1

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

One of the aims of today's teacher pre-service and in-service training is to

improve teachers' competencies. Teachers have a vital part in the development

of all educational institutions. According to DepEd Order No. 35 s.2016, the

quality of teaching influences the quality of learning. As a result, the Department

of Education must employ and support their professional growth as teachers.

The systematic application of suitable techniques for delivering and

measuring the learning objectives planned for each class results in successful

teaching (UNESCO GMR, 2019). Successful teachers have a strong

understanding of the content, which they can then translate into sound learning

objectives; they can choose and implement the most effective instructional

strategies and materials to teach the identified content objectives; they make

instructional decisions based on formative assessment results; they sincerely

promote their students' learning and holistic development; and they are

professional and ethical in their work.

Included under teacher competencies are teaching effectiveness,

professional recognition and awards, membership and participation in

professional organizations, scholarly abilities and creative productiveness, and

university and community service. In the daily life of students, they encounter
 2

different kinds of teachers. It is a fact that the various teaching competency levels

of their teachers bear different effects upon the students’ learning. Because of

this, teachers must be aware of their own level of competency so as to be extra

conscious of how their teaching affects the learning of the students.

The teachers as being essential to the achievement of instructional goals

and objectives should see to it that utilization is assured and output is maximized.

The success and failure of the school program rests entirely on their hands. In

them lies the future of the educational institution that they pledge to serve

enthusiastically and diligently, considered by all as a moral obligation and

responsibility to the society where they belong.

The emphasis on resources and technology underlined the significance of

incorporating the intricate linkages between Mathematics as a "pure" study and

mathematics as an activity anchored and employed in the world of practical

experience into classroom Mathematics and teacher education. The ambiguity in

the usage of expressions like "Mathematical models" adequately represents this

complexity. This expression may refer to physical representations of

Mathematical concepts, such as reproductions of plane and solid geometric

figures made of cardboard, wood, plastic, or other substances; models of conic

sections, curves in space, or three-dimensional surfaces of various kinds made

of wire, plaster, or thread strung from frames; and models of higher order

surfaces that allow abstract Mathematical concepts to be visualized.

Therefore, the researcher, being a Mathematics teacher at Maslug

Elementary School in Baybay VI District, Leyte, choses to assess the utilization

 3

of the learning resources and teaching competencies utilized by the teacher-

respondents in teaching Mathematics. The results of the study will be the basis

for formulating an enrichment measures for the subject matter in the research

environment.

Theoretical Background

This theoretical framework was guided by the theories, perception,

observations and revelations by some researchers and writers; as well as legal

bases that strengthened this study

This is supported by theories such as Bruner’s Constructivist Theory (as

cited by Jerome Seymour (2016), and Competency-Based Approach (as cited by

International Education Studies, 2015); as well strengthened by legal bases such

as Republic Act no. 10533 - The Enhanced Basic Education; and DepEd

Memorandum No. 82, s.2017 - Learning Resource Management and

Development System Implementation in the Rationalized DepEd Structure.

Bruner (as cited by Jerome Seymour, 2016) presented constructivist

theory. Constructivism sees learning as a dynamic process in which learners

construct new ideas or concepts in their current/past knowledge and in response

to the instructional situation. Constructivism implies the notion that learners do

not passively absorb information but construct it themselves.

 4

LEGAL BASES
THEORIES Republic Act no. 10533
- The Enhanced Basic
Education
Constructivist
Theory (Bruner, as DepEd Memorandum,
cited by Jerome No. 82, s.2017 -
Seymour, 2016) Learning Resource
Management and
Competency-Based Development System
Approach (as cited Implementation in the
by International Rationalized DepEd
Education Studies, Structure
2015)

Utilization of Learning Resources

and Teachers’ Competencies in
Teaching Mathematics

Enrichment Measures

Figure 1

The Theoretical – Conceptual Framework

 5

The teacher resources used should be focused in encouraging, aiding and

allowing the students to uncover the main principles on their own.

Communication between the learner and teacher is the key concept.

The purpose of this theory is to provide direction in helping people to

learn, understand and/or apply a predetermined set of principles, concepts

and/or procedures. The theory is designed to be prescriptive and to promote

effective, efficient and appealing instruction. While many instructional theories

are focused to a particular field or learning context, this theory is designed to be

comprehensive; which can be used for most instructional situations.

On the other hand, competency based approach in education is well-

known to the educators and scientists all over the world, and today it is discussed

from different angles and is being viewed from different perspectives. First of all,

this is due to the definition of the terms “competence” and “competency”.

According to the dictionary Webster, the term “competence” appeared in 1596.

And in the United States it was firstly used in the 60s in the context of

performance-based education, which purpose was to train specialists who can

successfully compete in the labor market (Berkaliev et al., 2017).

The dictionary of Ozhegov adheres to activity-based description of the

concepts: 1) Competence–a capacity, an area of issues, phenomena to be

controlled by somebody; 2) competency - awareness; 3) competent - is a

recognized expert in a particular issue (in the insurance issue), who has

competence, and 4) willingness - consent to do something (risk assessment), the

desire to contribute something (risk spreading). Here the word “willingness” is

 6

considered on the one hand, as a state of readiness of a person, who is able and

willing to fulfill something. On the other hand, willingness - is consent to do

something, a condition in which everything is done, everything is ready for

something (Ozhegov & Shvedova, 2013).

Russian scientist Khutorskoi (2022) also identified the following types of

competences, taking into account his national characteristics of education: value

and meaningful, common cultural, educational and informative, informational,

communicative, social and labor, personal competences.

Khutorskoi (2022) considered the definition of competence in terms of the

importance of education, calling them “educational competences.” According to

his definition “educational competence - is a set of semantic orientations,

knowledge, skills and experience of the student’s activity, in relation to a certain

range of objects of the reality, necessary for the implementation of personally

and socially meaningful productive activity.

The proposed competences of different countries are designed to provide

a link between practice and education, to provide the necessary knowledge, skills

and relationships, which will help people to navigate in the rapidly changing

world. Therefore, the key competences are defined as multifunctional package of

knowledge, skills and relationships that are necessary for each person for a full-

fledged personal life and work, active civic stand and effective social inclusion

(Recommendations, 2016).
 7

The volume of competencies, as well as their non-demarcation makes it

difficult to plan, and to implement them in the learning process. Therefore,

scientists also classify competencies according to their hierarchy. A. V.

Khutorskoi divides them into: key competences–related to common (met subject)

educational content; general-subject competences–related to a particular range

of educational subjects and educational areas;–subject competences–private in

relation to the two previous levels of competences, with a specific description and

the ability to be formed in educational subjects (Recommendations, 2016).

There is also a classification of I. A. Zimnyaya, which differentiates three

main groups of competencies: competencies related to himself as an individual,

as a subject of life; competencies related to the interaction with other people;

competencies related to human’s activity, manifested in all its types and forms.

Scientists attempted, firstly, to identify and theoretically justify the basic

groups of key competencies, secondly, to define some of its basic necessary

nomenclature, and thirdly, to determine the components of each of these or the

types of competencies.

To date, specific types of competences associated with each level of

education are identified. Professional development of the person is inseparable

from his person personal development. Professional competence, along with

professional orientation and professional flexibility is the main object of

professional development and a form of the implementation of human’s creativity

in professional work. Professional competency means theoretical and practical

readiness for professional activities.

 8

Behavioral approach considers professional competence in terms of the

importance of the behavioral competence, which is defined as a relatively stable

personality characteristics causally related to an effective or superior job

performance. It is believed that White (as cited by Makulava et., al, 2015)

introduced the term “competence” to describe the personality characteristics that

are most closely related to the “perfect” job performance and high motivation.

Competency-based approach began with the observation of the successful and

effective performers, in order to determine what these people are different from

less successful ones.

Competence thus captures skills and properties located outside of

cognitive abilities, such as self-awareness, self-regulation and social skills; while

some of them may also be incorporated into individual taxonomy. Competences,

which are largely behavioral characteristics, as opposed to personality and

intelligence, can be formed through the training and development. This tradition

is particularly strong in the US, where competences are defined in terms “the

basic characteristics of people” which are “causally related to effective or”

excellent job performance “and” manifest themselves in a variety of situations for

a long period of time. Hay Group (as cited by Makulava et., al, 2015)

demonstrated the breadth of using this approach in USA companies.

The functional approach focuses on functional competences and on the

ability to demonstrate a work that corresponds to the standards, necessary for

effective performance, “the ability to perform actions in the workplace under the

standards used for the professions.” The definition also included “skill and
 9

understanding” and “aspects of personal effectiveness” (Francoise & Winterton,

as cited by Makulava et., al, 2015).

Moreover, this is reinforced by legal bases such as Republic Act no.

10533 - The Enhanced Basic Education – In the Philippine educational setting,

there has been a dramatic change in which all leads to being at par with the

international standards. Innovations and initiatives have been made in order to

amplify the scheme that would qualify the criteria of a globally competitive

learning industry. This gives birth to the creation of the K12 program of the

Department of Education which was implemented a couple of years ago. The

K12 program is deemed important in the qualitative and quantitative development

of individuals by adding another two years to basic education.

According to former President Benigno S. Aquino III, “We need to add two

years to our basic education and those who can afford pay up to fourteen years

of schooling before university”. He also asserted that children are getting into the

best universities and the best jobs after graduation, believing that after 12 years

for public school, children will be given countless chances at succeeding. In line

with this, He proclaimed the Republic Act no. 10533, also known as The

Enhanced Basic Education. The aspiration of Education for All 2015 and the

Philippine K-12 Basic Education Curriculum Framework which is to have the

skills required in the 21st century in order to cultivate a "functionally literate and

developed Filipino."

Additionally, the DepEd Memorandum No. 82, s.2017 - Learning Resource

Management and Development System Implementation in the Rationalized

 10

DepEd Structure – the Department of Education (DepEd) reiterates the adoption

and implementation of the Learning Resource Management and Development

System (LRMDS) to provide emphasis on the LRMDS roles and responsibilities

at all levels of governance. This is pursuant to the implementing rules and

regulations of Republic Act No. 10533, and as instructed in DepEd Order (DO)

No. 76, s.2011

The LRMDS is a system designed to support increased distribution and

access to learning, teaching, and professional development resources at the

Central Office (CO), regional offices (ROs), schools division offices (SDOs), and

school/cluster levels of DepEd. The System includes the following: (a) standards,

specifications, and guidelines for assessing and evaluating, acquiring and

harvesting, modifications, and development and production of resources; and (b)

information on quantity, quality, and location of textbooks and supplementary

materials.

Teachers’ Competencies. One of the goals of today’s pre-service and in-

service training of teachers is to promote teachers’ competencies. According to

the Department of Education, it is a big factor in the academic achievement of

the students. Included under teacher competencies are teaching effectiveness,

professional recognition and awards, membership and participation in

professional organizations, scholarly abilities and creative productiveness, and

university and community service. In the daily life of students, they encounter

different kinds of teachers. It is a fact that the various teaching competency levels

of their teachers bear different effects upon the students’ learning. Because of
 11

this, teachers must be aware of their own level of competency so as to be extra

conscious of how their teaching affects the learning of the students. (Barnuevo,

et al., 2021).

