CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

This chapter discussed the preliminaries of the research such as the introduction,

background of the study, theoretical framework, conceptual framework, statement of the

problem, hypothesis, significance of the study, scope and delimitation and definition of

terms.

Introduction

Lesson Planning is an important stage that must be done by the teacher “before”

teaching. Through careful planning, the learning process will be more organized.

However, based on the preliminary studies, it is known that teachers still have difficulties

in preparing learning plans, especially those who are beginning teachers. This problem

imposes gaps and problems to the students that are under the beginning teachers.

Majority of beginning teachers still do have a problem choosing the appropriate

learning materials, resources and strategies. While some are having difficulties on

making a reasonable learning objective. Some of these problems were inflicted because

of the pandemic. In addition, these problems are natural because beginning teachers lack

enough experience on making a vivid and realistic lesson plan. According to the studies

by Srihidayanti (2015), teachers have difficulties in the area of the components of lesson

plan, basic principles of lesson plan and implementing lesson plan. Regarding the

components of the lesson, the teachers get difficulties in determining time allotment,

determining objectives, determining teaching method and determining assessment. In

basic principles of lesson plans, the teachers have difficulties in designing lesson plans

1
related to students’ differences, interests, needs, cohesiveness of themes, subject matter

and cultural variety.

Successful teachers are invariably good planners and thinkers. Planning lessons is

a fundamental skill all teachers must develop and hone, although implementation of this

skill in actual teaching can, and usually does, take some time. It is accepted that existing

teacher education take the school curriculum and textbooks as ‘given’ and train teachers

to adjust to the needs of the existing school system through fastidious planning of lessons

in standardized formats and fulfilling the ritual of delivering the required number of

lessons and hence operates with rigid lesson plan formats (NCFTE, 2010). When student-

teachers are able to create their own lesson plans, they have taken a giant step toward

"owning" the content they teach and the methods they use. It takes thinking and practice

to hone this skill, and it won't happen overnight, but it is a skill that will help to define

one as a teacher (Gafoor, 2010). Good lesson plans do not ensure students will learn what

is intended, but they certainly contribute to it. Lesson plans also help new or

inexperienced teachers organize content, materials, and methods. Many experienced

teachers often reduce lesson plans to a mental map or short outline. New teachers,

however, usually find detailed lesson plans to be indispensable.

Background of the Study

There is no one "best way" to plan lessons but we can agree that having a good

model is important especially for beginners because it provides a clear and effective

source of observational learning, reduces uncertainty, offers social reinforcement,

enhances motivation, and allows for vicarious reinforcement. Models play a significant

2
role in shaping the learning experiences and outcomes of individuals, especially those

who are just starting to acquire new skills or behaviors (Bandura, 1961). New teachers do

not have the requisite knowledge of classroom procedures to understand the complex

interrelationship among management, behavior, and academic tasks(Melnick, 2008). This

lack of knowledge prevents new teachers from focusing on student learning; instead, they

are preoccupied with their own behavior as they try different workable procedures. In

this context, the purpose of the study is to create an innovative lesson plan for beginning

teachers and show that it can stand as a basis and a model for teaching science.

This study showed a different view on handling the challenges of lesson planning

among beginning science teachers and provided useful feedback to improve the teaching

practices. On a wider view, It can also serve as a model of a good lesson plan for student

teachers and incoming beginning science teachers.

Statement of the Problem

This study aimed to determine whether the innovative lesson plan will affect the

performance of the teachers, specifically, the beginning science teachers. The study

attempted to answer the following questions:

1. What is the perception of the beginning teachers after using the innovative lesson plan

in terms of:

1.1 Objectives

1.2. Content

1.3 Practicability

1.4 Usefulness

3
2. What is the effect of teaching science base on the innovative lesson on beginning

teachers in terms of:

2.1. Teaching performance

2.2. Students performance

3. Is there a significant relationship between the perception of using an innovative lesson

plan and the performance of the teachers?

Hypothesis of the Study

There is no significant relationship between the Perception of using an Innovative

Lesson Plan and the Performance of the Teachers

Theoretical Framework

This study is supported by Bandura (1960) Social Learning Theory and

Communities of Practice Theory (1998). The social learning theory explains that learning

does not necessarily require watching another person to engage in an activity or through

experience. We can also learn by reading, hearing or watching the actions of characters in

books and films which is called symbolic learning. This theory will be suitable for the

current study because it shows that beginning teachers can imitate and use

distinguished/experienced teachers as a model on their teaching career. Instead of having

such a problem on creating an effective and suitable lesson plan for his/her students, the

beginning teacher can focus more on implementing the lesson plan and the educative

process. While the theory of Communities of Practice (Jean Lave and Etienne Wenger)

highlights the importance of social learning and collaboration among teachers. According

to Jean Lave and Etienne Wenger, teachers learn and develop their professional

4
knowledge and practices through participation in communities of practice, where they

engage in shared activities, discussions, and exchanges of expertise. Key elements of

Communities of Practice for beginning teachers include:

a. Shared Learning: Participating in communities of practice that provide a supportive

environment for sharing experiences, resources, and insights, allowing beginning teachers

to learn from more experienced colleagues.

b. Situated Learning: Engaging in authentic and situated learning experiences within the

community of practice, such as observing experienced teachers, co-planning lessons, and

receiving feedback, to develop practical knowledge and skills.

c. Identity Formation: Becoming part of a professional community and developing a

professional identity as a teacher through participation, collaboration, and engagement in

collective learning processes.

These theories provide a basis and model for beginning teachers to develop their teaching

practice. By understanding and applying these theories, beginning teachers can lay a

strong foundation for their teaching career.

Conceptual Framework

A conceptual framework is a representation of the relationship you expect to see

between your variables, or the characteristics or properties that you want to study. This

study used the Input-Process-Output framework wherein the input consists of the

statement of the problem while the process contains the data gathering tools. Finally, the

output, which will show what are the expected outcomes and products of the study.

5
 Input Process Ouput

1.The perception of Figurethe Assessing

1. The the Framework
Conceptual perception of A recommended lesson
of the Study
beginning teachers after beginning teachers on the plan for beginning
using innovative lesson
This study was anchored innovative lessonsystem
by the basic teachers.
plan approach called “Input- Process-
plan in terms of the
following: Assessingbetween
Output. Figure 1 shows the relationship the the
effect
three.of
teaching science Improve teaching practice
1.1. Objectives
The input includes the respondent’s evaluation of an innovative lesson plan
and perception in
on lesson
1.2. Content planning.
terms of its objectives, content, practicability and usefulness of having an innovative
Testing the relationship
1.3. Practicability between perception of
lesson plan. It will also indicate the effect of teaching science using the innovative lesson
beginning teachers using
1.4. Usefulness
Innovative lesson plan &
plan to the teachers’ performance and students’ performance.
2. Effect of teaching the teachers’ performance
science base on the
The process includes the creation and implementation of an innovative lesson
innovative lesson planning
on plan
beginning
by the teachers
beginninginteacher in his/her class. A Survey Questionnaire was administered
terms of:
after the implementation to get the necessary data. The survey questionnaire will be
2.1.Teaching
performance
collated, tallied and interpreted.
2.2. Students
performanceThe output is an innovative lesson plan for beginning teachers. This can improve

the teachingrelationship
3. Significant practice and a change of perceptions on lesson planning among beginning
between the perception of
the teachers, possibly
beginning to all teachers.
teachers
using a innovative lesson

Significance of the Study

This study showed the effects of using innovative lesson plan as it will also
FEEDBACK
benefit the following:

Students. It is hoped that with this study, the students will still experience a good

educative process even if they are under a beginning science teacher.

