Page 57 - GS_Journal_2014

GS Research Journal

relevant trainings. It was also found out that the respondents’ level of awareness on the causes
of separation anxiety among kindergarten pupils are significantly related to age and highest
educational attainment.
In the light of the findings, the following conclusions were drawn: the respondents are
young, female dominated, married, educationally qualified, trained and young in the service,
aware of the causes of separation anxiety among kindergarten pupils, the level of awareness
of the kindergarten teachers on the causes of separation anxiety among kindergarten pupils do
not vary significantly in terms of sex, civil status, number of years teaching in the kindergarten
and number of relevant trainings, respondents’ level of awareness on the causes of separation
anxiety among kindergarten pupils are comparable in age and highest educational attainment.
Based on the findings and conclusions derived from the study, the following
recommendations are deemed essential and suitable: the respondents must be encouraged
to pursue their graduate studies, training programs on separation anxiety should be designed,
formulated and implemented to upgrade kindergarten teachers’ knowledge in dealing with pupils
with separation anxiety, strengthen linkages to parents to further develop the coping mechanisms
of their children with separation anxiety disorder, the development of pupil adjustment program
is encouraged to address the issue on separation anxiety among kindergarten pupils and other
studies should be conducted using other variables and in a wider perspective.

DEVELOPMENT AND VALIDATION OF WORKBOOK IN MATHEMATICS III
FOR CHILDREN WITH HEARING IMPAIRMENT
MARVIC A. PULIDO

This study is concerned with the development and validation of a workbook for hearing
impaired of Tomana Elementary School SPED Center of Pangasinan Division II SY 2013-2014.
The need assessment included a survey on the status of the instructional materials in teaching
Mathematics II for children with hearing impairment in terms of their availability. Topics included
in the workbook were aligned with the objectives in the PELC for children with hearing impairment.
Lessons in the workbook were presented as follows: objectives, content, illustrations/examples
and evaluative exercises. The proposed workbook was validated and reviewed by teachers and
school administrators who are experts in SPED program particularly in hearing impairment.
The tools for data analysis were frequency counts, percentage, and mean. The findings
indicate that: 1) the status of instructional materials in teaching Mathematics III for Children
with Hearing Impairment particularly in Math workbooks was not found available. 2) Workbook
in Mathematics III for Children with Hearing Impairment was proposed to addressed the need to
supplement the existing materials used in the teaching of the subject with the aim to enhance
the levels of performance of the pupils; 3)the proposed workbook in Mathematics was found
to be highly adequate, highly suitable and highly relevant for Grade III pupils with hearing
impairment with average weighted mean of 4.85, 4.88 and 4.90 respectively.

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