CLASSROOM PROBLEMS AFFECTING THE TEACHING EFFECTIVENESS

OF SENIOR HIGH SCHOOL EDUCATORS IN THE

UNIVERSITY OF EASTERN PHILIPPINES

TRIXIE O. PAPURAN

HUMANITIES AMD SOCIAL SCIENCES

College of Arts and Communication
University of Eastern Philippines
University Town, Northern Samar

2020
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Chapter I

INTRODUCTION

Background of the Study

Teaching is an act of transferring knowledge, thoughts,

ideas, and values from one person to another. The knowledge

providers are recognized as teachers. They are

professionals with shared goals who devote their time

guiding and helping young individuals become better

citizens of the society. On the other hand, students are

identified as the recipients of the quality education

transported by teachers.

To be an effective teacher, one is assumed to be happy,

contented, and secure. When distraught, worried, anxious,

restless, or discontented, students may think that he/she

does not have the poise, serenity, or the self-possession

necessary for good teaching. Nonetheless, students’

behavior established within family circles, could also

affect pedagogical objectives, thus resulting in either a

progressive or rudimentary teaching-learning experience.

Classroom instructions become advantageous and

enjoyable for both teachers and students when fruitfully

concluded. However, how people expect successful teaching-

 3

learning process to be may not always be successful in an

actual classroom situation. Due to the arising classroom

drawbacks, both parties may experience unwanted

circumstances.

Symonds in his article Problems Faced by Teachers,

states some concerns and irritations connected with a

teacher’s work. Several participants of his research

mentioned their heavy teaching schedules or extra tasks

unfairly assigned. Along the same line were the complaints

about having insufficient time in a day and the necessity

for careful budgeting of one’s time. Some had inadequate

teaching conditions such as poor light, poor ventilation,

not enough privacy, and limited equipment. Discipline

problems arise several times more frequently than problems

relating to the teaching process, thus pressuring teachers

to become applied psychologists for the sake of adjusting

to their students’ needs.1

From a 2019 blog posted on Edsys, an educational

software in India, top classroom challenges in the present

educational scenario are discussed. These are: (1)

Insufficient Time for Planning (2) Excessive Workload (3)

Performance Pressure from School Administrators (4)

1
Symonds, P. (2014). Problems faced by Teachers. The Journal of Educational Research.
Retrieved September 25, 2019
 4

Balancing Diverse Learning Needs (5) Handling Too Many

Masters (6) Overworking (7) Inadequate Funding (8)

Limitations of standardized testing (9) Dearth in Parental

Support (10) Changing Educational Trends and (11)

Limitations of Disciplining Students. Though, good

cooperation from students, parents as well as school

administrators can help them to overcome most of the

hassles they face and come out successful, the lack of

teamwork, minimal personal time, working towards long term

goals, arguments and student excuses are among some serious

challenges they face in a classroom.2

In our country, the Philippines, the agencies

responsible for improving quality education such as

Department of Education and the Commission on Higher

Education, are continuously researching and innovating

methods, strategies, and techniques to enhance the

educational system of the country. One of which is the

implementation of the Enhanced Basic Education act which

was signed into law on May 15, 2013. High school is

prolonged with two extended years to serve as preparatory

level before entering college. Authorized people believe

that unemployment occurs mostly because of incompetent and

2
Top 11 Classroom Challenges According to Teachers: An Educational Article.
http://www.edsys.in/classroom-challenges-according-to-teachers/. Retrieved September 25, 2019
 5

inexperienced graduates. This two-year extension high

school will serve as stepping stone to train and assess the

students choice of profession.

Quality education is what the educational sector aims

for the country. However, there are hindrances which block

the system’s development. These factors include financial

aspect, teaching methodologies, teaching materials,

classroom structure, and students’ behavior. Because of

these, teaching becomes a test of patience and commitment.

Teachers, regardless of their locale and years of

experience, seem to face similar challenges. The obstacles

they encounter can arise from many directions: with

students, parents, administrators or with the many roles

and responsibilities they have to maintain. Teachers want

better tools and equipment to better communicate with

students and parents, help with the classroom management,

and have resources that will save them time in tailing

content to their students.

In the University of Eastern Philippines, teachers may

have already come across problems with materials and

equipment needed in class, course books, students’ behavior,

curriculum, classroom environment, finances, and teaching

methodologies. Although the school’s administration does

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its best to address these difficulties, there is still a

great possibility for them to arse in the future.

This asserts the need to conduct a research study on

the classroom problems encountered by senior high school

educators in the University of Eastern Philippines in order

to investigate if teaching efficacy is affected with these

classroom difficulties.

Objectives of the Study

This study generally centers itself on the classroom

problems faced by senior high school educators in the

University of Eastern Philippines and their relationship

with teaching effectiveness. Specifically, it will seek to:

1. identify the problems faced by the Senior High School

Educators in terms of;

a. materials and equipment

b. course book

c. students’ behavior

d. curriculum

e. classroom environment

f. finances
 7

2. find out if there is a significant relationship

between the problems they encounter and teaching

effectiveness;

3. propose a plan

Significance of the Study

The following individuals/groups will benefit from the

study.

