PREPAREDNESS OF BISU-BALILIHAN INSTRUCTORS IN TEACHING

SENIOR HIGH SCHOOL

College of Technology and Allied Sciences

BOHOL ISLAND STATE UNIVERSITY
Balilihan Campus
Magsija, Balilihan, Bohol

Aivan B. Guarin
Rodhel E. Lacea
Zeno A. Balicog

March 2018
PREPAREDNESS OF BISU-BALILIHAN INSTRUCTORS IN TEACHING
SENIOR HIGH SCHOOL

_________________________

A Thesis
Presented to the Faculty of the
College of Technology and Allied Sciences
BOHOL ISLAND STATE UNIVERSITY-BALILIHAN CAMPUS
Magsija, Balilihan, Bohol

_________________________

In Partial Fulfillment
of the Requirements for Senior High
School Technical Vocational Livelihood
Track – Industrial Arts Major in
Electrical Installation & Maintenance

_________________________

Aivan B. Guarin
Rodhel E. Lacea
Zeno A. Balicog

March 2018
 APPROVAL SHEET

This thesis entitled PREPAREDNESS OF BISU-BALILIHAN

INSTRUCTORS IN TEACHING SENIOR HIGH SCHOOL prepared and
submitted by Aivan B. Guarin, Rodhel E. Lacea and Zeno A.
Balicog in partial fulfillment of the requirements for
Senior High School Technical Vocational Livelihood Track –
Industrial Arts Major in Electrical Installation &
Maintenance has been examined and recommended for
acceptance and approval for oral defense.

THE THESIS COMMITTEE

BENJAMIN N. OMAMALIN,Ph.D.,Co.E JUNREY J. POYOS

Chairman Adviser

ESTRELLA MARIE A. VAÑO UY IVY JANE S. ASILO

Statistician English Critic

___________________________________________________________

THE EXAMINING TRIBUNAL

Approved by the Examining Tribunal during the Oral

Examination conducted on March 6, 2018 with a rating of___.

VIRGILIA D. TEJADA MAg.Dev

Chairman

BENJAMIN N.OMAMALIN,Ph.D.,Co.E. JOCELYN P. LUMACTUD,MATVE

Member Member

Accepted and approved as a partial fulfillment of the

requirements for Senior High School Technical Vocational
Track – Industrial Arts Major in Electrical Installation &
Maintenance.

March 6, 2018 BENJAMIN N. OMAMALIN,Ph.D.,Co.E

Date of Oral Defense Dean, College of Technology and
Allied Sciences
 ACKNOWLEDGEMENT

This thesis has been realized through the constant

support and encouragement of many individuals. The
researchers would like to extend their sincere and
heartfelt gratitude to everyone who in one way or another
becomes part of the completion of this study.

Almighty Father, who never failed to send His guidance

and for giving the researchers enough strength to face all
the challenges in life.

Mr. Jun Rey J. Poyos, adviser, for his support and

encouragement which motivate the researchers to conduct the
study with confidence.

Ms. Estrella Marie A. Vaño Uy, Statistician, for

sharing her expertise in the tabulation and computation of
the data gathered in the study.

Ms. Ivy Jane S. Asilo, English Critic, for giving her

precious time in editing the manuscript.

Respondents, for their cooperation in answering the

questionnaires.

Researchers’ Beloved Family, for their love, support

and words of encouragement that gives comfort in times of
hardships. Most importantly for their trust that restores
all the energies that have been drained by discouragement.

Researchers’ friends who made life easier to live by

putting smiles on frown faces and for giving so many
reasons to be happy despite of all the hard times.

All unmentioned individuals who have been there in

every step of the way and who have been part of this
success. . . THANK YOU VERY MUCH!

THE RESEARCHERS
 ABSTRACT

This study aimed to determine the level of preparedness of

BISU-Balilihan instructors in teaching senior high school.
The researchers further find out the level of preparedness
of instructors in teaching senior high school in terms of
commitment, knowledge of the subject, teaching for
independent learning, and management of learning. The
researchers administered a questionnaire as a data
gathering tool which was given to the 100 participants from
Bohol Island State University-Balilihan Campus. The results
were computed using the formula for weighted mean and T-
test for testing the hypothesis and interpreted that there
was no significant difference between the responses of the
students and the dean. Therefore, the null hypothesis was
accepted. Furthermore, the researchers had come up to the
conclusion that the instructors of BISU-Balilihan campus
are prepared enough to teach senior high school under the
K-12 curriculum.
 TABLE OF CONTENTS

TITLE PAGE ........................... i

APPROVAL SHEET ........................... ii
ACKNOWLEDGEMENT ........................... iii
ABSTRACT ........................... iv
TABLE OF CONTENTS ........................... v
LIST OF TABLES AND FIGURES ........................... vii

Chapter Page

1. THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale ................. 1
Literature Background ................. 3

THE PROBLEM

Statement of the Problem ................. 9

Null Hypothesis ................. 10
Significance of the Study ................. 10

RESEARCH METHODOLOGY

Research Design ................. 11

Research Environment and Participants....... 11
Research Instrument ................. 12
Research Procedures ................. 12
Statistical Treatment ................. 13

DEFINITION OF TERMS ................. 16

2. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Instructors ....... 19

Instructor’s Commitment ....... 20
Instructor’s Knowledge of the Subject....... 22
Instructor’s Teaching for Independent
Learning ....... 25
Instructor’s Management of Learning ....... 27
Combined Weighted Means ....... 29
T-test Computation ....... 30
 3. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings ................. 31

Conclusions ................. 31
Recommendations ................. 32
REFERENCE LISTS ................. 33

