex, and gender roles. It also provides prompts for creative assignments, like writing a song or poem about gender and anatomy. One assignment asks students to write a script about a parent discussing puberty with their teenage child. The assignments are evaluated using rubrics that assess elements like message, organization, creativity, and mechanics.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
The document provides information about teaching students with special needs. It begins by outlining the objectives of identifying 12 types of learners with exceptionalities, defining laws related to students with disabilities, and understanding how to teach special needs students. It then defines and provides characteristics and classifications of various disabilities and exceptionalities including learning disabilities, emotional disabilities, physical disabilities, speech/language disabilities, severe/multiple disabilities, visual impairments, hearing loss, and giftedness. The document aims to inform teachers on identifying and teaching students with diverse learning needs.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Tan, julius peter ed tech 2 assignment chapter 1 & 2Jaypee Tan
This document contains a chapter about technology in teaching and learning. It includes several activities for students to complete. The first activity has students observe a class and assess how technology is being used. They note the instructional materials, teaching methods, and how it develops 21st century skills. The second activity interviews teachers from different generations about teaching methods, materials, assessments and how they have changed. The third activity has students self-assess how well they demonstrate technology standards and pledge to improve areas of weakness. The final activity has students plan how they would integrate technology into a lesson by selecting topics, technologies and supporting student learning.
The accomplishment report summarizes the guidance counselor's work for the 2013-2014 school year at PAO-O Elementary School Annex in Santa Maria, Laguna, Philippines. Key programs included helping non-readers, slow learners, and absentee students; conducting reviews for grades 3 and 6; and remedial programs for grades 1-6. The guidance counselor also used programs like MISOSA, DORP, and ECARP. Additionally, the counselor advised teachers, counseled students, conducted parent interviews, and assisted students seeking help or with weaknesses. Going forward, the counselor will continue personalized assistance and support for student improvement.
Mother Tongue Based - Multilingual Education (MTB-MLE) in PhilippinesDåLé Rǝnomǝron
This document discusses mother tongue-based multilingual education (MTB-MLE) in the Philippines. It defines key terms like mother tongue and multilingual. MTB-MLE uses the children's mother tongue in the classroom to facilitate learning Filipino and English. The goals are to develop cognitive skills to operate in different languages, and to preserve Philippine culture. The Department of Education implemented MTB-MLE for 12 languages, and recently added 7 more dialects. Benefits include reduced dropout rates, repetition, and increased student attendance and learning. Not using the mother tongue can lead to learning difficulties and loss of heritage language and culture.
This document provides an introduction to key concepts in statistics including data, populations, samples, parameters, statistics, descriptive statistics, and inferential statistics. It defines data as information from observations or measurements. Statistics is defined as collecting, organizing, analyzing and interpreting data to make decisions. Descriptive statistics involves summarizing and displaying data, while inferential statistics uses sample data to draw conclusions about populations. Examples are provided to illustrate identifying populations and samples, and distinguishing between parameters and statistics.
This document contains statistics related to the length of blocks in a cube. It provides the mean, median, mode, range, and standard deviation of the block lengths. It also includes a frequency table showing the number of blocks that fall within certain length bins.
Capital formation is the process of increasing a country's capital assets through investments that boost productivity and economic development. It relies on domestic savings from households, businesses, and governments, as well as external resources like foreign aid. While capital is important, economic development also depends on other factors like education, government effectiveness, social attitudes, and human resources. Overall, capital formation is necessary but not sufficient for economic progress, which results from a complex interplay of social, cultural, political and economic conditions.
The document describes several research projects related to applied statistical techniques, including:
1) A project to develop a program for frail seniors to reduce hospital readmissions and emergency department visits using statistical analysis methods like logistic regression.
2) A study to implement and assess an injury prevention program for pediatric patients using statistical tests like repeated measures ANOVA to analyze barriers and utilization rates.
3) A study screening injured emergency department patients for alcohol abuse and evaluating rates of treatment seeking using multilevel logistic models.
The document discusses scattergraphs and correlation by:
1) Explaining the three types of correlation: positive, zero, and negative.
2) Describing strong, moderate, and weak correlation and providing examples of each for a negative correlation.
3) Presenting sample math test score data in an example scattergraph plotting algebra scores against handling data scores to illustrate the correlation between performance on the two tests.
This document contains numerical data in a 4x5 matrix as well as instructions to analyze the data through descriptive statistics such as calculating the mean, standard deviation, and frequency and to present results in graphs such as a histogram.
