i

A thesis presented to the Faculty of College

Tanauan Institute, Inc.

Tanauan City

In partial fulfillment of the requirements for the

Degree of Bachelor of Secondary Education

Major in Mathematics

By:

________________________

JUNE 2022
 ii

APPROVAL SHEET

The thesis entitled “Analyzing Various Teaching Learning Platforms Amidst

Pandemic and Its Impact on the Academic Performance in Mathematics Among the

Students In San Pedro National High School” has been prepared and submitted by -

____________________________________________, in partial fulfillment of the

requirement Bachelor of Secondary Education major in Mathematics has been

examined and recommended for ORAL EXAMINATION.

______________________________________
Adviser

Approved by the Panel for Oral Defense on ______________ with a rating of

____.
THESIS COMMITTEE

CHAIRMAN

MEMBER MEMBER

Accepted in partial fulfillment of the degree of Bachelor of Secondary

Education - Mathematics.

________________________

Dean, College Department

 iii

ACKNOWLEDGEMENT

The researchers wish to acknowledge with their most profound and heartfelt

gratitude to the following persons who offered their wholehearted help and

sympathetic support, and who allotted their valuable resources toward the

completion of this piece of work.

To Jesus Christ, our Lord and Savior, for giving the wisdom, strength,

support, and acknowledgement in exploring things, for the guidance in helping

surpass all the trials that we encountered and for giving determination to pursue our

study, and to make this study possible.

To the Collantes family, Dr. Nelson Sonny Perez Collantes and

Congresswoman Maria Theresa V. Collantes, for giving the privilege to

experience quality education and receive a scholarship grant that will support the

researcher to fulfill their dreams.

To Dr. Nelia P. Mananguit, Dean of College Department, for giving the

researchers’ permission to conduct this study and for helping and ensuring the

correctness of this work.

To Mr. Julius Ceasar D. Javier, research adviser, for the encouragement,

guidance, and wise counsel he had given toward the improvement of this paper.

To Dr. Guillerma L. Bilog, the District Supervisor of Sto. Tomas South

District, who render her self-less permission to administer the survey and all

inquiries.
 iv

To Ms. Evangeline P. Limbo, Principal at San Pedro National High School

for her kindness and for allowing the researchers distribute the survey questionnaire

to their respective mathematics teacher.

To Mr. Librado Alcantara, the Statistician who gave his time and effort for

calculating and interpreting our data gathered.

To Ms. Geraldine Blanco, the grammarian who gave time and effort in

correcting the grammar of the study.

To Mr. Ronald Ramilo, the chairman of the panel, for sharing his expertise

by giving constructive comments and suggestions upon reviewing the study and

encouraging the researcher to finish their piece of work.

To Mr. Ivan Basid and Mrs. Mary Louie De Mesa, the members of the

panel, for their meaningful advice that guide the researcher for the better results of

the study.

To Mathematics Teachers of San Pedro National High School, the

respondents for being approachable, cooperative and for spending time in

answering the questionnaire provided.

To researchers’ family, especially their parents, brothers, and sisters for their

love, understanding, and support both morally and financially.

Thank you very much.

R.A.M.Y.D.C

J.M.M
 v

DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have

been our source of inspiration and gave us strength when we thought of giving up,

who continually provide their moral, spiritual, emotional, and financial support.

To our brothers, sisters, relatives, mentor, friends, and classmates who

shared their words of advice and encouragement to finish this study.

And lastly, we dedicated this paper to the Almighty God, thank you for the

guidance, strength, power of mind, protection, and skills and for giving us a healthy

life. All of these, we offer to you.

R.A.M.Y.D.C

J.M.M
 vi

TABLE OF CONTENTS

PRELIMINARIES ` Page No.

Title Page i

Approval Sheet ii

Acknowledgement iii

Dedication v

Table of Contents vi

List of Tables viii

List of Figures ix

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

Introduction 1

Theoretical Framework 4

Research Paradigm 8

Statement of the problem 9

Research Hypothesis 10

Scope and Delimitation of the Study 10

Significance of the Study 11

Definition of Terms 13
 vii

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES

A. Related Literature

Foreign Literature 15

Local Literature 23

B. Related Studies

Foreign Studies 29

Local Studies 35

Synthesis 40

CHAPTER 3 RESEARCH METHODOLOGY AND PROCEDURES

Research Design 43

Respondents of the Study 45

Locale of the Study 47

Research Instrument 48

Validity of the Instrument 48

Reliability of the Instrument 49

Data Gathering Procedure 49

Statistical Treatment of Data 50

BIBLIOGRAPHY 53
 viii

LIST OF TABLES

Table Title Page

A Distribution of Respondents by Section 47

 ix

LIST OF FIGURES

Figure Title Page

1 Research Paradigm 7

2 Map of City of Sto. Tomas, Province of Batangas 47

 1

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Gender inequality in society is a genuine issue of concern to the international

community. As global awareness is believed to be the key to improving the situation

of both men and women, it is also considered to be the most significant means for

achieving gender equality and women's empowerment. The cooperation between

international organizations and national governments on the issue of gender equality

is increasing, and the focus is to advance and improve women's conditions as well

as their societies.

Teachers play a major role in creating school environments that are free of

gender bias and in encouraging both male and female to reach their highest

potentials in work and abilities. It is really a big challenge to teachers to cater the

different needs of the students. An important part of these daily challenges has to do

with gender. The integration of gender-sensitive teaching strategy remains to be a

challenge among educators. This social issue requires more in-depth exploration

especially in the classroom to promote its significance and determine its applicability

and effectiveness. It is not the same to teach co-ed classes than only girls' or boys',

there is a lot going on inside those little heads which we still do not fully understand.

New studies are being done to help teachers learn more about students' needs in

order to reach them accordingly and field experts have proved that boys and girls

learn in a different way just because of gender.

 2

The 1987 Constitution states two prominent provisions relative to the

protection of women. The first in the Declaration of Principles, Article II Section 14,

asserts that "The State recognizes the role of women in nation-building and shall

ensure the fundamental equality before the law of women and men." Additionally,

Article XIII, Section 14 provides that "The state shall protect working women by

providing safe and healthful working conditions taking into account their maternal

functions, and such facilities and opportunities that will enhance their welfare and

enable them to realize their full potential in the service of the nation”.

Section 28 of Republic Act No. 10352 or the General Appropriations Act

states that “all agencies of the government shall formulate a Gender and

Development (GAD) Plan designed to address gender issues within their concerned

sectors or mandate and implement applicable provisions under R.A. No. 9710 or the

Magna Carta of Women, Convention on the Elimination of All Forms of

Discrimination Against Women, the Beijing Platform for Action, the Millennium

Development Goals (2000-2015), the Philippine Plan for Gender-Responsive

Development (1995-2025), and the Philippine Development Plan (2011-2016)”.

As educators, we all acknowledge that there are differences between boys

and girls as well as differences between women and men. There is discourse these

days about whether the differences are a result of nature or nurture. Teacher sees

gender differences in the students in our classrooms. Educators have to understand

that it is taking what we already know about how boys and girls learn and using it for

the child's advantage. Gender based classrooms are not intended to have a different
 3

curriculum for boys and girls. It is not giving preference for one gender over another

and it is not segregation.

Despite the Philippines’ stellar position among countries with viable track

records in gender equality, there is still a need to propagate such advocacy to the

widest audience as possible. Furthermore, school community members are

conscious of significant factors affecting Gender and Development (GAD)

awareness. In this regard, sustainability of the Gender and Development (GAD)

program should be ensured through wider information dissemination using print and

non-print forms; establishment of network and linkages among constituents working

on gender concerns to share information and strategies; and creation of

opportunities for collaboration through peer-peer exchanges and exposure visits.

The authorities should give full support to GAD-initiated activities and should create

a monitoring body to ensure compliance of government agencies with Gender and

Development (GAD) provisions and to assist in promoting knowledge and

appreciation of the Gender and Development (GAD) programs and activities.

Gender and Development (GAD) is one of the government programs which is

a development perspective that recognizes the unequal status and situation of men

and women in the society, and as an approach, GAD seeks to equalize status and

condition of and relations between them. The Department of Education is so

passionate about the structuring of development programs and projects based on

analysis of gender relationships or gender and development.

