INSTRUCTIONAL MATERIAL PREFERENCES AND IT’S PERCEIVED

EFFECTS ON THE PHYSICAL WELL-BEING OF SECONDARY TEACHERS

________________________________________________

An Outline Proposal
Presented to
Faculty of
NORTH DAVAO COLLEGES
Panabo City

________________________________________________

In Partial Fulfillment
Of the Requirements for the Degree
Bachelor of Secondary Education
Major in English

________________________________________________

Elsie Joy D. Licarte

 CHAPTER 1

INTRODUCTION

Cut reeds with which early Mesopotamian scribes marked the clay tablets

of cuneiform to the reed pens and papyrus of the Egyptians, the parchment of the

scrolls of the Greeks and Romans, the calligraphy of the Chinese, those are the

writing materials that the ancient people used. Because of the growing of

knowledge and the fast growing of technology some materials are invented or

discovered for the convenient way of living. Also in teaching a lot of things have

been discovered for both teachers and for the students to use to make everything

easy.

One of these inventions and discoveries was the chalk and the chalkboard,

wherein the teacher used it to write the topic and the student may copy it. Further

on another material was invented and that was the whiteboard and the whiteboard

marker. Both have the same function and uses.

However there are lots of differences between the two. The materials they

were composed of and the chemicals they contain that somehow can affect the

teachers and the learners.

This study was created to find out what are the effects to the learners if the

chalkboard and chalk or the whiteboard and the marker are use in the classroom,

and what are the perceived effects on the physical well-being of secondary

teachers and the students when using those materials.

2
 Furthermore this study will show some question that was answered by the

G. Astilla Sr. Cultural Minority High School teachers regarding with what kind of

instructional material preference they are using and how does it affect to the

learning process of their students, and what are the perceived effect on the

physical well-being of those instructional materials they are using that they have

encountered.

3
Statement of the Problem

The goal of this study is to evaluate the instructional material preferences and

their perceived effects on the physical well-being of secondary teachers.

Specifically, this study seeks to answer the following questions:

1. What is the level of instructional material preferences of the respondents?

2. What is the level of perceived effects on the physical well-being of the

respondents?

3. Is there a significant relationship between the instructional material

preferences and their perceived effects on the physical well-being of

secondary teachers?

Hypothesis

The null hypothesis of this study will be tested .05 level of significance.

1. There is no significant relationship between the instructional material

preferences and their perceived effects on the physical well-being of

secondary teachers.

4
 REVIEW OF RELATED LITERATURE

This study investigates the difficulties that teachers experience when

they use the interactive whiteboard in English language classes. Although, the

interactive whiteboard is easy to use, difficulties occur when teachers use it. While

ICT presents new challenges for teachers, it also offers great opportunities for

teacher education. ICT’s media can improve training through providing access to

educational resources, breaking the traditional isolation of teachers, and enabling

individualized training opportunities. There are a few research studies, which

investigate the drawbacks of IWB. This study focuses on the difficulties, which

teachers face in the classrooms in the Saudi contexts. Those difficulties are

categorized into four groups. These are: teachers', school administrations',

technical support's and students' factors. Each factor entails a number of

challenges. The findings of the study have revealed that there are many challenges

that teachers face when using the interactive whiteboard. Those challenges

interact together to hinder IWB integration into teaching and learning.

It is certainly true that Educational Technology has greatly

changed education. It has morphed how teachers teach and how learners learn.

Classroom has been equipped with tools and devices to enhance the teaching and

learning environment. There is another kind of classroom, which its walls have

disappeared. These changes do not change the fundamental learning approaches,

but they have changed the way people do things and how they see them. The

5
traditional view of the learning process has been shifted to a new view, which

incorporates hi-tech as a tool for teaching and learning processes.

