1

Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Teachers are one of the most influential people in the world. Their

influences encompass their predisposition being second parents have a great

impact on the direction of students (McKeachie, 2015). A lot of teachers’

influences have to do with students' motivational levels. The characteristics and

the teaching strategies of teachers are particularly evident to learner’s daily

activities and experiences in school.

In 2019, the Department of Education had recorded almost 937,000

employees that manage the implementation of the Basic Education Curriculum.

While teachers play a vital role in raising the next generation, the teachers’

characteristics and their strategies hold the prime tools to keep the students

motivated.

Dante P. Cuadrado, the Public Schools District Supervisor of GSC South

District, exposes in the promotional staff meeting that learners in the district are

poorly motivated, and he urges that teachers should make the learners

academically engaged to increase learners’ performance in the National

Achievement Test.

Similarly, in other schools in the Division of General Santos City, there are

still learners who are not motivated. Students tend to become delinquent and

eventually result in dropping out of classes. Despite of the programs to eliminate

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dropouts, optimum learning will not happen if they will not stick to the strategies

of their teachers. (Maraggun, 2016).

The researcher would like to find out whether the teacher’s characteristics

have a direct link to classroom motivation among the Grade Five learners. This

study will look into the characteristics and the practical classroom strategies of

the Grade Five teachers in GSC South District, Division of General Santos City.

Statement of the Problem

The purpose of this study is to evaluate the characteristics and practical

classroom strategies of the Grade Five teachers applied in the classroom as

bases for intervention programs in GSC South District, Division of General

Santos City.

Specifically, it will seek answers to the following questions:

1. What is the level of teacher’s characteristics when evaluated

according to:

1.1 preparedness in coming to class:

1.2 optimistic attitude;

1.3 displaying personal touch;

1.4 cultivating sense of belonging; and

1.5 holding high expectations?

2. What is the extent of practical classroom strategies employed by

teachers in terms of:

2.1 explicit teaching;

2.2 experiential learning;

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2.3 cooperative learning; and

2.4 use of technology?

3. What intervention programs could be formulated out of the result of the

study?

Theoretical Framework

This study is line up with the research of Walker (2020), who explains that

an effective teacher demonstrates several characteristics prevalent in students’

favorite and most memorable teachers. Those characteristics were: the teacher

is well prepared in coming to class, having an optimistic attitude, displaying a

personal touch, cultivating a sense of belonging, and holding high expectations.

Also, the teacher had a positive attitude about being a teacher and about her/his

students, the teacher had high expectation for all students, the teacher was very

creative in how she/he taught the class, the teacher was fair in how she/he

treated students and in grading, the teacher displayed a personal touch with

her/his students and was approachable, the teacher developed a sense of

belonging in the classroom, the teacher was able to admit mistakes when she/he

made an error, the teacher had a sense of humor, the teacher gave respect to

students and did not deliberately embarrass them, the teacher was forgiving, and

did not hold grudges, and the teacher displayed compassion and students felt

that the teacher was genuinely concerned about their problems and could relate

to them.

Kolb’s learning theory (2014) also is the basis of this study.  It is built on

the premise that learning is the acquisition of abstract concepts that will apply to
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a range of practical scenarios. He said that each stage in the practical learning

supports and led to the next stage. Learning will be achieved if students can

learn by example and learn from them. However, a learner may travel around the

cycle multiple times further to refine their understanding of the topic. Not one

strategy is an essential learning strategy on its own; for example, if the reflective

observation will be skipped, the learner will continue to make the same mistakes.

Thus, it is dominant that the teacher models how things happen in learning.

Conceptual Framework

The conceptual framework of the study will be shown in Figure 1. It

consists of two variables, the teacher’s characteristics and practical classroom

strategies, and how these two would become the basis for a proposed

intervention program.
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Practical Classroom
Teacher’s Strategies
Characteristics

Intervention Program

Figure 1: Conceptual Framework of the Study

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Significance of the Study

The study may contribute to the existing literature on finding better means

to help teachers to be enthusiastic in the classroom and the learners to be

motivated so that they would become successful. Also, the results of the study

may challenge other relevant researchers to look at other variables not included

in this investigation to validate or even refute the results of the study.

Further, this may be beneficial to the following:

Department of Education Officials. The study may guide and direct

them in the formulation of plans and activities that will enhance teacher’s

characteristics and practical classroom strategies.

School Heads. The findings of the study may help them determine the

importance of teachers’ enthusiasm to make learners motivated. Thus, this may

provide the data in developing programs that focus on practical classroom

strategies, helping learners to be motivated through teachers’ enthusiasm.