The researcher came up to implementation of school-based gender and

development (GAD) program and teachers’ performance to determine the Gender

 4

and Development (GAD) issues in the classrooms in terms of instructional language,

classroom management, instructional materials, activity exposure, values formation,

and gender sensitive teacher in elementary schools in Sto. Tomas District, Division

of Batangas that drives to a proposed action plan. On the other hand, this study

drives teachers assess Gender and Development (GAD) implementation in school,

issues encountered by the teachers in implementing Gender and Development

(GAD) program and if it is a determining factor to improve the performance of

teachers.

Theoretical Framework

This study entitled School-Based Gender and Development (GAD) Program

implementation to teacher’s performance in elementary schools in Sto. Tomas

District, Division of Batangas that would be a basis for a proposed action plan that

was anchored on the theory of behaviorism of Burrhus Frederic Skinner (2015) in

which the teacher strongly guides learners’ behavior to reach desired outcome. The

key point of this model was constant, consistent reinforcement of the rules is

required to make it work properly. Also, good behavior must be rewarded, whereas

bad behavior must either be ignored or –preferably - punished without delay. The

theory provided the theoretical support behind such practices as Behavioral

Intervention Plans, learner contracts being a prime example. Basically, any teachers

who use classroom rules are engaging in the behaviorist practice of negative

reinforcement.
 5

This study was also linked to Choose Theory: The Glasser Model. William

Glasser (2014) views the role of teachers as helpers of those in their learning

environment. The idea behind it is that all behavior is an issue of choice; teachers

should merely serve to facilitate the making of good decisions. In this theory,

teachers create environments - and curricula - that cultivate appropriate behavior

through meeting learners' needs for belonging and the feeling of empowerment.

Classroom rules and their enforcement remain a key factor in making learners

responsible for their behavior choices. Discussion, reflection and even making

amends are positively encouraged, rather than the administering of simple rewards

and punishments. Choice theory was designed so as to assist learners in

understanding the motivations behind their behavior, so that they might learn to

make better choices.

This was also aligned with Learner-Directed Learning: The Jones Model

which states that if all this discipline is just too much for you to handle, hope is at

hand. The Jones Model necessitates those teachers work with learners in helping

them to develop a sense of self-control. It tells that developing a sense of self-control

empowers learners and prepares them for their future lives and careers. By

employing appropriate body language, making use of an incentive system and

efficiently assisting learners, teachers help them learn to control themselves.

Learner-directed learning places classroom management in the hands of the

classroom community rather than just that person at the front of the room. Such

democratic classrooms as those in which the Jones model prevails adhere to the

social learning theories of Piaget and Vygotsky, empowering learners by giving them
 6

both control of and responsibility for their own learning. The teacher’s role is that of

facilitator.

This study was also patterned to Assertive Discipline: The Canter Model of

Lee Canter (2013). The Canter Model is an assertive classroom discipline model in

which rules and behavior expectations are clearly stated and consistently enforced.

The basis of this theory is that teachers have the right to teach without interference

and learners the right to learn without disruption. Responsibility for bad learner

behavior is on the teacher. Most learner behavior is deemed appropriate: the notion

of assertive discipline reminds us to recognize positive behavior as a way of

encouraging more of it. Teachers must clearly communicate their expectations and

expect compliance, acknowledging learners who comply, while redirecting those

who don't.
 7

INPUT THROUGHPUT OUTPUT

Gender and INPUT

Development
(GAD) issues regarding:
Instructional language
Instructional materials
Activity exposure
Values formation
Gender sensitive teacher
THROUGHPUT
Preparation and Validation
of Questionnaire
OUTPUT
Significant/Non-significant
difference between the
perceptions of the teacher
respondents on the issues
on Gender and
Development (GAD)

Performance of the Distribution of

teachers based on the Questionnaire
Individual Performance
Commitment Review Significant/Non-Significant
Form (IPCRF). relationship between the
Collecting Data via perception of teachers on
Questionnaire the issues in implementing
Gender and Development
(GAD) program and
teacher’s performance

Analysis of Data Gathered

Proposed Action Plan

Statistical Treatment of
Data

Implementation of School -Based Gender and Development (GAD) Program Relative to

Teachers’ Performance in Elementary Schools in Sto. Tomas District, Division of Batangas:
Basis for a Proposed Action Plan
 8

Figure 1. Research Paradigm

Conceptual Framework

The figure shows the three distinctive parts of variables, namely the

independent variables or the input, the intervening variables in the throughput or the

means/ process and the dependent variables of the output training.

In this study as shown in the illustration in the paradigm, the direct

connections of variables considered in the study were vividly seen using the system

approach as characterized by the identified input (Independent Variables)

perceptions of the teacher respondents on the Gender and Development (GAD)

issues in terms of instructional language, classroom management, instructional

materials, activity exposure, values formation and gender sensitive teacher; and the

teacher’s performance based on the Individual Performance Commitment Review

Form (IPCRF).

In the throughput the process, involved were preparation and validation of

questionnaire, distribution of questionnaire, collecting data via questionnaire,

analysis of data gathered and statistical treatment of data.

 9

The output (Result or Dependent Variables) included the Significant/Non-

significant difference between the perceptions of the teacher respondents on the

issues on Gender and Development (GAD) and Significant/Non-Significant

relationship between the perception of teachers on the issues in implementing

Gender and Development (GAD) program and teacher’s performance. Lastly, the

proposed action plan.

Statement of the Problem

This study intends to find out the effects of School-Based Gender and

Development (GAD) Program implementation to teacher’s performance in

elementary schools in Sto. Tomas District, Division of Batangas that would be a

basis for a proposed action plan.

Specifically, this study seeks to find answers to the following questions:

1. How do teachers assess Gender and Development (GAD) implementation in

school in terms of?

1.1 instructional language

1.2 instructional materials

1.3 activity exposure

1.4 values formation

1.5 gender sensitive teacher

2. What are the issues encountered by the teachers in implementing Gender

and Development (GAD) program?

 10

3. Is there a significant difference between the perception of teachers on the

issues and their assessment in implementing Gender and Development

(GAD) program?

4. What is the performance level of teachers based on the Individual

Performance Commitment Review Form (IPCRF) for the school year 2020-

2021?

5. Is there a significant relationship between the perception of teachers on the

issues in implementing Gender and Development (GAD) program and

teacher’s performance?

6. Based on the results of the study, what plan of acton may be proposed?

Hypotheses

Based on the statement of the problem, the following hypotheses were formulated:

 There is no significant difference between the perception of teachers on the

issues in implementing Gender and Development (GAD) program.

 There is no significant relationship between the perception of teachers on the

issues in implementing Gender and Development (GAD) program and

teacher’s performance.

Scope and Delimitation

This study is limited to the perception between the two groups of

respondents on the issues on Gender and Development (GAD) in classroom

in terms of instructional language, classroom management, instructional

 11

materials, activity exposure, values formation, and gender sensitive teacher

and the issues encountered by the teachers in implementing Gender and

Development (GAD) program. The researcher ought to identify if there is a

significant difference between the perception of teachers on the issues in

implementing Gender and Development (GAD) program and if there is a

significant relationship between the perception of teachers on the issues in

implementing Gender and Development (GAD) program and teacher’s

performance

Furthermore, teachers and school heads in Sto. Tomas District will be

used as respondents. The performance level of teachers will be measured

based on the Individual Performance Rating Commitment Review Form

(IPCRF) for the school year 2020-2021.

All the data that will be gathered will be used in forming the answer to

the different questions. They are subjected to statistical treatment in the

attempt to arrive at the desire result.

Significance of the Study

This study on Gender and Development (GAD) and teacher’s performance in

in Sto. Tomas District in the Division of Batangas is deemed necessary to the

following:

Supervisors. The study's findings will help them focus on the supervisory

part of instruction while also giving them enough time to assist teachers. Similarly,
 12

they conduct a lot closer monitoring of the program while also checking on its

implementation progress.

School Heads. The findings give them the information they need to assist

their teachers with the implementation of their daily lectures in a supervisory

capacity.

Teacher. The findings of this study improve teachers' abilities to implement

the Gender and Development (GAD) concept in the classroom, which has an impact

on students' beliefs and learning.