Teachers. The teachers will benefit from this study as it can serve as a model of a

good lesson plan in teaching science especially for beginning science teachers.

6
 School administrator. The findings of this study will guide the administrators to

a possibly a new better practice on employing beginning science teachers.

Future researchers. The findings of this will support the next researchers to

better understand and improve lesson planning among beginning teachers.

Scope and Delimitation

The general intent of the study was to know the effect of using an innovative

lesson plan made by an experienced science teacher on the performance of beginning

teachers of the University of La Salette High School Department and Senior High School

Department, Santiago City, Isabela, Philippines.

This study mainly assessed how using an innovative lesson plan on beginning

science teachers with 1 to 3 years of teaching experiences affects their teaching

performance.

Definition of Terms

To facilitate the readers’ understanding of the contents of the study, the researcher

included the following operational and conceptual definition of the following terms:

Beginning Teacher - are those who have taught for 1 to 3 years. (DepEd Order No. 42, s.

2017)

Lesson Plan - is the instructor’s road map of what students need to learn and how it will

be done effectively during the class time with appropriate learning activities to obtain

feedback on student learning. (Fink,D.L.2005).

Lesson Planning - is the process of outlining the instructional content, activities, and

assessments that will take place in a specific educational session. It involves a systematic

approach to organizing and structuring teaching materials to achieve specific learning

7
objectives. (Wiggins, G., & McTighe, J. (2005). Understanding by Design. Association

for Supervision and Curriculum Development.)

Experienced teacher - teachers that have consistently demonstrated a deep

understanding of instructional best practices and may serve as a model to colleagues who

are still developing their skills.

Innovative - it can refer to something new or to a change made to an existing product,

idea, or field, usually something which has not previously been in existence. (Merriam-

Webster. (n.d.). Innovation. In Merriam-Webster.com dictionary. Retrieved from

https://www.merriam-webster.com/dictionary/innovation)

Innovative Lesson Plan - is a creative guide educators use to teach a subject in an

engaging and original manner. It involves introducing inventive activities, technologies,

or methods to make learning more captivating and successful for students.

8
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Studies and literature that are relevant to this chapter come from both domestic

and foreign sources. The study refers to assess the effect of innovative lesson plan to

beginning teachers. As a result, the background, information, as well as guidance in the

conduct of the present investigation would be provided by this literature review.

Foreign Literature

According to Ratnawati (2017), conversely, the worthiness of lesson plans is not

met by most teachers. John (2006) states, “when they begin this process for themselves,

their responses are quite diverse. For some, the encounter holds creative possibilities; for

others, it is a brick wall of bewilderment and anxiety. It means that previous study found

that teachers had difficulties in arranging the lesson plan; Based on my observation which

conducted on May, lecturer assumed that she had not any time for it and without lesson

plan teaching and learning process still run; Experienced teachers generally make use of

less detailed lesson plans than novice teachers and often teach from a mental plan rather

than a detailed written lesson plan (Richards and Bohlke, 2011); Last, Researcher found

9
weakness of social studies lesson plan which was made by the teacher. The same way,

researcher found the weakness of the other lesson plan which in the main activity does

not write exploration, elaboration, and confirmation (Wijaya, 2008). The process of

developing a lesson plan has to pass some steps. This article focuses on the research and

information collecting, planning, and developing preliminary product of form. The result

of developing is significantly different. The result of the interview showed that the

developed lesson plan is more attractive,

applicable, and informative than previous. All the aspects of the lesson plan are

developed to gain appropriate competences through an applicable and attractive lesson

plan. Those developed aspects include standard of competence, basic competence,

indicators, objectives, materials, teaching method, learning activities, assessment, and

sources. For avoiding result bias of developing lesson plans, triangulation was done by

consulting the experts and collaborators.

The objectives of this research were 1) to develop and examine the quality of the

systems thinking learning with unified model lesson plans, and 2) to compare the learning

achievement in biology subject (endocrine system) between the students in unified-model

learning management and the students in normal learning management. The samples of

the study consisted of grade 11 students selected by cluster random sampling method for

2 classrooms that had 45 students per classroom resulting in a total of 90 persons. The

research instruments consisted of 1) the systems thinking learning with unified model

lesson plans, 2) the evaluation form of the quality of the lesson plans, and 3) the

achievement test on the endocrine system. The statistics used in the data analysis

included arithmetic mean, standard deviation and independent samples t-test. The result

10
of this research revealed that 1) the quality of the systems thinking learning with unified

model lesson plans was at very good level, and 2) the learning achievement of the

students in unified-model learning management was greater than the students in normal

learning management with statistical significance at the level of .05. (Chalida Singkirat,

Krissana Kiddee, Sirirat Petsangsri, 2023)

As indicated in Matthias Krepf and Johannes König (2022), lesson planning is a

challenge for teachers. However, the measurement and modelling of teachers’

competence to plan lessons has received little attention. Especially, the question of

which aspects are of central importance remains largely unresolved. The study aims to

measure the challenge of structuring a lesson as an aspect of the situation-specific ability

of lesson planning competence. To this end, we developed a standardized method for

analysing written plans of demonstration lessons during induction. Using appropriate

indicators, the situation-specific planning perception, interpretation, and decision-making

of pre-service teachers is reconstructed. The sample consisted of 211 written lesson plans

of 106 pre-service teachers from the PlanvoLL project. The lesson plans were evaluated

through content analysis. The generated codings were then quantified and analysed with

Item-Response-Theory (IRT) scaling. Results show that structuring can be reliably

measured. Measurements of perceived competence increased during induction. This

study contributes to the development of a meaningful empirical model of how the process

of lesson structuring can be measured as a competence construct and to research on the

measurement of planning competence among pre-service teachers.

Raynesa Noor Emiliasari (2019) mentioned that, lesson planning is an important

stage that must be done by the teacher before teaching. Through careful planning, the

11
learning process will be more organized. However, based on preliminary studies, it is

known that teachers still have difficulties in preparing for learning. Even though the

learning has been prepared, the learning process goes beyond the plan. This study aims

to: 1) explore the teachers’ preparation of teaching English; and 2) investigate the

implementation of teachers’ lesson plan in teaching English. As a case study, the research

site was in three of secondary schools in Majalengka. Three English teachers were

involved as respondents. Interview, observation, and documentation were used to collect

the data. The findings showed that teachers prepared the lesson plan by:

1) reviewing the core competence and basic competence from the syllabus; 2) searching

for learning resources; 3) choosing learning media; 4) determining the material; 5)

selecting learning methods; 6) compiling indicators and goals. However, the activities

compiled in the lesson plan were not all implemented. Some disorders occurred during

the learning process because of teachers' behalf, such as meetings, teacher’s

professionalism training, and other schools’ activities. If some learning activities were

not implemented, the teachers made a transactional decision to make up the class.