Teachers. The results of the study may help them understand the plight of

learners who are not motivated to learn and encourage them to revisit and

assess their practical teaching approaches, methodologies, and strategies to suit

the needs of the learners.

Students. The study may ultimately help the learners to appreciate their

outcome of studies and may empirically remind them of their role as partners of

teachers in their educational success.

Future Researchers. The study may likewise provide data or other

researchers to continue searching for solutions to the teacher’s characteristics

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and practical classroom strategies using other research methodologies and

designs in another context.

Scope and Delimitation

This study will delimit to evaluate the teacher’s characteristics and

practical classroom strategies used by the 28 Grade Five teachers as a basis for

an intervention program in Dadiangas South District, Division of General Santos.

The researcher will conduct the study within the school year 2020-2021.

Gathering of data will focus only on the two instruments used in this

study, which are the Questionnaire in Evaluating the Level of Teacher’s

Characteristics and Practical Classroom Strategies Questionnaire. The

descriptive evaluative design will employ to treat the data gathered.

Definition of Terms

The following terms operationally define for a better understanding of the

study:

Teacher’s Characteristics. In this study, these refer to teachers’ personal

qualities and abilities in dealing with the students.

Practical Classroom Strategies. These refer to an appropriate and

practical way of teaching used by the teacher inside the classroom.

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Chapter 2

REVIEW AND RELATED LITERATURE

This part presents theories, concepts, insights, and opinions of authorities

relevant to teachers’ behavior and students’ motivation that have an essential

bearing in undertaking this research. This study on teacher behavior and

student’s motivation will explore the relationship between these two variables.

Teacher’s Characteristics

Teachers are the most influential factor in today's education process. They

must perform to the best of their abilities in the educational activity. But the gap

between student achievements and those of better-performing nations still grows

all the time, and the evidence has been compelling for years (Fried, 2005;

Greenburg, 2015).

When the teacher acts as though he expects the students to be

hardworking and motivated, students are more likely to be so. However, teachers

should set goals that are realistic for their learners and assign useful tasks. If

teachers' standards are too high, there are chances students will feel frustrated

that they cannot meet the expectations and thus become less motivated to learn.

Since teachers can affect how students perceive the course; teachers should

show positive behavior towards students (Pintrich & De Groot, 2016; Brigham et

al., 2017).

There are various mechanisms by which teacher behavior may facilitate

higher levels of students’ classroom motivation as it may contribute to a

classroom atmosphere full of energy and eagerness in learning the subject

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matter. Teachers that exhibit enthusiasm for the lesson can lead to students to

be more likely to be engaged and interested in learning the subject matter

(Pintrich & De Groot, 2016).

On the other hand, uninterested and passive teachers will transfer their

energy to their students who will become less motivated to learn. In contrast,

students must be guided by his teacher in aligning his personal and academic

goals. Students who receive this positive influence show stronger self-

confidence, greater personal and academic success than those without these

teacher interactions (Lupascu, A. & Pânisoară & Panisoara, 2014).

Teacher behavior has the most powerful and positive impact on student

learning. However, the odds of teaching effectively and having engaged,

students, increases proportionately with increasing levels of classroom

motivation (Brigham et al., 2017)

Teacher behavior may contribute to a classroom atmosphere full of energy

and feed student interest and excitement in learning the subject matter. Teacher

behavior may also lead students to become more self-determined in their own

learning process (Lupascu, A. & Pânisoară & Panisoara, 2014).

Furthermore, the teacher has identified as a prominent teacher behavior

that affects student learning (Lupascu, A. & Pânisoară & Panisoara, 2014).

Although it is challenging, it is an important behavior for teachers to model

enthusiasm that would affect students' learning and attitudes (Brigham et al.,

2017).
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Moreover, teacher behavior is particularly good at creating beneficial

relations with their students and effective learning environments that foster

student achievement (Brigham et al., 2017; Pintrich & De Groot, 2016).

Teacher behavior may also lead to students becoming more self-

determined in their own learning process. A very good teacher is more likely to

read lecture material outside of the classroom because of teacher behavior which

has the ability to be very influential in the young student’s life (Lupascu, A. &

Pânisoară & Panisoara, 2014).

Teaching behaviors appear to have a strong relationship to student

achievement. When a teacher exhibits greater evidence of enthusiasm, students

are more likely to be interested, energetic, curious, and excited about learning

(Patrick, Hisley & Kempler, 2016).

