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THE ADELPHI COLLEGE


Lingayen, Pangasinan

Chapter 1

THE PROBLEM

Rationale

Philippine education is given high importance by every Filipino

because they believe that the future depends on how they can educate their

children for a better tomorrow. As what Dr. Jose Rizal said, “The youth is

the hope of our motherland” – pertaining to the Philippines, the “Pearl of the

Orient Sea”.

As the world has become a global society, education is seen by many

as an avenue for national development. Economic growth, development and

improved living standards are considered to be directly linked to the state of

education. The preparation of new teachers and the on-going professional

development of those in the current teaching force are key to educational

improvement (Cobb, Darling-Hammond and Murangi 1995).

In line with the quest for global improvement, education plays a vital

role in the development of a person as well as in a nation building. With this

in mind, the Philippines, through the Department of Education (DepEd)

continues to search and improve the education curriculum for school


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effectiveness, for protecting and promoting the rights of all citizens to

quality education and to equip the learners with the knowledge, skills,

attitudes and values which will enable them to cope with the challenges of

the society in our competitive world.

Furthermore, basic education in the Philippines is managed and

regulated by the Department of Education. The Department controls the

Philippine education system, especially the curriculum used in schools, and

the usage of funds for further improvements, such as the continuous building

of schools and it’s facilities and the recruitment of teachers and other staff,

among others.

The immediate past basic educational system of the Philippines was

composed of 6 years of elementary education starting at the age of 6, and 4

years of high school education starting at the age of 12. Afterwards, one can

continue his or her education by enrolling in technical or vocational schools,

or take higher degree courses in colleges and universities. Although the 1987

Constitution states that elementary education is compulsory, it was not put

into force due to some constraints.

The country started its transition from its old 10-year basic education

system to the K to 12 education system, as mandated by Republic Act No.


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10533 known as the “Enhanced Basic Education Act of 2013”. At present,

the new 12-year system is now being implemented, in Kindergarten to Grade

4 in elementary and in Grade 7-10 in the high school along with the adoption

of a new curriculum for all schools. The transition shall last until the S.Y.

2017-2018, where the first graduates under the new educational system will

be brought forth.

School effectiveness has been one of the major concerns of

educational technocrat for quality education. It encompasses students’

academic achievements and development of their personality together with

the teachers’ development and improvement in school milieu.

Effective and target oriented education, is conceived as the most

powerful medium and a source to effect required change in the social setup

of a country. This, however, does not take place in isolation, but is

accomplished by the teacher, who is the major player of change during the

entire process. With this important role, the teacher has to be effectively

prepared and trained. This training process must be accorded the highest

priority by everyone concerned for improving the deliverance of education.

Teachers, who can shoulder this responsibility, have to be trained in the

professional knowledge and should be encouraged to adopt the profession.


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The other real aspect, would be inducting teachers through Professional

Development. The adequacy of this training process is dependent on

required motivations, dedication and a will for continuous professional

development achievement in this profession. It is a rather continuous and

life-long effort.

The reality is that schools could change and develop only, if the

teachers within the institutions are empowered to develop themselves. The

learning process is a basic element of cultural progress without which no

individual can attain professional development as Schiefelben (1921) said

that the quality of teaching performance is directly influenced by the

academic qualification and professional training of teachers. Effective

teaching is determined by content, mastery and Pedagogical Skills.

The development and improvement of education by a nation requires

that all the essential elements for improving training in education must be

provided, including, selection of professional and scholastically qualified

teachers. Such teachers consider education as a sacred mission for

improvement of education in the country so as enable it to compete with

other nations.
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In education, the ultimate purpose of the teacher is to help student to

learn, often in a school. The aim is achieved through the preparation of a

course of study, planning of lessons that include the development of learning

and thinking skills. All these skills are referred to as pedagogical skill of a

teacher. The teaching profession demands full devotion towards continuous

learning. In the classroom, the teacher has greater discretion as to the time

devoted to a given lesson. In planning instruction, the teacher must be aware

of the fact that his behavior and interaction with students vary according to

the nature of the activity used during instruction.

Similarly, teaching is one of the most challenging professions.

Working with young people as they develop their personality is a rewarding

experience. Teachers help to develop the minds of young people to the end

that they can cope with problems affecting our country's future (Gilchrist el

al., 1985). To be a successful teacher, planning is very important. Successful

planning means knowing how to facilitate a positive learning experience for

all students. The teacher uses his/her best professional judgment to decide

which method, strategy and technique will work best for a particular

situation.
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The success of any educational system depends on good teachers. We

cannot replace the teachers with any other type of instructional material. It

has been well said that teachers are the best educational system. So, in an

educational system, the teacher is the basic factor for its success. A teacher

is more than what is commonly talked about. His duties of profession have

many other dimensions.

The teachers’ importance in modern era has acquired new dimension.

They not only have to impart subject matter to the student but also help him

in the use of knowledge for developing the abilities and talents with which

he is born. If productive change has to be achieved, to raise the standard of

education, it is imperative to recruit teachers who not only have proficiency

in their subject, but also have required a positive attitude towards education

and children.

From the aforementioned statements, it is evident that it is through

effective teacher education programs that teaching can be improved. These

help the teachers to develop as effective teachers. Teacher in-service

education programs must be directed to equip the teachers with professional

skills, know-how and motivation to encourage students to acquire

knowledge and attitudes, about society, wherein they live. This process is
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expected to result in teachers who possess the required qualities of an

effective professional teacher for good education and social achievements.

With these requirements, teacher education assumes an essential role in the

educational process dealing with acquisition of effective teaching skills and

techniques. The development and improvement of education by a nation

requires that all the essential elements for improving training in education

must be provided, including, selection of professional and scholastically

qualified teachers. Such teachers consider education as a sacred mission for

the improvement of education in the country so as enable it to compete with

other nations.

To make the teaching profession more acceptable and professional, it

is essential that research in teacher education should assume a pivotal role.

This must include a transmission and acquisition of knowledge, so that those

who are trained are able to realize the impact that the training, would have

for the entire economy as well as the society.

In addition to professional training, teachers should be trained in

learning practical ethics related to education and various models made for

school effectiveness and teacher education. These are open for further

research in this direction.


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Keeping in view the above established linkage between teachers,

administrators, students and other stakeholders it is required to explore

indicators and standards for an effective teacher which may lead to improved

school and/or curriculum effectiveness which will produce a globally

competitive individuals.

Within the context of the aforecited situations, this study was

conceptualized to address such concerns along the provision of determining

the instructional competence of MAPEH teachers in secondary schools

public

Conceptual/Theoretical Framework

Section 2 of Republic Act No. 10533 known as the “Enhanced Basic

Education Act of 2013”, states that “The State shall establish, maintain and

support a complete, adequate, and integrated system of education relevant to

the needs of the people, the country and society-at-large and Section 7 states

that “to ensure that the enhanced basic education programs meet the demand

for quality teachers and school leaders, the DepED and the CHED, in

collaboration with TESDA and other relevant partners in government,

academe, industry, and nongovernmental organizations, shall conduct

teacher education and training programs”.


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The Enhanced K to 12 Basic Education Program seeks to provide for

a quality 12-year basic education program that each Filipino is entitled to.

This is consistent with Article XIV, Section 2(1) of the 1987 Philippine

Constitution which states that “The State shall establish, maintain, and

support a complete, adequate, and integrated system of education relevant to

the needs of the people and society.” MAPEH has four components first is

the Music Education wherein music is both an aural and a temporal art, the

student must learn to-hear,-speak and –think in the medium of music. The

Art Education focus in Philippine Art, Culture and Heritage, appreciating the

diversity of our local artist, our arts, crafts and indigenous materials to

strengthen the students identity of being a Filipino, before he/she is

introduced to the art of others countries .The modules guide educators and

provide our students with art experiences, concepts and processes that are

presented in a spiral progression of difficulty and depth from Kindergarten

to Grade 12. The approach is child-centered and hands-on in creating art

using locally available materials. The Physical Education Curriculum under

the K to 12 Basic Education program is anchored to the tenet “move to

Learn, Learn to Move” with ultimate goal of achieving lifelong fitness. The

framework is bounded on the context of legal and philosophical


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underpinnings pursuant to Article IV Section 19 of the Philippines

Constitution which mandates that: The state shall promote physical

education and encourage sports programs, league competitions and amateur

sports, including training for international competitions, to foster self-

discipline, teamwork and excellence for the development of a healthy and

alert citizenry. All educational institutions shall undertake regular sports

activities throughout the country in cooperation with athletic clubs and other

sectors. Each strand is sequentially developed across grade levels. With the

K to 12 Health curriculum, a learner should be able to sustain and promote

lifelong and wellness. It focusses on the physical, mental, emotional, social,

moral and spiritual dimensions of holistic health and enables the learners to

acquire essential knowledge, attitudes and skills necessary to promote good

nutrition, prevent and control diseases and substance misuse and abuse,

reduce health-related risk behaviours to prevent and control injuries with the

end view of maintaining and improving personal, family, community and

environmental health.

This is a humble effort by the Philippine Government to provide the

most convenient access to education for the children in developing their

personality and elevating the social standing of those in need within the
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community. They focused on developing the personality of the students to

make them effective citizens of the nation by contributing to economic

prosperity.

A theory by Dewey (1987), an American Philosopher and a

pragmatist emphasized the need for a continuing education for teachers

particularly in the advent of the technological changes that have taken place

in man’s environment. Such changes have influenced the school system to

keep abreast with the changing condition of the time. All these require

considerable amount of training and re-training on the part of teachers. He

also emphasized that education is a continuous reconstruction of

experiences. This dictum has become the guiding philosophy for educators.