Senior High School Educators. As second parents who

devote themselves to teaching, they may consider this

research as a help in voicing out the problems they

encounter in their classrooms, thus the result of this

study will serve as basis for addressing the difficulties

identified.

Senior High School Students. This study will help them

realize the problems their teachers are facing, thus

allowing them to make proper adjustments, enabling them to

lessen the burden of their teachers, and understanding why

they sometimes lack efficiency in teaching.

School Administration. The findings of this study will

provide them information about the problems encountered by

the teachers in their university, arrive at adequate

 8

solutions solve these problems, and envision innovative

teaching strategies for quality education.

Future Researchers. Due to the possibility of hearing

the same problems in the future, they may ponder on

conducting similar studies as this one, hence the relevance

of this paper may be beneficial to them.

Scope and Limitations of the Study

This study will focus on the classroom problems

encountered by senior high school teachers in the

University of Eastern Philippines during the school year

2019-2020. It will only cover the educators of the school’s

main campus. Those teaching in Laoang and Catubig campuses

will not be included due to time constraint. Furthermore,

the researchers will only focus on the difficulties which

occur in a natural classroom setting and will not look

further into the personal traits of the respondents.

This study generally centers itself on the classroom

problems faced by senior high school educators in the

University of Eastern Philippines and their relationship

with. This study will seek to identify the problems faced

by the senior high school educators, find out if there is a

 9

significant relationship between the problems they

encounter and teaching effectiveness, and draw out

recommendations to address the problems.

Theoretical Framework

This study is anchored on Two Factor Theory which was

proposed by Frederick Herzberg. Herzberg’s Performance

Motivation Theory model, or Two Factor Theory, argues that

there are two factors that an organization can adjust to

influence motivation in the workplace. These factors are

motivators and hygiene factors. The presence of motivators

causes employees to work harder. They are found within the

actual job itself. On the other hand, the absence of hygiene

factors will cause employees to work less hard. Hygiene

factors are not present in the actual job itself but

surround the job3.

Motivating factors include (1) Achievement: This will

provide a proud feeling of having done something difficult

but worthwhile.(2) Recognition: A job must provide an

employee with praise and recognition of their successes.

This recognition should come from both their superiors and

3
https://expertprogrammanagement.com/2018/04/herzbergs-two-factor-theory/
 10

their peers. (3) The work itself: The job itself must be

equipped with facilities to enhance productivity and

efficacy of the employees (4) Responsibility: Employees

should own their work. They should hold themselves

responsible for this completion and not feel as though they

are being micromanaged. (5) Advancement: Promotion

opportunities should exist for the employee. (6) Growth: The

job should give employees the opportunity to learn new

skills. This can happen either on the job or through more

formal training4.

Hygiene factors include (1) Company policies: These

should be fair and clear to every employee. They must also

be equivalent to those of competitors. (2) Supervision:

Supervision must be fair and appropriate. The employee

should be given as much autonomy as is reasonable. (3)

Relationships: There should be no tolerance for bullying or

cliques. A healthy, amiable, and appropriate relationship

should exist between peers, superiors, and subordinates. (4)

Work conditions: Equipment and the working environment

should be safe, fit for purpose, and hygienic. (5) Salary:

The pay structure should be fair and reasonable. It should

also be competitive with other organizations in the same

industry. (6) Status: The organization should maintain the

4
Ibid
 11

status of all employees within the organization. Performing

meaningful work can provide a sense of status. (7) Security:

It is important that employees feel that their job is secure

and they are not under the constant threat of being laid-

off5.

Based on the theory, there could still be a room for

teachers’ professional growth if given sufficient provision

and understanding. The concept explains the role of both

intrinsic and extrinsic motivation of teachers in achieving

effectiveness in teaching and learning. In order for

effective classroom instruction to take place, the

administration should give its full support in maximizing

teachers’ strengths and minimizing their weaknesses.

Equity Theory, pioneered by Stacey Adams, also supports

this study. The theory is built-on the belief that employees

become less effective and de-motivated, both in relation to

their job and their employer, if they feel as though their

inputs are greater than the outputs. Employees can be

expected to respond to this is different ways, including de-

motivation (generally to the extent the employee perceives

the disparity between the inputs and the outputs exist),

5
Ibid
 12

reduced effort, becoming disgruntled, or, in more extreme

cases, perhaps even disruptive6.

Equity Theory emphasizes two factors which must be

looked into by employers. These are the inputs and outputs

of their workforce. Inputs refer to the efforts employees

exert for work productivity, professionalism, and personal

growth whereas outputs are feedbacks, incentives, and

support given by the employer to its personnel in return for

their hard work7.

Teachers as employees do not only teach because of

their personal needs or simply because it is practical and

in demand in the Philippines. Most of them are passionate

and dedicated to the calling, thus low compensation may not

be the only reason for the decline in the quality of

education in the country. In line with the principle of

equity, it is significant for education administrators to

make sure there is equilibrium in the inputs of teachers and

the outputs being remunerated, particularly classroom needs.

In contrast to the Two Factor Theory and Equity Theory

which solely accentuated the effects of extrinsic factors

that impact work, Douglas McGreggor’s X and Y theories could

6
https://www.toolshero.com/psychology/adams-equity-theory/
7
Ibid
 13

also reinforce possible results of this study. Theory ―X‖

assumes that employees are inherently lazy, self-centred,

and lacking ambition. Therefore, an appropriate management

style is strong, top-down control. Theory ―Y‖ on the other

hand, postulates that workers are inherently motivated and

eager to accept responsibility. An appropriate management

style is to focus on creating a productive work environment

coupled with positive rewards and reinforcement8.

