Research proposal Essay

Roselle Jardin Ranario, DPA look for AdviserOctober 2013ACKNOWLEDGMENTThinking that this was un view adapted to strive made us unclutter that e very(prenominal)thing would be possible especially with plentiful jock and take hold from people more or less us. Not besides incite us but in addition ten-spotdinged us to betroth our coating. They gave us the courage to do beneficial and channelise all by dint ofout. It is our pleasure to thank those who made this possible.To our Heavenly Father, for His divine thrift and for grownup us enough strength.To our fami consists, for their good and financial support especially during tricky times.To our very supportive adviser, Dr. Roselle Jardin-Ronario, DPA for giving us words of wisdom and directional us all throughout. Thank you withal for the patience and superchargements.TABLE OF CONTENTSTitlePage descendINTRODUCTION rule4 Theoretical play down7Statement of the Problem13 signifi tail assemblyce of the topic14 l ink LITERATURE15RESEARCH METHODOLOGY22 query end inquiry Environment explore RespondentsResearch InstrumentSelected found on the writ of executionselective in stoolation gather Procedures23Treatment of selective informationDEFINITION OF TERMS24BIBLIOGRAPHY25APPENDICES28CURRICULUM VITAE29IntroductionRationaleThe love and eagerness to see is the commencement ceremony of a beautiful journey towards analyseing. The importee we want to know rough ever soy concept, we tend to gird attachment towards it. By whence, we would like to learn more astir(predicate) the concept and would do anything to know damp.Statistically, mathsematicss has been the donnish written report that has bowed the grea turn up repugn to many assimilators. Many investigateers suggest that big(a)ies in cultivation math begin as early as pre-school. They argue that light henchmanship and in powerful pedagogy by some teachers plant the seed for forthcoming(a) complications in the mat hs classroom.In an sudor to address the challenge of poor academic carrying into action in math, there is an rife standard of literature and look for on improvement in method actings of math course of memorize line. Since thence, teachers ar trying to utilize their creativity and endeavor to grasp more strategies on how to arrest the numeric cogency of savants centreively.The students start to shun math because they do not date. It builds up each gull direct to the stop that they hate it because they go for difficulty in encyclopedism. The learners were not able to master the readiness that they need to master each grade level. And because of this, learners develop side and solicitude towards math. calculator aid assertion organism utilise by many Asiatic countries in school especially in article of intuitive feeling math subject is of great help for both teachers and students. This derriere help learners understand hygienic the concept of numbe rs, symbols, and objects through wanton visual, accurate, and fast breeding process and develop more of their numerical ability. Through this, learners be now more confident to learn math and skill is more effective when tenet- acquirement method is incorporated with both oral and visual entity with the use of calculator take to hearted nurture.This concern draws an evoke to the researchers to know the Asiatic peoples math military positions and anxieties in computer assisted ways. The researchers attempt to help the learners to appreciate math more and with it, they entrust be able to start learning math better. In the long run, the learners pass on be able to develop their mathematical ability and be able to hasten use of it on their future chosen field. With the findings, theresearchers whitethorn in like manner be able to relate it to the math learners since the researchers themselves ar withal a math teacher in hotshot of the schools in Asia. The research ers whitethorn add together up with effective strategies in the pedagogy-learning surround with the learners to improve their math cognitive process.Theoretical BackgroundThis sphere is anchored by these both theories Banduras Social cognitive Theory and Vygotskys Social Constructivist Theory. Banduras Social Cognitive Theory is composed of foursome processes of goal existingization self-observation, self-military rating, self-reaction and self-efficacy. These comp iodinnts argon interrelated, each having an effect on motivation and goal deed (Redmond, 2010).Self-observationObserving wholenessself green goddess inform and touch off. It hobo be used to assess ones forward motion toward goal growth as rise up as motivate demeanoral changes. There ar two important factors with deliberates to self-observation regularity and propinquity. Regularity mover the behavior should be continually detect, whereas proximity means the behavior should be observed while it occur s, or shortly after. Alone, self-observation is wanting(p) because motivation depends on ones expectations of outcomes and efficacy (Zimmerman & Schunk, 2001).Self-evaluation Self-evaluation comp atomic number 18s an undivideds catamenia performance with a desired performance or goal. It is alter by the standards adapt and the importance of the goals. Goals must(prenominal) be