APPENDICES

APPENDIX A: Letter of Intent .......... 34

APPENDIX B: Letter for the Respondents .......... 35

APPENDIX C: Questionnaire .......... 36

APPENDIX D: Summary of Data Gathered ...........42

APPENDIX E: T-test Computation ...........43

APPENDIX F: Interpretation of Ranges

for Weighted Mean ...........44

CURRICULUM VITAE ...........46

 LIST OF TABLES AND FIGURE

Table Page

1. Profile of the Instructors ....................... 19

2. Respondents’ Perception on Instructor’s

Commitment ....................... 20

3. Respondents’ Perception on Instructor’s

Knowledge of the Subject ....................... 22

4. Respondents’ Perception on Instructor’s

Teaching for Independent Learning ................ 25

5. Respondents’ perception on Instructor’

Management of Learning ....................... 27

6. Combined Weighted Means of the Instructor’s

Preparedness in Teaching Senior High School....... 29

7. T-test Computation on Preparedness Level

Of BISU-Balilihan Instructors in Teaching
Senior High School ....................... 30

Figure

1. Conceptual and Theoretical Framework .............. 7

 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

Education is the best weapon against poverty. It is an

essential key that can be used to change the world. As time

goes by certain changes in education took place including

the implementation of the K-12 Program. This program is

believed to produce globally competitive graduates since a

twelve-year program is found to be the best period for

learning under basic education where students are expected

to be equipped with employable skills, competencies and

recognized certificates equivalent to two years of college

degree.

Teachers play an important role in education. They are

not just facilitating, monitoring and imparting knowledge

on students but their biggest goal is to train the students

to become holistically prepared for life. Being in touch

with the task to teach college subjects in senior high

school is really a big challenge that they need to

overcome. The learning of the students depend mostly on

teachers’ performance thus, they need to be prepared

enough.

Moreover, the teachers’ preparedness to teach senior

high school may matter most of the time. Being

knowledgeable about the subject they are teaching is

important, and how they are able to present it to their

students will help the latter best understand the subject

being taught. Since the sector of education has undergone

changes, significant changes may also present in school.

The trainings, educational attainment as well as the

teaching strategies of the teachers are needed to be

assessed to ensure that they can impart enough and useful

information, facts and learning to students. Adjustments in

some certain fields are hereby needed for all the education

stakeholders in order to meet the society’s standard in

education.

Hence, this study is conducted to test how really

prepared are the instructors in teaching Senior High School

students under the K-12 Program and to perform appropriate

actions and some adjustments that suit the needs of

students and the demand of the curriculum.

Literature Background

Several events during the past few years demonstrate

how global world has become. To compete effectively in the

21st century, globalism in education must be adopted and

that is what the government has done upon implementing the

K-12 Program. This program aims to produce globally

competitive graduates to meet the global standard of

education which is a twelve years of basic education

(Cruz,et.al, 2015). Prior to this, the teachers and

instructors must be prepared enough to meet the demand of

this wide educational reform. The development of new

teaching styles and strategies as well as their skills will

open a wide range for students’ learning most especially in

senior high school.

This study hooked up to the Experimental Learning

Theory which states that visual learners effectively retain

information presented to them in any of the visual stimuli

that is available (Knowles, et.al, 2005). This means that

students can understand better if they can see visual

representations such as pictures, videos, and some other

three-dimensional figures such as mock-ups rather than pure

auditory discussions. Overhead transparencies, traditional

chalkboards, mock-up devices and projectors allow the

students to absorb information and instruction quickly.

Auditory activities such as group discussions,

brainstorming among peers in the class, teacher lecture and

discussion can be more effective if performed together with

visual representations. Since not all students can learn

effectively from reading or discussion from the

instructors, but rather respond better to visual

representation during discussion that may emphasize briefly

the topic to tackle. Thus, teachers and instructors must

adopt this style of teaching as part of their preparedness

in teaching senior high school.

Moreover, the Philosophy of Instrumentalism by John

Dewey said that a man cannot solve the problem by his

historical thoughts and actions. He must use intelligence

as all instrument for overcoming any obstacle

(Neil,J.,2009). The Philosophy of Instrumentalism relates

in this study in a way that teachers must widen their

knowledge in order to find new ways of teaching instead of

habitual one.

Teachers are one of the most influential people for

students, thus what the teachers taught are more likely

what the students practiced. Having limited knowledge on a

certain topic will lead to limited learning of students. On

the contrary, if a teacher has a wide range of knowledge

acquired through studying post graduate courses and from

some trainings on a certain field, the teacher is more

likely to teach students better than those with only

limited ones (Cruz,et.al,2015).

On the other side, student with wide range of

knowledge are often found to be more strategic in solving

problems. Since they have the knowledge, they can easily

make plans to work on. As what the philosophy of

Instrumentalism said, “A man cannot solve different

problems using his old and traditional ways but rather

through his knowledge that brought new actions and

solutions to overcome the problem” (Neil,J.,2009).

Generally, the Philosophy of Instrumentalism explains

that both teachers and students should widen their

knowledge. The teachers should seek different ways on how

to find effective teaching strategies for faster learning

of students, and at the same time, the students should

absorb all the information and instruction given by the

teachers in order to widen their knowledge. Moreover, this

explains the interaction between the students and the

teachers whereas, teachers will introduce new concepts and

ideas and the students will be the one to use it.

 According to Republic Act No. 10533 of the 1987

Philippine Constitution also known as the Enhance Basic

Education Act of 2013:

In consonance with the Republic Act No.10533. 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.

Likewise, it is hereby declared to be the policy of

the state that every graduate of basic education shall be

empowered individual who has learned, through a program

that is rooted on sound educational principles and geared

towards excellence, the foundations for learning throughout

life, the competence to engage in work and be productive,

the ability to coexist in fruitful harmony with local and

global communities, the capability to engage in autonomous,

creative and critical thinking, and the capacity and

willingness to transform others and one’s self. For this

purpose, the state shall create a functional basic

education system that will develop productive and

responsible citizens equipped with essential competencies,

skills and values for both lifelong learning and employment

(Arellano,2010).
Experimental Learning Republic Act No. 10533 of
Theory. Learners the 1987 Philippine
effectively retain Constitution. The state
information presented to shall established,
them in any of the maintain and support a
visual stimuli… complete, adequate and
integrated system of
(Knowles,et.al,2009) education…
Philosophy of
(Arellano,2010)
Instrumentalism of John
Dewey. Deals with the Philippine Constitution
concept that a man Republic Act No. 2067. In
cannot solve the consonance with the
problem… provisions of Article XIV
of the Constitution, it
(Neil, J.,2009)
is hereby declared to be
the policy of the state
to promote scientific…

(Arellano,2010)

Level of Preparedness of BISU-

Balilihan Instructors in Teaching
Senior High School

Students Dean

Significant Difference

Recommendations
Figure 1. Conceptual and Theoretical Framework
 In addition for this, the state shall support the

advocacy of conducting relevant researches. According to

Republic Act No. 2067 of the Philippine Constitution:

In consonance with the provisions of section 4,

Article XIV of the constitution, it is hereby
declared to be the policy of the state to promote
scientific and technological research and
development, foster invention, utilize scientific
knowledge as an effective instrument for the
promotion of national progress.