There are three main types of research design: exploratory, descriptive, and causal. Exploratory research is used to gain background information, define terms, and clarify problems and hypotheses. Descriptive research describes and measures phenomena at a point in time using cross-sectional or longitudinal studies. Causal research determines causality using experiments that manipulate independent variables to see their effect on dependent variables while controlling for extraneous variables. The choice of design depends on research objectives and what is known about the problem.
This document discusses various measures of central tendency and variability. It provides details on calculating the median, mean, and mode from both raw data and grouped data. The median is the middle value of a data set and is not affected by outliers. The mean is the average and is more affected by outliers. The mode is the most frequent value. Formulas and step-by-step processes are provided to compute each measure from ungrouped and grouped data using methods like class intervals and frequency distributions.
Statistics is the science of collecting, organizing, presenting, analyzing, and interpreting numerical data. It helps make better decisions by extracting information from data. There are two main types: descriptive statistics which describe data through methods like averages and distributions, and inferential statistics which make estimates, predictions, or generalizations about a population based on a sample. Key concepts in statistics include populations, samples, parameters which describe populations, and statistics which describe samples. The level of measurement of data, such as nominal, ordinal, interval, or ratio, determines what calculations and tests can be done.
This document provides an overview of quantitative methods for probability distributions. It discusses key concepts like binomial distribution, normal distribution, standard normal distribution, central limit theorem, point estimates, interval estimates, and confidence intervals. Examples are provided to illustrate how to calculate probabilities, means, and confidence intervals for estimating population parameters based on sample data. Key probability distributions and statistical techniques are defined to analyze and make inferences about data.
The document provides guidance on improving questionnaire questions by avoiding embarrassing, leading, or subjective questions. It recommends questions cover all options without repetition and have easy to answer formats like checkboxes to select an age range or frequency rather than open-ended answers.
This document provides an overview of chi-square and analysis of variance (ANOVA) statistical tests. It defines chi-square as a test of independence using contingency tables and as a test of goodness of fit. It also defines ANOVA as a test used to compare three or more population means and determine if they are equal or different. Examples are provided to demonstrate how to perform chi-square and one-way ANOVA calculations and analyses.
This document provides an overview of key concepts in statistics, including:
- Defining statistics, populations, samples, parameters, and statistics.
- Distinguishing between descriptive and inferential statistics.
- Classifying data as qualitative or quantitative, and discussing the four levels of measurement.
- Outlining the steps for designing statistical studies and experiments, and discussing methods for data collection and sampling.
The document discusses correlation testing and analyzing bivariate data from laboratory experiments. It describes carrying out methods like linear regression and scatterplots to investigate relationships between two variables. A key aspect is interpreting the results of the correlation to understand the data and determine the strength and limitations of the observed relationships based on the R-squared value from trendlines. The levels of Pass, Merit and Distinction are defined based on correctly understanding and evaluating the correlation results and their validity.
A net is a two-dimensional pattern that can be cut out and folded to form a three-dimensional shape. The document provides examples of nets that can be folded to form a cuboid and square-based pyramid. Students are instructed to draw nets for different shapes and identify what three-dimensional forms they represent.
This document discusses statistical techniques for analyzing data, including measures of location (mean, median, mode) which represent a single value for the data set, and measures of dispersion (range, standard deviation) which represent the spread of the data set. It provides examples of calculating the mean, median, and mode of sample data sets. The mean is most affected by extreme values, while the mode may be more useful than the median or mean for data with multiple instances of the same value. The advantage of the mean is that it uses all data values in its calculation.
Here are the key points about how each factor affects blood pressure:
- Vasodilation decreases blood pressure by widening blood vessels.
- Decreased stretching of baroreceptors reduces their ability to sense and respond to changes in blood pressure, leading to higher pressure.
- Hypoxemia (low oxygen) initially causes pulmonary vasoconstriction, then systemic vasodilation, increasing cardiac output and initially raising then lowering pressure.
- Inhibiting ACE (angiotensin-converting enzyme) prevents formation of vasoconstrictor angiotensin II, lowering pressure.
- Beta blockers inhibit sympathetic stimulation of heart rate and contractility, lowering pressure.
-
The villa Extreme Semaphore is a newly constructed minimalist villa located 5 minutes from beaches in Ibiza, Spain. It can sleep up to 12 people across 5 bedrooms, each with countryside views. Features include an open plan living and dining area, modern kitchen, master bedroom with sea views, 25m swimming pool, and furnished outdoor spaces. Rates are available upon request and the villa offers tailored hospitality services for clients.