Learners. This research can help students build self-confidence and

behave in a non-violent, inclusive manner.

Parents. The findings of this study serve as a wake-up call to parents,

reminding them of the importance of their direct engagement in decision-making,

granting permission to their children, and making decisions about their children's

issues.

Future Researchers. The outcome can be used as reference material by

other studies to support the use of factors considered in this study.

Curriculum Planners. The outcome of this study helps planners build

teaching units based on the curriculum's ideas and requirements. This gives

planners suggestions for what aims, and objectives should be included in the

curriculum. This also aids them in developing examinations that cover a broad range

of abilities and domains given throughout the year in the curriculum.

Future Researchers. This study serves as reference to their own studies and

findings may serve as support to substantiate their own findings. It serves as a

 13

baseline data on related field of teaching-learning the second language. Likewise,

the literature of this study may be used to enrich the text of their studies.

Definition of Terms

For clarification and understanding of the nature and purpose of this study,

the following were operationally and conceptually defined.

Action Plan. It is a plan of action as outcome being proposed in the study.

Activity Exposure. It is a learning by observation, through rich feedback, and

connections with others to produce fresh personal insights and broadened

perspectives on your current role and developmental horizons through the given

activities.

Classroom Management. It covers assigning of groups, tasks given by

teachers and discipline.

Effect. It refers to direct impact of Gender and Development (GAD) to

teacher’s performance.

Gender and Development (GAD) Program. It is one of the government

programs which is a development perspective that recognizes the unequal status

and situation of men and women in the society which seeks to equalize status and

condition of and relations between them.

 14

Gender Issues. In this study, it pertains to instructional language, classroom

management, instructional materials, activity exposure, values formation, and

gender sensitive teacher.

Gender Sensitivity. It is the act of being aware of the ways people think

about gender, so that individuals rely less on assumptions about traditional and

outdated views on the roles of men and women in school settings.

Individual Performance Commitment and Review Form (IPCRF). It is the

basis of teacher’s performance in this study. This rating scale is based on the civil

service Commission Memorandum Circular No. 06, series of 2012 that sets the

guidelines on the establishment and implementation of the Strategic Performance

Management System (SPMS) in all government agencies.

Instructional Language. The use of generic words to refer to boys and girls.

Instructional Materials. Refers to textbooks, direct teaching materials and

peripheral teaching materials.

Teachers. They are one of the two groups of respondents in this study.

Teacher’s Performance. In this study, it is based on the Individual

Performance Commitment and Review Form (IPCRF).

Sto. Tomas District. It is the locale of the study, which is located at Sto.

Tomas City, Batangas.

Values Formation. It is the confluence of our personal experiences and

particular culture in classroom settings we are entwined in.

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the review of related literature and studies common to

the study conducted.

A. Foreign Literature

According to Kate Young (2017) outlines six issues that characterize

approaches used by gender and development scholars. (1) The focus is not on

women per se but on gender relations, that is, relations between women and men in

a variety of settings interlocked with other social relationships such as income, race,

caste, and ethnicity. (2) Women are viewed as active agents, although they may not

have perfect knowledge or understanding of the roots of discrimination and

subordination. (3) The perspective is holistic and focuses on the reproductive

aspects of social and economic life (caring for dependents), as well as the gendered

social relations of production and distribution of goods and services. (4)

Development is viewed as a set of complex processes involving economic, political,

and cultural transformation over time and space that should aim to produce
 16

improvements in capabilities, freedoms, and living standards for individuals and

societies. (5) Achieving gender equality and women’s empowerment requires

multiple approaches and strategies that will necessarily differ by circumstances. (6)

The role of organization and collective action by women is central to the

achievement of gender equality and women’s empowerment.

Moreover, UNESCO (2016) pointed out that nevertheless, in many

countries, women remain under-represented or, when included, are relegated

to traditional roles such as housework and childcare. From Sweden to the

Syrian Arab Republic, despite governments explicitly identifying the

importance of gender equality in textbooks, women and men were still

routinely portrayed in a stereotypical manner. Both governments and civil

society can act to reduce textbook biases.

Furthermore, Elson (2013). The development economics literature is divided

about the policies that promote growth that is pro-poor, with some arguing for

greater liberalization of trade and financial capital markets and others arguing for

greater control over markets and attention to policies that create domestic demand

for goods and services. Most of the gender and development literature takes a

skeptical position toward the view that gender equality can be achieved in a context

of export-led growth.

Aside from that, the Human Rights Council (2017) has made it clear that

states have an obligation to periodically review and revise curricula, textbooks,

programs and teaching methods to ensure that they do not perpetuate harmful

gender stereotypes. Some states include an explicit gender analysis as part of

 17

their textbook and review process. By contrast, the Pakistan National Textbook

and Learning Materials Policy and Plan of Action does not mention gender as

a criterion of textbook review, preferring instead to quality of content,

presentation, language, and specific provincial coverage.

Consequently, Textbook monitoring by parents and civil society can be

effective. Likewise, Davies (2016) added that in South Africa, a parent’s

question posted on Facebook in July 2016 inspired a petition that ultimately

led the textbook publisher to amend and issue an apology for content that

promoted blaming the victim for sexual assault. Aside from the influence of

official curricula and textbooks, teacher practice in the classroom is partly

shaped by their assumptions and stereotypes about gender, which in turn

affects students’ beliefs and learning.

In addition, Beilock (2014) pointed out that in the United States, anxiety

expressed by female mathematics teachers was associated with female

students’ belief in the stereotype that boys are better at mathematics. Teacher

education can assist teachers to reflect on and overcome their biases. On the

other hand, female teachers felt particularly responsible for boys’

underachievement relative to male teachers.

Aside from that, OHCHR (2015) stated that formal initiatives in teacher

education with a focus on gender have taken place in Italy, the Republic of

Moldova and Sudan. In low- and middle-income countries, teacher education

programs are often externally funded. The UNESCO (2016) Regional Bureau

in Bangkok has recently funded a five-year project, Enhancing Girls’ and

 18

Women’s Right to Quality Education through Gender Sensitive Policy Making,

Teacher Development and Pedagogy, which focuses on training participants

from Cambodia, Myanmar, Nepal, Sri Lanka and Uzbekistan to conduct gender

assessments in teacher education.

Moreover, Unterhalter (2017) pointed out that teachers who had the

most egalitarian ideas about gender reported themselves the most frustrated

of respondents and said that they were unable to put their ideas into practice.

The examples from Uganda and Nigeria highlight some of the challenges in

changing teacher practices. To be effective, teacher education and training

need to be continuous to recognize the time it takes for such practices to

change. They also need to incorporate other stakeholders to help build a more

supportive environment.

Furthermore, Kelly (2014) suggested that teachers tended to interact more

with boys than girls in the classroom, despite their intention to treat girls and boys

equally in terms of attention and interaction time. In her study, she found out that

majority of the teachers disagreed with the statement “Teachers allow to dominate in

mixed classroom.”

Meanwhile, Clarricoates, et al. (2014) highlighted boy’s dominance in

classroom interaction. According to them, boys were more outspoken than girls in

classroom. Boys interrupted more in conversations. Topics and materials for

discussion in the classroom were chosen in favor of boy’s interests. Boys had

tendency to hold the floor longer once they took their turn in the conversation.
 19

However, Lavy (2017) stated that a teacher’s beliefs may influence students’

own beliefs: the teacher may simply express his/her views in the classroom, and

because he/she is a significant authority figure, students may be likely to adopt and

internalize what the teacher says. A more direct mechanism is teachers’ differential

interactions with students of different genders. A teacher with strongly traditional

gender role beliefs may think that acquiring academic skills is not as important for

girls since they will be unlikely to put them into practice later in life. Such a teacher

may reflect these beliefs in actual classroom practices through differences in giving

feedback on performance, answering/dismissing questions, and even grading

exams. Similarly, traditional teachers may act according to their beliefs that math is

boys’ strong suit and organize teaching practices accordingly. A very progressive

teacher, on the other hand, may exert extra effort to engage girls in subjects that are

typically considered male dominant and try to break stereotypical attitudes in the

classroom. The influence of teacher beliefs may affect achievement, especially

longer-term outcomes, by affecting the development of key non-cognitive skills. For

example, a progressive teacher may boost girls’ confidence (known to be lower than

boys’) and cultivate their interest/curiosity in male-dominated areas.