Stated in the constitution, it is the policy of the

state to support any research towards science and

technology that views as an instrument to prosper national

progress. Since K-12 Program is a nationwide program, its

effectiveness will soon help the country by producing

highly skilled workers and professionals. Thus, the state

should support this study.

Moreover, the researchers want to assess how really

prepared are the BISU-Balilihan instructors to teach senior

high school students under the K-12 Program. This will

serve as a basis for the institution to respond in the so

called quality education. Hence, this study will be

conducted.
 THE PROBLEM

Statement of the Problem

This study aimed to determine the level of

preparedness of Bohol Island State University Balilihan

Campus instructors in teaching Senior High School students

under the K-12 Program for the school year 2017-2018.

To come up with correct and reliable result, the

researchers formulated the following questions:

1. What is the profile of the respondents in terms of:

a. Type of Subject Being Taught;

b. Educational Attainment;

c. Duration of Teaching Service;

d. Trainings/Seminars Attended;

2. What is the level of preparedness of BISU-Balilihan

instructors in teaching Senior high school in terms of:

a. Commitment;

b. Knowledge of the Subject;

c. Teaching for Independent Learning;

d. Management of Learning?
 3. Is there any significant difference between the

responses of the students and the dean?

5. What recommendation/s is/are to be formulated

regarding the result of the study?

Statement of Null Hypothesis

There is no significant difference between the

responses of the students and the dean.

Significance of the Study

The researchers believed that the result of this study

would be beneficial to the following recipients:

Instructors. This study will help them to identify

their strength and weaknesses in teaching as well as to

improve their teaching strategies in some certain areas.

Students. This will help them to better understand the

instructors’ capability of teaching.

School Administration. The result of this study will

help them to promote quality higher education by means of

conducting immersions, trainings, and seminars for the

instructors in order to be more prepared in teaching senior

high school students.

 Future Researchers. The development of this study

would help the future researchers to gain knowledge useful

in their own research. This study will serve as their

reference.

RESEARCH METHODOLOGY

Research Design

The researchers followed the descriptive type of

research which aimed to define, describe or give portrayal

or picture of a thing, event, group, situation, etc. This

research design is liable to repeated research because its

topic relates itself only to a certain period or a limited

number of years.

Environment and Participant

This study was conducted at Bohol Island State

University (BISU) Balilihan Campus located in Magsija,

Balilihan, Bohol.

The researchers used the purposive sampling in

choosing the respondents which are One Hundred senior high

school students and the CTAS Dean of BISU-Balilihan Campus.

Research Instrument

The researchers utilized a modified questionnaire from

school’s Students Evaluation of Faculty Performance as a

data gathering instrument. It is used in gathering data for

this study because questionnaire is more reliable in

determining the level of preparedness of BISU Balilihan

instructors in teaching senior high school.

Research Procedure

Phase 1: Proposal and Approval of Title

The researchers submitted the title to the subject

instructor for checking. After the consultation the

researchers proposed the study to the panel of evaluators

for approval.

Phase 2: Data Gathering Procedure:

A. Preparing the Questionnaire

1. The researchers brainstormed about the problem of

the study.

2. The researchers ask a copy of a sample questionnaire

about Students Evaluation of Faculty Performance.

3. The questionnaire was modified to suit the purpose

of the study.
 4. The researchers submitted the questionnaire to the

adviser for checking.

5. The questionnaire was then reproduced.

B. Distribution and Retrieval of Questionnaire

1. After the reproduction of the questionnaire, the

researchers distributed it to the respondents.

2. After the respondents answer the questions, the

researchers retrieved the questionnaire for tally.

C. Computation and Interpretation of Data

1. The researchers tallied the answers of the

respondents.

2. After the tally, the researchers computed the

weighted mean and other statistical treatment.

3. The researchers then interpreted the results.

4. Conclusions and Recommendations were hereby made.

Statistical Treatment

The level of preparedness of BISU-Balilihan

instructors was determined through the computed weighted

mean

𝑓𝑥
WM = 𝑁
Where :

fx = the product of the frequency and rating scale.

N = Number of respondents.

The computed weighted mean was described using the 4-

point Rating Scale.

Range Description Descriptive Rating

3.26-4.00 Outstanding The instructor’s preparedness

level is very high.

2.51-3.25 Very Satisfactory The instructor’s preparedness

level is high.
1.76-2.50 Satisfactory The instructor’s preparedness
level is average.
1.00-1.75 Needs Improvement The instructor’s preparedness
level is low.

In testing the hypothesis whether it is accepted or

not, the formula for T-test was used.

𝑥1 − ̅̅̅
̅̅̅ 𝑥2
𝑡=
𝑆𝑠1 + 𝑆𝑠2 1 1
√[
𝑛1 + 𝑛2 − 2] [𝑛1 + 𝑛2 ]
 Where:

t = is the t-test

𝑥1 = is the mean of the students’ responses

̅̅̅

𝑥2 = is the mean of the dean’s response

̅̅̅

𝑆𝑠1 = is the sum of squares of the students’ responses

𝑆𝑠2 = is the sum of the squares of the dean’s response

𝑛1 = the number of observations in group 1

𝑛2 = the number of observations in group 2

The computed T value was compared to T tabular value

at 5% level of significance with the specified degrees of

freedom.
 DEFINITION OF TERMS

To facilitate the reader’s understanding of the

contents of this study, the following terms are

operationally defined:

Administration and Management. This variable as used

in this study, pertains to the modification of the

functions of the school heads as an effect of the change

from the old to the new curriculum.

