Results for modified translation from Tagalog to English

modified
ano ang ibig sabihin ng modified

modified squatras
squatras

genetically modified corn
genetically modified corn

ang mga genetically modified na pagkain ay napatunayan hindi lamang sa hindi malusog ngunit nakamamatay din, kasama ang pagkonsumo ng mga pagkaing binago ng genetiko ay nagmula sa mga makabuluhang pagkagambala ng organ.
genetically modified foods have been proven not only to be unhealthy but also deadly, with the consumption of genetically modified foods comes significant organ disruptions.

beyond the book: the dynamics of teacher-student relationship and their impact on students’ motivation and active participation in the classroom possible questions i question 1: in a few sentences, can you tell us what your study all is about? this study explores the dynamics of teacher-student relationships in grades 11 and 12 and their impact on students’ motivation and active participation in the classroom. it aims to identify factors that contribute to positive teacher-student interactions and explore potential strategies to promote positive and effective teacher-student interactions. question 2: what is your motivation in doing this study? the motivation behind this study is to understand how teacher-student relationships influence student motivation and active participation in the classroom. question 3: how will this study contribute to the body of knowledge? Ññ0 the study will contribute to the body of knowledge by providing insights into the complex dynamics of teacher-student relationships and their impact on student motivation and active participation in the classroom. [significance of the study] question 4: what is the significance of the study? the significance of the study is to potentially improve the quality of teacher-student relationships and enhance student motivation and active participation in the classroom. these findings will be beneficial for teachers, students, parents, and future researchers by providing valuable insights into the factors that contribute to positive and productive teacher-student interactions. question 5: did you bridge any gap from your study? yes, we did. the study bridged a gap in existing research by focusing not only on students’ perspectives but also on the teachers’ perspectives and experiences. this should provide a more comprehensive understanding of the dynamics of teacher-student relationships and their impact on student motivation and active participation. question 6: what limitations did you encounter? the study’s limitations include the focus on only tnchs, excluding factors outside the classroom, and the lack of comparison with other schools. the study also does not examine specific teaching methods or strategies used by teachers. question 7: what are your findings? the study found that positive teacher-student relationships are important for student motivation and active participation in the classroom. it suggests that teachers who are supportive, respectful, and engaging are more likely to have students who are motivated and engaged in learning. question 8: what methods or sampling techniques did you employ/used in your research study? the study employed a correlational research design and a stratified random sampling technique. by using cochran’s formula and modified cochran’s formula, our study will collect data from a sample size of 342 participants, including 180 g11 students, 150 g12 students, and 12 shs teachers. question 9: why did you choose this sample? we decided this sample to ensure that the study’s findings were representatives of the student and teacher population at tnchs. question 10: based on your findings, what areas will you suggest for future researchers? explore the impact of teacher-student relationships on student outcomes in a wider range of settings (e.g., different schools, grade levels, and subject areas) investigate the role of specific teaching methods and strategies question 11: what is your measurement instrument? the measurement instrument used in this study was a survey questionnaire. the questionnaire included a checklist related to teacher-student interactions, active participation, and motivation question 12: what are your research questions? question 13: what source of data was employed for this study? the source of data for this study was a survey questionnaire given to students and teachers at tnchs. question 14: what theories or theoretical framework is your study based on? self-determination theory and the expectancy-value theory of achievement motivation. question 15: how would you relate your findings to existing theories on the study? the findings of this study support the key principles of self-determination theory, which suggests that people are inherently motivated to grow, learn, and master new challenges. the study also supports the expectancy-value theory of achievement motivation, which suggests that students' motivation is influenced by their beliefs about their ability to succeed and the value they place on the task. question 16: what is the scope of the study? the scope of this study is limited to tnchs and focuses on the dynamics of teacher student relationships in grades 11–12. it excludes factors outside the classroom, such as home environment, peer relationships, does not compare teacher-student dynamics across different cultural contexts or educational systems. possible questions ii some questions rnt here cuz they appear in pq1 or idk how to answer them lol soz *why is it worth studying? this study is worth studying because it addresses a fundamental issue in education: the impact of teacher-student relationships on student learning/motivation & active participation in the classroom. *how will you answer the sop? tba �� *how are you defining your terms? we’re conceptually defining the terms from our study. *what is the research design of your study? why? the study employed a correlational research design. this is because it allows researchers to investigate the relationship between two or more variables without manipulating any of them. in our case, we wanted to investigate the relationship between teacher-student relationship quality, student motivation, and student active participation without manipulating any of these variables. *how will you select your respondents? stratified random sampling technique *how did you compute your sample? tba �� *how will you test your hypothesis? anova, one-way anova, and chi-square analysis possible questions iii how do you connect your theories in your study? the study argues that positive teacher-student relationships can contribute to both intrinsic motivation and expectancy by building a sense of autonomy, competence, and relatedness in students. for example, teachers who provide clear expectations, offer appropriate support, and communicate belief in their students' abilities can strengthen their expectancy/hope for success. do you have extraneous variables in your study? no
beyond the book: the dynamics of teacher student relationship and their impact on students’ motivation and active participation in the classroom possible questions i question 1: in a few sentences, can you tell us what your study all is about? this study explores the dynamics of teacher student relationships in grades 11 and 12 and their impact on students’ motivation and active participation in the classroom. it aims to identify factors that contribute to positive teacher student intera