Adeque, (2018) cited that teachers’ competencies may be used for

selection, professional development, and promotion, out placement and, in more

limited cases, pay. Because the turnaround strategy has not been a prevalent

approach in education, most turnaround attempts will involve teachers who have

not worked in such setting previously. The competencies included here are

phrased to be general enough that they can be used to select teachers who have

shown the rights combination of competencies in other roles, but who have not

yet participated in a school turnaround attempt. The competencies also help the

teachers understand and address their strength and weaknesses as they embark

on turnaround challenge.

Mastery of subject Matter. According to Smith (2018), knowledge of the

subject matter content, instructional and classroom management skills and

knowledge of skills in assessing progress in student’s learning were the major

areas of in-service program. In many respects, teachers were significantly

different in terms of their problem and their training needs, and comparison were

made based on their qualification and teaching experience.

Barnuevo, et al., (2021), identify that the teacher must have a thorough

grasp of the subject he teaches. Effective learning demands that the teacher

must possess a solid knowledge of his/her subject. A well trained and licensed

teacher must show evidence of mastery of the subject matter. Teacher

 12

knowledge must be of two fold nature. A good teacher must first possess a wide

general knowledge and within the confines of this general knowledge, a sound

understanding of the subject he is to teach in the classroom. A good teacher

must be well-versed in his area of specialization. He must know which to teach,

when to teach and how to teach. The quantity and quality of the teacher's

knowledge will give the teacher enough material and confidence to teach

effectively.

Teaching Skills. According to Barnuevo, et al., (2021), to promote learning

effectively, a teacher must know not only what, is the subject matter, but also

how to teach. Hence, the third essential requirement of effective teaching is the

skill with teaching methods.

Kyriacou, (2021) stresses that teachers must also realize that all students

have different levels of strengths and weaknesses. It is only through teaching

skills that a teacher can introduce creative and effective solutions to the problems

of the students. Thus, a teacher can enhance the learning process.

According to Stronge (2016), effective teachers know how to use

instructional techniques, such as mastery learning and cooperative learning.

When used appropriately, these strategies can result in student achievement that

is at least one standard deviation higher than that of students taught without the

use of strategies. Effective teachers use technology during instruction to offer

more individualized student attention, to provide hands-on experiences, and to

shift the focus from the teacher to the students. Effective teachers also use the

students’ prior knowledge as a starting point with hands-on, inquiry-based

 13

approaches to facilitate increased levels of learning. Furthermore, effective

teachers use questioning effectively.

Classroom Management. According to Bilbao, et al., (2016), classroom

management is an integral part of the teaching process. It suggests providing a

classroom environment that is conducive to learning, such as appropriate time

scheduling or various activities and an orderly placement of furniture and

instructional materials. A clean and well lighted-area, together with a comfortable

seating arrangement, make the classroom an inviting place for promoting

interaction and much welcomed feeling of togetherness. Records of performance

are well-kept and reported to keep tract of progress. Discipline indicating

complete behavior control is also well-established.

Zoilo (2015) as cited by Escorpiso (2019) stated that school and

classroom management aim at encouraging and establishing student self-control

through a process of promoting positive student achievement ad behavior. Thus,

academic achievement, teachers efficacy, teacher and students behavior are

directly linked with the concept of school and classroom management.

Furthermore, she stressed that classroom management focuses on three major

components: content management, conduct management, and covenant

management. Each of these concepts is defined and presented with details in a

list of observable elements in effective teaching practices.

These hypotheses and experiments, as they will be the major variables in

the analysis of the problems discussed in the test, will be used, and considered

best in the study.

 14

THE PROBLEM

Statement of the Problem

This research assessed the utilization of learning resources used and the

teaching competencies towards Mathematics among the teachers at Maslug

Elementary School, Plaridel Central School, Bitanhuan Elementary School and

Maitum Elementary School, Baybay VI District, Leyte for School Year 2022-2023

as basis for enrichment measures.

Specifically, it answered the following questions:

1. What relevant information can be observed from:

1.1 teachers’

1.1.1 age and gender;

1.1.2 civil status;

1.1.3 highest educational attainment;

1.1.4 teaching experience;

1.1.5 performance rating;

1.1.6 relevant trainings, seminars, and workshops attended and

1.2 learners’

1.2.1 age and gender and

1.2.2 grade in Mathematics?

2. As perceived by the respondent-groups, what is the level of the teaching

competencies of teachers in terms of:

2.1 classroom management;

 15

2.2 evaluation skills;

2.3 mastery of the subject matter and

2.4 teaching skills?

3. As perceived by the respondent-groups, what is the level of utilization of

learning resources used by the teacher-respondents in teaching Mathematics?

4. Is there a significant relationship between the level of teaching competencies

of teachers and the level of utilization of their learning resources?

5. What are the issues and concerns experienced by the teacher-respondents

in terms of their learning resources used and teaching competencies in

Mathematics?

6. Based on the findings of the study, what enrichment measures can be

designed or formulated?

Statement of Null Hypothesis

Ho. There is no significant relationship between the level of teaching

competencies of teachers and the level of utilization of their learning resources.

Significance of the Study

In many researches, the teacher has identified as the primary factors

contributing to students’ excellent performance in all subjects’ areas. Teachers

occupy an important position and are key elements in the operation of the school

system. Teachers’ competencies, knowledge, interest, devotion, commitment,

 16

dedication, professional training, attitude and personality make up matter and

largely determine the quality of services provided by the teacher.

The findings of this study may offer significant information and insights to

the following:

Department of Education. This study can provide information that may be

used as bases for further policy formulation for the improvement of Mathematics

curriculum. This can also help in identifying the appropriate qualifications and

competency of the Mathematics teachers.

School Heads. The study's results will allow school administrators to take

necessary actions to increase teachers' abilities in developing learning resources

in order to achieve improved learning outcomes. Furthermore, administrators

may use the degree of competency of teachers in the various knowledge ideas

and abilities required in teaching Mathematics to develop courses, school

learning action cells, and in-service training programs. Priorities are set based on

the present needs of the teacher.

Teachers. This study can provide an in-depth insight and information about

primary school teachers' roles and behaviors that impact the achievement of their

children. The findings of this study will help to enhance the topics taught in

secondary schools, particularly mathematics. The study might also provide

information on how instructors choose and identify techniques that increase topic

growth and student academic success.

Learners. The study will be beneficial to both students and instructors who

will benefit from enhanced school teaching programs. The range of learning
 17

tools, strategies, and sources will result in intriguing and exciting lessons that

students will find appealing and engaging. As a consequence, the student will

obtain the education he or she deserves.

Parents. The findings of this study can assist families comprehend

instructors' teaching abilities and tactics, allowing parents to inspire and support

their children not only to enhance academic performance but also to achieve

their ambitions. Parents would be encouraged to take an active role in their

children's education by working with school administrators, instructors, and

professors to enhance their academic performance.

Researcher. The researcher will find this study useful. This study will serve

as an enlightenment and enrichment in understanding more on the utilization of

learning resources used and the teaching competencies of teachers towards

Mathematics.

Future Researcher. It is a scientific practice to cite study results in

supporting hypotheses, and the results of this study may be used just for this

purpose, among others. The results can also be used to support or validate

similar studies.

RESEARCH METHODOLOGY

This part contains the research methodology which includes the method to

be used, the flow of the study, research environment, research respondents,

research instruments, data gathering procedures, statistical treatment of data,

scoring procedures and definition of terms.

 18

Design

The design of this research was a descriptive-correlational engaging

quantitative approach to determine the relationship between the level of teaching

competencies of teachers and the level of utilization of their learning resources.

Flow of the Study

The input of the study includes the relevant information of the respondent-

groups in terms of their age, gender, civil status, highest educational attainment,

length of service, performance rating, and relevant trainings, seminars and

workshops attended. This also covers the level of the teaching competencies of

teachers in terms of classroom management, evaluation skills, mastery of the

subject matter, and teaching skills; as well as assesses the level of utilization of

learning resources used in teaching Mathematics. Moreover, this will test the

relationship between the level of teaching competencies of teachers and the level

of utilization of their learning resources. Lastly, the issues and concerns

experienced by the teachers in terms of their learning resources used and

teaching competencies in Mathematics will also be taken into consideration.

The process of the study includes the research procedure that was strictly

followed guided by the research approach it employed which was the descriptive-

correlational design of research.

The output of the study was the enrichment measures.

 19

INPUT PROCESS OUTPUT

Relevant information
taken from the
respondent-groups
Transmittal Letter

Level of the teaching Permission and

competencies of Collection of Data
teachers in Mathematics

Level of utilization of Applying Statistical

learning resources used Analysis
in teaching Mathematics
Presentation,
Relationship between
Analysis, and
the level of teaching Interpretation of
competencies of Data
teachers and the level of
utilization of their ENRICHMENT
Draw Findings, MEASURES
learning resources
Conclusion and
offers
Issues and concerns Recommendations
experienced by the
teachers in terms of their
learning resources used
and teaching
competencies in
Mathematics

Figure 2

The Flow of the Study

 20

Environment

Maslug ES, Plaridel Central, Bitanhuan ES and Maitum ES are the

elementary schools of Baybay VI District, Baybay City, Leyte. It is located along

the carlines. It is accessible by any means of transportation. It is also along the

National highway going to south. The schools are all painted concrete fence with

wide angle bars is an attractive sight moreover it protects the school from

external forces. Maslug ES and Maitum ES has the same seven (7) classrooms

from Kindergarten to Grade 6 and one (1) new school office, since it just a

medium school. Plaridel is the Central School of Baybay VI District. It has 20

classroom form Kindergarten to Grade 6. It has also H.E room, E-room, District

Clinic, Canteen and One principal office. Bitanhuan Elementary School has the

same number of classroom as Plaridel Central School but it doesn’t have H.E

room. It has also a Principal Office and Canteen. The said schools are all

surrounded with trees contributing cool and refreshing environment, flowering

plants around is an added attraction in the school campus. The four schools has

a total of 60 dedicated and committed, nationally funded classroom teachers,

plus 1 non-teaching personnel and district nurse, 1 active principal and 3 work

oriented school heads.

As of July 2022 Maslug ES has a total enrolment of 169, Plaridel Central

has 482 while Bitanhuan ES has 380 and Miatum ES has 180 enrolment.

There are times in a year that tropical cyclone such as storm, tropical

depression and typhoon hit the place and even the entire province. During heavy
 21

rainfall even without the danger of the latter calamity. Earthquake is also part of

the equation in terms of the natural hazards that strike the school.

With the school’s strategic location in the barangay, this serve as an

evacuation center enough for victim families as their temporary shelter. Baybay

Water District served as the main source of water for hand washing, gardening,

food preparation and toilet/CR purposes.

The schools through the leadership of the Principal, Head Teachers,

Teachers and the community aims to achieve the desired goals of the school to

be able to give school children the quality education they longed for. So, it may

harvest the best Filipino youth with good values and high learning in the

community.
 22

https://www.researchgate.net/figure/Figure-1-Map-of-the-14-sampled-barangays-in-Baybay-
City-Leyte-Shapefile-source_fig1_305316034

Figure 3

Location Map of the Study

 23

Respondents

The respondents of this study were the 60 teachers at Maslug Elementary

School, Plaridel Central School, Bitanhuan Elementary School and Maitum

Elementary School, Baybay VI District, Leyte. These are The respondents were

chosen using purposive random sampling. The inclusion criteria were as follows:

a] that they are subject teachers of the research environment; b] that they have

been in the profession for at least a year; and c] that they are willing to participate

and cooperate in the said undertaking.

