INSTRUCTIONAL COMPETENCE OF TEACHERS: BASIS FOR

LEARNING ACTION CELL SESSIONS

Summary of Findings

This research determined the level of instructional competence of teachers as

basis for learning action cell sessions. It utilized the non-experimental quantitative

research design utilizing the descriptive technique, and included 85 teachers in Digos City

Central Elementary School, Digos City Division, Department of Education. This study was

conducted during second semester of school year 2017-2018. Utilizing mean, results

showed the following: overall level of instructional competence of teacher is very

extensive; very extensive level of curriculum; planning and assessment; very extensive

level of teaching all the students; very extensive level of family and community

engagement; very extensive level of professional culture. A learning action cell sessions

which will focus strands that have low results may be designed in order to address the

concern of the teacher in terms of their instructional competence.

Level of Instructional Competence of Teachers

The extent of instructional practices of teachers obtained an overall mean of 4.62

or very extensive. This means that the provisions relating to the instructional practices of

teachers are very evident. Among the items, the highest is on teaching all the students,

with a mean score of 4.90 or very extensive. This means that the instructional practices

of teachers are very evident. It further suggests that their instructional practices are very

extensive and teachers always address the promotion of learning and growth of all

students through ethical, culturally proficient, skilled and collaborative practice. Moreover,

Curriculum, planning, and assessment has a mean score of 4.60 or very extensive. This

means that the provision relating to curriculum, planning and assessment are very

extensively practiced and are very evident. For the indicator Family and community

engagement, the respondents obtain a mean score of 4.53 or very extensive. This means

that in terms of family and community engagement, teachers’ instructional practices are

very evident. Finally, among the items, the lowest is on Professional culture, with a mean

score of 4.43 or extensive. This means that this professional culture is evident among the

teachers. This suggests that among the instructional practices of teachers, professional

culture is extensively practiced by teachers. This further suggests that teachers are

extensively involved in professional growth and are extensively active in pursuing the
professional development and learning opportunities to improve quality of practice or build

the expertise and experience to assume different instructional and leadership roles.

Level of Instructional Competence of Teachers in terms of Curriculum, Planning

and Assessment

The level of instructional practices of teachers in terms of curriculum, planning, and

assessment obtained an overall mean of 4. 60 or very extensive. This means that the

provision relating to instructional practices of teachers in terms of curriculum, planning,

and assessment is very evident. Among the items, the highest is on giving quizzes to

measure understanding of the lesson. This means that the teachers of promote learning

and growth of all students by designing and administering authentic and meaningful

student assessments and analyzing performance to help in refine learning objectives. On

the other hand, the item Involving students in the class discussions and using visual aids

that encourage learning gets a mean score of 4.66 or very extensive; Identifying the least

learned lessons after the quiz and planning strategies to make them easy to be

understood, has a mean score of 4.64 or very extensive; and Calling student’s attention

including their parents and giving them comment for their improvement in learning,

obtains a mean score of 4.56 or very extensive. Finally, among the items, the lowest is

on Presenting the lessons in the easiest way and asking questions that are easy to

answer, with a mean score of 4.44 or extensive. This means that the idea that teachers

present lessons in the easiest way and asking questions that are easy is evident. Level

of Instructional Practices of Teachers in terms of Teaching All the Students The level of

instructional practices in terms of teaching all the students obtained an overall mean of

4.90 or very extensive. This means that the provision relating to instructional practices of

teachers in terms of teaching all the students are very evident.

Level of Instructional Practices of Teachers in terms of Teaching All the Students

The level of instructional practices in terms of teaching all the students obtained

an overall mean of 4.90 or very extensive. This means that the provision relating to

instructional practices of teachers in terms of teaching all the students are very evident.

The highest mean scores are on Always having a high expectation from work of

students and guiding them toward achieving good grades, and Respecting individual

differences with a mean score of 4.98 or very extensive for both strands. This means that
the teachers are constantly having high expectation from the students’ work and

persistently respect students’ diversity. When teachers set high expectation to student’s

work, the students are challenge to give their best and are motivated to improve their

performance. On the other hand, when students’ differences are addressed, students feel

good about themselves and are more likely to participate in class activities. Moreover, it

is followed by maintaining a safe learning environment, with a mean score of 4.96. On the

other hand, the item providing activities that help students develop their skills, with a mean

score of 4.82 or very extensive. Finally, among the items, the lowest is on Explaining the

lessons by giving examples directly related to student’s life and has a mean score of 4.74

or very extensive. This means that it is very evident that teachers explain the lessons by

giving examples related to student’s life.