Educational Technology refers to hardware and software,

which are being used in educational setting to enhance the teaching and learning

environment. Interactive Whiteboard (IWB) is one of the technologies that

transform classroom activities and teachers’ role. Chalkboard has been developed

into interactive electronic board. A learner can see and feel his/her achievement

at the same time. By finger-touch, a user can write, draw, drag an object,

manipulate a text or shape something. It is true that IWB is a teaching tool and

learning resource at the same time. A teacher can bring the outside world inside

the classroom through the Internet. However, many teachers who are incompetent

in computer knowledge face some challenges. In many schools now, teachers

have Interactive Whiteboards (IWBs) inside the classrooms, yet they are doing

‘chalk-and-talk thing’ (Walker 2002a, p. 2) and pen-paper based assessment. They

stand at the front lecturing instead of letting the technology do the job. The learners

of today are more familiar with technology than their teachers are. They are

growing up in today’s world that relies heavily on technology. It has become their

first language (L1) in a sense of entertainments such as computer, I pads, Tablets,

Ipods, etc…; video and play-station games. Learners have become preoccupied

with these high-tech inventions for entertainment to spend their time, so they learn

how to use these technologies unconsciously.

6
 The use of the IWB is a boon, but when any new piece of technology enters

the educational setting, it is important to look at how it will be used for teaching

and learning at the same time. In fact, technology imposes some challenges.

Those difficulties make the challenge for incompetent teachers even more difficult.

Although the first interactive whiteboard was released in 1991, only in the

last several years have whiteboards become a must-have tool in K-12 classrooms.

New emphasis on developing 21st century skills for students, the requirement for

educator proficiency in technology, and research documenting increased learning

with the use of interactive whiteboards have spurred its adoption.

Fundamentally, an interactive whiteboard combines a dry erase whiteboard

with an LCD projector and is usually mounted on a wall or floor stand. Powered by

easy-to-use software, the whiteboard becomes a computer screen viewable by an

entire classroom. The projector projects the content from a computer onto the

surface of the board while the teacher controls the content either with a pointer or

a touch of the hand instead of a keyboard and mouse. The combination of software

with the projector results in much more than simply a projected image.

Today, significant changes and improvements occur in the field of

information technologies. Using developing technology in teaching-learning

process is inevitable. The individuals, teaching and learning under these

circumstances, need to be equipped with skills such as reaching information fast,

organizing, evaluating and presenting the information (Akkoyunlu, 1995). The

teacher is one of the important factors in providing efficient learning in the teaching-

learning process (Baki, Yalçınkaya, Özpınar&Uzun, 2009). When organizing a

7
learning and teaching environment, teachers should take into consideration the

needs and expectations of the students, have certain skills and knowledge to

benefit from the technology (Akkoyunlu, 2002). All kinds of tools and equipment

that are used in order to degrade the level of content when it is instructed to the

students are involved in education technology. Teachers use lots of educational

materials in the learning-teaching process such as traditional blackboards,

overhead projectors, computers, videos, animation and educational software

(Akpınar, 2004). One of these technologies is interactive whiteboard technology

that has started to be used frequently. The interactive whiteboards, which were

first produced in 1991, started to be used in education towards the end of the

1990s. Smart board and electronic boards are alternative names for interactive

whiteboards (Şad, 2012).

Many countries have started to conduct studies in order to use interactive

whiteboards in education. England was the first country to use interactive

whiteboards in education and this country made great investments to equip

schools with interactive whiteboards (Armstrong, Barnes, Sutherland, Curran, Mills

& Thompson, 2005). With “the Movement of Increasing the Chances and

Improving the Technology”, the Turkish abbreviation of which is FATİH, which was

put into practice in 2010 to involve this technology in learning-teaching process, it

is planned to give an interactive LCD panel board to 570,000 classrooms, to

prepare the network substructure and to give tablet PC to teachers and students

(MEB, 2012).

8
 On the opportunity side of the equation, the growing capacity, capability,

and power of technology-based tools and resources give the education community

the ability to address these challenges successfully. With strategic use of 21st

century learning tools, educational institutions can provide the supportive

productive environment educators need to reach, teach, and support each

student’s learning needs and potential. Teachers under Pressure While

administrators grapple with the high costs of turnover, recruiting and retention,

teachers are dealing with their own unique sets of challenges. Meeting more

stringent licensure requirements, added professional development demands, and

increasingly rigorous course content often add emotional and professional stress

to teachers’ lives. The added pressures of the accountability movement

requirements such as increased reporting, additional testing, differentiating

instruction for diverse learners and involvement in their school communities, add

time to their already full schedules.