The selected Grades I-6 learners also served as respondents of this study as

their age, gender, and grade in Mathematics were also taken into considerations.

Table 1 shows the distribution of respondents.

Table 1

Distribution of Respondents

Respondents
Maslug Elementary School
Frequency Percentage

Teachers 60 50

Learners 60 50

Total 120 100

 24

Instrument

The main questionnaire of this study was divided into four (4) parts.

The first part solicits information about the profile of the respondent-groups

as to their age, gender, highest educational attainment, length of service,

performance rating, and relevant training, seminars, and workshops attended.

The second part of the questionnaire was a modified standardized

questionnaire taken from the study of Bušljeta on “Utilization of Teaching and

Learning Resources”. This tool dealt with the level of teaching competencies of

teachers in terms of classroom management, evaluation skills, mastery of the

subject matter, and teaching skills. This was composed of 40 items and was

measured using a 5-point Likert scale: 1 for NOT COMPETENT, 2 for LESS

COMPETENT, 3 for COMPETENT, 4 for VERY COMPETENT and 5 for VERY

MUCH COMPETENT.

Meanwhile, the third part of the questionnaire was also a modified

standardized questionnaire taken from Bušljeta’s study. This dealt with the level

of utilization of learning resources utilized by the teacher-respondents. This was

composed of 12 items and was measured using a 5-point Likert scale: 1 for

NEVER, 2 for SELDOM, 3 for SOMETIMES, 4 for VERY OFTEN and 5 for

ALWAYS.

The last part of the tool identified the issues and concerns experienced by

the teacher-respondents in terms of their learning resources used and teaching

competencies in Mathematics.
 25

Data Gathering Procedure

This research followed a step-by-step process in the conduct of this research

endeavor.

First, a letter was made addressed to the principal of the 4 Elementary

School for approval of the conduct of the study.

After the letter was approved, the questionnaires were personally distributed

to the respondents. The respondents were given ample time of preferably 20-30

minutes to answer the questionnaire.

Data was then collected and submitted to the statistician for statistical

treatment. It was subjected to further presentation, analysis, and interpretation

with the guidance of the research adviser.

The final draft was submitted for finalization and corrections.

Statistical Treatment of Data

The following were the statistical procedures that were used by the

researcher in the presentation and interpretation of the data.

Simple Percentage. This determined the profile of the respondent-groups in

terms of their age, gender, civil status, highest educational attainment, length of

service, performance rating, and relevant trainings, seminars and workshops

attended.

Mean. Computation of the mean was employed to determine the level of the

teaching competencies of teachers in terms of classroom management,

evaluation skills, mastery of the subject matter, and teaching skills; as well as
 26

assess the level of effectiveness of learning resources used by teachers in

teaching Mathematics.

Chi-square. This determined the relationship between the level of teaching

competencies of teachers and the level of utilization of their learning resources.

Scoring Procedures. The following were the scoring procedures:

Table 2
Scoring Procedures

Weight Range Response Verbal Description

Category
this means that the teacher is not
1 1.00 -1.80 Not Competent
competent in this area
this means that the teacher is less
2 1.81 – 2.60 Less Competent
competent in this area
this means that the teacher is
3 2.61 – 3.40 Competent
competent in this area
this means that the teacher is very
4 3.41 – 4.20 Very Competent
competent in this area
Very Much this means that the teacher is very
5 4.21 - 5.00
Competent much competent in this area
 27

DEFINITION OF TERMS

To fully understand the terms used in this study, conceptual terms that are

integral and critical to this study are operationally defined.

Enrichment Measures. This refers the output of the enhancement of the use

of this educational approach to promote quality learning and advance academic

achievement through enhanced instructional competencies and enriched learning

resources of the teachers.

Issues and Concerns. This pertains to the challenges experienced by the

teacher-respondents in terms of their learning resources used and teaching

competencies in Mathematics.

Learning Resources. These are those devices and procedures that help to

make teaching and learning more interesting, more stimulating, more reinforcing

and more effective. This will be measured using a 5-point Likert scale.

Relevant Information. This refers to the profile of the respondent-groups at

Maslug Elementary School, Palridel Central School, Bitanhuan Elementary

School and Maitum Elementary School, Baybay VI District, Leyte covering their

gender, highest educational attainment, length of service, and relevant trainings,

workshops and seminars attended.

Gender. The designation of the teachers as male or female is

alluded to in this report.

 28

Highest Educational Attainment. Below are the highest rates of

teacher qualification in this study: BA; with MA; Full Fledge; MA;

with Ed. D., Full Fledge, MA. Complete Fledge Ed. D., and sections.

Length of Service. This is the amount of time that the teachers

spent teaching in their 5 years, 6-15, 16-25, 26-35 and 36-45 years.

Relevant Seminars and Trainings. This refers to educational

events or a large lecture course that feature one or more subject

matters, delivering issues via lecture and discussion through a

renowned speaker that help teachers acquire knowledge, skills,

competencies, and updates about teaching and other related fields.

Teaching Competencies. These are the skills and knowledge that help a

teacher be successful in teaching. To enhance student learning, teachers must

have expertise in a wide range of teaching competencies so that they are able to

deal with every student having different learning styles. This will also be

measured using a 5-point Likert scale.

Classroom Management. This refers to the wide variety of skills

and techniques that teachers use to keep students organized,

orderly, focused, attentive, on task, and academically productive

during a class.

Evaluation Skills. This refers to the formal process a school uses

to review and rate teachers’ performance and effectiveness in the

classroom. Ideally, the findings from these evaluations are used to

 29

provide feedback to teachers and guide their professional

development.

Mastery of the Subject Matter. This is the foundation upon which

the education of a teacher is based. The teacher requires among

other things the skill of mastering the subject matter and being able

to establish the interrelationships between different subjects.

Teaching Skills. These are the main factors of a teacher; it defines

the teacher's activity in class. They make an understanding of what

to teach and how to teach. These skills are helpful in creating an

effective environment so that students can grab knowledge.

 30

Chapter 2

PRESENTATION, DATA ANALYSIS, AND INTERPRETATION

This chapter presents the data obtained from the respondents of the study

with the corresponding analysis and interpretation. The respondents consist of 60

teachers and 60 selected learners from Grades 1-6 for a total of 120 respondents

from Maslug Elementary School, Plaridel Central School, Bitanhuan Elementary

School and Maitum Elementary School.

This chapter consisted of five (5) parts.

The first part deals with the relevant information of the respondent-groups

in terms of their age, gender, civil status, highest educational attainment, length

of service, performance rating, relevant trainings, seminars, and workshops

attended, and grade in Mathematics.

The second part reveals the level of teaching competencies of teachers as

perceived by the respondent-groups in terms of classroom management,

evaluation skills, mastery of the subject matter, and teaching skills.

The third part presents the level of utilization of learning resources used

by teachers in teaching Mathematics as perceived by the respondent-groups.

The fourth part uncovers the testing of relationship between the level of

teaching competencies of teachers and the level of utilization of their learning

resources.
 31

The fifth and last part discloses the issues and concerns experienced by

the teacher-respondents in terms of their learning resources used and teaching

competencies in Mathematics.

RELEVANT INFORMATION OF THE RESPONDENT-GROUPS

This section presents the profile of the respondent-groups from Maslug

Elementary School, Plaridel Central School, Bitanhuan Elementary School and

Maitum Elementary School., particularly their age, gender, civil status, highest

educational attainment, length of service, performance rating, relevant and

appropriate trainings, seminars, and workshops attended, and grade in

Mathematics.

Teachers

Age. Table 3 reveals the profile of the respondents in terms of age.

Table 3
Age Profile
Frequency
Age Percentage
(n=60)
50 years old and above 4 7
41-50 years old 9 15
31-40 years old 25 42
21-30 years old 22 37
Total 60 100
 32

In terms of the age profile of the teachers, majority of them belong to the

age range of 31-40 years old, specifically 25 or 42% of them. This is followed by

22 or 37% of them who fit in the age group of 21-30 years old. 41-50-year-old

respondents comprise of nine (9) or 15% of the teachers, while four (4) or 7% of

them are 50 years old and older.

These teachers, according to the data, are in a phase of connection rather

than isolation. It is at this period that the individual begins to mature, becoming

more responsible, committed, and dedicated to the performance of duties and

responsibilities.

Age is a critical independent variable that must be examined in order to

determine the maturity and level of comprehension of the respondents. It

characterizes a person's maturity as well as their stage of growth and

development. According to the research, this is the moment when these teachers

are mature, responsible, and trustworthy in carrying out their duties and

responsibilities.

Gender. Table 4 shows the profile of the respondents in terms of gender.

Table 4
Gender Profile
Frequency
Gender Percentage
(n=60)
Female 42 70
Male 18 30
 33

Total 60 100

In terms of gender, most of the respondents are female-teachers,

particularly 42 or 70% of them, while 18 or 30% of them are male teacher-

respondents.

Teaching is a male-dominated profession in the Philippines, according to

census data. Female teachers outnumber male teachers in both public

elementary and secondary institutions. Despite the fact that teaching is a female-

dominated profession, males administrators possess the highest professional

levels and the highest paying jobs.

According to Regalado's (2017) research, some physical qualities and

attributes explain why women are perceived as less appropriate and appealing

for certain activities or projects. The outcomes of his study also demonstrate that

female respondents had fewer traditional beliefs about gender roles than male

respondents.

Civil Status. Table 5 indicates the profile of the respondents in terms of

civil status.

Table 5
Civil Status Profile
Frequency
Civil Status Percentage
(n=60)
Single 15 25
Married 45 75
 34

Total 60 100

In relations to civil status, 45 or 75% of the teacher-respondents are

already married; while 15 or 25% of them are still single.

It is an important independent variable that determines whether the

teacher is single, married, or a widow/widower. It evaluates these teachers'

capacity to deal with obstacles and workload at school while also managing their

time at home.

Although much has been said about female teachers' marital prospects,

few objective studies of actual marriage rates among teachers of different ages,

or teacher marriage rates in comparison to other occupational groups or the

general population, have been done (Punke, 2011).

Highest Educational Attainment. Table 6 presents the highest

educational attainment of the respondents.

Table 6
Highest Educational Attainment
Highest Educational Attainment Frequency
Percentage
(n=60)
Master’s Degree 5 8
With units in Master’s Degree 36 60
BSEEd/BSEEd Graduates 19 32
Total 60 100
 35

Looking into the respondents’ highest educational attainment, 36 or 60%

of them obtained units in their Master’s Degree. 19 of them are BSEEd/BSEEd

graduates while five (5) or 8% of the teachers are already Master’s Degree

holder.

It opens previously closed doors or leads to more job opportunities in

subsequent study. Additional study may lead to a master's degree or a

professional certificate. In other circumstances, master's degrees may be more

appropriate (Loveless, 2019).

Pursuing a degree will very definitely be related to both the most difficult

and the most rewarding moments in their life. One of the most significant benefits

of continuing education is that it may help one's abilities and acquire new skills in

preparation for professional growth and development (Sison, 2016).

According to Magsayo's 2019 study, The Influence of Teacher Quality on

Student Performance, there is a significant relationship between students'

achievement test scores and instructors' highest educational attainment. It

indicates that bachelor's degree teachers only have students who score higher

on the National Achievement Test. It was revealed that the educational degree of

instructors is negatively related to students' academic success. Even whether a

person has just graduated from college or has been working for years, having a

strong desire to learn new things might help them stay ahead of the competition.
 36

Length of Service. Table 7 reveals the number of years in service of the

respondents.