X and Y Theories stress on the intrinsic factors that

affect work progress positively and negatively. As assumed

in Theory X, problems could also arise from the employees

themselves. Thus, when teachers are truly committed to their

profession, they will always find a way to make education

possible for their students despite the inadequate support

from government.

Well-known learning theories such as the Zone of

Proximal Development (ZPD) and Scaffolding of Lev Vygotsky

and Behaviorism of John Watson and B.F. Skinner may also

correspond to problems in student behavior.

ZPD refers to the conceptual gap between what a student

is and is not able to accomplish independently. Vygotsky

suggested that the best way for teachers to support their

8
https://www.knowledgehut.com/tutorials/project-management/motivation-theories
 14

student is by identifying the Zone of Proximal Development

and working with them to accomplish tasks just beyond it.

The second theory of Vygotsky is scaffolding. It is the act

of adjusting the level of support provided in order to best

act each child’s abilities9.

Behaviorism, also known as behavioral psychology, is a

theory of learning based on the idea that all behaviors are

acquired through conditioning. Conditioning occurs through

interaction with the environment. Behaviorists believe that

our responses to environmental stimuli shape our actions.

According to this school of thought, behavior can be

studied in a systematic and observable manner regardless of

internal mental states. According to this perspective, only

observable behavior should be considered—cognitions,

emotions, and moods are far too subjective.

Strict behaviorists believed that any person can

potentially be trained to perform any task, regardless of

genetic background, personality traits, and internal

thoughts (within the limits of their physical capabilities).

It only requires the right conditioning10.

9
Jagodowski, S. , Theories of Teaching. http//www.thoughtco.com/theories-of-teaching-4164514. Retrieved
October 1, 2019
10
https://www.verywellmind.com/behavioral-psychology-4157183
 15

Effective teaching in all levels of education is a

major concern in many countries of the world. For effective

teaching to take place, teachers need torch lighters. It is

essential for teachers to be able see what they are actually

doing in the classroom and improve upon it. Hence, teachers

need to be given supportive tools and have the opportunity

to watch other master teachers at work. At the same time,

they should consider realizing their strengths and

weaknesses and make adjustments to better equip themselves

with the kind of motivation and skills needed in the

production of quality education.

Conceptual Framework

This study will aim at identifying classroom problems

among senior high school teachers in the University of

Eastern Philippines and their relationship with teaching

effectiveness. These problems are said to greatly affect

the educator’s performance during the teaching-learning

process. Also, this research will provide recommendations

to address these problems.

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Paradigm

Independent Variable Dependent Variable

Classroom Problems
Faced by Senior High Teaching Effectiveness
School Educators:

a. Materials and
equipment
b. Course book
c. Students
behavioural
problem
d. Curriculum
e. Classroom
environment
Proposed Plan
f. Finances

Fig. 1 A Schematic diagram of the study.

 17

Definition of Terms

For better understanding of this study, the following

terms are conceptually and operationally defined:

Classroom Challenges. Conceptually, are the challenges

faced within the classroom premises. Operationally, these

are the factors affecting the performance of the Senior

High School Educators.

Curriculum. Conceptually, it refers to the lessons and

academic content taught in a school or in a specific course

or program. 11 Operationally, it is the knowledge and skills

that students are expected to learn as they progress

through our school system.

Educators. Conceptually, they are persons whose work

is teaching others, or one who is an authority in methods

12
or theories of teaching. Operationally, they are the

Senior High School teaching force in University of Eastern

Philippines.

Problem. Conceptually, it is something that impedes

progress or by achievement. 13 Operationally, these are the

11
Webster's Universal Dictionary, p.
12
Ibid., p. 97
13
Ibid., p. 198
 18

challenges or difficulties faced by Senior High School

educators.

Preparatory. Conceptually, refers to actions that are

done before doing something else as a form of preparation

or as an introduction. 14 Operationally, it is a curriculum

that prepares students for college.

Quality Education. Conceptually, is one that provides

all learners with capabilities they require to become

economically productive, develop sustainable livelihoods,

contribute to peaceful and democratic societies and enhance

individual well-being. Operationally, it is the level of

value and excellence.

Teaching. Conceptually, it is defined as the process

of attending to people’s needs, experience and feelings,

and intervening so that they learn particular things, and

go beyond the given. 15 Operationally, it is the action of

imparting knowledge to and instilling values in students.