Finally, Spencer (2017) enunciated that girl’s performance (especially in

math) can also be affected by the teacher’s gender role beliefs through stereotype

threat–if they feel that their teacher thinks math is boys’ strong suit, they may

experience anxiety with respect to conforming to the negative stereotype about girls,

which indeed translates into lower performance.

 20

Corzo and Contreras (2015) mentioned that lessons techniques create an

excellent improvement in learners’ activities and learners’ performances. He also

claimed that professional teacher must have integrated knowledge. He can link new

target point with previous information. He can relate his lessons to subjects in the

syllabus. The teacher can also modify the lesson to match learners needs and

learning outcomes. To make sure that the presentations reach learners’ mind, the

teacher must have built a better rapport with his students. The interaction patterns

are carefully tackled in group work, pair work, good student with weak student,

teacher with good student. This sort of rapport creates a better class atmosphere

and facilitates students learning. Moreover, record keeping files are continuously

evaluated. Students as well as teachers’ portfolios are well maintained. The

correction work has been done with comments on a particular skill, spelling or

punctuation mistakes in textbook, notebook, or online exercises.

Marzono (2017) pointed that classroom management has been highlighted

across numerous research studies as a major variable that affects students’

academic performance. The most obvious reason for this assertion is that effective

classroom management sets the stage for teaching and learning. It sets a tone in the

classroom that captures students’ attention – as a necessity for effective teaching

and learning. This statement is obvious since a classroom which is chaotic and

disorganized as a result of poor classroom management is highly unlikely to

enhance expansive learning and students’ academic performance.

Walter (2017) reiterated that classroom management differs from one teacher

to another because of the teacher’s personality, teaching style, preparedness, and

 21

number of students in the classroom. According to Umoren (2010), the concept of

classroom management is broader than the notion of student control and discipline,

it includes all the things teachers must do in the classroom to foster students’

academic involvement and cooperation in classroom activities to create conducive

learning environment.

Morse (2012), relates that classroom management involves curtailing

learner’s disruptive behaviors such as fighting and noise making, close observation,

arrangement of classroom learning materials, and response to students who suffer

from poor sight (vision), poor hearing, poor reading, poor writing, poor spelling,

shame, dullness, hyperactivity and poor study habits. When classroom management

is viewed in a more wider and holistic sense, incorporating every element of the

classroom from lesson delivery to classroom environment becomes important

(Nicholas, 2017).

According to Nicholas (2017), this includes creating organized and orderly

classroom, establishing expectations, inducing students’ cooperation in learning

tasks, and dealing with the procedural demands of the classroom. This view of

classroom management contrasts to a narrower view of classroom management as

it deals with just discipline and control. In classroom management, the teacher is an

actor. He can play a number of roles. His responsibilities are planner, manager,

facilitator, counselor and diagnostician. In order to get an excellent classroom

management, the teacher must perform all these duties within each single lesson.

The process of teaching learning can be carefully planned by class teachers.

Teachers choose materials and tasks for lessons. They prepare tasks and exercises
 22

to match the levels of learners. Teachers can anticipate problems and find solutions.

They can adapt texts and plan lessons.

In addition, Bassey, et al. (2014) claimed that the wider view of classroom

management shows increased engagement, reduction in inappropriate and

disruptive behaviors, promotion of student responsibility for academic work, and

improved academic performance of students. In effect, discipline, control and the

consequences become authoritative or punitive approaches to classroom

management. These have become much smaller part of the term classroom

management. Thus, classroom management denotes much more than any of these

words.

As put by Williams and Wang (2017), classroom management involves how

the teacher works, how the class works, how the teacher and students work together

and how teaching and learning takes place. An analysis of the past 50 years of

classroom management research identified classroom management as the most

important factor, even above students’ aptitude, affecting students’ learning and

academic performance.

On the other hand, Pandey (2017) believed that classroom management is

not a gift bestowed upon some teachers. While it is true that some teachers adapt to

classroom management easily, making it felt by their colleagues as if they possess

some innate talents. Classroom management is a skill that can be acquired like any

other profession. It is a skill that must be practiced to achieve proficiency.

 23

Abel (2014) claimed that classroom management thus requires specific skills

such as planning organizing, as well as an aptitude for teamwork. It requires a great

deal of commitment, initiatives, teachers’ willingness to adjust, creative thinking and

actions.

Ekere (2017) suggested that poorly managed classrooms are usually

characterized by disruptive behaviors such as sleeping, late coming, noise making,

miscopying of notes, eating, calling of nicknames, verbal or physical threat to fellow

students or the teacher. These disruptive behaviors disorganize learning processes

and hamper academic performance of students.

B. Local Literature

The Department of Education (DepEd) issued D.O. No.32, s. 2017, Gender-

Responsive Basic Education Policy in line with its Gender and Development (GAD)

mandate as stipulated in the 1987 Philippine Constitution, Republic Act (RA) No.

9710 0r the Magna Carta of Women (MCW), RA 10533 or the Enhanced Basic

Education Act of 2013, and the Philippines’ International Human Rights

Commitments to the Universal Declaration of Human Rights (UDHR), Convention on

the Elimination of All Forms of Discrimination Against Women (CEDAW), and the

Convention on the Rights of the Child (CRC) among others.

The policy stated the DepEd’s commitment to integrate the principles of

gender equality, gender equity, gender sensitivity, non-discrimination, and human

 24

rights, in the provision and governance of basic education. It is in connection with

the DepEd’s mandate of ensuring access to quality basic education for all. It

conforms with the DepEd’s mission, vision, values, and mandate. The policy aims to

promote inclusive education that ensures girls’ and boys’ and women’s and men’s

equal access to learning opportunities, fair treatment in the learning process, and

equitable outcomes as well as access to opportunities in all spheres of life. It also

promotes the protection of children in all gender-based violence abuse

discrimination and bullying in school. It involves all learners, teachers, and non-

teaching personnel and other stakeholders in the promotion of gender equality and

non-discrimination through their engagement in the curriculum, learning materials,

teaching methodologies, and support services that should not only aim at eliminating

gender stereotypes, but also at transforming gender relations toward empowerment

and social change.

Signed by Undersecretary Alberto T. Muyot, DepEd Undersecretary, the

policy specifically “seeks to enable DepEd to undertake gender mainstreaming in

education to address both enduring and emerging gender and sexuality-related

issues in basic education, to promote the protection of children from all forms of

gender-related violence, abuse, exploitation, discrimination and bullying, and to

promote gender equality and non-discrimination in the workplace and within DepEd”.

The policy also – finally – broadens DepEd’s gender and development (GAD)

programs by tackling not only women’s issues, but also of other sexual minorities.

The policy specifically makes use of the more inclusive definitions of “gender

identity” and “gender expression” to be respectful of people of different SOGIE.

 25

Among the other (and more specific) highlights of the policy include enforcement

and compliance with RA 9710 on non-expulsion of women faculty and female

learners who become pregnant outside of marriage; implementation of sexual and

reproductive health services in every school; formulation of policies to boost

women’s participation in sports; provision of facilities for differently-abled people;

establishment of media network and mechanism to disseminate GAD-related

information/advocacy campaigns; establishment of VAWC desk in schools; and

provision of breastfeeding stations and child-minding stations.

Gonzales (2015). Gender sensitivity is not about pitting women against men.

On the contrary, education that is gender sensitive benefits members of both sexes.

It helps them determine which assumptions in matters of gender are valid and which

are stereotyped generalizations. Gender awareness requires not only intellectual

effort but also sensitivity and open-mindedness. It opens the widest possible range

of life options for both women and men. As universally recognized at the World

Conference on Women in Beijing in 1995, countries will neither prosper nor thrive

unless they are equally supportive of women and men in their quest for a fulfilling

life.