specialized and important therefore, goals such as, do your best(p) ar vague and go out not motivate. Schunk and Zimmerman (1994) pass on that specific goals specify the amount of research laboratoryour required for success and rise self-efficacy because progress is easy to gauge. If one has flyspeck regard for his goal he go out not evaluate performance.There argon two types of self-evaluation standards absolute and normative. For example, a rate scale would be an example of a fixed or absolute standard. A tender comparison such as evaluating ones behavior or performance a conglomeratest othe r individuals is an example of a normative standard(Zimmerman &Schunk, 2001). People gain satisfaction when they achieve goals that they value. When individuals achieve these valued goals, they ar more possible to prolong to exert a whirligigs level of front, since sub-standard performance ordain no overnight provide satisfaction (Bandura, 1989).Self-reaction Reactions to ones performance rat be motivating. If the progress made is deemed acceptable, then one bequeath have a feeling of self-efficacy with regard to continuing, and go out be actuate towards the achievement of their goal. A negative self-evaluation might likewise be motivating in that one may desire to move around harder provided that they flip over the goal to be valuable. Self-reaction as well allows a soulfulness to re-evaluate their goals in conjunction with their attainments (Bandura, 1989). If a person has achieved a goal, they are possible to re-evaluate and raise the standard (goal) whereas, i f a person has not achieved the goal, they are likely to re-evaluate and commence the standard (goal) to an achievable goal.Self-efficacy Ones flavour in the likelihood of goal completion can be motivating in itself (Van der Bijl&Shortridge-Baggett, 2002). Self-efficacy refers to peoples judgements about their capability to perform particular parturiencys. Task-related self-efficacy ontogenys the effort and persistence towards challenging tasks therefore, increasing the likelihood that they get out be completed (Barling & Beattie, 1983, as cited in Axtell & Parker, 2003, p. 114).Vygotsky (as cited by Whitcomb, 2002) stresses that cognitive maturation is a well-disposed activity. Every get going in the pincers cultural development appears twice first, on the social level, and later, on the individual level first, between people (interpsychological) and then inside the child (intrapsychological). girlishs develop their own thoughts and billets through social interaction a nd communication with peers and other members of society. (Rogoff, et al, 2007). They can also learn by find the activities and interactions of others in a social setting. Adolescent students must have access to a more knowledgeable person or persons with whom they can communicate and interact socially.Realizing this forget help keep teachers aware of alone how meaningful their interactions and attitudesare to a student, and how what they rank and do can influence a student. Depending on the social scope of the classroom, a student may benefit from being able to interact stoply and socially with other students as they learn. The teacher may be socially less comprehendible in the classroom context. A ten year theater at Harvard (Crouch, & Mazur, 2001) showed that some students learn more from root word learning activities than they do studying alone or listening to the teacher dispense information. When students are required to explain their ideas to their peers in a dialog ue, rather than recite whatever condition explanation the teacher has told them, they more to the full engage their minds, using their own cultural tools and opening their own face-to-face beliefs to ultimate modification.Vygotskys important notion estate that students learn some effectively when they are pass onn tasks which are a poor too difficult for an individual to strain alone but can be mastered through social cooperation, is called teaching in the students Zone of Proximal phylogenesis (ZPD). What he means is that if the lessons and tasks given to a student are not tight enough proximal to what the student finds challenging, then the student exit not develop. niggling exercises result in mostly tediousness and little to no cognitive development. On the other end of the spectrum, if a task is too difficult for students, even when they can bat together, then they will alone fail at it and also achieve little development. So there is an best zone, or magic mid dle, where students are challenged, but can cooperate socially to increase their program line of the task. Such a task is verbalize to be in spite of appearance the ZPD.The concept of a ZPD can also be applied to the elbow room adolescents think and develop. Most adolescents want to develop into adults and assemble adult society, perhaps to be complete from their diminished status below the adults in spite of appearance society, curiously in our culture. If we consider that operational within the ZPD is the most efficient way to develop the cognitive and social functions of an adult, then it is only natural that adolescents tend to form groups of their peers and then attempt to understand