14
Ibid., p. 225
15
Ibid., p. 289
 19

Chapter II

REVIEW OF LITERATURE

Materials and Equipment

Lack of classroom materials is one of the problems

here in the university, because of these, teachers are

spending their own money in buying materials that will

sustain the productivity of the classroom. Lack of

classroom materials has a big impact in the process of

teaching and learning. Through this problem, the teachers

as well as the learning process will not become productive

and conducive. Classroom lacks basic materials that the

teacher need. Many classroom of enough books and technology

to provide same instruction offered at schools with greater

resources. Lack of books translates into an inability for

students to take books for homework and assignments. Lack

of classroom materials is a negative cycle. Without

materials, the work doesn’t get done and without the work,

there is little incentive to buy into school and all

supplies don’t get purchased.16

16
Delacr M. A., Lack on Instructional Materials, www.academia.edu.effects-of-lack-on-
instructional-materials. Retrieved. October 16, 2019.
 20

Instructional materials are defined as resources that

organize and support instruction, such as textbooks, tasks,

and supplementary resources (adapted from Remillard & Heck,

2014). It refers to the human and non-human materials and

facilities that can be used to ease, encourage, improve and

promote teaching and learning activities. They are whatever

materials used in the process of instruction (IGI global).

The great Soviet encyclopaedia defines IMs as educational

resources used to improve student knowledge, abilities, and

skills, to monitor their assimilation of information, and

to contribute to their overall development and upbringing.

Broadly speaking, any device that helps teach can be

called a teaching aid. These device can be traditional

items such as blackboards and flannel boards as well as

modern devices such as tablets and projectors. Scientific

tools such as telescopes and microscopes could also be used

as teaching aids in a given context. Two overarching common

factors between most teaching aids: mediums that promote

sensory engagement and stimulation. Non-electronic –

Chalkboards, flip boards, slates, photos, telescope.

Electronic- - Power point slideshows, videos, Augmented

reality/Virtual reality goggles AV-room equipment. Auditory:

radios, tape recorders, CD players. Visual: Slides,

 21

projectors, digital screens. Audio Visual – Youtube content,

Vines, (yes they are helpful), Ted Talks, Live streams,

documentaries. Audio Visual and tactile – 3D models, plants,

rocks, field visits. Instructional materials are those

items that assist the information aspect of teaching. Not

teaching holistically. These could take the form of

textbooks, worksheets, 3D models, charts, infographics, etc.

Instructional materials also include assessment and testing

methods. Basically, any material, any information

containing resources which that the teacher uses while

instructing. Now testing materials don’t necessarily

contain information, but they help the retention and

learning of information, thus, they are instructional

materials. Sometimes, they are means to an end, the end

being the assimilation of information. Traditional

resources: lectures, talks, writings, project rubrics,

guidelines, textbook primers, reference books, extra

readings, teacher and students created summaries, workbooks,

supplementary materials such as flashcards and charts.

Digital media: Videos, photos presentation. Open resources:

Expert blogs, open source journals, public databases, open

courseware, forums. Testing resources: Standardized tests,

 22

classroom assignments, online submissions, quizzes, essays,

collaborative projects.17

Students Behaviour

Student misbehaviours such as disruptive talking,

chronic avoidance of work, clowning, interfering with

teaching activities, harassing classmates, verbal insults,

rudeness to teachers, defiance and hostility, ranging from

infrequent to frequent, mild to severe is a thorny issue in

everyday classroom. Teachers usually reported that these

disturbing behaviours in the classroom are intolerable and

stress-provoking, and they had to spend a great deal of

time and energy to manage the classroom. Obviously, student

misbehaviours retard the smoothness and effectiveness of

teaching and also impede the learning of the student and

his/her classmates.

In literature, different terms have been used to

describe problematic behaviours of students. For instance,

Stewart et al. referred student misconduct to disciplinary

violations in school. For instance, tardiness, vandalism,

fighting, stealing, and drinking on campus. Nevertheless, a

17
Shukla A., Teaching Aids and Instructional Materials-Tools for Teachers and Students,
www.cognitiontoday.com. Retrieved. October 17, 2019
 23

particular behaviour is viewed as problematic may not

necessarily be rule breaking, but inappropriate or

disturbing in the classroom setting. For instance,

daydreaming in class, not completing homework, talking in

class, lesson disruption, bullying and rudeness to the

teacher are named as ―behaviour problems‖. These behaviours

referred to an activity that causes distress for teachers,

interrupts the learning process and that leads teachers to

make continual comments to the student.18

Curriculum

Curriculum development can be define as the step by

step process used to create positive improvements in the

courses offered by a school, college or university. The

world changes everyday and new discoveries have to be roped

into the education curricula. Innovative teaching

techniques and strategies (such as active learning) are

constantly being devised in order to improve the student

learning experience. As a result, an institution has to

have a plan in place for acknowledging these shifts and

then be able to implement them in the school curriculum.

18
Rachel C. F. and Daniel T. L., Student Classroom Misbehaviour,
www.hindawi.com/journals/tswj/. Retrieved October 2019
 24

The way we understand and theorize about curriculum

nowadays has altered significantly over the years. Today,

the most simple definition of the word ―curriculum‖ is the

subjects comprising a course of study at schools, colleges

or universities.

Current curriculum models can be broken down into two

broad categories; the product model and the process model.

The product model is results oriented. Grades are the prime

objective, with the focus lying more on the finished

product rather than on the learning process. The process

model, however, is more open-ended, and focuses on how

learning develops over a period of time. These two models

need to be taken into account when developing curriculum.

Curriculum planning involves the implementation of

different types of instructional strategies and

organizational methods that that are focused on achieving

optimal student development and student learning outcomes.