Curriculum adjustments. In this study, the term refers

to the new set of activities and trends integrated in the

implementation of the K-12 Program.

Instructional Materials. This signifies the set of

teaching materials and aids directed to attain the goals of

the K-12 Program.

Issues and Concerns. This includes the ideas that

reflects the instructor’s problem in teaching.

Junior High School. This refers to Grades 7 to 10

under the K-12 curriculum.

K-12 Program. An educational program of the Department

of Education that added two years of basic education. This

means that the basic education will cover one year

kindergarten, six (6) year elementary, and six (6) years

high school.

Instructor Preparedness. As used in this study, the

term implies the competencies of the instructors to cope

with the needs and demands of the K-12 Program.

Senior High School. This refers to the Grades 11 and

12 under the K-12 curriculum.

Teaching Competencies. It denotes knowledge, skills,

and attitudes of instructors in the use of different

teaching strategies, instructional materials and in

managing the classroom for the better and effective

students’ learning.

Teaching Strategy. A strategy used by instructors for

effective classroom management during classes.

 CHAPTER 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the

results of the gathered data through the use of

questionnaires in the level of preparedness of BISU-

Balilihan instructors in teaching senior high school.

Table 1 shows the profile of the instructors handling

major and minor subjects to senior high school students.

It has been revealed that majority of the instructors have

already acquired a master and doctor degree. In terms of

trainings or seminars attended, it can be viewed that

majority of the instructors have received training or

seminar especially in Emotional and Psychological field,

classroom management and teachers’ development. In the

field of effective teaching strategy and technology-

enhanced instruction, majority of the instructors said

that they do not receive trainings or seminars in these

fields.

It also revealed that for A.Y 2017-2018, there are a

total of 12 instructors that handle subjects to senior

high school students and five of them handle major

subjects. Of those five, only one of them already acquired

a master’s degree.
 Table 2

Respondents’ Perception on Instructor’s Commitment

STUDENT DEAN
INSTRUCTOR
WEIGHTED DESCRIPTION WEIGHTED DESCRIPTION
MEAN MEAN
A 2.63 Very 3.00 Very
Satisfactory Satisfactory
B 2.67 Very 2.50
Satisfactory Satisfactory
C 2.80 Very 3.00 Very
Satisfactory satisfactory
D 2.60 Very 2.80 Very
Satisfactory Satisfactory
E 2.80 Very 3.00 Very
Satisfactory Satisfactory
F 3.44 Outstanding 3.00 Very
satisfactory
G 3.01 Very 3.50 Outstanding
Satisfactory
H 3.30 Outstanding 3.70 Outstanding
I 3.42 Outstanding 3.60 Outstanding
J 3.75 Outstanding 3.00 Very
Satisfactory
K 3.78 Very 3.60 Outstanding
Satisfactory
L 3.54 Outstanding 2.70 Very
Satisfactory
Very Very
AWM 3.06 Satisfactory 3.12 Satisfactory

Table 2 shows the perception of the respondents about

the instructor’s commitment. It has been revealed that

instructors F, H, I, J and L have been rated by the

students with “outstanding”. This means that these

instructors are very much committed in their teaching

carrier. Instructors A, B, C, D, E and G have been rated

 by the students that fall under the range of 2.51-3.25

being described as “Very Satisfactory”. This implies that

these instructors have a high level of commitment. This

further explains that these instructors are committed

enough in teaching senior high school students. In

general, the Average Weighted Mean of 3.06 being described

as “Very Satisfactory” indicates that the instructors

commitment in teaching is high, thus they are committed

enough to teach senior high school students.

Instructors G, H, I, and K have been rated by the dean

with “Outstanding”. This means that the dean believed that

these instructors are very much committed in their work and

thus their level of preparedness in teaching senior high

school students in terms of commitment is very high. The

dean also rated instructors A, C, D, E, F, J, and L as

“Very Satisfactory”. This shows that these instructors are

committed enough to teach senior high school students. Only

instructor B has been rated a weighted mean of 2.5 by the

dean being described as “Satisfactory”. This implies that

instructor B has lesser commitment compared to other

instructors since he has an average commitment in teaching.

In general, the average weighted mean of 3.12 being

described as “Very Satisfactory” reveals that the dean

believed that the instructors of BISU-Balilihan Campus are

committed enough in their work and thus they have a high

level of preparedness in teaching senior high school in

terms of commitment.

Table 3

Respondents’ Perception on Instructor’s Knowledge

of the Subject

STUDENT DEAN
INSTRUCTOR
WEIGHTED DESCRIPTION WEIGHTED DESCRIPTION
MEAN MEAN
A 2.03 Satisfactory 3.00 Very
Satisfactory
B 3.00 Very 3.00
Satisfactory Satisfactory
C 3.00 Very 3.00 Very
Satisfactory satisfactory
D 2.90 Very 2.90 Very
Satisfactory Satisfactory
E 3.00 Very 3.00 Very
Satisfactory Satisfactory
F 3.53 Outstanding 3.00 Very
satisfactory
G 3.37 Outstanding 3.50 Outstanding
H 3.78 Outstanding 3.50 Outstanding
I 3.42 Outstanding 3.40 Outstanding
J 3.88 Outstanding 3.00 Very
Satisfactory
K 3.39 Outstanding 3.20 Very
Satisfactory
L 3.54 Outstanding 3.00 Very
Satisfactory
Very Very
AWM 3.24 Satisfactory 3.13 Satisfactory
 Table 3 shows the respondents’ ratings about the

instructor’s knowledge of the subject. Instructors G, H,

and I got an “outstanding” rating both from the students

and the dean. This explains that these instructors show

mastery on the subject that they are handling. Mastery on

the subject means that the instructor has the widest

knowledge, skills and understanding on the specific subject

that they are teaching. Instructors B, C, D & E got a

rating of “Very Satisfactory” as both perceived by the

students and the dean. This shows that these instructors

are knowledgeable enough on the subject that they are

teaching. Knowledgeable on the subject means that the

instructors have enough and ample background on the topics

and subtopics of the subjects that they are teaching.