Finally, students may become more motivated by catching onto the

behavior and energy of the teacher (Pintrich & De Groot, 2016). Controlled,

experimental studies exploring classroom motivation of college students (Pintrich

& De Groot, 2016) has shown that nonverbal expressions such as demonstrative

gesturing, dramatic movements which are varied, and emotional facial

expressions, result in college students reporting higher levels of motivation to

learn (Brigham et al., 2017; Lupascu & Pânisoară & Panisoara , 2014).

Research suggests that when a teacher exhibits greater evidence of

enthusiasm, students are more likely to be interested, energetic, curious, and

excited about learning (Patrick, Hisley & Kempler, 2016).).Some characteristics

and practical strategies suggested by Parson (2015) that teachers could use to
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motivate students are: speaking voice, making eye contact with students, using

body language to communicate excitement at the subject using facial

expressions to show excitement and encouraging and responding to motivate

students to continue participation in an activity.

Coming to Class Well Prepared. If one comes into a class focused upon

education and the class, then the likeliness of them succeeding in the class is

greater. In addition, for teachers, being prepared leads to less stress. If one is

not prepared, then they may feel stressed out and a teacher could not

accomplish a target if she has not taken the preparation of what she wants to

achieve (Howey, 2015).

Coming to class well-prepared means studying the content and a teacher

shall have in depth understanding on how to go about with the lesson. It will also

help the teacher to guide the students on areas that needed growth and

improvement. Preparation and planning boost student performance and

achievement. It will communicate that the lesson is very important that students

should get to know that what is being taught is important because

the teacher also feels the same. Coming to class well-prepared comes with

proper planning and preparation. The teacher should also be ready for some

activity, purpose, use, and to make herself ready for something that she will be

doing and become ready for something that may surface along the way (Waddell,

2014).

Having an Optimistic Attitude. It is important for teachers to show

optimistic attitude such as the tone and volumes of speech to match the ideas
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and presentations so that students receive a deeper level of understanding as

well as a deeper connection to their teacher. As a tool of the teacher's trade, the

voice must be healthy and sustainable throughout the working day, week, term

and year. Many teachers have difficulties with their voice and have to take time

off work with voice-loss and vocal fatigue. Care of the voice is important for

teachers' personal welfare and professional confidence. It is desirable also to the

school and the employer to avoid the inconvenience and expense of the need for

supply teachers resulting from one or more individuals' voice loss (McKeachie,

2015).

The teacher's voice needs to be effective in a variety of circumstances. It

is uninspiring to listen to someone drone on and on without changes in inflection.

Teachers should change the pitch of voice, the tone and the volume. Variety is

the spice of life, as they say, and it helps hold the listener’s attention if teachers

have variations in speech from quiet whispers to louder, more excited speech.

Teachers must create an atmosphere that encourages student participation by

using a conversational tone and not criticizing student questions or comments in

front of the class because students take a risk when they talk that’s why teachers

need to deal tactfully with their contributions (Parson, 2015; McKeachie, 2015).

Displaying a Personal Touch. Teachers personal touch is needed make

students comfortable to teachers. It helps to create a welcoming environment for

students. It also shows that teachers are confident in what he is doing. Hiding

teachers’ eyes from the students give off a signal of insecurity. Maintaining eye

contact is part of the process showing that the students understand what is being
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said by the teacher. It also communicates comprehension by nodding the head

up and down (Merleau-Ponty, 2015; McKeachie, 2015).

Body language is the most interesting paralanguage to look at because it

is always on display and it is natural. People often form lasting opinions of others

based on observing them because almost every facet of personality is evident

from the appearance, posture and the way it moves. These impressions are

strong in minds because body language as being very honest and not something

someone would manipulate. It is easy to lie with words but bias leaks out easily

in non-verbal behavior because evolution has programmed the feelings to show

(Ruzek, Domina, Conley, Duncan, Karabenick, 2015)

Displaying a personal touch is used to encourage learner’s classes

whenever needed. Teachers are effectively providing many communications that

are nonverbal and they used these nonverbal communications wisely.

Sometimes, students can tell if teachers are excited about whatever they are

attempting to teach them. Teacher behavior can be expressed in the gestures

and motions a teacher can give as he teaches the lesson (Parson, 2015).

Cultivating a Sense of Belonging. Cultivating a sense of belonging is a

form of encouragement. It is a necessary component that is inherent within

teacher behaviors. All students need encouragement to be able to do their best.

Encouragement is typified as teaching behaviors which express supportiveness.