Article IV Section 3 of the Code of Professional Ethics for Teachers

and School Officials in the Philippine Educational System, on the other

hand, states that “all officials and teachers should strive to broaden their

cultural outlook and deepen professional interest”. They must know the

extent of applying their competencies so that they may know the

competencies that should be enhanced.

Section 1 of Republic Act No. 7784, aims to provide and ensure

quality education by strengthening the education and trainings of teachers


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nationwide throughout a national system of excellence for teacher education.

The vision is teacher education systems whose mission is to educate and

train unquestionable integrity and competence, and who are committed to

their continuing professional growth and obligation to help their students

grow as responsible citizens. Section 2b, c, and d, enjoin all teachers to the

vision and mission towards National Culture of Excellence through Teacher

Development Programs.

Teacher training is the planned influence of individuals’ psychological

processes, for the purpose to gain an attitudinal commitment to the

philosophy, value and goals of an organization. Staff/faculty development

process focuses on helping faculty member to acquire the essential

teaching/learning competences. Studies undertaken recently have tried to

assess the effects of training for teachers by making comparison among

teachers who are trained in the traditional training process and those using

other means of training.

Supportive to this article Sue (1995) stated that the key factor in the

total development of a child is the teacher. The teacher should be armed with

the necessary knowledge, skills and technical know-how of imparting the

golden seeds of education in the young minds of his wards, inside the
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classroom. The teacher should also be flexible and adjustable to constant

changes brought about by modern technologies and discoveries that define

the educational system at present.

After evaluating the legal basis the researcher proposed an

intervention measure that there is a need to study the instructional

competence of MAPEH teachers of secondary public school under the K to

12 for better implementation of the curriculum. Furthermore, on the bases

of the foregoing contributions, the researcher was able to build the

operational paradigm of the study.

The operational paradigm of the study (see page 14) showed the

schematic flow of the study, the input – the profile variables and the level of

competence of the teacher-respondents, and the output – the recommended

training design for the mathematics teachers. As illustrated, the input or the

profile of the respondents such as age, sex, highest educational attainment,

area of specialization, highest relevant training attended and length of

teaching experience, and the level of competence of teachers with respect to

content, methods, assessment and instructional materials of the MAPEH

teachers will be study and after evaluation and interpretation of the findings
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in relevant to the input/data a training design for MAPEH teachers will be

recommended.

After securing permit to conduct the study from the Schools Division

Office I Pangasinan, to gather a reliable data and retrieve a hundred percent

of the questionnaires, the researcher must float the questionnaires personally.

Then after retrieving the questionnaires, the researcher have to tabulate and

statistically compute the data and be able to interpret to know the needs in

doing the training design for the MAPEH teachers.


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INSTRUCTIONAL COMPETENCE OF TACHERS OF


MAPEH IN PUBLIC SECONDARY SCHOOLS

INPUT PROCESS OUTPUT

Profiles of
MAPEH
Teachers in
Public
Secondary
1. Preparation,
Schools in
validation and
Terms of:
administration
1. Profile of
a. Age questionnaire .
b. Sex 2. Analysis and
interpretation Training
c. Highest
Educational of a) Profile Design
Attainment b) Level of
d. Area of Instructional
Specializati Competence
on
3. Development of
e. Relevant
Training Design
Trainings
Attended
f. Length of
Teaching
Experience
g.

Figure 1. Paradigm of the Study


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Statement of the Problem

The research aimed to assess the instructional competence of teachers

of MAPEH in public secondary schools under the K to12 Basic Education

Curriculum in the four (4) municipalities ( Binmaley, Lingayen, Bugallon

and Labrador) in 2nd Congressional District. It sought to answer the

following questions:

1. What is the profile of the teachers of MAPEH in the public schools in

the four (4) municipalities in the 2nd Congressional District in terms of

the following?

a. Age

b. Sex

c. Highest Educational Attainment

d. Area of Specialization

e. Highest Relevant Training Attended

f. Length of Teaching Experience

2. What is the level of competence of the teacher-respondents with

respect to;

a. Content

b. Methods
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c. Assessment

d. Instructional Materials

3. What is training design may be prepared to enhance the instructional

competence of teachers of MAPEH?

Assumption

1. MAPEH teachers training, seminar and workshop can greatly

upgrade and enhance teachers’ level of competence in teaching

MAPEH.

Scope and Delimitation

This study was conducted to determine and assess the instructional

competence of teachers of MAPEH in public secondary schools in the four

(4) municipalities ( Binmaley, Lingayen, Bugallon and Labrador) in 2nd

Congressional District of Schools Division Office I Pangasinan. A teacher-

made questionnaire was administered for the purpose of determining

MAPEH teachers’ instructional competence and to what extent were these

competencies applied in the classroom. This made use of the available data

about the study which were contained in the files of the respondents.
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Significance of the Study

The research was significant to the administrators, teachers, students

and other stakeholders, as this will give policy direction on achieving school

effectiveness which was a rising issue for academe and the outcomes from

this study would facilitate the process of professional development for

school effectiveness specifically in MAPEH. It would also help in

developing model of school effectiveness. It would further establish a

foundation of teacher education program. Private sector may also use

findings of this study for improving their working environment.

Because schools must educate, teach and prepare each student for

future life tasks, the focus of this study is on the instructional competency of

teachers. The main purpose of this study was to identify essential

competencies or strength of teachers but their weaknesses as well. This was

to give solution to their weaknesses by priority necessary trainings of

programs of development.

The researcher believed that this particular study would enhance the

ability and capability of the respondents and would help them to provide

guidelines for developing and managing their teacher education program.


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This study would also help the students’ artistic expression and

cultural literacy and their academic performance through competent

teachers. For the administrators, the result of this study would serve as a tool

for planning and organizing training to better equip their teachers and

meeting their moral and professional obligations to the teachers. This would

also help them identify what aspect needs to be given more emphasis in line

with MAPEH. The school administrators would also gain insights into the

significant role of teachers in implementing Department of Education

Policies and Division Memoranda. Furthermore, they can use this study in

supervising the existing staff development programs under K to 12

Curriculum.

To the future researchers, this would serve as a very good reference

material for further researches.

Finally, the researcher also believed that this particular study would

produce/provide essential data beneficial to those concerned with regard to

teacher development plans and programs for further enhancing of the K to

12 Curriculum and mostly the hiring of qualified MAPEH teachers in the

division.
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Definition of Terms

The following terms were defined conceptually and operationally to

give clearer understanding to the study.

Age. It refers to the period of time the respondents has lived as to the

filling of instruments.

Area of Specialization. It refers to a particular area of knowledge or

the process of becoming an expert in a particular area.


Assessment. It refers to a process that is used to track of learners’

progress in relation to learning standards and in the development of 21 st

century skills; to promote self-reflection and personal accountability among

students about their own learning and to provide bases for the profiling of

student performance on the learning competencies and standard of the

curriculum.

Content. It refers to the level of competence of teacher-respondents

to formulate lessons and objectives to be delivered.

Highest Educational Attainment. It refers to the highest educational

degree earned by teacher classified under the following categories:

Baccalaureate Degree such as BSEED/BEED, MAEd/MEd Degree, Ed.D /

Ph.D Degree/ D.A..


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Instructional Competence. It refers to the sufficient skills,

knowledge and attributes/values in teaching of teachers of MAPEH in public

secondary schools.

Instructional Materials. It refers to the different learning aids and/or

devices such as but not limited to books, modules, prototype curricular

materials the teachers utilize in teaching and to their ability to facilitate,

apply and provide instruments, tools and/or devices in teaching.

Length of Teaching Experience. It refers to the length of service

rendered by teacher-respondents of Lingayen in public school.

MAPEH ( Music, Arts, Physical Education and Health). This

refers to subject area being taught by MAPEH teachers.

Methods. It refers to the procedures to undertake a particular work

with adequate knowledge and skill. It is to the competency of a teacher to

develop a link between the students and the knowledge and skill contents

embodied in the curriculum/lesson, effective teaching methods provide the

required environment to the students in learning a particular skill or an area

of knowledge and to the teacher-respondent’s ability to interact with the

students and have their focus on their lessons and activities.


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Relevant Training. It refers to organized activity aimed at imparting

information/or instructions to improve the recipient’s performance or to help

him or her attain a required level of knowledge or skill.

Sex. It refers to the subject whether male or female.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented a brief discussion of the reviewed literature

and studies which were related to the present study. The reviewed literature

and studies provided guidance, direction and reference to the researcher in

the choice of the design, procedure and conduct of this study. It explored the

factors relevant to the teacher’s competencies and teaching practices for

effective teacher education. The chapter drew seminal researcher focusing

on the constituents, some on the identification of educational competencies

and practices of teachers.


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Related Literature

Literature reviewed indicated number of professional characteristic

which were basic requirement for a good teacher. This has been revealed by

various studies, which were published or made as the foundation for

discussions on the subject matter by authors or articles.

The following professional characteristics were the basic components

of the teacher’s personality as stated by Siddiqui (2010):1) Honour of child,

2) Introduction with students by giving attention, 3) Participation of students

in school activities, 4) Addressing the individual differences of the students,

5) Importance of theory as well as practice, 6) Source of assessment in the

classroom, 7) Ask questions with consideration in lecture style

He also stated that to understand a competent teacher we have to see

to what extend they apply an integrated knowledge that they have in

planning and implementing their teaching and revise the contents of their

lesson. The other aspect of teaching competency was the ability in

technological aids, which suggested that the teacher must possess knowledge

and skill about proficiency in teaching aids. This suggested that effective

teachers were able to learn planning and designing of lesson as well as the

strategies to be adopted in teaching; 1) They should be thus traced in


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facilitating teaching and professional were committee to acquiring

knowledge throughout their life. 2) They should further be able to guide

their students by properly designated course of studies. 3) They should be

able to currently use student’s output and provide him with a correct

feedback and how to make use of this in improving their teaching. 4) An

instructor must be able to adequately manage the classroom.5) Know the

ways and means to motivate the students. 6) The instructor must be able to

understand as to how the students learn and improve besides knowing the

contents of the education method that they are teaching.

