Revised Stat

7/31/2019 Revised Stat

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THE EFFECTIVENESS OF TEACHERS

INSTRUCTIONAL COMPETENCE AS PERCEIVED BY

SELECTED SECONDARY STUDENTS

A Study Presented to Dr. Ramil Larino and to the Faculty of

LAGUNA COLEGE OF BUSINESS AND ARTS

In partial fulfilment of the requirements of STAT 101

By:

ABION, CECILIA B.

DESALESA, HONORATA C.

LAT, KAREN CLARISSA U.

MACAHIA, MONETTE M.

October 2011


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STATEMENTS OF THE PROBLEM:

This study attempted to determine the effectiveness of teachers instructional

competence as perceived by selected secondary students.

Specifically, this study sought to answer to the following questions:

1. How do the student respondents perceived the teachers performance in the followingareas;

1.1 instructional skills;

1.2 instructional methods;1.3 instructional materials;1.4 classroom management and;1.5 evaluation techniques?

2. Is there any significant difference on the responses of the four clusters of respondentson the five cited areas of considerations?

3. Give your conclusions and recommendations.

4. What title is suited for this study and why?


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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This deals with the presentation, analysis and interpretation of data. The data are

presented in tabular form with analysis and interpretation.

Table 1.1

As manifested in Table 1.1, the students respondents from First to Fourth year level perceived

the teachers instructional competence in instructional skills as outstanding.

Implication: It implies that all teachers from first to fourth year level possesses all the

personality characteristics of an effective teacher in instructional skills as the table clearly

shows that the student perceived their teacher as outstanding.


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Table 1.2

As shown in Table 1.2, the students respondents from First to Second year level

perceived the teachers instructional competence in instructional methods as outstanding while

the students respondents from Third and Fourth year level perceived the teachersinstructional competence in instructional methods as very good .

Implication: It implies that the first year and second year teachers emphasizes and recognizes

outstanding students through inclusion in honor roll and extracurricular activities. The teacher

also incorporated instructional strategies and techniques that will keep students interested and

motivated. Some techniques include the following:

Making activities meaningful through active involvement of students.

Making the content as relevant as possible.

Challenging students by pointing out problems, inconsistencies and contradictions

throughout the lessons.

While the third year and fourth year teachers should ask questions that are clear and simplealthough there are instances that the teacher needs to ask HOTS questions for those who

belong to pilot sections. Moreover, teachers must see to it that instructional methods are

designed to develop students analytical and critical thinking by providing various individual and

group activities which encourage students to think, to investigate and to formulate ideas on

their own with the proper guidance of the teacher.


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Table 1.3

As manifested in Table 1.3, the students respondents from First to Third year

level perceived the teachers instructional competence in instructional materials as very good

while the students respondents from Fourth year level perceived the teachers instructional

competence in instructional materials as outstanding.

Implications: It implies thatfourth year teachers possess instructional competence in instructional

materials as the students rated their teacher as outstanding. First year to third year teachers are

required to use and utilize all the multimedia instructional materials most especially if it is accessible.


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Table 1.4

As manifested in Table 1.4, the students respondents from First to Fourth year

level perceived the teachers instructional competence in classroom management as

outstanding.

Implication: It implies that the teachers from first year to fourth year organize

classrooms and manage the behavior of the students that made the teaching effective. The

teacher builds an environment where students want to participate and cooperate with the

teacher and each other to achieve the goals of the class.


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Table 1.5

As manifested in Table 1.5, the students respondents from First to Fourth year level

perceived the teachers instructional competence in evaluation technique as outstanding.

Implication: It implies that the teachers in four levels personally rate examination paper and

other requirements of the students and the teacher gives evaluation such as recitations, board

work, easy test appropriate to the lesson and the level of the students.


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Table 2.1 Instructional Skills

Interpretation: Since the computed x value of 0.2911 is less than the tabular value of 21.026,

there is no significant difference on the responses of the four year levels on instructional skills,

hence accept Ho and reject Ha.

Implication: The student respondents from first year to fourth year level have similar responses

in instructional skills which they rated as outstanding consequently there is no significantdifference on their responses. It implies that the students observed the teachers performances

in teaching with regards to instructional skills, that the teacher explain the subject matter

clearly, the teacher communicate ideas effectively and also the teacher conducts review and

drill before proceeding to the new lesson and therefore they find their teacher effective.


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Table 2.2 Instructional Methods


there is no significant difference on the responses of the four year levels on instructional

materials, hence accept Ho and reject Ha.

Implication: Students from first to second year level have perceived their teachers

performance as outstanding while the third and fourth year students rated their teacher as very

good. It implies that teachers from third year and fourth year level should exert more effort in

instructional methods like asking questions that are clear and simple, as well as encouraging

outstanding students through inclusion in honor roll and extra-curricular activities.


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Table 2.3 Instructional Materials


there is no significant difference on the responses of the four year levels on instructional

materials, hence accept Ho and reject Ha.

