LEARNERS’ SCHOLASTIC PERFORMANCE AND AFFECTIVE DISPOSITION

IN THE CORE SUBJECT AREAS: BASIS FOR AN INTERVENTION PLAN

A Thesis
Presented to
The Faculty of the Graduate School
Felipe R. Verallo Memorial Foundation College
Clotilde Hills, Dakit, Bogo City, Cebu

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Administration and Supervision

Liza L. Bonhoc

April 2024
 ii

APPROVAL SHEET

This thesis entitled “Learners’ Scholastic Performance and Affective

Disposition in the Core Subject Areas: Basis for an Intervention Plan,” prepared
and submitted by Liza L. Bonhoc, in partial fulfilment of the requirements for the
degree Master of Arts in Education, major in Administration and Supervision, has
been examined and recommended for acceptance and approval for Oral
Examination.

THESIS ADVISORY COMMITTEE

LEDESMA R. LAYON, Ed. D.

Chairman/Dean

AGAPITO P. PINO JR., D. M. CORAZON R. MONDELO, Ph. D.

Co-Chairman Adviser

GERARDO S. MANTOS, Ed. D. HUBERT G. QUIÑONES, Ph. D.

Member Member

PANEL OF EXAMINERS

LEDESMA R. LAYON, Ed. D.

Chairman/Dean

AGAPITO P. PINO JR., D. M. CORAZON R. MONDELO, Ph. D.

Co-Chairman Adviser

GERARDO S. MANTOS, Ed. D. HUBERT G. QUIÑONES, Ph. D.

Member Member
Accepted and approved in partial fulfilment of the requirements for the
degree of Master of Arts in Education, major in Administration and Supervision.

Date and Rating:

Comprehensive Examination May 11, 2022 Passed

Design Hearing January 29, 2023 Passed
Oral Examination June 17, 2024 Passed

LEDESMA R. LAYON, Ed. D.

Dean, Graduate School
 iii

ABSTRACT

Liza L. Bonhoc
liza.bonhoc@deped.gov.ph
Felipe R. Verallo Memorial Foundation College
Clotilde Hills, Dakit, Bogo City, Cebu

This research determined the learners’ scholastic performance and

affective disposition of the core subject areas as conducted among Grade 6
learners of Union Elementary School- San Francisco District during the School
Year 2022-2023 as basis for an intervention plan. The researcher used the
descriptive method and questionnaires were utilized to answer the following sub-
problems: profile of the scholastic performance of the learners during the first and
second quarter in the core subject areas- English, Science, Mathematics and
Social Studies; level of learners’ affective disposition towards core subjects as to
self-confidence, perceived value, satisfaction and motivation; significant
relationship between the learners’ scholastic performance and their level of
affective disposition; challenges met by the teachers relative to the learners’
scholastic performance and their affective disposition in the core subject areas;
and the intervention plan that can be proposed based on the findings. The
statistical treatments used were simple percentage, chi-square test statistics and
Likert scale. The gathered data revealed that on the average, the learners were
clustered along the very satisfactory (50.00%) level of performance. Only about
37 of the 130 learners or 28.46% were at the outstanding level. The lowest
among them were the 7 (5.39%) who were at the fairly satisfactory level. The
levels of learners’ affective disposition towards core subjects as to self-
confidence, perceived value, satisfaction and motivation were interpreted as
follows: Disagree (2.31) for self-confidence, Agree (2.84) for perceived value,
Disagree (2.44) for satisfaction and still Disagree (2015) for motivation. The
findings of the test showed that the chi-square value is greater than the critical
value at 0.05 level of significance since the computed value of 171.62 is greater
than the critical value of 12.59 at the chosen probability level. This concluded that
the scholastic performance of the learners is related with their level of affective
disposition. The test gave a positive result or there was a significant relationship
indicated thereby implying that the learners’ affective disposition becomes
favorable as their scholastic performance improves. Teachers had experienced
challenges in the following: dealing with mechanisms for the development of a
shared vision, thorough monitoring as regards the learners’ performances using
appropriate tools and teaching core subject areas that require the implementation
of appropriate teaching-learning support systems. An intervention plan based on
the outcomes of the study was still recommended for the learners’ holistic
development in the context of dealing with the identified core subject areas.

Keywords
Learners’ Scholastic Performance, Affective Disposition, Core Subject Areas,
Intervention Plan, Descriptive Research, Grade Six Pupils, Union Elementary
School -San Francisco District
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ACKNOWLEDGMENT

The researcher’s sincerest gratitude goes out to the following significant

individuals who have maximized their full potentials for the realization of this

study.

To the highly distinguished Panel of Examiners: Dr. Ledesma R. Layon,

the Chairman of the Panel of Examiners as well as the Dean of Graduate

Studies, Dr. Agapito P. Pino, Jr., Co-Chairman, Dr. Corazon R. Mondelo, and

Dr. Gerardo S. Mantos, and Dr. Hubert G. Quiήones, members of the Panel of

Examiners for their valuable suggestions.

To the highly valued Public Schools District Supervisor of San Francisco

District Dr. Mercedita M. Arquillano for the kind approval relative to the crafted

proposal. To the ever dynamic School Principal of Union Elementary School Dr.

Riena E. Almacin for the commendable support. To the ever committed learner-

respondents for the all-out support too considering that the study should always

be of help in all academic undertakings. To the ever supportive parents, siblings

and ceremonial relatives of the researcher for the unwavering support and

guidance.

To the stakeholders of Union Elementary School for providing the

researcher the opportunities to participate in educational activities that develop

knowledge, skills and attitude that increase academic achievement and foster

positive interpersonal relationships. And above all, to the Supreme Being who

bestowed His wealth of blessings for the success of this study.

 v

Liza L. Bonhoc

DEDICATION

This study is wholeheartedly dedicated

to my parents,
to my children,
to my siblings,
to my ceremonial relatives,
to my colleagues,
to my pupils, and above all
to the Supreme Being who is the source of all things that are right and good.

Liza L. Bonhoc
 vi

TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

ACKNOWLEDGEMENT iii

DEDICATION iv

TABLE OF CONTENTS v-vi

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER 1 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale 1

Theoretical Background 4

Legal Bases

Theories

THE PROBLEM

Statement of the Problem 16

Statement of the Null Hypothesis 18

Significance of the Study 18

DEFINITION OF TERMS 20

CHAPTER 2 RELATED LITERATURE AND STUDIES

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RELATED LITERATURE

Foreign 23

Local 26

Synthesis

RELATED STUDIES

Foreign 29

Local 31

Synthesis 32

CHAPTER 3 RESEARCH METHODOLOGY

METHOD 34

FLOW OF THE STUDY 35

Input

Process

Output

ENVIRONMENT 37

RESPONDENTS 39

INSTRUMENT 40

Formulation

Scoring 41

PROCEDURE

Data Gathering 42

Statistical Treatment 43

ETHICAL CONSIDERATIONS

CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

 viii

PROFILE OF THE SCHOLASTIC PERFORMANCE OF THE LEARNERS

DURING THE FIRST AND SECOND QUARTER IN THE CORE
SUBJECT AREAS- ENGLISH, SCIENCE, MATHEMATICS AND SOCIAL
STUDIES

LEVEL OF LEARNERS’ AFFECTIVE DISPOSITION TOWARDS CORE

SUBJECTS AS TO SELF-CONFIDENCE, PERCEIVED VALUE,
SATISFACTION AND MOTIVATION

Self-Confidence

Perceived Value

Satisfaction

Motivation

SIGNIFICANT RELATIONSHIP BETWEEN THE LEARNERS’

SCHOLASTIC PERFORMANCE AND THEIR LEVEL OF AFFECTIVE
DISPOSITION

CHALLENGES ENCOUNTERED BY THE TEACHERS RELATIVE TO

THE LEARNERS’ SCHOLASTIC PERFORMANCE AND THEIR
AFFECTIVE DISPOSITION IN THE CORE SUBJECT AREAS

OUTPUT

Rationale

Objectives

Scheme of the Implementation

Matrix of Implementation

CHAPTER 5 SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

SUMMARY

FINDINGS

Profile of the Scholastic Performance of the Learners during the First and
Second Quarter in the Core Subject Areas-English, Science, Mathematics and
Social Studies

Level of Learners’ Affective Disposition towards Core Subjects as to: Self-

Confidence, Perceived Value, Satisfaction and Motivation
 ix

Self-Confidence

Perceive Value

Satisfaction

Motivation

Significant Relationship between the Learners’ Scholastic Performance

and their Level of Affective Disposition

Challenges Encountered by the Teachers relative to the Learners’

Scholastic Performance and their Level of Affective Disposition in the Core
Subject Areas

CONCLUSION

RECOMMENDATION

REFERENCES

APPENDICES

A1 Transmittal Letter to the Schools Division Superintendent

A2 Transmittal Letter to the Public Schools District Supervisor

A3 Transmittal Letter to the School Head

B1 Questionnaire for the Learner and Teacher-Respondents

C ATMI Tabulation of Scores for Learners as to Scholastic Performance

CURRICULUM VITAE

SIMILARITY-TURNITIN CHECK RESULT

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LIST OF TABLES

Number Page

1 Distribution of the Respondents 40

2 Profile of the Learners’ Scholastic Performance during the First and

Second Quarter in the Core Subject Areas- English, Science,

Mathematics and Social Studies

3 Scholastic Performance of the Learners after taking the Average

Performance for the First and Second Quarters of the Core Subject

Areas

4 Learners’ Affective Disposition towards Core Subjects as to Self-

Confidence

5 Learners’ Affective Disposition towards Core Subjects as to

Perceived Value

6 Learners’ Affective Disposition towards Core Subjects as to

Satisfaction

7 Learners’ Affective Disposition towards Core Subjects as to

Motivation

8 Significant Relationship between the Learners’ Scholastic

Performance and their Level of Affective Disposition

9 Challenges Encountered by the Teachers relative to the Learners’

Scholastic Performance and their Affective Disposition

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10 Research-Based Instructional Strategies in Teaching Core Subject

Areas

LIST OF FIGURES

Number Page

1 Schematic Diagram of the Theoretical Background 6

2 Schematic Diagram of the Flow of the Study 36

3 Map of the Research Environment

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CHAPTER 1

THE PROBLEM AND ITS SCOPE

The chapter presented the introduction of the problem and the definitions

of terms as emphasized in the salient points of the study. This comprised

different sections and salient points that play significant roles in dealing with the

core of the study. It included the introduction, the problem and the definition of

terms. These elements of the study have to be addressed in a manner where

clearer understanding with regard to the context and scope of the study has to be

given further consideration.