Instructors might structure their curriculum around daily

lesson plans, a specific assignment, certain units within a

class, or an entire educational program. During the

curriculum planning phase, teachers consider factors that

might complement or hinder their lesson curriculum. These

include institutional requirements. Each administrator at a

 25

university or college will have guidelines, principles and

a framework that instructors are required to reference as

they build out their curriculums. Educators are responsible

for ensuring that their curriculum planning meets the

students’ educational needs, and that the materials used

are current and comprehensible.

Curriculum design is the deliberate organization of

curriculum within a course or classroom. When instructors

design their curriculums, they identify what will be done,

who will do it and when, as well as what the objective of

each course is. Remember that the curriculum contains the

knowledge and skills that a student needs to master in

order to move to the next level. By thinking about how

their curriculum is designed, teachers ensure they have

covered all the necessary requirements. From there, they

can start exploring various approaches and teaching methods

that can help them achieve their gaols.

With the rise of educational technology and the

diverse types of students attending higher educational

institutions these days, instructors have their work cut

out for them. But by following the fundamental guidelines

and framework of curriculum development, educators will be

 26

setting themselves and their students up for long term

success.19

Classroom Environment

The recent educational trends in this country calls

for a new types of classrooms equipped with modern

facilities. Each classroom should have sufficient desks for

the meeting of the entire class. Besides adequate

classrooms, availability of instructional materials, such

as references , textbooks, apparatus, audio visual aids,

and supplies, must be taken into accent. Absence of the

necessary instructional materials affects teaching and

learning. The most effective teaching and learning can take

place only when the environmental condition is most

advantageous. It is quite difficult to do a good job of

teaching in a poor building and without adequate equipment.

Classroom environment should be made conducive to good

teaching and effective learning.20

19
Ganyaupfu E., Curriculum Development, www.tophat.com/curriculum-development-models-
design/. Retrieved November 2019

20
Gregorio H. (1976). Principles and Methods of Teaching, 117 2nd St,. Bitoon Circle, Barangay
Commonwealth, Quezon City, Garotech Publishing, pg. 255
 27

Finances

Sumit Agarwal, Gene Amromin, Itzhak Ben-David,

Souphala Chomsisengphet & Douglas D. Evanoff (2015)

evaluated the financial literacy of a select group of

residents in India who participate in on-line investment

service. They found that the participants are generally

financially literate. The probability of getting correct

answers is higher for male respondents, generally increases

with education level and the aggressiveness of the investor.

Daniel Fernandes, John G. Lynch Jr., Richard G.

Netemeyer (2014) conducted a meta-analysis of the

relationship of financial literacy and financial education

to financial behaviour and concluded with a discussion of

the characteristics of behaviours that might affect the

policy maker’s mix of financial education, choice

architecture and regulation as tools to help consumer

financial behaviour.

Sobhesh Kumar Agarwalla, Samir K. Barua, Joshy Jacob &

Jayanth R. Varma (2013) conducted a study among 3000

individuals and found that financial knowledge among

Indians is very low than the International standards.

Interestingly, financial knowledge among the women are

marginally higher than the men.

 28

Bhushan, P., & Medury, Y. (2013) found that financial

literacy level gets affected by gender, education, income,

nature of employment and place of work and geographical

region do not affect the level of financial literacy. The

level of financial literacy among the working young in

urban India is similar to the levels that prevail among

comparable groups in other countries.

Hsu-Tong Deng, Li-Chiu Chi, Nai-Yung Teng, Tseng-Chung

Tang & Chun-Lin Chen (2013) found that elementary school

teachers, as a group, show medium-high levels of financial

literacy and financial education teaching.

The review of literature revealed that research has

been done years on financial literacy, financial education

and its need for financial well being of an individual.

Studies were found on teachers of higher education with

regard to financial literacy, financial planning. Teachers

are some of the most influential people in the society.

Financial literacy and personal finance management will

help them to produce the students who are fiscally and

socially responsible citizens. In this connection an

attempt is being made to examine the existence of financial

 29

literacy, personal financial planning among the teachers of

higher education.21

Teaching Methodologies

According to Ayeni (2011), teaching is a continuous

process that involoves bringing about desirable changes in

learners through use of appropriate methods. Adunola (2011)

indicated that in order to bring desirable changes in

students, teaching methods used by educators should be best

for the subject matter. Furthermore, Bharadwaj & Pal (2011)

sustained that teaching methods work effectively mainly if

they suit learners’ needs since every learner interprets

and responds to questions in a unique way (Chang, 2010). As

such, alignment of teaching methods with students’ needs

and preferred learning influence students’ academic

attainments (Zeeb, 2004).

Teacher-Centered Methods. Under this method, students

simply obtain information from the teacher without building

their engagement level with the subject being taught (Boud

& Feletti, 1999). The approach is least practical, more

theoretical and memorizing (Teo & Wong, 2000). It does not

21
Surendar G., Financial Literacy Among Teachers of Higher Education, www.ijpam.eu. Retrieved
November 2019
 30

apply activity based learning to encourage students to

learn real life problems based on applied knowledge. Since

the teacher controls the transmission and sharing of

knowledge, the lecturer may attempt to maximize the

delivery of information while minimizing time and effort.

As a result, both interest and understanding of students

may get lost. To address such shortfalls, Zakaria, Chin &

Daud (2010) specified that teaching should not merely focus

on dispensing rules, definitions and procedures for

students to memorize, but should also actively engage

students as primary participants.