Implication: Table 2.3 manifested that there is no significant difference on the resposes of

students in instructional materials. First to third year teachers rated by the students as very

good with the average weighted mean of 3.24, 3.38, 3.38 respectively while 3.768 in fourth

year level with verbal interpretation of outstanding. It implies that the teachers from first to

third year should improve their instructional materials, they can utilize OHP and other multi-

media technologies to catch the interests of their students.

Of Ef Of-Ef(Of-

Ef)

(Of-Ef)

Ef

3.74 3.3181 0.4219 0.1780 0.0536

3.66 3.4615 0.1985 0.0394 0.0114

3.06 3.4615

-

0.4015 0.1612 0.0466

3.64 3.8589

-

0.2189 0.0479 0.0124

3.14 3.1675

-

0.0275 0.0008 0.0002

3.3 3.3044 -0.0044 0.0000 0.0000

3.36 3.3044 0.0556 0.0031 0.0009

3.66 3.6837

-

0.0237 0.0006 0.0002

2.72 3.1816

-

0.4616 0.2131 0.0670

3.04 3.3191

-

0.2791 0.0779 0.0235

3.68 3.3191 0.3609 0.1302 0.0392

4.08 3.7001 0.3799 0.1443 0.0390

3.54 3.2475 0.2925 0.0855 0.0263

3.44 3.3879 0.0521 0.0027 0.0008

3.34 3.3879

-

0.0479 0.0023 0.0007

3.48 3.7768

-

0.2968 0.0881 0.0233

3.06 3.2852

-

0.2252 0.0507 0.0154

3.46 3.4271 0.0329 0.0011 0.0003

3.46 3.4271 0.0329 0.0011 0.0003

3.98 3.8205 0.1595 0.0254 0.0067

68.84 68.8400 0.0000 x= 0.3679


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Table 2.4 Classroom Management


there is no significant difference on the responses of the four year levels on classroommanagement, hence accept Ho and reject Ha.

Implication: Table 2.4 shows that the four clusters of respondents perceived the effectiveness

of their teachers performance in terms of classroom management as outstanding. It implies

that the teachers have an outstanding performance when regards to classroom management.

Their teachers show good support with their students.


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Table 2.5 Evaluation Technique


there is no significant difference on the responses of the four year levels on evaluation

technique, hence accept Ho and reject Ha.

Implication: Table 2.5 shows the perception of the four clusters of respondents on the

effectiveness of their teachers performance in terms of evaluation technique. All the four

clusters of respondents perceived it as outstanding. This means that the teachers have a wide

knowledge on this area.

Summary of five areas of considerations of the four clusters

Areas of Considerations X value Tabular Value Interpretation

Instructional Skills 0.2911 21.026 Interpretation: Since the computed x

value is less than the tabular, there is

no significant difference on the

responses of the four year levels on five

cited areas of considerations, hence

accept Ho and reject Ha

Instructional Methods 0.5702 21.026

Instructional Materials 0.3679 21.026

Classroom Management 0.5528 21.026

Of Ef Of-Ef (Of-Ef)

(Of-Ef)

Ef

3.48 3.7029 -0.2229 0.0497 0.0134

3.54 3.6404 -0.1004 0.0101 0.0028

3.74 3.6446 0.0954 0.0091 0.0025

3.96 3.7321 0.2279 0.0519 0.0139

3.46 3.3709 0.0891 0.0079 0.0024

3.08 3.3139 -0.2339 0.0547 0.0165

3.38 3.3177 0.0623 0.0039 0.0012

3.48 3.3975 0.0825 0.0068 0.0020

3.18 3.4866 -0.3066 0.0940 0.0270

3.44 3.4277 0.0123 0.0002 0.0000

3.9 3.4316 0.4684 0.2194 0.0639

3.34 3.5141 -0.1741 0.0303 0.0086

3.84 3.4816 0.3584 0.1285 0.0369

3.34 3.4228 -0.0828 0.0068 0.0020

3.12 3.4267 -0.3067 0.0940 0.0274

3.54 3.5090 0.0310 0.0010 0.00033.8 3.7180 0.0820 0.0067 0.0018

4.06 3.6552 0.4048 0.1638 0.0448

3.34 3.6594 -0.3194 0.1020 0.0279

3.58 3.7473 -0.1673 0.0280 0.0075

70.6 70.6000 0.0000 x= 0.3028


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SUMMARY OF FINDINGS

The significant findings which were grouped from the data gathered in the study

were as follows:

1. Student respondents have similar responses with respect to the five cited areas of

consideration in instructional competence showed by their teacher/s except for the

instructional methods which rated as outstanding by first and second year

respondents while very good by third and fourth year respondents. The instructional

materials was rated as very good by first to third year respondents while outstanding

by fourth year respondents.