INTRODUCTION

This section presented the rationale and the theoretical framework of the

study. The structure of the study highlights the core points as indicated in the

succeeding sections of the study. This portion composed the rationale and

theoretical underpinnings of the study. There parts were designed to enable the

reading public to reach out to the grassroots thereby providing background

information that served as the roadmap of the study making the readers adept at

dealing with the contexts and objectives of the study.

Rationale

Under the new normal of basic education, the public health emergency

brought about by COVID-19 calls for the Department of Education (DepEd) to be

innovative and resourceful in delivering quality, accessible, relevant, and

liberating education. In response to this emergency, DepEd developed the Basic

 2

Education Learning Continuity Plan (BE-LCP) to ensure that learning

opportunities are provided to the learners in a safe manner, through different

learning delivery. These have been associated to the core subject areas, to wit:

English Language Arts, Mathematics, Science and Social Studies.

While speaking to a group of learners who are in further search for

knowledge, (Brownlee et al., 2013, p. 437) identified resilience as one’s innate

tendency to withstand circumstances and adversities that may lead to positive

learning outcomes among those learners who are lagging behind for the reason

that they are in dire need for face-to-face interactions with the teacher as the

facilitator of learning. This highlights the need to have a close monitoring with

those learners who are able to deliberate understanding on the very core of the

lesson under the traditional set-up so as to reap positive results in the teaching-

learning process. It is in the same way that Sparks, (2010) pointed out chronic

attendance issue among home tutors or even tutees themselves as a clear risk

factor for eventually diverting to being unmindful of the distribution and retrieval

of Self-Learning Modules (SLMs); therefore, it is necessary for the facilitators of

learning to intensify the very systematic way of monitoring and accounting the

attendance that has something to do with the participation between the home

tutees and the home tutors in the delivery of quality instructions.

The issue encompasses that of the learners’ scholastic aptitude and

affective dispositions in the identified core subject areas have plagued public

schools in the United States (Tyler, 2009). It is in this premise that face-to-face

interactions including the integration of Information and Communication

 3

Technology in the educative process are thoroughly underscored considering

that learners need to be immersed through real-life situations with the available

resources at hand. The consequence of those students who choose to be

unmindful of the completion of the specified activities in the Self-Learning

Modules (SLMs) and Learning Activity Sheets can affect their scholastic records

and even the underlying principles that focus on the holistic development of

every learner who remains passive in the teaching-learning process (Rumberger,

2011).

The same is true with the Philippines wherein the underlying concerns

about learners who have opted to come up with mediocre performances with the

core subject areas as the employed modality has been emphasized in a logical

manner so as to employ effective interventions that could thoroughly enhance the

learning competencies of the learners in specific disciplines. It is important to

understand that the concern is not an isolated act, but a process that occurs over

a period of time (Rumberger, 2011); therefore, effective interventions that

connect students to either long- or short-term goals can make a difference. This

notion encourages the teacher-educators to be very committed to molding and

nurturing students who are not able enough to adapt to a variety of situations by

giving them what they need to learn.

It is in this scenario that the Grade Six pupils of Union Elementary School

of San Francisco District have been addressing the concern encompassed that

of their scholastic aptitude and affective dispositions towards the core subjects

with all the available resources that they could offer. Very much noteworthy is the
 4

fact that the internal and the external stakeholders of the school have poured all-

time just to help the teachers in responding to the educational needs of these

students.

As far as the nature of the study is concerned, the foremost concern is to

determine the scholastic aptitude and affective dispositions of the learners in the

identified core subjects during the first and second quarters of the school year

2022-2023. The specified affective dispositions as to: Self-confidence towards

core subjects, Perceived Value towards core subjects, Satisfaction towards core

subjects and Motivation towards core subjects have also been underscored

thereby considering the academic proficiency level of the Grade 6 learners as

revealed in the performance indicator’s rating. The study could really serve as a

potent tool for the teachers in terms of determining not only the significant

correlation between student-respondents’ affective dispositions towards core

subjects and their scholastic performances in the specific discipline but also the

strategies and the intervention plan that can be employed and developed so as

to guarantee positive outcomes in the teaching-learning process under the new

normal of basic education.

Theoretical Background

This section presents theories and legal bases which are deemed relevant

to the context of the study which focuses on the learners’ scholastic aptitude and

affective dispositions in the identified core subject areas. The theories necessary

for the very core of the study are duly presented in figure 1.
 5

The Theories focus on the Extrinsic Motivational Theory as coined by

Skinner, 1948 including the Academic Mediation, Deviant Affiliation and Family

Socialization Theories as proposed by Pearson, et al. 2000. The Legal Bases

give emphasis on the 1987 Philippine Constitution, Article XIV, Sections 1 and 2

and DepEd Order No. 31, series of 2013- Clarifications on the Implementation of

Learning Areas of the K to 12 Basic Education Program.

This study anchors on Extrinsic Motivational Theory (Operant

Conditioning) as underscored by B. F. Skinner (1948) who is regarded as the

father of Operant Conditioning. He coined the term operant conditioning so as to

affirm this roughly changing of students’ affective dispositions through the use of

reinforcement which is employed after the desired response. This instrumental

conditioning is a form of learning in which the results of behavior lead to

modifications in the probability that the behavior shall occur. Reinforcement is

one of the main concepts in operant conditioning that enables the learners to be

very mindful of the seriousness of the different performance-based activities

inside the classroom. It only goes to show that this motivational theory can be

applied under the new normal of basic education where students are expected to

learn.

The 1987 Philippine Constitution, Article Extrinsic Motivational Theory

XIV, Sections 1 and 2 (B. F. Skinner, 1948)

DepEd Order No. 31, series of 2013- Academic Mediation

Clarifications on the Implementation of Theory
Learning Areas of the K to 12 Basic Deviant Affiliation Theory
Family Socialization Theory
 6

Learners’ Scholastic Aptitude and Affective

Disposition of the Core Subject Areas

Profile of the Scholastic Level of Learners’ Affective

Performance of the Learners Dispositions towards the core
Subject

Challenges encountered by the Teachers

Intervention Plan

Figure 1: Schematic Diagram of the Theoretical Background

 7

In continuous reinforcement, a student learns very rapidly but when the

reinforcement stops, the behavior decreases rapidly too. Therefore, it is

necessary to develop a schedule for reinforcement as this determines when a

behavior shall be reinforced. This has something to do with the implementation of

the learning delivery modality among Grade six pupils as to how determined they

are in adapting to a variety of situations under the new normal set-up.

This study is also underscored through the identified theories as described

by Battin-Pearson, et al. (2000) namely: (1) academic mediation theory, (2)

deviant affiliation theory, and (3) family socialization theory. These ultimately

foster a student-centered atmosphere that provides high rates of positive

reinforcement. It is understood that teacher-advisers can evidently establish

rapport among pupils knowing that the context of positive discipline is employed.

Counseling provides students enough knowledge on how to assimilate personal

and social distractions that allow the teacher-counselors to develop early

intervention methods that can assist those learners who are lagging behind in the

teaching-learning process (White & Donald, 2010).

Research has shown that in the context of Academic Mediation Theory,

academic quandary plays a significant role in this dilemma of addressing the

needs of those learners under the core subject curriculum. Academic quandary

includes the following: students who are not interested in module completion,

have failed more than one grade, have learning disabilities, or have missed an

excessive number of days from school (Scheel, Madabhushi, Backhaus, 2009;

 8

Miller, Newcorn, & Halperin, 2009). It is emphasized that poor academic

achievement is one of the strongest predictors of this matter.

Essentially, it looks at how poor academic performance affects the

relationship between the presence of mediocre performance and other factors.

Students who dislike school have higher absenteeism and truancy rates than

other students which make them highly passive to the extent that they opt to be

unmindful of the completion of the specified activities (Landis & Reschly, 2011;

Marvul, 2012). The model for this theory was shown to statistically fit at an

acceptable degree. This clarifies that those students with poor academic

performance shall remain inattentive thereby exhausting means that shall

somehow develop their critical thinking skills in the teaching-learning process.

The relationship described in Deviant Affiliation Theory is one between the

effect of the mentioned mediocre performance and the mutual bonding with

peers. Peer groups have a major effect on the academic outcome of a high

school student (Drewry, Burge, & Driscoll, 2010). Students usually receive the

classification of antisocial groups if they are not eager to discover things in

school or if they are likely to obtain failing grades simply because they do not

want to submit themselves in this new normal set-up where the employment of

the modular print learning delivery modality is at hand. If an individual goes along

with his antisocial friends, he is vulnerable to negative thoughts wherein

obtaining failing grades is quite possible. According to Sander (2010), students

who are part of these antisocial groups normally influence their friends to skip

school, encourage them not to complete class assignments, or persuade them to

 9

join particular gangs. These and more must be given further consideration

knowing that students begin to fail in class and some choose to remain inactive

in accomplishing tasks (Li, Lynch, Kalvin, Liu, & Lerner, 2011).

