EFFECTS OF LACK OF INSTRUCTIONAL MATERIALS

IN TEACHING MAPEH

Jocelyn S. Doroja

A Thesis Submitted to the Secondary Education Department, Christ The King College
Calbayog City
in Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION

(MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH)

May 2016

BIOGRAPHICAL DATA

The researcher was born on May 29, 1977 in Brgy. Cautod, Sta. Margarita Western
Samar. She is the eldest daughter of Mr. Jose Amboyao Doroja and Mrs. Carmen Serinas Doroja.
They are 6 siblings in the family namely Jocelyn Doroja, Cherryl Doroja Calagos, Josephine
Doroja Ploettner, Carol Doroja Ringstrom, Joselito Doroja and Josiecar Doroja, Gutteres from
eldest to youngest respectively.
She finished her primary education at Calbayog Pilot Central School and graduated as
with honors in March 1990. Because of her desire to pursue her dream, she continued her
secondary education at Sta. Margarita National High School and reaped the fruit of her sacrifices
in 1994 and graduated with honorable mention.
With her great desire and determination to go to school and achieve her goal, she took up
many scholarship grants for her to help her family in her college education. As Gods grace, she
was able to pass the government merit scholarship. She is currently enrolled at Christ the King
College, Calbayog City, and took up Bachelor of Secondary Education Major in MAPEH
The researcher is finishing her course this school year, as a reward for all her sacrifices
and her beloved family.

ACKNOWLEDGEMENT

The researcher wishes to express her deepest appreciation and heartfelt thanks and
gratitude to the following:
The Almighty God, the Giver of Life, to whom all honor and glory are offered for He has
bestowed, grace and ability that enabled him to finish this study.
Mamay and Tatay, who give her inspiration, love and encouragement in his journey in
the college life, without them, this would not have been possible.
Her husband, who has generously provided all the resources needed in his pursuit of this
degree;
Maam. Belinda Sildo Prudente, BSED, her adviser, for giving her the full support and
motivation to conduct this study. For the challenging advice, understanding, valuable
suggestions, patience, time and the constructive criticisms that challenge her to strive more.
Classmates, for all the moments they have shared with the researcher through good times
and bad times. Special mention to Junel Sildo, Ma. Corazon Refamonte, and Wilson Jade Tozon.
To all her friends for the moments they shared together, for motivating the researcher to
keep going on her study.
To all of them who have been with her every way, this research is dedicated.

ABSTRACT

Instructional materials enhance the teaching/learning process by exhibiting information

necessary to acquire knowledge and skills. The acquisition of basic vocational knowledge, skills
and attitudes to facilitate occupational efficiency requires skill oriented teaching and learning
activities. Over the years, the poor performance of students in public examinations has been
blamed on the wrong choice of teaching methods by teachers. Teaching and learning activities
have a lot to do with other variables, such as instructional materials, school environment
variables, students factors and so on.
In this study, instructional material utilization is the main focus in order to determine
their effects on the performance of the students. Instructional materials are the devices developed
or acquired to assist or facilitate teachers in transmitting, organized knowledge skills and
attitudes to the learners within an instructional situation.
Teachers use different instructional materials to motivate learning. The success in the
skill and knowledge acquisition in an instructional situation depends on the suitability of the
instructional material, adequacy and effective utilization of the available materials. Also, the
relevance of instructional materials to the objective of the lesson and the ease of use of the
instructional materials are serious considerations in instructional materials utilization to better
the learners performance.
The role of instructional materials in the teaching/learning process cannot be
overemphasized. They facilitate and encourage self-study or independent study in students. The
finding of this study has shown that inadequate use or lack of use of instructional materials in the
teaching/learning situation (lecture method) negates the objective of teaching. Teachers who do

not make use of instructional materials hide in the cover of none supply of the teaching
resources. Therefore, as a matter of policy implementation, the governments at all levels should
supply regularly standardized instructional materials, some useful hard and soft wares for use in
schools. The vocational, technology and science teachers should be trained retrained and exposed
regularly to make them to be up to date in the effective selection and utilization of instructional
materials for effective teaching.

INTRODUCTION

Lack of classroom materials is one of the problems that our public school has. Because of
these problems, teachers are spending their own money in buying materials that will sustain the
productivity of the classroom. Lack of classroom materials has a big impact in the process of
Teaching and Learning. Through this problem teaching learning process will not become
productive and conducive. Classrooms lack basic materials that the teacher need. Many
classroom lacks of enough books, art supplies and technology to provide same instruction
offered at schools with greater resources. Lack of books translates into an inability for students to
take books for homework. Lack of classroom materials is a negative cycle. Without materials,
the work doesnt get done, and without the work there is little incentive to buy into school at all
supplies dont get purchased.