He also stressed that teacher’s importance in modern era has acquired

new dimensions. They not only have to impart subject matter to the learners

but also help him in use of knowledge for developing the abilities and talents

with which he is born. If we were committed to bring about really a

productive change, to raise the standards of education, it is imperative to

recruit teachers who not only have the subject matter proficiency, but also

have required a positive attitude towards education and children.

He enumerated educational competencies as follows: 1) Academic

Competencies, 2) Methodological Competencies, 3) Material Utilization


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Competencies, 4) Instructional Process Competencies, 5) Teaching

Evaluation Competencies, and 6) Interaction Process Competencies

His research on educational issues has brought forward many matters

in various domains of education. Major challenges for teacher education in

the twenty-first century are summarized as follows: 1) The raising of the

status of the teaching profession to a level at which it attracts the best

qualified applicants. 2) Harnessing rapidly developing technology to provide

maximum learning opportunities for student teachers, especially those in

remote areas and those in developing countries, where conventional

resources such as libraries are impossible to resource adequately. 3)

Discovering the optimum balance between theory and practice in the

curriculum of teacher education in the many and varying contexts in which it

is provided. 4) Developing teacher education structures and curricula that

provide optimal balances among the academic, humanitarian, aesthetic and

moral domains of human experience. 5) Designing research that takes

account of the many complex factors that impinge upon the process of

teacher education, so that a greater understanding may be gained of the ways

in which students learn to teach in the myriad of contexts in which they live.
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The above mentioned basic components of teacher’s personality lead

to the inference, that teachers are more than effective elements leading to

holistic development of children. Factors such as developing the learning

skills, building confidence to face life, attitude and perception or in other

words the intellectual growth should be carefully enhanced and practiced by

teachers so that these delicate tasks may impart to teaching.

Application of well-coordinated and intermingled approach to

knowledge to contently re-visits the instructions as they plan

implementation. The teachers consider a broad and integrated set of

knowledge and techniques, which planning to revise these aspect of the

competence of a teachers so, to competence what expected of a teacher

understanding about using technical advancement should be answered in the

context of the different sets of knowledge and skills that effective teachers

possess. The research in teacher’s knowledge, skills and standards suggests

that teacher change with the passage of time and develop skills like

planning, designing, assessment techniques, helping student reflective

teaching, professional commitment, assessment techniques, effective

feedback and application of knowledge, what they have gained to improve

instructions.
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One of the attributes of effective teaching relates to the social context

of the community, the variance in the students and the positive attributes and

the deficiencies in the children. The proficiency in technology is perceived

as a means to an end (resulting in better teaching) rather than as an end in

itself (Siddiqui, 2007).

The effective learning depends upon quality of teaching which

requires individuals who are academically able and who care about the

wellbeing of children and youth (Highland Council Education, Culture and

Sport Service, 2007).

According to Colquitt el al. (2013) a mastery based approach that

emphasizes individual study and progressions can enhance student learning.

He also emphasize that personal fitness courses must result in cognitive

gains as well as enjoyment and personal application in order to produce

lifestyle changes in high school students. To achieve this, physical education

teachers need to meet the following guidelines to promote activity among

their students: (1) provide planned, sequential physical education that

promotes lifelong activity, (2) develop student knowledge and positive

attitudes toward physical activity, and (3) develop mastery of skills and

confidence in physical activity among students.


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Teachers who were better informed as to the nature of their teaching

were able to evaluate their stage of professional growth and what aspects of

their teaching they need to change. The difference between a trained and an

untrained teacher lies in methods adopted for teaching and development of

children. There is great diversity in the type of training available to teachers

and thus comparisons become difficult.

As stated by Lambert (2013) in her article entitled Secondary School

Physical Education Problems, physical education has not been immune to

such scrutiny. Much attention has been paid elementary and middle school

physical education programs seem to have gone unnoticed. Secondary

physical education is laden with outdated curricula, rote instruction, and

poor methods of evaluation. Furthermore, the quality programs which do

exist often struggle in the shadow of interscholastic athletics or go unnoticed

due to lack of administrative support or awareness. She concluded that

curricula must be “owned” by those who use them. When teachers are not

involved in the creation and/or change of physical education programs,

chances of effective implementation are greatly reduced. Therefore it is

important to monitor the progress or instructional competencies of teachers


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who are considered to be the most influential in the implementation of the

curricula.

Weinert (2001) relates the term to the Greek notion of arête meaning

excellence in the sense of being the best; also with the Latin term virtus, a

kind of moral excellence, while it is generally understood as being

concerned with what people can do rather than they know. The concept

applies to individuals, social groups or institutions and the word

‘competence’, ‘competency’ or its plural form ‘competencies are often used

interchangeably. The latter denote discrete skills and activities that

individuals can perform (Allen, 2011). Competencies can be defined as “the

set of knowledge, skills and experience necessary for future” which

manifests in activities (Katane et.al 2012) and Fakhara (2012) operationally

defined teachers competencies as knowledge and skills of teachers required

for effective and quality education at higher educational level. These include

a set of teaching skills that a teacher needs to possess in order to become

effective and these are pedagogical skills, management, assessment, and

research skills.

Related literature showed that there was a need to know the

implication of instructional competencies of teachers under the K to12


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Curriculum so that it would be fully implemented. The teachers should be

equipped with different kinds of competencies and must practice good

teaching habits for there were some of the issues confronted in the Kto12

Program of the government and one factor aside from the economic

resources of the system is the supply and demand of competent teachers that

would promote quality education.

Related Studies

Below were a series of related studies discussed and presented in the

light of paragraph considered similar tend to be related with pursuit of

quality of excellence of education. These would give insight for the

discussion and analysis of the findings of this study. They pertained to the

development of teacher’s competencies and curriculum effectiveness.

In order to make a teacher perfect or better, it would be essential that

course for teachers be re-oriented, re-shaped, and re-drafted to improve the

overall status of a teacher. An adequately trained teacher would be able to

deliver quality education, which would reflect in providing better education

to the future generation of the country. The finding of a study conducted by

Fuller (2004) indicated that students who were taught by educationally

qualified teachers showed better results.


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Baltazar (2014) in her study “Implementation of the K to 12 Basic

Education Curriculum in Division of Pangasinan I” concluded that the

degree of implementation of the K to 12 Basic Education Curriculum varies

across the different areas. One area is the instructional materials wherein

teachers depend on to be able to teach competently. One problem

encountered by the Grade 1 teachers in the implementation was described as

seriously inadequacy of basic textbooks. She also found out that the degree

of implementation of the K to 12 Basic Education Curriculum in terms of

curriculum is considerably responsive and in terms of physical facilities as

fairly equipped.

It is also needed that teachers should develop intervention activities to

enhance students/pupils’ discipline and meet periodically to thrash out

difficulties in classroom management especially in planning as stated by

Gacuray (2014) in her study entitled Classroom Management of Teachers in

Lingayen II District, Division of Pangasinan I. Good teachers carefully

manage their classrooms in order to reduce disturbances. They manage to

keep all students during the class time, make teaching aids in ready position,

and make it convenient for students to watch the instructional presentations.


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Factors should be considered to promote quality education. This may

include quality and competencies of teachers and the physical facilities use

in teaching. The success of any educational system depends on good

teachers. We cannot replace the teachers with any other type of instructional

material.

Samilliano (2015) from his “Competency Level among Teachers in

Teaching Performing Arts in Selected Public Secondary Schools in North

Cotabato “that MAPEH major teachers showed higher level of competency

in teaching performing arts. Teachers perceived that they are competent in

teaching pedagogy. He recommended that teachers must be provided with

experiential learning through seminar workshops and training to know the

basic skills or to enhance their skills in performing arts and that the

Department of Education through the division take into consideration on the

standard on the hiring of MAPEH teachers who are qualified to teach

MAPEH subject.

Flores ( 2015) “ Secondary Mathematics Teachers Competence Under

K to 12 Basic Education Curriculum” that majority of teachers were in favor

of higher qualification academically as well as professionally because most

of them have enrolled in higher education for improvement of their job


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effectiveness. She was convinced that most of the teachers took cognizance

of most standards of teaching effectiveness. She recommended that there is a

need to explore more serious approaches to meet the “quality education”

need of the society.

Cagas (2013) “ The Basic Psychological Needs in Physical

Education of Filipinos” physical education teachers can focus in self-

improvement, place less emphasis on competition and provide feedback as

well as challenging task to enhance students competence needs satisfaction.

He concluded that the Filipino basic psychological needs in physical

education scale is a valid tool to measure basic needs satisfaction in physical

education. Instrument development is a continuous process as there is

currently no tool to assess satisfaction of basic psychological needs in

physical education among Filipino students. Roxas et.al (2014) “Knowledge

Performance of Students in Ethno Music” concluded that almost all the

students past the test given and they have knowledge about music. It

signifies that multimedia is effective in teaching and learning music. To

enhance the knowledge and know more about ethno music compile

instructional materials like videos are useful.


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THE ADELPHI COLLEGE
Lingayen, Pangasinan

Bulawan (2013) from her study on “Teaching Competence of Public

Elementary School Teachers in the District of Bolinao Divison of

Pangasinan I” concluded that teachers have experienced difficulty in getting

promoted that is attributed partly to their educational attainment whereas

participation to trainings, seminars and workshops is not priority of teachers.