Level of Instructional Practices of Teachers in terms of Family and Community

Engagement

The level of instructional practices of teachers in terms of family and community

engagement obtained an overall mean of 4.53 or very extensive. This means that the

provision relating to instructional practices of teachers in terms of family and community

engagement are very well evident. Among the items, the highest is on always

communicating with parents for support in student’s learning, with a mean score of 4.76

or very extensive. This means that teachers always take time to communicate with

parents and discuss about the support they can sustain for student’s progress in school

as communicating with parents bring positive effect to student’s learning.

Moreover, it is followed by Working together with parents for support in student’s

learning, with a mean score of 4.65 or very extensive. Welcoming parents to become

active participants in the classroom and in the community obtains a mean score of 4.56

or very extensive. This is followed by Encouraging parents to regularly attend HPTA

meeting, with a mean score of 4.55 or very extensive. Finally, among the items, the lowest

is on Encouraging parents to regularly visit the school to follow-up on student’s

performance, has a mean score of 4.33 or extensive. This means that it is evident that

teachers encourage parents to regularly visit the school to follow-up on student’s

performance. Level of Instructional Practices of Teachers in terms of Professional Culture

The level of instructional practices of teachers in terms of professional culture obtained

an overall mean score of 4.43 or very extensive. This means that the provision relating to
instructional practices of teachers in terms of professional culture is evident. Among the

items, the highest is on Setting as a good role model by being a good example to students,

with a mean score of 4.76 or very extensive. This means that teachers set as good

examples to students. Being a center of student’s attention, teachers should be role

model as students imitate them. Always actively participating in most of the school

activities has a mean score of 4.54 or very extensive. Regularly developing strategies for

the students to easily understand the lessons obtains a mean score of 4.52 or very

extensive. On the other hand, working together with other teachers on many different

tasks has a mean score of 4.45 or very extensive. Finally, among the items, the lowest is

on taking up master’s education for development with a mean score of 3.87 or very

extensive. This means that teachers are not enticed to getting a master’s degree. This

also means that teachers must be having other priorities in mind instead of getting back

to school and earn a degree on the graduate program.

READING COMPREHENSION AND MATHEMATICS PROFICIENCY LEVEL OF

HIGH SCHOOL STUDENTS AND THEIR CORRELATES

Summary

This study dealt with the different factors affecting the mathematics proficiency

level of high school students of the public secondary schools in Sta. Ana, Pampanga. It

described the school factors in terms of facilities and book student ratio; the teacher -

respondents’ highest educational attainment, age, civil status, teaching experience and

seminars/trainings attended; the proficiency levels of the students in reading

comprehension and mathematics and; the educational attainment of the parents and

monthly income of the family of the students. The problems encountered by the

mathematics teachers in teaching the subject and the proposals to remedy the problems

were likewise included. The data gathered were treated with the use of frequency

distribution, weighted mean, and percentage. Correlational analysis and chi – square test

were also used in this study. Based from the results, all school related factors and teacher

related factors in terms of civil status, years of teaching and seminars/trainings attended

affect the mathematical proficiency of the students; reading comprehension level is

significantly correlated to the students mathematics proficiency level while the teacher

related factors along the aspects of educational attainment and age and all family related

factors were not significantly related to the mathematics proficiency level of the students.

School Factors
 All of the three schools respondents have library, only two (2) schools have

covered court, TLE room, TLE tools, science laboratory, science tools, and computer

room while only one (1) school has reading center, LCD projector and Mathematics

Garden. Regarding the book – student ratio, the three schools respondents differ from

one another; 1:1, 1:2, and 1:3.