Table 7
Length of Service
Length of Service Frequency Percentage
(n=60)
More than 6 years 19 32
4-6 years 19 32
1-3 years 17 28
Less than a year 5 8
Total 60 100

Meanwhile, in terms of the length of service of the respondents, 19 or 32%

of the teachers have been linked with the institution for 4-6 years; and more than

6 years. 17 or 28% of them have been teaching for 1-3 years, while five (5) or 8%

of them have been working as teachers for less than a year.

Respondents have remained in the profession for a longer period of time,

indicating that they are satisfied with the advantages and incentives offered to

them, which enhances their morale and confidence. It indicated that the

management encourages these teachers and administrators to like their jobs,

which is why they stay with the company for so long.

Longevity, duration of service, or employment establishes

creditworthiness. The length of stay reflects employees' contentment with the

benefits and privileges granted by the company (Sison, 2016).

 37

Performance Rating. Table 8 shows the performance rating of the

respondents.

Table 8
Performance Rating
Performance Rating Frequency Percentage
(n=60)
Outstanding 4 7
Very Satisfactory 56 93
Total 60 100

In terms of the performance rating of the teacher-respondents, most of

them attained a very satisfactory level of performance rating, specifically 56 or

93% of them, while four (4) or 7% of them obtained a performance rating level of

outstanding.

High-quality instruction is essential for improving student outcomes and

narrowing achievement gaps. The Teacher Performance Appraisal System

provides valuable feedback to instructors, promoting professional development

and advancement. The strategy is meant to improve teacher development while

also recognizing opportunities for additional assistance when necessary. One

component of Ontario's goal of attaining high levels of student achievement is the

performance evaluation process, which assists teachers in realizing their

maximum potential.
 38

Appropriate Trainings, Seminars, and Workshops Attended. Table 9

indicates the number of appropriate trainings, seminars, and workshops attended

by the respondents.

Table 9
Appropriate Trainings, Seminars, and Workshops Attended
Appropriate Trainings, Frequency Rank
Seminars, and Workshops
(n=60)
Attended
Division 21 1st
District 17 2nd
Regional 16 3rd
National 6 4th

When it comes to the highest level of appropriate trainings, seminars, and

workshops attended by the respondents, 21 of them have been into division

trainings and seminars. This is followed by district trainings and seminars which

consist of 17 of the teacher-respondents. 16 of them have joined regional

trainings, while only six (6) teachers have been present on national trainings,

seminars, and workshops attended.

The Department understands that everything is dependent on instructors'

ability to place learning at the heart of every learner. Their attendance at these

seminars will contribute to the construction of an effective learning environment,

the enhancement of teaching-learning conditions, the upkeep of current

 39

instructional devices, and the motivation to become better teachers in the

modern world. However, there is a problem with such occurrences. They are not

a substitute for genuine learning. They provide useful information. They might

even just encourage teachers for a few days at a time (Grimmett and MacKinnon,

2012).

Leonor M. Briones, Secretary of Education, has underlined the need of

appropriate teacher training. According to her, relevant teacher trainings will

provide educators with the knowledge and expertise needed to sharpen the

minds of Filipino students, identify common and unique education problems and

needs of Southeast Asian countries, and develop innovative and technology-

based solutions to these problems.

Training provides the following benefits: increased employee job

satisfaction and morale; increased employee motivation; increased efficiencies in

processes resulting in financial gain; increased capacity to adopt new

technologies and methods; increased innovation in strategies and products;

reduced employee turnover; improved organizational image and risk

management (Mcnamara, 2019).

Profile of the Learners. The following tables present the profile of the

selected Grades I-6 learner-respondents at from Maslug Elementary School,

Plaridel Central School, Bitanhuan Elementary School and Maitum Elementary

 40

School, Baybay VI District, Leyte in terms of their age, gender, and grade in

Mathematics.

Age and Gender. This shows the relevant information of the learner-

respondents in terms of their age and gender.

Table 10
Age and Gender
Frequency
Variables Percentage
(n=60)
Age
12 years old 4 7
11 years old 14 23
10 years old 19 32
9 years old 21 35
8 years old 2 3
Gender
Boy 33 55
Girl 27 45
Total 60 100

In terms of the age profile of the learner-respondents, majority of them are

9 years old, specifically 21 or 35% of them. 19 or 32% of them came next with

the age of 10 years old. This is followed by 11-year-old learners which comprises

of 14 or 23% of them, while 12- and 8-year-old learners consist of four (4) or 7%;

and two (2) or 3% of them.

 41

When talking about their gender, there are 33 or 55% of the learners who

are male, while 27 or 45% of them are female learner-respondents.

Female pupils in the Philippines do admirably academically. In both

elementary and secondary school, female students outweigh male students.

Furthermore, female students had a greater cohort survival rate in elementary

and secondary education. This is due to the fact that male students drop out at a

higher rate than female students. Female students completed more courses than

male students at both levels. Because boys are more physically adept than girls,

impoverished families push them to labor. Because boys frequently perform

poorly in school, it appears to be easier for parents to compel them to quit and

seek employment. Furthermore, girls value education more than boys do since

they do not expect to stay at home when they grow up; rather, they want to work.

Boys commonly feel that if they do not finish high school, they will be able to

work.

Grade in Mathematics. This indicates the level of performance of the

selected Grades I-6 from Maslug Elementary School, Plaridel Central School,

Bitanhuan Elementary School and Maitum Elementary School.learners in

Mathematics last grading period.

Table 11
Grade in Mathematics
Frequency
Grade in Mathematics Percentage
(n=60)
 42

91 - 95 9 15
86 - 90 17 28
81 - 85 28 47
75 - 80 6 10
Total 60 100
Delving into learners’ grade and performance in Mathematics, 28 or 47%

of them obtained a grade of 81-85. This is followed by 17 or 28% of the learners

who gained an 86-90 grade. Moreover, nine (9) or 15% of them attained a grade

of 91-95, while six (6) or 10% of the learners got a grade of 75-80.

The majority of Mathematics teachers have seen that many children do

poorly in mathematics. Over the years, classroom studies have revealed that

mathematics teaching has consistently been presented in a conventional

manner, with just a few pupils understanding and grasping the ideas (Winters,

Cerulli, Bjork, & Mor, 2016). Teaching mathematics has been considered as

unpleasant by the majority of students, as antiquated and unrelated to their

interests and experiences, resulting in low mathematics achievement (Goodrum,

Hackling, & Rennie, 2021).

In comparison to international norms, Filipino pupils' mathematics

performance falls well short of the anticipated outcome. In the 2003 international

exam for mathematics and sciences, the Philippines ranked 23rd out of 25

participants in the elementary level with an average score of 358 compared to

the international average of 495, and 42nd out of 45 participants in the grade 8 or

13 year-old level with an average score of 377 compared to the international

 43

average of 466. This demonstrates pupils' weak arithmetic proficiency (Juon,

2014).

It implies that teacher should continue encourage students to participate,

do their task on time and always contributes to the group.

LEVEL OF TEACHING COMPETENCIES OF TEACHERS

The following tables assess the level of teaching competencies of

teachers as perceived by the respondent-groups in terms of classroom

management, evaluation skills, mastery of the subject matter, and teaching skills.

Classroom Management. This refers to the wide variety of skills and

techniques that teachers use to keep students organized, orderly, focused,

attentive, on task, and academically productive during a class.

Table 12
Classroom Management
Items Weighted Interpretation
Mean
Command respect from the learners 4.53 Very Much Competent
Help the class achieve the objectives set for Very Much Competent
the day 4.60
Assist learners in doing cooperative group Very Much Competent
task 4.57
Establish authority in the classroom Very Much Competent
effectively by making learners obey rules set
forth 4.57
Show a great deal of patience towards the Very Much Competent
learners 4.37
Make the learner behave according to how Very Much Competent
they are expected to 4.43
Start learning activities on time 4.47 Very Much Competent
Sustain learners’ interest in the lesson and Very Much Competent
class discussion 4.50
 44

Come to class early and leave on time 4.37 Very Much Competent
Make every moment of the class active Very Much Competent
promoting fun about learning 4.47
GRAND MEAN 4.49 Very Much Competent

Legend: 4.21 - 5.00 Very Much Competent; 3.41 – 4.20 Very Competent; 2.61 – 3.40 Competent; 1.81
– 2.60 Less Competent; 1.00 – 1.80 Not Competent

Under this variable, the respondent-groups perceived the teachers to be

very much competent in terms of classroom management as it obtained a grand

mean of 4.49.

Teachers helping the class achieve the objectives set for the day gained

the highest weighted mean among all items with 4.60. This is closely followed by

teachers assisting learners in doing cooperative group task; and teachers

establishing authority in the classroom effectively by making learners obey rules

set forth, with a mean score of 4.57, each. Teachers commanding respect from

the learners came next with a score of 4.53. Moreover, teachers sustaining

learners’ interest in the lesson and class discussion obtained a weighted mean of

4.50. Teachers starting learning activities on time; and teachers making every

moment of the class active promoting fun about learning collected a mean score

of 4.47, apiece. Meanwhile, teachers showing a great deal of patience towards

the learners; and teachers coming to class early and leave on time fell last with

the lowest weighted mean of 4.37, individually.

Results conformed to the ideas of Glazer (2016), who pointed out that

classroom management is not an isolated component of effective teaching

practice. Effective teaching is a blend of appropriate teaching methodologies and

 45

classroom management practices that together set the environment for quality

teaching-learning in the classroom and impact positively on student’s

achievement. Most classroom management issue are resolved when lessons are

well taught, with pace, variety and challenges and when students are actively

engaged in learning that meets their needs and interest. Further stressed that

the secondary school level provide model for students that reinforce the purpose

of the high school program: equip students with knowledge and skills they will

need to lead satisfying and productive lives; to prepare student for further

education and work; and to help them to become independent, productive, and

responsible members of society. Student behavior improves when teachers

expectation for students are high and reflect the learning styles, interest and

need of the student they teach.

Zoilo (2015) as cited by Escorpiso (2019) stated that school and

classroom management aims at encouraging and establishing student self-

control through a process of promoting positive student achievement and

behavior. Thus, academic achievement, teacher efficiency, and teacher and

student behavior are directly linked with the concept of school and classroom

management. Furthermore, she stressed that classroom management focuses

on the three major components: content management, conduct management,

and covenant management. Each of these concepts is defined and presented

with details in a list of observable elements in effective teaching practices.

Similarly, Gonzaga (2017) stated that a well-managed classroom can

provides exciting and dynamic learning experiences for everyone involved.

 46

Unfortunately, students’ behavior can often interface with this process.

Classroom discipline plays a large part in today’s educational system. Teachers

feel overwhelm and “powerless” in dealing with behavior problem in their

classroom. That is why it is so important to find a behavior management

approach to fit the need of the teacher and students.

Evaluation Skills. This refers to the formal process a school uses to

review and rate teachers’ performance and effectiveness in the classroom.

Ideally, the findings from these evaluations are used to provide feedback to

teachers and guide their professional development.