When it comes to the context of Family Socialization Theory, it is clear that

the institution of family appears to be very formative for a developing child.

Family socialization also plays a major role in the lives of the students who have

remained passive in accomplishing tasks (Whannell & Allan, 2011). As such, this

theory examines the relationship between the distinguishing features of family

orientation and other related factors. The influence of family orientation suggests

that a student begins to think about leaving school early in life thereby opting to

work for a purpose (PrÓspero, Russel, & Vohra-Gupta, 2012). The students’

academic achievements in the past have much more of an influence than poor

family orientation. In addition, the young minds who are not mobilizing their

parents in all educational endeavors are most likely to obtain failing grades

(Williams & Sánchez, 2012). Many of these students cannot withstand the stress

or responsibilities of dealing with educational and family matters; therefore, they

prefer to accomplish activities in a manner where face-to-face interactions should

be given further consideration. It only goes to show that factors of family

orientation include low parental expectations and of course the lack of interest

among parents in terms of considering the significance of formal education under

the new normal of basic education.

The above-cited theories are further supported by the 1987 Philippine

Constitution specifically in Article XIV Sections 1 and 2 and DepEd Order No. 31
 10

series of 2013 entitled the Clarifications on the Policy Guidelines on the

Implementation of Learning Areas of the K to 12 Basic Education Program. To be

specific, the 1987 Constitution states in Article XIV, Sections 1 and 2, to wit:

Section 1. The State shall protect and promote the right of all learners to

quality education at all levels, and shall take appropriate steps to make such

education accessible to all.

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated

system of education relevant to the needs of the people and society;

(2) Establish and maintain a system of free public education both in the

elementary and high school levels. Thus, the policy guidelines aim to

set the standards and specifications in the provision of learning

resources in the implementation of the Basic Education Learning

Continuity Plan. The learning resources shall serve as learning toolkits

for learners where procedures, instructions, and other details are

provided to aid the learning process, with the supervision of

responsible adults along with the continuous monitoring and guidance

of teachers.

Anchored on the targets of Education for All (2015) and the Millennium

Development Goals (2015), the mentioned sections under Article XIV of the 1987

Constitution are meant to contribute to the achievement of maximized learning

competencies in basic education. These also simplify a stronger relationship with

 11

the school community (Butcher, 2010). It is understood that students are given

the opportunity to always come up with a highly commendable performance so

as to receive extra assistance on particular interventions in which they failed in

the specified subject areas. The stakeholders must be ever committed to molding

and nurturing the young minds by giving them what they need to learn with all the

available resources at hand. Appropriate interventions are also employed to

students who are not performing well under the new normal set-up so as to

guarantee a significant 100 percent promotion rate. With the development plan

that incorporates remediation, counseling and alternative routes, there are

positive outcomes that will occur for the students and for the community. These

learners shall have the chance to finish formal education or to get a more stable,

good-paying job in the near future (Messacar & Oreopoulos, 2013).

Department of Education Order No. 31 series of 2013 entitled

Clarifications on the Policy Guidelines on the Implementation of Learning Areas

of the K to 12 Basic Education Program, core subjects have to be taught in a way

the learners are establishing rapport among them thereby making core subjects

as avenue for the learners to achieve a level of global competitiveness

considering that curriculum implementers have exhausted all means just to make

sure that the salient points of the study should be monitored very closely as

revealed in the performance indicator’s rating.

With the different theories as concrete tools in motivating those learners

who are not responsive to the introduced learning delivery modality, the teacher

needs to examine the different learning styles of the students. It is important to

 12

consider such learning styles knowing that a learner learns best with appropriate

learning styles. The teachers are to walk through the level of academic

proficiency of each learner so as to create a conducive learning environment for

young individuals using the different methods and approaches in teaching. Some

of the strategies include mentoring and tutoring programs, service-learning

programs, alternative schooling, career and technical education for students and

professional development for teachers (Tavakolian & Howell, 2012). Through

professional development, teachers can exhaust means on how to facilitate

students with diverse orientations, and that is very important because a teacher-

facilitator is able enough to nurture, assist and engage them sooner while

keeping them on the educational pathway (Orthner et al., 2011). According to

Balfanz (2011), Petrie and Farmer (2012), professional development

opportunities have the tendency to provide the teachers with the necessary idea

on how to raise each student’s achievements, increase each student’s interest,

and make learning enjoyable. It is good to know that through these strategies,

the teachers can easily establish rapport among those learners who are lagging

behind.

Learners may also withdraw from school and from lack of plans beyond

high school. In addition, maladaptive behaviors can indicate each student’s

potential to become unmindful of the tasks that need to be accomplished; thus, a

thorough preparation on the context of core-based activities is maximized. These

behaviors which interrupt instructions include impulsive actions and even failing

to adhere with the provisions and policies (Bidell & Deacon, 2010). Such
 13

instances incorporate some of the disruptive characteristics of the lagging ones

wherein they are unmindful of the seriousness of the TVL activities via modular-

print modality and even vulnerable to negative thoughts to the extent that conflict

is evident. This only implies that these learners do not have the keen interest to

heighten their knowledge and awareness on the importance of education. It is

imperative on the part of the concerned individuals to focus on the school-based

approaches and principles so as to carry out the effective strategies that give

emphasis on the implementation of the prevention programs (Maclver & Maclver,

2009). It is reiterated that the identified concern from secondary education

creates a big impact on the educational system if corrective measures shall not

be introduced accordingly. This shall mean that every teacher-facilitator should

have a thorough understanding on the needs of the learners so as to reap

commendable results in the teaching-learning process. Finding ways to keep

students actively involved in core activities lowers truancy rates, which means

more students are in their track learning things instead of and participating in

unlawful activities (Huck, 2011). It is in the same manner that when students

focus on their education, they are less focused on disruptive or criminal

behaviors that may result to a diminishing number of offenses (Winton, 2013).

The components shall have the potential of helping students to stay on the

right path thereby giving utmost best for a purpose. In the Philippine setting, a

number of interventions have been employed. When it comes to school-

community perspective, a continuing process or procedure on how to evaluate

goals and objectives in relation to policies, practices, and organizational

 14

structures has been introduced so as to equip those learners with the implied 21 st

century skills. When all groups in the community provide collective support to the

school, a strong infrastructure sustains a caring yet supportive environment

where youth can strive hard for excellence like community linkages or

partnerships. School and community involvement provides opportunities for

community collaborations, career education, workforce readiness programs,

conflict resolutions, and violence prevention programs for students.

As explained by Dansby and Dansby-Giles (2011), such types of

programs can provide students with the so-called extra enhancement that they

need in order to maintain a desire to remain passionate in t and this is done by

giving them the opportunity not only to work with members of the community but

also to understand the importance of education as it relates to real-life situations.

It is expected that a safe learning environment provides daily experiences that

can enhance positive social attitudes and effective interpersonal skills on the part

of the students. It is reiterated that family engagement has a direct or positive

effect on children’s achievements and is the most accurate predictor of a

student's success in school. The presence of parents has a high influence on

graduation; therefore, it is very important to innovate ways for parents to be

involved in the educational setting in order to increase graduation rates under the

new normal set-up (Jordan et al., 2012).

It is understood that students who are in further search for knowledge

must be given priority so as to encourage them to finish formal education. A

natural support system, work-related programs and rehabilitation systems

 15

provide students with the structure and empowerment that they need for them to

get back on the right track towards graduation (Malloy, Sudar, Hagnar, Pierias, &

Viet, 2010). As part of the teaching-learning process, remediation is very

necessary for learners who are not responding to the given activities considering

that the said remediation provides students with a form of tutoring which is very

important in building positive relationships among students whose academic

performances are worth commending (Rheinheimer, Grace-Odeleye, Francois, &

Kusorgbor, 2010). These and more have been thoroughly carried out for the

purpose of encouraging students to be more engaged and motivated in all

aspects of learning.

Learners have unique cognitive skills and past learning experiences; thus,

an individualized instructional program has been introduced so as to guarantee

flexibility in teaching methods and motivational strategies that maximize students’

full potentials. Active learning, on the other hand, involves students in the

learning process and this is the very reason why they prefer to find new

innovations in solving problems and in becoming competent individuals in their

chosen fields. The teacher-educators are aware of their utmost responsibility of

giving quality instructional time and strategy that highlight diverse learning styles

and individualized learning opportunities.

Sophisticated technologies serve as potent tools in delivering quality basic

education to students; thus, students with educational needs must be exposed to

activities that involve technology so as to guarantee maximum participation

among them. This conforms to the notion that the young minds must be provided
 16

with information about online education knowing that this can be of great help in

giving them the options that they can consider before dropping out (Lee & Choi,

2011). These types of options can assist students in starting a rewarding career

(Nix & Michalak, 2012). Better opportunities are introduced to those students who

have maximized their full potentials in accomplishing school-related tasks.

The ever-committed teacher-educators, on the other hand, must be

provided with an avenue in which they can continue to develop and enhance

their knowledge, skills and attitude for the common good. One has to broaden his

teaching perspectives to become a global teacher. Expanding the teachers’

experiences beyond the confines of their classrooms to the wider learning

environment of the world is one of the many strategies in order to achieve a level

of global competitiveness. Those teachers who are in need of intensive trainings

that underscore the status of learners must be given priority so as to sufficiently

explore all possibilities to respond to the challenges; thereby promoting

independent learning and collaboration among learners. Therefore, it is very

important for the teachers to be very knowledgeable about diversity of learners

so as to effectively contribute to a nurturing learning environment that embraces

all learners with different backgrounds amid the unprecedented situations

brought about by COVID-19 pandemic.

