Appendices
Appendix 1
Survey Questionnaire
--------------------------------------------------------------------------------------------------------------------This questionnaire is being undertaken to survey the need for tutorials for students in the
actual school setting within the municipalities of District II of Davao Oriental.
Specifically, this questionnaire surveys the reading (PHASEA) and mathematics skills of
students (PHASE B).
It would be greatly appreciated if you can spare time in answering this questionnaire. It is
fully-guaranteed that whatever information presented herein will be categorized as confidential.
---------------------------------------------------------------------------------------------------------------------
Name
: _______________________________________________________________
School : _______________________________________________________________
Address: ________________________________________________________________
(Baranga
y)
(Municipa
lity/City)
(Province)
PHASE A READING
1. How many students are in your class? (Indicate the number)
Pupils
2. According to your experience, how would you describe the reading level of the students in
your class?(Check the appropriate column)
Most are above average
Most are average
Most are below
Reading level varies greatly
3. How many pupils need remedial instruction in reading?
Pupils
4. When you have reading instruction and/or do reading activities, how often do you organize
students in the following ways? (Check the appropriate column)
Always or
Often
Sometimes
Never or almost
almost
a. I teach reading
as a whole class
activity (A1)
b. I create same
ability-groups
(A2)
c. I create mixed
ability groups
(A3)
d. I use
individualized
instruction for
reading (A4)
e. Students work
independently on
an assigned plan
or goal (A5)
f. Students work
independently on
a goal they
choose
themselves (A6)
5. When you have reading instruction and/or do reading activities with the students, how often do
you use the following resources?
Every day or
Once or twice a
Once or twice a
almost
week
month
Never or almost
a. textbooks (B1)
b. reading series
(B2)
c. workbooks or
worksheets (B3)
d. childrens
newspapers (B4)
e. reading
materials on the
internet (B5)
f. computer
software for
reading
instruction (B6)
g. a variety of
childrens books
(B7)
h. materials from
other subjects
(B8)
i. materials
written by
students (B9)
6. When you have reading instruction and/or do reading activities with the students, how often do
you have the students read the following types of text?
a. short stories
(C1)
b. longer books
with chapters
(C2)
c. poems (C3)
d. plays (C4)
e. descriptions
and explanations
about things,
people or events
(C5)
Every day or
Once or twice a
Once or twice a
almost
week
month
Never or almost
f. instructions on
manuals on how
things work (C6)
g. charts,
diagrams, graphs
(C7)
7. When you have reading instruction and/or do reading activities with the students, how often do
you do the following?
a. read aloud to
the class (D1)
b. ask the
students to read
aloud to the
whole class (D2)
c. ask students to
read aloud in
small groups or
pairs (D3)
d. ask students to
read silently on
their own (D4)
e. ask students to
read along
silently while
other students
read aloud (D5)
f. give the
students time to
read books of
their own
choosing (D6)
g. teach or model
for students
different reading
strategies (D7)
h. teach students
Every day or
Once or twice a
Once or twice a
almost
week
month
Never or almost
strategies for
decoding sounds
and words (D8)
i. help students
understand
vocabulary in
texts they are
reading (D9)
j. teach students
new vocabulary
systematically
(D10)
8. After students have read something, how often do you ask them to do the following?
a. answer reading
comprehension
questions in a
workbook or on
a worksheet
about what they
have read.
b. write
something about
or in response to
what they have
read
c. answer oral
questions about
or orally
summarize what
they have read
d. talk with each
other about what
they have read
e. do a project
about what they
have read
f. take a written
Every day or
Once or twice a
Once or twice a
almost
week
month
Never or almost
quiz or test about
what they have
read
9. How often do you ask the students to do the following things to help develop reading
comprehension, skills or strategies?
a. identify the
main idea
b. explain or
support their
understanding
c. compare what
they read with
experience they
have read
d. compare what
they have read
with other things
they have read
e. make
predictions
f. make
generalizations
and draw
inferences
g. describe the
style or structure
of the text they
have read.
Every day or
Once or twice a
Once or twice a
almost
week
month
Never or almost
Appendix 2
Survey Questionnaire
--------------------------------------------------------------------------------------------------------------------This questionnaire is being undertaken to survey the need for tutorials for students in the
actual school setting within the municipalities of District II of Davao Oriental.
Specifically, this questionnaire surveys the reading ( PHASEA) and mathematics skills of
students (PHASE B).
It would be greatly appreciated if you can spare time in answering this questionnaire. It is
fully-guaranteed that whatever information presented herein will be categorized as confidential.
---------------------------------------------------------------------------------------------------------------------
Name
: _______________________________________________________________
School : _______________________________________________________________
Address: ________________________________________________________________
(Baranga
y)
(Municipa
lity/City)
(Province)
PHASE B MATHEMATICS
1. How many students are in your class?(Indicate the number)
Pupils
2. According to your experience, how would you describe the mathematical proficiency/ level of
the students in your class? (Check the appropriate column)
Most are above average
Most are average
Most are below
Reading level varies greatly
3. How many students need remedial instruction in mathematics?
Pupils
4.
To what extent do you agree or
Strongly
disagree with the following
disagree
statements about how you prepare
mathematics lesson for your
target math class? Mark (X) each
item.
1. I frequently refer to and use
information found in curriculum
frameworks or standard documents
2. I frequently refer to and use
information from the teachers
guides associated with the
curriculum materials adopted by this
school
Disagree
Agree
Strongl
Not
y agree
applicabl
e
3. I frequently refer to the content of
assessments
5.
How often were the
Did not
1-2
3-5
6-10
11 -15
More
following topics in the
teach
lessons
lessons
lessons
lessons
than 15
number concepts a
this topic
lessons
primary focus of
instruction with your
math class?
Writing, reading, or
recognizing whole
numbers, decimals, or
fractions
Counting
Comparing or ordering
two or more quantities
Properties of whole
numbers
Factors, multiples, or
divisibility with whole
numbers
Composing or
decomposing
(grouping) whole
numbers or decimals
The meaning of
fractions
Relationships between
fractions and decimals
Estimating the size of
quantities or rounding
off numbers
6.
How often were the
Did not
1-2
3-5
6-10
11 -15
More
following topics in
teach
lessons
lessons
lessons
lessons
than 15
operations a primary
this topic
focus of instruction
lessons
with your target math
class?
The meaning or
properties of an
operation
Methods or strategies
for finding answers to
basic facts
Practicing basic facts
for speed or accuracy
Why a conventional
computational
procedure works
How to carry out the
steps of a conventional
computational
procedure
Practicing
computational
procedures for speed,
accuracy, or ease of use
Developing
transitional, alternative,
or non-conventional
methods for doing
computation
Applying basic facts or
computation to solve
word problems
Estimating an answer to
a computation problem
7.
When teaching your target math class, how
Rarely
A few
A few
Every
often do you use the following approaches to
or never
times a
times a
day
month
week
group students for instruction
Whole class grouping
Ability or achievement grouping
Mixed ability grouping
Individualized instruction