and attend adult social and cultural behaviors. The ZPD is very strongly evidenced by classroom studies. A study at the University of Illinois (Wenning, & Wenning, 2006) on the implementation of new inquiry- ground lab activities, which are more challenging and more work forboth students and instructors, run aground that these new and difficult activities must be introduced gradually.The research group achieved great success when they began the execute with lab activities that were the easiest to understand within the pre-existing sustain (in this case, their educational background) and within the students ZPD. As the course progressed, the lab activities became increasingly complicated, but the students move to succeed and increased their skills and disposition. By functional within their ZPD, they were able to shift it ever higher and achieve mastery, just as Vygotsky would have predicted. When I become a physics teacher, I know I will have to use this corresponding approach First I will have to investigate and identify my students ZPD, as they did in the Illinois study.(Wenning, & Wenning, 2006).Statement of the ProblemThis study repels to examine the affinity of maths attitude and foreboding of students in computer assisted instruction across Asiati c countries. Specifically, this study aims to know the following1. What is the math attitude of the learners across Asian countries? 2. What are the levels of math concern of the learners across Asian countries? 3. What are the types of computer assisted instruction in math across Asian countries? 4. What are the reach out of computer assisted instruction in maths attitude of the learners? 5. What are the effects of computer assisted instruction to the levels of math perplexity of learners?Significance of the StudyThe results of this research study categorically benefited from many sectors of the educational knowledgeablenesss by providing information on the results of the performance in terms of students lyric poem achievement that will alter the teachers to know the students areas of difficulty and strength, thereby guiding them in reconstructing their program of teaching to suit their needs. Among the persons who will be directly or indirectly benefited are the follo wing To the principal concerned, the results of this researchstudy may give her insights which would encourage her to plan projects designed to improve the fictitious character of language teaching in the common school like Minglanilla field knowledge steep direct as the tinge school of all public lowly schools in the Municipality of Minglanilla, Cebu Province. The district coordinator in face of the Municipality of Minglanilla as a researcher will benefit from the experimental study for future references. He has been provided with the entropy and information necessity for his experimental abridgment utilizing the macro-skills learning performance intended for lofty School students, particularly in science classes.This will help the English teachers in wisdom High School genuinelyize in station for them to understand the new approaches in teaching and to be able to use the proficiencys and procedures effectively. Thus, it is needed to bring their training up-to-date . They should as well encourage independent thinking and free communication of notions among the students concerned using the tools of expressions acquired in English class because this is the eventual aim of language teaching. To the first year teachers depute to teach pilot classes as plastic years in first year, it may enable them to realize that they should understand evaluation and procedures with emphasis on experimental viewpoints and learning approaches not only them as teachers but also their students so they can immix with their own teaching and testing. More significantly, they will realize that in fairness to their students, they should test what they really teach.The secondary freshmen as student entrants of Minglanilla National science High School will further ameliorate their intellect based on the structured lessons and disaccord mentally according to the departmentalized lessons, modernistic lessons presented, and universal learning performance based also on their intellectual aspects of learning. It will enable the students in general to grasp at the innovative teaching-learning approaches shared with them not only by the teachers but also by the freshmen pilot classes in terms of the four (4) areas of English language teaching, namely, listening, speaking, see and make-up as sequenced in the lessons. Finally, the learning institution should initiate and institute a re-training program for the students as the training ground for them to go for the next higher level.REVIEW OF RELATED LITERATUREThe learning of maths is affected by the agency of learners in their mathematical abilitiesand the attitudes, beliefs, and feelings they harbour towards maths (Coben, 2003 as cited by Kerlinger 2004). Their conceptions of the subject and their perceptions of themselves and of their relationship to mathematics lie at the heart of their mathematics learning behaviour (Philippou & Christou, 1998). For fear of embarrassment, many adults go to gre at lengths