It is the inspiration, stimulation or a sincere complement given to students. It is a

way of instilling confidence to students. Cultivating a sense of belonging is a way

of attempting to motivate students to continued participation in an activity.

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Teachers can push students to higher levels of learning and achievement by

telling them through encouragement that they can do it, they can perform the

task given. Teachers must also be liberal in praises and prompts. Teachers use

of encouragement is often transmitted to students in the form of feedback

(Patrick et al., 2016).

Holding High Expectations. Signs showing emotions such as joy, anger,

tiredness, depression need to be accompanied by the appropriate expression

can signal that the teacher means business. This expression entails that the

teachers want the students to achieve something in her class. The same sign

can also be used to convey two meanings depending on the movement of the

head or expressions conveyed vocally. Holding high expectations vary in the

degrees of motion, gentleness or force convey different meanings (Burroughs,

2019).

There is no easy way to show standards about lessons. To show

excitement about what it is presenting in the lesson. The teacher should be ready

to express emotions; smile, show happiness when the students achieve the

standard and disappointment when they could not attain. Act as though thought

is deep; display joy, excitement, and amusement. Students generally want to

please teachers. Express the pleasure in the face when students are successful

at the tasks given them to perform (Burroughs, 2019; Parson, 2015).

Practical Classroom Strategies

Explicit Teaching. Explicit teaching is a very effective strategy of

teaching for the young learners particularly those in Kindergarten to Grade III.
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Explicit instruction is a term that summarizes a type of teaching in which lessons

are designed and delivered to novices to help them develop readily-available

background knowledge on a particular topic (Nilson, 2016).

Explicit instruction is also known as fully guided” practice. Teachers who

follow an explicit approach explain, demonstrate and model everything from

blending sounds together to decode words, to writing a complex sentence with

figurative language, to kicking a ball (Nilson, 2016).

While some students achieve success quickly, others need far more

opportunities for practice. This the reason why this kind of instruction only works

for young learners who can benefit from few plain instructions. Explicit instruction

teachers provide daily reviews of previously learned knowledge and skills so they

become automatic. Then they can be applied to more complex tasks.

Explicit instruction is underscored by a learning theory known as

the information processing model (Burroughs, 2019). It is based on the

assumption we only remember what we think about, and keep thinking about. If

you can still remember your childhood telephone number, it’s probably because

of the number of times you have used and retrieved that information.

Explicit instruction, is not scripted. This means there is often variability

between the way teachers use it and the component parts of this approach will

depend on the lesson they teach. This instruction allows teachers to teach the

same concept to students but differentiate at the point of individual practice

(Ketchell, 2010).
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Experiential Learning. Experiential learning is a process through which

students develop knowledge, skills, and values from direct experiences outside a

traditional academic setting. It encompasses internships, service learning,

undergraduate research, study abroad, and other creative and professional work

experiences (Norton, 2013).

Many researchers including successes Johnson & Johnson (2013)

supports that experiential learning that is well-planned, supervised, and assessed

experiential learning programs can stimulate academic inquiry by promoting

interdisciplinary learning, civic engagement, career development, cultural

awareness, leadership, and other professional skills. It allows students to have

reflection, critical analysis, and synthesis.

If you are a teacher, you provide opportunities for students to take

initiative, make decisions, and be accountable for the results. Students are

allowed to engage intellectually, creatively, emotionally, socially, or physically. As

a teacher, it is a must to design learning experience that includes the possibility

to learn from consequences, mistakes, and successes (Johnson & Johnson,

2013).

Cooperative Learning. Cooperative learning is working together to

accomplish shared goals in learning.  Within cooperative situations, individuals

seek outcomes that are beneficial to themselves and beneficial to all other group

members. In the classroom setting, cooperative learning is the instructional use

of small groups so that students work together to maximize their own and each

other’s learning (Chetty and Rockoff, 2014)

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It may be contrasted with competitive students work against each other to

achieve an academic goal such as highest grade that only one or a few students

can attain if it a task is given individually. In other words, when a task is too

complicated to be given to each of the students given that only a few have skills

or knowledge to give a good outcome, then cooperative learning becomes a

good strategy (Stacy, 2014).

In cooperative learning, students work by themselves to accomplish

learning goals unrelated to those of the other students learning.  In cooperative

and individualistic learning, a teacher evaluates student efforts on a criteria-

referenced basis while in competitive learning you grade students on a norm-

referenced basis.  While there are limitations on when and where a teacher may

use competitive and individualistic learning appropriately, structuring any learning

task in any subject area with any curriculum cooperatively can bring out good

results. Chetty & Rockoff (2014) emphasized that cooperative learning consists

of students working together, for one class period to several weeks, to achieve

shared learning goals wherein everyone in the group becomes equally contribute

to their success.

