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082			_aTH 378.242 A1542 2018
245		0	_aLearning environment of senior high schools and student engagement: basis for school improvement program
245		0	_cAbong, Ruthielda Varona. _a
260			_bUniversity of Antique.
260			_c2018
264		1	_aSIBALOM, ANTIQUE _bUNIVERSITY OF ANTIQUE _c2018
300			_axx, 155 leaves
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520			_aAbstract Learning Environment of Schools and Students' Engagement: Basis for Development Program by Ruthieda V. Abong Runato A. Basanes, PhD Adviser The purpose of this study was to find out the relationship between the learning environment of senior high schools and level of engagement of Grade 11 students in the Division of Antique for the school year 2017.2018 as basis for development program.This study was conducted in December 2017 to January 2018 to 191 randomly selected Grade 11 teachers and the randomly selected 378 students from the 53 secondary schools in the Division of Antique. Data were gathered using researcher-made questionnaire-checklists on learning environment of senior high schools and students' engagement. An accompanying information sheet was utilized to gather personal data of the respondents. Frequency, percentage, standard deviation, and mean were used as descriptive statistics, and t-test for independent samples, One-way ANOVA, LSD, and Pearson r as inferential statistics. Data analysis were done using the Statistical Package for Social Sciences (SPSS) software, version 22.0. The findings of the study were the following: As an entire group and when the psycho-social, physical and socio-cultural aspects were considered, the learning environment of senior high schools as perceived by Grade 11 teachers was very conducive. When grouped according to appointment status, length of teaching experience, and sex, the learning environment of senior high schools as perceived by Grade 11 teachers was also very conducive. As an entire group and when the psycho-social, physical and socio-cultural aspect was considered, the learning environment of senior high schools as perceived by Grade 11 students was very conducive. When grouped according to sex, the learning environment of senior high schools as perceived by Grade 11 students was also very conducive. However, when academic strand was considered, Grade 11 students enrolled in the STEM strand regarded the learning environment of senior high schools as conducive while those enrolled in ABM. GAS, HUMSS and TVL strand regarded the learning environment of senior high schools as very conducive.
526			_aMain-Dissertation
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