According to Gumba (2013), in almost every aspect of the Philippine

educational system, women and girls outnumber men and boys (United Nations,

2011). The 2008 Functional Literacy, Education and Mass Media Survey (National

Statistical Coordination Board, 2010) showed that the basic literacy rate among

females is 96.1% while 95.1% among males. Functional literacy among females in

the same period was also higher at 88.7% as against 84.2% among males. At public
 26

elementary level during the school year 2010-2011, female Net Enrollment Ratio

(NER) was computed at 91.07% while male NER was lower at 88.78%.

Consequently, female participation rate in high school also exceeded that of males

at 63.53% vs. 53.65%. He cited that women’s and men’s rights; responsibilities and

opportunities will not depend on whether they are born male or female. Gender

equality implies that the interests, needs and priorities of both women and men are

taken into consideration, recognizing the diversity of different groups of women and

men. It is, first and foremost, a human right.

Moreover, the United Nations Population Fund (2013) stated that empowering

women is also an indispensable tool for advancing development and reducing

poverty. Likewise, the United Nations Entity for Gender Equality and the

Empowerment of Women the Gender (2012) stated that equality is seen both as a

human rights issue and as a precondition for, and indicator of, sustainable people-

centered development. In addition, Women’s EDGE Plan (2013 – 2016, 2014)

stressed out that in the Philippines, the pursuit of gender equality and women’s

empowerment has achieved major inroads in the past decades. The gender

responsive laws, policies, and programs in place and the institutional and enabling

mechanisms in national government agencies and local government units are a

result of the continuing advocacy of government and its partners among lawmakers,

people’s organizations, civil society groups, and the academe.

Also, Mercurio (2015) reported that the Philippines has been consistent in

making to the top 10 global ranking in the Global Gender Gap Index of World

Economic Forum (WEF) since 2006. The index is comprised of 14 indicators

 27

measuring educational attainment, health and survival, economic participation and

opportunity, and political empowerment. It measures the difference between men

and women’s access to resources and opportunities rather than the total level of

attainment.

More so, MacPhail (2015) wrote that the Philippines’ leading position among

countries with viable track records in gender equality is partly due to the fact that the

country has an extensive and impressive institutional framework to promote gender

equality. The highest law of the land sees to it that women are protected. When

curriculum reinforces gender stereotypes it also impacts the perception of how girls

and boys should behave and engage also in a classroom setting. Furthermore, it

fails to showcase the potential of girls and women as empowered individuals. While

ad hoc activities promoting gender, equality are important, integrating gender

equality generally into the curriculum ensures its sustainability.

Textbooks, classroom materials and lesson plans should be gender sensitive

to ensure their quality and relevance to the lives of all children. Special attention

should be given to minority students requiring resources in their mother tongue and

other students with special needs. Mentorship programs can provide inspiration for

gender equality in education and can be developed in close cooperation with local

communities. Women alumni, women in business and academia are particularly

relevant for these types of interventions. It calls for an extended commitment on the

part of the mentor, rather than a one-off meeting.

Gender and Development (GAD), according to Isisag (2014), is an approach

that seeks to integrate gender awareness and competence into mainstream

 28

development, while recognizing that development activities may affect women and

men differently (due to sexual differences as well as historic circumstances), and

therefore emphasizing the need to apply appropriate gender planning to ensure that

the resulting conditions and results are equitable to women and men. Creating legal

actions through enactment of laws is a means of reaching such worthwhile

endeavor.

Pangani (2013). Gender development is a crucial issue because societal

gender-typing heavily influences some of the most important aspects of people's

lives, such as the talents they develop, the conceptions they hold of themselves and

others, the socio-structural opportunities, and constraints they face and the social

lives and occupational paths they pursue. It is the major reason for separating

people, with far-reaching consequences in their daily lives. Because many of the

qualities and roles selectively promoted in males and females are differentially

valued, those ascribed to males are often considered as more desirable, effective,

and of greater status, gender distinction becomes even more important.

Marzano (2013). Teacher performance as word perform as to carry through,

to achieve, to bring to completion, to execute, to accomplish and performance is the

act of performing action or task (Didier,2002).In contrary, Edis (1995) describe that

performance somewhat individual leaves behind and that lives apart from the

goal. Measureable action are considerable to comprise performance and one has

to make a distinction between the behaviors and the outcomes of performance.

Whereas the concept of teachers’ performance refers to teacher behavior that how
 29

he behaves in the process of teaching learning environment, in such a way teachers

successfully carry out assigned action or completed their task.

Colegado (2015). The teachers’ performances are the most significant

contribution in educational process that whatever policies may he lay down;

eventually the teacher must interpret and implement these policies through teaching

learning process. The term is not only covering the effect or conduct of instruction,

like student achievement or personal growth or also not teacher characteristics.

Rather, teachers’ performance is apprehensive, with progress variable rather than

product variables.

Lastly to Gibbs (2002) “Teachers need to be able to survive the demands,

threats, and challenges within the diverse circumstances of teaching. He stated that

an effective teacher needs the capacity to be persistent, flexible, and innovative on

new teaching approaches and be prepared in the case of failure.

Lopez (2014) pointed that if a teacher considers themselves unsuccessful in

dealing with a particular group of learners, he or she will not spend much energy on

teaching and will stop attempting with the appearance of the first obstacle, in spite of

the fact that s/he may have the required knowledge and technique to solve the

problem. So, it can be said that ―self-efficacy beliefs can therefore become self-

fulfilling prophesies, validating beliefs either of capability or of incapacity.

Caprara, et al. (2014) stated that teachers with high levels of self-efficacy are

more satisfied with their job, expect a lot from themselves, stand firm when they face

barriers and have more endurance and flexibility.

 30

Lastly, Clemente (2014) stressed that teachers with higher levels of self-

efficacy are more confident in their teaching abilities, have more positive attitudes

towards teaching, and are ―active and assured in their responses to students.

Efficacious teachers ―persist longer, provide a greater academic focus in the

classroom, and exhibit different types of feedback.

Related Studies

A. Foreign Studies

Based on the study of Winkelmann (2014), Instructional Style and Classroom

Management Instruction within classrooms across the United States has undergone

changes in recent years. The Common Core State Standards Initiative (Common

Core State Standards Initiative) redefined standards in both reading and

mathematics. In reading, three shifts were identified: (a) regular practice with

complex texts and their academic language, (b) reading, writing, and speaking

grounded in evidence from texts, both literary and information, and (c) building

knowledge through content-rich nonfiction. Three shifts were also identified in

mathematics: (a) greater focus on fewer topics, (b) linking topics and thinking across

grades, and (c) pursue conceptual understanding, procedural skills and fluency, and

application with equal intensity. With the shifts in grade level expectations, educators

have also begun to shift instructional styles to promote student engagement. One

shift in instructional style is the move from traditional classrooms to student center

classrooms. However, the research between teacher gender and instructional style

is limited.
 31

Moreover, Unterhalter (2015) mentioned that in Karamoja region,

Uganda, the UNICEF Gender Socialization in Schools Nigeria updated its

teacher education curriculum in 2014, in part to address gender issues. While

a policy is in place to ensure minimum standards on gender equality, a survey

of 4,500 student teachers in 2014 showed that very few had an in-depth

understanding of what gender equality in education might mean, while many

were hostile to women’s participation in public life and any form of social

engagement. Among respondents employed following graduation, teachers

reported receiving no professional development on gender, a point echoed by

other colleagues at the schools where they taught.

According to Howley (2020), based on the study he conducted that teachers

play various roles in a typical classroom, but surely one of the most important is that

of classroom manager. Effective teaching and learning cannot take place in a poorly

managed classroom. If students are disorderly and disrespectful, and no apparent

rules and procedures guide behavior, chaos becomes the norm. In these situations,

both teachers and students suffer. Teachers struggle to teach, and students most

likely learn much less than they should. In contrast, well-managed classrooms

provide an environment in which teaching, and learning can flourish. But a well-

managed classroom does not just appear out of nowhere. It takes a good deal of

effort to create—and the person who is most responsible for creating it is the

teacher.

