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Competency Level Among Mapeh Teachers in Teaching Performing Arts in Selected Public Secondary-1
Competency Level Among Mapeh Teachers in Teaching Performing Arts in Selected Public Secondary-1
Competency Level Among Mapeh Teachers in Teaching Performing Arts in Selected Public Secondary-1
JOSEPH S. SAMILLANO
MARCH 2015
32
Study No.:____________________
Recorded by: _________________
RECORDED:
ARISTON D. CALVO, Ph D
Director for Research & Development
___________________
Date
Index No.: _______________
Recorded by: __________
T
33
ACCEPTANCE
Health).
BIOGRAPHICAL DATA
With his great desire and determination to go to school and achieve his
goal, he took up many scholarship grants for him to help his family in his
college education. As Gods grace, he was able to pass the CHED12 full merit
scholarship. He enrolled at the University of Southern Mindanao, and took up
Bachelor of Secondary Education Major in MAPEH
The researcher is finishing his course this school year, as a reward for
all his sacrifices and his beloved family.
JOSEPH S .SAMILLANO
Researcher
35
ACKNOWLEDGEMENT
The Almighty God, the Giver of Life, to whom all honor and glory are
offered for He has bestowed, grace and ability that enabled him to finish this
study.
Nanay and Tatay, who give him inspiration, love and encouragement in
his journey in the college life, without them, this would not have been possible.
His Ate, who has generously provided all the resources needed in his
Maam. Gemma D. Sarikit, Ed.d, his adviser, for giving him the full
support and motivation to conduct this study. For the challenging advice,
Dr. Leorence Tandog, his statistician for her criticisms, ideas, time and
Classmates, for all the moments they have shared with the researcher
through good times and bad times. Special mention to Jayson, Delberth, Cyril,
To all of them who have been with him every way, this research is
dedicated.
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TABLE OF CONTENTS
Page
PRELIMINARY PAGE
Title page i
Approval Sheet ii
Acceptance iii
Biographical Data iv
Acknowledgement v
List of Tables x
List of Appendices xi
Abstract xiii
INTRODUCTION 1
Definition of Terms 5
Conceptual Framework 7
38
Hypothesis 7
Teachers Competency 8
METHODOLOGY 15
Research Design 15
Sampling Procedure 16
Research Instrument 16
Statistical Analysis 17
SUMMARY, CONCLUSION, 26
AND RECOMMENDATIONS
LITERATURE CITED 29
39
APPENDICES 31
Permission Letter 33
Survey Questionaire 34
Statistical Pool 40
40
LIST OF TABLES
arts
LIST OF APPENDICES
Defense
2 Permission Letter 33
3 Survey Questionnaire 34
6 Statistical Pool 40
42
LIST OF FIGURES
1 Conceptual Framework 7
43
ABSTRACT
such as age, sex, year level teaching MAPEH subject, civil status, educational
competency.
Presbitero National High School, Simsiman High School, Datu Binasing High
School, Kabacan National High School, Arringay High School, Banawag High
School, Osias High School, Gil Manalo High School, Magpet National High
the study. 26.4 % of the overall teacher respondents who were teaching
respondents were teaching MAPEH subject five (5) years and below. Majority
performing arts.
activities but they cannot performed well in any genre of performing arts. They
was said that MAPEH Major teachers has a higher level of competence
INTRODUCTION
All MAPEH teachers should be able to measure their ability to meet the
basic list of outcomes under each competency area regardless of how they
particular competency area, they can examine expected learning and skills in
There is no doubt that through the visual and performing arts, students
can give their imaginations life, and in doing this, they create something that
creativity and imagination that lives in the children and the youth. Teachers are
expected to transform imaginations and dreams of these young minds into art
works. For these will be treasured and appreciated in their entire lives. More
over power can move the hearts of everyone. Thus imagination can lead
power and changes then are achievable. This is true to the young generations
of today. The teachers are the prime movers of their goal. To this schools are
new, more profound understanding of the vital nature of arts education for
society.