Use of Technology in Teaching. The potential of technology to enhance

learning cannot be overemphasized. The use of technology is something that

started a long time ago for students. The use of technology to enhance learning

by integrating technology into education has been widely used by educators.

They aim to engender pedagogical change and address fundamental issues that
 18

affect learners. Technology can therefore be seen as both a tool and a catalyst

for change (Waddell, 2014).

The research of Waddell, (2014) has illustrated that many educators have

had a hard time integrating technology into education. This may be because

many educators have yet to explore the relationship between technology and

pedagogy. Doing so could play a huge part in encouraging critical thinking by

teachers as they attempt to integrate technology into education.

For technology to work effectively, it should only be incorporated in

classroom if it is appropriate for a given instructional task. Technology in

education can only be an effective teaching tool if teachers participate in

decisions to adopt technology. This is because teachers have the responsibility

of facilitating instruction and incorporating technology at the classroom level. It

means it is very important for school administrators to make decisions related to

technology training by consulting teachers and learners (Norton, 2013).

Technology is central to many sectors of society and its integration into

the education process has great promise for student learning. With technology,

one can expect increased efficiency and effectiveness on both the part of

teachers and students. Technology can also prompt pedagogical change and

address issues that affect learning, teaching and social organization. Technology

can therefore be seen as both a tool and a catalyst for change. Students should

embrace technology for them to benefit and teachers should be open to

introducing technology into the classroom to improve and innovate their teaching

practice (Wadelle, 2014).

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Chapter 3

METHODOLOGY

In this chapter, the researcher presents the research design, research

subjects, research instruments, data gathering procedure, data analysis and

statistical treatment.

Research Design

This study endeavors to provide results through quantitative research

utilizing descriptive-evaluative technique. The purpose of this method is to

describe and evaluate the condition of a particular variable to other variables

(Johnson, 2014).

Pertinent data will be gathered through a validated questionnaire. Data

gathered will use to evaluate the level of teacher’s characteristics when analyzed

according to coming to class well prepared, having an optimistic attitude,

displaying a personal touch, cultivating a sense of belonging, holding high

expectations and the extent of evaluating the practical classroom strategies in

terms of explicit teaching, experiential learning, cooperative learning and the use

of technology in teaching.

The Respondents of the Study

The subject of the study is the twenty-eight (28) Grade Five teachers of

the four schools in GSC South District, General Santos City, namely South

Central Elementary School, Ireneo L. Santiago Elementary School, Francisco

Oringo Sr. Elementary School, and Dadiangas Heights Elementary School.

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The researcher will conduct the study during the first semester of the

school year 2020-2021. The researcher will personally administer the research

instrument to the respondents to ensure 100 percent retrieval of the

questionnaire.

Table 1

Distribution of the Respondents

Schools Population
Dadiangas South Central Elementary School 10
Ireneo L. Santiago Elementary School 4
Francisco Oringo Sr. Elementary School 6
Dadiangas Heights Elementary School 8
TOTAL 28

Research Instruments

There are two instruments to be used in this study, questionnaire in

evaluating the level of teacher’s characteristics and the practical classroom

strategies. These two instruments are researcher’s self-made. The researcher

based these instruments on the related items gathered in the several references

and related literature. The questionnaire on evaluating the level of teacher’s

characteristics is consisting of 80 questions; 16 items in each sub-topic that are

subject for validity testing, and 44 questions for practical classroom strategies, 11

items per sub-topic.

The expert validators will check and validate the researcher’s self-made

questionnaires using content validity ratio to establish the validity of the research
 21

instrument. After which, five (5) original items in each sub-topic will determine as

the final instrument.

The researcher will submit the first draft of the research instruments to the

research adviser for comments, suggestions, and recommendations to improve

its presentation with the corrections included and integrated. The researcher will

submit the final copies to the panel of experts for approval. The final revision is

made by incorporating the corrections, comments and suggestions given by the

experts.

The Likert Scale will serve as the basis in evaluating the level of teacher’s

characteristics.

Range of Descriptive
Interpretation
Means Equivalent

Very High This indicates that the teacher’s characteristic

4.50 – 5.00
Level among Grade Five teachers is very highly
manifested.

3.50 – 4.49 High Level This indicates that teacher’s characteristic

among Grade Five teachers is highly
manifested.

