Life-Long Learning Skills

Only available on StudyMode
  • Download(s) : 338
  • Published : August 20, 2012
Open Document
Text Preview
Title| Specific Objectives| Thesis Statement| Significance of the study| Data Gathering Tools| Scope & Delimitations| Variables| Life-long Learning Skills Gained in Two Learning Team (or 2 schools – Public and Private Schools in Las Pinas)| - To identify the level of lifelong learning skills gained by two categories of learning team.identify- To know the relationship of lifelong learning skills gained by solely academic students to students who participates in ECA.compare- To identify the learning skills level through the time being spent by the students in ECA. | Problem| Null Hypothesis| The study will be able to determine the effects of extra curricular activities to the life-long learning skills gained by two categories of learning team. | (Surveys) Questionnaires-Personal Info-(explained the protocol)Documentary Analysis| High school students in ( )- 100% populationThe delimitations of the participants were …Students have been involved inECA for more than 6months would fall under students with ECA involvement. | Independent- Students profile Age, Gender, Year level-Extra curricular activities,- Time spent in engaging to ECE.Dependent-Lifelong (level) learning skills gained.| | | Extracurricular Activities may or may not protect the learners from effects detrimental to their life-long learning skills.| Extracurricular has no effect on the life-long learning skills gained by the high school students.| | | | |

Statement of the Problem
Extracurricular Activities may or may not protect the learners from effects detrimental to their life-long learning skills.

Definition of terms

Life-long Learning Skills Gained in Two Categories of Learning Team Conceptual Framework

Students who does not participate in Extra-Curricular Activities

Students who participate in
Extra-Curricular Activities

Extra Curricular Activities
Academics
Solely Academic

School Curriculum
(Academic Subjects)

School Curriculum
(Academic Subjects)

Sports / Athletics
Group Fellowship
(Bible Study)

Services
(Envt.Awareness, Volunteer)
School Government
(Student Council,Class
Officers,CAT Officers)
Academic Clubs
(Chess,Scrabble,Speeh
Journal)
Performance Arts
(Music, Band, Choir
Theater,Dance)

Time Spent
1-3 hrs 4-7 days/wk

Time Spent
1-3 hrs 2-3 days/wk
Time Spent
1-3 hrs 1 day/week

Life-long learning Skills Gained

Life-long learning Skills Gained

Life-long learning Skills Gained

Life-long learning Skills Gained

COMPETENCE
CONFIDENCE

COMPETENCE
CONFIDENCE

COMPETENCEE
CONFIDENCE

COMPETENCEE
CONFIDENCE

CARING
CHARACTER
CARING
CHARACTER
CARING
CHARACTER
CARING
CHARACTER

CONTRIBUTION

CONNECTIONN
CONTRIBUTION

CONNECTIONN
CONTRIBUTION

CONNECTIONN
CONTRIBUTION
CONNECTIONN

Life- long learning skills evaluation

Statistical Analysis

Results, Conclusions, Recommendations

Related Theory

Positive Youth Development Theory (Lerner et.al,2005) stated that extracurricular activities result in positive outcomes because it provides a fertile ground of learning environments that encompass socially learned skills not necessarily emphasized in the classroom. In addition, the amount of time spent with supervised settings could determine the benefits the students could gain in achieving a positive academic performance outcomes.

Questions:
? 2 schools ; their lifelong learning skills gained.
? would it be level of learning skills gained.???/
? Adapted Physical Education “ Motor Skills Gained Among Special Education Students through Adapted Physical Education and Its Effect to their Social Learning Skills” ? hot measure the level of 6 c’s? come up with questions to measure…

Specific Problems
1 To what extent does the school implemented extracurricular activities as part of the school program?

2.Is the lifelong learning skills of the students influenced by their choice...
tracking img