Everything sends a message. When school doesnt have supplies, the message is that the
students are not important people doing important work. Our students already have doubts about
their importance and the value of school. The children without pencil learn to pretend that they
dont care about being prepared, but it is clearly a source of stress. When youve lost your last
pencil, its hard not to feel like a loser. Conversely, having a pencil to lend is a social plus. I have
purchased countless supplies for my student over the years. Receiving these things from a
teacher feels special to students. Its a practical and tangible expression of care and affection.
Said by Lynn Yellen. It means that these problem calls an attention to our government. We must
be a resourceful teacher to find out alternate solution. In this case we are the one who provides
the materials that are not available to maintain a learning environment of the classroom.

Elementary teachers spend more of their own money on materials and resources than
middle and high school teacher. This is because they do more hands on activities that involve the
construction paper, paint, glue, and much more. Teachers already arent the most paid workers,
but they spend the most money out of their pocket. This is true dedication. They see the need that
these students need. Teachers are taking away from their selves and their family to pay for your
students. They are provided the supplies that your children need and the parents arent picking
up the slack. When the economy is in a recession like it is now, the schools systems are lacking
more and more. Teachers today are buying supplies for their student in order for their student to
get the best education that they believe that their students deserve.

This research will be an avenue for the reader to know the lack of school supplies in the
school. The students personal school supplies and the teachers access to supplies are both
included in this research. I want to discuss how by not having certain school supplies the
students are not receiving the best possible education that they could be. I choose this topic as
my main focus for my research because I am studying to be a teacher and to know the effects of
it happening. This topic is very dear to me and I see the effects on the students. I hope to
influence all who read my research to think about helping the school system and how one supply
in the school could change the learning experience for a student. I suggest in this problem is to
have a Teacher Mini Grants Program. In this program or charitable it gives a funds for them to
buy the needed classroom materials. In a practical way our government should focus on this
issue and to find solution in this problem. So we can be able to have a quality education.

Objectives of the Study

The objectives of the study included the following:

1. To determine the condition of pupils in Sta. Margarita National High School in facing
lack of school supplies;
2. To determine the level of the mode of manifestation of lack of school supplies as to
examination, school performance and interests, and;
3. To learn the significant effect between lack of school supplies and the process of teaching
and learning.

Significance of the Study

The following will be benefited the study like students, parents, administrators, teacher
and future researcher.
Students are the most important person in teaching. Without students teaching learning
process will not take place. Students are the one who receives information and knowledge on
their teacher. But if the school is facing lack of school supplies, then education will not become
market place of idea. Even we lack school supplies if the students are not listening to their
teacher, then they cannot be able to learn. Thats why the teacher tells to his/her students to pass
different materials like cartolina, Manila paper, colored paper etc. Through this strategy, lack of
school supplies is being sustained with the help of his/her students. The students should know the

importance of education. Even we encounter different problem in school like lack of school
supplies. The students should have a right values and work, so they can gather lots of
information.
Parents are the one who provide the needs of her children. In school parents are
monitoring the growth and development of their child. The parents can help the school by
donating different instructional materials. In this way they are showing their support. The parents
should know these problems. In a sense that they are aware that lacking of school supplies is the
most problem that the school have. Through this way there are not just aware on their childs
performance but rather the school condition. It is important that they know this, so at least they
can help the school in a simple way. These small things are a big help for the improvement of the
school. The involvement of the parents to the teacher up to the school is an important matter that
they should know.
Administrators are the one who administer the school. The role of administrators is to
know, the problems that the teacher encounter. Administrators are the one who make solution on
a particular problem. A good administrator will lead to a good school. Even though we have good
administrator, lack of school supplies is the hardest problem to solve. We know that we also lack
funds to buy the needed materials in teaching. If the administrator will call help to other person,
then this problem will be possible to solve. In this thing, the administrators are doing something
to sustain the needs of the school. Administrators are the one who maintain the productivity of
the school. Thats why they are called administrators, because they are the one who leads the
improvement of education in their school.

Teachers are a key factor in teaching. Without teacher the learners will not gain and
gather information. In this problem the teacher is the most affected person. If the teacher is a
resourceful person, then this problem will be solved. It is important that we us a teacher must
make an alternate solution or ways on how to sustain our needs in teaching. Through this ways
teaching learning process will become productive and conducive. The teacher is the one who buy
materials that are not available in school. Teachers are spending their own money not just for the
materials, but also the things of her pupils. Through this way the teacher are showing love and
care to his/her students and to the profession that he/she have now. We know that classroom
supplies are the important material in teaching. Without these materials learning cannot take
place.
Future researcher is the one who gather and know the problems that he/she seen in a public
school. The future researcher can use this study to become his/her guide in conducting research
work. It is important that this study will know the future teachers, so they can easily embrace and
accept teaching as their profession

Scope and Limitation

The purpose of this study is to determine the effect of lack of school supplies in teaching
learning process. The condition of pupils in Sta. Margarita National High School in facing lack
of school supplies in terms of books, chairs, visual aids, first aid kit and technology. The level of

the mode of manifestation of lack of school supplies as to examination, performance, interest and
other outputs.
The respondent of the study is the grade 7, 8, and 9 in Sta. Margarita National High
School.
The study will be conducted for three months from June to September.