THE PROBLEM

This section presented the statement of the problem that highlights

questions that need to be responded to. The underlying contexts if this research
 17

created an impact to the holistic development of the learners being the target

respondents of the study.

Statement of the Problem

This research determined the learners’ scholastic performance and

affective disposition of the core subject areas as conducted in Union Elementary

School- San Francisco District during the School Year 2022-2023 as basis for an

intervention plan.

Specifically, this study solicited answers/responses based on the following

questions:

1. What is the profile of the scholastic performance of the learners during

the first and second quarter in the core subject areas- English,

Science, Mathematics and Social Studies?

2. What is the level of learners’ affective disposition towards core

subjects as to:

2.1 self-confidence,

2.2 perceived value,

2.3 satisfaction, and

2.4 motivation?

3. Is there a significant relationship between the learners’ scholastic

performance and their level of affective disposition?

 18

4. What are the challenges encountered by the teachers relative to the

learners’ scholastic performance and their affective disposition in the core subject

areas?

5. Based on findings, what intervention plan can be proposed?

Statement of Null Hypothesis

In the development of the study, one could decipher that in the scholastic

performance among the learners in the different core subject areas, this had

been very essential to establish a null hypothesis that serves as the baseline

assumption to be tested and assessed against observed effects.

1. There was no significant relationship on the learners’ scholastic

performance and their level of affective disposition towards the core

subjects.

Significance of the Study

This study had served as a guiding light for the Learners, Teachers,

School Heads/Principals, Parents, Community, Researcher and Future

Researcher in terms of responding to the educational needs of the learners

under the new normal of basic education.

Learners. Establishing positive attitude towards core subjects is proven

helpful in having good performance according to various researches as

discussed in the aforesaid literature. Through the findings of the study, the
 19

learners can further improve their scholastic performance and therefore can carry

out its goal towards providing quality education.

Teachers. The very core of the study can enhance the personal and

professional learning competencies of the core subject teachers to establish

positive attitude towards the subject through adopting a research-based

strategies in teaching core subjects which foster positive attitude towards the

subject.

School Heads/Principals. Findings of the study will help lay the foundation

for an academic intervention, that is an action plan. Actualization of the latter

seeks incomparable support from the school administrators by providing facilities,

learning materials and the like which will be participated not only by the teachers

but also the students. The study can help them carry out their goal towards

providing quality education and producing a scientifically and technologically

oriented human capital.

Parents. This study allows the parents to reflect on their children’s attitude

towards core subjects, either positive or negative. Hence, they will be oriented

with the strength and weaknesses giving them chance and opportunities to

evaluate internal factors which affect their performance.

Community. This study shall be of avenue for the constituents in the

community to reach out to the grassroots and focus on the salient features of
 20

maximizing the learners’ full potentials in the identified core subject areas with all

the available resources that they could tap.

The Researcher. This study could give a bird’s eye view on her part with

regard to the necessary interventions that need to be employed in addressing

concerns encompass that of the learners who are in further search of knowledge

highlighting the core subject areas as specified in the school curriculum.

Future researchers. The results of the study shall give them valuable

insights on how to enrich and maximize the students’ potentials in all aspects of

learning. Future Researchers are expected to propose intervention plans that can

effectively encourage students to establish positive attitude towards core

subjects considering that the ultimate thrust which is to equip the young minds

with the implied 21st century skills should be given emphasis.

DEFINITION OF TERMS

In this study, the following terms were theoretically and operationally

defined so as to guarantee a common frame of reference. The terminologies

were deemed relevant to the very context of the study thereby unlocking words

with underlying dimensions.

Action Plan

It is a detailed plan outlining actions needed to reach the elemental

objectives of the study. This refers to the output based on findings. The proposed

plan contains strategies and activities that can enhance positive attitude and
 21

improve students’ scholastic performance by means of boosting students’ self-

confidence, strengthening their values, giving them enjoyment and helping them

become motivated towards learning core subjects.

Attitude towards Core Subjects

The way a learner thinks and feels towards core subjects as determined

using the four domains indicated namely: self-confidence, value, enjoyment and

motivation towards core subjects.

Enhanced Strategies

This pertains to lifelong techniques that broaden the learners’ intellectual

horizon in accomplishing tasks. In the teaching-learning process, those learners

can effectively carry out the objectives of performance-based activities knowing

that the necessary strategies and skills are evident all throughout the course of

study.

Interventions

These refer to the initiatives designed to provide educational alternatives

for learners who do not have the keen interest to deliberate understanding on the

salient features of the implied lessons. These are meant to exhaust all means

just to make learners engaged and motivated in the context of learning.

Motivation
 22

This refers to willingness to pursue core subjects beyond the compulsory

level. The learners shall become more motivated in the teaching-learning

process considering that the necessary provisions are thoroughly afforded.

Satisfaction

This means enjoyment in core subjects, the challenge of solving new

problems, the comfort level in participating in discussion in core subjects and

feeling of happiness in the disciplines.

Scholastic Performance

This refers to the respondents’ success or completion in core subjects

based on the numerical and descriptive rating of their final grades.

Self-Confidence

This refers to students’ confidence and self-concept of their performance

in core subjects. Self-confidence in core subjects refers to the self-belief about

the ability to learn core-related concepts.

Value

This means the context of core subjects as a necessary domain of

learning having this desire to develop skills in the subject and appreciating its

value in everyday life and education beyond school.

 23

CHAPTER 2

RELATED LITERATURE AND STUDIES

This chapter presented the related literature and studies that cover the

underlying contexts of the study where foreign and local concepts from literatures

are deemed important and crucial in the development and progression of the

study.

This further presented a progression of writing and studies that explicitly

boost this investigation. This had been a basic part of this examination to enable

the researcher to get together to-date data about teachers’ mentoring skills

regarding the context of the core subjects in various aspects.

RELATED LITERATURE

When dealing with the very core of the study, it was important to note that

related literature and scholarly journals have shed light as regards the structural

establishment of the study. The scholastic performance of the learners has

paved the way towards the employment of interventions which are deemed

sound and effective in the teaching of core subjects solely for the learners to

remain engaged and motivated in the teaching-learning process.

Foreign
 24

The necessary foreign conceptual literatures are duly presented in this

section that concentrate on the salient domains of the study. Foreign concepts

are deemed appropriate towards the progression of writing that develops deep

investigation.

On mentoring of core subject teachers. The concept of mentorship comes

from the history that is based on Homer's Odyssey. The teacher of Odysseus's

son was a mentor who guided, protected, and educated unexperienced

Telemachus. With the light of this information, mentor has been prevailed as a

wise and patient counselor who guides the life of less experienced colleagues

Roehrig, A. D., Bohn, C. M., Turner, J. E., & Pressley, M. (2018). According to

Smith (2017), mentorship is "a particular mode of learning wherein the mentor

not only supports the mentee, but also challenges them productively so that

progress is made. According to Ashburn, Mann, and Purdue (2015), mentorship

is "establishment of a personal relationship for the purpose of professional

instruction and guidance". In the existing literature, there are also many

definitions of "mentor". According to Crosby (2019), mentor is an experienced

and trustworthy person who is responsible for the development of the less

experienced people. As Wasden (2018) defined, a mentor is "a master at

providing opportunities for the growth of others, by in identifying situations and

events that contribute knowledge and experience of the life of the steward".

Ragins and McFarlin (2015) call a mentor as "high-ranking, influential member of

an organization who has advanced experience and knowledge and who is

committed to providing upward mobility and support to mentees' career".

 25

Effective instructional implementers. In the educational settings, Bush and

Coleman (2015) define the mentor as a peer who supports teachers in becoming

effective instructional implementers. Hall (2018) indicates that mentoring for

effective leadership builds bridges with the help of which school principals and

master teachers transfer their knowledge, experience, and skills to teachers

especially the new ones. According to Lindley (2019), “mentoring is about

helping teachers become successful, to gain confidence and perform effectively,

and to learn how to anticipate and plan for the successful accomplishment of

duties.”

Concept of mentorship. This has been used to identify teachers, new and

experienced teachers since the late 1980s (Alsbury & Hackmann, 2016; Daresh,

2015). In the early 1990s, the mentoring programs on core subject areas which

have been established to help the teachers acquire necessary experiences and

skills (Ehrich & Hansford, 2016) began to find their place in university-based

preparation programs (Crow & Matthews, 2018) and widely adopted as an

important part of professional development in many countries such as UK,

Singapore, Australia, and the U.S.A. (Bush & Chew, 2019; Bush & Coleman,

2015; Casavant & Cherkowski, 2017).

Advantages of mentorship. According to Playko (2015)'s study, teachers

who are efficiently mentored by experienced master teachers report that they

gain self-confidence with competence, practical knowledge and skills, feeling of

socialized to their new profession, and increased professional networking as a

result of being a part of mentoring programs on the core subjects. In their study,
 26

Hansford, Tennet, and Ehrich (2016) identified the outcomes of mentoring on the

part of mentees as motivation in the learning of the core subjects. According to

Southworth (2015), there are many advantages of mentorship for mentees and

he defines these advantages as facilitating peer contact and support, increasing

individual's sense of occupational and self-satisfaction, providing new teachers

with self-reflection opportunities. As emphasized in the research, mentorship

provides new principals with a high degree of effectiveness which helps them

enhance their leadership skills (Malone, 2016).