As stated in Chiao-Ching Huang et. al (2010), an appropriate lesson plan is

important in teaching and learning. A traditional lesson plan is constructed manually by a

teacher with great effort and difficulty to be generated automatically. In this research, we

proposed an intelligent agent system able to recommend a personalised lesson plan by

using methods in constraint satisfaction problems and negotiation. The constraints consist

of teaching goals, teaching time, student abilities, classroom resources and teacher's

preference, whereas the recommendation by negotiation system can assist a teacher user

12
to find the coordinated solution under minimum constraint relaxation when no exact

solution can be found.

Foreign Studies

Jessica Miller Wunderle Straessle (2014) asserted that, additionally, teachers

perceived all aspects of Logically Structured Lessons as having a more significant impact

on student achievement than Sequencing of Questions to be Asked by the Teacher.

Teachers also reported using all the other aspects significantly more than Sequencing of

Questions to be Asked by theTeacher. Finally, it was found that most teachers use written

lesson plans and that there is no standard practice for how often teachers refer to their

written plans. It could be argued that a teacher’s role is not to teach but to arrange for

learning (Danielson, 2007). The importance in lesson planning is evident in the many

decisions a teacher must make in order to prepare students for the learning experience.

Panasuk, Stone, & Todd (2002) agreed that lesson planning involves a conscious effort

by teachers to develop “a coherent system of activities that promote the development of

students’ cognitive structures” (p. 808). A study by Zahorik, Halbach, Ehrle, & Molnar

(2003) determined that effective teachers excel at instructional orientation, which deals

with the type of content taught and how it is taught. The study highlighted the need for

effective teachers to be effective planners as well. Lesson planning is the cognitive

process of thinking about what will happen in the classroom during a lesson (Jalongo,

Reig, & Helterbran, 2007). This involves the consideration of multiple aspects of the

classroom, ranging from methods to engage the students in the material to the different

ways students may react.

13
 According to Angaiz , Jabeen , Karim (2021), This study intended to explore the

perceptions of novice and experienced teachers about the importance of lesson planning

for effective learning in selected private elementary schools in Gilgit city. A qualitative

approach focusing on case study was used to conduct this study. The researchers

collected data by using in-depth semi-structured interviews. The study revealed that

novice and experienced teachers both realized the importance to lesson planning. It was

revealed that lesson planning contributes to students learning. Although teachers use

different formats to plan their lessons. Moreover, it was found that novice teachers

regularly develop their lessons in detail on the other hand experienced teachers do not

regularly plan their lessons in detail. Teachers' workload was one of the hurdles in

planning lesson. On the basis of the finding it was recommended that teachers should

develop lesson plans for their classes because it provides guideline and teachers can

teach effectively which ultimately improves students learning.

Agarwal further added that teachers having a long teaching experiences and with

strong content knowledge can decide which methods and teaching materials will be used

to teach effectively. It is difficult for teachers to use classroom time wisely and to ensure

students understanding of the content until and unless they decide what content will be

taught by using which method and materials (Agarwal, 1996).

Lesson planning is regarded as difficult for teachers to learn, with a problematic

range of outcomes (John, 2006; Mutton, Hagger & Burn, 2011; Steketee & McNaught,

2007). John (2006), for instance, found that once novice teachers are planning on their

own, their responses range from creativity to bewilderment and anxiety. More

14
experienced teachers’ planning is likely to involve a concurrent consideration of a wide

number of elements, rather than a linear progression of decision-making (John, 2006).

However, a teacher’s level of experience is only one factor influencing a teacher’s

planning. Others include depth of subject knowledge and pedagogical knowledge,

teaching style, and perceptions and knowledge of pupils (Roche, Clarke, Clarke &

Sullivan, 2014). Novice teachers are likely to engage in short-term planning, and

generally describe planning as time- consuming and complex (John, 2006; Mutton,

Hagger & Burn, 2011). Once exposed to teaching, novices begin to realise that planning

and preparation are concepts associated with unpredictability, flexibility and creativity

(John, 2006).

As examined by Alanazi(2019), planning a lesson remains a challenging task for

the teachers. The transition from a student into a pre-service teacher and turn out into an

effective teacher is a challenging task in the teaching field. We all know the nexus

between the significant roles of a lesson plan in an effective teachinglearning

process. This study aims to analyze the pre-service trainee teachers' attitudes, ideas, and

obstacles in designing lesson plans. The sample involved pre-service teachers who

enrolled in a teaching practice course at the College of Education and Arts Northern

Border University, Kingdom of Saudi Arabia. Fifty pre-service trainee teachers

participated in the research and the data collected through casual informal interviews,

daily and weekly lesson plans. This study used a methodological triangulation research

design that combined ways of quantitative and qualitative data collection. This method

offers better and localized insights about pre-service teachers’ attitudes of the lesson plan

designing. Also analyze the problems in organizing and arranging the information related

15
to the lesson or topic. The finding of the research revealed that the pre-service trainee

teachers were well aware of lesson planning and its importance but, they found some

problems during their planning.

The purpose of the present study is to explore the first lesson planning experience

of the teacher trainees’ and identify their reactions. The participants of the study are 150

second year teacher trainees studying at the English Language Teaching (ELT)

department at Uludağ University, Turkey. The data is collected by means of examining

the lesson plans of the teacher trainees and the analysis of their comments. It is

determined that lesson planning experience has a positive impact upon the teacher

trainees and it enables them feel like real teachers. However, the results emphasize that

when planning, teacher trainees face with problems like formulating objectives and

selecting appropriate activities for certain stages. Main challenges include teacher

trainees’ hesitations about the process, timing difficulties, problems in sequencing and

selecting activities, providing effective transitions and finding sources. (Gulten, 2013)

As mentioned by Cigdem Sahin-Taskin (2017), planning a lesson is a complex

process. The relationship between the quality of a lesson plan and an effective teaching-

learning process is widely acknowledged by researchers and educators. Therefore,

developing preservice teachers' planning skills is considered key in raising effective

teachers. This research aims to understand pre-service teachers' perceptions of lesson and

how they think their plans facilitate their creating an effective teaching-learning process.

The sample involved primary pre-service teachers who enrolled in a Teaching Practice

course at a faculty of education. 18 pre-service teachers participated in the research. Data

16
was collected through semi-structured interviews. Content analysis was utilized to

analyze the data. Two main categories emerged through the analysis; they have been

named Difficulties of Planning a Lesson and Functions of Lesson Plans During the

Teaching-Learning Process. The findings of the research revealed that primary pre-

service teachers are aware of the importance of planning lessons; however, they found

some difficulties during their planning. They claimed that during their visits to primary

schools, they do not have enough time to get to know students regarding their needs,

characteristics, levels of learning, etc., and these issues influence their planning.

Therefore, developing a lesson plan became challenging. The results suggest that

opportunities should be created for pre-service teachers to get acquainted with students

during their practice. Further investigation will also help us to understand more about

how we can help our future teachers to develop skills to plan their lessons effectively.

According to Alanazi (2019), planning a lesson remains a challenging task for the

teachers. The transition from a student into a pre-ervice teacher and turn out into an

effective teacher is a challenging task in the teaching field. We all know the nexus

between the significant roles of a lesson plan in an effective teaching learning process.