Djamarah, et al. (2017) his study revealed that teacher play an important role

in education. Educators or teachers are the professionals in charge of planning and

 32

implementing the learning process, assessing the results of learning, coaching and

training, and conduct research for the community. Achieving a good quality of

education is strongly influenced by the performance of teachers. In general, the

quality of education that is a benchmark for the success of the performance of the

teachers. In addition, teachers must be a personally grown and dynamic, and create

an atmosphere of meaningful education. Teachers are not only viewed as

educational tools, regarded as a profession that requires skill and recognition of its

legitimacy. However, not all teachers have the attitude to be more creative in

improving their skills and capabilities in effective classroom management.

While McCormick and Freeman (2017) based on the findings of their study,

they believed that teachers failed largely to manage student behavior in the

classroom because it is very difficult for teachers to change their teaching style and

approach. In this regard, the teacher has contributed greatly to the success of

learning in schools. Therefore, teachers are very instrumental in helping the

development of learners to realize the goal of his life optimally. In the classroom the

teachers carry out two main activities, namely teaching and classroom management

activities. Therefore, teaching is essentially a process set up, organize existing

environment around students. All components include the objectives of teaching,

teaching materials, teaching and learning activities, methods, tools and learning

resources as well as evaluations performed optimally to achieve the goals of

teaching that was set before teaching implemented. Classroom management is not

just a classroom setting, physical settings and routines. Classroom management

 33

activities intended to create and maintain an atmosphere and conditions of the

classroom, so that teaching and learning can take place effectively and efficiently.

Furthermore, Kamarulzaman (2015) as what he depicted on his study, he

stated that classroom language can be appropriate to both learners and the subject,

if the teacher pays close attention to instructions given, eliciting information,

prompting learners, following learning, explaining new words, as well as group

monitoring. Teachers instructions are always given to inform students what to do

and how at different steps of EFL teaching. To do so, teachers must follow certain

procedures. These procedures involve stand still, book on chest, instruction should

be clear, complete, concise, and correct. Teachers have to speak slowly and

reasonably., demonstrate or exemplify and give instruction check question to

learners. He added that learners like to speak continuously to their partners and do

not pay close attention to their instructor during the lesson if the teacher’s

instructions are not comprehensible or his speech is not obvious.

However, Al- Samadani and Ibnian (2015) based on the findings of his study,

he believed that successful language instruction policies can support learners to

promote positive attitudes towards the learning practices in general and studying

English language courses. Teachers also use elicitation technique to get information

from their students. Elicitation is a very practical technique because one can bring

information from students instead of giving it to them. It also increases students’

participations and supports learners’ self-confidence during the lesson. Prompting

technique on the other hand is very important. Teachers sometimes show learners

pictures of something and ask them to describe or talk about it. This technique
 34

sustains learners group discussion, and it helps teachers to minimize teacher talk

time and maximize student talk time. During the lesson teachers also attempt

several times to measure their students understanding of the lesson. In most times

teachers check learners learning when they teach new vocabulary, finish a task or a

lesson. They use ICQ for checking instructions and CCQ for conceptions. This

technique allows instructors to know if there is a balance between information they

give and the comprehension students gain. They can decide whether to speed up or

low down the steps of teaching or even change the methods of teaching if learners

do not grasp the points. In addition, teachers attempt to use a particular technique to

explain and clarify new words or structures. They do this through bringing realia,

drawing charts or showing photos. Sometimes teachers do acting or miming to get

the idea closer to learners’ minds.

Also, Mathew (2012) based on the results of his study that there are some

English instructors who mainly depend on schoolbooks and leave other learning

resources for the classroom. Making the use of schoolbooks as only one resource of

knowledge holds back EFL learners’ improvement because it limits students learning

span. Skilled instructors always review the importance and value of their textbooks

and they can change them if they do not fulfill the needs of learners. Additional tasks

related to students’ desires can create vigorous education atmosphere. Teachers

also lead classroom management. They decide the interaction patterns between

student to student or teacher to student. They create a friendly rapport with learners.

They also develop students’ motivation via praising or giving presents. Teachers
 35

demonstrate activities and exercises of the lessons. They also create certain

discipline for certain situations.

In addition, Mathew (2012) revealed based on his study conducted that for

verbal communications, scholars tend to contribute and react to the discussion

whereas instructors facilitate the learners’ interactions. The responsibility of

instructor is to advise and to keep focusing on the learners’ communicative tasks.

Moreover, teachers also facilitate learning. they support learners’ autonomy by

providing lots of duties with multipurpose and ask learners to participate according to

their abilities and interests. Teachers always try to make sure that each individual

learner fulfills his potentiality. They attempt to distribute opportunities equally among

students. In other way, doing counseling is a great issue that teachers seek to fulfill.

They sometimes give advice to students on problems happen outside the school

environment. They listen carefully to students problems and tell them how to behave

correctly. They also guide students to follow and maintain correct disciplines.

Teachers try to help learners to build safer tracks for their future success. In order to

keep teaching learning process in its highest points of professionalism, teachers

almost always make a diagnosis of two major things. The first ones are teaching

strategies, the methods and procedures that teachers use to help learners

understand his/her lessons.

Aside from that, Eide (2014) based on the study he conducted, he pointed

that the teachers’ duty is to give a placement test at the beginning of academic year

to his students to group them in terms of their learning style. Later, teachers try to

design various exercises to come up with the desire of each individual learner.
 36

However, Manson et al. (2015) revealed the results of his study that the

active educators must realize that each individual student possesses his own way of

learning style to achieve this, teachers have to vary their approaches and teaching

methods according to students different learning needs. Teaching also has to be

interactive, where teachers involve students in learning by asking questions and

providing instructive feedback.

B. Local Studies

Based on the study conducted by Sumadsad, et al (2013), the school

community is apprehensive of existing legal bases in providing equal opportunities

for both genders. However, information on government agencies that are delegated

to carry out Gender and Development (GAD) as well as concerns on gender equality

and women empowerment still need to be disseminated more. Complacent attitudes

of an ordinary Filipino on gender issues is due to the fact that gender inequality,

while it still exists in the society, is never a serious problem in the country. With this,

full awareness of the school community should be given more emphasis inasmuch

as it is in a feasible position to stimulate wider insight of Gender and Development

through in-depth academic discussions, and may take an active participation in local

and national gender-equality advocacy, seminars and fora.

Based on the study conducted by Perez (2021), entitled “Evaluation of the

Impact of CNHS Gad Program Implementation: Basis for Extensive GAD Training.

This study aimed to determine the extent of implementation of CNHS GAD programs

in terms of learner’s development learning environment, learning delivery and

 37

learners support, to analyze the impacts of CNHS GAD trainings and to identify the

other GAD related activities that can be implemented to intensify the GAD program.

It concluded that the outbreak of infectious diseases would result in mental health

problems. Females are in great risk for psychological problems than male. It showed

that women are more likely to see COVID-19 as very serious problems. The present

study investigated gender differences that depression and anxiety factors during the

COVID-19 pandemic among the teachers and parents in Balele District. The

symptoms will increase if being unemployed, feeling less adapted and being more

stressed.

Based on the study conducted by Moldogo (2021), entitled “Gender

Differences in Covid-19 Related Attitudes and Behavior in Balele District”. This study

came up with the conclusion that the outbreak of infectious diseases would result in

health problems. Females are in great risk for psychological problems than male. It

showed that women are more likely to see COVID-19 as very serious problems. The

present study investigated gender differences that depression and anxiety factors

during the COVID-19 pandemic among the teachers and parents in Balele District.

The symptoms will increase if being unemployed, feeling less adapted and being

more stressed.

Based on the study conducted by Arquiza (2021) entitled “Integration of

Gender Sensitive Activity in teaching Nail Care Services in Lucuihin National High

School. Gender equality in education strengthens the quality and provides an

appropriate learning environment for both sexes and ensures that students leaving

secondary school have an awareness of gender equality. Women and men's interest
 38

may be different due to their different gender roles and needs. The gender

perspective should be an integral part of teaching. Grade 8 students especially boys

have difficulty in coping up the lesson in TLE about nail care. They find it hard to do

hands-on activities like manicure and pedicure. Male students find it discriminating

for this odd to do things such as nail art for it is stereotyped to be done by female

students only. For this reason, they lose interest in the lesson which results in a low

level of mastery and performance. The researcher motivated to integrate gender-

sensitive activity in teaching nail care services that will enhance the level of

performances of Grade 8 students.