As manifested in the table, the student respondents perceived the teachers

instructional competence in First year as outstanding in instructional skills, instructional

methods, classroom management and evaluation technique while very good in

instructional materials.

The student respondents in second year perceived the teachers instructional

competence as outstanding in instructional skills, instructional methods, classroom

management and evaluation technique while very good in instructional materials.

The student respondents in third year perceived the teachers instructional

competence as outstanding in instructional skills, classroom management and

evaluation technique while very good in instructional methods and instructional

materials.

The student respondents in fourth year perceived the teachers instructional

competence as outstanding in instructional skills, instructional materials, classroom

management and evaluation technique while very good in instructional methods.


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2. The analysisamong the perceptions of four clusters of students showed that

instructional competences of their teacher does not affect significantly the perception

of each cluster of students as it clearly showed in Tables 2.1 to 2.5.


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CONCLUSIONS

Based on the findings, the researchers were able to draw the following conclusions:

1. That the four clusters of respondents perceived the teachers performance on the citedareas of considerations, namely instructional skills, instructional methods, instructional

materials, classroom management and evaluation technique as mostly outstanding.

This study, The Effectiveness of Teachers Instructional Competence as

Perceived by Selected Secondary Students, explores five indicators which are organized

in five cited areas of consideration on effective teaching including instructional skills,

instructional methods, instructional materials, classroom management and evaluation

technique. The study shows that among the five cited areas of consideration on

teachers instructional competence only on instructional skills, classroom management

and evaluation technique are rated as outstanding by four clusters of respondents.

On the other hand, instructional materials is rated very good by first year to third

year level respondents and rated outstanding by fourth year level respondents. In

instructional method, the students respondents from First year to second year level

rated their teacher as outstanding while the students respondents from third and

fourth year level rated their teachers instructional competence as very good.

The conclusion from this study is that students always want their learning needs

to be met. As such they know and can identify effective teaching whenever they are

taught, implemented and observed.

2. That there is no significant difference on the perception of each four clusters of

respondents on the five cited areas of considerations as shown in the results.


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RECOMMENDATIONS

In the light of foregoing findings and conclusions of the study, the following

recommendations are presented:

1. On each of the five cited areas of considerations, the following are suggested:

In terms of instructional skills, it is recommended for the teachers to speak clearly with

proper information and pronunciation because this will lead to better understanding of the

topic and interaction between the teachers and learners. Teachers must always be prepared for

class and shows evidence of mastery of the subject matter, it is observed that if the teachers

expound the topic very well there will be more participation and cooperation among the

students.

It is also recommended that when it comes to instructional methods, teachers should

ask questions that are clear and simple although there are instances that the teacher needs toask HOTS questions to ensure their understanding about the topic. Moreover, teachers must

see to it that instructional methods are designed to develop student s analytical and critical

thinking by providing various individual and group activities which encourage students to think,

to investigate and to formulate ideas on their own with the proper guidance of the teacher.

Utilization of multi-media instructional materials such as television, computer and OHP

depends upon availability of such materials. It is the responsibility of the school administration

to provide these multi-media materials and is recommended to solicit funds in other

government or non government organizations within the community. Additional toinstructional materials, visual aids must be written legibly and large enough for all to see even

for those who seated at the back.

In view of the importance of classroom management, the ability of teachers to organize

classrooms and manage the behavior of the students is critical to achieving positive educational

outcome. Although sound behavior management does not guarantee effective instruction, it

establishes the environmental context that makes good instruction possible. Reciprocally,

highly effective instruction reduces but does not eliminate classroom behavior problems

(Emmer and Stough, 2001)

The inability of teachers to effectively manage classroom behavior often contributes to

the low achievement of at-risk students and to their excessive referrals for special education

(Donovan and Cross, 2002) Effective Classroom Management Teacher: Preparation and

Professional Development (Oliver and Reschly,2007)

In view of the fact, that there were no significant difference on perceptions of student

responses among the four clusters of respondents in terms of evaluation technique which they

rated as outstanding. It is recommended for the teacher to give constructive feedback of

students work and performance in class most of the time to motivate them to strive harder to

increase their level of performance and work. Furthermore, teachers must practice giving

surprise quizzes for it measures the retention of knowledge of students on previous lessons.


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2. Teachers must devise varied teaching strategies to encourage or motivate students to

exert a quality class performance.

3. Teachers must make an effective effort towards an excellent performance on the

different instructional skills because they have a direct influence on students academic

performance.

4. In a dynamic and competitive world with an ever increasing velocity of educational

changes, teachers need to do a better job of identifying and nurturing their personal

and professional competencies and should take steps to ensure that they have a well

educated students.

Title: The Effectiveness of Teachers Instructional Competence as Perceived by Selected

Secondary Students

This title suite the study because each area of considerations namely

instructional skills, instructional methods, instructional materials, classroom management and

evaluation technique pertains to the instructional competence of teachers based on the

perception of the selected secondary students.

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