Moderate This indicates that the teacher’s characteristic

2.50 – 3.49
Level among Grade Five teachers is moderately
manifested.

1.50 – 2.49 Low Level This indicates that the teacher’s characteristic
among Grade Five teachers is lowly manifested.

Very Low This indicates that the provision relating to the

1.00 – 1.49
Level teacher’s characteristics among Grade Five
teachers is very lowly manifested.
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In evaluating the practical classroom strategies of teachers, the

researcher will also use the Likert Scale.

Range of Descriptive
Interpretation
Means Equivalent

This means that the practical classroom

4.50 – 5.00 Always
strategy used by Grade Five teachers is always
manifested.

This means that the practical classroom

3.50 – 4.49 Often
strategy used by Grade Five teachers is often
manifested.
This means that the practical classroom
2.50 – 3.49 Sometimes strategy used by Grade Five teachers is
sometimes manifested.

This means that the practical classroom

1.50 – 2.49 Rarely
strategy used by Grade Five teachers is rarely
manifested.

This means that the practical classroom

1.00 – 1.49 Never
strategy used by Grade Five teachers is never
manifested.

Validity and Reliability of the Questionnaire

A survey questionnaire structured by the researcher based on the

variables of the research will use in gathering the data on evaluating the level of

teacher’s characteristics and the extent of evaluating the practical classroom

strategies practiced by teachers.

The researcher will submit the structured questionnaires to the adviser for

corrections and suggestions. After the revisions, the researcher will send letters

of request to five experts for face validation. The experts will validate the
 23

questionnaires based on the following criteria: 1. Clarity and direction of items; 2.

Presentation / organization of items; 3. Suitability of items; 4. Adequateness of

scale and evaluation rating system. A summary of their suggestion, comments,

and remarks will serve as the basis for the improvement of the questionnaires.

Moreover, the content Validity Ratio (CVR) proposed by Lawshe (1975)

will apply to ensure the validity of the content of the instrument (Cohen, R. J.,

Swerdik, M. E., &Sturman, E. D., 2015). Likewise, Gilbert & Prion (2016)

mentioned that the Content Validity Ratio (CVR) is a useful statistical technique

to determine the validity of individual instrument items, as rated by a panel of

content experts.

The CVR is a linear transformation of an equal scale of agreement on how

many “experts” rate an item “essential” and decided on the following manner.

n e−( N /2 )
CVR=
( N /2)
where:

CVR = the content validity ratio

ne= the number of panel members indicating “essential”, and;

N= the total number of panel members.

The final evaluation to retain the item based on the CVR depends on the

number of panels, higher levels of content validity exist as more significant

numbers of panelist agree that a particular question is essential (Cohen, R. J.,

Swerdik, M. E., &Sturman, E. D., 2015).

 24

After the validation, the final number of items to be included in the

questionnaire will be determined. The test items that are found valid will be

retained, and the production of final copies will follow. The researcher will ask

permission and approval of the expert. Upon approval, the researcher will

personally administer the questionnaires to ensure the giving directions and

instructions. The researcher will give the option to the respondents to write their

names or not to assure the utmost confidentially of the result. One hour will be

given to respondents to answer the questions; then the researcher will retrieve

the questionnaires.

Data Gathering Procedure

Seeking permission to conduct the study. The researcher will send a

letter to the Schools Division Superintendent of General Santos City, asking

permission to administer the research (Appendix A). Upon approval, the

researcher will send a communication to the Public Schools District Supervisor to

conduct the study in his elementary school (Appendix B). The researcher will

send a letter to the school heads of the participating schools to conduct the study

to all the Grade Five teachers (Appendix C). Next, the researcher will personally

ask permission from the Grade Five Chairmen to distribute the survey

questionnaires to the respondents for proper administration.

Administration and Retrieval of Questionnaires. Upon approval of the

request, the researcher will administer the survey questionnaire to the Grade

Five teachers. The researcher will retrieve the administered questionnaires after

the participants finished answering it.

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Collection of Data. Data from the survey conducted will be tallied,

organized, computed and tabulated confidentially.

Statistical Treatment of the Data

Mean. The researcher will use this to evaluate the level of teacher’s

characteristics and the extent of evaluating the practical classroom strategies

among Grade Five teachers in Dadiangas South District, Division of General

Santos City.

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Brigham, F.J., Scruggs, T.E., & Mastropieri, M.A. (2017). Teacher enthusiasm
in learning disabilities classrooms: effects on learning and behavior.
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