She found out that public elementary teachers in Bolinao District possessed

the different skills for effective teaching is at high level, however there is a

need for teacher to enhance their skills in ICT. She recommended that there

must be a provision of graduate scholarship to qualified teachers,

participation to trainings and seminars and provision of awards and

recognition to performing teachers in order to boost their confidence and

encourage others to do their best.

The studies reviewed were needed to the extent that these were related

and relevant to the present study and provided additional information for the

conduct of the study. Some points on the related studies were largely similar

to the present one. However, it differed as to its content; methodology and

analysis. Whatever result that came out in this study would add to promote

change and improvement to the quality of education of the K to12 program.


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Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the methods and procedures of the study. It

deals with gathering of data needed to answer the problems identified in the

study. It describes the research design, the subject respondents, the research

instrument, scoring of questionnaire, research procedure and the statistical

tools used in the analysis of data. The description of data included the profile

of the respondents described in terms of age, sex, highest educational

attainment, area of specialization, relevant trainings attended and length of

teaching experience and the teaching competence of the teacher-respondents

with respect to content, methods, assessment, and instructional materials in

their teaching.

Research Design

The research “Instructional Competence of Music, Arts, Physical

Education and Health (MAPEH) Teachers in Public Secondary Schools”

was an exploratory as well as descriptive research. Both qualitative and

quantitative methods were applied for data analysis. The primary focus of

the study was to evaluate the level of instructional competence of MAPEH


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teachers under the K to12 curriculum and to design training matrix for

MAPEH teachers in relation with their profile and level of competence with

respect to the content, methods, assessment and instructional materials in

teaching the K to 12 Basic Education Curriculum. Materials and documents

available on teacher education and competence were studied thoroughly and

the researcher used focused questionnaire as its data collection tools.

Research Subjects

The subjects of this study were the teachers of MAPEH in public

secondary schools who were teaching under K to12 Curriculum during the

school year 2015-2016 in the four (4) municipalities( Binmaley, Lingayen,

Bugallon and Labrador) in the 2nd Congressional District respectively.

The four (4) municipalities in 2nd Congressional District consisted of

16 public secondary schools having 93 MAPEH teachers, 4 of the schools

were in Binmaley, 6 were in Lingayen, 4 are in Bugallon and 2 of the

schools were in Labrador.

Table 1 shows (see page 35) the public secondary schools in the four

(4) municipalities in 2nd Congressional District and the number of MAPEH

teachers per school as the research subjects.


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Table 1

Congressional District II-A MAPEH Teachers

Number of
Municipality Schools
Teachers
Binmaley Parayao National High School 5
Camaley National High School 3
Binmaley School of Fisheries 4
Dulag National High School 4
Lingayen Pangasinan National High School 14
Pangasinan School of Arts and Trade 6
Malawa Integrated School 2
Lasip National High School 9
Domalandan Center Integrated School 4
Estanza National High School 4
Bugallon Polong National High School 10
Irene Rayos Ombac National High School 7
Bugallon Integrated School 8
Salomague National High School 4
Labrador Labrador National High School 7
Ramon Magsaysay Integrated School 2
Total 93

Research Instrument

The researcher used a questionnaire as the primary tool to gather the

necessary data for the study. After discussion with the adviser and members

of the Panel of Examiners certain changes were incorporated in the


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questionnaire. This questionnaire was adjusted / adapted to as the basic

purpose of the study in using the questionnaire.

The description of data was the demographic profiles of the teacher-

respondents in terms of age, sex, highest educational attainment, area of

specialization, relevant trainings attended and length of teaching experience

and the teaching competencies with respect to content, method, assessment

and instructional materials (see Appendix C).

The questionnaire and the average weighted mean was scored using 5-

point Likert Scale. The points, range and description are indicated below.

Points Range Description


5 4.21-5.00 Very Highly Competent Very High
4 3.41-4.20 Highly Competent High
3 2.61-3.40 Competent Moderate
2 1.81-2.60 Less Competent Low
1 1.00-1.80 Not Competent Very Low

Research Instrument and Validation

Before the finalization and administration of the questionnaire, the

researcher asked some suggestions from the adviser and from people in

authority, whose expertise in statistics to help in testing and measuring the

data collected, consulted research oriented people who can help her in

improving the language of the questionnaire. In the light of the feedback,


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some statements were deleted and some were modified. The final version of

the tools were prepared in close consultation with the adviser.

Research Procedure

After the questionnaire has been finalized and before it was floated to

the respondent, permission was requested from the Schools Division Office I

Superintendent of the Department of Education in Pangasinan to conduct the

study. After the permission was granted, with the permission of the

principals, all the respondents were consulted and explained the importance

of the study.

The researcher sought the assistance of the school heads to administer

the questionnaires to the respondents to ensure 100% retrieval of the

questionnaires.

Statistical Treatment of the Data

Data collected through questionnaire was tabulated and analyzed for

proper analysis and interpretation of data using the following statistical

measurements.

1. Simple Frequency and Percentage Method. This method was to

establish the distribution of respondents.

Formula: % = f/N x 100%


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Where: f – frequency

N – Total number of Respondents

100 – Constant value of factor

2. Weighted Mean. To analyze the level of competence of

teacher-respondents in each indicator, weighted mean was used.

Formula: X = ∑ 𝒇𝒙/N

Where: ∑ 𝒇𝒙 – the sum of the products of the

frequency and the points in the scale

N – Total number of Respondents

3. Average Weighted Mean. To analyze the overall level of

competence of teacher-respondents in each competency average

weighted mean was used.

Formula: ̅ = ∑ 𝑿 /𝒏
𝑿

Where: ∑ 𝑿 – the sum of the weighted mean

n – Total number of indicator in every

competency

On the basis of the research methodology presented, the

questionnaires will be administered and the required data was collected.


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Findings were drawn, conclusions were made and finally recommendations

were proposed.

Chapter 4

PRESENTATION, ANALYSIS AND


INTERPRETATION OF DATA

This chapter dealt with the presentation, table reading, analysis and

interpretation of the data on the study of instructional competence of

MAPEH teachers in public secondary schools under the K to12 Curriculum.

The data was presented in the order of the statement of the problem.

Based on the information received from the teacher-respondents

profiles, in various categories, the following were generated. The profiles of

the secondary MAPEH teachers in terms of age, sex, highest educational

attainment, area of specialization, highest relevant trainings attended and

length of service and their level of instructional competence were presented.

Profile of Public Secondary MAPEH Teachers


in Terms of Age
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Age of the respondents is one of the most important characteristics in

understanding their views about the particular problems. It indicates level of

maturity of individuals, in that sense age becomes more important to

examine the response of the teacher-respondents.

Table 2

Frequency and Percentage Distribution of the


Respondents in Terms of Age
(N=93)

Age Frequency Percent


20-29 year old 29 31%

30-39 year old 27 29%

40-49 year old 21 23%


17
50 year old and above 16
%
Total 93 100%

Table 2 shows the age of the public secondary MAPEH teachers

categorized as 20-29 year old, 30-39 year old, 40-49 year old, and 50 year

old and above.

As shown on the table, 29 or 31% of the respondents are under 20-29

year old, 27 or 29 % of the respondents are under 30-39 year old, 21 or 23 %

of the respondents are under40-49 year old and, 16 or 16 % of the


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respondents are under 50 year old and above. Most of the teacher-

respondents are within the age group of 20-29 year old and the lowest

number of teacher-respondents is within 50 years old and above. This is also

presented in Figure 2 (see on page 41).


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17%
31%

23%

29%

20-29 year old 30-39 year old

40-49 year old 50 year old and above

Figure 2. Graphical Presentation of Age Ratio


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THE ADELPHI COLLEGE
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Profile of Public Secondary MAPEH Teachers


In Terms of Sex

Sex of the respondents is also one of the most important

characteristics in understanding their views about a particular problem. It

can indicate the selected attributes of individuals whether their choice is in

common within same gender or not, in that sense sex becomes more

important to examine the response of the teacher-respondents.

Table 3 shows that the sample of the study comprised 45 or 48 % of

male and 48 or 52 % of female. It shows that there are more females than

males. This is also presented in Figure 3 on page 40.

Table 3

Frequency and Percentage Distribution of the


Respondents in Terms of Sex
(N=93)

Sex Frequency Percent

Male 45 48%

Female 48 52%

Total 93 100%
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THE ADELPHI COLLEGE
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52% 48%

Male Female

Figure 3. Graphical Presentation of Sex Ratio


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Profile of Public Secondary MAPEH Teachers


In Terms of Highest Educational Attainment

Table 4

Frequency and Percentage Distribution of the Respondents in Terms of


Highest Educational Attainment
(N=93)
Educational Attainment Frequency Percent
BSE/BEEd 23 25%
BSE/BEEd with MAEd/MEd units 27 29%
MAEd/Med Acad.Requirements 29 31%
MAEd/Med 10 11%
Ed.D/Ph.D/D.A. units 2 2%
Total 93 100%

Table 4 shows the highest educational degree earned by the MAPEH

teachers in public secondary school I Congressional District II-A. Such

educational degree earned was classified under the following categories:

Baccalaureate degree such as BSE/BEEd, MAEd/MEd degree,

Ed.D/Ph.D/D.A. degree. It could be gleaned from the table that out of 93

MAPEH teachers, 23 or 24.73 % are baccalaureate degree holders, 27 or 29

% already earned units in the masteral level, 29 or 31% had their academic

requirements in Master of Arts, 10 or 11% already graduated in Master of

Arts , 2 or 2% of the teacher-respondents is earning Ed.D/Ph.D/D.A units,

and 2 or 2 % is had their academic requirements in Ed.D/Ph.D/D.A . This is

also presented in Figure 4.