Teacher Factors

From the teachers’ highest educational attainment, 62.50% of the teacher

respondents finished Bachelor of Secondary Education (BSEd), 18.75% of the

Mathematics teachers had Masteral Units, 18.75% also of the respondents graduated

Master of Arts in Education (MAEd) and all of the teacher respondents were not yet

enrolled in doctoral courses. Regarding the age of the respondents, their mean age is 18.

Fifty percent (50%) of the Mathematics teachers fall under the bracket 21 - 30 years old.

The 6.25% of the respondents have an equal age under the bracket of 31 – 40 and 51 –

60 and 37.50% of the Mathematics teachers’ age fall under the bracket of 41 – 50. In

terms of civil status, nine (9) of the teachers are married and the remaining seven (7)

Mathematics teachers are still single. As indicated in the results, the teacher –

respondents have been teaching Mathematics from 0 – 30 years. The average number

of years of experience of the teachers as Mathematics teachers is 14.50. The 56.25% of

the teachers have been in the service for 1 – 10 years, 18.75% of the respondents have

been teaching the subject for 11 – 20 years and 25% of Mathematics teachers have been

in the service for 21 – 20 years. None of the teacher – respondents has been teaching

the subject from 31 – 40 years of experience as a Mathematics teacher. Meanwhile, 11

out of 16 Mathematics teachers attended division seminars/trainings. Five (5) of them

attended cluster level, three (3) for regional seminars/training and only two (2) for national

level seminars/trainings.

Students’ Proficiency Level in Reading Comprehension

The mean of the students’ English comprehension level is 85.58 with a descriptive

rating of “Proficient”. The 11.85% of the students are “Advanced”, 57.51% are “Proficient”,

21.97% are “Approaching Proficiency” and 8.67% of the 346 students are “Developing”.

None of the student respondents’ are in the “Beginning” level in reading comprehension.

Family Factors In terms of the highest educational attainment, 33.20% of the parents
finished high school level. Thirteen and thirty hundredth percent (13.30%) of the parents

were elementary and college undergraduates. The 12.10% of the parents are high school

graduates, 23.10% of the parents finished college level and 4.90% finished

technical/vocational courses. Regarding the monthly income of the family of the students,

37.60% have an income of P5,001 – P10,000, 32.10% of them have below P5,000 income

a month, 12.10% of them have an income of P10,001 – P15,000, 9.20% of them have

P15,001 – P20, 000 and 9% of the students’ family have an income of above P20,001.

Mathematics Proficiency Level The mean of the Mathematics proficiency level of the

students is 84.61 with a descriptive rating of “Proficient”. The 13.29% of the students are

“Advanced”, 37.28% are “Proficient”, 36.99% are “Approaching Proficiency”, 12.14% are

“Developing” and only 0.29% of the 346 students are “Beginning” level.

THE EFFECT OF READING COMPREHENSION AND PROBLEM SOLVING

STRATEGIES ON CLASSIFYING ELEMENTARY 4TH GRADE
WITH HIGH AND LOW PROBLEM SOLVING SUCCESS

Summary

In this study, the effect of fluent reading (speed, reading accuracy percentage,

prosodic reading), comprehension (literal comprehension, inferential comprehension)

and problem solving strategies on classifying students with high and low problem solving

success was researched. The sampling of the research is composed of 279 students at

elementary school Grade 4. In the research, in order to figure out reading accuracy

percentage and reading rate, 5 scales were used: a reading text, prosodic reading scale,

literal comprehension scale, inferential comprehension scale and problem solving scale.

In order to see the effect of fluent reading and comprehension skills on classifying

students with high and low problem solving success, logistic analysis was conducted

while discriminant analysis was conducted to determine the effect of problem solving

skills. At the end of the study, it was seen that fluent reading skills had no effect on

classifying students according to their problem solving success. It was concluded that

both comprehension skills are 77% effective in classifying problem solving success, but

inferential comprehension is more effective than literal comprehension. It was found that

problem solving strategies were effective on classifying students with high and low

problem solving success problem at 88% level; that the most important factors while

classifying were estimation and control, systematic listing, looking for a pattern and

drawing figures and diagrams respectively; and that backward-studying strategies were
inadequate in classifying successful and unsuccessful students. At the end of the study,

mathematical sentence writing strategy appeared to be the most important strategy in

classifying students with high and low problem solving success, but it had a negative

correlation. In other words, a rise in the usage rate of this strategy increased the likelihood

for individuals to be in the group with low problem solving success.