This study aims to analyze the pre-service trainee teachers' attitudes, ideas, and obstacles

in designing lesson plans. The sample involved pre-service teachers who enrolled in a

teaching practice course at the College of Education and Arts Northern Border

University, Kingdom of Saudi Arabia. Fifty pre-service trainee teachers participated in

the research and the data collected through casual informal interviews, daily and weekly

lesson plans. This study used a methodological triangulation research design that

combined ways of quantitative and qualitative data collection. This method offers better

17
and localized insights about pre-service teachers’ attitudes of the lesson plan designing.

Also analyze the problems in organizing and arranging the information related to the

lesson or topic. The finding of the research revealed that the pre-service trainee teachers

were well aware of lesson planning and its importance but, they found some problems

during their planning.

Local Literature

According to Alvin G Cuñado, Ferdinand T Abocejo (2019) This study examined

the lesson planning competency of English major sophomore university students enrolled

in a government higher education institution in Cebu City, Philippines. We employed a

descriptive survey research design utilizing primary and secondary data gathered from

the study respondents and from online peer reviewed research journals. Data analysis

included assessing the strength, weakness and extent of lesson planning competencies as

well as lesson planning outcomes. The study is anchored on the experiential learning

theory (ELT) which contends that experience plays a central role during the holistic

adaptive process of learning. ELT merges experience, perception,

cognition and behaviour. As a process, ELT considers learning as knowledge creation

through the transformation of experience. Findings revealed that common lesson

planning pitfalls include limited teacher experience and access to instructional materials,

poor students’ interests; less spontaneity in the classroom, limited freedom, teacher’s

struggle upon starting a lesson, and assessment not matching the learning objectives

which often confuses the pre-service teachers. University sophomore students manifested

strength towards lesson planning competency with very high capability to construct an

18
effective lesson plan. The study also found out that lesson planning competencies are

highly useful for pre-service teachers in developing their potentials. In conclusion,

exposure towards improving instructional planning helps sophomore students recognise

opportunities towards developing strategies which enable to overcome challenging

situations in the teaching practice. Moreover, becoming aware of the challenges toward

lesson planning allows sophomore students to be prepared of their tasks in the actual

setting. Well-executed lesson plan brings about competent teachers who become effective

and efficient educators. We recommend that lesson planning activity should partake

through a series of analysis commencing from instructional planning.

As explained by Levi Esteban Elipane (2012), this study explores how Lesson

Study intimates a forcible mechanism towards the achievement of competency standards

for pre-service teacher education in the Philippines. Being a part of a larger

phenomenological study, it seeks to explicate the affordances and constraints of

replicating Lesson Study in the Philippine context. An observation of a Lesson Study,

interviews, and analysis of artifacts were undertaken in the desire to illustrate how the

practice could potentially facilitate the achievement of competency standards for

pre-service teacher education in the Philippines.

In the opinion of Sally B. Gutierez, (2021), collaborative lesson planning (CLP)

was a positive ‘dissonance’ to the teachers’ individual lesson planning practices. Thirty

teachers grouped into grade-level teams (five members) participated in the study. Data

transcripts from audio- and video-recordings, formal and informal interviews, and written

evaluation forms were qualitatively analyzed through the constant comparison method.

19
Results showed that through reflections-on-action, CLP had positive impacts on the

teachers’ instructional practices including the provision for: (1) continuous learning, (2)

improvement of professional practice, and (3) reflective, affective, and professional

support. Two stages of CLP were identified: the ‘dissonance’ stage and the refinement

stage. The dissonance stage has three activities: (1) goal setting, (2) lesson

implementation and observation, and (3) collaborative reflection and discussion. The

refinement stage has four activities: (1) organization and reflection of prior knowledge,

(2) reflection, organization, and development of new knowledge, (3) enhancement and

enactment of the new knowledge, and (4) task accomplishment. Moreover, lesson

planning experience also applies to education especially after curriculum reforms. This is

to equip teachers with enough skills that would make them align their practices to the

news standards. The focus of this qualitative study was to articulate the sensemaking and

practitioner research inquiry of the teachers on their scaffolded collaborative lesson

planning as one of the components of their on-going professional development (PD).

Data were obtained from the formal and informal reflections of the teacher study groups

who collaboratively worked on an inquiry-based lesson for elementary school classes.

These data were audio and video-recorded, transcribed in verbatim and iteratively

analyzed using the constant comparison method of the grounded theory. A priori codes

from literature and the objectives of the PD program were merged with the data-driven

codes to form the themes which established the findings on how the teachers as

practitioner researchers made sense of their collaborative lesson planning experience and

20
its implications to their professional identity. Final codebook was created, validated by an

outside expert, and was used to code the anonymized transcripts. Results showed that

three themes emerged which represented the teachers’ sense making of their scaffolded

collaborative PD: 1) cognitive and social process of adult learning; 2) collective

ownership of learning resulting to professional commitment; 3) research-based

experiential learning. It was also found out that their scaffolded collaborative lesson

planning experience created impact on their teaching profession as they articulated the

activity as a venue for: 1) mutual leadership leading to increased feeling of effectiveness;

and 2) improved teacher professional identity. (Sally B. Gutierez,2019)

In the point of view of Joel Cayabyab Ferrer, (2021), this study attempted to

evaluate the problems met in lesson planning by the pre-service teachers of Ilocos Sur

Polytechnic State College, Sta. Maria Main Campus, Philippines during the three

consecutive School Years from 2018-2020. The descriptive survey method with the

questionnaire constructed by the researcher was the main data instrument with a

reliability coefficient of 0.81. Total enumeration was employed with 108 cooperating

teachers from six (6) different public elementary schools and 114 pre-service teachers.

Findings of the study revealed that respondents find the formulation objectives, selection

of subject matter, and implementation stage as slightly serious. On the significant

difference in the problems met in lesson planning by the students and the

teachers, there exist a significant difference along with the area on Assignment. A

correlation between the planning and implementation stage or vice versa was also found

out.

21
Local Studies

As examined by Fautley & Savage 92013), effective teachers in all disciplines

plan lessons. Much of their planning requires attention regarding the features of lessons

that have been shown to make a difference in student learning. Other aspects of lesson

planning are discipline-specific. There are a number of factors that teachers have to

consider as they develop lesson plans. Some factors that are common to most disciplines

are organizing principles while some are critical features of effective lessons, teacher

behaviors, and instructional decisions that reflect student characteristics. All these are

important for planning and implementing lessons that lead to effective student learning.

In order for learning to flourish, teaching has to be appropriate to the subject matter in

hand and the type and nature of the pupils The teacher then has to think about the kind of

teaching that will happen in order to facilitate learning when preparing or planning the

lesson.

According to Galorport, M. U. (2014) in his study on Science Teachers’

Communication Behavior, Lesson Preparation, and Examination System, teacher

preparation is a vital factor in the development of effective future teachers. As such, this

study tried to determine the pre-service teachers lesson preparation practices in one of the

Teacher Education Institutions in the Philippines and provided descriptions of their

practice teaching experiences particularly on lesson planning/preparation. Quantitative

and qualitative methods of research were used wherein data were gathered

through questionnaires, documentary analysis and semi-structured interviews. Results

revealed that the pre-service science teachers followed the systematic method of les- son

preparation with the use of detailed lesson plans. Their lesson preparation practices are

22
good and they are already prepared to face and hurdle the task of a real classroom

teacher. Despite these, there are still aspects in lesson preparation that needs to be further

developed like the formulation of affective domain objectives as well as the selection of

appropriate motivational and assessment techniques. To further develop the pre-service

program for science education, the study recommends that Teacher Education Institutions

continue to design programs and activities regarding pre-service teachers’ development

not only in science but also in other subject areas to enhance their lesson planning skills.