DEFINITION OF TERMS

In an effort to help the reader understand terminology used throughout the study, definitions of
referential concepts are proposed below:

Administrator -- person who maintain the productivity of the school

Deteriorating schools -- Structures that are unsafe and fail to meet safety codes; roofs leak; mold
and poor indoor air quality are common;
educational infrastructure -- is defined as the underlying foundation or basic
framework of an educational system or organization.
Insufficient facilities -- refers to the lackingof materials which is needed for the study.
rural school -- is defined as a school in a less populated area
Student achievement -- is defined as a level of academic performance arrived at by the collective
efforts of students, parents, teachers and administrators.
Student conduct -- is defined as attributes of personal behavior which may positively
or negatively impact academic achievement.
Student motivation -- is defined as the capacity to use intrinsic factors to improve personal
conduct and/or academic achievement.
Student performance -- refers to the level of achievement attained via the
combination of inputs from student motivation and conduct.

CONCEPTUAL FRAMEWORK

Optimal Learning
(Mihaly Csikszent)

Profile
Age
Gender
Academic Status

Factors

Lack of school facilities

Proposed Program

The paradigm of the study states the gender, age and academic performance of the respondents. It also states the factors that the
respondent get if there is sufficient of school materials, the problems they encountered and the possible remedies or proposed
program.

Gender

Frequency

Percentage

Male

55

42

Female

75

58

Total

130

100

Fig. 1 Distribution of respondents as to gender

The female group got the highest distribution with the frequency of 75 and having a 58 in
percentage. The phenomenon of this distribution is most of the teachers in the school is female.
The lowest distribution is the male having a 55 in frequency and 42 in percentage, the
phenomenon of this distribution is the school having a shortage of a male teacher.
Age

Frequency

Percentage

20 above

17-19

57

43

14-16

58

45

13 below

10

Total

130

100

Fig. 2 Distribution of respondents as to age

The table 2 represents the distribution of respondent as to Age. The highest respondent of
the distribution is at the age of 14-16 having a 58 in frequency and 45 in percentage. The
phenomenon of this distribution is most of the students in the school are weak in Mapeh subject.
The second one is at the age of 17-19 having a 57 in frequency and 43 in the percentage. The
phenomenon of this distribution is most of the students in the school are enjoying their life in
studying. The third one is at the age of 13 below having a frequency of 10 and 8 in percentage
the phenomenon of this distribution is most of the students in the school are fresh graduates in
primary level. And lastly the lowest respondents is at the age of 20 above having a 5 in frequency
and having 4 in percentage. The phenomenon of this distribution is least of students still prepare
to study even though they are old.

Instructional materials enhance the teaching/learning process by exhibiting information

necessary to acquire knowledge and skills. The acquisition of basic vocational knowledge, skills
and attitudes to facilitate occupational efficiency requires skill oriented teaching and learning
activities. Over the years, the poor performance of students in public examinations has been
blamed on the wrong choice of teaching methods by teachers. Teaching and learning activities
have a lot to do with other variables, such as instructional materials, school environment
variables, students factors and so on.

In this study, instructional material utilization is the main focus in order to determine
their effects on the performance of the students. Instructional materials are the devices developed
or acquired to assist or facilitate teachers in transmitting, organized knowledge skills and
attitudes to the learners within an instructional situation.

Teachers use different instructional materials to motivate learning. The success in the
skill and knowledge acquisition in an instructional situation depends on the suitability of the
instructional material, adequacy and effective utilization of the available materials. Also, the
relevance of instructional materials to the objective of the lesson and the ease of use of the
instructional materials are serious considerations in instructional materials utilization to better
the learners performance.

The role of instructional materials in the teaching/learning process cannot be

overemphasized. They facilitate and encourage self-study or independent study in students. The
finding of this study has shown that inadequate use or lack of use of instructional materials in the

teaching/learning situation (lecture method) negates the objective of teaching. Teachers who do
not make use of instructional materials hide in the cover of none supply of the teaching
resources. Therefore, as a matter of policy implementation, the governments at all levels should
supply regularly standardized instructional materials, some useful hard and soft wares for use in
schools. The vocational, technology and science teachers should be trained retrained and exposed
regularly to make them to be up to date in the effective selection and utilization of instructional
materials for effective teaching.

REVIEW OF RELATED LITERATURE

RELEVANT THEORIES
Gagne's work has been particularly influential in training and the design of instructional
materials. In fact, the idea that instruction can be systematically designed can be attributed to
Gagne and a handful of others. Gagne's instructional theory has three major elements. First, it is
based on a taxonomy, or classification, of learning outcomes. Second, it proposes
particular internal and external conditions necessary for achieving these learning outcomes. And
third, it offers nine events of instruction, which serve as a template for developing and delivering
a unit of instruction.