The document announces a startup competition hosted by Tetuan Valley, with three teams giving 5-minute presentations on their startup ideas, followed by a 15-minute period for teams to pivot their ideas based on feedback. The winning team will receive a $100k reward. Tetuan Valley is a startup incubator/accelerator founded by Luis Rivera and located in Spain.
This document discusses different ways to display quantitative and qualitative data, including stem and leaf diagrams, bar charts, pie charts, and pictograms. It provides instructions on how to create stem and leaf diagrams and pie charts. Quantitative data can be discrete (counted) or continuous (measured) and qualitative data describes characteristics. Examples are given of quantitative and qualitative data.
The document discusses a study on the relationship between emotional and behavioral disorders (EBD) and academic achievements of Grade 1 pupils in the Philippines. The study found that the majority (67%) of pupils had moderate EBD, while 19% had severe EBD levels, most notably for oppositional defiant disorder (20%), conduct disorder (9%), and attention deficit hyperactivity disorder (29%). While pupils' overall academic and extracurricular achievements were rated as very good, regression analysis showed that higher attention deficit hyperactivity disorder levels correlated with lower academic and extracurricular performance. The study provides insight into the prevalence and impact of EBD among young pupils in the Philippines.
This study assessed the impact of a psychoeducational intervention on family dynamics for couples with children diagnosed with ADHD. Parents participated in 5 weekly sessions that provided information on ADHD and taught cognitive-behavioral strategies and behavior modification techniques. Questionnaires assessed ADHD symptoms, family conflict, and social difficulties before and after the intervention. Results showed decreases in ADHD symptoms, family conflict, and social problems. Parents reported richer relationships with their children and better understanding of their behavior. The psychoeducation program was found to improve family dynamics for those with children diagnosed with ADHD.
1. The document discusses an intervention program for children and adolescents with ADHD that aimed to improve working memory. It provided cognitive training over 10 full days and assessed working memory before and after using tests.
2. The results found no significant changes between pre-and post-test working memory scores and no relationship between memory and the intervention. There was also no difference between children and adolescents' memory scores.
3. The study had limitations as the sample was small without a control group. Future research should include larger samples and test in school/home settings to better assess real-world impacts.
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
1. The document outlines the key components of an action research plan, including an introduction with context, research questions, and proposed intervention; a methodology section describing the research design, data collection instruments, respondents, and sampling; and sections on results and discussion, conclusions and recommendations, action plan, and references.
2. It provides examples of tables that could be used to present data in the results section, including tables showing frequency distributions, mean scores, differences between groups, and statistical analysis like t-tests.
3. The tables include sample data on reading comprehension levels, problem solving competencies, perceptions of emotional intelligence, and strategic interventions to reduce dropout rates.
This study investigated the relationship between parental involvement and the academic achievement of Grade 7 students in Tubod District, Philippines. It found that parents had high levels of involvement in terms of educational expectations, engagement in learning at home, and participation at school. The students' academic achievement was generally very satisfactory. There were significant differences found in parental involvement based on parents' age, civil status, and income levels.
The document summarizes a study on the level of academic stress among first year education students in the University of San Agustin. Key findings include:
1) Overall, first year education students experience moderate levels of academic stress. Stress levels did not significantly differ by sex but did differ by academic program and school graduated from.
2) Students in the BEED program reported significantly higher stress than those in the BSED program. Students who graduated from private schools also reported significantly higher stress than those from public schools.
3) Common sources of stress for first year students included adjusting to new environments and meeting high expectations from themselves and others. Moderate stress can be managed but very high stress can negatively impact students' academic
This study investigated differences in parent and teacher/professional ratings of behaviors in children with autism. Caregivers rated adaptive skills like daily living higher than teachers. Ratings of problem behaviors did not differ. This may be because behaviors are environment-specific and children with autism do not generalize skills across contexts like home vs school. The study provides insight into effectively assessing behaviors in different environments using multiple informants. Limitations include a clinical sample and lack of observational data. Results can help clinicians understand how to collect the most accurate behavioral data.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or control inappropriate behaviors over a long period of time and to a marked degree. It can include conditions like anxiety, depression, and bipolar disorder. Emotional disturbance is identified through screening tests and functional behavior assessments to design behavioral intervention plans as part of a student's IEP. The causes may be biological factors, temperament, environmental stressors at home or school, and treatment focuses on academic, social, and positive behavioral supports.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
Emotional disturbance is defined by the IDEA as exhibiting one or more characteristics such as an inability to learn, build relationships, or demonstrate appropriate behavior over a long period of time and to a marked degree. It can include conditions such as anxiety, mood disorders, and schizophrenia. Students with emotional disturbance often struggle academically and socially in school due to both biological and environmental factors. Schools use assessments, functional behavior analysis, and behavioral intervention plans to help identify and support these students.