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THE ADELPHI COLLEGE
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11% 2%
25%

32%
30%

BSEEd

BSEEd with MA/MS units

MA/MS

MA/MS with Ed.D/Ph.D/D.A. units

Ed.D/Ph.D/D.A

Figure 4. Graphical Presentation in Highest Educational Attainment


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THE ADELPHI COLLEGE
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Profile of the Public Secondary MAPEH Teachers


In Terms of Highest Relevant Trainings Attended

Table 5

Frequency and Percentage Distribution of the Respondents in Terms of


Highest Relevant Trainings Attended
(N=93)

Relevant Trainings Attended Frequency Percent


International 8 9%
National 8 9%
Regional 59 63 %
Division 6 6%
District 2 2%
School 10 11%
Total 93 100%

Table 5 presents the highest relevant trainings attended by the teacher-

respondents leveled as international, national, regional, division, district and

school. As shown on the table, 8 or 9 % of the respondents have an

international level of highest relevant training attended, 8 or 9 % have

national level of training, 59 or 63 % have regional, 6 or 6 % have division

level, 2 or 2 % have district level and 10 or 11% of the respondents were

only trained at school. This is also presented in the following figure.


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THE ADELPHI COLLEGE
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2%
6%
11% 9% 9%

63%

International National Regional

Division District School

Figure 5. Graphical Presentation in Highest Relevant Training

Attended
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Profile of the Public Secondary MAPEH Teachers


In Terms of Area of Specialization

Table 6

Frequency and Percentage Distribution of the Respondents in Terms of


Area of Specialization
(N=93)

Area of Specialization Frequency Percent

MAPEH 48 52%

Academic Subject 21 23%

TLE 23 24 %

ESP 1 1%

Total 93 100%

Table 6 presents the area of specialization of the teacher-respondents

categorized as academic subject, TLE, ESP and MAPEH. As shown on the

table, 21 or 23% of the respondents specialized in academic subjects, 23 or

24% of them specialized in TLE, 1 or 1 % in ESP, and 48 or 52% of the

respondents specialized in MAPEH . This is also presented in the following

figure.
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THE ADELPHI COLLEGE
Lingayen, Pangasinan

1%

24%

52%

23%

MAPEH Academic Subject TLE ESP

Figure 6. Graphical Presentation in Area of Specialization


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THE ADELPHI COLLEGE
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Profile of the Public Secondary MAPEH Teachers


In Terms of Length of Teaching Experience

Table 7 presents the length of service rendered by the teacher-

respondents of teachers categorized as 0-5 years, 6-10 years, 11-15 years,

16-20 years, 21-25 years and 26 years and above. As shown on the table, 38

or 41 % of the respondents have been teaching for 5 years and below, 15 or

16 % have been teaching for 6-10 years, 13 or 14 % for 11-15 years, 12 or

13 % for 16-20 years, 9 or 10 % for 21-25 years and 6 or 6% of the

respondents have been teaching in public secondary school for 26 years and

above. This is also presented in the following figure.

Table 7

Frequency and Percentage Distribution of the Respondents in Terms of


Length of Teaching Experience
(N=93)

Length of Service Frequency Percent


0-5 years 38 41 %
6-10 years 15 16%
11-15 years 13 14 %
16-20 year 12 13%
21-25 9 10%
26 and above 6 6
Total 93 100%
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6%
3%

41%
13%

14% 16%

0-5 years 6-10 years

11-15 year 16-20 years

21-25 years 26 years and above

Figure 6. Graphical Presentation in Length of Service


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Level of Competence of MAPEH Teachers in Public Secondary Schools

The following presents the level of competence of the MAPEH

teachers in public secondary schools under the K to 12 Basic Education

Curriculum. The level of competence and the weighted mean was measured

according to content, methods, assessment and instructional using the Likert

Scale (see page 36). It also presents the description per indicator.

Level of Competence with Respect to Content

Table 8 (on page 53) presents the level of competence of teachers with

respect to content. The statement “I clearly state my objectives.” has a

weighted mean of 4.10 interpreted as high level. The statement “I establish

routines and procedures to maximize time in setting objectives. ” is

described as high in level with a weighted mean of 4 same through with the

statements “I develop course contents properly.” with a weighted mean of

3.84, “I use integration of language, literacy, numeracy skills and values in

teaching.” with a weighted mean of 3.94, “I follow the content standard

under under K to 12 provided by the DepEd.” with a weighted mean of 3.7,

“I indicate/include contemporary knowledge, new ideas in my lesson/topic.”

with a weighted mean of 4.02, and “I consider the individual differences in


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setting my objectives.” with an average of 4.09, and “I provide appropriate

intervention activities for students at risk.” with an average of 3.91 are

described as high in level of competency.

The average weighted mean of 3.95 indicates that the level of

competence of teacher-respondents under content is high. It shows that all

the statements under content range in and they are all at high level.

Table 8

Level of Competence with Respect to Content

Weighted
INDICATOR DESCRIPTION
Mean
I clearly state my objectives. 4.1 High
I establish routines and procedures to
maximize instructional time in setting 4 High
my objectives.
I develop course contents properly. 3.84 High
I use integration of language, literacy,
3.94 High
numeracy skills and values in teaching.
I follow the content standard under K to
3.7 High
12 provided by the DepED.
I indicate/include contemporary knowledge,
4.02 High
new ideas in my lesson/topic.
I consider the individual differences in
4.09 High
setting my objectives.
I provide appropriate intervention
3.91 High
activities for students at risk
Average Weighted Mean 3.95 High
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This means that majority of teacher-respondents state their objectives

clearly, establish routines and procedures to maximize instructional time in

setting objectives, develop course contents properly, use integration of

language, literacy, numeracy skills and values in teaching, follow the

module under K to 12, indicate or include contemporary knowledge and/or

new ideas in their lesson or topic, consider individual differences in setting

their objectives, and provide intervention activities for students at risk.

Level of Competence with Respect to Methods

Table 9 presents the level of competence of secondary MAPEH

teachers with respect to methods and the description per indicator.

It can be gleaned from the table that the statement “I apply

contemporary knowledge, new ideas in my teaching” has a weighted mean

of 4.01 and was described as high same as the statement “I provide

appropriate learning task for students” with a weighted mean of 3.94. With a

weighted mean of 4.01, the statement “I manage and arrange classroom

activities” was described as high. The statement “I use individual teaching

methods keeping in view the individual differences” has a computed

weighted mean of 3.87 which was described as high in level. The indicators
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“I utilize teaching situation effectively” with a computed weighted mean of

3.98 is high, “I use time management techniques in my teaching” with a

weighted mean of 4.1 is also high, “I use different questioning skills” with a

weighted mean of 3.85 is high in level and “I encourage students to higher

order thinking skills through the use of local language if needed is high with

a weighted mean of 3.99

Table 9

Level of Competence with Respect to Methods

Weighted
INDICATORS DESCRIPTION
Mean
I apply contemporary knowledge, new
4.01 High
ideas in my teaching.
I provide appropriate learning task for
3.94 High
students.
I manage and arrange classroom activities. 4.01 High
I use individual teaching methods keeping
3.87 High
in view the individual differences.
I utilize teaching situation effectively. 3.98 High
I use time management techniques in my
4.1 High
teaching.
I use different questioning skills. 3.85 High
I encourage students to use higher order
thinking skills through the use of local 3.99 High
language if needed.
Average Weighted Mean 3.97 High
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The computed average weighted mean of 3.97 indicates that the level

of competence of the secondary MAPEH teachers under methods is very

high. This also shows that the teacher-respondents always apply

contemporary knowledge and new ideas in teaching, provide appropriate

learning task for students, manage and arrange classroom activities, use

individual teaching methods keeping in view the individual differences,

utilize teaching situation effectively, use time management techniques, use

different questioning skills in their teaching and encourage students to use

higher order thinking skills through the use of local language if needed.

Level of Competence with Respect to Assessment

This presents the computed weighted means and descriptions of the

level of competence of secondary MAPEH teachers with respect to

assessment.

Table 10 (see page 57) shows that the computed weighted mean in the

statement “I use various evaluation techniques” is 3.95 and it is describes as

high in competence level. The statements “I consider the individual

differences in selecting the evaluation tool to be used” has a weighted mean

of 3.99 which is described as high, “I set 75% mastery level” has a weighted

mean of 3.14 is also high, “I provide equal opportunities for all students
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regardless of gender has a weighted mean of 4.13, “I assess students’ own

work effectively through their written work, performance task and quarterly

exam” has a weighted mean of 4.1 is high.

Table 10

Level of Competence with Respect to Assessment

Weighted
INDICATORS DESCRIPTION
Mean
I use appropriate assessment
techniques and tools (rubrics, portfolio 3.95 High
etc.)
I consider the individual differences in
selecting the evaluation tool to be 3.99 High
used.
I set 75% mastery level. 4.14 High
I provide equal opportunities for all
4.13 High
students regardless of gender.
I assess students’ own work
effectively through their Written
4.1 High
Work, Performance Task and
Quarterly Exam.
I keep accurate record of
grade/performance of individual 4.25 High
student.
I use evaluation data to improve job
3.99 High
situation.
I interpret and use test results to
3.89 High
improve teaching and learning.
Average Weighted Mean 4.06 High
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The teacher-respondents have computed weighted mean of 4.25 under

the statement “I keep accurate record of grade/performance of individual

student” and described as high in level, “I use evaluation data to improve job

situation” is high with a weighted mean of 3..99 and “I interpret and use test

results to improve teaching and learning” with a weighted mean of 3.84 is

described as high in level.