According to Gagne's theory, the way to determine the prerequisites for a given learning
objective is to conduct a learning hierarchy. A learning hierarchy (sometimes called a task
analysis) is constructed by working backwards from the final learning objective.
Gagne and others thought it was important for teachers and instructional designers to
think carefully about the nature of the skill or task they wanted to teach, then to make sure that
the learner had the necessary prerequisites to acquire that skill. Gagne also stressed that practice
and assessment should match the target skill. An instructional material is one of the important
components of teaching. Through the use of these materials teaching learning process will
become productive. It also, develops the skill and abilities of each individual.
A central notion in Gagne's theory is that different kinds of learning outcomes have
different internal and external conditions that support them. The external conditions are things
that the teacher or instructional designer arranges during instruction. The internal conditions are
skills and capabilities that the learner has already mastered (such as those that would be revealed
by a learning hierarchy).
So Gagnes, says that the teacher must prepare the entire thing that he/she need before
and during the instruction. The learners already have the skills and a capability, what the teacher
does is to enhance and develop all of these skills and capabilities of his/her students have.
Gagne's nine proposed "events of instruction" are a sequence of steps to guide the teacher
or instructional designer. According to the theory, using this sequence should help to insure that
the learner masters the desired objective. The framework has been adapted for use in a variety of
classroom settings, including college teaching. However, you can probably see that adapting the
"events" to many classroom settings is problematic. Most teachers do not use the kind of

language contained in this framework (e.g., terms such as "presenting the stimulus", or "eliciting
performance"). In fact, the whole idea of framing a course as a series of skills that can be
practiced and performed by students is an unfamiliar concept to many teachers.
Merrill (1997) states that a ". . . content analysis focuses on components, not integrated
wholes. .." in describing the limitations of what Merrill terms First Generation Instructional
Design (ID1).The components that result from a content analysis are individual items, such as
facts, concepts, principles and procedures. Instruction derived from this form of content analysis
may allow students to pass tests, but is not effective in helping students integrate information
into meaningful wholes. These integrated wholes are essential for understanding complex and
dynamic phenomena and for using knowledge in complex problem solving situations. That is, a
well-developed cognitive structure (schema) is necessary for new information to be learned
meaningfully and for accurate recall later. Merrill suggests that this cognitive structure consist of
mental models, but that no ID1 content analysis procedure takes this notion of mental models
(cognitive structure) into account. Most of these task and content analysis procedures were
developed before interactive media that were widely available and resulted in passive, rather than
interactive, instruction. It follows that these task and content analysis procedures are not well
suited to highly interactive instructional situations, such as computer based simulations (Breuer
&Kummer, 1990).
Instructional design theories are design oriented, they describe methods of instruction and
the situations in which those methods should be used, the methods can be broken into simpler
component methods, and the methods are probabilistic. While groups like the Learning
Technology Standards Committee exist to promote international discussion around the
technology standards necessary to support learning object-based instruction, and many people

are talking about the financial opportunities about to come into existence, there is astonishingly
little conversation around the instructional design implications of learning objects.
This instructional design theory will be developed through a theory-building process that
includes (1) a review of literature focusing on instructional design theories that provide scope
and sequence guidance and (2) the development of taxonomy of learning objects. The literature
will be synthesized into a theory of content analysis and synthesis that will end in the content
scope specification and sequence specification of learning objects. According to their
instructional function as identified in the content analysis and synthesis, these specifications will
be linked to a specific type of learning object as identified in the taxonomy of learning object
types. Design guidelines for each of the types of learning objects in the taxonomy will be
outlined.

Gagn and Briggs (1979) early on incorporated cognitive theory into their instructional
theory for conceptualizing instructional design. Their instructional theory was based on a set of
capabilities, or learning outcomes, that students would acquire through instruction. These
outcomes were classified into five categories: verbal information, intellectual skills, cognitive
strategies, motor skills, and attitude. Instead of emphasizing generalized factors such as practice
and reinforcement in the learning process, their theory required that the conditions of external
events and internal processes must be specified separately for each learning outcome. Also
important to their instructional design theory was the interaction of instruction with the student's
previously acquired learning.
There is currently a lot of interest in the concept of learning objects. Learning objects are
discrete units of learning resources based on agreed standards. The idea behind learning objects

is to promote greater reuse of resources within new instructional systems development. The main
work in learning objects has primarily focused on defining the technical requirements and
standards for computer based learning objects. The technology itself is not likely to bring the
benefits promised by reusable objects without a change in methods used by practicing
instructional designers. The instructional design implications of the learning object approach is
examined to determine the adaptation required in instructional design methodologies. Objectoriented software engineering is proposed as a useful basis for new thinking in instructional
design methodology.
The Component Display Theory developed by M. David Merrill was a prescriptive
instructional design theory rooted in Gagn's theories and directed toward improving
instructional quality. Merrill and his collaborators worked to develop taxonomy of instructional
presentation types for conveying information and asking questions. Separating performance level
from the content type extends the system of outcome classification (Merrill, 1997).
Ausubel's Meaningful Reception Theory is concerned with how students learn large
amounts of meaningful material from verbal/textual presentations in a school setting. Ausubel
proposed that learning is based upon the kinds of super ordinate, representational, and
combinatorial processes that occur during the reception of information. A primary process in
learning is subsumption in which new material is related to relevant ideas in the existing
cognitive structure on a non-verbatim basis. Meaningful learning results when new information
is acquired by linking the new information in the learner's own cognitive structure.
An instructional design theory for concept teaching is presented. The theory is based on
direct empirical validation from a programmatic line of instructional systems research. Concept