In addition, based on the studies of Mae U. Galorport (2019) titled “Science

Teachers’ Communication Behavior, Lesson Preparation, and Examination System”,

science teachers are facilitators of students’ learning. This study investigated the teaching

behavior of science teachers in their science classroom as assessed by the college

students taking Science subjects in Bukidnon State University, Philippines. Specifically,

it sought to determine the science teachers’ teaching behavior in the following aspects: 1)

Communication Behavior; 2) Lesson Preparation; and 3) Examination System; and

identify an action plan that could be suggested means to strengthen the professional

development of biological and physical science teachers. The study employed both

quantitative and qualitative methods of research. A questionnaire developed by the

researcher and the adviser to survey the science teachers’ teaching behavior and focus

group discussion were used to affirm students’ responses and assess other science

teachers’ teaching behaviors that were not mentioned in the

questionnaire. Results showed that college students strongly agree that their science

teachers practiced communication behavior at all times. Likewise, the students agreed

23
that their science teachers’ teaching behavior in lesson preparation and examination

system were practiced most of the time.

Synthesis

Studies and literature that are relevant to this chapter come from both domestic

and foreign sources. The study refers to assess the effect of innovative lesson plan to

beginning teachers. As a result, the background, information, as well as guidance in the

conduct of the present investigation would be provided by this literature review.

Ratnawati (2017) emphasizes the challenges teachers face in meeting the

worthiness of lesson plans, while John (2006) observes diverse responses from teachers

when creating lesson plans. Richards and Bohlke (2011) note differences between

experienced and novice teachers' use of detailed lesson plans. Singkirat et al. (2023)

introduce a study on systems thinking learning with unified model lesson plans, showing

positive outcomes in both quality and learning achievement. Krepf and König (2022)

delve into measuring the competence of lesson planning, using a standardized method to

analyze pre-service teachers' written plans. Emiliasari (2019) explores the importance of

lesson planning for teaching English, revealing challenges and discrepancies in plan

implementation. Lastly, Huang et al. (2010) propose an intelligent agent system for

personalized lesson plan recommendations, utilizing constraint satisfaction and

negotiation methods.Wunderle Straessle (2014) emphasized that teachers perceived

Logically Structured Lessons as more impactful on student achievement than Sequencing

of Questions. Panasuk, Stone, & Todd (2002)

24
emphasized the importance of coherent lesson plans in promoting cognitive development.

Novice and experienced teachers in Gilgit city acknowledged the significance of lesson

planning for effective learning (Angaiz, Jabeen, Karim, 2021). Agarwal (1996)

emphasized that experienced teachers, with strong content knowledge, can decide on

effective teaching methods. Alanazi (2019) found that planning remains challenging for

teachers, particularly for pre-service trainees who face difficulties in organizing

information. Gulten (2013) identified positive impacts of lesson planning on teacher

trainees but highlighted challenges such as formulating objectives and selecting

appropriate activities. Sahin-Taskin (2017) revealed that primary pre-service teachers are

aware of planning's importance but encounter difficulties due to time constraints during

school visits. The consensus across these studies underscores the importance of

comprehensive lesson planning for effective teaching and learning.

Cuñado and Abocejo emphasize the strengths and pitfalls of lesson planning

among English major sophomore students, revealing challenges like limited resources

and mismatched assessments. Elipane delves into Lesson Study as a mechanism for

achieving competency standards in the Philippines, exploring both its affordances and

constraints. Gutierez advocates for collaborative lesson planning, showcasing its positive

impacts on teachers' continuous learning and professional development. Ferrer's study

evaluates problems faced by pre-service teachers in lesson planning, emphasizing areas

like objective formulation and subject matter selection. These findings underscore the

significance of effective lesson planning in shaping competent and reflective educators.

In Marites J. Yacap's study (2022), the research focused on pre-service teachers in a

25
Philippine Teacher Education Institution, revealing their effective lesson preparation

practices. The findings highlighted the systematic use of

detailed lesson plans, indicating readiness for real classroom challenges. However, areas

for improvement were identified, such as formulating affective domain objectives and

selecting appropriate motivational and assessment techniques. The study recommends

ongoing development programs for science education and other subjects to enhance pre-

service teachers' lesson planning skills.

Similarly, according to Mae U. Galorport's study (2014), science teachers play a

crucial role as facilitators of student learning. The investigation at Bukidnon State

University assessed science teachers' behavior in communication, lesson preparation, and

examination systems. College students strongly agreed that their science teachers

consistently practiced communication behavior, with positive responses for lesson

preparation and examination systems. This study suggests an action plan to further

strengthen the professional development of biological and physical science teachers

based on the identified teaching behaviors. In essence, effective lesson planning by

teachers in various disciplines involves a dual focus: a consideration of universal features

proven to enhance student learning and discipline-specific elements. These plans

encompass organizing principles, crucial components of effective lessons, teacher

behaviors, and instructional decisions tailored to student characteristics. Balancing these

factors is pivotal in crafting lessons that foster effective student learning, requiring

teachers to align their teaching methods with the subject matter and the unique

characteristics of their pupils.

26
 CHAPTER 3

METHODS AND PROCEDURES

This chapter presents the methods and procedures used in the study. It also

includes the study’s research methods, the respondents, the data gathering tools, the data

gathering procedures and the statistical tools used in interpreting data.

Research Design

This study used a descriptive method because it aims to determine the effects of

using innovative lesson plan on beginning teachers’ performance.

Descriptive method, as defined by Babbie, E. R. (2012), is a method to gather

data through various techniques, such as surveys, interviews, or direct observations. They

analyze the collected data using descriptive statistics, graphical representations, and

qualitative analysis to present a comprehensive and meaningful summary of the research

findings.

Locale of the Study

The study was conducted at the University of La Salette - High School and Senior

High School Department. The University of La Salette - High School Department is

located at Barangay Malvar, Santiago City, Isabela, Philippines while the University of

27
La Salette – Senior High School Department is located at Bachelor St. Dubinan East,

Santiago City, Isabela, Philippines.

Figure

1. Map

of the

University of La Salette Inc – Junior and Senior High School Department.

Respondents of the Study

The respondents of this study are science teachers with 1 to 3 years of experience

in teaching in the University of La Salette Inc. High School and Senior High School

Department. The Purposive sampling method will be used in this study as this technique

is effective when only limited numbers of people can serve as primary data sources due

to the nature of research design and aims and objectives. Purposive sampling, also known

as judgement, selective or subjective sampling, is a sampling technique in which a

researcher relies on his/her own judgment when choosing members of the population to

participate in the study (Black,K.2010).

The chosen respondents are fifteen (15). Nine (9) respondents from the Senior

High School Department and six (6) from the Junior High School Department.