With an average weighted mean of 4.06 the teachers are said to be

high with respect to assessing the students. This implies that they evaluate

and interpret results of their assessment reliably and accurately. They also

use appropriate assessment technique with accordance of the grading system

of the K to 12 Basic Education Curriculum and tried to reach the required

mastery level in teaching and learning process.

Level of Competence with Respect


to Instructional Materials

This presents the weighted mean and the description of the level of

competence of secondary Mathematics teachers under instructional

materials. This shows also the level on how the teachers use modern

technologies to go with the flow of the 21st century and the ability to cope up

with the K to 12 Curriculum


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Table 11

Level of Competence with Respect to Instructional Materials

Weighted
INDICATORS DESCRIPTION
Mean
I select appropriate and relevant
teaching methodologies, approaches, 3.92 High
strategies and materials.
I prepare and user valid and reliable
3.91 High
formative and summative tests.
I use prescribed teaching tools
3.85 High
effectively.
I use tangible materials to illustrate a
3.91 High
certain lesson.
I use my own teaching tools over and
3.98 High
above the prescribed tools.
I see to it that my instructional
materials are prepared before the 3.91 High
lesson.
I use available modern technologies in
discussion. (Computer, Audio-Visual 3.77 High
Presentation, Projectors, etc.)
I use localization and
3.99 High
contextualization to enrich the lesson.
Average Weighted Mean 3.90 High

As shown on table 8 in the statements “ I select appropriate and

relevant teaching methodologies, approaches, strategies and materials” has a

weighted mean of 3.92 and described as high in level, “ I prepare and use

valid and reliable formative and summative tests” is also high with a
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weighted mean of 3.91, “ I use prescribed teaching tools effectively” is high

with a weighted mean of 3.85, “I use tangible materials to illustrate a certain

lesson has a weighted mean of 3.91, “I use my own teaching tools over and

above the described tools” has a weighted mean of 3.98 is high, “I see to it

that my instructional materials are prepared before the lesson” has a

weighted mean of 3.91 is also high, “I use modern technologies in

discussion (Computer, Audio-Visual Presentation, Projectors, etc.)” the

teachers have high level of competence since the computed weighted mean

is only 3.77 and for the statement “I use localization and contextualization to

enrich the lesson” with a weighted mean of 3.99 is also high in level. And

with an average weighted mean of 3.90 under instructional materials, the

level of competence of the teacher-respondents is high.

This study shows that the level of competence in instructional

materials has the lowest level with an average weighted mean of 3.90

compared to the level of competence of teachers under content (3.95),

method (3.97) and assessment (4.06). This means that there is a need to give

more focus in instructional materials for better implementation of the

curriculum.
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PROPOSED TRAINING DESIGN

Result of this study showed that teachers of MAPEH in secondary

public school in the Congressional District II-A in general , have

competencies and possessed the skills at high level for effective learning.

However, the teachers of MAPEH are advised to undergo training to

upgrade and enhance their competencies in teaching the subject to

produce globally competitive individuals and meet the standards of

DepEd,

This training design aims to:

1. Activate prior knowledge on the K to 12 curriculum of MAPEH.

2. Gain clearer understanding of the contents and processes in teaching

MAPEH under the K to 12 curriculum.

3. Improve the teachers’ competence through differentiated instruction

and 21 century skills in teaching MAPEH.

Activities:

1. Listening to the lecture.

2. Workshop

Persons Involve:

1. Resource Speakers
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2. Public Secondary School Heads

3. MAPEH Teachers

Expected Outputs:

1. MAPEH teachers knowledge on K to 12 curriculum in MAPEH have

been deepened at the end of the training.

2. Problems encountered by the teachers will be lessened.

Speaker: Marivic Diolazo

Profile of the Speaker: Head Teacher VI-MAPEH

National and Regional Trainer on K to 12

Curriculum ( MAPEH)

Topic: MAPEH K to 12 Curriculum Content and Innovative Methods

Speaker : Dina C. Bonao, Ed.D.

Profile : Regional Supervisor

Topic : Development of Assessment Tools

Speaker: Nancy Sotto

Profile: Head Teacher III/ Regional Trainer

Topic: Creating Instructional Materials Made Better with Technology


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Training Workshop on K to 12 Curriculum- MAPEH

Day 1/Time Activities/ Topics Resource Moderators/ Facilitators

8:00-9:00 Registration

9:00-10:00 Opening Program

10:00-10:30 BREAK

10:30-12:00 MAPEH K to 12 Curriculum, Content and Innovative

Methods

12:00-1:00 LUNCH BREAK

1:00-3:00

Day 2: PRESENTATOIN AND FACILITATIONN SKILLS

8:00-8:30 MOL

9:30-10:00 BREAK

10:00-11:00 Oral Presentation Skills

11:00-12:00 Facilitation Skills Inside and Out

12:00-1:00 LUNCH BREAK

1:00-2:00 Listening Skills

2:00-3:00 Observing Skills

3:00-4:00 Questioning Skills

Day 3
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8:00-8:30 MOL

8:30-9:30 Attending and Integrating Skills

9:30-10:00 BREAK

10:00-11:00 Differentiated Instruction

11:00-12:00 21st Century Skills

12:00-1:00 LUNCH BREAK

1:00-3:00 Practicum

3:00-4:00 Closing Program


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Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND


RECOMMENDATIONS

The chapter presents a recapitulation of the whole study giving

emphasis on its significant findings, conclusions derived from the findings

and recommendations of the researcher.

Summary

This research was aimed to assess the instructional competence of

teachers of MAPEH in public secondary schools under the K to12 Basic

Education Curriculum in the four (4) municipalities in 2nd Congressional

District ( Binmaley, Lingayen, Bugallon and Labrador). The main objectives

of the study is to evaluate and assess teachers’ competence in teaching, to

observe the readiness of teachers for the full implementation of the K to 12

Basic Education Curriculum of the MAPEH teachers and be able to suggest

measure to enhance their teaching effectiveness.

Specifically, it tried to seek answers to the following questions:


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1. What is the profile of the teachers of MAPEH in the public schools

in the four (4) municipalities in 2nd Congressional District in terms

of the following?

a. Age

b. Sex

c. Highest Educational Attainment

d. Area of Specialization

e. Highest Relevant Training Attended

f. Length of Teaching Experience

2. What is the level of competence of the teacher-respondents with

respect to;

a. Content

b. Methods

c. Assessment

d. Instructional Material

3. What training design may be prepared to enhance the instructional

competence of teachers of MAPEH?


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Assumption

1. MAPEH teachers training, seminar or workshop can greatly

upgrade and enhance teachers’ level of competence in teaching

MAPEH.

Findings

1. Profile of the Teacher-Respondents

a. With regards to sex, male and female teacher-respondents are

almost equal in number; there were 45 males and 48 females.

Equal opportunities are given to both male and female in terms of

teaching MAPEH.

b. On age, most of the teacher-respondents have the typical age of the

range of 20-29 years old. This means that most of the teachers are

considered young and newly hired teachers. There are 16 teachers

with age range from 50 and above.

c. With respect to the highest educational attainment, out of 93

teacher-respondents; there is no Doctor of Education graduate, 2

Doctoral with academic requirements, 2 with Doctoral units, 10

Master of Arts Graduates, 29 with academic requirements, 27


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Master of Arts units, and 23 are BSE/BEEd Graduates. Most of the

teachers are pursuing higher education as Kohll (1992) said that

teacher must know academic matters, command on subject and

develop overall personality of the student, accept the learning

needs of the scientific world and understand the psychological

basis of education and the factors, which influence education.

Continuing educational development of teachers may lead to the

inference of quality education.

d. In the area of specialization of MAPEH teachers it was found out

that there are 48 teachers whose area of specialization is MAPEH,

28 have academic subject as their area of specialization, 29 are

Technology Livelihood Education major and 1 in Edukasyon sa

Pagpapakatao.

e. For the highest relevant trainings attended, most of the teachers has

regional level of training with a total of 59, 8 with international

training, 8 national training, 6 with division training, 2 with district

training and 10 with school-based training.

f. Considering the length of teaching experience, majority of the

teachers are new in service and teaching for 0-5 years and 6-10
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years. Out of 93 teachers there are 38 who are teaching for 0-5

years, 15 for 6-10 years, 13 for 11-15 years, 12 for 16-20 years, 9

for 21-25 years and 6 for 26 years and above. Their length of

teaching experience infers that few teachers may retire in a short

period of years and may add more new teachers to teach under the

K to 12 Curriculum.

2. Level of Competence of MAPEH Teachers of Public Secondary

Schools

Findings show that the level of competence of secondary MAPEH

teachers in the four (4) municipalities in 2nd Congressional District is

high and implies that the teachers are professionally trained teachers and

fully utilized under the K to 12 Curriculum.

According to Siddique (2010) a teacher should have the knowledge

of the principles of good teaching, which can be applied in the classroom.

This includes availability of teaching resources. This only shows that

there is a need to focus in the teaching resources of teachers specifically

in modern technologies.
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Findings also show that majority of teachers are teaching right

content of the K to 12 Basic Education Curriculum however it was

found that following the content standard has the lowest weighted

mean. Teachers have high level in applying methods in teaching.

Although they have the least level in using different questioning skill

due to individual differences of learners, they still have high level of

competence. Different instructional materials appropriate to the lesson

for individual differences in teaching; they also utilized teaching

situation effectively; they motivate students to learn with direct

interaction; they also assess the students using different/various

assessment tools and/or techniques to improve teaching-learning

situations.

Among the four categories given (content, methods,

assessment, and instructional material) the instructional materials has

the lowest average weighted mean. It shows that it is more needed to

give more importance in instructional materials for better

implementation of the curriculum.


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Conclusion

It was concluded by the results of both questionnaires and

observations, that most of the teachers prepared course contents properly,

majority of teachers managed discipline in his/her classroom, teachers were

following the principles of classroom management effectively.