Table 13
Evaluation Skills
Items Weighted Interpretation
Mean
Evaluate learners’ performance fairly, by Very Much Competent
using adequate and standard measure of
evaluation 4.53
Give grades on the basis of learners’ actual Very Much Competent
performance 4.58
Give rating based on the objectives of the Very Much Competent
lesson and criteria set in the class 4.32
Give evaluation results and rating that are Very Much Competent
well-accepted by learners 4.37
Use methods in evaluating students’ learning Very Much Competent
in line with the lessons objectives such as
oral performance, projects, and etc. 4.43
Provide evaluative presentation or activities Very Much Competent
appropriate to the learners’ abilities, interest
and needs 4.47
Utilize evaluation result as a basis for Very Much Competent
improving instruction 4.47
Include items in the test-based on the lesson Very Much Competent
objectives consisted actual discussion,
activities and classroom instruction 4.37
 47

Allow learners to rate their own performance Very Competent

in the class 4.05
Keep accurate records of learners’ Very Much Competent
performance level 4.52
GRAND MEAN 4.41 Very Much Competent

Moreover, in terms of the second indicator, it attained a grand mean of

4.41, which means that the respondent-groups also perceived the teachers to be

very much competent in terms of their evaluation skills.

Teachers giving grades on the basis of learners’ actual performance

gathered the highest weighted mean of 4.58. Teachers evaluating learners’

performance fairly, by using adequate and standard measure of evaluation, came

next with a mean score of 4.53; while teachers keeping accurate records of

learners’ performance level closely followed with a score of 4.52. Meanwhile,

teachers providing evaluative presentation or activities appropriate to the

learners’ abilities interest and needs; and teachers utilizing evaluation result as a

basis for improving instruction, each got a weighted mean of 4.47. Teachers

allowing learners to rate their own performance in the class got the lowest

weighted mean among all items with 4.05.

The above findings are related to the ideas of McMillan (2020), which

showed that the process of evaluating students should be authentic, with

feedback and opportunities for revision to improve rather than simply audit

learning; the more general principle is that understanding how different

assessments affect students. Therefore, tools to be used in evaluating students

must be valid, fair, ethical, uses multiple methods, efficient and feasible.
 48

In addition, results conformed to the study conducted by Barnuevo, et al.,

(2021) cited the claim that if teachers expect to guide learning effectively, they

must know how many children at various levels of maturity are capable of

understanding that would determine the nature of the assessment and evaluation

of the students. The nature of evaluating students influences what is learned and

the degree of meaningful engagement by students in the learning process. For

evaluation to be effective, the teacher must employ some general principles in

evaluating the students. Evaluation must be based on the clear concept of the

aims of education outlined in our constitution, of the school, and the course of

study. It must also be comprehensive, continuous, functional, cooperative, and

diagnostic must be made an integral part of all teaching and learning. Evaluation

should be based on accepted criteria, standard, and principles of validity,

reliability, objectivity, practicality, and appropriateness in the particular situation

to be appraised. Evaluation must be considered as basic to guidance and must

also be conceived in terms of the educational purpose of teaching and learning.

Lastly, it must consider all aspects of school and community life that affect the

growth of each student.

Results presented supports Luistro (2015) who’s through DepEd Order

No. 8, s. 2015, stated that classroom assessment is an integral part of the

curriculum implementation. It allows teachers to tract and measure learners’

progress and to adjust instruction accordingly. Classroom assessment informs

the learner, as well as their parents and guardians of their progress.

 49

Furthermore, Vygotsky (1978) pointed out that classroom assessment is a

joint process that involves both teacher and learners. It is an integral part of the

teaching learning. Teachers provide appropriate assessment when they aim to

holistically measure learner’s current and developing abilities while enabling

them to take responsibility in the process. This view recognizes the diversity of

learners inside the classroom, the need for multiple ways of measuring their

varying abilities and learning potentials, and the role of learners as co-

participants in the assessment process.

Mastery of the Subject Matter. This is the foundation upon which the

education of a teacher is based. The teacher requires among other things the

skill of mastering the subject matter and being able to establish the

interrelationships between different subjects.

Table 14
Mastery of the Subject Matter
Items Weighted Interpretation
Mean
Manifest confidence and fairness with more Very Much Competent
information being given in the class 4.35
Answer question clearly with confidence 4.40 Very Much Competent
Explain the lesson by citing relevant Very Much Competent
examples and situations 4.43
Readily define important terms in the lesson 4.37 Very Much Competent
Emphasize difficult part of the lesson by Very Much Competent
making it so easy to understand 4.37
Show a full gasp of the lesson taught each Very Much Competent
day 4.47
Relate the subject matter to previous topics Very Much Competent
and area of interest 4.35
Teach accurate and updated content using Very Much Competent
appropriate approaches and strategies 4.43
 50

Align lesson objectives, teaching methods, Very Much Competent

learning activities, and instructional materials 4.42
Engage learners to use higher order thinking Very Much Competent
skills in asking questions 4.40
GRAND MEAN 4.40 Very Much Competent

Additionally, delving into the third variable, the respondent-groups also

perceived the teachers to be very much competent in the area of mastering the

subject matter as it garnered a grand mean of 4.40.

Teachers showing a full gasp of the lesson taught each day came first with

the highest weighted mean among all items with 4.47. This is closely followed by

teachers explaining the lesson by citing relevant examples and situations; and

teachers teaching accurate and updated content using appropriate approaches

and strategies with a mean score of 4.43. Meanwhile, teachers aligning lesson

objectives, teaching methods, learning activities, and instructional materials,

came after with 4.42. Teachers answering question clearly with confidence; and

teachers engaging learners to use higher order thinking skills in asking questions

gained a 4.40 score, each. Lastly, teachers manifesting confidence and fairness

with more information being given in the class; and teachers relating the subject

matter to previous topics and area of interest got the lowest weighted mean with

4.35, individually.

In support to the above results, Barnuevo, et al., (2021), identify that the

teacher must have a thorough grasp of the subject he teaches. Effective learning

demands that the teacher must possess a solid knowledge of his/her subject. A

well trained and certificated teacher must show evidence of mastery of the
 51

subject matter. Teacher knowledge must be of two fold nature. A good teacher

must first possess a wide general knowledge and within the confines of this

general knowledge, a sound understanding of the subject he is to teach in the

classroom. A good teacher must be knowledgeable in his area of specialization.

He must know what to teach, when to teach and how to teach. The quantity and

quality of the teacher's knowledge will give the teacher enough material and

confidence to teach effectively.

The results is related to the work of Nem Singh, et al., (2019) who stated

that knowledge of the subject matter is a definite factor in successful teaching.

Lack of it may because narrow views or bluffing on the part of the teacher and

distrust on the part of students. On the other hand, present-day teaching

demands that a teacher must possess a general understanding of other

branches of knowledge. If a teacher expects to help children understand and

appreciate the world they live in, he must understand the interrelation and

interdependence of the various areas of knowledge. He must be able to show his

subject fields, particularly in the solution of life’s problems. Furthermore, children

at present have a wide range of interests, background, experiences and abilities.

 52

Teaching Skills. This is the foundation upon which the education of a

teacher is based. The teacher requires among other things the skill of mastering

the subject matter and being able to establish the interrelationships between

different subjects.

Table 15
Teaching Skills
Items Weighted Interpretation
Mean
Provide timely, appropriate Very Much Competent
reinforcement/feedback to learners’ behavior 4.37
Use appropriate formative, summative tests Very Much Competent
congruent to the lesson 4.60
Use non-traditional authentic assessment Very Much Competent
techniques when needed 4.30
Give assignment as reinforcement or Very Much Competent
enrichment of the lesson 4.43
Provide opportunity for learners to Very Much Competent
demonstrate their learning 4.43
Organize the subject matter clearly and Very Much Competent
coherently 4.40
Use language effectively in expressing ideas Very Much Competent
in class discussion 4.47
Encourage the learners to think and clarify Very Much Competent
the lesson trough effective questioning 4.50
Present lesson systematically and Very Much Competent
analytically 4.37
Motivate the learner by asking question Very Much Competent
effectively to develop critical thinking and
creativity 4.47
GRAND MEAN 4.43 Very Much Competent
 53

In terms of the last indicator, it collected a grand mean of 4.43, which

means that the respondent-groups also perceived the teachers to be very much

competent in terms of their teaching skills.

Teachers using appropriate formative, summative tests congruent to the

lesson gained the highest weighted mean of 4.60. This is followed by teachers

encouraging the learners to think and clarify the lesson trough effective

questioning with a mean score of 4.50. Teachers using language effectively in

expressing ideas in class discussion; and teachers motivating the learner by

asking question effectively to develop critical thinking and creativity came next

with the score of 4.47, apiece. Moreover, teachers providing opportunity for

learners to demonstrate their learning; and teachers giving assignment as

reinforcement or enrichment of the lesson obtained a weighted mean of 4.43,

individually. Teachers organizing the subject matter clearly and coherently came

after with a score of 4.40; while teachers using non-traditional authentic

assessment techniques when needed got the lowest score of 4.30.

The finding is related to the works of Stronge (2016), which effective

teachers know how to use instructional techniques, such as mastery learning and

cooperative learning. When used appropriately, these strategies may result in

student achievement that is at least one standard deviation higher than that of

students taught without the use of strategies. Effective teachers use technology

during instruction to offer more individualized student attention, to provide hands-

on experiences, and to shift the focus from the teacher to the students. Effective

teachers also use the students’ prior knowledge as a starting point with hands-
 54

on, inquiry-based approaches to facilitate increased levels of learning.

Furthermore, effective teachers use questioning effectively.

Findings agreed to Kyriacou, (2021) who revealed that teachers must also

realize that all students have different levels of strengths and weaknesses. It is

only through teaching skills that a teacher can introduce creative and effective

solutions to the problems of the students. Thus, a teacher can enhance the

learning process.

Summary on the Level of Teaching Skills of Teachers. This section

indicates the summary of the level of teaching skills of the teacher-respondents

as perceived by the teachers themselves in terms of classroom management,

evaluation skills, mastery of the subject matter, and teaching skills.

Table 16
Summary on the Level of Teaching Skills of Teachers
Summary Weighted Interpretation
Mean
Classroom Management 4.49 Very Much Competent

Evaluation Skills 4.41 Very Much Competent

Mastery of the Subject Matter 4.40 Very Much Competent

Teaching Skills 4.43 Very Much Competent

OVERALL GRAND MEAN 4.43 Very Much Competent

Legend: 4.21 - 5.00 Very Much Competent; 3.41 – 4.20 Very Competent; 2.61 – 3.40 Competent; 1.81
– 2.60 Less Competent; 1.00 – 1.80 Not Competent
 55

The summary on the level of teaching skills of teachers is divided into four

(4) indicators – classroom management, evaluation skills, mastery of the subject

matter, and teaching skills. This accumulated an overall grand mean of 4.43

which means that the respondent-groups perceived the teachers to be very much

competent in all indicators.

Of the four indicators, classroom management attained the highest

weighted mean of 4.49. This is followed by teaching skills with a mean score of

4.43. Evaluation skills came next with the score of 4.41, while mastery of the

subject matter fell last with the lowest weighted mean among all indicators with

4.40.

According to the Department of Education, promoting teachers’

competencies is a big factor in the academic achievement of the students.

Included under teacher competencies are teaching effectiveness, professional

recognition and awards, membership and participation in professional

organizations, scholarly abilities and creative productiveness, and university and

community service. In the daily life of students, they encounter different kinds of

teachers. It is a fact that the various teaching competency levels of their teachers

bear different effects upon the students’ learning. Because of this, teachers must

be aware of their own level of competency so as to be extra conscious of how

their teaching affects the learning of the students. (Barnuevo, et al., 2021).