learning is viewed as a two-phase process: (a) formation of conceptual knowledge and (b)
development of procedural knowledge. Two fundamental components of the proposed theoretical
model are content structure variables and instructional design variables. A rational combination
of these components, based on a content analysis that takes into account the learning model,
provides the means for the selection of one of four basic instructional design strategies. Research
studies that contribute to the model are reviewed, and the model is described with reference to
instructional methods and cognitive processes.
This literature review summarizes research on online teaching and learning. It is
organized into four topics: course environment, learners outcomes, learners characteristics, and
institutional and administrative factors. The authors found little consistency of terminology,
discovered some conclusive guidelines, and identified developing lines of inquiry. The
conclusions overall suggest that most of the studies reviewed were descriptive and exploratory,
that most online students are nontraditional and Anglo American, and that few universities have
written policies, guidelines, or technical support for faculty members or students. Asynchronous
communication seemed to facilitate in-depth communication (but not more than in traditional
classes), students liked to move at their own pace, learning outcomes appeared to be the same as
in traditional courses, and students with prior training in computers were more satisfied with
online courses. Continued research is needed to inform learner outcomes, learner characteristics,
course environment, and institutional factors related to delivery system variables in order to test
learning theories and teaching models inherent in course design.
A major instructional mechanism proposed by Ausubel is the use of advance organizers.
Ausubel emphasizes that advance organizers are different from overviews and summaries which

simply emphasize key ideas and are presented at the same level of abstraction and generality as
the rest to the material. Organizers help to link new learning material with existing related ideas.
Ausubel indicates that his theory applies only to reception (expository) learning in school
settings. He distinguishes reception learning from rote and discovery learning. Rote learning
does not involve subsumption and discovery learning requires the learner to discover information
through problem solving.
Ausubel believed that children have a natural tendency to organize information into a
meaningful whole. Children should first learn a general concept and then move toward specifics.

METHODOLOGY

Research Design
This chapter presents the research design, distribution of respondents, research
instrument, and data gathering procedure and the statistical treatment and interpretation of data
for the completion of the study.
Methods and Techniques of the Study
This study will use the simple descriptive research method utilizing applied research
design. Aquino (2002) defines descriptive research as a fact-finding method with adequate
interpretation. That it is something more and beyond just data-gathering; the latter is not

reflective thinking or research. The true meaning of the data collected should be reported from
point of view of the objectives and the assumption of the project underway. This follow logically
after careful classification of the data. Facts obtained may be accurate expression of central
tendency, or deviation, or of correlation; but the report is not research unless discussion of those
data is not carried up to the level of adequate interpretation. Data must be subjected to the
thinking process in terms of the ordered reasoning.

Respondents of the Study

The respondents were MAPEH students and teachers of the selected secondary schools
particularly on Sta. Margarita.
Locale of the Study

This study was conducted within the selected secondary schools specifically in
Municipality of Sta. Margarita, Western Samar and Calbayog City.

Calbayog City
CKC
Terminal
RFM
Brgy. Carayman

Samelco

Sta. Margarita
Municipal Hall

Police Station
Health center
SMNHS

Sampling Procedure
The gathered data was organized, tallied and treated statistically. In treating the data various
statistical tools were used.
1. For the profile of students and teachers frequency count and percentage were used to treat
data statistically.
2. For the availability of instructional materials and equipment. And the availability of
physical facilities
3. The effect of lack of instructional materials, equipment and physical facilities in teaching.

Data Gathering Procedure

For this purpose, a formal letter requesting permission to administer the questionnaire
that will be given to the School Principal in Sta. Margarita National High School. The School
Principal allowed the researcher distributes the questionnaires through the school teachers
teaching MAPEH and students studying MAPEH.

Research Instruments
The research will use a descriptive questionnaire as the instrument to gather data from the
student respondents which composed of two parts.
Part I is a questionnaire designed to gather data on the profile of the students and teacher
respondents.
Part II is a questionnaire designed to assess the availability of instructional materials and
equipment. And the availability of physical facilities

Statistical Analysis
The gathered data was organized, tallied and treated statistically. In treating the data various
statistical tools were used.
1. For the profile of students and teachers frequency count and percentage were used to treat
data statistically.
2. For the availability of instructional materials and equipment. And the availability of
physical facilities
3. The effect of lack of instructional materials, equipment and physical facilities in teaching.

RESULTS AND DISCUSSION

Distribution of Respondents as to Gender

Gender

Frequency

Percentage

Male

55

42

Female

75

58

Total

130

100

The table 1 shows the distribution of respondents as to Gender. The female group got the
highest distribution with the frequency of 75 and having a 58 in percentage. The phenomenon of
this distribution is most of the teachers in the school is female. The lowest distribution is the
male having a 55 in frequency and 42 in percentage, the phenomenon of this distribution is the
school having a shortage of a male teacher.