Whitaker (2018) emphasize that there is an increasing need to help the

new teachers accustomed to their roles and responsibilities in the new century. In

this context, formal and informal mentoring programs are essential in providing

ongoing support and advice for current or new teachers. Mentoring programs

could be thought as one of the critical key elements to help the teachers in their

school settings (Silver, Lochmiller, Copland, & Tripps, 2019). In the recent

decade, mentoring programs have been emphasized as an important mean of

enhancing the quality of teachers and teacher mentoring programs have been

designed to provide support for the teachers in adapting new pedagogical skills

and deal with the competing demands of the new era in many developed

countries (Bolam, McMahon, Pocklington, Weindling, 2015; Bush & Coleman,

2015; Ehrich &Hansford, 2016). The increasing popularity of mentoring programs

could be thought as a result of understanding of school principals' crucial role in

improving schools and learning through quality teachers (The Wallace

Foundation, 2017). According to Malone (2016), “never before has the need for
 27

effective mentoring programs for teachers been more urgent. To synthesize the

nature of the matter, mentoring has to be given priority so as to ensure holistic

development among the learners.

Local

This part highlights the underlying local literatures that give rise to the

development of the study where thorough investigation of the same needs to be

boosted for the attainment of the elemental objectives of the study.

On mentoring of core subject teachers. Mentoring is usually seen as a

relationship between a senior and a more junior person such as a master and an

apprentice relationship. The process in which an experienced, senior colleague

helps a novice colleague is called as a mentoring process. Daresh (2015)

emphasizes that mentoring is a frequently used model providing personal and

professional development in such sectors as education, industry, art and

business. According to Daresh, a mentor is a teacher, guide, counsellor, positive

role model, wise and experienced supervisor (Daresh, 2015). Mentoring can be

applied in many different forms. The mentoring relationship can be formal,

informal, short-term or long-term. Mentoring, as a learning partnership, is one of

the most effective ways to transfer skills and to provide people the opportunity to

learn needed skills that allow them to function at a more senior level. It provides

workplace learning in a less stressful environment.

 28

The duty of master teachers. According to Arellano et al (2015) the

Department of Education and Civil Service Commission summarize the duties

and responsibilities of master teachers. Some of these responsibilities include

the following: mentor co-teachers in content and skills difficulties; guide co-

teachers in the performance of duties and responsibilities; assist the co-teachers

in designing capacity development programs for teachers; provide technical

assistance to teachers to improve their competencies; lead the co-teacher in the

preparation of instructional materials to check; improve and prepare sample

lesson plans for the assigned grade/subject area; help identify potential

demonstration teachers; and give demonstration to new/striving teachers. As to

synthesis, the performance of duties and responsibilities among the facilitators of

learning has to be given emphasis thereby giving them the voice in key

decisions.

Archibong (2017), in terms of the instructional materials, master teachers

could assist their mentees to develop teaching aides and help them in the

validation. Master teachers as an instructional leader find ways to help/assist

teachers in carrying out their duties and responsibilities in facilitating student

learning through functional lesson plans of activities and appropriate, adequate

and updated instructional materials. He further stressed that when instruction is

supervised, the purpose of making the teaching and learning better for the

learner is carried out. This was supported by Gabriel (2015) when he said that

school heads ensure staff member feel supported while increasing their

knowledge of best teaching practices and student achievement. According to

 29

Umaru (2018), when mentees are encouraged and guided by their mentors in

producing IMs that possess characteristics of visibility.

Synthesis

The scholastic performance among the learners in the learning of core

subject areas has enabled the facilitators of learning to employ differentiated

instructions and strategies in order to guarantee positive results in the teaching-

learning process. This has also provided wide and clear ideas relative to

learners’ scholastic aptitude and affective dispositions in the learning of the core

subject areas thereby maintaining teachers’ instructional competence through

mentoring. On the other hand, the research literature had backed up the aims of

this research endeavor. The cited studies had revealed various experienced

teachers’ successes in mentoring teachers and their instructional competence

and how these greatly affected overall learner performance.

RELATED STUDIES

This section presents a progression of studies that deal with a thorough

investigation. This is a basic part of this evaluation to enable the researcher to to

date data about teachers’ mentoring skills regarding the context of the core

subjects in various dimensions.

Foreign

The necessary foreign studies are duly presented in this part that focus on

the very core of the study. Foreign studies are in line with the progression of

writing that need to be thoroughly investigated.

 30

On mentoring of teachers. In the extant literature, new information and

skills, development in the learning of core subjects, and improvement of work

performance are also emphasized as important proceeds of serving as mentors

to others (Eby & Lockwood, 2015; Kram, 2015; Mullen & Noe, 2017; Reich,

2016). In her comprehensive study, Dukess (2015) concluded that serving as a

mentor might help teachers in several ways. Results of her study show that

master teachers who serve as a mentor become more reflective and critical

about their own practices, have a public recognition of success, have a deep

understanding of teaching and learning, effectively communicate with their staff,

and grow personally and professionally.

Ehrich, Hansford, and Tennet (2018) cite the benefits of mentoring

process in terms of mentors as self-reflection, personal satisfaction, professional

development, and networking. In their study, Hansford and Ehrich (2016)

similarly showed that networking, collegiality, support and high levels of trust are

the most identified gains of mentorship for practicing principal serving as

mentors. Lastly, Bush and Coleman (2015) indicated that the mentoring

experiences provided the mentors with improved problem-solving skills, valuable

insight into current practice in schools, gaining knowledge about different

approaches of school leadership, and being able to discuss professional topics

with colleagues.

Schlechty, P. C. (2017) concluded in their study that the collection of

articles in this issue addresses the notion of well-being of educators in different

geographical locations and in a variety of educational contexts. The range of

 31

papers included here is indicative of a circle of support where at different levels

of education, professionals are able (through mentoring and coaching) to support

the development of others and to facilitate the well-being of peers, colleagues

and students. Our hope is that this special issue will serve as a guide for

academics, policymakers and practitioners in their quest to find answers about

the benefits, challenges and implications of using mentorship and coaching

programs and initiatives to promote educator well-being and flourishing in their

respective milieu.

Research also points to the impact of mentoring on the developing

capabilities of beginning teachers in view of the core subjects, most notably their

behavior and classroom management skills and ability to manage their time and

workloads (e.g. Lindgren, 2015; Malderez, Hobson, Tracey, & Kerr, 2017; Moor

et al., 2015). More generally, mentors have been found to play an important role

in the socialization of novice teachers, helping them to adapt to the norms,

standards and expectations associated with teaching in general and with specific

schools. Jones, M. K. & Larwin, K. H. (2015) found out that many mentors derive

satisfaction and pride from undertaking the mentor role, especially through

seeing their mentees succeed and progress and noticing evidence of their own

impact on mentees’ development and their teaching (Beck & Kosnick, 2015;

Hagger & McIntyre, 2016). It has also been found that mentoring can lead to a

consolidation of mentors’ teacher identity and professional status and an

increase their self-worth, resulting from the responsibility involved and a

correspondingly enhanced recognition in the professional community (Bodoczky

 32

& Malderez, 2015; Wright & Bottery, 2015), while some mentors have talked

about a ‘revitalization of their enthusiasm for teaching’ (Moor et al., 2015),

becoming ‘re-energized’ or ‘reengaged’ with the profession (Hobson et al., 2017)

and being more committed to teaching.

Local

This part highlights the underlying local studies that create an impact to

the development of the study where thorough investigation of the domains needs

to be boosted for the attainment of the very objectives of the study.

Playko, M. A. (2015) found out in their studies at Ilo-ilo that mentor-

mentee approach is a best method to help DepEd teachers in doing core-related

activities in term of conducting skill-building assessments. The experimental

study found out that the group of teachers who were mentored regarding the

subjects carried out tasks efficiently. They came up with a complete, approved

and implemented training programs compared to the group who were taught

using lectures but were left on their own with minimal guidance.

Cachula, et al. (2018) found out in their study that cooperating teachers

perceived they greatly mentored student-teachers in terms of personal attributes,

system requirements, pedagogical knowledge, modeling, and feedback which

were validated by the student-teachers except in the area of system

requirements wherein they were mentored moderately. The study concluded that

the cooperating teachers mentored to a great extent the student-teachers.

Provision of continuing professional education for cooperating teachers to enrich

 33

their skills on mentoring teachers relative to the core subject areas were

recommended.

Atienza, M. (2016) found out in their study at Quezon city that teacher

mentoring greatly uplifts teachers’ competence and work performance solely fpr

the core subjects however the quality of mentoring output was also dependent on

the competence of the mentors. Not only that their development is affected but

also their attitude towards mentoring. Teachers assigned to quality mentors

manifested positive attitude towards mentoring while teachers with less

competent mentors exclaimed it as waste of time. This study recommended that

mentors should undergo intensive training, self-studying regarding the context of

the core subject areas.

Synthesis

The reviewed pieces of conceptual and research literature have provided

well – founded ideas and insights which are very useful in objectively interpreting

the pertinent data gathered which provide answers to the problems considered in

this study. The conceptual literature, specifically provide wide and clear ideas

relative to learners scholastic aptitude and affective dispositions in the learning of

the core subject areas thereby maintaining teachers’ instructional competence

through mentoring. On the other hand, the research literature backs – up the

aims of this research endeavor. Reviewed studies have given insights and vivid

understanding of the experienced teachers’ mentoring skills in terms of skills

enhancement and core approaches in terms of adaptive approach, decisive

 34

approach and triage approach. The cited studies revealed various experienced

teachers’ successes in mentoring teachers and their instructional competence

and how these greatly affected overall learner performance.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presented the research methodology that gives due credit to

the study that is thoroughly conducted for the salient features which are highly

needed in the delivery of instructions in the process of learning.