As perceived by the students, majority of the

instructors have been rated “Outstanding”. This means that

these instructors have the widest range of knowledge,

understanding and skills on the subjects that they have

been handling. The general average weighted mean of 3.24

being described as “Very Satisfactory” signifies that the

instructors are knowledgeable enough in the subjects that

they are handling and thus, their preparedness level to

teach senior high school in terms of knowledge of the

subject is high as perceived by the students.

As perceived by the dean, majority of the instructors

got “Very Satisfactory” ratings that fall between the range

of 2.31-3.25. This signifies that these instructors are

knowledgeable enough on the subjects that they are

handling. The average weighted mean of 3.13 being described

as “Very Satisfactory” explains that the instructors’

preparedness to teach senior high school in terms of

knowledge of the subject is high as perceived by the dean.

In general, the instructors’ level of preparedness to

teach senior high school in terms of knowledge of the

subject is high. This means that the instructors are

prepared enough to teach senior high school since they

already have the sufficient knowledge in the subjects that

they are teaching.

Table 4 shows the ratings about the instructor’s

teaching for independent learning. This teaching for

independent learning is all about how the instructors

teach students in a way that the students will learn by

themselves independently. This includes some research

works, assignments, etc. Instructors H and I got a rating

of “Outstanding” both from the student and the dean. This

 Table 4

Respondents’ Perception on Instructor’s Teaching for

Independent Learning

STUDENT DEAN
INSTRUCTOR
WEIGHTED DESCRIPTION WEIGHTED DESCRIPTION
MEAN MEAN
A 2.37 Satisfactory 3.00 Very
Satisfactory
B 3.33 Outstanding 3.00
Satisfactory
C 3.20 Very 3.00 Very
Satisfactory satisfactory
D 3.00 Very 3.00 Very
Satisfactory Satisfactory
E 3.17 Very 3.00 Very
Satisfactory Satisfactory
F 3.17 Very 3.00 Very
Satisfactory satisfactory
G 3.23 Very 3.30 Outstanding
Satisfactory
H 3.40 Outstanding 3.80 Outstanding
I 3.50 Outstanding 3.60 Outstanding
J 3.83 Outstanding 3.00 Very
Satisfactory
K 3.28 Outstanding 3.00 Very
satisfactory
L 3.45 Outstanding 3.00 Very
Satisfactory
Very Very
AWM 3.24 Satisfactory 3.14 Satisfactory

signifies that these instructors are best in stimulating

student’s analytical and critical thinking ability that

drives the students to independently learn things by their

own.
 Instructors B, H, I, J, K, and L are rated by the

students with “Outstanding”. This means that the students

believed that these instructors are best in teaching

students on how to work independently. These instructors

give stimulating & challenging assignments, research works

and many more to enhance student’s independent learning.

Moreover, instructors C, D, E, F and G are rated by the

students with “Very Satisfactory”. This implies that these

instructors are good in teaching students on how to work

independently so that they will learn things on their own.

As perceived by the dean, instructors G, H, and I are

rated by the dean with “Outstanding”. This means that these

instructors are best in developing students’ self

confidence that they can do things independently without

relying from others. Instructors A, B, C, D, E, F, J, K,

and L are rated “Very Satisfactory”. This implies that the

dean believed that these instructors are very good in

teaching students on how to work independently.

Generally, the average weighted mean of 3.24 from the

student and 3.14 from the dean being describe as both “Very

Satisfactory” explains that the instructors are very good

in honing student’s independent learning.

 Table 5

Respondents’ Perception on Instructor’s

Management of Learning

STUDENT DEAN
INSTRUCTOR
WEIGHTED DESCRIPTION WEIGHTED DESCRIPTION
MEAN MEAN
A 3.17 Very 3.00 Very
Satisfactory Satisfactory
B 3.00 Very 3.00
Satisfactory Satisfactory
C 3.00 Very 3.00 Very
Satisfactory satisfactory
D 3.00 Very 3.00 Very
Satisfactory Satisfactory
E 3.50 Outstanding 3.00 Very
Satisfactory
F 2.97 Very 3.00 Very
satisfactory satisfactory
G 3.30 Outstanding 3.50 Outstanding
H 3.30 Outstanding 3.30 Outstanding
I 3.20 Very 3.60 Outstanding
Satisfactory
J 3.68 Outstanding 3.00 Very
Satisfactory
K 3.20 Very 3.00 Outstanding
Satisfactory
L 3.52 Outstanding 3.00 Very
Satisfactory
Very Very
AWM 3.24 Satisfactory 3.12 Satisfactory

Table 5 shows the respondents’ perception on

instructor’s management of learning. This covers the things

that are related to order and discipline in the class,

school policies, teaching strategies, and classroom

management.
 Majority of the instructors are rated by the students

as “Very Satisfactory”. This means that these instructors

manages learning of students effectively by implementing

order & discipline in the class, using different

instructional materials and many other things to manage

effectively the students’ learning.

As perceived by the dean, majority of the instructors

are rated as “Very Satisfactory”. Only instructors J, H,

and I are rated “Outstanding” by the dean, this means that

these instructors manages students’ learning most

effectively through strict implementation of school

policies, class rules, adaptation of most varied

instructional materials, manages classroom effectively, and

one way of doing this is to revise the

activities/strategies to suit the student’s capabilities.

Table 6 shows the combined weighted means of

instructors’ performance in teaching senior high school.

The table reveals that Instructors G, H, I and J have very

high preparedness level. This implies that these

instructors are very much prepared to teach senior high

school. Instructors A, B, C, D, E, F, K and L have high

preparedness level. This means that these instructors are

 Table 6
Combined Weighted Means about the Instructors’ Preparedness

in Teaching Senior High School

COMBINED
INSTRUCTOR STUDENT’S DEAN’S AVERAGE DESCRIPTIVE
RATING RATING WEIGHTED RATING
MEAN
A Very
2.55 3.00 2.78
Satisfactory
B Very
3.00 2.88 2.94
Satisfactory
C Very
3.00 3.00 3.00
Satisfactory
D Very
2.88 2.93 2.91
Satisfactory
E Very
3.12 3.00 3.06
Satisfactory
F Very
3.28 3.00 3.14
Satisfactory
G 3.23 3.45 3.34 Outstanding
H 3.44 3.58 3.51 Outstanding
I 3.40 3.55 3.48 Outstanding
J 3.79 3.00 3.40 Outstanding
K Very
3.16 3.20 3.18
Satisfactory
L Very
3.51 2.93 3.22
satisfactory
General Very
3.16
AWM Satisfactory

prepared enough in teaching senior high school. Based on

the General Average Weighted Mean of 3.16 being described

as “Very Satisfactory”, the instructors of BISU-Balilihan

campus have high preparedness level. This makes them

prepared enough in teaching senior high school.

