1

Chapter 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This section of the study presents the discussion of results on the data gathered
based on variables considered in this study. The order of presentation is sequenced
after the specific problems raised in this study as indicated in Chapter I.
RESPONDENTS PROFILE
The respondents of the study are Grade V, Grade VI pupils and the HEKASI
teachers of Guadalupe Elementary School, Division of Cebu City. They provide
pertinent data to unfold the problems accounted for in this study.
Teachers Profile
The teachers personal and professional profiles were taken as variables of the
study. It was analysed as to its effects in HEKASI instruction.
The data show that teachers were young having ages of 29 and below with
frequency of three (3) or 33.33 percent. Female teachers dominated the respondents
with frequency of six (6) or 66.67 percent. Females preferred to take up teaching than
males did. Most of the schools are female dominated as these trend started from the
tertiary level up to the workplace where female teachers outnumbered male teachers.
Most of them were married with frequency of seven (7) or 77.78 percent. These
teachers had been well exposed to responsibilities big and small both in home and in
school. They are expected to be well adjusted in addressing crisis in the family and in
the workplace.

2
In terms of professional advancement eight (8) or 88.89 percent had earned masters
units. While they have started taking up advanced studies, nobody among them had the
desire to finish masters degree or they are still working towards finishing the degree.
Table 2
Teachers Profile
Age
45-above
40-44
35-39
30-34
29-below
TOTAL

Frequency
1
2
2
1
3
9

Percentage
11.11
22.22
22.22
11.11
33.33
100.00

Male
Female
TOTAL

3
6
9

33.33
66.67
100.00

2
7
9

22.22
77.78
100.00

0
0
1
8
0
9

0.00
0.00
11.11
88.89
0.00
100.00

4
3
1
1
9

44.44
33.33
11.11
11.11
100

0
0
2
9
9

0.00
0.00
10.00
45.00
45.00

0
9
0
0
0
9

0.00
100.00
0.00
0.00
0.00
100.00

Gender

Civil Status
Single
Married
TOTAL
Highest Educational Attainment
Full Fledged Doctors
With doctoral units
Full Fledged Masters
With masters units
Bachelors Degree Holder
TOTAL
Field of Specialization
English
Social Science
Mathematics
HELE
TOTAL
Relevant Trainings
National Level
Regional Level
Division level
District Level
School level
Latest Performance Ratings
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
TOTAL

Furthermore, the respondents area of concentration had high frequency four (4)
or 44.44 percent in English. There were only three (3) or 33.33 percent whose area of
concentration was Social Science.

3
On the aspect of training, all respondents had attended trainings both in the
school and district levels. This means that School Based Management has been
implemented in school addressing the immediate needs of the teachers in every school.
Performance rating, on the other hand, obviously showed that teachers had Very
Satisfactory rating with frequency of nine (9) or 100 percent.

Pupils Achievement
Pupils achievement reckons with the scholastic ratings of pupils in HEKASI as
found in their report cards. They were analysed to establish whether or not relationship
existed between their scholastic achievement and the teachers assessment on the
variables herein considered.

Below is the list of pupils scholastic achievements in HEKASI as distributed into

a six scale classification matrix.
Table 3
Pupils Achievement
Grades

Frequency

Percentage

95-above

0.06

(outstanding)
90-94

32

1.89%

(very satisfactory)
85-89

219

12.7%

(satisfactory)
80-84

586

34.19%

(fairly satisfactory)
75-79

649

37.86%

4
(fair)
74-below

227

13.24%

(poor)
TOTAL

1714

100%

Only one (1) or 0.06 percent got a grade of outstanding among the 1714 pupils
and only 32 or 1.89 percent had a very satisfactory rating. It means that pupils
scholastic achievement in HEKASI is virtually low, 219 or 12.7 percent got a
satisfactory rating and 586 got fairly satisfactory. The largest grade classification is
only fair, there were 649 or 37.86 percent got fair grades and 227 pupils have poor
grades. The scholastic achievements of pupils signifies their performances in the
subject, as shown on the table only very few got higher achievement and there were
even very few pupils that got satisfactory ratings. The pupils low performance may be
attributed to several factors but it would always get back to the quality of instruction they
receive in the classroom.

PERCEPTIONS ON THE SELECTED VARIABLES AFFECTING HEKASI

PERFORMANCE
Personal Factor
It refers to the personal characteristics of pupils and their perception on HEKASI
as a subject It affects. It affects pupils study habits, attention span and desire towards
learning the subject in general.