is being provided by two sources these are teachers and curriculum. In formal
quality requires teachers of the highest quality and highly skilled and
and skills are the very basic conditions for active citizenship, employment and
level and high-quality education is essential for this purpose. But different
subjects need different techniques, skills for effective teaching and learning
abilities and skills combine and make a teacher competent. The reliability of a
The main purpose of this study was to find out the level of competency
performing arts;
performing arts;
49
Results of this study would provide educators an insight into the level of
public secondary schools in North Cotabato. This may affect the performance
Province. It will help them to identify on what type of teachers and programs
This study would also be beneficial to other researchers who may take
This study was limited only to the competency level among MAPEH
MAPEH teachers such as age, sex, year level teaching MAPEH subject, civil
pedagogic competency.
Definition of Terms
learning.
Performing art are art forms in which artists use their body, voice, or objects
education.
Conceptual Framework
Hypothesis
Teachers Competency
Weinert (2001) relates the term to the Greek notion of arete, meaning
excellence, in the sense of being the best; also with the Latin term virtus, a
with what people can do rather than what they know. The concept applies to
effectiveness and skill. Resulting from this over generalization, the notion of
competence, and its plural competences, has been replaced by the narrower
denote discrete skills and activities that individuals can perform (Allan, 2011).
are of great importance. Teachers competencies not only affect their values,
can be defined as the set of knowledge, skills, and experience necessary for
teachers required for effective and quality education at higher education level.
These include a set of teaching skills that a teacher at the tertiary level needs
http://prr.hec.gov.pk/Thesis/293S.pdf
and self esteem. He found that, there was a positive significant relationship
education teachers.
teachers on some emotive aspects of work and found that the effective
experience. The benefits of experience level off after about five years. Many
studies have established that inexperienced teachers (those with less than
three years of experience) are typically less effective than more senior
performance (Rosenholtz, 1986). Some studies also show that very well
prepared beginning teachers can be highly effective (Denton & Peters, 1988).
the learning needs of our pupils. We know from our knowledge about learning
himself or utilize those developed by others (Panda and Yadav, 1997). But
56
teachers preferred to make changes that did not require consensus and that
initial and in-service) must again become the education of teachers, and must
This is supported by the study of Flores (2002) who found that faculty
members with high educational attainment tended to perform better than those
with lower educational attainment. Manaois (2001) stressed too, the need to
Training helps in updating old talents and developing new ones. Successful
candidates placed on the jobs need training to perform their duties effectively.
(Aswathappa 2000)
which is very essential in facilitating not only the level of productivity but also
necessary skills in order to help organizations achieve their goals and create
al.,(2004)
program of teacher training.( Jamani (2007) and Jan (2007) said in changing
scenario of the world felt the great need to improve traditional teaching
and knowledge base of teachers. Fitch and Kopp (1990) revealed that in order
teaching with the more traditional performing arts. Teachers describe how they
1999a; DeLozier, 1979; Thompson, 2003) Artists appraise the work of the
2000;Travers; 1979).
dramatic flair and style and the presentation of intrinsic dramatic features in a
subject matter that learning materials come alive and take on additional value
and meaning for students. (Van Hoose & Hult Jr 1979) Morris Burns, a
performer and teacher, reminds us that adding enthusiasm and feeling our
ideas, we convey the notion that these ideas are valuable to us, thus
levels.
60
METHODOLOGY
Research Design
The study used the descriptive design to obtain data on determining the
secondary schools.
This study was conducted within the selected public secondary schools
Kabacan.
61
Sampling Procedure
permission to conduct the study. After the permission was approved the
appropriately.
Research Instruments
Modified questionnaires were used in this study. There was 1 set with 2
parts of questionnaires.
The first part dealt with the socio-demographic profile of the MAPEH
teacher such as: age, sex, year level teaching MAPEH subject, civil status,
performing arts.
Statistical Analysis
Majority of the respondents were 31-40 (43.4%) years old, female (71.7%),
(83.0%) with majors in English and Filipino (26.4%), and teaching MAPEH
subject for 5 years and below (66.0%). These MAPEH teachers had attended
1-2 (60.4%) seminars and trainings related to performing arts from year 2013-
2014.