to avoid maintainting that they ascertain reading difficulties, yet it appears to be normal, even acceptable, in young life to readily admit to a despise and misunderstanding of mathematics. Sewell (1981) suggested that at least half the population, including many with high mathematical qualifications, had negative attitudes to mathematics, ranging from neglect of confidence to trouble and even fear.According to Banduras sociocognitive theory, students motivation is a construct that is built out of individual learning activities and experiences, and it varies from one situation or context to another as cited by Pantzaira & Philippou, 2007. Schereiber (2000) said that those who have positive attitudes towards math have better performance in maths.Latterell (2008) writes in her deem about the maths Wars that Japanese people believe in gambae. Gambae means that one is successful if one works hard enough to be successful. Ones attitude and behavior must match the be lief that hard work leads to success (p. 126). Considering the results of the TIMSS, American students are no competition for Japanese students in mathematics. Japanese and other Asian students systematically outperform American students in mathematics (Latterell, 2008) and innumeracy. Those with low mathematical abilities are likely to have more negative attitudes toward the subject and less inclination to make the effort to improve their mathematical abilities (p. 212). Hammerman and Goldberg (2003) also state that to become successful in mathematics requires a positive attitude and belief in ones ability to succeed.The factors affecting mathematics anxiety were mathematics achievement,attitude toward mathematics, trait anxiety, and debilitating anxiety. maths attitude, mathematics achievement, field indepedence, and the anxiety measures were set in motion to be significant predictors of level of mathematics anxiety. maths anxiety is a real worry facing students, teachers, an d parents. Teachers and parents that are dismayed of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxiety face real and long-wearing consequences. Ashcraft and Kirk (2001) describe the common belief that because of long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are plainly less competent at doing math (p. 224).Extensive literature demonstrates that anxiety, stress, lack of confidence, and phobic reactions in the face of mathematical hassles are exhibited in most modern cultures (Macrae, 2003), and math- anxiety is commonly characterized by feelings of tension, apprehension, or fear that impacts on mathematical performance (Ashcraft, 2002). It is associated with loss of self-esteem in confronting a mathematical situation (Acelajado, 2004), negative reactions to mathematical concepts and evaluation procedures, and with many constructs including worki ng memory, age, gender, self-efficacy, and mathematics attitudes (Cates & Rhymer, 2003).Students faced with the dual burdens of intractable depicted object and math-anxiety a posteriori tend to have languid or negative mathematics self-efficacy beliefs. Bandura (1986) define self-efficacy beliefs as peoples judgements of their capabilities to trick up and execute courses of action required to attain designated types of performances as cited by Chiu 2009. Self-efficacy beliefs are a better predictor of success than an scrutinise of skills or prior achievements, and relationships have been found between self-efficacy for solving mathematics problems and mathanxiety, mathematics attitudes, general mental ability, mathematics self-concept, and mathematics experience (Finney & Schraw, 2003).Yksel-ahin (2008) said that maths anxiety has to do with a grit of discomfort while required to work on mathematical problems (Hadfield &Trujillo, 1999 Ma, 2003). Low grades or failure in mathe matics could also lead to mathematics anxiety or exasperate students existing levels of anxiety for mathematics (Ma & Xu, 2004 Norwood, 1994 Reynolds, 2001 Satake & Amato, 1995 Townsend, Moore, Tuck, & Wilton, 1998). Failure in mathematics, fear and anxiety about it could cause extreme feelings of dislike about mathematics. Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealings with mathematics problems.Poor performance in mathematics has been linked to an increase in mathematics anxiety (Furner & Duffy, 2002 Hopko et.al., 2003). Megan R. Smith (2004) said that math anxiety is a real problem facing students and teachers today. The mathematics teacher especially needs to understand the causes and effects of math anxiety as well as ways to help students get over it. There are many symptoms of math anxiety including an unwillingness to attempt mathematics problems, a fear of taking advanced mathematics classes, and being unusually sickening when in mathematics class. Math anxiety hinders students working memory (Perina, 2002). It occurs at contrastive ages in divers(prenominal) people for different reasons. The main cause of math anxiety is the teacher himself It has been shown that students tend to internalize their instructors interest in and fervency for teaching math (Jackson and Leffingwell, 1999).It is imperative when teaching mathematics that the teacher progresses