This study examines the impact of absenteeism on the academic performance of Grade 5 learners in Canal Elementary School. The researchers surveyed 35 learners to analyze their profiles, number of absences, and factors contributing to absenteeism. The results showed that absenteeism negatively correlated with academic performance and was most strongly influenced by home-related factors and health issues. The researchers concluded intervention programs are needed to address absenteeism and improve learners' grades.
Learning Disabilities In Normal School Chidrenrenjmat
The document summarizes the results of a study examining the incidence and pattern of academic and psychological problems in 1057 children from 11 CBSE schools in Kerala, India. The main findings were:
1) 15.04% of children were identified as having psychological problems, with the highest percentage (16.4%) in lower primary classes.
2) Boys (72.3%) were more likely to have problems than girls (27.67%).
3) Academic problems (73.5%) were more common than other psychological problems (26.4%).
4) Mixed disorders of academic skills (59.8%) were the most prevalent type of problem identified.
ADHD is becoming much prevalent in childhood and adolescent , comorbidities like learning disability, anxiety, depression, autism spectrum disorder and tourette syndrome . Regarding the treatment we have to put in mind the comorbid disorder . Amphetamine Methylphenidate, Atomoxetine and behavioral treatment are considered of value in treating ADHD and comorbidities , ,
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUAT...Dr-sumod Khedekar
“STUDY ON THE IMPACT OF PRAKRITI IN CHILDREN WITH ACADEMIC STRESS AND EVALUATION OF ANTISTRESS EFFECT OF SARASWAT CHURNA”
presented in Kochi International seminar.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
Similar to Emotional and Behavioral Disorders (EBD) and Grade I Pupils' Achievements (20)
The document provides an overview of parliamentary procedures and their importance for conducting effective meetings. It discusses that parliamentary procedures allow organizations to conduct business in a fair and democratic manner by focusing discussion, extending courtesy to all members, observing majority rule, and ensuring minority rights. Key elements that are covered include the role of an agenda, responsibilities of members, classification of different types of motions, and examples of common motions like adjournment, laying a question on the table, and referring a matter to committee. The purpose is to educate members on using parliamentary procedures to eliminate frustration and ensure well-run meetings.
School Climate, Teachers’ Efficiency and Learning OutcomesErnie Cerado
This study examined the relationship between school climate, teacher efficiency, and student learning outcomes in public elementary schools in the Philippines. The study found that the school climate was rated as extremely favorable by both teachers and students. Teacher efficiency in areas like leadership, management, and curriculum delivery was excellent. However, student achievement across core subject areas was only marginally good. While school climate was positively correlated with teacher efficiency, it was not correlated with student outcomes. Teacher efficiency was found to have a strong positive correlation with student learning outcomes. The study concluded that improving student achievement requires substantial efforts from education officials, and further research is needed to understand the relationship between school climate and student performance.
Philippine Drug Enforcement Agency (pdea) 12Ernie Cerado
The document discusses Philippine Drug Enforcement Agency (PDEA) programs and performance in Region XII from 2014. It finds that PDEA implemented demand and supply reduction programs effectively. The community demonstrated awareness of drug issues. PDEA achieved substantial arrests, seizures, and cases filed. However, challenges around lack of resources, overworked agents, and court backlogs remain. The document recommends increasing PDEA funding and resources and establishing specialized drug courts.
This study aims to determine the extent of implementation of learning delivery modalities under the new normal education in senior high schools in South Cotabato, Philippines and the academic performance of Generation Z learners. It will analyze the socio-demographic profiles of school heads, teachers, and learners, as well as the implementation of online distance learning, modular distance learning, and blended learning. The study also examines issues and challenges in implementing these learning modalities.
The document summarizes a study that examined public school teachers' attitudes toward and self-efficacy in conducting action research in Magsaysay, Occidental Mindoro, Philippines. The study found that the teachers had an average level of research self-efficacy and tended to have positive attitudes toward research. The very highly influential factors that hindered teachers from conducting action research were work overload leaving little time for research, lack of training in action research, and lack of research centers and specialists to support teachers.