Furthermore, Mapelsa (2013) his study has shown that learners’ studying

performance should be developed if teachers have carefully given attention to their

students learning style during lesson plan and classroom teaching. During the long

run of teaching learning process, from the first day of school to the final school

exam, teachers remain consistently criticize and evaluate themselves and their

duties. These criticism and evaluation should extend to teachers’ language,

techniques, activities used, class management, and record keeping files. Inside

classroom, instructor’s language should be checked to know whether it is low, to the

level of students or high. The teacher talk time is gradually reduced and the student

talk time is increased. The teacher must ensure that the error correction is done or

not.

Espinosa (2017), based on the findings of his study, he suggested that

teachers can deal with these disruptive behaviors in the classroom and reduce them

to the minimum through effective classroom management so that effective learning

 39

can take place. Once teachers are able to effectively reduce or eliminate disruptive

behaviors in the classroom, there would be increased academic attentiveness and

engagement which would pave way for better academic performance by students.

The use of verbal instruction is one of the techniques for effective classroom

management that can be adopted by teachers.

According to Librero (2017), based on the findings of his study, clear

instruction on what should be done gives the students concrete direction to

compliance. In this approach, teachers try to be consistent in enforcing the verbal

instruction so that it produces the desired results. Until recently, corporal

punishments were used widely as an effective classroom management technique to

curb disruptive behaviors in the classroom. It is now not commonly applicable

through it is still practiced in some schools as an effective classroom management

technique.   Instructional supervision is another technique of effective classroom

management adopted by teachers in the classroom.

Obot (2015), based on the findings of his study, suggested that instructional

supervision involves moving around the classroom to observe students closely,

engaging students in academic activities, asking questions and employing both

verbal and non‐verbal teaching methods to ensure that students are paying

undivided attention and taking more from the lesson than simple facts.

Nimfa (2017) based on the findings of his study, he stated that delegation of

authority to learners is still another technique of effective classroom management

where the teacher delegates his/her authority to deserving students and assign them

duties such as cleaning chalk board, time keeping, controlling noisemakers,

 40

managing learning materials, collecting assignment from students, copying lesson

notes on the chalk board, class representatives on behalf of the class. These

contribute a great deal to making the classroom a conducive place since cooperation

between students and teachers in the classroom is fostered. Classroom

management techniques are aimed at producing conducive learning environment

where students can learn with ease and perform better academically. All of these

techniques can be adopted in the classroom depending on the nature of the problem

at hand.

Gregorio (2014) based on the findings of his study, found out that the gender

of the teacher did not have a significant correlation to instructional style. Therefore,

the gender of the teacher did not indicate a certain instructional style would take

place in the classroom. Quality instruction requires classroom management.

Classroom management had the largest effect on student achievement.

Caprara, et al. (2014) based on the findings of his study, he stated that one

reason that causes the progress of an educational system is employing qualified

teachers. These teachers possess some characteristics, and having high self-

efficacy is one of them. Therefore, teachers with high self-efficacy should be

employed to promote education.

Yap (2014) based on the findings of his study, he explained that teachers’

performance affects their self-efficacy, and self-efficacy influences

teachers‘performance too. If a teacher has a successful experience of working with a

variety of students, this will increase their confidence, which in turn will enhance their

self-efficacy, and if s/he is not successful in their experience with students, their
 41

judgment will influence their confidence and self-efficacy, which in turn, will affect the

time he or she will persist in teaching.

Synthesis

The review of related literature and studies provided the researcher the

background materials for comprehensive knowledge and information addressed in

the study, which in turn helped her pursue her action study.

The findings of this study are like those of Marzan, Kelly, and Clarricoates,

who concluded that teachers play essential and varied roles in education. Teachers

must be personally developed and energetic to foster a relevant educational

environment. Teachers are seen as more than just educational instruments; they are

seen as a vocation that requires expertise and credibility. The performance of

instructors has a significant impact on achieving high educational standards. It

covers everything teachers must do in the classroom to encourage students'

intellectual participation and cooperation in classroom activities to create a positive

learning environment. He can fill a variety of positions.He can play a number of

roles. His responsibilities are planner, manager, facilitator, counselor, and

diagnostician. To get an excellent classroom management, the teacher must

perform all these duties within each single lesson. The process of teaching learning

can be carefully planned by class teachers. Teachers choose materials and tasks for

lessons. They prepare tasks and exercises to match the levels of learners. Teachers

can anticipate problems and find solutions. They can adapt texts and plan lessons.
 42

In addition, the study conducted by Spencer and Corzo and Contreras where

they believed that successful language instruction policies can support learners to

promote positive attitudes towards the learning practices in general, teachers also

use elicitation technique to get information from their students. These studies are

somehow related to the present study.

Similarly, the ideas presented by Walter, Morse, Nicholas and Bassey,

stressed that classroom management involves how the teacher works, how the class

works, how the teacher and students work together and how teaching and learning

takes place. Classroom management differs from one teacher to another because of

the teacher’s personality, teaching style, preparedness, and number of students in

the classroom. the wider view of classroom management shows increased

engagement, reduction in inappropriate and disruptive behaviors, promotion of

student responsibility for academic work, and improved academic performance of

students. In effect, discipline, control, and the consequences become authoritative or

punitive approaches to classroom management.

Relative to the study conducted by Perez, Moldogo and Arquiza, the present

study believes that the responsibility of instructor is to advise and to keep focusing

on the learners’ communicative tasks. Moreover, teachers also facilitate learning.

They support learners’ autonomy by providing lots of duties with multipurpose and

ask learners to participate according to their abilities and interests. Teachers always

try to make sure that each individual learner fulfills his potentiality. They attempt to

distribute opportunities equally among students. In other way, doing counseling is a

great issue that teachers seek to fulfill. They sometimes give advice to students on
 43

problems happen outside the school environment. They listen carefully to students’

problems and tell them how to behave correctly. They also guide students to follow

and maintain correct disciplines. Teachers try to help learners to build safer tracks

for their future success. To keep teaching learning process in its highest points of

professionalism, teachers almost always make a diagnosis of two major things. The

first ones are teaching strategies, the methods, and procedures that teachers use to

help learners understand his/her lessons.

The present study is contrary to the belief held by Abel and Ekere, where they

stressed that classroom management is not a gift bestowed upon some teachers.

While it is true that some teachers adapt to classroom management easily, making it

felt by their colleagues as if they possess some innate talents. Classroom

management is a skill that can be acquired like any other profession. It is a skill that

must be practiced to achieve proficiency. Classroom management thus requires

specific skills such as planning organizing, as well as an aptitude for teamwork. It

requires a great deal of commitment, initiatives, teachers’ willingness to adjust,

creative thinking and actions.

All the preceding literature and studies present some points of parallelism

with the current study. Points of contrast on the other hand can be traced in the

specific focus of current research, hence, the present study also tried to assess the

relationship of Gender and Development (GAD) Program and teachers’ performance

in Sto. Tomas District in the Division of Batangas Province.

CHAPTER 3

RESEARCH METHODOLOGY AND PROCEDURES

 44

This chapter presented the respondents of the study, the instrument used in

gathering comprehensive and reliable data. The methods and locale of the study,

same with the statistical treatment used to derive to the answers to the problem

presented.

Research Methodology

This research will be used the descriptive correlational research to have data

needed focusing on the level of professional competence and performance of

secondary public teachers for the results and findings. It is therefore necessary that

conditions, practices, processes, and even beliefs will be established via gathering

of facts and information which will reveal what is going on, the effects being felt, and

even trends that are developing.

The descriptive-correlational method will be employed in this study. This

method, according to Joan M. Lappe (2015), is beneficial for illustrating how one

event is related to another in cases when the researchers have no control over the

independent variables, which are the ones thought to produce or impact the

dependent or outcome variable. Its goal was to describe rather than infer a cause-

and-effect relationship between variables.

A descriptive research design used a wide variety of research methods to

investigate one or more variables. Unlike in experimental research, the researcher

did not control or manipulate any of the variables, but only observed and measured

them. Adi Bhat (2019) explained that correlational research is a type of non-
 45

experimental research method, in which a researcher measured two variables,

understood and assessed the statistical relationship between them with no influence

from any extraneous variable.