Distribution of respondent as to Age.

Age
Frequency

Percentage

51 above

36-50

57

43

21-35

58

45

20 below

10

Total

130

100

The table 2 represents the distribution of respondent as to Age. The highest respondent of
the distribution is at the age of 21-35 having a 58 in frequency and 45 in percentage. The
phenomenon of this distribution is most of the teachers in the school are let passer. The second
one is at the age of 36-50 having a 57 in frequency and 43 in the percentage. The phenomenon of
this distribution is most of the teachers in the school are enjoying their life in teaching. The third
one is at the age of 20 below having a frequency of 10 and 8 in percentage the phenomenon of
this distribution is most of the teachers in the school are fresh graduates. And lastly the lowest
respondents is at the age of 51 above having a 5 in frequency and having 4 in percentage. The
phenomenon of this distribution is least of teachers still prepare to teach even though they are
old.

Table 1
Frequency Descriptive of Lack of Instructional Materials in terms of Books and Chairs
Item

Respondent

Mean

Verbal
Interpretation

(SD) (D)

(SA)

(A)

(NA)

Books and Chairs

There are enough books in

the classroom.

100

320

4.2

Disagree

Using books is an effective

way in teaching..

50

40

240

3.3

Strongly Agree

Books can use by students

in doing their assignments,
research and projects.

30

210

30

Strongly Agree

Book inside the classroom

is one is to one.

180

80

4.5

Strongly
Disagree

.
Books are distributed
equally in individual.

240

60

40

3.4

Strongly Agree

There are enough chairs

inside the classroom.

250

200

4.5

Strongly

Chairs have functional

furniture design that makes
the students more
comfortable.

150

100

2.5

Strongly Agree

Reading books inside the

classroom is important.

210

60

2.7

Strongly Agree

Lack of book is the most

problem inside the
classroom.

240

40

2.8

Strongly Agree

Lack of chairs is the

problem in this classroom.

270

20

2.9

Strongly Agree

Disagree

The table reveals the majority of the items got the verbal interpretation of Strongly Agree,
as follows; Using books is an effective way in teaching, Books can use by students in doing their
assignments, research and projects, Books are distributed equally in individual, Chairs have
functional furniture design that makes the students more comfortable, Reading books inside the
classroom is important, Lack of book is the most problem inside the classroom, and Lack of
chairs is the problem in this classroom.
The table reveals the majority of the item got the verbal interpretation of Disagree and
Strongly Disagree, as follows; there are enough books in the classroom, Book inside the
classroom is one is to one, and there are enough chairs inside the classroom.
On this table it only says that instructional materials are important thing that makes
teaching and learning possible. But it shows also on how lack of instructional materials affects
the process of teaching and learning.
Table 2
Frequency Descriptive of Lack of Instructional Materials in terms of Visual Aids
Item

Respondent

Mean

Verbal
Interpretation

5
Visual Aids

(SA)

(A)

(NA)

80

150

60

2.9

Strongly Agree

180

80

10

2.7

Strongly Agree

(SD) (D)

0
Using visual aids is an
effective way in instruction.

Visual aids catch the

attention of the students.

Visual aids is important

than PowerPoint.

75

280

45

Disagree

Using the chalkboard is

very important.

210

60

1.3

Not Agree

Producing visual aids

requires too much time.

120

120

2.4

Agree

The table reveals the majority of the items got the verbal interpretation of Strongly Agree,
as follows; using visual aids is an effective way in instruction, and Visual aids catch the attention
of the students. And also they disagree that Visual aids is important than PowerPoint and not
agree on using chalkboard and last they agree that preparing and producing requires too much
time.
Table 3
Frequency Descriptive of Lack of Instructional Materials in terms of Instructional
Technologies

Item

Respondent

Mean

Verbal
Interpretation

(SD) (D)

(SA)

(A)

(NA)

240

40

Instructional Technologies

Overhead projectors are

easy to operate.

2.8

Strongly Agree

Learning about computers

is very difficult.

150

280

4.3

Disagree

The challenge of learning

about computers is
exciting.

160

120

40

3.2

Strongly Agree

Videos are difficult to use

in the classroom.

240

30

2.7

Strongly Agree

Local resources are a good

substitute for some
commercial teaching
materials

80

90

20

10

Agree

The table reveals the majority of the items got the verbal interpretation of Strongly Agree,
as follows; Overhead projectors are easy to operate, the challenge of learning about
computers is exciting, and Videos are difficult to use in the classroom. And they are
disagreeing that learning about computers is very difficult and they are agree that Local
resources are a good substitute for some commercial teaching materials.
On table 2 and 3 it only says that teachers much use technology in teaching instead of
using the traditional way. But also if technology is not available we can use the traditional
way on teaching which each preparing visual aids. Because we already know that we lack
also on technology that we can use in teaching.
Table 4
Frequency Descriptive of Lack of Instructional Materials in terms of Interest, Examination
and Performance

Item

Respondent

Mean

Verbal
Interpretation

(SD) (D)

(SA)

(A)

(NA)

Instructional Technologies

Lack of books affects the

interest of the student.