Respondents

Average

5
1. HEKASI is my favorite subject.
2. I enjoy reading HEKASI materials
aside the topics discussed in
school.
3. I am curious about current events
as they relate topics in HEKASI.
4. I am interested to attend my
HEKASI class.
5. I dont feel sleepy during HEKASI
class.
6. I like to study my HEKASI lesson.
7. I want to work for my
assignments.
8. I want to comply my projects in
HEKASI.
Average

2.31

WE

1.98

WE

2.12

WE

2.11

WE

1.67

WE

1.89

WE

2.29

WE

2.02

WE

2.16

WE

2.35

GE

2.15

WE

2.25

WE

2.78

GE

2.55

GE

2.67

GE

2.33

WE

2.10

WE

2.22

WE

2.48

GE

2.12

WE

2.30

WE

2.76

GE

2.36

GE

2.56

GE

2.43
GE
Table 4
Personal Factor

2.11

WE

2.27

WE

Legend:
2.34- 3.00

Great Extent (GE)

1.66-2.33

With Extent (WE)

1.00-1.65

Less Extent (LE)

Table 4 showed the result on the respondents perception with extent means they
acquired what is expected. The respondents dont feel drowsy got the highest average
mean of 2.2 having the description of with extent. The denotation of it is that pupils find
interest in listening to discussion and learning activities related to the subject., it means
that the respondents deals HEKASI subject positively and they stay

alert during

HEKASI classes. Reading HEKASI materials aside from topics discussed in school got
the least weighted mean of 1.89 or a classification of with extents. It implies that they
only read extra reading materials in HEKASI if they are required. The rest of the items
are with extent and it is also scored a general average of with extent which means that

6
the respondents characteristic in HEKASI is for conformity to the subject and passed
the subject.

School Factor
School facilities can be defined as those things that enable the teacher to do
his/her work very well and helping the learners to learn effectively. The chalkboard for
example, facilitates the imparting of information on the learner. School facilities also
include school building e.g. classrooms, assembly halls, laboratories, workshops,
libraries e.t.c. They also include teaching aids, chairs, tables, devices such as modern
educational hardware and software in the form of computers, audio-visual equipments,
projectors and electronic resource center. School facilities are all the things that are
needed for effective teaching learning process to take place. They are designed to
enhance the process of teaching. The absence of school facilities implies the nonexistence of any set up that may be referred to as school.

Items
1. The school has facilities for
HEKASI.
2. The school initiates contests
related to HEKASI to boost
students interest.
3. The school has learning resource
center in HEKASI for the pupils to
use.
4. The school has museum and
other learning equipment related

Respondents
Teachers
Pupils
(N=9)
(N=1714)
WM
D
WM
D

WM

2.16

WE

1.92

WE

2.04

WE

1.96

WE

1.62

LE

1.79

WE

1.52

LE

1.39

LE

1.46

LE

1.38

LE

1.18

LE

1.28

LE

Average
(N=1723)

7
to HEKASI instruction.
5. The school includes in the
curriculum local events in the
place for authentic learning.
6. The school participates in sociocultural activities that elicit pupils
interest.
Average

2.17

WE

2.02

WE

2.10

WE

2.86

GE

2.46

GE

2.66

GE

2.01
WE
Table 5
School Factor

1.77

WE

1.89

WE

As portrayed on table 5, an average mean of 1.89 or with extent is exhibited on

this area. It generally implies that the school has facilities for HEKASI, the school
initiated contests related to HEKASI to boost pupils interest and the school includes in
the curriculum local events in the place for authentic learning but they lacks of other
facilities like resource center and museum for HEKASI instruction that could help pupils
learning development. On the other hand, the participation in socio-cultural activities
scored the most, which means that school greatly valued socio-cultural activities as an
offshoot to learning inside the four corners of the classroom and as a means of
preservation of the countries cultural identity.