28
Research Instrument Used

In order to assess the use of innovative lesson plan, a survey instrument was

developed. The research instrument employed in this study was a questionnaire adapted

from Romiro G. Bautista's (2005) 'Development of a Module as an Instructional Material

in Teaching General Chemistry' conducted at the University of La Salette, Inc., as well as

from Boscardin, M. L., & Aguirre-Munoz, Z. (2020), who conducted a systematic review

of literature on lesson planning in beginning teachers, published in the Journal of Teacher

Education, 71(1), 57-70.

Survey Questionnaire

In this research, a 5-point Likert-scale is used to evaluate the effects of using

innovative lesson plan on beginning teachers’ performance. A Likert scale typically

provides five possible answers to a statement or question that allows respondents to

indicate their positive to negative strength of agreement or strength of feeling regarding a

question or a statement (Mcleod,2023). The 5 Point-Likert Scale consists of following

points:

Response Categories Numerical Value

1 – Strongly Disagree 1.00-1.80

2 – Disagree 1.81-2.60

3 – Undecided 2.61-3.40

4 – Agree 3.41-4.20

5 – Strongly Agree 4.21-5.0

29
Data Gathering Procedure

The first step before going to the data gathering proper was to make a Letter of

Approval for the Dean of the College of Teacher Education with the signature of the

research adviser.

The researchers sought recommendations from the principal as to whom an

experienced teacher would make the innovative lesson plan. The innovative lesson plan

was reviewed and approved by the school principal.

Subsequently, permission to conduct the study was sought from the principal at

the University of La Salette, Inc High School Department. The permit to administer the

questionnaire was personally administered by the researchers.

To specifically target beginning teachers, the researchers personally asked for the

list of beginning science teachers at the said university. The innovative lesson plan was

then given to the respondents, and they were asked to implement the lesson plan with the

authorization of the school principal. After the implementation of the said lesson plan, the

teacher was given a survey-questionnaire to answer.

When the questionnaire was retrieved, the data were collated, tallied, and

presented in tabular and textual form for analysis and interpretation.

Treatment of Data

30
 To interpret the data effectively, the researchers employed the statistical

treatment to determine the weighted mean, standard deviation and chi-square test through

the help of the following formulas:

1. Weighted Mean. Used to determine the perception of the beginning teachers after

using the innovative lesson plan and the effect of teaching science base on the

innovative lesson on beginning teachers, weighted mean is used as:

Σfx
WM=
N

Where:

WM= Weighted Mean

f= Frequency

x= Corresponding scale

N= Total number of Respondents

1. Standard Deviation. Used to determine the perception of the beginning teachers

after using the innovative lesson plan and the effect of teaching science base on

the innovative lesson on beginning teachers, standard deviation is used as:

Σ ( xi−WM ) 2
s=
N −1

Where:

s= sample standard deviation

31
 WM= sample average mean

x= individual values in sample

n= count of individual values in sample

2. Chi- Square Test. Used to determine if there is a significant relationship between

the perception of using an innovative lesson plan and the performance of the

teachers, chi-square test is used as:

(O−E ) 2
x 2=∑
E

` Where:

x2= Chi Square obtained

∑= the sum of

O= observed score

E= expected score

Ethical Consideration

Ethical considerations were crucial in conducting research to ensure the

protection, well-being, and rights of the participants involved. Adhering to ethical

principles was essential for maintaining the integrity and credibility of the research

process. The following were key ethical considerations that were considered during the

conduction of research:

32
1. Informed Consent: Researchers obtained informed consent from participants

before their involvement in the study. Participants were fully informed about the

purpose, procedures, potential risks, benefits, and their rights regarding

participation. Informed consent was voluntary, free from coercion, and

documented appropriately.

2. Confidentiality and Anonymity: Researchers were required to protect the

confidentiality and anonymity of respondents. Data collected had to be securely

stored and reported in a manner that ensured individual privacy. Identifiable

information was to be kept separate from research data to avoid potential harm or

breach of confidentiality.

3. Research Design and Methodology: The research design and methodology were

carefully planned and implemented to ensure the validity and reliability of the

findings. The selection of respondents was fair and unbiased, and the research was

conducted in a manner that minimized any potential bias or harm to respondents.

4. Cultural Sensitivity and Diversity: Researchers were mindful of cultural

differences and diversity among participants. Research was conducted in a

manner that respected cultural norms, beliefs, and values and avoided

stereotyping or marginalization of any participant group.

33
 CHAPTER 4

PRESENTATION, ANALYSIS & INTERPRETATION

This chapter shows the presentation, analysis and interpretation of the data. It

also includes the basis of interpretation. The following tables present the results and

findings of the study.

1. Perception of the Beginning Teachers After Using the Innovative Lesson Plan

in terms of the Learning Competencies

Table 1.1 shows perception of the Beginning Teachers after using the Innovative

Lesson Plan in terms of the learning Competencies.

Table 1.1 Learning Competencies

Statement M SD Descriptive Equivalent

1.1 The objectives of the 4.86 4.35 Strongly Agree
lesson were SPECIFIC.
1.2 The objectives of the 4.53 4.03 Strongly Agree
lesson were
MEASURABLE.
1.3 The objectives of the 4.80 4.30 Strongly Agree
lesson were
ATTAINABLE.

34
 1.4 4. The objectives of 4.66 4.11 Strongly Agree
the lesson were
RELEVANT
1.5 5. The objectives of 4.66 4.11 Strongly Agree
the lesson were TIME-
BOUND
Overall Weighted Mean 4.70 Strongly Agree

As shown in the table, Such objectives were dissected in terms of its specificity

with a weighted mean of 4.86, measurability with a weighted mean of 4.53, attainability

with a weighted mean of 4.80, relevance with a weighted mean of 4.66 and time-bound

with a weig`hted mean of 4.66.

Table 1.2 shows perception of the Beginning Teachers after using the Innovative

Lesson Plan in terms of the content.

Table 1.2. Content

Statement M SD Descriptive Equivalent

1.1 Lesson discussed are 4.46 3.67 Strongly Agree
interesting and enriching.
1.2 Theoretical 4.66 4.16 Strongly Agree
discussions are balanced
with practical
applications.
1.3 Examples are 3.00 3.79 Undecided
sufficient to enable
students to obtain a
thorough grasp of the
principles involved.
1.4 Exercises and 3.00 3.79 Undecided
activities are sufficient
and appropriate
Overall Weighted Mean 3.78 Undecided

As shown in the table, the content of each topic in the module is undecided with

a weighted mean of 3.78 and star. The criteria include the following: The lesson

35
discussed are interesting and enriching with a weighted mean of 4.46, Theoretical

discussions are balanced with practical application with a weighted mean of 4.66,

Examples are sufficient to enable students to obtain a thorough grasp of the principles

involved with a weighted mean of 3.00, and Exercises and activities are sufficient and

appropriate with a weighted mean of 3.00.

It further shows that the content of the topic in the innovative lesson plan earned

a descriptive equivalent of neutrality. This means that the content of the lesson plan needs

improvement to attain its ultimate purpose – to help the students hurdle each topic in the

lesson.

Table 1.3 shows perception of the Beginning Teachers after using the Innovative

Lesson Plan in terms of the practicability.

Table 1.3. Practicability

Statement M SD Descriptive
Equivalent
1.1 The lessons are properly 4. 66 4.16 Strongly Agree
sequenced to preceding
topic.