This research study employed the descriptive-correlation method using

the structured questionnaire based on the speculative framework of the study.

This method merely described variables and even assessed the correlation

between attitude and scholastic performance of Grade six pupils of San

Francisco District relative to the learners’ scholastic aptitude and affective

 35

dispositions in the identified core subject areas during the School Year 2022-

2023 as basis for an intervention plan.

METHOD

This part presented the method that was employed in dealing with the

nature of the study. To investigate the relationship of the identified variables and

to provide a comprehensive solution to the problem, the descriptive-correlation

method was employed.

The questionnaire was the main instrument in obtaining the needed

information wherein the content had been modified and adopted from the Attitude

towards core subjects from Tapia (1996). Statistical tools such as Simple

Statistics, Weighted means and Chi-square test of relationship were used to treat

the data.

FLOW OF THE STUDY

This part gave emphasis on the flow of the study where the input, process

and the output of the study were also presented for one’s perusal. The schema in

Figure 2 illustrated the flow of the study that served as the very basis in

conducting this research.

Input

The input of the study included the profile of the respondents by identifying

their final grade in core subjects and by determining their scholastic performance.
 36

This also included the finding of the level of students’ attitude towards core

subjects with different scholastic performance.

Process

The process of the study focused on the use of descriptive-correlation

method, the use of questionnaire and statistical analysis of data and

interpretation of data. Such results were consolidated so as to get a bird’s eye

view on the very detail of the research study.

Output

The output of the study had been based on the result that would help in

establishing positive attitude for core subjects among learners for better

performance which had something to do with an intervention plan.

INPUT PROCESS OUTPUT

Profile of the scholastic

performance of the learners
during the first and second
quarter in the core subject areas-
Descriptive-
English, Science, Mathematics
and Social Studies Correlation
Method

Level of learners’ affective

disposition towards core subject
areas as to self-confidence,
perceived value, satisfaction and Intervention Plan
Gathering
motivation

Challenges encountered by the

teachers relative to the learners’
Analysis
scholastic performance and their
affective disposition in the core
subject areas
 37

Figure 2: Schematic Diagram of the Flow of the Study

ENVIRONMENT

This part presented the environment of the research study where the

locale highlights the very scope of the study as represented by the identified

elementary school of San Francisco District.

This study was conducted at Union Elementary School of San Francisco

District, San Francisco, Cebu, for School Year 2022-2023. It is under the Division

of Cebu Province which is located about 98 km southwest of Cebu City. The

respondents of this study were the one hundred thirty (130) pupils of the

mentioned school along with the 10 teachers of the same school.

 38

The Municipality of San Francisco is a 3rd class municipality with 15

barangays forming part of the Camotes group of islands. It is located east of

Cebu and west of Leyte and can be travelled by ship via Danao City or by Ocean

Jet Ferry via Pier 1, Cebu City for two (2) hours more or less.

Furthermore, the Municipality of San Francisco has a total land area of

10,596.8753 hectares which occupy 2.08% of Cebu Province’s total land area

(508,8839 ha) as per records on file (CLUP Document, 1998). It is located within

the geographical coordinates of around 100 37’ to 100 43’ 10’’ north and 1240 24’

40’’ to 1240 29’ 4’’ East.

 39

MAP OF SAN FRANCISCO

Figure 3: Map of the Research Environment

 40

The elementary school was Union Elementary School. The location map is

shown in Figure 3 as indicated above for one’s perusal.

RESPONDENTS

This part disclosed the target number of respondents for the progression

of the study. The respondents of the study had played a very significant role in

the delivery of instructions as regards knowing the salient features of the study.

A thorough presentation of the population data is shown in table 1.

The participants of the study were the one hundred thirty-five (130) pupils

including the identified ten (10) teachers of Union Elementary School, San

Francisco District, Division of Cebu Province for School Year 2022-2023 who

were randomly chosen as reflected in table 1.

As reflected in the table, 130 learners were taken as pupil-respondents.

Table 1

Distribution of the Respondents (Pupil-Respondents n=130)

(Teacher-Respondents n=10)

Respondents No. of Respondents (f) Percentage (%)

Learners 130 92.86%
Teachers 10 7.14%
Total 140 100.00%
As

The respondents of the study were randomly chosen to deal with the

conduct of the study at Union Elementary School. The teacher-respondents of

this study were the 10 teachers who have been handling core subject areas for a

number of school years now. They comprised the 7.14 percent of the total
 41

respondents. The learner-respondents of this study were one hundred thirty

(130) learners for the School Year 2022-2023 who comprised the 92.86% of the

total respondents. The total respondents of the study reached to 140 (100.00%).

INSTRUMENT

This part had given due consideration to the main instrument that had in it

the areas in affective domains. The instrument was one important part that could

develop the concepts highlighting the study.

Formulation

The formulation of the main instrument used in this study was a structured

questionnaire developed by Tapia (1996). This consists of 40 items distributed

into developed four areas in affective domain related to attitudes towards the

subject.

Part I of the questionnaire focused on the scholastic performance of the

learners in the core subjects based on the first and second quarters.

Part II of the questionnaire collected the data as regards the affective

dispositions among the learners towards core subject areas: self-confidence,

value, enjoyment and motivation. In terms of scoring procedure, a four-point

scale was followed with a given equivalent for quantification.

Part III highlighted the challenges encountered by the teachers in this

endeavor with the aid of the questionnaires used and utilized by the experts.
 42

Scoring

This part focused on the scoring procedures that guaranteed the concepts

governing the study as part and parcel in mining data pertaining to the very core

of the study. The scoring used was the adopted scoring from DepEd Order No. 8

series of 2015.

The items were stated in a Likert-type scale wherein the respondents

indicated their chosen answers by placing a check mark in the space provided for

each item.

Part I of the questionnaire of learner/teacher-respondents utilized

frequency table and expressed the responses in simple percentage. It answered

sub-problem number 1 as regards the learners’ scholastic performance during

the first and second quarters for the School Year 2022-2023 in the different core

subject areas.

Part II of the questionnaire highlighted the level of learners’ affective

dispositions towards core subject areas as to self-confidence, perceived value,

satisfaction and motivation. In determining the scholastic performance of the

respondents, the numerical and descriptive rating of the evaluation procedure

were considered. The level of pupils’ attitude towards core subjects were

identified by using the 4-likert scale:

 43

Weight Range Category/Scale Verbal Description

4 3.25-4.00 Strongly Agree (SA) Pupil’s feeling

strongly agree to the given statement
3 2.50-3.24 Agree (A) Pupil’s feeling
agree to the given statement
2 1.75-2.49 Disagree (D) Pupil’s feeling
disagree to the given statement
1 1.00-1.74 Strongly disagree (DA) Pupil’s feeling
strongly agree to the given statement

Part III highlighted the challenges encountered by the teachers in this

endeavor with the aid of the questionnaires used and utilized by the experts. It

answered the sub-problem that focused on the teachers’ perceptions and

assessments as regards the challenges they encountered in the teaching of core

subject areas among learners. This utilized simple statistics (frequency and

percentage) and weighted mean to deal with equivalent verbal descriptions.

PROCEDURE

This section presented the procedure that needs to be undertaken in the

context of the research. This needs to be adhered to so as to guarantee a

smooth and an orderly conduct of the research.

Data Gathering
 44

This part presented the data gathering procedures that need to be

adhered to by the researcher. Pre-requisites relative to the conduct of the study

were given further consideration.

The truest meaning of professional etiquette was definitely observed

during the conduct of this study. This was meant to establish rapport among the

research respondents.

In the gathering of data, the researcher asked permission from the

Schools Division Superintendent through the Public Schools District Supervisor

and School Head to conduct a study among elementary graders who were taking

up core subjects for the school year. When the consent was approved, then the

questionnaires were distributed to the learner-respondents. It is at this point that

the respondents’ responses were held with utmost confidentiality.

Statistical Treatment

This part employed the appropriate statistical tools that were in conformity

with the underlying contexts of the study. Simple statistics, weighted mean and

chi-square statistics formed part in the progress of the study.

Part I of the questionnaire of learner/teacher-respondents utilized

frequency table and expressed the responses in simple percentage. It answered

sub-problem number 1 as regards the learners’ scholastic performance during

the first and second quarters for the School Year 2022-2023 in the different core

subject areas.
 45

Part II of the questionnaire highlighted the level of learners’ affective

dispositions towards core subject areas as to self-confidence, perceived value,

satisfaction and motivation. In determining the scholastic performance of the

respondents, the numerical and descriptive rating of the evaluation procedure

were considered. The level of pupils’ attitude towards core subjects were

identified by using the 4-likert scale.

Part III highlighted the challenges encountered by the teachers in this

endeavor with the aid of the questionnaires used and utilized by the experts. It

answered the sub-problem that focused on the teachers’ perceptions and

assessments as regards the challenges they encountered in the teaching of core

subject areas among learners. This utilized simple statistics (frequency and

percentage) and weighted mean to deal with equivalent verbal descriptions.

Test of significance was performed to deal with paired variables

specifically the relationship between the learners’ scholastic performance and the

level of affective dispositions using chi-square test of relationship at 0.05 level of

significance a degree of freedom of 6.

ETHICAL CONSIDERATIONS

In the conduct of the study, ethical considerations have to be logically

considered in terms of seeing to it that rights, dignity and well-being of the

respondents are strictly adhered to.

 46

The principles of voluntary participation, informed consent, confidentiality

and privacy, minimizing harm and compliance with the regulations and guidelines

were given further emphasis in the conduct of the study.

Voluntary Participation

Participation in this research was voluntary in nature, and this highlighted

the importance of participants’ autonomy and freedom of choice. Participants

were not coerced or pressured in terms of dealing with the research activity.