Family Factor
Multi-media nowadays are very important at home because it provide teachers
and pupils with opportunities to represent and express their prior knowledge. It allow
teachers and pupils to function as designers, using tools for analysing the world,
accessing and interpreting information, organizing their personal knowledge, and
representing what they know to others and it also create personally meaningful
opportunities.
Table 6

8
Family Factors

Items
1. The family has multi-media
(appliances, computers, T.V., gadgets)
for the pupils to engage with.
2. The family has sets of printed materials
like encyclopedias, almanacs and other
printed materials.
3. The family is active in civic activities.
4. The family participates in community
affair.
5. The family leads in community affair.
6. The family participates actively in
school-related activities.
Average

Respondents
Teachers
Pupils
(N=9)
(N=1714)
WM
D
WM
D

WM

2.59

GE

2.04

WE

2.32

WE

2.42

GE

1.41

LE

1.92

WE

2.22

WE

1.52

LE

1.87

WE

2.46

GE

1.73

WE

2.10

WE

1.69

WE

1.34

LE

1.52

LE

2.34

GE

2.18

WE

2.26

WE

2.29

WE

1.70

WE

2.00

WE

Average
(N=1723)

Teacher Factor
Excellent teachers most often think in terms of human dignity. They attempt to aid
kids to do what is appropriate, not for the sole purpose of extracting a reward but
for self - fulfillment and doing things that are ought to be done. Teaching is not just
a profession, it should be utilized as a powerful way of touching the lives of the
children, always uncompromising in giving the right directions and always doing
what is best to inculcate not just the usual lessons taught in school but also
essential knowledge that could be utilized in helping pupils become responsible
citizens in the years to come.
Table 7
Teacher Factor

Items

Respondents
Teachers
Pupils
(N=9)
(N=1714)
WM
D
WM
D

Average
(N=1723)
WM

9
1. My HEKASI teacher is very interesting.
2. My HEKASI teacher is lively and has
sense of humor that elicits my interest
in the subject.
3. My teacher is knowledgeable of the
subject.
4. My HEKASI teacher is approachable.
5. My HEKASI teacher exposes as to
challenging situations.
6. I learn to like HEKASI because of my
teacher.
7. My HEKASI teacher does not play
favoritism.
Average

2.13

WE

2.15

WE

2.14

WE

2.26

WE

2.20

WE

2.23

WE

2.51

GE

2.36

GE

2.44

GE

2.40

GE

2.32

WE

2.36

GE

2.30

WE

2.27

WE

2.29

WE

2.18

WE

1.95

WE

2.07

WE

2.36

GE

2.26

WE

2.31

WE

2.31

WE

2.22

WE

2.27

WE

Table 7 exhibits the result on teacher factor as a vital agent in affecting pupils
performance in the subject. The revealing findings showed an average mean of 2.27
with a description of with extent. It generally means that teachers techniques in
teaching, his methods, strategies, communication skill and approaches has significant
bearings in the performance of the subject. Teachers knowledge of the subject having
the average mean of 2.44 with a description of with extent is perceived by both
respondent groups to have the most significant bearings in learning the subject. The
manifestation of this is that to both respondent groups teachers mastery and relating
events, facts and values to other areas is most significant in improvement in
performance of the subject. Learning to like HEKASI as a subject due to the teacher
have the least average mean of 2.07 with a description of with extent. One can infer that
only a few of the respondents perceived that teachers inspiration, way of teaching and
encouragement even dedication in the subject would affect pupils [perception in liking
the subject.
Community Factor

10
Learning and cognitive abilities are perceived to be both shaped up by nature
and nurture. It means that the childs innate intelligence, mentality and attitude towards
learning is affected by the type of community that they are living and interacting with.
Table 8
Community Factor

Items
1. The community recognizes our role in
community activities.
2. The community has provided
opportunities to apply what we have
learned in school.
3. Local historical places are well
maintained by the community which
provides authentic engagement for our
HEKASI lessons.
4. Community resources are readily
available and accessible for the school
activities related to HEKASI.
5. Community leaders are invited as
resource speakers in our HEKASI
class.
6. Community has documents for local
heroes and events ready for use in the
indigenization of curriculum.
Average

Respondents
Teachers
Pupils
(N=9)
(N=1714)
WM
D
WM
D

WM

2.31

WE

2.10

WE

2.21

WE

2.21

WE

1.86

WE

2.04

WE

2.38

GE

2.28

WE

2.33

WE

2.16

WE

2.03

WE

2.10

WE

1.98

WE

1.64

LE

1.81

WE

2.14

WE

2.06

WE

2.10

WE

2.20

WE

2.0

WE

2.10

WE

Average
(N=1723)

As can be observed on the table 8 above, it has an average mean of 2.10 having
a description of with extent implies that the community that the learners are dwelling has
significant impact on pupils performance. The communities activities, culture and
attitude of people which includes the niche of their respective families has a noteworthy
effect in shaping pupils attitude towards learning the subject, study habits and
perception towards success. The areas given respectively gained average mean of with