from simple problems to complex ones (Schwartz, 2000). The students also need to have support systems in mathematics, whether this comes from their parents at home or with other students at school (Schwartz, 2000). The greatest prevention of math anxiety is the teacher himself. As stated before, the teacher needs to have a positive attitude when in class and needs to be willing to help students. The teacher must believe in the students even when they do not believe in themselves.Math anxiety is a real problem facing students, teachers, an d parents. Teachers and parents that are afraid of mathematics pass that on to their students and children (Furner & Duffy, 2002). Students who have math anxietyface real and long-lasting consequences. Ashcraft and Kirk (2001) describe the common belief that because of long-term avoidance of math, and their lesser mastery of the math that couldnt be avoided, high-math-anxiety individuals are simply less competent at doing math (p. 224).Indeed, Hopko et.al. (2003) observed that persons with mathematics anxiety make more mistakes in dealing with mathematics problems. Such mistakes lead to lower grades in mathematics which in turn increases anxiety about math. calculating machine-assisted instruction (CAI) estimator help Instruction (CAI) is a narrower term and most often refers to drill-and-practice, tutorial, or simulation activities. Computer based tools and applications are used to assist the teacher or school decision maker in the management of the learner and instructional pro cess. Computer Assisted Instruction (CAI) A self-learning technique, usually offline/online, involving interaction of the student with programmed instructional materials. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.Computer based instruction is a remediation or instruction presented on a computer according to the American shew of Research, 2004. Johnson (2000) said that the computer opens a wide range of resources. When correctly used, they give learners a different level of experience and bring new style and height of analysis in the classroom. In the Philippines, the subdivision of reproduction is in the final item of completing the five year breeding and Communication Technology for reproduction Strategies proposal as Lapus (2008) puts it. Computer based instruction is a remediation or instruction presented on a computer, the Ameri can Institute of Research (2004) reiterated.CAI is also known as Computer Assisted Instruction. Examples of CAI applications include guided drill and practice exercises, computer visualization of complex objects, and computer-facilitated communication between learners and teachers. CAI can dramatically increase a learnersaccess to information. The program can adapt to the abilities and preferences of the individual student and increase the amount of personalized instruction a student receives. Many students benefit from the straightaway responsiveness of computer interactions and appreciate the self-paced and unavowed learning environment. Moreover, computer-learning experiences often engage the interest of students motivate them to learn and increase independence and personal responsibility for education (Microsoft Encarta, 2008 as cited by Vibar et. Al, 2010).As mentioned by Hergenhahn and Olson (1997) Computer Aided Instruction (CAI) motivates students to learn in ways that tr aditional instruction may not by providing immediate feedback, personal attention, exciting visual displays, and a game-like atmosphere. In fact, students are often so motivated by CAI that depriving them of their turn with the computer acts as punishment, and giving them additional time with the computer that acts as re-enforcement.Research MethodologyResearch DesignThis study will lend oneself quantitative approach of data analysis and presentation. It utilizes descriptive correlational statistics method of filiation data from 4 different Asian countries namely Malaysia, Indonesia, capital of Singapore and Philippines.Research RespondentsThe respondents of the study will be selected using data excavation technique. The 4 to the southeast Asian countries including Philippines are among the many that joined the Trends In mathematics and Science Survey and based on the says, among the Southeast Asian countries, only four joined namely, Malaysia, Indonesia, Singapore and Philipp ines based on the 2003 TIMSS records.Research EnvironmentThe research will be conducted within the quadruplet Southeast Asian Countries namely Malaysia, Indonesia, Singapore and Philippines.Research InstrumentFor the empirical phase of the study, the researchers will make use of the record sheet based from the Trends In mathematics and Science Survey (TIMSS 2003).Research ProceduresGathering of DataAcademic performance will be downloaded from Trends In Mathematics and Science Survey (TIMSS 2003). Through data mining technique, fou different South eastside Asian countries will be selected based on their performance in Math.Treatment of DataThe cluster sampling will be utilized to identify the four South East Asian Countries and Pearson r correlation coefficient will help control the relationship between Math anxiety and Math pose.DEFINITION OF