Parental expectations for thorough communications and rapid response to

questions and requests add greater demands to their overflowing workdays. And

while teachers generally are committed to their students, enjoy their work, and are

devoted to their profession and their content areas, 21st century students come to

school with very different sets of experiences and expectations than their 20th

century counterparts. These tech-savvy, multi-media, multi-tasking digital natives

navigate everyday life far differently than many of their digital immigrant teachers.

Connecting with them, relating to them, and motivating them now requires

teachers who are open to new ways of teaching.

9
Teacher-to-Teacher Collaboration

Technology-based collaboration and collaborative tools are also part of the

emerging vision. Collaborative practice gives teachers the ability to learn from one

another, benefit from self- and peer-assessment, and to plan and build instructional

strategies together. Young teachers often report that they are isolated in their first-

year teaching, working in a “sink or swim” environment. Learning, including

learning to teach, is a social, collaborative process and according to NCTAF’s

Thomas Carroll, it’s logical then to tap the power of technology to support teacher-

to-teacher collaboration across a building, a district or a wider network of peers.

That scaffolds teacher retention and accelerates new teachers toward proficiency

and effectiveness.ing and supporting students.

Impacting Teacher Retention

When districts support professional development programs with

technology-based tools, the vision of job embedded, on-demand teacher support

becomes realistic. With effective learning management platforms, all teachers

have the opportunity to expand access to professional development, reflect on

their practice, and communicate with others, and the districts have tools to manage

and track teachers’ engagement and progress. In the contemporary teaching and

learning environment, every teacher needs to be effective. This demands the tools

and resources required to improve practice continuously.

10
Educator Communities of Practice

Professional development was among the district’s first reform targets.

Notes Canuel, “We have expanded the traditional professional development

model. We believe that quality professional development is much more time

sensitive and closer to the school. We use many site-based models for staff

development and we’ve done a great deal of work around communities of practice,

which, we’ve discovered, can be incredibly powerful.” These online communities

provide discussion boards and give the district’s teachers the opportunity to share

best practices. In Jefferson County, professional learning communities are now

thriving both in and across the district’s 150 school buildings. The district

introduced traditional online courses and discovered that educators genuinely

valued the ability to interact with their colleagues.

Theoretical Framework

Learning theories often inform instructional theory, and the three general

theoretical stances take part in this influence: behaviourism, (learning as response

acquisition), cognitivism (learning as knowledge acquisition), and constructivism

(learning as knowledge construction).

An instructional theory is “a theory that offers explicit guidance on how to

better help people learn and develop. Instructional theories focus on how to

structure material for promoting the education of human beings, particularly youth.

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Originating in the United States in the late 1970s, instructional theory is influenced

by three basic theories in educational thought: behaviourism, the theory that helps

us understand how people conform to predetermined standards, cognitivism, and

the theory that learning occurs through mental associations and constructivism the

theory explores the value of human activity as a critical function of gaining

knowledge.

Bloom’s Taxonomy is a model that is a hierarchy - a way to classify thinking

according to six cognitive levels of complexity. Bloom, B.S. (1999) Taxonomy of

educational objectives: The classification of educational goals. But Bloom’s model

has been updated to account to 21st century needs.

Anderson, L.W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for

learning, and assessing: A revision of Bloom’s taxonomy for educational

objectives.

12
Conceptual Framework

The conceptual framework of the study is the analysis on the significant

relationship of the instructional material preferences and their perceived effects on

the physical well-being of secondary teachers. The figure emphases the

relationship among the dependent and independent variables where in the

dependent variables are the perceived effects on the physical well-being.