READING PROFICIENCY LEVEL OF STUDENTS: BASIS FOR READING

INTERVENTION PROGRAM

Summary

The study determined the reading proficiency level of Year 1 to Year 3 students in

HNHS-Aplaya Extension High School as basis for reading intervention program for the

school year 2014-2015 using descriptive survey research design.

The Philippine-Informal Reading Inventory (Phil-IRI) materials were used in

assessing the level of reading proficiency of Years 1 to 3 students. The data were

statistically analyzed using frequency, mean, standard deviation, t-test for paired sample

and analysis of variance. All hypothetical questions will be analyzed and interpreted at

5% level of significance.

The results revealed that majority of the students belonged to frustration level of

reading proficiency in silent reading while in instructional level for the oral reading in which

majority of the males are less proficient in reading compared to females in both silent and

oral reading.

There is no significant difference on the levels of reading proficiency levels of

students when analyzed according to their year levels and gender. However, a significant

difference on the levels of reading proficiency of students in silent and oral reading was

found.

PROBLEMS AND DIFFICULTIES ENCOUNTERED BY STUDENTS TOWARDS

MASTERING LEARNING COMPETENCIES IN MATHEMATICS

Summary

This study determined and analysed the problems and difficulties encountered by

Bachelor of Elementary Education sophomore students towards mastering learning

competencies in mathematics. The problems and difficulties are categorized into personal

problems, emotional problems, problems on teacher’s instruction, problems with school-

adjustment, problems in adjusting to classmates and boardmates, and problems arising

from over-extended schedule/workloads for practice in different competitions. Using the

descriptive-survey method and frequency count and percentage, findings revealed that,

in general, the respondents encountered personal problems relating to school expenses,

lack of interest and negative attitude towards the subject. The emotional-problems

encountered are excessive stress in doing academic tasks and low self-esteem or not

believing in one’s capabilities. On problems relating to teacher’s instruction, these are no

effective motivation and introduction, and not creative enough to adapt his/her method to

the learner’s capability. As to problems with school adjustment, the most frequent are

difficulty in adjusting to life/role of a college student, and not doing the tasks well. The

problems in adjusting to classmates/boardmates are how to be accepted by classmates

and boardmates, and working effectively with different kinds of classmates. With regard

to problems arising from over-extended schedule/workloads for practice in different

competitions, the most common problems are too many academic tasks and projects

assigned, and studying and reviewing too many subjects every day.

THE CLASSROOM PROBLEMS FACED TEACHERS AT THE PUBLIC SCHOOLS,

AND PROPOSED SOLUTIONS

Summary

The school behavioral problems considered the most dangerous ones, which face

the components of the educational process. The disorder, theft, properties vandalism,

violence against teachers and student, are the matters that may threaten the educational

process. Students that practice disruptive behavior cause disciplinary problems in the

classroom and have negative efforts on student, it may also lead to low achievement.

There are many academic and behavioral problems regarding students that face teacher

in the classroom and has a direct impact on the teaching – learning process such as:

forgetting school tools, frequent absence, lack of attention, hyperactivity, inappropriate

talk in the classroom vandalism, disobedience, aggressiveness, refused to do tasks and

school works. There is no instruction without any problems, as long the classroom has

different achievement factors, and different personality. The reasons of academic and

behavioral problems could be classified as follows. The study aimed to identify the

classroom problems that faced teachers in public schools in the provinces, and the

proposed solutions. The samples of the study were 196 teachers from the public school.

By using questionnaire to collect the data, the results of the study show that the mean of
the behavioral problems was 2.66, and the mean of the academic problems was 3.08.

Also, the researcher found that statistical significant differences refer to interaction

between gender, level of school, and teaching experience in the behavioral problems for

male in the basic school, those with work experience less than 5 years. Also, there are

no statistical significant differences between gender, level of school, education degree,

and teaching experience in the academic problems.