11
extent definitely manifests noteworthy impacts of community towards pupils
performance as perceived by both respondent groups. Invitation of community leaders
that would include leaders from the LGUs, sanguniang kabataan having the average
mean of 1.81 with a description of with extent gained the least weighted mean. It
manifests that teachers seldom invites community leaders as resource speakers in
activities related to HEKASI and in their daily lessons. Involving pupils in community
activities that exposes them to actual life experiences such as know your barangay and
involving in political parties related to student politics in the community is given least
importance. Preservation of local historical places has the highest average mean of
2.33 with a description of with extent. One can infer that to both respondent groups, the
community officials are actively preserving historic sites as a sign of cultural
preservation and in the hope of reestablishing the Filipino sense of national identity

Summary of Respondents Perception

The respondents perception in five areas is summed up on the following table. Table 8
contains the summary of the average mean of both pupil and teacher respondent
groups perception with their corresponding descriptions.

Table 8
Community Factor

12
Respondents
Teachers
Pupils
(N=9)
(N=1714)
WM
D
WM
D

Items
1. Personal Factor

Average
(N=1723)
WM

2.43

GE

2.11

WE

2.27

WE

2.01

WE

1.77

WE

1.89

WE

2.29

WE

1.70

WE

2.00

WE

2.31

WE

2.22

WE

2.27

WE

2.20
2.25

WE
WE

2.0
1.96

WE
WE

2.10
2.11

WE
WE

2. School Factor
.
3. Family Factor
4. Teacher Factor
5. Community Factor
Average

As can be observed on table 8 all the given areas generally showed a description
of with extent. The average weighted mean among these given areas that is 2.11 with a
description of with extent likewise signifies that the aforementioned areas are equally of
significant bearings in learning the subject. Teacher factor and personal factor equally
gained an average mean of 2.27 with the description of with extent is perceived to have
the greatest effect on pupils performance in the subject. Teachers must try their best to
inspire learners, establish friendly atmosphere and have an interactive learning
activities. Teachers must try their best to be a master of their subject matter by
continued reading and further studies on specialization related to the subject. School
factor has the least weighted mean; one can infer that it has the most insignificant
bearings in pupils performance as perceived by both respondents.
TEST OF SIGNIFICANT DIFFERENCE
The test of significant difference was employed using t-test of uncorrelated means to
determine whether or not ratings given by the two respondent groups are comparable.

13
The two-tailed test was used at 0.05 level of significance with an infinite degree of
freedom.
Table 9
Test of Significant Relationship
Computed
t-value

Tabular
t-value

Decision

2.031

1.960

Reject Ho

School factor

2.3256

1.960

Reject Ho

Family factor

2.0521

1.960

Reject Ho

Teacher Factor

2.1934

1.960

Reject Ho

Community Factor

2.056

1.960

Reject Ho

Areas
Personal factor

Remarks
There is
difference
There is
difference
There is
difference
There is
difference
There is
difference

significant
significant
significant
significant
significant

As shown in Table 8, all computed t-values in the 5 areas tested were all greater than
the tabled t - value of 1.960. The null hypothesis was rejected, thus, significant
difference existed between the ratings given by the two groups of respondents.
Although teachers had higher weighted mean ratings compared to the pupils weighted
mean ratings as can be veered from the previous table, the data can be statistically
interpreted as comparable or the same.
Teachers and pupils had parallel assessment and perception on the effects othe five
areas, thereby, providing them with intervention that is common for both of them based
on this statistical data. There are still rooms for improvement for both groups of
respondents considering their overall descriptive rating with extent.
PROBLEMS MEET

14
Problems are inevitable part of human existence. It is true to every situation that
we are in much more in a learning situation. Teachers in the Philippine setting encounter
lots of problems much more in public schools.

Table 10 is the list of selected problems that are usually met by the teachers in
handling HEKASI subject.