Independent Variable Dependent Variable

Instructional Material Perceived Effects on the

Preferences Physical Well-Being

G. Astilla Sr. Cultural Minority

Moderator Variable
High School Teachers

13
Scope and Delimitation

This study will focus only on the secondary teachers of G. Astilla Sr. Cultural
Minority High School.
Its main purpose is to identify the preference of instructional materials and their
perceived effects on the physical well-being of secondary teachers. The study
will use questionnaires to determine the preferences of the subject (instructional
material).

Significant of the Study

This study will be significant to the following:

 School Head. This study will help the school head to be aware on the using

of instructional material, specifically, chalkboards and whiteboards and its

perceived effect on the physical well-being of secondary teachers.

Through this study, they will be able to be mindful for the teachers to be

more conscious in their health.

 Teachers. This study will help them to be more watchful with themselves

about using the instructional materials while they are using it in their

everyday routine and how it affect to their physical well-being not only to

them but also to the students as well.

 Students. This will help them to be aware also with their physical well-

being in engaging instructional materials in learning.

 Parents. The parents will know the advantage and disadvantage of using

instructional materials on the learning of their children, for them to help and

14
 prevent any possible harms and dangers in the health of the children in

learning institution.

 Researches. As future educators, this study will help us to be more

attentive in dealing with our health and especially to our future students.

This study will not give us more knowledge but also helps us realize that

teaching and learning without having a good health is useless because we

do believe in the saying that “Health is wealth”.

15
Definition of Terms

Asthma- A chronic lung disorder that is marked by recurring episodes of airway

obstruction (as from bronchospasm) manifested by labored breathing

accompanied especially by wheezing and coughing and by a sense of constriction

in the chest, and that is triggered by hyperactivity to various stimuli (as allergens

or rapid change in air temperature.)

Chalk- A substance that is made into white or colored sticks and used for writing

or drawing.

Chalkboards- A hard smooth usually dark surface used especially in a classroom

for writing or drawing on with chalk.

Instructional Materials- Are the tools used in educational lessons, which includes

active learning and assessment. Basically, any resource a teacher uses to help

her/him teach his/her students.

Preference- Something that is liked or wanted more than another thing something

that is preferred.

Physical well-being- The condition of being sound in body, mind or spirit;

especially freedom from physical disease or pain.

Secondary Teachers- Works in high schools, where they teach students a

particular subject area, such as History, English, Science or Mathematics.

Teaching-Learning Process- The teacher, the curriculum, and other variables

are organized in a systematic way to attain some pre-determined goal.

16
 INSTRUCTIONAL MATERIAL PREFERENCES AND THEIR PERCEIVED

EFFECTS ON THE PHYSICAL WELL-BEING OF SECONDARY TEACHERS

Directions: Keep in mind the preference of instructional materials (chalkboard and

whiteboard) in teaching-learning process. For each statement, please check (✓)
the appropriate box that best describes your belief, based on the following rating
scale.

Rating Scale: 5= Always 4= Often 3= Sometimes 2=Seldom 1= Never

Instructional Material Preferences 5 4 3 2 1

1. I prefer to use chalk in delivering
lessons to the class.
2. I prefer to use chalk in teaching all my
subjects everyday.
3. I use the chalkboard in writing problems
for the students to solve.
4. Board work is an activity I use to assess
students’ learning
5. During a quiz, I write all questions on
the chalkboard.
6. I erase writings on the board after each
class.
7. I use other materials (cartolina, manila
paper) to illustrate ideas during
lectures.
8. I draw illustrations/pictures on the
board using chalk.
9. I use colored chalk to enhance my
drawings and illustrations.
10. I prefer to use chalk than manila paper,
cartolina, and other learning materials.

17
Perceived Effects on the Physical Well-
5 4 3 2 1
Being
1. My Health is in good condition.
2. I have breathing problems.
3. I developed minor allergies due to chalk
dust.
4. I feel dizziness in the classroom.
5. I experience coughing during normal
weather conditions.
6. I experience blurry vision in the
classroom.
7. I experience having watery eyes inside
the classroom.
8. I experience minor skin irritations
especially in the hands.
9. I experience head itchiness.
10. I experience roughness in my throat.