Student-Centered Method. With the advent of the

concept of discovery learning, many scholars today widely

adopt more supple student-centered methods to enhance

active learning (Greitzer, 2002). Most teachers today apply

the studentcentered approach to promote interest,

analytical research, critical thinking and enjoyment among

students (Hesson & Shad, 2007). The teaching method is

regarded more effective since it does not centralize the

flow of knowledge from the lecturer to the student

(Lindquist, 1995).The approach also motivates goal-

orientated behaviour among students, hence the method is

 31

very effective in improving student achievement (Slavin,

1996).

Teacher-Student Interactive Method. This teaching

method applies the strategies used by both teacher-centered

and student-centered approaches. The subject information

produced by the learners is remembered better than the same

information presented to the learners by the lecturer

(Jacoby, 1978; McDaniel, Friedman & Bourne, 1978; and

Slamecka & Graf, 1978). The method encourages the students

to search for relevant knowledge rather than the lecturer

monopolizing the transmission of information to the

learners. As such, research evidence on teaching approaches

maintains that this teaching method is effective in

improving students’ academic performance (Damodharan &

Rengarajan, 1999).22

Teaching Effectiveness

Over the years, many studies have sought to identify

the characteristics of teaching that contribute to

effectiveness. Such studies have varied immensely in the

type of focus they have used to describe teaching qualities.

22
Elvis Munyaradzi Ganyaupfu, Teaching Methods and Students’ Academic Performance,
www.ijhhsi.org., Volume 2 Issue 9. Retrieved November 2019
 32

At one extreme are studies that have sought to focus on a

small number of key dimensions.

An analysis of teaching qualities by the Organization

for Economic Co-operation and Development focused on five

key dimensions: (1) Knowledge of substantive curriculum

content. (2) Pedagogic skills involved in the ability to

use a repertoire of teaching strategies (3) Reflection on

one’s own teaching and the ability to be self-critical

(4)Empathy in acknowledging the dignity of others (5)

Managerial competence within and outside the classroom.23

There are a number of different ways in which teachers

may be effective and these different ways appear to rely on

different characteristics. However, what did seem to be

justifiable was an attempt to formulate a set of qualities

that have been widely identified in writings and studies on

effective teaching. Such a set of qualities could then be

used as a basis for exploring the extent to which lessons

given by different teachers might be usefully described and

discussed in terms of variations in these qualities. If a

set of qualities proved useful in this way, it could then

be further explored in terms of its relationship to

effectiveness.

23
Kyriacou C., (2009)., Effective Teaching in Schools: Theory and Practice. Cheltenham, United
Kingdom., Stanley Thornes (Publishers) Ltd. P. 78
 33

Kyriacou identified additional eight qualities of

effective teachers. These are: (1) Preparedness. The notion

of preparedness was intended to be seen from the viewpoint

of the pupils in the class in terms of the appearance that

the lesson gave of being well organised, having a coherent

structure and creating the impression of purposefulness

from the teacher. Attached to this notion was also the idea

that the unexpected could be catered for in the lesson

without disrupting its structure or intent.24

(2) Pace and flow. This dimension dealt with two

complementary notions. Pace concerned the idea of keeping

up the rate of events in the lesson so that all pupils are

kept involved and attentive. The idea of flow was to do with

maintaining a continuous sequence of learning throughout

the lesson. An important aspect of this is Kounin’s notion

of overlapping: the teacher being able to deal with more

than one thing at a time so that the thread of the lesson

was not lost while an individual pupil’s problem concerning

work or discipline was dealt with.25

(3) Transitions. Transitions focus on three key

elements in the lesson. First, the establishment of

attention at the start of the lesson. Second, sensitivity

24
Ibid., pp. 81-83
25
Ibid., pp. 83
 34

in deciding when to move from one activity to the next.

Third, maintaining pupils’ attention when moving between

activities.26

(4) Cognitive Matching. This dimension contains three

elements. First, whether the lesson is suited to pupils’

abilities and interests. Second, whether the work is

challenging and instructive. Third, whether individual

differences between pupils are accommodated.27

(5) Clarity. The notion of clarity refers to the

extent to which the teacher’s instructions and explanations

are clear and are pitched at the appropriate level for

pupil comprehension.28

(6) Business-like. This dimension is concerned with

the manner in which the lesson is conducted. It focuses on

matters of authority, reaction to misbehaviour and teacher

expectations, which together create an impression that the

teacher is in control. This impression is conveyed by the

tone of confidence and firmness regarding teaching and

control, together with positive expectations regarding the

quality of work and behaviour occurring in the lesson.29

26
Ibid., p. 83
27
Ibid., p. 83
28
Ibid., p. 83
29
Ibid., p. 83
 35

(7) Withitness. This notion, developed by Kounin,

deals with the teacher’s monitoring of the lesson. It

refers to the teacher being alert to learning problems and

misbehaviour, so that he or she can largely pre-empt their

occurrence or take swift action when they do occur.30

(8) Encouragingness. This dimension explicitly

examines the nature of teacher–pupil interaction in terms

of the extent to which the teacher uses a mixture of praise,

instructive criticism, enthusiasm and good humour to

develop a positive and encouraging tone in the lesson,

which will foster and support pupils’ self-confi dence and

self-esteem.31

These eight dimensions appear to represent the key

classroom teaching qualities that warrant attention. Also,

these dimensions may involve a variety of additional

factors, such as exceptional teaching skills, charisma, fi

rst-class commitment and preparation, and an ability to

tailor a learning experience perfectly to the needs of

students.