120

120

60

Strongly Agree

Lack of chairs affects the

interest of the student.

120

90

80

2.9

Strongly Agree

Lack of books affects the

performance of the teacher.

75

60

100

15

2.5

Strongly Agree

Lack of chairs affects the

student in doing their
examination.

50

40

30

120

10

2.5

Strongly Agree

Lack of books affects the

process of teaching and
learning.
Using technology help the
student to perform well in
classroom
E-book catches the interest
of the student.

45

140

15

Agree

240

20

10

2.7

Strongly Agree

40

30

40

60

2.7

Strongly Agree

E-book helps the student to

perform well in the
classroom.
E-book helps the teacher to
have a meaningful learning
during instruction.

80

150

40

10

1.7

Agree

40

180

30

15

2.7

Strongly Agree

Dysfunctional chairs makes

the students feel

20

210

30

10

2.7

Strongly Agree

uncomfortable

The table reveals the majority of the items got the verbal interpretation of Strongly Agree,
as follows; Lack of books affects the interest of the student, Lack of chairs affects the interest of
the student, Lack of books affects the performance of the teacher, Lack of chairs affects the
student in doing their examination, Using technology help the student to perform well in
classroom, E-book catches the interest of the student, E-book helps the teacher to have a
meaningful learning during instruction and Dysfunctional chairs makes the students feel
uncomfortable. And they are agree on; Lack of books affects the process of teaching and learning
and E-book helps the student to perform well in the classroom.
On this table it only presents on us that it is possible that using e-book is one of the ways
to have an interaction between the students and the teacher. Because nowadays students are very
engage in using technology. It not only help the performance of the students but also the
productivity and performance of the teacher.

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary
After all the data and information were gathered, the researcher has formulated summary of
findings in order to understand more of the result of the researcher.

The purpose of this study is to determine the effect between ineffective teacher and the
academic performance of the students.
Lack of classroom materials has a big impact in the process of Teaching and Learning.
Through this problem teaching learning process will not become productive and conducive.
Classrooms lack basic materials that the teacher need. Many classroom lacks of enough books,
art supplies and technology to provide same instruction offered at schools with greater resources.
Lack of books translates into an inability for students to take books for homework. Lack of
classroom materials is a negative cycle. Without materials, the work doesnt get done, and
without the work there is little incentive to buy into school at all supplies dont get purchased.
This research will be an avenue for the reader to know the lack of school supplies in the
school. The students personal school supplies and the teachers access to supplies are both
included in this research. I want to discuss how by not having certain school supplies the
students are not receiving the best possible education that they could be. I choose this topic as
my main focus for my research because I am studying to be a teacher and to know the effects of
it happening. This topic is very dear to me and I see the effects on the students. I hope to
influence all who read my research to think about helping the school system and how one supply
in the school could change the learning experience for a student. I suggest in this problem is to
have a Teacher Mini Grants Program. In this program or charitable it gives a funds for them to
buy the needed classroom materials. In a practical way our government should focus on this
issue and to find solution in this problem. So we can be able to have a quality education.

Conclusion

It is clearly evident that emerging private primary teacher training colleges lacked
adequate facilities and learning resources. The status of instructional materials, equipment and
facilities are inadequate, obsolete, dilapidated and unsuitable for preparing competent teachers.
This state of affairs raises concern about the quality of teachers from emerging private primary
teacher training colleges serving in the school system. The proliferations of training institutions
in such conditions are a manifestation of the ineffectiveness or near to total collapse of the
systems of monitoring and regulation of teacher training institutions. Although the situation
might improve, inadequate instructional materials and resources in teaching and learning prevent
these institutions from contributing to the production of up-to date and specialized knowledge for
their trainees.
The results indicated that students taught practical agriculture using instructional charts,
pictures and filmstrips performed significantly better than students taught without instructional
materials. In the process of teaching/learning, instructional materials that were used facilitated
students understanding by supplementing, clarifying, revitalizing and emphasizing the teachers
verbal efforts. This finding suggests that teachers should encourage the acquisition of
knowledge, ideas, skills and attitudes in each learning activity.

Recommendations
Teacher quality has long been and will continue to be an important issue to parents,
educators and policymakers and to that extent therefore, there will be need for a legislation
framework to be enacted to act as a watch dog over the teacher preparation programmes across
the nation. In the light of the findings and conclusions of this research its recommended that, the

Principals and the management of emerging private primary teacher training colleges should
provide adequate instructional materials and learning facilities to their institutions of learning for
effective teaching and learning. More so the Ministry of Education should enhance and enforce
regular inspection of private primary teacher training colleges to ensure conformity to standard
guidelines.
Consequent upon the conclusion of this study based on the findings, the following are
recommended:
1. Science, vocational and technology teachers should be resourceful in the selection and
utilization of instructional materials that are useful in the concepts that they teach in each lesson.
2. The teachers should be made to update their knowledge and skills in improvisation of
instructional materials through seminars, workshops and conferences organized by governments
and professional bodies.
3. Teachers should develop positive attitudes towards the selection and use of
instructional materials for teaching/ learning.