18
 CHAPTER II

RESEARCH METHODOLOGY

This chapter presents the research design, research respondents, research

instruments, data gathering procedure, and statistical data to be used in the

conduct of the study.

Research Design

The study will be employing the quantitative method. This method will be

used to determine the instructional material preferences and their perceived effects

on the physical well-being of secondary teachers.

Research Respondents

The respondents of the study will be private school teachers currently teaching in
G. Astilla Sr. Cultural Minority High School.

Research Instruments

The survey instruments to be utilized in the study consists of two parts. First

is the instructional material preferences (chalkboards and whiteboards); it serves

as one the teaching tools for the teacher to handle his/her students. Second, their

perceived effects to the physical well-being of secondary teachers and as well as

19
to the students in engaging those instructional materials in assessing student’s

learning.

Data Gathering Procedure

The following steps will be observed in the conduct of the study; first will be

the seeking of permission to conduct the study. The researchers will first ask the

permission and an endorsement letter from the instructor and Dean of College.

After the approval, a request letter will be submitted to the selected school where

the survey will be conducted. Once the letter of request will be approved, the

prepared questionnaires will be distributed to the respondents in a nice manner.

The research questionnaire shall be adequate and clear to avoid possible

problems. The collation and retrieval of the questionnaires will follow after all the

respondents have honestly answered.

Statistical Treatment

The data gathered were classified, analyzed and interpreted by using the

following appropriate statistical tools:

Mean was used to measure the differences of using chalkboards and

whiteboards in teaching-learning process.

20
 Pearson product moment correlation was employed to determine the

outcome between the teaching tools in teaching-learning process and a health of

a students and teachers.

21
 INSTRUCTIONAL MATERIAL PREFERENCES AND THEIR PERCEIVED

EFFECTS ON THE PHYSICAL WELL-BEING OF SECONDARY TEACHERS

Directions: Keep in mind the preference of instructional materials (chalkboard and

whiteboard) in teaching-learning process. For each statement, please check (✓)
the appropriate box that best describes your belief, based on the following rating
scale.

Rating Scale: 5= Always 4= Often 3= Sometimes 2=Seldom 1= Never

Instructional Material Preferences 5 4 3 2 1

11. I prefer to use chalk in delivering
0 3 4 2 0
lessons to the class.
12. I prefer to use chalk in teaching all my
0 3 4 2 0
subjects everyday.
13. I use the chalkboard in writing problems
1 4 1 3 0
for the students to solve.
14. Board work is an activity I use to assess
1 4 3 1 0
students’ learning
15. During a quiz, I write all questions on
0 2 4 3 0
the chalkboard.
16. I erase writings on the board after each
8 0 0 1 0
class.
17. I use other materials (cartolina, manila
paper) to illustrate ideas during 1 4 0 2 2
lectures.
18. I draw illustrations/pictures on the
0 0 4 5 0
board using chalk.
19. I use colored chalk to enhance my
0 0 3 6 0
drawings and illustrations.
20. I prefer to use chalk than manila paper,
4 2 2 2 0
cartolina, and other learning materials.

22
Perceived Effects on the Physical Well-
5 4 3 2 1
Being
11. My Health is in good condition. 1 5 3 0 0
12. I have breathing problems. 1 0 1 5 2
13. I developed minor allergies due to chalk
0 1 5 1 2
dust.0
14. I feel dizziness in the classroom. 1 0 8 0 0
15. I experience coughing during normal
0 0 3 5 1
weather conditions.
16. I experience blurry vision in the
0 1 2 3 3
classroom.
17. I experience having watery eyes inside
0 0 2 4 3
the classroom.
18. I experience minor skin irritations
0 0 2 4 3
especially in the hands.
19. I experience head itchiness. 0 0 3 6 0
20. I experience roughness in my throat. 0 0 4 5 0

23
 Chapter 3
PRESENTATION AND ANALYSIS OF DATA

Presented in this chapter are the discussions on the results of the study in
answer to the questions raised in Chapter 1 of this research.