30
Ibid., p. 83
31
Ibid., p. 83
 36

Chapter III

METHODOLOGY

Locale of the Study

The University of Eastern Philippines is the

comprehensive State University in Eastern Visayas Region.

It is located in the municipality of Catarman, Northern

Samar. It has a land area of 394 hectares with 3 barangays

and is 4 Kilometers away from the town proper.

The school currently offers strands of Accountancy and

business Management (ABM) adopted by the College of

Business Administration, Humanities and Social Sciences

(HUMSS) adopted by the College of Arts and Communication.

Science and Technology, Engineering and Mathematics (STEM)

adopted by the College of Science.

The University has already hosted the pilot Senior

High School Modelling Program by the Department of

Education (DepEd) during Dr. Rolando Delorino’s

administration. The subject code(60077) does not in all

colleges in the university. The adviser for each strand and

K-12 College coordinators are in charge to handle the

Senior High School students enrolled in the university.

 37

The University of Eastern Philippines was granted a

Provincial Permit No. 116, s. 2015. This was signed by the

Regional Director, Luisa Bautista-yu. This permit was in

pursuant to the provisions of Republic Act No. 10533

(Enhanced Basic Education Act of 2013). The permit stated

that the University shall inform DepEd of any plan or

action regarding closure of phasing out of the program/s or

any change/s or deviation/s from the prescribed

requirements.

Research Design

This study will utilize descriptive-correlational

research design. Descriptive method will be used to

identify the classroom problems encountered by the

respondents in the University of Eastern Philippines.

Correlational design will be used to find out the

significant relationship between the classroom difficulties

encountered by the respondents and their teaching

effectiveness.
 38

Variables of the Study

The independent variables of the study will include

the classroom problems experienced by senior high school

teachers in the University of Eastern Philippines in terms

of materials and equipment needed in class, course books,

students’ behavior, curriculum, classroom environment,

finances, and teaching methodologies. The dependent

variable of this study will be the respondents’

effectiveness of teaching.

Population and Sampling

The population of the respondents will be comprised of

65 senior high school educators teaching in the University

of Eastern Philippines during the school year 2019-2020.

The researchers will attempt to utilize a complete

enumeration approach to measure all members of the

population and provide complete statistical coverage about

the rising difficulties faced by the target respondents.

 39

Respondents of the Study

The target respondents of this study will include all

senior high school educators who are currently teaching in

the University of Eastern Philippines. Complete enumeration

approach will be used which explains the attempt of the

researchers to encompass all members of the population. If

the researchers are able to execute the approach well,

there will be a total of 65 participants for this study.

Research Instruments

This study will utilize a questionnaire to gather data.

It will be apportioned between the classroom problems

experienced by senior high school teachers in the

University of Eastern Philippines in terms of materials and

equipment needed in class, course books, students’ behavior,

curriculum, classroom environment, finances, and teaching

methodologies, and the effects of these difficulties on

teaching effectiveness.
 40

Scoring and Interpretation of Data

Classroom Problems

To interpret the level of difficulty of classroom

problems faced by senior high school educators, the

following scoring and interpretation will be used:

Response Score Rating Scale Interpretation

Strongly Agree 5 4.20 to 5.00 Very Highly Observed

Agree 4 3.40 to 4.19 Highly Observed

Neutral 3 2.60 to 3.39 Moderately Observed

Disagree 2 1.80 to 2.59 Least Observed

Strongly Disagree 1 1.00 to 1.79 Not Observed

Teaching Effectiveness

To interpret the respondents’ effectiveness in

teaching, the following scoring and interpretation will be

used:

Response Score Rating Scale Interpretation

Always 5 4.20 to 5.00 Highly Effective

Often 4 3.40 to 4.19 Effective

 41

Sometimes 3 2.60 to 3.39 Fairly Effective

Rarely 2 1.80 to 2.59 Ineffective

Never 1 1.00 to 1.79 Highly Ineffective

Data Gathering Procedure

The researchers will write a letter to the research

adviser signed by the Dean of the College of Arts and

Communication for confirmation and consent before

conducting the study. After which, they will be asking

permission from the University President to conduct the

study. Upon the approval of the letter, schedule will be

set as to when to distribute the questionnaire.

The survey questionnaire will be disseminated to the

senior high school teachers currently teaching in the

University of Eastern Philippines. The researchers will

personally administer and retrieve the questionnaire from

the respondents.

The data will be retrieved, consolidated, tabulated,

analyzed and will be interpreted using the appropriate

statistic tools.
 42

Statistical Treatment of Data

Different statistical tools will be used to analyze

and treat the data needed for this research study. Such

tools will be the mean and Pearson correlation.

Weighted Mean. This will be used to determine whether

the level of difficulty of classroom problems faced by the

respondents is high, moderate, or low. The same tool will be

utilized to find out the level of teaching effectiveness

among teachers.