Adeque, (2018) cited that teachers’ competencies may be used for

selection, professional development, and promotion, out placement and, in more

limited cases, pay. Because the turnaround strategy has not been a prevalent
 56

approach in education, most turnaround attempts will involve teachers who have

not worked in such setting previously. The competencies included here are

phrased to be general enough that they can be used to select teachers who have

shown the rights combination of competencies in other roles, but who have not

yet participated in a school turnaround attempt. The competencies also help the

teachers understand and address their strength and weaknesses as they embark

on turnaround challenge.

Likewise, Haberman (2005) as cited by Escorpiso (2019) stated that

competencies, or habitual patterns of behaving and thinking, enable teachers to

use their content knowledge and instructional skills to improve student learning.

Common sense suggests that subject matter content knowledge and instructional

skills are important to solid teacher performance. Some of the competencies

included here cover some elements commonly included in the definition of

“instructional skills” such as motivating students. Other more directly related to

content knowledge and mastery of specific instructional practices are not

included here.

LEVEL OF UTILIZATION OF LEARNING RESOURCES

Table 17 reveals the level of utilization of learning resources used by the

teacher-respondents in teaching Mathematics.

 57

Table 17
Level of Utilization of Learning Resources
Items Weighted Interpretation
Mean
Employ collages and diorama about the lesson 3.83 Very Often
Utilize journals and new papers to supplement the Very Often
lesson 3.47
Use of flipchart and whiteboards in teaching 3.43 Very Often
Ensure that learners’ materials and teachers’ guide Very Often
are readily available to make sure that the lesson is
parallel to the competencies 3.90
Use LCD projector and power points in presenting Very Often
daily lesson 3.70
Prepare fliers, flash cards and brochure for better Very Often
learning 3.63
Use meta cards and guide cards in the class Sometimes
activities 3.23
Use charts, graphic organizer, and the like 3.77 Very Often
Employ a self-made learning resource like module Very Often
for better learning outcome 3.93
Use printed picture to attract the attention of the Very Often
learners 3.87
Use cartolina, marker, bond paper, and coloring Very Often
materials in making, slogan, poster, illustration and
other related activities 3.67
Present timelines of events for easy to understand Very Often
the lesson 3.90
GRAND MEAN 3.69 Very Often

Legend: 4.21 - 5.00 Always; 3.41 – 4.20 Very Often; 2.61 – 3.40 Sometimes; 1.81 – 2.60 Seldom; 1.00
– 1.80 Never

When dealing with the level of utilization of learning resources, it attained

a grand mean of 3.69, which means that the teacher-respondents utilize very

often the learning resources available in the research environment.

Teachers employing a self-made learning resource like module for better

learning outcome obtained the highest weighted mean among all items with 3.93.
 58

Teachers ensuring those learners’ materials and teachers’ guide are readily

available to make sure that the lesson is parallel to the competencies; and

teachers presenting timelines of events for easy to understand the lesson,

closely followed with a mean score of 3.90, each. Teachers who use printed

picture to attract the attention of the learners gained a score of 3.87. Moreover,

this is followed by teachers employing collages and diorama about the lesson

with a weighted mean of 3.83. Meanwhile, teachers using meta-cards and guide

cards in the class activities got the lowest mean score among all items with 3.23.

The findings from the table above was supported by Ogaga et al., (2016),

who mentioned that instructional materials facilitate teaching and learning

activities and consequently, the attainment of the lesson objectives. However,

this depends on the adequacy and appropriateness of materials so selected. This

in effect, means that learning resources are not selected haphazardly. Indeed

instructional materials to be used should be carefully selected by the teachers.

Further, Bunga et al., (2016) stressed that the selection of appropriate teaching

and learning resources (TLRs) plays an important role in the curriculum diversity.

This set of foundation for developing deeper engagement of learners will facilitate

the completion of knowledge and skills.

These findings conformed to the study of Jiya (2013), which stated that

instructional materials increase the retention rate of learners, which, therefore

makes learning more permanent. The attainment of lesson objectives and the

facilitation of teaching and learning process highly depend on the adequacy and

appropriateness of instructional materials selected by the teacher. This however

 59

entails that instructional materials should be carefully selected by the teacher.

Furthermore, Kole (2016) stated the involvement of teachers’ and learners in

improvising material give students and teachers the opportunity to concretize

their creativity, resourcefulness and imaginative skills.

TESTING OF SIGNIFICANT RELATIONSHIPS

Level of Teaching Competencies and Level of Utilization of Learning

Resources

Table 18 uncovers the results of testing the relationship between the level

of teaching competencies of the teacher-respondents and their level of utilization

of learning resources in teaching Mathematics.

Table 18
Level of Teaching Competencies and Level of Utilization of
Learning Resources

Variables Computed Critical p- Decision Interpretation

chi-square value
Level of Teaching
Competencies and
Level of Utilization of .235* .002 Rejected Significant
Learning Resources
@ 0.05 level of significance

As reflected in the table, the level of teaching competencies of the

teacher-respondents generated a positive correlation when tested with their level

of utilization of learning resources, with a critical p-value of .002 and a computed

chi-square of .235*. This means that the effective utilization of learning resources
 60

among the teacher-respondents significantly develops their teaching

competencies.

In view of the fact that students are surrounded by visual representations

and audiovisual and auditory materials on a daily basis, owing in particular to

media such as television and the internet, it is difficult to imagine today’s

educational process without the use of various teaching and learning resources.

The purpose and role of teaching and learning resources do not only consist of

making the educational process more attractive and interesting, but also of

encouraging active learning, the development of different skills and the adoption

of desirable values and attitudes of students. In order to achieve the

aforementioned goals, it is extremely important to clearly define the conditions

and methods of utilizing teaching and learning resources in the teaching and

learning process.

This is strengthened by the study of Bukoye (2019) on ‘Utilization of

Instruction Materials as Tools for Effective Academic Performance of Students:

Implications for Counselling’. The study investigated the utilization of instructional

materials as tools for effective academic performance of students. The findings

revealed inadequate use of instructional materials in most schools and majority

of the teachers did not take cognizance of the importance derived from the use of

instructional materials while teaching. Those that adopted the utilization did not

use them appropriately. No wonder the high rate of students’ failure in external

examinations. Based on the findings, the professional counsellors in the state

 61

should sensitize all heads of schools and teachers through seminars and

workshops on the importance and good utilization of instructional materials.

ISSUES AND CONCERNS

Table 19 discloses the issues and concerns experienced by the teacher-

respondents in terms of their learning resources used and teaching

competencies in Mathematics.

Table 19
Issues and Concerns

Frequency
Issues and Concerns Frequency Rank

Lack of learning resources 25 1st

Students struggle with word problem due
22 2nd
to poor reading comprehension
Some of the competencies do not suit the 3rd
19
learners’ level of understanding
Students lack prior knowledge, lack of 4th
18
effort and interest
High teacher-learner ratio 12 5th

When dealing with the issues and concerns experienced by the teacher-

respondents in terms of their learning resources used and teaching

competencies in Mathematics, 25 of them consider lack of learning resources as

their main challenge. Moreover, 22 of them believe that students struggle with

word problem due to poor reading comprehension is one of their main concerns.

This is followed by some of the competencies do not suit the learners’ level of
 62

understanding; students lack prior knowledge, lack of effort and interest; and high

teacher-learner ratio.

This is backed up by the study of Dhakal (2020) – results of his study

revealed that the challenges of using instructional materials are non-availability of

materials, laziness of the teachers, lack of skill and strategies, financial

constraint, lack of appropriate materials in textbook, time constraint, lack of

support from authority, lack of geography resource room etc.

The remedies of the challenges of using instructional materials are the

organizing of training and workshop for teachers on how to use instructional

materials, provision of funds by the authorities and government, regular

supervision, the improvisation of the local materials and the provision of the

various instructional materials which are necessary for teaching etc.

 63

Chapter 3

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusion, and

recommendations all based on the salient findings of the study.

Summary

This research assessed the utilization of learning resources used and the

teaching competencies towards Mathematics I-6 among the teachers at Maslug

Elementary School, Plaridel Central School, Bitanhuan Elementary Schooland

Maitum Elementary School, Baybay VI District, Leyte for School Year 2022-2023

as basis for enrichment measures. The design of this research was a descriptive-

correlational engaging quantitative approach to determine the relationship

between the level of teaching competencies of teachers and the level of

utilization of their learning resources.

Findings

Findings revealed that the teacher-respondents belong to the age group of

31-40 years old, female, married, have been in the institution for more than 6

years, obtained units in their bachelor of master’s degree, have a very

satisfactory of performance rating, and have attended division trainings,

 64

seminars, and workshops. Meanwhile, when it comes to the profile of the learner-

respondents, most of them were male learners who are 9 years of age with an

average grade in Mathematics of 81-85.

In terms on the level of teaching competencies of teachers, the

respondent-groups perceived the teachers to be very much competent in all

indicators - classroom management, evaluation skills, mastery of the subject

matter, and teaching skills.

In terms of the level of utilization of the teacher-respondents of learning

resources, the teachers were perceived to utilize very often the learning

resources available in the research environment.

When testing the relationship between the level of teaching competencies

and level of utilization of learning resources of the teachers, it generated a

positive correlation which means that the effective utilization of learning

resources among the teacher-respondents significantly develops their teaching

competencies.

Lastly, in terms of the issues and concerns experienced by the teacher-

respondents in terms of their learning resources used and teaching

competencies in Mathematics, lack of learning resources, students struggle with

word problem due to poor reading comprehension, and lack of prior knowledge of

learners are the three main problems in the research environment.

 65

Conclusion

Based on the important results and findings of the study, it can be

concluded that the level of teaching competencies of teachers and their level of

utilization of learning resources resulted into the rejection of the null hypothesis

which means that it produced a significant relationship. This means further that

the effective utilization of learning resources among the teacher-respondents

significantly develops their teaching competencies.

Recommendations

After reviewing the results of this study, the following recommendations

were made:

Department of Education

1. Should continue the improvement of the curriculum as well as various

DepEd programs and policies related to Mathematics;

2. Should provide complete set of instructional materials for Mathematics

curriculum;

3. Trainings and seminars for Mathematics should be provided and small

school classification should be included in priority because they are the

key factors in the delivery of better and quality education and

4. DepEd authorities should open additional opportunities to the teachers

handling Mathematics such as scholarship programs for graduate studies,

trainings and seminars.

 66

School Administrator/Teachers

1. The school administrators should encourage teacher to enroll in graduate

school program related to Mathematics and engage in various trainings

and seminars to uplift their competency in the subject;

2. The school administrators should provide technical assistance (TA) to the

Mathematics teachers in order to improve the competency of the teachers

in terms of preparing and using appropriate learning resources in the

delivery of the lesson. Provide materials needed in the preparation of

instructional materials so that; the desired results will be met;

3. Should encourage teachers to participate in different activities such as

School Learning Action Cell and In-Service Training Program and

4. Provision of instructional materials should be one of the priorities in

utilizing MOOE.
 67

Chapter 4

OUTPUT OF THE STUDY

Chapter 4 deals with the output of the study.