This document contains a revised questionnaire called the Revised Attitudes Toward Research (R-ATR) scale developed by Elena C. Papanastasiou to measure attitudes toward research courses. The 13-item questionnaire uses a 7-point Likert scale for respondents to rate their level of agreement with statements about research courses, including whether courses make them anxious or nervous or whether research is useful for their career. Papanastasiou is a researcher at the University of Nicosia who developed this scale to assess attitudes toward research.
This document discusses a study that examined the relationship between emotional intelligence, social competence, and transformational leadership qualities of school administrators. The study found that school administrators generally have high levels of emotional intelligence, social competence, and transformational leadership qualities. Statistical analysis revealed that emotional intelligence and social competence are strongly correlated with transformational leadership qualities. Additionally, administrators' level of education impacts their transformational leadership characteristics, but other personal factors like age, gender, and experience do not. The study validates prior research linking emotional intelligence and social competence to transformational leadership. It recommends training on these topics for administrators.
Special education fund (sef) expenditures and school performance (final)Ernie Cerado
This document discusses a study that assessed the expenditures of the Special Education Fund (SEF) by the local government of Lambayong Municipality in Sultan Kudarat province, Philippines and how it relates to school performance. The study found that SEF expenditures prioritized establishment and maintenance of extension classes and sports activities. Expenditures on construction and instructional materials were also significant. School performance was found to be generally positive along measures of quality, access, and efficiency over the period examined, with some room for improvement in areas like textbook ratios. Responsible budgeting of SEF was found to be related to enhanced school effectiveness.
The document discusses various measures of central tendency and variability used to summarize data distributions. It defines the mean, median and mode as measures of central tendency that represent the average or typical score of a group. It also explains measures of variability such as range and standard deviation, which indicate how spread out or scattered the scores are. Specifically, the standard deviation measures the average distance between each data point and the mean.
Leader member exchange of maguidanaon school headsErnie Cerado
This study explores the relationships of school heads’ adversity quotient and behavioral influence tactics to leader-member exchange in Maguindanao, Philippines.
Conflict Resolution Strategies among School Principals in Region XIIErnie Cerado
This document discusses a study on the conflict resolution strategies used by public secondary school administrators in Region XII, Philippines and how these strategies relate to school development. The study found that administrators predominantly use collaboration, problem solving, smoothing, and compromising strategies to resolve conflicts. It also found the extent of school development in the region to be moderate. Certain conflict resolution strategies like competition, litigation and mediation were found to correlate with improvements in curriculum, staff, resources, learning environment and community building. The personal attributes of administrators did not affect their choice of strategies. Administrators' top concerns included lack of knowledge about different conflict resolution approaches and conducting preliminary investigations. The document recommends intensive seminars on conflict resolution and integrating related coursework into graduate
The document discusses a study assessing the implementation and performance of the Alternative Learning System (ALS) program in Region XII of the Philippines. The study found that both the Basic Literacy Program and Accreditation and Equivalency System components of ALS were well implemented. While both programs performed excellently in terms of efficiency, the Accreditation and Equivalency System had better performance in terms of access. Additionally, the study determined that funding was insufficient and posed a major challenge to implementation. The document recommends increasing funding and support to strengthen the ALS program.
This contains some important concepts in statistics and methods of research. It is a good material for beginners who plan to explore or write a thesis or dissertation.
Emotional and Behavioral Disorders (EBD) and Grade I Pupils' Achievements
1. EMOTIONAL AND
BEHAVIORAL DISORDER
(EBD) AND ACHIEVEMENTS
OF GRADE 1 PUPILS
Ernie C. Cerado and April Rose S. Ganado
Sultan Kudarat State University
Tacurong City 9800 Philippines
eccphd@yahoo.com
2. WHAT’S EBD?
Emotional and behavioral disorder is characterized as
the: 1) inability to learn; 2) inability to build or sustain
satisfactory relationships with peers and teachers; 3)
inappropriate types of behavior under normal
circumstances; 4) general pervasive mood of
unhappiness or depression; 5) tendency to develop
physical symptoms or fears associated with personal or
school problems (Barbers, 2013).
BACKGROUND
3. BACKGROUND
In the Philippines, despite the proclamation of
the government over the issue particularly on
ADHD, there seems to be an apathetic response
from the stakeholders about the school
children’s emotional and behavioral disorder.