The researcher concluded that teachers were using evaluation

techniques properly, effectively and efficiently because they were assessing

students’ behavior and students’ own work in an effective manner. They had

ability to select and present course contents in a good manner, they could

write or make clear daily lesson objectives, and they exhibit their general

knowledge and new ideas in their teaching. They had interaction with

students.

It was concluded that majority of teachers were in favor of higher

qualification academically as well as professionally, because according to

them these paved the way to improvement of their job effectiveness.

The researcher on the whole is convinced that most teachers took

cognizance of most standards of teaching effectiveness since it was verified

through questionnaires that most teachers were practicing these standards.


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It also implies that teachers need adequate training to improve

teaching activities and to master the course content of the subject to promote

quality education and for better implementation of the curriculum.

It is also concluded that the teachers need adequate instructional

materials in imparting the lesson and they also need to be trained for better

knowledge in relevant teaching methodologies, approaches, strategies and

materials. The use and availability of modern technologies should be given

focus for education effectiveness and efficiency.

Recommendation

Based on the research study, there are recommendations which may

not only improve the present competencies of the teachers but may also

enhance the school effectiveness programme particularly the K to 12

Curriculum. This may also help in directly or indirectly, most importantly

the policy makers.

1. There is need to revisit the theme of teaching effectiveness under

K to 12 Curriculum particularly the schools which are still

functioning on the traditional concept of learning since we are

already in the modern stage of technologies. It is, therefore,


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recommended to consider what counts for effective education,

beyond academic achievement to include such areas as student

engagement, participation in community & social capital as what

the K to 12 programs has really aimed.

2. There is a need to explore more serious approaches to meet the

“quality education” need of the society.

K to 12 Curriculum is providing opportunities of education

to children of industrial works. To be good and effective, schools

should setup, a well and clearly defined goals and objectives,

values, and expected performance standards of teachers.

3. Department of Education has to make efforts to create a

professional environment for teachers to facilitate the

accomplishment of their work. Teachers who participate in

decision making which affects their work must have reasonable

autonomy to carry out their required function, develop a sense of

purpose, be recognized, and treated with respect and dignity. They

should enjoy a sense of pride and fulfillment in their profession

and achievement. With this purpose behind, the department can


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give the exact and true needs of education and may lead to quality

education.

4. There is a need to establish a Teachers Training Institute, within

the system for free since one of the goals of the Philippine

education is education for all. If all teachers will be properly and

professionally trained continuously, education will continue to

improve for everyone and for that, Philippines may compete

globally.

Recognizing the importance of teacher professional

development, there is strong need to examine current professional

policies for teachers, at the entrance level and programs for

training of teachers on job or during the service. It is suggested that

standards for professional development of the teachers be carefully

observed to avoid the so what called burn-out teachers. There is

need to set career development direction.

5. It is suggested that the teachers go beyond traditional definition of

professional development. Today the professional development

does not include 'training' which includes learning skills; rather it

includes both formal and informal measures for a teacher to learn


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newer practices and a more deeper knowledge of pedagogy, their

own practices and acquiring advance understanding of the contents

and resources includes since K to 12 Basic Education Curriculum

is more on application. This requires support for teachers as they

face challenges when practically applying those, especially in the

use of technology. The use of current technologies and resources

supplement the efforts for continued professional development. It

includes various means, “informal & formal” to enable teachers to

learn new skills as well as develop additional skills, how they on

practicing these, and to acquire more knowledge, about the

advances made in the content and available resources. Teachers

need to learn all formal and informal methods of imparting

knowledge among students to make their school more effective.

6. There is a need for the teachers to be trained to master the course

content of the subject for better implementation of the curriculum

and be able to facilitate learning-teaching process for quality

education. A professional training is highly recommended for

MAPEH teachers to enhance their ability to teach and facilitate

especially because the subject has four areas.


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7. A future research may also be conducted for deeper study about

the K to 12 Curriculum development and implementation.

BIBLIOGRAPHY

A. BOOKS:

Dewey, George, Colpstone, SG. A History of Philosophy


New York: Inage Books, 1987

Anderson, L. W, Min Ching (1987). Affective Teacher Education. The


International Encyclopedia of Teacher Education, Pergamon Press
Inc. USA

B. UNPUBLISHED MATERIALS:

Baltazar, Eralie D. (2014) Implementation of the K to 12 Basic


Education Curriculum in Division of Pangasinan I

Cagas, Jonathan (2013) The Basic Psychological Needs in Physical


Education of Filipinos

Gacuray, Mary Lee U. (2014) Classroom Management of Teachers in


Lingayen II District, Division of Pangasinan I
80
THE ADELPHI COLLEGE
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Samillano, Joseph S. (2015) Competency Among MAPEH Teachers


Teaching Performing Arts in Selected Secondary Schools in
North Cotabato

Bulawan, Chanda M. (2013)Teaching Competence of Public


Elementary School Teachers in District of Bolinao Division of
Pangasinan I

C. JOURNALS AND OTHER PRINTED MATERIALS

Abedor, S. (1987). Assessment for Excellence. American Council on


Education, New York

Aggarwal, J.C. (1988). Development and Planning of Modern


Education.
Aggrawal. I.C. (1993). Development and Planning of Modern
Education.

Ainsworth, A. (1976). Teachers talk about in-service education. Journal


of Teacher

Al-Afandi. M. A. and N. A. Baloch. (1980). Curriculum and Teacher


Education.

Bhatia, K. and B. D. Bhatia. (1959). The Principles and Methods of


Teaching.

Biddle, B., T. Good and J. Brophy (1975). Teachers Make a Difference.


New York, Holt Rhinehert and Winston.

Bloom. B. S. (1956). Taxonomy of educational objectives: The


Classification of Educational Goals, Handbook I, Cognitive
Domain, McKay, New York.

Caldwell, S. (1989). Staff development: A handbook of effective


practices. Oxford, OH: National Staff Development Council.
81
THE ADELPHI COLLEGE
Lingayen, Pangasinan

Christle. C.A. and J.W. Schuster. (2003). The Effects of Using


Response Card on Student Participation, Academic achievement, and
On-task Behavior during Whole-class, Math Instruction. Journal of
Applied Behavior Analysis.

Cohen, M. (1981). Effective schools: What the research says. Today's


Education

Crandall, D. (1983). The teacher's role in school improvement.


Educational Leadership

Darling-Hammond, L. and V. L. Cobb. (1995). Teacher preparation


and professional development in APEC members: A comparative
study. Washington, DC: U.S. Department of Education. ED 383 683.
Detailed work program on the follow-up of the objectives of
Education and training systems in Europe [Official Journal C 142 of
14.06.2002].

Emmer, E.T. and L. M. Stough. (2002). Classroom Management: A


critical part of educational psychology, with implications for teacher
education. Educational Psychologist

Fakhara, Azziz (2012) Impact of Training of Teachers Competencies at


Higher Education

Fuller, B. (2004). Raising School Quality in Developing Countries: What


InvestmentsBoost Learning? .D.C. The World Bank,Washington

Gilchrist, S. R., W. H. Dutton and W. L. Wrinkle. (1985.) Secondary


Education for American Democracy. Rinehart and Company Inc, New
York, USA

Gore, J. (2001). Beyond our differences: A reassembling of what matters


in teacher education. Journal of Teacher Education.

Harris, A. and D. Muijs. (2005). Improving Schools through Teacher


Leadership.
82
THE ADELPHI COLLEGE
Lingayen, Pangasinan

Katane, (et. Al.). Involving Adult Education in Quality Assessment


Process
Nach, Weinert (2001). Concepts on Competencies and Key Concepts

Nwaehutwu, P.O. (2006). A Study of Academic and Professional


Qualification on Teacher’s Job Effectiveness in Higher Secondary
Schools.

Ololube, N. P. (2005b). School Effectiveness and Quality Improvement:


Quality

Siddiqui, S. (2007). Rethinking Education in Pakistan ; Perspectives,


Practice, & Possibilities. Karachi; Paramount Publishing Enterprise.

Siddiqui, T. K. (2010). A Study of Teacher Competencies and Teaching


Practices for School Effectiveness in Workers Welfare Model Schools

Scheerens. (2000). Improving School Effectiveness. Published in the


Series : Fundamentals of Educational Planning

Schiefelben (1921), In-Service Teacher Education. Ashish Publishing


House. NewDelhi
Snyder, K., U. Fredriksson and K. Taube. (2004) Measuring quality,
learning and knowledge in the knowledge society. Paper presented at
the 32nd conference of the Nordic Education Research Association

Sue, Kovach. Making your Move. MQD Magazine


Vol. XXVII No. 1273, 1995

D. OTHER SOURCES:

Article IV, Section 3. Code of Professional Ethics for Teachers and


School Officials

AEPAM (2004-05) Source:http://www.hec.gov.pk/htmls/stat.doc


83
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Colquitt, Gavin (2013). The Personalized System of Instruction in


Fitness Education

Lambert, Leslie (2013) Secondary School Physical Education Problems

Merriam Webster Dictionary, Downloaded Application

Republic Act No. 7784 Sec. 1 and 2

Republic Act No. 10533, “Enhanced Basic Education Act”,


Section 2 and 7

Research Gate www.researchgate.net

Wikipedia. The On-line Encyclopedia

APPENDIX A
Letter of Request to the Superintendent
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APPENDIX B
Letter of Request to Gather Data and Float the Questionnaire
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APPENDIX C
QUESTIONNAIRE FOR THE RESPONDENTS
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Direction:

Please provide accurately the necessary information about yourself by


checking (√) the appropriate items applicable to you. Rest assured that all
gathered data through this questionnaire will be kept confidential.