They voluntarily consented and volunteered in the actual taking part in the study

without any form of undue influence.

Informed Consent

Participants were fully informed about the nature, purpose and potential

risks of this research before they agreed to participate. They were aware of their

right to withdraw from the study at any time. By upholding the principle of

informed consent, the research demonstrated respect for participants’ autonomy

and dignity, fostering a relationship built on trust and transparency throughout the

research process.

Confidentiality and Privacy

The researcher ensured that participants’ personal information was kept

confidential and that their privacy is protected under Data Privacy Act (RA 10173,
 47

2012). Data and other important information were kept confidential whenever

possible to prevent identification of individual participants.

Minimizing Harm

The researcher minimized any potential physical, emotional or

psychological harm to participants. This included avoiding unnecessary risks and

providing appropriate support if participants experience distress. By adhering to

the principle of minimizing harm, the researcher demonstrated her commitment

to upholding the ethical standards of research and ensuring that participants’

well-being remains paramount throughout the conduct of the study. This fosters a

trusting and respectful relationship between researchers and participants,

ultimately contributing to the credibility and integrity of the research endeavor.

Compliance with Regulations and Guidelines

The researcher adhered to relevant laws, regulations and ethical

guidelines governing research in the field, such as those set forth by Institutional

Review Boards (IRBs) or ethics committee. By adhering to regulations and

guidelines, the teacher-researcher demonstrated her commitment to upholding

ethical standards protecting the rights and welfare of the participants and

maintain the credibility and integrity of the research enterprise. Compliance also
 48

helped foster public trust in research and ensured that research findings are

valid, reliable and ethically obtained.

CHAPTER 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter included the presentation, analysis and interpretation of data

gathered from the respondents, which have led to the answers of this study. The

first part focused on the scholastic performance of the learners in the core

subjects based on the first and second quarters. The second part collected the

data as regards the affective dispositions among the learners towards core

subject areas: self-confidence, value, enjoyment and motivation. In terms of

scoring procedure, a four-point scale was followed with a given equivalent for

quantification and the third part highlighted the challenges encountered by the

teachers in this endeavor with the aid of the questionnaires used and utilized by

the experts. Test of significance was performed to deal with paired variables

specifically the relationship between the learners’ scholastic performance and the

level of affective dispositions using chi-square test of relationship at 0.05 level of

significance a degree of freedom of 6. This formed part in the presentation of an

 49

intervention plan which could be of help in terms of making learners engaged and

motivated in the teaching-learning process.

PROFILE OF THE SCHOLASTIC PERFORMANCE OF THE LEARNERS

DURING THE FIRST AND SECOND QUARTER IN THE CORE SUBJECT

AREAS- ENGLISH, SCIENCE, MATHEMATICS AND SOCIAL STUDIES

This section presented the profile of the respondents through the data

gathered from the office of the Guidance Teacher-Designate utilizing the first and

second quarter grades in core subjects of the graders who passed the subjects

for the reporting school year. There were one hundred thirty learners who were

the subjects of the study.

Scholastic performance also known as academic performance has a great

influence on learners’ self-esteem, motivation, and perseverance in higher

education. In this study, scholastic performance is being referred to as the

respondents’ success or completion in core subjects based on the numerical and

descriptive rating of their final grades in core subjects.

Table 2

Profile of the Learners’ Scholastic Performance during the First and Second
Quarters in the Core Subject Areas- English, Science, Mathematics and Social
Studies

No. of First Quarter Second Quarter

Learners Frequency Percentage Frequency Percentage
English
130 75 57.69 55 42.31
Science
130 70 53.85 60 46.15
Mathematics
 50

130 55 42.31 75 57.69

Social Studies
130 88 67.69 42 32.31
Table 2 shows the learners’ scholastic performance during the first and

second quarter in the core subject areas- English, Science, Mathematics and

Social Studies. As reflected, out of 130 learners, 75 learners or 57.69 percent

passed for quarter 1 in English and lowered down to 55 (42.31%) for Quarter 2

as regards the passing percentage. It only goes to show that learners have to be

more adept a grammatical constructions thereby dealing with the basics of

grammar as explained by Karjanto (2015). When it comes to Science as one

core subject area, 70 (53.85%) got the commendable scholastic aptitude

(passed) for Quarter 1 and reached to 60 (46.15%) of the learners passed during

quarter 2. This manifested learners’ inconsistencies as regards the attainment of

scholastic aptitude in Science thus, teachers have to be more adept at making

learners engaged and motivated in the teaching-learning process. As to

Mathematics achievement, 55 out of 130 (42.31%) passed during the quarter 1

which reached to 75 (57.69%) out of 130 learners got the commendable rating

for Quarter 2. For Social Studies, 88 (67.69%) out of 130 learners passed during

quarter 1 and 42 (32.31%) of the learners passed during quarter 2.

This implies that learners have shown a highly commendable performance

as to development of learners’ performance. As explained by Colgan (2014),

there is a need to ensure maximum utilization of resources so as to develop

competence among learners in the different core subject areas.

Table 3
 51

Scholastic Performance of the Learners after taking the Average Performance

for the First and Second Quarters of the Core Subject Areas

Performance Frequency Percent

Outstanding 37 28.46%
Very Satisfactory 65 50.00%
Satisfactory 21 16.15%
Fairly Satisfactory 7 5.39%
Total 130 100.00%
On the average, the learners were clustered along the very satisfactory

(50.00%) level of performance. Only about 37 of the 130 learners or 28.46%

were at the outstanding level. The lowest among them are the 7 (5.39%) who

were at the fairly satisfactory level.

LEVEL OF LEARNERS' AFFECTIVE DISPOSITION TOWARDS CORE

SUBJECTS AS TO SELF-CONFIDENCE, PERCEIVED VALUE,

SATISFACTION AND MOTIVATION

Learners' attitudes toward core subjects have been known to influence

learners' participation, engagement, and achievement in core subjects. A variety

of instruments have been developed to measure learners' attitudes toward the

discipline. The Attitude towards Core Subjects Inventory by Martha Tapia (1996)

cited from Karjanto (2015) was used in this study.

Furthermore, Tapia and March II (2002) claimed that ATMI also holds for

learners upon its administration to American Universities. According to Lindt &

Miller (2014) ATMI can be a viable scale to measure learners’ attitudes toward

core subjects in any context. Majeed, Darmawan & Lynch (2013) is one of a few

that evaluate the ATMI for an Australian sample, their validation provided

evidence that ATMI can be a viable scale to measure students' attitudes. Thus,
 52

this study utilized this instrument for measuring learners' attitudes toward core

subjects.

The adopted ATMI consisted of forty questions which consisted of four

domains: Motivation, Satisfaction, Value and Self-Confidence. There are five (5)

questions corresponding to the Motivation domain, ten (10) questions measuring

each domain of Enjoyment and Value and fifteen (15) questions for the Self –

confidence domain. The extent of learner's feelings towards each statement is

determined using the four (4) point scale: strongly agree (4); agree (3); disagree

(2); strongly disagree (1).

Self – Confidence

This section discussed self-confidence in core subjects that refers to

learners' self-belief about their ability to do core subjects or learn core concepts.

This further discussed the nature of the affective disposition utilizing weighted

mean with corresponding descriptions.

Table 4

Learners’ Affective Disposition towards Core Subjects as to Self-Confidence

Indicator Weighte Interpretation

d Mean
Core subjects are my favorite subjects. 2.49 D
My mind functions and able to think clearly when working 2.80 A
with core subjects.
Studying core subjects does not make me feel nervous. 2.42 D
Core subjects make me feel comfortable. 2.37 D
I am always not under in a terrible strain in core classes. 2.70 A
When I hear the word core, I don’t have a feeling of 2.40 D
dislike.
It makes me not nervous to think about having to do 2.44 D
 53

activities that have something to do with core subjects.

Core subjects do not scare me at all. 2.36 D
I have a lot of self-confidence when it comes to core 2.26 D
subjects.
I am able to solve core-related problems without too 2.50 A
much difficulty.
I expect to do fairly well in any core classes I take. 2.43 D
I am not confused in my core subjects class. 2.43 D
I feel sense of security when attempting core subjects. 2.30 D
I learn core subjects easily. 2.48 D
I believe I am good at solving core problems. 2.30 D
General Mean 2.31 D

Legend:

Weight Range Category/Interpretation

4 3.25-4.00 Strongly Agree (SA)
3 2.50-3.24 Agree (A)
2 1.75-2.49 Disagree (D)
1 1.00-1.74 Strongly Disagree (SD)

Table 4 highlights the affective disposition of the learners towards core

subjects as to self-confidence. The general mean reached to 2.31 (Disagree) as

per respondents’ interpretation. This could mean emphasis on the nature of

being consistent as to employment of strategies and differentiated instructions so

as to arouse the interest and boost the confidence of the learners in the teaching-

learning process. Indicator 1(Core subjects are my favorite subjects) garnered

2.49 mean with verbal interpretation Disagree, indicator 2 (My mind functions and

able to think clearly when working with core subjects) got 2.80 weighted mean

interpreted Agree as regards participants’ assessment, indicator 3 (studying core

subjects does not make me feel nervous) got the computed mean of 2.42

(Disagree), indicator 4 (Core subjects make me feel comfortable) got the mean of

2.37 (Disagree), indicator 5 (I am always not under in a terrible strain in core

 54

classes) garnered the weighted mean of 2.70 (Agree), indicator 6 (When I hear

the word core, I don’t have a feeling of dislike) had 2.40 mean (Disagree),

indicator 7 (It makes me not nervous to think about having to do activities that

have something to do with core subjects) received 2.44 weighted mean

(Disagree), indicator 8 (Core subjects do not scare me at all) got 2.36 weighted

mean (Disagree), indicator 9 (I have a lot of self-confidence when it comes to

core subjects) obtained 2.26 mean (Disagree), indicator 10 (I am able to solve

core-related problems without too much difficulty) had 2.50 weighted mean

(Agree), indicator 11 (I expect to do fairly well in any core classes I take)

obtained 2.43 weighted mean (Disagree), indicator 12 (I am not confused in my

core subjects class) received 2.43 weighted mean (Disagree), indicator 13 (I feel

a sense of security when attempting core subjects) with 2.30 weighted mean

(Disagree), indicator 14 (I learn core subjects easily) had the corresponding

mean of 2.48 (Disagree) and indicator 15 (I believe I am good at solving core

problems) with 2.30 weighted mean (Disagree). These could be affirmed as an

implication that most of the indicators were interpreted Disagree on the

participants’ perceptions thereby making it to the point that the learners are in

further search for knowledge in terms of maximizing their full potentials in the

different core subject areas- something that could boost the confidence of the

learners.