In fact, there is an absence of scholarly efforts
that truly explore this social phenomenon
among children; thus, local studies and
literatures are still wanting to date.
4. BACKGROUND
Besides, there is a widespread observation
among elementary teachers that EBD often
disrupt routine activities in the classrooms.
Thus, there’s a pressing call to address it at an
early developmental stage.
These realities inspired the researchers to
initially survey the emotional and behavioral
tendency of Grade 1 pupils.
5. BACKGROUND
Theoretically, the emotional and behavioral
states of children and the learning outcomes are
closely linked to each other.
Given these premises, it is considered more
practical in this study to relate the Grade 1
pupils’ curricular and extra-curricular
achievements with EBD.
6. OBJECTIVES OF THE STUDY
In particular, this study aims to satisfy these objectives:
Determine the EBD levels of the Grade 1 pupils;
Describe the pupils’ achievements in both curricular and
extra-curricular engagements;
Relate EBD with pupils’ achievements; and
Find out the effect of pupils’ gender and school location to
their EBD and achievements.
This study focuses on the relationship of gender, school location,
emotional and behavioral disorders and achievements of Grade 1 pupils.
1
2
3
4
7. THEORETICAL FRAMEWORK
Proponents Theories
Barbers (2013) Emotional and behavioral disorder have five (5) characteristics, such
as: 1) inability to learn; 2) inability to build or sustain satisfactory
relationships with peers and teachers; 3) inappropriate types of
behavior under normal circumstances; 4) general pervasive mood of
unhappiness or depression; 5) tendency to develop physical
symptoms or fears associated with personal or school problems.
Cullinan (2007) The cause of mental health disorders in children and adolescents
may be biological, environmental, or a combination of both.
Rippey (2013) EBD is an emotional disturbance like an educational disability. It is a
broad category which is used ordinarily in schools to group a range
of more specific perceived difficulties of children.
8. THEORETICAL FRAMEWORK
Proponents Theories
Psych Central
(2014)
Boys who have conduct disorder are more likely to display
aggressive and destructive behavior than girls are.
Besides, conduct disorder is more prevalent in children
who live in cities than those who live in rural areas.
Bos et al. (2006) Children with conduct disorder often perceive school as a
place of frustration and failure. They showed inferior
academic achievement and could be disliked by their
teachers as well as classmates.
Loe and Feldman
(2007)
ADHD is associated with poor grades, poor reading and
math standardized test scores, and increased grade
retention.
10. METHODOLOGY
Descriptive-survey design
Subjects (200 Grade 1 pupils); Respondents (10 Grade 1 teachers)
The locale of the study: Division of South Cotabato, Philippines
Purposive and random sampling techniques were used
Emotional and Behavioral Disorder Questionnaire (ODD, CD and
ADHD)
Summation, Percentage, Mean, t-test, MLRA
12. OBJECTIVE NO. 1
10
29
10
70
62
69
20
9
29
0 10 20 30 40 50 60 70 80
ODD
CD
ADHD
PERCENTAGE
EMOTIONALANDBEHAVIORAL
DISORDER
Severe (%) Moderate (%) Mild (%)
67%
19%
Figure 1. Bar Graph of Emotional and Behavioral
Disorder of Grade 1 Pupils by Types and Levels
13. RESULTS AND DISCUSSION
The bulk of the pupils are of MODERATE Level.
Around 19% of them have severe emotional and behavioral disorder.
This means that almost 2 out of 10 of the Grade 1 pupils have inability
to learn without specific reason, inability to sustain satisfactory
relationships with others, inappropriate types of behavior under normal
situations, general pervasive mood of unhappiness or depression, and
tendency to develop physical symptoms related to personal or school
problems.
The findings also suggest that 2 out of 10 Grade 1 pupils have severe
ODD; nearly 1 out of 10 has severe CD; while nearly 3 out of 10 have
severe ADHD.
14. RESULTS AND DISCUSSION
Finding almost validate Kavale et al.’s (2014) report that 20%
of the children may have mental health disorders.
The results also confirm AACAP’s (2014) study showing that
the oppositional disorder usually appears in late preschool.
The finding on ADHD is too high compared to Thompson’s
(2015) latest finding that it occurs only to 7% of children
worldwide and the US 2011 report of 11% ADHD cases on
school-aged children.
Most possibly, the noted gap across countries is influenced
by the type of tools used in every survey.