1.2 It provides the students 4.73 4.23 Strongly Agree

the background of the
succeeding topic.
1.3 The language of science 4. 46 3.97 Strongly Agree
has been made clear and
meaningful.
1.4 The procedure was easy 4.53 4.03 Strongly Agree
to recognize and follow.
1.5 The use of innovative 4.26 3.79 Strongly Agree
lesson plan can be applied in
a classroom setting.
Total Weighted Mean 4.52 Strongly Agree

36
 As shown in the table, the first statement (1.1) addressing the proper sequencing

of lessons to the preceding topic received a high mean score of 4.66, indicating that

respondents strongly agree with the effectiveness of the lesson sequence. Similarly, the

second statement (1.2), which evaluates the provision of background information for

succeeding topics, garnered a mean of 4.73, signifying strong agreement with the

effectiveness of providing relevant context.Moving on to the clarity of scientific language

in the lessons (1.3), the mean was 4.46, indicating that respondents strongly agree that the

language used in the lessons is clear and meaningful. The fourth statement (1.4)

addressing the ease of recognizing and following procedures received a mean of 4.53,

suggesting a strong consensus among respondents that the procedures are accessible and

comprehensible. The fifth statement (1.5), assessing the applicability of innovative lesson

plans in a classroom setting, received a mean of 4.26. Although slightly lower than the

means for the other statements, this value still indicates a strong agreement with the idea

that innovative lesson plans can be effectively applied in a classroom environment.

In conclusion, respondents overwhelmingly expressed a positive perception of the

practicability of innovative lesson planning in teaching science, emphasizing the

effectiveness of the sequencing, provision of background information, clarity of

language, ease of procedure recognition, and overall applicability of such lesson plans in

a classroom setting.

Table 1. 4 shows perception of the Beginning Teachers after using the

Innovative Lesson Plan in terms of the usefulness.

Table 1.4. Usefulness

37
 Statement M SD Descriptive Equivalent
1.1 The innovative lesson 4.46 3.85 Strongly Agree
plan caters different learning
styles.
1.2 Improved my 4.53 3.97 Strongly Agree
pedagogical competencies in
teaching my subject field
1.3 It showed me a variety 4. 55 3.91 Strongly Agree
of assessment strategies in
my field.
1.4 The innovative lesson 4.53 3.97 Strongly Agree
plan is much easy than the
traditional way of
formulating lesson plan.
Overall Weighted Mean 4.51 Strongly Agree

As presented in table 4, the usefulness of the material was rated by the

respondents with a corresponding equivalent of strongly agreed. The criteria include the

following: The innovative lesson plan caters different learning styles with an average

weighted mean of 4.46, It improved my pedagogical competencies in teaching my subject

field with an average weighted mean of 4.53, It showed me a variety of assessment

strategies in my field with an average weighted mean of 4.55 and, the innovative lesson

plan is much easy than the traditional way of formulating lesson plan with an average

weighted mean of 4.53.

It further reveals that the material was made with sound usefulness to both

teachers and students.

2. Effect of Teaching Science with a Innovative Lesson Plan on Beginning

Teachers in terms of the Teachers Performance

Table 2.1 shows effect of Teaching Science with a Innovative Lesson Plan on

Beginning Teachers in terms of the Teaching Performance.

38
Table 2.1 Teaching Performance

Statement M SD Descriptive Equivalent

2.1 Having an innovative lesson 4.73 4.23 Strongly Agree
plan enhances my ability to meet
the learning objectives of the
curriculum.
2.2 The use of an innovative lesson 4.60 4.10 Strongly Agree
plan improves the overall quality of
my teaching.
2.3 Having an innovative lesson 4.60 3.98 Strongly Agree
plan helps me incorporate a variety
of teaching strategies and
techniques.
2.4 The use of an innovative lesson 3.40 3.03 Undecided
plan restricts my creativity as a
teacher.
2.5 I feel that the use of an 4.40 3.78 Strongly Agree
innovative lesson plan positively
impacts student engagement and
learning outcomes.
Overall Weighted Mean 4.34 Strongly Agree

As shown in the table, the first statement (2.1) addressing the enhancement of the

ability to meet learning objectives through an innovative lesson plan received a high

mean rating of 4.73. This result suggests that beginning teachers strongly agree that

having an innovative lesson plan contributes significantly to their proficiency in

achieving the curriculum's learning objectives.

The second statement (2.2), which evaluates the overall quality improvement in

teaching with an innovative lesson plan, obtained a mean of 4.60. This score indicates a

strong consensus among respondents that the use of an innovative lesson plan positively

influences the overall quality of their teaching. Similarly, the third statement (2.3)

regarding the incorporation of various teaching strategies and techniques with an

innovative lesson plan also received a mean of 4.60. This result implies that beginning

39
teachers strongly agree that having an innovative lesson plan facilitates the integration of

diverse teaching approaches. However, the fourth statement (2.4), addressing the

perception that the use of an innovative lesson plan restricts creativity as a teacher,

received a lower mean of 3.40, falling into the "Neutral" category. This suggests a more

mixed response, with some respondents being Undecided on this particular aspect.

Finally, the fifth statement (2.5), which explores the positive impact of an innovative

lesson plan on student engagement and learning outcomes, obtained a mean of 4.40. This

result indicates a strong agreement among beginning teachers that the use of an

innovative lesson plan contributes positively to student engagement and learning

outcomes.

In summary, beginning teachers overwhelmingly expressed a positive perception

of the impact of using an innovative lesson plan on their performance with a total

weighted mean of 4.34, emphasizing its role in achieving learning objectives, improving

overall teaching quality, incorporating diverse teaching strategies, and positively

impacting student engagement and learning outcomes.

Table 2.2 shows the effect of Teaching Science with a Innovative Lesson Plan

on Beginning Teachers in terms of the Students Performance.

Table 2.2. Students Performance

Statement M SD Descriptive
Equivalent
2.1 The innovative plan 4.13 3.42 Agree
supported differentiation
to meet individual student
needs.

40
 2.2 The innovative lesson 4.06 3.34 Agree
plan stimulated my
students’ critical thinking
skills
2.3 The innovative lesson 4.40 3.84 Strongly Agree
plan encouraged
collaboration and
teamwork among students.

2.4 The innovative lesson 4.33 3.71 Strongly Agree

plan increased my interest
in the subject.
Overall Weighted Mean 4.23 Strongly Agree

The first statement (2.1) regarding the support of differentiation to meet

individual student needs received a mean rating of 4.13. This suggests that beginning

teachers generally agree that the innovative lesson plan supports differentiation strategies,

allowing them to address the diverse needs of individual students. The second statement

(2.2) evaluating the stimulation of students' critical thinking skills obtained a mean of

4.06. This result indicates that beginning teachers agree that the innovative lesson plan

contributes to the stimulation of critical thinking skills among their students. The third

statement (2.3) focusing on the encouragement of collaboration and teamwork among

students received a high mean of 4.40. This suggests a strong consensus among

respondents that the innovative lesson plan actively encourages collaboration and

teamwork among students. The fourth statement (.4) regarding the increase in the

teacher's interest in the subject garnered a mean of 4.33. This result implies that

beginning teachers strongly agree that the innovative lesson plan has a positive impact on

increasing their interest in the subject matter.