1. Name (Optional)
2. School:
3. Sex: 􀂅 Male 􀂅 Female

4. Age: 􀂅20-29 year old 􀂅40-49 year old

􀂅30-39 year old 􀂅50 year old and above

5. Highest Educational Attainment

􀂅 BSE/BEEd

􀂅 BSE/BEEd with MAEd/MEd units

􀂅 MAEd/MEd Academic Requirements

􀂅 MAEd/MEd

􀂅 Ed.D/Ph.D./D.A. units

􀂅 Ed.D./Ph.D./D.A Academic Requirements

􀂅 Ed.D /Ph.D/D.A.

6. Area of Specialization

􀂅 Academic Subjects ( English,Math,Science,Filipino,Araling


Panlipunan)

􀂅 Technology and Livelihood Education

􀂅 Music, Arts, Physical Education and Health

􀂅 Edukasyon sa Pagpapakatao
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7. Highest Relevant Training Attended (for the past 3 years)

􀂅 International

􀂅 Regional

􀂅 Division

􀂅 District

􀂅 School based

8. Length of Teaching Experience

􀂅 0-5 years 􀂅 16-20 years

􀂅 6-10 years 􀂅 21-25 years

􀂅 11-15 years 􀂅 26 years and above

PART II- Level of Competence

Direction : Check (√) the column corresponding to your perception of your


teaching competence based on the following description.

Point Value Descriptive Equivalent (DE)

5 Very Highly Competent (VHC)

4 Highly Competent (HC)

3 Competent (C)

2 Less Competent (LC)

1 Not Competent (NC)

A.CONTENT VHC HC C LC NC
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1.I clearly state my objectives.


2.I establish routines and procedures to
maximize instructional time in setting my
objectives.
3.I develop course contents properly.
4.I use integration of language, literacy,
numeracy skills and values in teaching.
5.I follow the content standard under K to 12
provided by the DepED.
6.I indicate/include contemporary knowledge,
new ideas in my lesson/topic.
7.I consider the individual differences in
setting my objectives.
8.I provide appropriate intervention activities
for students at risk

B.METHODS VHC HC C LC NC
1.I apply contemporary knowledge, new ideas
in my teaching.
2.I provide appropriate learning task for
students..
3.I manage and arrange classroom activities.
4.I use individual teaching methods keeping in
view the individual differences.
5.I utilize teaching situation effectively.
6.I use time management techniques in my
teaching.
7.I use different questioning skills.
8.I encourage students to use higher order
thinking skills through the use of local
language if needed.

C.ASSESSMENT VHC HC C LC NC
1.I use appropriate assessment techniques and
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tools (rubrics, portfolio etc.)


2.I consider the individual differences in
selecting the evaluation tool to be used.
3.I set 75% mastery level.
4.I provide equal opportunities for all students
regardless of gender.
5.I assess students’ own work effectively
through their Written Work, Performace Task
and Quartyerly Exam.
6.I keep accurate record of grade/performance
of individual student.
7.I use evaluation data to improve job situation.
8.I interpret and use test results to improve
teaching and learning.

D.INSTRUCTIONAL MATERIALS VHC HC C LC NC


1.I select appropriate and relevant teaching
methodologies, approaches, strategies and
materials.
2.I prepare and user valid and reliable
formative and summative tests.
3.I use prescribed teaching tools effectively.
4.I use tangible materials to illustrate a certain
lesson.
5.I use my own teaching tools over and above
the prescribed tools.
6.I see to it that my instructional materials are
prepared before the lesson.
7.I use available modern technologies in
discussion. (Computer, Audio-Visual
Presentation, Projectors, etc.)
8.I use localization and contextualization to
enrich the lesson.

THANK YOU AND GOD BLESS!!!

APPENDIX D
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Questionnaire in Establishing the Content Validity of the


Questionnaire for the Respondents

Direction:

Please fill out the blank and/or check the appropriate items.

Name:
Designation:
Station:

1. How well is the questionnaire for the respondents presented?

______________ (5) 95-99 Very highly adequate


______________ (4) 90-94 Highly adequate
______________ (3) 85-89 Moderately adequate
______________ (2) 80-84 Inadequate
______________ (1) 75-79 Very Inadequate

2. How well are the items suited to the ability level of teachers?
______________ (5) 95-99 Very highly suitable
______________ (4) 90-94 Highly suitable
______________ (3) 85-89 Moderately suitable
______________ (2) 80-84 Unsuitable
______________ (1) 75-79 Very unsuitable

3. Which item(s) is/are duplicated by another item?


Please indicate the items that are duplicated.

________________________________________________________
________________________________________________________

4. What is your comment on the questionnaire as a whole?


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________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

5. What is your suggestion to improve the questionnaire?


________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

CURRICULUM VITAE
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I. PERSONAL DATA:
Name : EDITHA M. SISON

Address : Domalandan West, Lingayen, Pangasinan

Birthdate : September 25,1980

Husband : Sagrado Lordilito T. Sison

Children : Chime Zyla M. Sison

Zylord M. Sison

II. EUCATIONAL BACKGROUND


Elementary : Ramon Magsaysay Integrated School
Magsaysay,Labrador, Pangasinan

Secondary : St. Columbans School Incorporated


Labrador, Pangasinan

Tertiary : B.S. Industrial Education


Major in Garments Technology
Pangasinan State University
Bachelor of Secondary Education(MAPEH Units
Earned Virgin Milagrosa Universit San Carlos,
Pangasinan

III. EMPLOYMENT
Head Teacher III : Labrador National High School
Age (in years) Highest Educational Attainment
BSE/BEED EDD/PhD/ EDD/PhD
Total Total MA/MAED MA/MAED EDD/PhD/ Total
20-29 30-39 40-49 50 and above BSE/BEED w/ MA DA Acad. /DA
Acad. Req. Grad. DA Units
units Req. Grad.
Lingayen, Pangasinan
THE ADELPHI COLLEGE
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Appendix F
Frequency Distribution and Level of Competence
of MAPEH Teachers
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Weighted
A.CONTENT VHC fx HC fx C fx LC fx NC fx Description
Mean

1.I clearly state my objectives.

2.I establish routines and p rocedures


to maximize instructional time in
setting my objectives.

3.I develop course contents p rop erly .

4.I use integration of language,


literacy , numeracy skills and values in
teaching.

5.I follow the content standard under


K to 12 p rovided by the Dep ED.

6.I indicate/include contemp orary


knowledge, new ideas in my
lesson/top ic.

7.I consider the individual differences


in setting my objectives.

8.I p rovide ap p rop riate intervention


activities for students at risk

Average Weighted M ean

Weighted
B.METHODS VHC fx HC fx C fx LC fx NC fx Description
Mean

1.I ap p ly contemp orary knowledge,


new ideas in my teaching.

2.I p rovide ap p rop riate learning task


for students..

3.I manage and arrange classroom


activities.

4.I use individual teaching methods


keep ing in view the individual
differences.

5.I utilize teaching situation


effectively .

6.I use time management techniques


in my teaching.

7.I use different questioning skills.

8.I encourage students to use higher


order thinking skills through the use
of local language if needed.

Average Weighted M ean

Weighted
C.AS S ES S MENT VHC fx HC fx C fx LC fx NC fx Description
Mean

1.I use ap p rop riate assessment


techniques and tools (rubrics,
p ortfolio etc.)

2.I consider the individual differences


in selecting the evaluation tool to be
used.

3.I set 75% mastery level.

4.I p rovide equal op p ortunities for all


students regardless of gender.

5.I assess students’ own work


effectively through their Written
Work, Performace Task and
Quarty erly Exam.

6.I keep accurate record of


grade/p erformance of individual
student.

7.I use evaluation data to imp rove job


situation.

8.I interp ret and use test results to


imp rove teaching and learning.

Average Weighted M ean

D.INS TRUCTIONAL Weighted


96
THE ADELPHI COLLEGE
Lingayen, Pangasinan

Weighted
A.CONTENT VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I clearly state my
objectives.

2.I establish routines and


p rocedures to maximize
instructional time in
setting my objectives.

3.I develop course


contents p rop erly .
4.I use integration of
language, literacy ,
numeracy skills and
values in teaching.

5.I follow the content


standard under K to 12
p rovided by the Dep ED.

6.I indicate/include
contemp orary
knowledge, new ideas in
my lesson/top ic.
7.I consider the
individual differences in
setting my objectives.
8.I p rovide ap p rop riate
intervention activities for
students at risk

Average Weighted M ean

Weighted
B.METHODS VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I ap p ly contemp orary
knowledge, new ideas in
my teaching.
2.I p rovide ap p rop riate
learning task for
students..
3.I manage and arrange
classroom activities.
4.I use individual
teaching methods
keep ing in view the
individual differences.
5.I utilize teaching
situation effectively .
6.I use time management
techniques in my
teaching.
7.I use different
questioning skills.

8.I encourage students to


use higher order thinking
skills through the use of
local language if needed.

Average Weighted M ean

Weighted
C.AS S ES S MENT VHC fx HC fx C fx LC fx NC fx Description
Mean
1.I use ap p rop riate
assessment techniques
and tools (rubrics,
p ortfolio etc.)
2.I consider the
individual differences in
selecting the evaluation
tool to be used.
3.I set 75% mastery
level.
4.I p rovide equal
op p ortunities for all
students regardless of
gender.
5.I assess students’ own
work effectively through
their Written Work,
Performace Task and
Quarty erly Exam.
6.I keep accurate record
of grade/p erformance of
individual student.

7.I use evaluation data to


imp rove job situation.

8.I interp ret and use test


97
THE ADELPHI COLLEGE
Lingayen, Pangasinan