The Level of Instructional Material Preferences

Presented in Table 1 are the data on the level of instructional material

preferences among public school teachers. The mean ratings are sorted out from
highest to lowest as follows: 4.7 or very high, which indicates that always erase
the writings on the board after class; 4.0 or high, which indicates that they often
prefer to use chalk than manila paper, cartolina, and other learning materials; 3.6
or high, which indicates that they often use board work as an activity to assess
student’s learning; 3.3 or moderate, which indicates that they sometimes use the
chalkboard in writing problems for the students to solve; 3.1 or moderate, which
indicates that they sometimes prefer to use chalk in delivering lessons to the class;
3.1 or moderate, which indicates that they sometimes prefer to use chalk in
teaching all their subjects everyday; 3.0 or moderate, which indicates that they
sometimes use other materials to illustrate ideas during lectures; 2.9 or moderate,
which indicates that during a quiz, they sometimes write all questions on the
chalkboard; 2.4 or low, which indicates that they seldom draw illustrations/pictures
on the board using chalk; and 2.3 or low, which indicates that they seldom use
colored chalk to enhance their drawings and illustrations.
The overall mean rating is 3.2 with a descriptive equivalent of moderate.
This means that the level of instructional material preference is sometimes
manifested.

24
 Table 1
Level of Instructional Material Preferences

ITEM MEAN DESCRIPTIVE

EQUIVALENT
1 3.1 Moderate
2 3.1 Moderate
3 3.3 Moderate
4 3.6 High
5 2.9 Moderate
6 4.7 Very High
7 3.0 Moderate
8 2.4 Low
9 2.3 Low
10 4.0 High
Overall 3.2 Moderate

Scale Limit Descriptive Equivalent

4.50 – 5.00 Very High - Always
3.50 – 4.49 High - Often
2. 50 – 3.49 Moderate - Sometimes
1.50 – 2.49 Low - Seldom
1.00 – 1.49 Very Low - Never

The Perceived Effects on the Physical Well Being

Presented in Table 2 are the data on the perceived effects on the physical
well-being of private school teachers. The mean ratings are sorted out from highest
to lowest as follows: 3.8 or high, which indicates that their health is often in good
condition; 3.2 or moderate, which indicates that they sometimes feel dizziness in
the classroom; 2.6 or moderate, which indicates that they sometimes develop
minor allergies due to chalk dust; 2.4 or low, which indicates that they seldom
experience roughness in their throats; 2.3 or low, which indicates that they seldom
experience head itchiness; 2.2 or low, which indicates they seldom have breathing
problems; 2.2 or low, which indicates that they seldom experience coughing during
normal weather conditions; 2.1 or low which indicates that they seldom experience
blurry vision in the classroom; 1.9 or low, which indicates that they seldom
experience having watery eyes inside the classroom; and 1.9 or low, which
indicates that they seldom experience minor irritations especially in the hand.

25
 The overall mean rating is 2.5 with a descriptive equivalent of moderate.
This means that the perceived effects on the physical well-being of teachers is
sometimes manifested.

Table 2
Level of Perceived Effects on the Physical Well-Being of Secondary
Teachers

ITEM MEAN DESCRIPTIVE

EQUIVALENT
1 3.8 High
2 2.2 Low
3 2.6 Moderate
4 3.2 Moderate
5 2.2 Low
6 2.1 Low
7 1.9 Low
8 1.9 Low
9 2.3 Low
10 2.4 Low
Overall 2.5 Moderate

Scale Limit Descriptive Equivalent

4.50 – 5.00 Very High - Always
3.50 – 4.49 High - Often
2. 50 – 3.49 Moderate - Sometimes
1.50 – 2.49 Low - Seldom
1.00 – 1.49 Very Low – Never

26
 The Relationship Between Instructional Material Preferences and their
Perceived Effects on the Physical Well-Being of Secondary Teachers

Statistical data shows that there is no significant relationship between the

instructional material preferences and their perceived effects on the physical well-
being of secondary teachers since r=.10 with 9 degrees of freedom, and the p-
value of .77 is greater than .05 level of significance, thus accepting the null
hypothesis of the study of there is no significant relationship between the
instructional material preference and the perceived effects on the physical well-
being of secondary teachers.

