Page 29 - GS_Journal_2015

Urdaneta City University

instructional management. 3) More intensified training program should be designed, formulated
and implemented to upgrade competencies in their instructional management of the K to 12
Program. 4) The public elementary school teachers should level up their high level of instructional
management in the K to 12 Program to make it very high to further enhance students’ academic
performance. 5) Other studies should be conducted to look into other aspects of instructional
management of K to 12 Program using other variables and in a wider scope.

REMEDIAL TEACHING PRACTICES: BASIS FOR IMPROVED
READING ACTIVITIES
FRANCIS ANN P. DAPROZA

This study is concerned with Remedial Practices of teachers in San Quintin District,
Pangasinan Division II SY to present.
Specifically, it sought to determine the profile of the respondents in terms of age, sex,
civil status, highest educational attainment and relevant training. Likewise, it looked into th4e
extent of remedial practices in reading by the respondent teachers, the significant difference
between between the extent of remedial teaching practices in Reading and the selected profile
variables.
The descriptive-correlational methods of research were employed and the questionnaire
checklist was used in gathering the data. To address the problems in this study, the statistical
measures were used for data analysis and interpretations. These are the frequency counts
(f) and percentage (%) the average weighted means (AWN) the analysis of variance and the
Pearson product moment of coefficient correlation (r) were used.
Based on the analysis and interpretation the following findings were yielded. 1)
Majority of the respondents are 21-30 years old, mostly females are married. Most of them are
college graduate with 74.4 percent, belong to 5 years below length of service and have attended
trainings at various level. 2) The extent of remedial teaching practices has a computed average
weighted mean of 4.21 described as “always” with teaching methods having the highest overall
weighted mean 4.37 and use of instructional materials having the lowest overall weighted mean
of 3.96. 3) The teacher respondents encountered moderately serious problems in their remedial
teaching practices as indicated by the overall weighted mean 2.98. 4) The null hypothesis of
no significant differences in the teachers extent of remedial teaching practices across their
profile variables is generally accepted at .05 level of significance except in age. 5) There is not
significant relationship between the extent of teachers’ remedial teaching practices across the
profile variables except in age and sex.
Based on the aforecited findings in this study, the following conclusion were formulated.
1) the profile variables of the teachers are not impressive enough because majority are only
college graduate. 2) The teacher need to enhance and upgrade their extent of remedial teaching
practices along use of instructional materials. 3) The teachers are not significantly comparable in

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