Pearson Correlation. This will be used to determine if

there is an existing correlational relationship between the

respondents’ classroom problems and teaching effectiveness.

 43

LITERATURE CITED

Symonds, P. (2014). Problems faced by Teachers. The Journal of

Educational Research. Retrieved September 25, 2019

Top 11 Classroom Challenges According to Teachers: An

Educational Article. http://www.edsys.in/classroom-challenges-

according-to-teachers/. Retrieved September 25, 2019

Delacr M. A., Lack on Instructional Materials,

www.academia.edu.effects-of-lack-on-instructional-materials.

Retrieved. October 16, 2019.

Shukla A., Teaching Aids and Instructional Materials-Tools for

Teachers and Students, www.cognitiontoday.com. Retrieved.

October 17, 2019

Rachel C. F. and Daniel T. L., Student Classroom Misbehaviour,

www.hindawi.com/journals/tswj/. Retrieved October 2019

Ganyaupfu E., Curriculum Development, www.tophat.com/curriculum-

development-models-design/. Retrieved November 2019

 44

Gregorio H. (1976). Principles and Methods of Teaching, 117 2nd

St,. Bitoon Circle, Barangay Commonwealth, Quezon City, Garotech

Publishing, pg. 255

Surendar G., Financial Literacy Among Teachers of Higher

Education, www.ijpam.eu. Retrieved November 2019

Elvis Munyaradzi Ganyaupfu, Teaching Methods and Students’

Academic Performance, www.ijhhsi.org., Volume 2 Issue 9.

Retrieved November 2019

Kyriacou C., (2009)., Effective Teaching in Schools: Theory and

Practice. Cheltenham, United Kingdom., Stanley Thornes

(Publishers) Ltd. P. 78

https://expertprogrammanagement.com/2018/04/herzbergs-two-

factor-theory/

https://www.toolshero.com/psychology/adams-equity-theory/

https://www.knowledgehut.com/tutorials/project-

management/motivation-theories
 45

Jagodowski, S. , Theories of Teaching.

http//www.thoughtco.com/theories-of-teaching-4164514. Retrieved

October 1, 2019

https://www.verywellmind.com/behavioral-psychology-4157183
 46

Questionnaire

CLASSROOM PROBLEMS AND TEACHING EFFECTIVENESS OF SENIOR HIGH

SCHOOL EDUCATORS IN THE UNIVERSITY OF
EASTERN PHILIPPINES

Date: _________________

Name(Optional): ______________________________________________

Part I. Classroom Problems

Direction: Read each statement carefully. Rate each item based
on your assessment of the classroom problems you have
experienced in this institution. Mark your response by checking
the box underneath the appropriate number on the 1-5 scale.

Strongly Agree - 5

Agree - 4

Neutral - 3

Disagree - 2

Strongly Disagree - 1

A. Materials and Equipment 5 4 3 2 1

1. Learning resources such as
textbooks are insufficient
and affect the assimilation
of information undesirably.
2. Non-electronic devices like
chalkboards and flannel
boards are inadequate and
deteriorate classroom
instruction.
3. Electronic devices such as
computers and projectors
are lacking and weaken
sensory engagement and
 47

simulation.
4. Models and specimens are
deficient and decrease
students’ knowledge and
appreciation of the subject
content.
5. Tables and
working/classroom chairs
are not enough to
accommodate all students.

B. Course Book 5 4 3 2 1
1. I use multiple textbooks.
2. Some information in the
course book are not
accurate.
3. Course book is not
completely given.
4. Course book is obsolete and
irrelevant.
5. Course book presents
incomprehensible inputs due
to the use of contorted
words and verbose
discussion of a lesson.

C. Curriculum 5 4 3 2 1
1. Subjects included in the
curriculum are not in line
with the course of the
students.
2. The implementation of the
curriculum (assessment,
planning of lessons,
drawing of one’s own time
schedule) underwent
difficulties.
3. The sudden implementation
of the curriculum resulted
in teachers’
unpreparedness.
4. The number of hours I need
to complete is too much for
me.
5. The curriculum was made not
 48

through research and in-

depth evaluation.

D. Students’ Behavior 5 4 3 2 1
1. Students talk disruptively
during discussion.
2. Students are unreceptive to
the discussion and prevent
me from moving on to the
next lesson.
3. Students interfere with my
teaching activities.
4. Students are defying and
hostile during class hours.
5. Students are impolite and
rude to their classmates
and teachers.
6. Students fail to cooperate
during collaborative
activities.
7. Students do not fulfil the
requirements I give them.
8. Students are fond of using
gadgets such as cell phone
and earphones during my
class.
9. Students have poor time-
management.
10. Students do not
participate and have low
self-esteem.

E. Physical Environment 5 4 3 2 1
1. I teach in a poor
structured building.
2. The classrooms I use have
poor ventilation.
3. The classrooms I use have
poor lightings.
4. The classrooms I use are
not equipped with modern
facilities.
5. Classroom instruction is
disrupted by outside
noises.
 49

F. Finances 5 4 3 2 1
1. I spend my personal money
for classroom structuring.
2. I experience delay in
receiving my salary.
3. My salary is insufficient.
4. I have not yet been
entitled to an overtime
pay.
5. There is a dearth in
financial support for
teaching.