 Table 7

T-test Computation on Preparedness Level of BISU-Balilihan

Instructors in Teaching Senior High School

COMPUTED T-VALUE TABULAR VALUE INTERPRETATION

At 0.05 Level of Significance

Null

0.58 2.074 Hypothesis

Accepted

Table 7 shows the interpretation of the level of

preparedness of BISU-Balilihan instructors in teaching

senior high school. The computed T-value is less than the

tabular value which is 2.074. This makes the null

hypothesis to be accepted.

Since the null hypothesis was accepted, it implies

that there was really no significant difference between the

responses of the students and the dean about the

preparedness of BISU-Balilihan instructors in teaching

senior high school under the K-12 curriculum.

 CHAPTER 3

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings and

conclusions based on the computation and interpretation of

data gathered. Recommendations were hereby made regarding

the result of the study.

Summary of Findings

The following findings were attained based on the data

gathered:

1. Majority of the instructors are master’s degree

holder.

2. Based on the General Average Weighted Mean, the

instructors of BISU-Balilihan are prepared enough to

teach senior high school.

3. Majority of the instructors don’t receive training or

seminar about technology-enhanced instruction.

4. The instructors are not updated with the seminars and

trainings for Senior High School.

Conclusion

Based on the findings of the study, the researchers

have come up to the conclusion that there is no significant

difference between the responses of the students and the

dean and the instructors of BISU-Balilihan Campus are

prepared enough to teach senior high school under the K-12

curriculum.

Recommendations

Based on the result of the study, the researchers want

to suggest the following recommendations:

1. Trainings and seminars on effective teaching

strategies and other seminars are necessary for

continual growth especially in the aspect of

management. The school must have a direct link to

DepEd because most of the time, the instructors are

not updated with the seminars and trainings for senior

high school teachers.

2. Instructors must be exposed to several trainings

related to instruction.

3. Instructors that are Bachelor’s degree holder only

must acquire a master’s degree to further widen their

knowledge in their chosen field.

4. Follow-up research on the performance of instructors

in teaching senior high school is highly recommended.

 REFERENCE LIST

A. Books

Briones, R. (2003).The Philippine Journal Development.

No.65, Vol.XXXV, No.2.Makati: Philippine
Institute for Development Studies.

Hlebowitsh, P. (2006).John Dewy and the Idea of

Experimentalism. Retrieved from
http://muse.Jhu/journals/education_and_culture//v
ol.22/22./hlebowitsh

Knowles et.al., (2005). Experimental Learning Theory.

Retrieved on February 20, 2015, from
http://wik.ed.uiuc.edu/index.php/experimentallear
ningtheory

Yap, J. (2011). Development Research News. PDIS,

Vol.XXIX No.1 ISN 0115-S9097. Makati: Philippine
Institute for Development Studies.

B. Website

Arellano, L. (2010). The 1987 Philippine Constitution

http://www.lawphil.net

Cruz et.al (2015). The K-12 Program

http://www.upremelaw2.com

Neil, J. (2009). Experimentalism and instrumentalism

http://www.pdhonline.org
 Appendix A
LETTER OF INTENT

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Balilihan Campus
Magsija, Balilihan, Bohol

February 1, 2018
DR. BENJAMIN N. OMAMALIN,Co.E.
Dean, CTAS
Bohol Island State University
Balilihan Campus

Sir:

Greetings!

We, the Grade 12 students of BISU-Balilihan Campus are

conducting our study entitled “Preparedness of BISU-
Balilihan Instructors in Teaching Senior High School”.

In relation with this, we would like to request

permission from your office to conduct the study in the
campus. The respondents are the following: One Hundred
(100) senior high school students and the dean of CTAS.

We are hoping for your favorable response regarding

this matter.

Respectfully yours,

Noted By: AIVAN B. GUARIN

Group Leader
JUNREY J. POYOS
Adviser

Approved:
BENJAMIN N. OMAMALIN,Ph.D,CpE.
Dean, CTAS
 Appendix B

LETTER FOR THE RESPONDENTS

Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY
Balilihan Campus
Magsija, Balilihan, Bohol

February 1, 2018

To the respondents:

Good Day!

We, the researchers are conducting a study on the

“Preparedness Level of BISU-Balilihan Instructors in
Teaching Senior High School.

In line with this, we would like to ask your cooperation by

sincerely answering the questions.

Your answer will help a lot for the fulfillment of the

study.

Thank you very much for your cooperation.

Truly Yours,

AIVAN B. GUARIN
RODHEL E. LACEA
ZENO A. BALICOG
 Appendix C

Questionnaire A

PREPAREDNESS OF BISU-BALILIHAN INSTRUCTORS IN

TEACHING SENIOR HIGH SCHOOL
QUESTIONNAIRE

Name:(optional) __________________________
PART I
1.1 Type of Subject Being Taught: _____ Minor
_____ Major
1.2 Highest Educational Attainment (including post-graduate
studies):
____ Post-Doctoral degree ____ Masteral Degree
____ Doctoral Degree ____ Bachelor Degree
1.3 Number of Years in Teaching:

____ 1-3 years ____ 7-9 years

____ 4-6 years ____ 10 years above
1.4 Number of Trainings and Seminars Attended:

____ 1-3 ____ 7-9

____ 4-6 ____ 10 above
PART II
Direction: For each of the following topics, please
indicate if you received training or seminar and if so,
please indicate also if whether the training was adequate
or not.
If yes,
Received was the
ITEM Training? training
adequate?
YES NO YES NO
2.1 Emotional and Psychological
related training/seminar
2.2 Classroom management training/
Seminar
2.3 Teachers’ Development
training/
Seminar
2.4 Effective Teaching Strategy
training/seminar
2.5 Technology-Enhanced
Instruction training/seminar
Others (Please Specify):
 QUESTIONNAIRE B

PREPAREDNESS OF BISU-BALILIHAN INSTRUCTORS IN

TEACHING SENIOR HIGH SCHOOL

QUESTIONNAIRE
Name: (optional) ___________________________
PART I

Direction: For each of the following items, please check

the appropriate column that corresponds to your answer to

each of the statement. Please refer to the hedonic scale

below.