Rationale

Teachers have a significant role in the success of all the educational

institutions. Luistro (2016), Department of Education Secretary through Deped

Order No. 35 s. 2016, stated that the quality of learning influenced by the quality

of teaching. Therefore, it is imperative for the Department of Education to hire

and support their development in the teaching profession. Successful teaching is

the result of systematic use of appropriate strategies for delivering and assessing

the learning objectives targeted for each lesson.

Successful teachers possess a good grasp of content which they can

consequently convert to sound learning objectives; are able to select and

implement the most effective instructional strategies and materials to teach the

identified content objectives; make instructional decision on the basis of

formative assessment results; promote sincerely their students’ learning and

holistic development, and are professional and ethical in the conduct of their

works.

In this way, the researcher is proposing these enrichment measures to

develop the teaching competencies of teachers, as well as to effectively utilize

the learning resources and improve the academic performance in Mathematics

 68

among the selected Grades I-6 learners at Maslug Elementary School, Plaridel

Central School, Bitanhuan Elementary School and Maitum Elementary School.

Objectives

These enrichment measures will hopefully:

1. Improve the teaching competency of the Mathematics teachers in

terms of classroom management, evaluation skills, mastery of the subject

matter, and teaching skills;

2. Address the issues and concerns reported by the teachers that

hamper with their teaching competency in Mathematics and utilization of

learning resources; and

3. Improve the performance of the learners in Mathematics in the

research environment.
 69

Scheme of Implementation

The output will be submitted to the School Head so that proper actions would be facilitated in promoting the

competence and usage of learning materials of the Mathematics teachers.

Areas of Objectives Strategies Persons Budget Source of Time Frame Expected Actual Accom- Remarks
Concern Involved Budget Outcome plishment
Teaching To improve the Presentation of School Php School September Enhanced
Competencies teaching competency the results and Head 2,000 Funds 2022 teaching
of Math of the Mathematics analysis of this practices
Teachers teachers in terms of study Teachers competencies
classroom of the teachers
management, Researcher in the said
evaluation skills, areas
mastery of the INSET for School Php School October Enhanced
subject matter, and Pedagogical Head 5,000 Funds 2022 teaching
teaching skills Evaluation and practices
Assessment in Teachers competencies
Mathematics of the teachers
Teaching in the said
areas
Mastery of School Php School November Enhanced
Mathematics Head 5,000 Funds 2022 teaching
Instruction: A practices
Workshop Teachers competencies
of the teachers
in the said
areas
Retooling School Php School January Enhanced
Specific Skills of Head 5,000 Funds 2023 teaching
the 21st century practices
Teachers Teachers competencies
of the teachers
in the said
areas
 70

Issues and Address the issues Lack of Learning School NA NA Starting 2nd Issue or
Concerns in and concerns Resources: Head grading concern
Learning reported by the pertaining to
Resources teachers that hamper Tap PTA and Teachers this matter is
Implementation with their teaching community resolved and
and Teaching competency in leaders to addressed
Competencies Mathematics and organize a
in Mathematics utilization of learning fund-raising
resources drive to
purchase
additional
learning
resources
Too many School NA NA Starting 2nd Issue or
competencies: Head grading concern
pertaining to
Focus on Most Teachers this matter is
Essential resolved and
Learning addressed
Competencies
in Mathematics
Lack of prior School NA NA Starting 2nd Issue or
knowledge: Head grading concern
pertaining to
Spiral Teachers this matter is
Teaching resolved and
Approach in addressed
Mathematics to
address basic
knowledge
deficiencies
 71

BIBLIOGRAPHY
 72

BIBLIOGRAPHY

ELECTRONIC RESOURCES

DepEd Memorandum No. 82, s.2017 - Learning Resource Management and

Development System Implementation in the Rationalized DepEd Structure -
C:\Users\jlcabiles\Documents\fije J partmtnt.tif (depedpines.com)

Hamdan, A. R., M.N. Ghafar, and L.T. Hwa Li. 2015. Teaching Competency Testing
Among Malaysians. Retrieved September 17, 2010, from
http://www.google.com.ph/url?
sa=t&source=web&cd=1&ved=0CBsQFjAA&url=http%3A%2F
%2Fwww.eurojournals.com%2Fejss_12_4_09.pdf&rct=j&q=Teaching
%20Competency%20Testing%20Among%20Malaysian%20School
%20Teachers&ei=qTafTPzxJdivcJ6TvOYJ&usg=AFQjCNEbkwEZTDWF2gf
GFYzgDq

Jalbani, L. 2019. The Impact of Effective Teaching Strategies on the Students’

Academic Performance and Learning Outcome. Retrieved from
http://www.grin.com/en/e-book/300046/the-impact-of-effective-teaching-
strategies-on-the-students-academic-performance

Jiya, R.R. 2013. The Use of Communicative Language Teaching Materials for
Junior Secondary Schools in Mina, Niger State. M.ed. (TESL) Thesis, Zaria,
Almadu Bello University.
https://www.researchgate.net/publication/305655450_EFFECTS_OF_INSTR
UCTIONAL_MATERIALS_ON_THE_TEACHING_AND_LEARNING_OF_SO
CIAL_STUDIES_IN_SECONDARY_SCHOOLS_IN_OJU_LOCAL_GOVERN
MENT_AREA_OF_BENUE_STATE

Myrberg, E., M. Rosen. 2019. The Impact of Teacher Competence in Public and
Independent Schools in Sweden, Gothenburg University, Sweden.
https://www.gu.se/english/research/publication?publicationId=30265

Ocampo, M. C., & P. Delgado. 2019. Basic Education and Cultural Heritage:
Prospects and Challenges. International Journal of Humanities and Social
Science, 4, (9) 201-209.
http://www.ijhssnet.com/journals/Vol_4_No_9_July_2014/23.pdf

Republic Act no. 10533 - The Enhanced Basic Education – Republic Act No. 10533
| Official Gazette of the Republic of the Philippines

Russel III, William B., and Waters, Stewarts. 2015. Instructional Methods for
Teaching Social Studies: A Survey of What Middle School, Students like and
 73

Dislike about Social Studies Instruction, University of Central Florida.

https://www.researchgate.net/publication/268504529

Rivkin S.G, E.A. Hanushek and J.F. Kain. 2020. Teachers School and Academic
Achievement (working paper6691 revised) Cambridge, MA: National Bureau
of Economic Research.
https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-0262.2005.00584.x

BOOKS AND JOURNALS

Bilbao, P. 2016. The Teaching Profession, Lorimar Publishing Co. Inc., Printed in
the Philippines by Adriana Printing Co., Inc.

Bunga, J.B., C.A. Pilariza, and E.D. Serrano. 2016. Principles of Teaching 2.
Quezon City Adriana Printing Co. Inc.

Darling-Hammond, L., B. Berry, & Thoreson. 2021. Does Teacher Certification

Matter? Evaluating the Evidence. Educational Evaluation and Policy
Analysis. 23 (1), 57-77.

Gonzaga, Gretchen L. 2017. The Ideal Classroom for Filipino Children. Katha
Publishing, Manila, Philippines.

Joyce, B. R., M. Weil, and E. Calhoun. 2018. Models of Teaching. Boston: Allyn and
Bacon Publishing.

Nem Singh, R. P., & C.P. Padilla. 2019. Innovative Teaching and Evaluation.
Mandaluyong City, National Book Store.

Peterson, K. D. 2020. Teacher Evaluation: A Comprehensive Guide to New

Directions and Practices. Second Edition. California: Corwin Press, Inc.

Spencer L.M and S. M. Spencer. 2013. Competence at Work: Model for Superior
Performance New York, N.Y.: John Wiley & Sons, Inc.

Ornstein, A. C., and F.C. Lunenburg. (2018). Educational Administration: Concepts

and Practices. Thomson Higher Education.

Spencer L.M and Spencer, S.M. 2013. Competence at Work: Model for Superior
Performance (New York: John Wiley & Sons, Inc.

Stronge, James. 2016. Qualities of Effective Teachers (2nd Edition). Virginia:

Alexandria Association for Supervision and Curriculum and Development.
 74

THESES AND DISSERTATIONS

Abao, E.D. 2019. Teachers’ Instructional Competence on Students’ Comprehension

Skills and Critical Thinking Ability. Cebu Normal University, Cebu City,
Philippines. Master’s Thesis.

Adeque, Veronica A. 2018. Teacher’s Efficacy, Competency and Students’

Motivation and Attitudes in Learning Social Studies in Secondary Public
Schools in San Vicente, Palawan. Unpublished Master’s Thesis, Holy Trinity
University.

Altea, L. M. 2019. Instructional Competencies of Computer Science Faculty

Members in Systems Technology Institute: Their Effects on Students'
Attitude and Academic Performance. Rizal Technological University.
Unpublished Graduate Thesis.

Balano Anale M. 2021. Classroom Management of Science Teachers in Public

Secondary Schools in Puerto Princesa City. Master’s Thesis, Western
Philippines University, Puerto Princesa Campus.

Bautista Grace E. 2013. Perception of Education towards College Education’

Special Problem, College of Teachers Education, Western Philippines
University, Aborlan Palawan. Unpublished Graduate Thesis.

Barcena, C. C. 2014. Teaching Competencies and the Academic Achievement of

High School Chemistry Students. De La Salle University: Unpublished
Graduate Thesis.

Cahilig Algeria S. 2020. Personality Traits of Public School Teachers and Their
Influence on Classroom Management” Master’s Thesis University of Iloilo.
Iloilo City.

Escorpiso, Ambrocio E. 2021. Teaching Effectiveness in Technology and Livelihood

Education of Public Secondary Schools in Puerto Princesa City, Unpublished
Graduate Thesis. Western Philippines University-Puerto Princesa Campus.

Escorpiso Ambrocio E. 2019. Determinants of Academic Performance in TLE

among Secondary Schools in Puerto Princesa City. Unpublished
Dissertation, Western Philippines University, Puerto Princesa Campus.

Fabrigas, Rhea B. 2019. Effectiveness of Training Programs in Improving Teaching

Strategies among Elementary English Teachers in the City Division of Puerto
Princesa. Unpublished Master’s Thesis. Western Philippines University,
Puerto Princesa City.
 75

Gahite Bella B. 2013. Option for Improving Supervision Based on the Perceived
Supervisory Functions of School Administrators. Master’s Thesis. Ateneo de
Naga University.

Jaranilla, Jecell .2017. Extent Implementation of Junior High School K to 12 Science

Curriculum in Schools Division of Palawan: Basis for Intervention Program.
Unpublished Dissertation. Western Philippines University-Puerto Princesa
Campus.

Joya Evelyn C.2013. Leadership Style and Effectiveness of Elementary School

Administrators: Effect to School Development in Aborlan North District
Unpublished Masteral Thesis, Holy Trinity University. 2013.

Ignacio Rex K. 2013. Effects of Instructional Supervision of School Administrators

on English Language Teaching Skills of Secondary School Teachers in
Puerto Princesa City, Unpublished Master’s Thesis. Western Philippines
University, Puerto Princesa, City.

Pizaña Eulenia C. 2022. Learners Modernity of Department of Education Non-

Formal Education Trainers in Palawan. Unpublished Dissertation. State
Polytechnic College of Palawan, Aborlan, Palawan.

Smith C. L. 2013. Desired Competencies and Teacher Aides in South Carolina

Middle Schools. Dissertation. University of South Carolina.

Sharma, Sally B. 2016. Study of Management of Human Resources Development

of Teachers of secondary and Higher Secondary in Rajasthan, Dissertation,
VM Open University.