15. OBJECTIVE NO. 2
Table 1. School Performance of Grade 1 Pupils
Areas Mean Sd Interpretation
Curricular 87.49 3.37 Very good
Extra-
curricular
87.47 1.45 Very good
The pupils performed satisfactorily in both areas as they
were rated “very good.”
16. Disorders
Unstandardized
Coefficients
Std.
Coef.
t
p-
value
B SE Beta
Constant 67.342 .868 77.541 .000
ODD .011 .064 .018 .177 .860
CD -.008 .025 -.031 -.336 .737
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
OBJECTIVE NO. 3
Table 2. Regression Analysis of Grade 1 Pupils’ EBD
and their Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t
p-
value
B SE Beta
Constant 28.861 .372 77.548 .000
ODD .005 .027 .018 .179 .858
CD -.004 .011 -.031 -.339 .735
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Table 3. Regression Analysis of Grade 1 Pupils’ EBD
and their Extra-Curricular Performance
17. RESULTS AND DISCUSSION
It can be noted that only the
attention deficit hyperactivity
disorder (ADHD) has
significant relationships with
curricular performance and
extra-curricular performance.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance
18. RESULTS AND DISCUSSION
The negative signs in both cases
indicate that the relationship is
opposite in direction, such that,
when the pupil’s ADHD level is
high, the performance tends to
be lower or vice-versa.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance
19. RESULTS AND DISCUSSION
Coincidentally, the values of R2 or
coefficient of determination for the two (2)
dependent variables are the same, i.e.,
.224. It can be said therefore that merely
22.4% of the variations in curricular or
extra-curricular performance of pupils can
be attributed to their ODD, CD, and ADHD
levels.
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.147 .033 -.466 -4.466 .000
R2 = .224, p<.05, significant
Curricular Performance
Disorders
Unstandardized
Coefficients
Std.
Coef.
t p-value
ADHD -.063 .014 -.466 -4.466 .000
R2 = .224, p<.05, significant
Extra-Curricular Performance
20. Variables Gender Mean Sd t p-value
ODD M 21.21 5.67 4.079 .000
F 18.17 4.86
CD M 39.43 12.05 2.620 .009
F 34.99 11.94
ADHD M 43.53 10.71 3.533 .001
F 38.33 10.10
Curricular M 60.42 3.63 -3.503 .001
F 62.04 2.90
Extra-Curricular M 25.89 1.56 -3.503 .001
F 26.59 1.24
OBJECTIVE NO. 4
Table 4. t-test Analysis of Grade 1 Pupils’ EBD
and Performance when Grouped by Gender
21. RESULTS AND DISCUSSION
All disorders as well as the
curricular and extra-
curricular performance of
pupils indicate significant
differences between gender as
shown by p-values that are
consistently lesser than 0.05.
Variables Gender Mean t p-value
ODD M 21.21 4.079 .000
F 18.17
CD M 39.43 2.620 .009
F 34.99
ADHD M 43.53 3.533 .001
F 38.33
Curricular M 60.42 -3.503 .001
F 62.04
Extra-
Curricular
M 25.89 -3.503 .001
F 26.59
22. RESULTS AND DISCUSSION
Obviously, the males have
demonstrated relatively
higher levels in
oppositional defiant
disorder, conduct disorder
and attention deficit
hyperactivity disorder than
the females.
Variables Gender Mean t p-value
ODD M 21.21 4.079 .000
F 18.17
CD M 39.43 2.620 .009
F 34.99
ADHD M 43.53 3.533 .001
F 38.33
23. RESULTS AND DISCUSSION
The result is consistent with the following studies: APA’s (1994)
finding that children with ODD have relatively higher in level
and more often among boys than in girls; Boyle’s (1992)
finding that children with CD has the male-female ratio of 3:1
implying that boys are more affected by this disorder; and
Keenan’s (1994) conclusion that boys are more affected
compared to girls by ADHD.
24. RESULTS AND DISCUSSION
Contrariwise, the females
dominate the male with respect
to curricular and extra-
curricular performance.
Variables Gender Mean t p-value
Curricular M 60.42 -3.503 .001
F 62.04
Extra-
Curricular
M 25.89 -3.503 .001
F 26.59
This result confirms the claim of Zembar
and Blume (2009) that girls perform better in
school than boys.