Table 10
Problems Met by the Teacher
Weighted

Items

Mean

1. Lack of textbooks and instructional

materials
2. Lack of training for HEKASI teachers
3. Congested classroom
4. Field trips and other learning activities
are not allowed
5. Poor supervision and monitoring
6. Coaching for HEKASI teachers is not
in place
7. No
opportunity
for
Professional
Advancement like Graduate Studies
8. Pupils have less interest in learning
9. Absence of Parental support
10. Poverty
11. Pupils Attitude
Ranges:
2.34 3.00
1.67 2.33
1.00 1.66

Very Serious
Serious
Less Serious

Description

1.78

Serious

2.22
2.33

Serious
Serious

2.22

Serious

1.33

Less Serious

1.67

Serious

1.22

Less Serious

2.00
2.11
2.33
2.22

Serious
Serious
Serious
Serious

15
Table 10 shows about the usual problems met by the teachers handling the
subject. It uses a three scale of classification. All the problems given scored serious and
less serious yet the congested classrooms, poverty and lack of training for HEKASI
teachers are the most serious areas and the least is the poor supervision and
monitoring. The rest lies in the middle which is classified as serious.

42

Proposed Intervention
I.

Rationale
To achieve higher learning outcomes, the five areas mentioned above must
be addressed at once. Improvement in pupils performance is highly expected if
development shall be noted on the various areas as it has been proven to have
significant bearings on pupils achievements.

II.

General Objectives
1. Improve the teachers knowledge and skills in HEKASI instruction
2. Enhance pupils performance in the subject.
3. Address common problems faced by teachers in instruction.

III.

Strategy of Implementation
This proposal is to be implemented for the school year 2015- 2016. The
specific means and time frames are reflected on the matrix.

Chapter 3
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

16
This chapter exhibits the holistic results of the data gathered. The flow of thoughts is
guided on the sequence of the specific problems considered in this study as found in
Chapter 1.
Summary
The profile of the respondents was first established in the study. It was then
followed by the identified variables affecting HEKASI performance. It was classified as
personal factors, teacher factors, school factors, family factors and community factors
which are rated by two respondent groups using three scale category schemes. The
results were then tabulated and analyze and statistically treated using the two tailed Ttest of uncorrelation. Finally, the study also looked into common challenges faced by
teachers in HEKASI instruction which bearings in instruction were analyze t o its extent
using another three scale category schemes.
Findings
The profile of the respondents showed that only one (1) or 11.11 percent had the
age of above 45 and there were three (3) or 33.33 percent had the age of 29 and below,
the rest were respectively distributed in numbers to different age classifications. Three
(3) of them were female or 33.33 percent and the remaining six (6) were males or 66.67
percent. Seven (7) of which were married and the rest singles, only one (1) or
11.11percent of them were full -fledged M.A. the rest had only M.A. units. Four (4) of
them were English majors and only two (2) or 22.22 percent of them attended division
level seminars in HEKASI the rest only schools and districts. Nine of them got a
performance rating of very satisfactory. Only one (1) or 0.06 percent of the pupils were

17
rated outstanding thirty two (32) or 1.89 percent very satisfactory 219 or 12.7 percent
satisfactory ratings and the rest lied below satisfactory ratings.
The revealing data showed that all the items given were rated a classification of
with extent having an average mean of 2.11 denotes that the items given have
significant bearings on HEKASI instruction and pupils performance as perceived by
both respondent groups. All the items exhibited a rating of with extent which makes it
clearer and more evident that the above items have noteworthy impacts on pupils
performance.
The test of significant difference using a t-test at 0.05 alpha level of
significance with an infinity degree of freedom rejected Ho which revealed significant
difference among the responses of the two respondent groups. Nine of the problems
met were rated serious; these are lack of text books and instructional materials, lack of
training for HEKASI teachers, congested classrooms, field trips and other learning
activities are not allowed, coaching for HEKASI teachers are not in place, pupils have
less interest in learning, absence of parental support, poverty and pupils attitude and
the rest were rated less serious.

Conclusion
The findings revealed that the overall perception of both respondents rated with
extent. It manifests remarkable bearings on the mentioned five areas of personal,
teacher, family, school and community towards performance in HEKASI. The test of
significant difference at 0.05 alpha level of significance with infinity as degree of
freedom rejected Ho which exhibits significant difference in the respondent groups

50

18

perception. Though differences existed among the respondent groups perception, the
average mean from the revealing data of with extent proves the immediate demands for
possible interventions.
Recommendation
Based on the findings revealed, it is highly recommended that the proposed
intervention be implemented.

Suggested Researches
1. The implementation of HEKASI competencies : Proposed Lesson Guides
2. Effect of Cooperative Instructional Strategy on Pupils Performance: Some
Pedagogical Implications
3. Effects of Differentiated Instruction on Pupils HEKASI Achievements: Prototype
Activities