000			03700nam a22003017a 4500
003			OSt
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008			231024b |||||||| |||| 00| 0 eng d
040			_aTUPM _beng _c- _erda
050			_aDIS LC 1081 _bE87 2019
100			_aEspinas, Alvin Lopez
245			_aModeling contextualization of mathematics for technology and livelihood education (TLE)/Technological-vocational livelihood education (TULE) _binputs for training package for teachers _c/Alvin Lopez Espinas
264			_aManila _bTUP _c2019
300			_a269p.: _bcolor illustration _c28 cm. _e+1 CD-ROM (4¾ inch)
336			_2rdacontent
337			_2rdamedia
338			_2rdacarrier
500			_aDissertation
502			_aCollege of Industrial Education _bDoctor of Education in Industrial Education Management _cTechnological University of the Philippines _d2019
520	3		_a"Mathematics plays a very important role in achieving target learning competencies across subjects. As a matter of fact, Mathematics skills need to be applied in TVL since this strand takes a very strong stand in the K-12 program. This has paved the way into looking once again on the value of technical and vocational skills to the learners. R.A. 10533 states that ""the curriculum shall be contextualized and global"" yet not all teachers know how to do it. In view of this, the researcher has found it very timely to develop a model on the contextualization of mathematics for the K- 12 strands, specifically, in the TLEITVLE since the latter requires skills enhancement in preparing students for the world of work.This study utilized the exploratory Delphi method research design. Specifically, it used the sequential exploratory design which involved two phases: the qualitative and the quantitative data. The purpose of this design was to develop a Model on the Contextualization of Mathematics for TLEITVLE.The Three Round Delphi method was used to gather information that would lead to the development of the modeland the inductive coding process for thematic analysis of the data was employed since the study did not involve pre­ conceived themes. The responses of the participants on the open ended semi-structured question in Delphi Round 1 were transcribed and subjected to coding analysis such as:open coding,selective coding, and ax al coding. The pre-thematic clusters formed In Round 1 were used in the construction of the semi-structured questionnaire for Delphi Round 2 in which the results were subjected to statistical treatment. The identified stages and indicators formed the thematic clusters for the purpose of developing the Model on the Contextualization of Mathematics for TLEITVLE. Round 3 was the final round of the Delphi Model Technique.The four (4) stages and 14 indicators obtained a universal agreement among the 12 expert­ informants who were asked to rate the components of the model for contextualization using a dichotomous scale of whether they 11Agree"" or ""Disagree."" The ratings on the extent of their agreement or disagreement were subjected to the ""Certain Level of Agreement (CLA). Consensuses in the final round were found to have a universal agreement of 100% from the participants. In conclusion, all the stages and indicators were accepted for inclusion in the development of the Model on the Contextualization of Mathematics for TLEITVLE-Author's Abstract."
650			_aMathematics _vStudy and teaching
650			_aDelphi method research design
653			_aTechnology and livelihood education (TLE)
653			_aTechnical-vocational livelihood education (TULE)
942			_2lcc _cDIS _n0
999			_c28275 _d28275