LITERATURE CITED
Gagne's theory. Design of Instructional Materials
Ambrose, David W. (1991/December). The Effects of Hypermedia on Learning: A Literature
Review. Educational Technology, 31(12), 51-55.

McCowin, Tamm E. (no year). A Quest for Instructional Design Competencies, Methods, and
Tools to Support Effective Performance Assessment. Available online at:
http://www.iparesearch.org/bl og/articles/ipaArticle2007AE CT_mccowin.pdf.
Mergel, Brenda (1998). Instructional Design & Learning Theory. Website:
http://www.usask.ca/educatio n/coursework/802papers/mer gel/brenda.htm.
Gagn and Briggs (1979) incorporated cognitive theory into their instructional theory for
conceptualizing instructional design.
The Component Display Theory developed by M. David Merrill.
Morton, Jaosn. Teachers lament lack of money for needed school supplies. Tuscaloosa News.
Tuscaloosa News, 2007. Web. 28 Jun 2012.
<http://www.tuscaloosanews.com/article/20070808/NEWS/708080343>.

Yellen, L.. What teachers are saying about the lack of school supplies. N.p., 2008. Web. 25 Jun
2012. <http://gettingtoolstocityschools.org/home/what_teachers_are_saying>.

APPENDICES

Appendix A: Transmittal Letter

Republic of the Philippines

CHRIST THE KING COLLEGE
Calbayog City

April 21, 2016

PRINCIPAL
_____________________
_____________________

Sir/Madam:
Greetings!
I, the undersigned 4th Year Bachelor of Secondary Education student Major in Music,
Arts, Physical Education and Health (MAPEH), in Christ The King College is presently
conducting a research entitled LACK OF SCHOOL FACILITIES IN TEACHING
MAPEH as a part of my requirement in the subject Research in MAPEH. My respondents will
be all MAPEH teachers and students of the selected schools.
In this regard, I humbly ask permission from your good office that I will be allowed to
conduct my research in your school.
Thank you very much for your generous support. God bless and more power!

Very truly yours,

JOCELYN S. DOROJA
Researcher

Appendix B:Noted:
Research Instrument

MRS. FLORITA S. CALESA

Research Adviser
QUESTIONNAIRE
Profile

___________________________

Age: _____
Gender: __ M

__ F

Civil Status: ___Single

Year Level: _________

___Married

Learning Space (Check the number of your response)

5= Strongly Disagree

4= Disagree

3= Strongly Agree 2= Agree 1= Not at all

Lacking of School Supplies

Books and Chairs
1. There are enough books in the classroom.
2. Using books is an effective way in teaching.
3. Books can use by students in doing their
assignments, research and projects.
4. Book inside the classroom is one is to one.
5. Books are distributed equally in individual.
6. There are enough chairs inside the classroom.
7. Chairs have functional furniture design that
makes the students more comfortable.
8. Reading books inside the classroom is
important.
9. Lack of book is the most problem inside the
classroom.
10. Lack of chairs is the problem in this classroom.
Visual Aids
1. Using visual aids is an effective way in
instruction.
2. Visual aids catch the attention of the
students.
3. Visual aids is important than PowerPoint.
4. Using the chalkboard is very important.
5. Producing visual aids requires too much
time.

Instructional Technologies
1. Overhead projectors are easy to operate.
2. Learning about computers is very difficult.
3. The challenge of learning about computers

is exciting.
4. Videos are difficult to use in the classroom.
5. Local resources are a good substitute for
some commercial teaching materials..

Learning Space (Check the number of your response)

5= Strongly Disagree

4= Disagree

3= Strongly Agree 2= Agree 1= Not at all

Interest, Examination and Performance

Lack of books affects the interest of the student.
Lack of chairs affects the interest of the student.
Lack of books affects the performance of the teacher.
Lack of chairs affects the student in doing their
examination.
5. Lack of books affects the process of teaching and
learning.
6. Using technology help the student to perform well in
classroom.
7. E-book catches the interest of the student.
8. E-book helps the student to perform well in the
classroom.
9. E-book helps the teacher to have a meaningful learning
during instruction.
10. Dysfunctional chairs makes the students feel
uncomfortable.
1.
2.
3.
4.

TIMETABLE OF ACTIVITIES
MONTH

DATE

CHAPTER

July

30

Chapter I

August

15

Research Interview

August

20
PROPOSED BUDGET
26

August
September

Research

Chapter II & III

Research on Chapter IV
Done all the Chapter
Amount

Internet

300.00 Php

Printing

300.00 Php

Photocopy of Research

180.00 Php

Photocopy of Survey Questionnaire

100.00 Php
Fare/Snack
TOTAL

150.00 Php
1030.00 Php