SELF‐REPORTED AND ACTUAL USE OF PROACTIVE AND REACTIVE

CLASSROOM MANAGEMENT STRATEGIES AND THEIR
RELATIONSHIP WITH TEACHER STRESS AND
STUDENT BEHAVIOR

Summary

This study investigated the relationship between primary school teachers’ self‐

reported and actual use of classroom management strategies, and examined how the

use of proactive and reactive strategies is related to teacher stress and student behaviour.

The total sample consisted of 97 teachers from primary schools within Melbourne.

Teachers completed four questionnaires which gathered information on demographics,

disruptive student behaviour, teacher management strategies, and teacher self‐reported

stress. In addition, 20 of the 97 teachers were observed in their classrooms while

teaching, with teacher behaviour management strategies and student on‐task behaviour

recorded. Observation and questionnaire data were then matched. The findings indicated

that teacher self‐reports accurately reflect actual practice that relatively minor forms of

student misbehaviours are a common concern for teachers, and that teachers are

spending a considerable amount of time on behaviour management issues. The findings

also revealed that the use of predominantly reactive management strategies has a

significant relationship with elevated teacher stress and decreased student on‐task

behaviour. These findings have important implications for teaching practices and student

learning.

HIGH SCHOOL SOCIAL CLIMATE AND ANTISOCIAL BEHAVIOR

Summary

This study examined the relationship between antisocial behavior during

adolescence and high school social climate. The data are taken from a longitudinal study

of 1,233 boys and girls who attended 217 public and private high schools. Students'

disruptive behaviors were assessed yearly from 6 to 12 years of age. High school social

climate was assessed by teachers, and students reported on their violent and nonviolent
antisocial behavior while in high school. The multilevel analyses revealed (1) a large

difference between the percentage of variance explained within schools (97%), compared

with between schools (3%), and (2) teachers' reports of classroom behavior problems

explain between‐school differences in student reported antisocial behavior, after

controlling for students' family adversity and history of behavior problems during

elementary school. The theoretical and practical implications of the study are examined

and future directions for research are discussed.

MATHEMATICS PROFICIENCY, ATTITUDE, AND PERFORMANCE OF GRADE 9

STUDENTS IN PRIVATE HIGH SCHOOLS IN BUKIDNON

Summary

This study assessed the Mathematics proficiency, attitude and performance of

Grade 9 students at private high schools in Valencia City, Bukidnon, Philippines. It aimed

to describe the profile of the respondents in terms of gender, parents' educational

attainment and family income; ascertain the level of mathematical proficiency; find the

attitude towards Mathematics; assess the level of performance in Mathematics; correlate

mathematics performance with profile, mathematics proficiency, attitude towards

Mathematics; identify the variables, singly or in combination best predict mathematics

performance of Grade 9 students. This is a descriptive-correlational survey with grade 9

students as respondents. An Attitude towards Mathematics Test, Mathematics

Proficiency Test and Summative Test were used to gather data. There were more females

than males students from six private high schools. The educational attainment of mothers

and fathers were clustered in the college level to graduate studies. Monthly family income

was above the lowest bracket. The mathematics proficiency and performance level of

Grade 9 students was described as beginning. A moderate positive correlation existed

between mathematics performance and parent's (mother and father) educational

attainment. No significant relationship was found with mathematics performance, gender,

family income, attitude and mathematics proficiency. Mother's educational attainment

best predicts mathematics performance.

 ATTITUDES TOWARDS MATHEMATICS, SELF-EFFICACYAND ACHIEVEMENT IN
PROBLEM SOLVING

Summary
The aim of this study was to explore relationships between students’
attitudes
The aim of this study was to explore relationships between students’

attitudes towards Mathematics, self-efficacy beliefs in problem solving and achievement.

The possibility of attitudes and self-efficacy to predict problem-solving performance was

also examined. Attitude and efficacy scales were completed by 238 fifth-grade

students. Problem-solving performance was measured by a specially prepared test,

including simple and multi-step problems. The analysis of the data indicated

significant relationship between attitudes and achievement and a stronger

relationship between efficacy and achievement. Attitudes and efficacy were

also correlated and both predicted achievement in problem solving. However, efficacy

was a more powerful predictor than attitudes. No gender difference was found in any of

the examined variables.

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