To support the purpose of this study, this study intends to Relevant data and

information were acquired using this method to determine the association between

the Gender and Development (GAD) Program and Teacher School Performance in

the City Schools of Sto. District of Tomas that drives to a proposed action plan

where the descriptive and correlational method of research will be utilized in the

study. The researcher will be cogitated that it is proper to use because the study will

be concerned with the existing conditions, practices, needs and performances of the

sample.

Respondents of the Study

The study will be conducted in Sto. Tomas District, Division of Batangas

which were purposively selected because of the expected manifestation the

association between the Gender and Development (GAD) Program and Teacher
 46

School Performance. The respondents were two hundred thirty-three (233) teachers.

The schools are Sto. Tomas North Central School, Sta Anastacia Elementary

School, Santiago Elementary School, San Antonio Elementary School, San

Bartolome Elementary School, San Vicente Elementary School, San Roque

Elementary School, Doña Tiburcia Malvar Carpio Elementary School, Sta. Teresita

Elementary School, Sta. Cruz Elementary School, San Agustin Elementary School,

San Felix Elementary School, Sta. Elena Elementary School, San Juan Elementary

School, San Jose Elementary School, San Joaquin Elementary School, San

Fernando Elementary School, Sta. Clara Elementary School, San Luis Elementary

School, San Francisco Elementary School, San Isidro Elementary School, San

Pablo Elementary School, Sta. Ana Elementary School, Sta. Maria Elementary

School and Lastly Sto. Tomas South Central School. They will be expected to

answer the survey questionnaire prepared by the researcher.

On the other hand, to have accurate and comparable data, all teacher-

respondents will be included in this study. In selecting teacher-respondents, the

researcher used the random sampling particularly the lottery method at the same

time the Slovin’s formula. In using that method, names of the teacher in all

elementary schools in Sto. Tomas District will be written on the pieces of paper and

placed in a box by school. The pieces of paper will be taken one at a time until the

desired sample size from each school is obtained. The respondents are shown in

Table A.

Table A
Distribution of the Respondents
 47

Total number of Elementary

Name of School Respondents
STO. TOMAS NORTH CENTRAL SCHOOL 31
STA.ANASTACIA ELEMENTARY SCHOOL 15
SANTIAGO ELEMENTARY SCHOOL 12
SAN ANTONIO ELEMENTARY SCHOOL 16
SAN BARTOLOME ELEMENTARY
SCHOOL 9
SAN VICENTE ELEMENTARY SCHOOL 15
SAN ROQUE ELEMENTARY SCHOOL 6
DOÑA TIBURCIA MALVAR CARPIO
ELEMENTARY SCHOOL 14
STA.TERESITA ELEMENTARY SCHOOL 3
STA. CRUZ ELEMENTARY SCHOOL 6
SAN AGUSTIN ELEMENTARY SCHOOL 3
SAN FELIX ELEMENTARY SCHOOL 5
STA. ELENA ELEMENTARY SCHOOL 3
SAN JUAN ELEMENTARY SCHOOL 6
SAM JOSE ELEMENTARY SCHOOL 7
SAN JOAQUIN ELEMENTARY SCHOOL 6
SAN FERNANDO ELEMENTARY SCHOOL 6
STA. CLARA ELEMENTARY SCHOOL 6
SAN LUIS ELEMENTARY SCHOOL 4
SAN FRANCISCO ELEMENTARY SCHOOL 3
SAN ISIDRO ELEMENTARY SCHOOL 6
SAN PABLO ELEMENTARY SCHOOL 7
STA. ANA ELEMENTARY SCHOOL 3
STA. MARIA ELEMENTARY SCHOOL 24
STO. TOMAS CENTRAL SCHOOL 17
TOTAL 233

Locale of the Study

The research will cover the twenty-six (26) Public Elementary Schools in Sto.

Tomas District, Division of Batangas. The researcher chose the locale because she

knew that the respondents could help her obtain what she needed in her study since
 48

the researcher is currently working in the said district. The number of intermediate

teachers completed the needed number of respondents in the study. She also

believed that the teachers in the said locale are approachable and willing to give

information regarding on the implementation of Gender and Development (GAD)

Program relative to teachers’ performance that drives to a proposal of an action

plan.

Legend: School used in the study

Figure 2: Map of City of Sto. Tomas, Province of Batangas

Research Instrument

A researcher-made questionnaire is the major instrument used in gathering

 49

data. The questionnaire will be written in English. The contents of the questionnaire

will be excerpted from the related literature reviewed by the researcher. The

questionnaire has three parts which are the profile of secondary teachers, their level

of professional competence and performance. The questionnaire will be validated in

two ways, which are the initial validation of the research adviser, and the mock

administration of the questionnaire on the groups of respondents who are not the

target respondents of the study. The result of the mock administration will be used to

revise the questionnaire based on the comments and problems met. The

questionnaire will be validated by the experts in the field.

Validity of the Questionnaire

The first draft will be submitted to the adviser for the approval and checked for

grammatical errors to establish the validity of the research questionnaire. The

questionnaire is a product of modification coming from the ideas of some finished

paper arranged to be used for the present study. Then the questionnaire will be

shown to the three experts who will check and help the researcher to change the

errors from the title up to the questionnaire. The experts will approve the study

instrument and clear that the questionnaires are ready to give once they have been

thoroughly checked.

Reliability of the Questionnaire

 50

The researcher will prepare some questionnaires that will be tested in Natatas

Elementary School in Division of Tanauan that will not cover of this study. After one

week, it will be retested to be able for the researcher to find out if there are any

changes on the answers of the respondents. The results of the tests given in the try-

out will be statistically analyzed by the Cronbach Alpha. For data gathering

purposes, the researcher first scanned and read some literature, studies and sample

questionnaire from the other studies that are already conducted. Then she

formulated questionnaires based on the statement of the problem.

Data Gathering Procedure

After obtaining the validity and reliability of the research instrument and

upon the approval of the thesis proposal by the pre-oral panelists, the researcher will

seek permission from the office of the Schools Division Superintendent through a

written request to conduct the study.

Before the administration of the validated questionnaire, permission will

be requested from the school heads/principals in all public elementary schools in

Sto. Tomas District, Division of Batangas. After the permission be granted, the

researcher will send a link to schools for the distribution of the questionnaires to the

respondents and will answer the survey questionnaire as the basis of the study

using the Google form.

On the other hand, the questionnaire proper provided with a clear

direction to guide the respondents in filling up and answering the Google form. Each
 51

respondent is requested to finish accomplishing the questionnaire within one to two

weeks.

Statistical Treatment of Data

The following statistical tools will be used to arrive at the analysis and

interpretation of data gathered.

1. Weighted Mean. This statistical tool will be used to determine the teachers’

assessment on Gender and Development (GAD) implementation in school

and the issues encountered by the teachers in implementing Gender and

Development (GAD) program.

Formula:

f 1 x 1+ f x 2+ …+ f n xn
WM= 2

N
where :
WM=weighted mean
f =frequency
x=variable
n=total number of cases
N= population of respondent

2. Mean in Grouped Data-: This statistical tool will be applied to determine the

level of teacher performance based on their Individual Performance

Commitment and Review Form in the school year 2020-2021.

Formula:
 52

Ʃfx
Mean=
N

f- frequency

x- midpoint

fx= the product of frequency and midpoint

N- Number of respondents

3. T-test for One Independent Sample Mean: This statistical tool will be

applied using to determine if there is a significant difference between the

perception of teachers on the issues and their assessment in implementing

Gender and Development (GAD) program.

Formula:

x−μ
t=
s/√n

x = mean
μ= population mean
s =standard deviation
n =sample mean

4. Chi Square: This statistical tool will be applied to determine if there is a

significant relationship between the perception of teachers on the issues in

implementing Gender and Development (GAD) program and teacher’s

performance.

Formula:
 53

x =∑ ¿ ¿ ¿
2

2
x =chi square obtained

∑ ¿ mean of the first group sample

O=observed score
E=expected score

5. Slovin’s Formula- This statistical tool will be used to determine the total
number of teacher-respondents on this study.

Formula:

N
n= 2
1+ N e

n=thesizeofthesample
N= populationofrespondent
e=marginalerror

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