Table 3
The Relationship Between Instructional Material Preference and the
Perceived Effects on the Physical Well-Being of Teachers

Variable N r df a p-value Ho
X 10 .10 9 .05 .77 Accepted
Y

Legend:
X – Instructional Material Preference
Y – Perceived Effects on the Physical Well-Being of Teachers
N – Number of Respondents
R – Pearson R (Correlation)
Df – Degrees of Freedom
a (Alpha) – Level of Significance
P-Value – Probability Value
Ho – Null Hypothesis

27
 Chapter 4
SUMMARY, CONCLUSION AND RECOMMENDATION

This portion of the study presents the summary, conclusions, and

recommendations.

Summary
The investigation attempted to determine the relationship between
Instructional Material Preferences and their Perceived Effects on the Physical
Well-Being of Secondary Teachers.
To achieve such objectives, answers to following problems were sought.
1. What is the level of instructional material preferences of teachers?
2. What is the level of perceived effects on the physical well-being of
secondary teachers?
3. Is there a significant relationship between the instructional material
preferences and their perceived effects on the physical well-being of
secondary teachers?

The null hypothesis advanced in this study was:

There is no significant relationship between the instructional material
preferences and their perceived effects on the physical well-being of secondary
teachers.
The researcher utilized the quantitative method using the researcher-based
questionnaires:
1. On the level of instructional material preferences, it has an overall mean
of 3.2 with a descriptive equivalent of moderate, which signifies that the
teachers use of instructional materials in the classroom is sometimes
manifested.
2. On the level of effects on the physical well-being of teachers, it has an
overall mean of 2.5 with a descriptive equivalent of moderate, which
signifies that instructional materials sometimes have an effect on their
physical well-being.
3. On the relationship between instructional material preferences and their
perceived effects on the physical well-being of secondary teachers

28
 Based on the statistical treatment, computations revealed that there
was no significant relationship between the level of instructional material
preferences and their perceived effects on the physical well-being of
secondary teachers r=.10 with 9 degrees of freedom, and the p-value of
.77 is greater than .05 level of significance, thus accepting the null
hypothesis of the study.

Conclusion
Based on the disclosed summary, the following conclusions were drawn:
1. That the use of chalk is the most preferred instructional material used by
teachers in the classroom and that they are also involved in making
activities for learners with the use of chalk and the board. Yet, results
revealed that they sometimes use chalk and other materials in the teaching
learning process.
2. That the instructional materials used by teachers has a moderate effect on
their physical well-being. Though they perceived that their health is often in
good condition, they sometimes experience itchiness, dizziness, and
allergies brought about by chalk dust.
3. That there was no correlation between the use instructional materials and
their perceived effects on the physical well-being of secondary teachers.
This tells us that even though teachers can sometimes experience minor
health problems, they don’t perceived it as caused by the materials they
used in the classroom.

Recommendations
Gleaned from the disclosed summary of findings and drawn conclusions,
the following recommendations are offered:
Teachers. This study is will help them realize that their use of varied instructional
materials is often a factor for effective learning. They should maintain such positive
qualities in class and find more ways to improve their teaching strategies suited for
every classroom that will ultimately benefit students in terms of learning while
maintaining positive physical well-being.
Students. This study will help them gain a deeper understanding that teachers
have different unique qualities and strategies when delivering lessons, thus,
making them appreciate the efforts of their teachers in the teaching-learning
process.
School Administrator / Principal. This study will help them gain a deeper
appreciation that teaching with the use of varied instructional materials is not an

29
easy task. Teachers exert time and effort in preparing them to make the students
understand the lessons better. They should also create activities that will promote
the physical well-being of teachers through exercises and outdoor activities.
Parents. This study will help parents appreciate the efforts made by teachers in
terms delivering lessons to students with the use of varied instructional materials.
Researchers. This study will help future researchers in finding other factors that
affect the physical well-being of teachers.

30