Ong, Zilfa S. 2016. Students’ Achievement in Technology and Livelihood Education.

Master’s Thesis. Philippine Normal University, Manila

Manalo Felisa P. 2015. Perception of Teachers and School Administrators on

Higher School Mathematics Instruction in Public High School: Basis for a
Proposed Action Program. Master’s Thesis. Cagayan State University,
Cagayan.

Maxci Jonalyn C. 2017. Correlating the Academic Performance and competency in

Araling Panlipunan of Junior High School Students in the Third
Congressional District of Quezon: Basis for an Enhancement Program,
Polytechnic University of the Philippines, Open University System, Lopez
Quezon Center, Master’s Thesis.
 76

Robles Purification S. 2013. Attitude Towards and Achievement in Chemistry in

First Year College Students of Central Philippines University, Master’s
Thesis. University of San Agustin, Iloilo City.
Tito, N. A. 2014. Administrative Practices of Elementary School Administrators in
the District of Aborlan and their Teachers’ Performance in the K to 12
Curriculum. Unpublished Master’s Thesis. Western Philippines University,
Puerto Princesa Campus, Puerto Princesa, City.

Vasquez A. 2016. Secondary School Principal’s Empowerment and School

Development Effects on Students’ Academic Performance in Taytay District
II, Taytay Palawan. Unpublished Master’s Thesis. Western Philippines
University, Puerto Princesa Campus, Puerto Princesa City.
 77

APPENDICES
 78

Appendix A

LETTER OF TRANSMITTAL

July 19, 2021

CARMELINO P. BERDANAS, PhD CESO V

Schools Division Superintendent
Baybay City Division

Sir:

Good day.

I am presently conducting the study entitled, “UTILIZATION OF LEARNING

RESOURCES AND TEACHERS’ COMPETENCIES IN TEACHING MATHEMATICS ”,
as partial fulfilment of the requirement for the Degree of Masters of Education.
In view of this, I ask permission from your good office to be allowed to
conduct the study among the elementary teachers. Your granting of the
permission could go a long way in the realization of the study. Rest assured that
the responses will be held with strict confidentiality and would be used for study
purposes.

Thank you for your favorable response on this matter.

Respectfully yours,

ANNALIZA D. MANABAT
Researcher
Noted: :

LIBERATO A. LAURONILLA, Ed.D.

Adviser

Approved:
 79

CARMELINO P. BERDANAS, PhD CESO V

Schools Division Superintendent
Appendix B

QUESTIONNAIRE

The following are the indicators for this research. Part I requires the
relevant information of the respondent-groups. Part II involves the level of the
teaching competencies of teachers, while Part III assesses the level of utilization
of learning resources used by teachers, while the last part deals with the issues
and concerns experienced by the teachers in terms of their learning resources
used and teaching competencies in Mathematics

Direction: Check the answer to the questions and if you have other answers
not found in the structured answer, please feel free to place your answer on the
space provided for.

PART I. TEACHERS’ PROFILE

Age: ____________

Gender

[ ] Male

[ ] Female

Civil Status

[ ] Single

[ ] Married

[ ] Widow/Widower

Highest Educational Attainment

[ ] Doctorate Degree
 80

[ ] with units in Doctorate Degree

[ ] Master’s Degree

[ ] with units in Master’s Degree

[ ] BSEEd/BSSEd graduate

Length of Service

[ ] more than 6 years

[ ] 4 – 6 years

[ ] 1 - 3 years

[ ] less than a year

Performance Rating

[ ] Outstanding

[ ] Very Satisfactory

[ ] Satisfactory

[ ] Unsatisfactory

[ ] Poor

Relevant trainings, seminars, and workshops attended

[ ] International

[ ] National

[ ] Regional

[ ] Division
 81

[ ] District

LEARNERS’ PROFILE

Age: ____________

Gender

[ ] Boy

[ ] Girl

Grade in Mathematics (Last Grading Period): ________

 82

II. LEVEL OF TEACHING COMPETENCIES OF TEACHERS

Direction: Below are items which determine the level of teaching

competencies of teachers in terms of classroom management, evaluation skills,
mastery of the subject matter, and teaching skills.

Kindly check ( √ ) the information corresponding to your responses.

Please use the following as your reference in indicating your responses:

1 – Not Competent – this means that the teacher is not competent in this
area

2 – Less Competent – this means that the teacher is less competent in

this area

3 – Competent – this means that the teacher is competent in this area

4 – Very Competent – this means that the teacher is very competent in

this area

5 – Very Much Competent – this means that the teacher is very much
competent in this area
 Items 1 2 3 4 5

CLASSROOM MANAGEMENT
83
1. Command respect from the learners
2. Help the class achieve the objectives
set for the day
3. Assist learners in doing cooperative
group task
4. Establish authority in the classroom
effectively by making learners obey
rules set forth
5. Show a great deal of patience
towards the learners
6. Make the learner behave according to
how they are expected to
7. Start learning activities on time
8. Sustain learners’ interest in the
lesson and class discussion
9. Come to class early and leave on
time
10. Make every moment of the class
active promoting fun about learning
EVALUATION SKILLS

11. Evaluate learners’ performance

fairly, by using adequate and
standard measure of evaluation
12. Give grades on the basis of learners’
actual performance
13. Give rating based on the objectives
of the lesson and criteria set in the
class
14. Give evaluation results and rating
that are well-accepted by learners
15. Use methods in evaluating students’
learning in line with the lessons
objectives such as oral performance,
projects, and etc.
16. Provide evaluative presentation or
activities appropriate to the learners’
abilities, interest and needs
17. Utilize evaluation result as a basis for
improving instruction
18. Include items in the test-based on
the lesson objectives consisted actual
discussion, activities and classroom
instruction
19. Allow learners to rate their own
performance in the class
20. Keep accurate records of learners’
performance level
MASTERY OF THE SUBJECT MATTER

21. Manifest confidence and fairness

with more information being given in
 84

III. LEVEL OF UTILIZATION OF LEARNING RESOURCES

Direction: Below are items which assess the level of utilization of learning
resources as perceived by the respondent-groups.

Kindly check ( √ ) the information corresponding to your responses.

Please use the following as your reference in indicating your responses:

1 – Never– this means that the teacher does not use this learning
resources at all

2 – Seldom – this means that the teacher seldom use this learning
resources

3 – Sometimes – this means that the teacher sometimes use this learning
resources

4 – Very Often – this means that the teacher use this learning resources
very often

5 – Always – this means that the teacher always use this learning
resources
 85

Items 1 2 3 4 5

1. Employ collages and diorama about

the lesson
2. Utilize journals and new papers to
supplement the lesson
3. Use of flipchart and whiteboards in
teaching
4. Ensure that learners’ materials and
teachers’ guide are readily available
to make sure that the lesson is
parallel to the competencies
5. Use LCD projector and power points
in presenting daily lesson
6. Prepare fliers, flash cards and
brochure for better learning
7. Use meta cards and guide cards in
the class activities
8. Use charts, graphic organizer, and
the like
9. Employ a self-made learning
resource like module for better
learning outcome
10. Use printed picture to attract the
attention of the learners
11. Use cartolina, marker, bond paper,
and coloring materials in making,
slogan, poster, illustration and other
related activities
12. Present timelines of events for easy
to understand the lesson
 86

IV. ISSUES AND CONCERNS

Direction: Identify at least 3-5 issues and concerns experienced by the

teacher-respondents in terms of their learning resources used and teaching
competencies in Mathematics.

Issues and Concerns

1. ______________________________________________________________

________________________________________________________________

2. ______________________________________________________________

________________________________________________________________

3. ______________________________________________________________

________________________________________________________________

4. ______________________________________________________________

________________________________________________________________
 87

5. ______________________________________________________________

________________________________________________________________

Thank you for your support in conducting this study. Be assured that all
answers you provide will be kept in the strictest confidentiality. Best regards!

THE RESEARCHER

CURRICULUM VITAE
 88

CURRICULUM VITAE

ANNALIZA D. MANABAT
Email Address: annalizamanabat549@yahoo.com
Mobile Phone Number: 09606647739
Residential Address: Sitio Tabuk, Barangay Guadalupe, Inopacan, Leyte

PERSONAL INFORMATION

DATE OF BIRTH : August 28, 1987

PLACE OF BIRTH : Plaridel, Baybay City, Leyte
CITIZENSHIP : Filipino
GENDER : Female
 89

CIVIL STATUS : Married

SPOUSE : Jijimar B. Manabat
Mother : Letecia L. Dawal

ACADEMIC BACKGROUND

GRADUATE STUDIES : Master of Arts in Education

Major in Administration and Supervision
Cebu Technologies University
Main Campus, Cebu City
June 2022
TERTIARY : Cebu Technological University
Moalboal Campus, Moalboal Cebu
Bachelor in Elementary Education
Major in Content Education
March 2010
SECONDARY : Plaridel National High School
Plaridel, Baybay City, Leyte
March 2005

ELEMENTARY : Plaridel Central School

Plaridel, Baybay City, Leyte
March 2001

PROFESSIONAL CAREER SERVICE ELIGIBILITY

Licensure Examination for Teachers

March 2013
Passed

EMPLOYMENT HISTORY

Teacher 1
Maslug Elementary School
Maslug, Baybay City, Leyte
August 2019- Present

Teacher 1
 90

Altavista Elementary School

Altavista, Baybay City, Leyte
March 2017-August 2019

Private School Teacher

Navales Christian Academy, Inc.
Carajay, Gun-ob, Lapu-lapu City, Cebu
June 2014- March 2016

Private School Teacher

Rainbow Connection Child Learning Center
E. Sabello St., Punta Princesa, Cebu City
June 2011- March 2014

TRAININGS, SEMINARS/WORKSHOPS

5-Day Cluster Based Training On

Learning Delivery Modality And (Mdl)
Teacher's Professional : March 15-19, 2021
Capability Building Of Multi-Factored
Assessment Tool (Mfat) For Untrained
Grade 1 Teachers : November 18-20, 2021
District Level Orientation On The Integration
Of Comprehensive Sexuality Education (Cse)
In The Basic Education Curriculum (Bec) : October 22, 2021
5-Day Cluster Based Training On
Learning Delivery Modality And (Mdl)
Teacher's Professional, : March 15-19, 2021
Cluster-Based In-Service Training-Workshop
On Instructional Materials : December 16-18, 2019
Construction & Powerpoint Presentation
Making And Screen Recording
Division Rollout On Cybersafe Training For
Teachers : November 20-22, 2019
School Based Training-Workshop On
Instructional Materials Construction &
Powerpoint Presentation Making : October21-23, 2019
Division Based Capability Building For
Kindergarten Teachers In Handling
 91

Co-Curricular Activities : July 10-12, 2019

5 Day District-Based In Service Training On
Dap-Ellen : October 22-26, 2018
Three-Day Orientation On Kindergarten
Education Program : July 18-20, 2018
Three-Day Orientation - Training Workshop
Of Mg Teachers On The Effective Utilization Of
Mg-Dlp And Integration Mlp : March 14-16, 2018
Seminar-Workshop On Child Protection Policy
For Newly Hired Teachers : September 6-8, 2017
Three-Day Reorientation On Kindergarten
Education Program Implementation : August 9-11, 2017
Teacher Induction Program, : Sat. of July 15- 29, 2017