4 – OUTSTANDING = The statement describes my teacher

always.

3 – VERY SATISFACTORY = The statement describes my teacher

often.

2 – SATISFACTORY = The statement describes my teacher

sometimes.

1 – NEEDS IMPROVEMENT = The statement describes my teacher

practically never.

A. INSTRUCTOR’S COMMITMENT

The instructors... 4 3 2 1
1. Comes to class regularly.
2. Comes to class punctually
3. Informs students when not available for
classes.
4. Sees to it that subject content and
expected competencies are reasonably
covered within the targeted time.
5. Is prepared for every day’s lesson.
6. Demonstrates concern of students ‘
abilities and progress.
7. Makes students feel welcome in seeking
help/advise.
 8. Is available for consultation with
students.
9. Confers/advises students with poor
performance.
10. Find time for students make-up or
remediation.

B. KNOWLEDGE OF THE SUBJECT

The instructors... 4 3 2 1
1. Orients the students on the
syllabus/course outline. (objectives,
coverage, course requirements,
strategies, evaluation, grading, etc.)
2. Shows clear understanding of subject
topics.
3. Organizes lessons based on the
objectives of the course.
4. Introduces the lesson with stimulating
ideas about the subject.
5. Presents/explains ideas/concepts in a
clear and understandable manner.
6. Relates the subject matter to other
pertinent topics.
7. Relates lessons to real life situations.
8. Clarifies ideas in answer to student’s
questions regarding the lesson.
9. Elaborates lessons with current
developments or up-to-date information
on the subject matter.
10.Integrates values in the lesson.
C. TEACHING FOR INDEPENDENT LEARNING

The instructors... 4 3 2 1
1. Stimulates student’s analytical and
critical thinking.
2. Promotes teacher-student and student-
student discussions.
3. Gives interesting, imaginative,
stimulating or challenging assignments.
4. Encourages students to express
themselves freely and openly by asking
questions or giving opinions.
5. Raises challenging questions or problems
for discussion.
6. Provides activities for students to
discover new ideas and o be creative.
7. Requires additional readings/research
work/activities to enrich learning.
8. Uses teaching procedures/activities that
require application of concepts learned.
9. Provides an atmosphere that stimulates
learning by encouraging students to
raise problems and propose solutions.
10. Encourages student’s participation in
formulating class rules, learning
activities
and maintenance of classroom.

D. MANAGEMENT OF LEARNING

The instructors... 4 3 2 1
1. Make sure that order and discipline are
being observed in the class.
2. Spends time efficiently by refraining
from discussing topics not related to
the lesson.
3. Promotes the implementation of school
policies; rules and regulations (i.e
schedule of tests, schedule of classes,
absences and tardiness of students, etc.
4. Gives examinations of what have been
learned in the subject.
5. Teaches lessons using ways/strategies
appropriate for college teaching.
6. Informs students of their
scores/grades/ratings and standing in
 the class.
7. Manages routine activities in the class
efficiently and effectively.
8. Uses varied and appropriate
instructional materials and resources to
reinforce learning.
9. Is flexible to revise
activities/strategies to suit student’s
capabilities.
10.Allows students to participate actively
in the class.

COMMENTS &SUGGESTIONS:

Direction: Please write comments about the teaching

competence and practices of your teacher.

A. The teacher’s practice that I like most:

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

B. The teacher’s practice that I like least:

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

C. To improve learning in this subject, I suggest the

following:

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
 Appendix D

Summary of Data Gathered

Respondents: 100 Senior High School Students

Guide:

A = Instructor’s Commitment

B = Instructor’s Knowledge of the Subject

C = Teaching for Independent Learning

D = Management of Learning

INSTRUCTOR A B C D AWM
A 2.63 2.03 2.37 3.17 2.55
B 2.67 3.00 3.33 3.00 3.00
C 2.80 3.00 3.20 3.00 3.00
D 2.60 2.90 3.00 3.00 2.88
E 2.80 3.00 3.17 3.50 3.12
F 3.44 3.53 3.17 2.97 3.28
G 3.01 3.37 3.23 3.30 3.23
H 3.30 3.78 3.40 3.30 3.44
I 3.42 3.42 3.50 3.20 3.40
J 3.75 3.88 3.83 3.68 3.79
K 2.78 3.39 3.28 3.20 3.16
L 3.54 3.54 3.45 3.52 3.51

Respondent: Dean
INSTRUCTOR A B C D AWM
A 3.00 3.00 3.00 3.00 3.00
B 2.50 3.00 3.00 3.00 2.88
C 3.00 3.00 3.00 3.00 3.00
D 2.80 2.90 3.00 3.00 3.00
E 3.00 3.00 3.00 3.00 3.00
F 3.00 3.00 3.00 3.00 3.00
G 3.50 3.50 3.30 3.50 3.45
H 3.70 3.50 3.80 3.30 3.58
I 3.60 3.40 3.60 3.60 3.55
J 3.00 3.00 3.00 3.00 3.00
K 3.60 3.20 3.00 3.00 3.20
L 2.70 3.00 3.00 3.00 2.93
 Appendix E