25. Variables School Location Mean Sd t p-value
ODD Less Urbanized 18.66 5.61 -3.292 .001
Highly Urbanized 21.20 4.94
CD Less Urbanized 31.93 9.36 -8.801 .000
Highly Urbanized 45.08 11.67
ADHD Less Urbanized 38.02 9.90 -4.934 .000
Highly Urbanized 45.23 10.46
Curricular Less Urbanized 61.33 2.98 .473 .637
Highly Urbanized 61.10 3.91
Extra-Curricular Less Urbanized 26.28 1.28 .475 .635
Highly Urbanized 26.19 1.67
Table 5. t-test Analysis of Grade 1 Pupils’ EBD and
Performance when Grouped by School Location
p<.05, significant
26. RESULTS AND DISCUSSION
School location
influences pupils’
Emotional and
Behavioral Disorder, but
not curricular and extra-
curricular performance.
Variables School
Location
Mean t p-value
ODD Less Urb. 18.66 -3.292 .001
Highly Urb. 21.20
CD Less Urb. 31.93 -8.801 .000
Highly Urb. 45.08
ADHD Less Urb. 38.02 -4.934 .000
Highly Urb. 45.23
Curricular Less Urb. 61.33 .473 .637
Highly Urb. 61.10
Extra-
Curricular
Less Urb. 26.28 .475 .635
Highly Urb. 26.19
p<.05, significant
27. RESULTS AND DISCUSSION
Very clearly, the data and t-tests
indicate that pupils who studied in
highly urbanized places have
relatively higher level of disorders
than those in less urbanized areas.
This result purports an impression
that the intensity of activities or
dynamics of people in a locality brings
about adverse influence to behaviors
and emotions of young children.
Variables School
Location
Mean t p-value
ODD Less Urb. 18.66 -3.292 .001
Highly Urb. 21.20
CD Less Urb. 31.93 -8.801 .000
Highly Urb. 45.08
ADHD Less Urb. 38.02 -4.934 .000
Highly Urb. 45.23
28. RESULTS AND DISCUSSION
This finding is related to the claim of Cullinan (2007)
that one of the causes of mental health disorders in
children is environment.
Environmental factors may include exposure to
violence, extreme stress, and the loss of an
important person.
29. CONCLUSIONS
The pupils’ level of emotional and behavioral disorder
cannot be categorically labeled in general terms, but
separately. Each disorder is unique and distinct in
characteristics, such as causes, symptoms, and
possible treatment; thus lumping them to come out
with a common description to all is misleading.
30. CONCLUSIONS
On this premise, it is more wiser to claim that
ordinarily the Grade 1 pupils are of moderate
levels in oppositional defiant disorder, conduct
disorder and attention deficit hyperactivity
disorder.
31. CONCLUSIONS
Severe cases of Attention Deficit Hyperactivity
Disorder (ADHD) are more evident among Grade 1
pupils than Oppositional Defiant and Conduct
disorders.
Most likely, pupils with higher level of ADHD have
lower curricular and extra-curricular performances.
32. CONCLUSIONS
Male pupils are more affected by ODD, CD and
ADHD than the females.
Female pupils performed better in school than the
males.
School location (environment) affects the EBD
levels of pupils.
33. RECOMMENDATIONS
Considering the disturbing result of the
initial survey, it is suggested that further
studies will be conducted using a stable
questionnaire to exactly portray the real
emotional and behavioral disorder (EBD)
status of young children.
34. RECOMMENDATIONS
It is also encouraged to pursue a
longitudinal study across grade levels to
discreetly characterize the trend of EBD
as pupils mature from one developmental
stage to another.
35. RECOMMENDATIONS
Given the limited literature on the subject locally, it
is strongly suggested that more studies must be
carried out among Filipino children and even
adolescents to produce empirical data and
legitimate bases for policy formulation or designing
necessary program interventions.
36. IMPACT
₢ Proclamation No. 472, as issued by the Philippine President in
2013 must be revisited; it may be extended to all types of emotional
and behavioral disorders of school-aged children identified in DSM-
IVR. The new directive should not only be limited to awareness
campaign but for a decisive and comprehensive response by the
different stakeholders in basic education.
37. IMPACT
₢ Data from this study may be utilized as benchmark in
initiating move to design a simple intervention
program for pupils identified with severe EBD.
Related literatures, though mostly foreign, can be
used as good references because the issue has long
been given seemly attention in these countries.
38. IMPACT
₢ The existing curriculum of Elementary Teacher Education
program needs to be reviewed so that possible integration
of lessons on common emotional and behavioral disorders
of children, most particularly on the standard tools, causes,
symptoms, and interventions, into an appropriate
Professional Education course, may be carried out.