____________________________________________________________
Educational Attainment
Bachelors Degree 44 83.0
Masters Degree 9 17.0
Doctorate Degree 0 0.0
Number of years teaching MAPEH
5 and below 35 66.0
6-10 6 11.3
11-15 3 5.7
16-20 4 7.6
21 and above 5 9.4
Course and Major
BSE- English/Filipino 14 26.4
BSE-Biology/General Science 11 20.8
BSE-Mathematics 9 17.0
BSE-Social Studies 2 3.8
BSE-TLE 5 9.4
BSE-MAPEH 4 7.5
BSE-PEHM 3 5.7
BSE-PE 5 9.4
Number of Seminars and Trainings
related to Performing Arts attended from
year 2013-2014
None 17 32.1
1-2 32 60.4
3-4 3 5.7
5 and above 1 1.9
dance, modern dance and social dance/ballroom. In the area of music, the
were incompetent in teaching performing arts since majority of them were not
(11.3%) said that they has attended few seminars, workshops and trainings
related to performing arts, 5 (9.4%) teachers confirmed that they lacked skills
performing arts.
3.49. This indicates that almost all of the respondents agreed to the
statements which reflected their competency. Only statements number 7,8 and
disagree.
teachers had a weighted means of 2.50-3.49. This indicated that all of the
performing arts of MAPEH major and non-major. The table shows the t-value
in North Cotabato
There were fifty three (53) respondents from the selected 18 public
and Magpet.
profile of the MAPEH teachers such as age, sex, year level teaching MAPEH
performing arts; and determine the comparison of MAPEH major and non-
Summary
The results of the study are summarized based on the objectives of the
study.
2. 66.0% of overall teacher respondents were teaching MAPEH subject five (5)
watching, performing, and other performing arts activities with the weighted
mean of 3.25.
2.67.
teaching performing arts than non-major teachers with the t- value of 5.96**.
Conclusion
teachers.
4. MAPEH major teachers perceived that they are more competent in teaching
teachers.
Recommendations
Based on the findings and conclusion of this study, the following are
recommended:
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workshops and trainings to know the basic skills or to enhance their skills
in performing arts.
take into consideration on the standard hiring of MAPEH Teachers who are
provide or allocate budget for the purchase of the schools needed facilities,
LITERATURE CITED
Edwards, G., & Kelley, A.V. (1998). Experience And Education: Towards An
Alternative National Curriculum. In A.V. Kelley (Ed.), The
Curriculum: Theory: And Practice (Pp. 199-200). London: Paul
Chapman.
APPENDICES
77
COLLEGE OF EDUCATION
APPLICATION FOR MANUSCRIPT DEFENSE
RECOMMENDING APPROVAL:
APPROVED:
PRINCIPAL
_____________________
_____________________
Sir/Madam:
Greetings!
In this regard, I humbly ask permission from your good office that I will
be allowed to conduct my research in your school.
Thank you very much for your generous support. God bless and more
power!
JOSEPH S. SAMILLANO
Researcher
Noted:
DR. GEMMA D. SARIKIT
Thesis Adviser
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Male
Civil Status:
Single
Married
Widowed/Separated
Educational Attainment:
Bachelors Degree
Masters Degree
Doctorate Degree
Course: ______________________________________
Major: ______________________
1. Dance
______________________
2. Music
Choir
Guitar
Piano/organ
Violin
Tribal instruments
1. _________________________________________________________
_________________________________________________________
__________
2. _________________________________________________________
_________________________________________________________
__________
3. _________________________________________________________
_________________________________________________________
__________
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4 3 2 1
1. I can demonstrate understanding of basic performing arts
processes as related to dance.
2. I can understand how technical design (e.g., lighting,
costumes) contributes to performance, and how to
appropriately employ technical design to enhance the
performing arts process.
Appendix D. Certification
October 9, 2015
Date
undersigned.
Appendix D. Certification
COLLEGE OF EDUCATION
Date: ______________
I certify that the statistical treatment used for this research is appropriate and
valid.