41
 3. Is significant relationship between the Perception of using an Innovative

Lesson Plan and the Performance of the Teachers

Table 3 shows the Chi-Square Test of Independence on the Perception of using

an Innovative Lesson Plan and performance of the Teachers

Table 3. Perception of Using an Innovative Lesson Plan using an Innovative Lesson Plan

Perception of Using an Innovative Lesson x2 df p- Implication

Plan value
Objectives 4.773 2 0.092 NS
Content 4.080 2 0.395 NS
Practicability 3.715 2 0.156 NS
Usefulness 3.188 2 0.121 NS

A chi-square test for Independence was conducted to determine whether the

perception of using an Innovative Lesson Plan is related to the teachers' performance.

The test result showed no significant relationship between the perception of using an

innovative lesson Plan and the performance of the teachers: Objectives (x2(2) = 4.773, p

= 0.092), Content (x2(2) = 4.080, p = 0.395), Practicability (x 2(2) = 3.715, p = 0.156), and

Usefulness (x2(2) = 3.188, p = 0.121). Thus, the null hypothesis must not be rejected at a

0.05 significance level.

CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

42
 This chapter presents the summary, conclusion and recommendations based on

the results of the data gathered for this study.

Summary of Findings

On the assumption that teachers' career growth and development is hampered by

the elements and factors of the teaching learning process, this study was designed to

create an innovative lesson plan, a learning kit, a good model that can help beginning

science teachers to understand lesson planning better and can be accessible anytime and

anywhere. The findings illustrate a strong consensus among respondents, with a total

weighted mean of 4.70, indicating a strong agreement on the specificity, measurability,

attainability, relevance, and time-bound nature of the innovative lesson plan's objectives.

This suggests that the objectives are SMART (Specific, Measurable, Attainable,

Relevant, Time-bound) and are highly recommended for beginning science teachers. The

content analysis reveals an undecided/neutral perception, with a weighted mean of 3.78.

This indicates that improvements are needed in making the lessons more interesting,

balancing theoretical discussions with practical applications, providing sufficient

examples, and offering appropriate exercises and activities. It is crucial to address these

areas to enhance the effectiveness of the innovative lesson plan. The findings highlight

the strong agreement among respondents on the practicability of the innovative lesson

plan. The mean scores, ranging from 4.26 to 4.73, emphasize the effectiveness of the

lesson sequencing, provision of background information, clarity of scientific language,

ease of procedure recognition, and overall applicability in a classroom setting. The

findings also indicate that the recommended lesson plan is highly useful, with a total

43
weighted mean of 4.51. Respondents strongly agree that it caters to different learning

styles, improves pedagogical competencies, introduces varied assessment strategies, and

is easier than traditional lesson planning methods. Beginning teachers express

overwhelmingly positive perceptions of the innovative lesson plan's impact on their

performance, with a total weighted mean of 4.34. This includes enhanced ability to meet

learning objectives, improved teaching quality, incorporation of diverse teaching

strategies, and positive effects on student engagement and learning outcomes. The

findings suggest that beginning teachers perceive a positive impact on students'

performance, with a total weighted mean of 4.23. The lesson plan is seen to support

differentiation, stimulate critical thinking, encourage collaboration and teamwork, and

increase teachers' interest in the subject.

Conclusions

Based on the summary of findings, the following conclusions are drawn:

1. Models play a significant role in shaping the learning experiences and outcomes

of individuals, especially those who are just starting to acquire new skills or

behaviors. The innovative lesson planning approach employed in teaching science

garnered overwhelmingly positive perceptions across multiple dimensions,

encompassing objectives, content, practicability, usefulness, and its impact on

both teacher and student performance.

2. The objectives of the innovative lesson plan were highly regarded, showcasing

specificity, measurability, attainability, relevance, and alignment with the

SMART criteria.

44
3. While the content aspect was acknowledged as needing improvement, particularly

in fostering interesting discussions, balancing theoretical and practical elements,

and providing ample examples and activities, the overall potential for

enhancement was recognized.

4. The practicability of the innovative lesson planning method received high praise,

with unanimous agreement on proper sequencing, clarity of scientific language,

and its applicability in a classroom setting.

5. The usefulness of the innovative lesson plan was affirmed for catering to diverse

learning styles, enhancing pedagogical competencies, introducing varied

assessment strategies, and being perceived as more accessible than traditional

planning methods.

6. Beginning teachers reported positive effects on their performance, showcasing an

improved ability to meet learning objectives, elevated teaching quality,

incorporation of diverse teaching strategies, and positive impacts on student

engagement and learning outcomes.

7. Similarly, the impact on students' performance was positive, supporting

differentiation, stimulating critical thinking, fostering collaboration and

teamwork, and increasing overall interest in the subject.

8. Overall, the innovative lesson planning approach demonstrated its effectiveness

and potential for further refinement to optimize the teaching and learning

experience in science education.

45
Recommendations

These recommendations aim to build on the aspects highlighted in the findings

and address areas that require improvement, fostering continuous growth and innovation

in science education.

Teachers

1. Continuous Professional Development - Recognize the positive impact of the

innovative lesson plan on pedagogical competencies and assessment strategies.

Encourage continuous professional development opportunities to further enhance

teaching skills and keep educators updated with innovative practices.

2. Engage in Ongoing Student Performance Assessment - Monitor the ongoing

impact of the innovative lesson plan on student performance. Implement regular

assessments and gather feedback from students to ensure that the lesson plan

continues to meet their diverse needs and enhances their learning experience.

3. Explore Technological Integration - Consider exploring the integration of

educational technologies to further enhance the effectiveness of innovative lesson

plans. Incorporate digital resources and tools to make lessons more interactive and

engaging for students.

Schools

1. Encourage Creativity - Acknowledge the mixed response regarding creativity.

Develop strategies to ensure that while following an innovative lesson plan,

46
 teachers still feel empowered to infuse creativity into their teaching methods,

fostering a dynamic and innovative classroom environment.

2. Promote Differentiation and Critical Thinking - Reinforce the positive impact of

the lesson plan on differentiation and critical thinking. Encourage teachers to

explore additional strategies and resources that support differentiation and critical

thinking skills, complementing the innovative lesson plan.

3. Create a Supportive Community - Foster a supportive community among

beginning science teachers. Continue establishing forums or workshops where

teachers can share best practices, address challenges, and collaboratively work on

refining innovative lesson plans

Future researchers

1. Strengthen Content Development - Address the identified need for improvement

in content of the innovative lesson plan. Enhance interesting discussions, balance

theoretical and practical components, and ensure sufficient examples and

activities. Consider incorporating real-world applications to make the content

more engaging and relevant.

2. Address Neutrality in Content Practicability - Despite the overall positive

perception of the practicability of innovative lesson planning, consider addressing

neutrality in some aspects, such as content sequencing and background

information provision. Seek feedback and explore ways to make the lesson plans

more user-friendly and adaptable to various teaching styles.

3. Longitudinal Study - Conduct a longitudinal study to track the long-term impact

of using innovative lesson plans on both teacher and student outcomes. Explore

47
how sustained implementation influences teaching practices and student

achievement over an extended period.

48