TERMSFor a better and clearer understanding of this study, the following terms are operationally defined in the context of this investiga tion.Computer Assisted Instruction (CAI) refers to the method of teaching that uses computers to interact with students in the teaching-learning process.Math Anxiety refers to the feeling of tension or fear in Math.Math Attitude refers to the behavior towards MathTRENDS IN multinational MATHEMATICS AND SCIENCE STUDY (TIMSS) world(prenominal) assessment of the mathematics and science knowledge of students from different grade levels across countries. entropy MINING TECHNIQUE getting information from a data set and makes it understandable for further use.BIBLIOGRAPHYCrouch, C. H., & Mazur, E. (2001). Peer Instruction decennary years of experience and results. American journal of Physics, 69(9), 970-977. (Peer Instruction and Inquiry)doi10.1119/1.1374249Daniels, H. (2007). Pedagogy. In H. Daniels, J. Wertsch, & M. Cole (Eds.), The Cambridge companion to Vygotsky. New York Cambridge University Press.Dilber, R., Karaman, I., & Duzgun, B. (2009). High school students understanding of p rojectile motion concepts. Educational Research and Evaluation, 15(3), 203-222.Ibrahim, B., Buffler, A., & Lubben, F. (2009). Profiles of Freshman Physics Students Views on the temper of Science. diary of Research in Science Teaching, 46(3), 248264. Mason, A., & Singh, C. (2010). Helping students learn effective problem solving strategies by reflecting with peers. American Journal of Physics, 78(7), 748-754.Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chavez, M., & Solis J. (2007). Childrens development of culture repertoires through participation in everyday routines and practices. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization. New York Guilford.Pachler, Norbert, marrow of Excellence for Work-based Learning for Education Professionals, Dept. of learning, computer programme & Communication, Institute of Education, University of London. 2004.Using fuzzy statistics to determine Mathematics Attitude and Anxiety, Necla Turanli (2013), Middle East Journa l of Scientific Research 13 (4) 568-572, IDOSCI Publications.Megan R. Smith. (2004). Math Anxiety Causes, Effects, and PreventativeMeasures. net income Sourcesglwhitcomb.iweb.bsu.eduTago et al, Mobile Learning, Challenges and Potentials. www.inderscience.comfilter.phphttp//www.edpubs.org. PatrickGonzales (2004). Highlights from the Trends in International Mathematics and Science study (TIMSS) 2003.Chris.klingerflinders.edu.auhttp//www.icmeorganizers.dk/tsg15/APPENDIX EBUDGET SUMMARY1. SuppliesDrawing book P 46.00 Clear FolderP 16.00Cost of operatea. Print out P 30.00 come in P 76.00Prepared byARMESTIDES M. BARGAYO VIRESEARCH TEAM TREASURER curriculum Vitae personalised informationNameOdessa M. Bonjoc Avenido administerLuyang, Carmen, CebuBirthdayNovember 15, 1983Civil attitude espouseSexFemale eld29SpouseAriel B. Avenidoeducational earth unsubdivided Luyang principal(a) School division graduate 1996Secondary Cebu Academy class calibrated 2000Tertiary University of the Visaya s Main Campus social class graduated 2004 course of action Bachelor in simple(a) Education Area in Mathematics calibrate Studies Cebu Normal University gradatory posit division Master of Arts in Education Major in ELT interlocking Record range Teacher 2DesignationICT TeacherSchool Luyang bare(a) School DepEd ProvincePERSONAL DATAName Armestides M. Bargayo VI hatch start out Pakigne, Minglanilla, CebuBirthday October 22, 1981Civil Status angiotensin-converting enzymeSex MaleAge 31 years oldEDUCATIONAL play downElementary Minglanilla Central School grade ammonium alumd 1994High School virtuous Heart of Mary AcademyYear calibrated 1998College University of San CarlosYear refined 2002Course Bachelor in Secondary Education major(ip) in MathGraduate Studies Cebu Normal UniversityYear Graduated throwCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool University of Cebu Main CampusPERSONAL DATAName Jun Antoinette Z. NavajaAddress 4- E Gorordo Avenue, Kamputhaw,Cebu CityBirthday January 27, 1988Civil Status unmarriedSex FemaleAge 25 years oldEDUCATIONAL BACKGROUNDElementary Colegio de la Inmaculada ConcepcionYear Graduated 2001High School Colegio de la Inmaculada ConcepcionYear Graduated 2005College University of San CarlosYear Graduated 2009Course Bachelor of Education major in Special EducationGraduate Studies Cebu Normal UniversityYear Graduated generateCourse Master of Arts in Education major Special Education- moralRetardationEmployment RecordPosition Substitute TeacherSchool Barrio Luz Elementary School, DepEd CebuPERSONAL DATAName Angelie Lopez SenarosaAddress Catmaran, Basak, Compostela, CebuBirthday April 25, 1982Civil StatusSingleSex FemaleAge 31 years oldEDUCATIONAL BACKGROUNDElementary Panangban Elementary SchoolYear Graduated 2000High School Compostela National High SchoolYear Graduated 2003College Cebu Normal UniversityYear Graduated 2007Course Bachelor in Secondary Education major in MathGradu ate Studies Cebu Normal UniversityYear Graduated extraditeCourse Master of Arts in Education major in MathEmployment RecordPosition Math TeacherSchool Mulao National High School, DepEd Cebu