T-test Computation

INSTRUCTOR 𝑋1 𝑋2 𝑋12 𝑋22

A 2.55 3.00 6.5025 9.0000
B 3.00 2.88 9.0000 8.2944
C 3.00 3.00 9.0000 9.0000
D 2.88 2.93 8.2944 8.5849
E 3.12 3.00 9.7344 9.0000
F 3.28 3.00 10.7584 9.0000
G 3.23 3.45 10.4329 11.9025
H 3.44 3.58 11.8336 12.8164
I 3.40 3.55 11.5600 12.6025
J 3.79 3.00 14.3641 9.0000
K 3.16 3.20 9.9856 10.2400
L 3.51 2.93 12.3201 8.5849
∑ 𝑥1 = 38.36 ∑ 𝑥2 = 37.52 ∑ 𝑥12 = 123.79 2
∑ 𝑥2= 118.03
n=12 𝑥1 = 3.2
̅̅̅ 𝑥2 = 3.13
̅̅̅

(∑ 𝑥1 )2 (∑ 𝑥2 )2
𝑆𝑠1 = ∑ 𝑥12 − 𝑆𝑠2 = ∑ 𝑥22 − df=𝑛1 + 𝑛2 − 2
𝑛1 𝑛2

(38.36)2 (37.52)2
= 123.79 − = 118.03- =12+12-2
12 12

= 123.79 – 122.62 = 118.03 – 117.31 df= 22

𝑺𝒔𝟏 = 1.17 𝑺𝒔𝟐 = 0.72

̅𝑥̅̅1̅+𝑥
̅̅̅2̅
𝑡= 𝑆𝑠1 +𝑆𝑠2 1 1
√[𝑛 +𝑛 ][ + ] df = 22
1 2 −2 𝑛1 𝑛2

3.2 − 3.13 Significance Level: 0.05

=
√[1.17 + 0.72][ 1 + 1 ] 𝑇𝑐 = 0.58
22 12 12
0.07 𝑇𝑡 = 2.074
=
√(0.09)(0.17) 𝑇𝑐 < 𝑇𝑡
0.07
=0.0153 Null Hypothesis Accepted

t = 0.58
 Appendix F
Interpretation of Ranges for Weighted Mean

For Instructor’s Commitment:

Range Description Interpretation
3.26-4.00 Outstanding The instructor is very much
committed.
2.31-3.25 Very The instructor is committed enough.
Satisfactory
1.76-2.50 Satisfactory The instructor is averagely
committed.
1.00-1.75 Needs The instructor is not committed.
Improvement

For Instructor’s Knowledge of the Subject:

Range Description Interpretation
3.26-4.00 Outstanding The instructor shows mastery on the
subject.
2.31-3.25 Very The instructor is knowledgeable on
Satisfactory the subject.
1.76-2.50 Satisfactory The instructor is knowledgeable
only on some chosen topics of the
subject.
1.00-1.75 Needs The instructor has no knowledge on
Improvement the subject.

For teaching for Independent Learning:

Range Description Interpretation
3.26-4.00 Outstanding The instructor is excellent in
honing student’s independent
learning.
2.31-3.25 Very The instructor is very good in
Satisfactory honing student’s independent
learning.
1.76-2.50 Satisfactory The instructor is good in honing
student’s independent learning.
1.00-1.75 Needs The instructor not good in honing
Improvement student’s independent learning.
For Instructor’s Management of Learning:
Range Description Interpretation
3.26-4.00 Outstanding The instructor manages learning of
students very effectively.
2.31-3.25 Very The instructor effectively manages
Satisfactory student’s learning.
1.76-2.50 Satisfactory The instructor’s way of managing
student’s learning is not so
effective.
1.00-1.75 Needs The instructor way of managing
Improvement student’s learning is effective.
 CURRICULUM VITAE

AIVAN BONGAOS GUARIN

“Van2x”
Email Address:
aivanguarin112499@gmail.com

PERSONAL INFORMATION

Age : 18 years old

Home Address : Sinakayanan, Catigbian, Bohol
Birth date : November 24, 1999
Civil Status : Single
Height : 5’4”
Weight : 50 kgs.
Religion : Roman Catholic
Father’s Name : Narciso P. Guarin
Mother’s Name : Gerarda B. Guarin

EDUCATIONAL BACKGROUND

Senior High School: Electrical Installation & Maintenance

Bohol Island State University
Balilihan Campus, Balilihan, Bohol
Date Graduated: March 27, 2018

High School : Haguilanan High School

Haguilanan, Catigbian, Bohol
Date Graduated: March, 2016

Elementary : Central West Elementary School

Poblacion West, Catigbian, Bohol
Date Graduated: March 2012

Motto : “Believe and you will succeed”

 CURRICULUM VITAE

RODHEL ESCUDERO LACEA

“Dhel/Dew”
Email Address:
rodhellacea.rl@gmail.com

PERSONAL INFORMATION

Age : 18 years old

Home Address : Sal-ing, Balilihan, Bohol
Civil Status : Single
Height : 5’3”
Weight : 50 kgs.
Religion : Roman Catholic
Father’s Name : Fidel P. Lacea
Mother’s Name : Rosalina E. Lacea

EDUCATIONAL BACKGROUND

Senior High School: Electrical Installation & Maintenance

Bohol Island State University
Balilihan Campus, Balilihan, Bohol
Date Graduated: March 27, 2018

High School : Cong.Pablo Malasarte Nat’l High School

Cabad, Balilihan, Bohol
Date Graduated: March, 2016

Elementary : Sal-ing Elementary School

Sal-ing, Balilihan, Bohol
Date Graduated: March 2012

Motto : Never say DIE...

 RESEARCHER’S BIODATA

ZENO A. BALICOG
“Ayen”
Email Address:
Zenzalemanbalicog@gmail.com

PERSONAL INFORMATION

Age : 19 years old

Home Address : San Isidro, Balilihan, Bohol
Birth date : December 8, 1998
Civil Status : Single
Height : 5’4”
Weight : 51 kgs.
Religion : Roman Catholic
Father’s Name : Edwin Bamuya
Mother’s Name : Rosebee Bamuya

EDUCATIONAL BACKGROUND

Senior High School: Electrical Installation & Maintenance

Bohol Island State University
Balilihan Campus, Balilihan, Bohol
Date Graduated: March 27, 2018

High School : Cong.Pablo Malasarte Nat’l High School

Cabad, balilihan, Bohol
Date Graduated: March, 2016

Elementary : Sal-ing Elementary School

Sal-ing, Balilihan, Bohol
Date Graduated: March 2012

Motto : Never say GOOD BYE…