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ITED - Institute of Teacher Education

Permanent URI for this communityhttps://hdl.handle.net/20.500.14578/23

Institute of Teacher Education always aims to deliver high quality instructions and services not only to the students but also to the community through knowledge production and innovation.

OBJECTIVES
1. Produce goal-oriented and highly competent elementary and secondary school educators in the fields of instruction, research and extension.
2. Develop morally upright educators for the new era of learning by way of pre-service trainings in instructional and technological innovation and technology transfer.

PROGRAM EDUCATIONAL OBJECTIVES (PEO)
The DSSC Bachelor in Elementary Education (BEEd), Bachelor of Secondary Education (BSEd), and Bachelor in Technology and Livelihood Education (BTLEd) alumni after three to five (3-5) years will:
A. Have acquired the qualities of a globally competitive and highly motivated elementary and secondary school teachers;
B. Have developed positive attributes of a model teacher;
C. Have equipped skills relevant in the field of research, development and extension; and
D. Have acquired technological skills and competence in the integration of technology in facilitating learner-centered teaching.

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Department: search.filters.department.Institute of Teacher EducationKeyword: search.filters.keyword.mathematics education

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    Smartphone utilization and mathemattics performance of junior high school students
    Sabado, Honey Leen (Davao del Sur State College, 2024)
    Smartphones have been extensively utilized by students in the context of mathematics education and it influences their academic achievement in the subject. These study assessed the smartphone utilization and mathematics performance of junior high school students at San Isidro National High School, utilizing descriptive-comparative research. A total of 153 respondents completed a survey questionnaire to measure smartphone utilization, while mathematics performance was evaluated based on first quarter grades in Math. Data analysis involved mean, Spearman's rho, Independent Samples Mann-Whitney U Test, and Kruskal Wallis Test. It was found that students had a moderate level of smartphone utilization. At 0.05 level of significance, it was found that there is no significant difference in the utilization of smartphone when classified by sex and type of smartphone. Thus, there is no significant relationship between smartphone utilization and mathematics performance of junior high school students.