As explained by Sinay (2016), teachers have to be adept at enhancing

learners’ potentials in the different core subjects as this could boost one’s

confidence in the delivery of instructions as far as the employment of

 55

differentiated activities and skill-building assessments is concerned. If the

teachers want to produce competent learners then they should have the edge

over the others in terms of curriculum instruction as they are the ones grooming

learners to become future professionals.

Perceived Value

This section discussed value as a worthwhile and necessary domain of

learning having a desire to develop skills in core subjects and appreciating its

value in everyday life and education beyond school. Table 5 shows learners’

perceived value of core subjects.

Table 5

Learners’ Affective Disposition towards Core Subjects as to Perceived Value

Indicator Weighte Interpretation

d Mean
Core subjects are very worthwhile and necessary 2.83 A
subjects.
I want to develop my core skills. 2.87 A
Core subjects help develop the mind and teach a person 2.91 A
to think.
Core subjects are important in everyday life. 2.78 A
Core subjects are important subjects for people to study. 2.75 A
Core subjects would be very helpful in my field of 2.83 A
specialization.
I can think of many ways that apply core-related 2.80 A
concepts outside of school.
I think studying core subjects is useful. 2.92 A
I believe studying core subjects helps me with problem 2.89 A
solving in other areas.
A strong core background could help me in my 2.86 A
professional life.
General Mean 2.84 A

Legend:

Weight Range Category/Interpretation

 56

4 3.25-4.00 Strongly Agree (SA)

3 2.50-3.24 Agree (A)
2 1.75-2.49 Disagree (D)
1 1.00-1.74 Strongly Disagree (SD)

Table 5 presents the learners’ affective dispositions towards core subject

as to perceived value. As indicated, 2.84 is the overall computed mean- one

could decipher that the target respondents have agreed things as common

understanding with regard to the learning of core subjects.

Of all the indicators, indicator 9 (I believe studying core subjects helps me

with problem solving in other areas) garnered the highest mean of 2.89 and this

had been one manifestation that the learners have been firm as regards their

capacity in terms of dealing with problem solving activities through the salient

features of core subject areas. The indicator with the lowest mean is indicator 7 (I

can think of many ways that apply core-related concepts outside of school with

2.80 weighted mean though interpreted agreeable. As underscored by Playko

(2015), such learners need to get immersed on the different performance-based

activities as these are pivotal in the teaching of core subject areas where the

need to attain learning competencies is of utmost concern on the part of the

facilitators of learning. The learners in this premise have to deliberated

understanding on the very importance of perceiving value as potent tool in the

delivery of instructions on the part of the teachers. This implies that teachers

must be innovative and resourceful enough in dealing with the localization and

contextualization of learning materials considering that the teaching of core

subject areas demand resources in order to meet the required learning

 57

competencies for the subject for the reporting quarter. If only the learners could

further develop and maximize potentials then it would be very interesting to

present structures of learning where core subject areas are of utmost importance

in the holistic development among the leaners having diverse orientations.

This further implies the need to strengthen the perceived value of core

subjects and making core meaningful by making connections and critically think

about the world around them (Hefty, 2015) and by allowing learners to core the

world around them (Barwell, 2011). To allow learners to perceive the importance

of core in everyday living as well as to inculcate them the essence of studying the

subject, promoting problem – solving could be initiated by the teacher (Sinay, E,

& Nahornick, A., 2016) through presenting complex and rich problems allowing

for multiple entry points, different approaches, scaffolding, and engagement

without imposed procedural steps (Suurtamm, Quigley, & Lazarus, 2015).

Satisfaction

This section discussed satisfaction in core subjects that means the

challenge of solving new problems, the comfort level in participating the

discussion in core subjects and feeling of happiness in the core classroom. Table

6 shows Learners’ Satisfaction towards Core Subjects. This could assimilate

understanding and response pertaining to philosophical underpinnings where

teachers and learners should have a thorough agreement and structure in the

exigency of service.

Table 6
 58

Learners’ Affective Disposition towards Core Subjects as to Satisfaction

Indicator Weighte Interpretation

d Mean
I get a great deal of satisfaction out of solving a core- 2.62 A
related problem.
I have usually enjoyed studying core subjects in school. 2.41 D
Core subjects are not dull and boring. 2.53 A
I like to solve new problems in core course. 2.45 D
I would prefer to do an assignment in core than to write 2.36 D
an essay.
I really like core subjects. 2.41 D
I am happier in a core class than in any other class. 2.36 D
Core subjects are very interesting subjects. 2.75 A
I am comfortable expressing my own ideas on how to 2.26 D
look for solutions to a difficult problem in core subjects.
I am comfortable answering questions in core subject 2.30 D
areas.
General Mean 2.44 D

Legend:

Weight Range Category/Interpretation

4 3.25-4.00 Strongly Agree (SA)
3 2.50-3.24 Agree (A)
2 1.75-2.49 Disagree (D)
1 1.00-1.74 Strongly Disagree (SD)

Table 6 presents the learners’ affective dispositions towards core subject

as to satisfaction. As observed, 2.44 (Disagree) is the overall computed mean-

one manifestation that learners tend to deviate from the need of making core

subjects their way of life as to introduction of real-life situations thereby

expressing ideas pertaining to appropriate solutions to difficult problems in core

subjects. When it comes to the presented indicators, two of the indicators

garnered the same weighted mean 2.41, to wit: indicator 2 (I have usually

enjoyed studying core subjects in school) and indicator 6 (I really like core

subjects) respectively- this implies that learners have common understanding as

to the way they perceived things highlighting core subject areas. They still have
 59

to diligently deliberate understanding on the salient points of lessons in core

subjects for them to be more satisfied with what they shall be reaping in the

teaching-learning process.

Thus, it is of vital importance to help these learners to get satisfied with

core subjects by making core fun and by using technology in teaching and

learning core subjects. This can be done by using games, apps, TV programs,

and books to make core fun (Colgan, 2014) and allow the use of physical

movements in the classroom (Rittle – Johnson & Jordan, 2016) cited from (Sinay,

E., & Nahornick, A., 2016).

Motivation

This section discussed motivation that refers to willingness to pursue core

subjects beyond the compulsory level which further includes the extended effort

a student exerted to learn core lessons. Table 7 shows learner’s motivation

towards core subjects. This could also demonstrate understanding and response

pertaining to philosophical underpinnings where teachers and learners should

have a thorough agreement and structure in the exigency of service.

Table 7

Learners’ Affective Disposition towards Core Subjects as to Motivation

Indicator Weighte Interpretation

d Mean
I am confident that I could learn core concepts. 2.08 D
I would not avoid using core subjects in the elementary 2.20 D
level.
I am willing to take more than the required amount of 2.05 D
core subjects.
 60

I plan to take as much core subjects as I can during my 2.14 D

education journey.
The challenges of core subjects appeal to me. 2.27 D
General Mean 2.15 D

Legend:

Weight Range Category/Interpretation

4 3.25-4.00 Strongly Agree (SA)

3 2.50-3.24 Agree (A)
2 1.75-2.49 Disagree (D)
1 1.00-1.74 Strongly Disagree (DA)

Table 7 presents the learners’ affective dispositions towards core subject

as to motivation. 2.15 (Disagree) is the overall computed mean of the specific

affective disposition among learners implying that learners have to be given

attention as they could not manifest intrinsic motivation in the learning of core

subject areas. In here, teachers have to be versatile enough in employing

interventions which they see are sound and effective in the delivery of the

lessons and this could mean inviting on the part of the learners to remain

engaged and motivated in the subject areas. While speaking to the presented

indicators, one indicator garnered the lowest mean of 2.05- indicator 3 (I am

willing to take more than the required amount of core subjects)- this would imply

that the respondents tend to disagree as regards taking more than the required

amount of core subjects. In as much as the teachers wanted to develop learners’

skills in the area but the learners could not be that adept at making themselves

available in whatever undertaking conducted in the areas.

 61

This further implies the need to encourage learners to pursue core

subjects beyond the compulsory level by setting high expectations and by

allowing creativity in core subjects through setting high expectations in core

subjects for all learners and provide challenging and stimulating courses and

classroom environments (NCTM, 2011). Allow time for students to be creative

(Burns, 1992) and give opportunities to students to work on problems that require

resourcefulness and creativity (Pehkonen. 1997) cited from (Sinay, E., &

Nahornick, A., 2016).

SIGNIFICANT RELATIONSHIP BETWEEN THE LEARNERS SCHOLASTIC

PERFORMANCE AND THEIR LEVEL OF AFFECTIVE DISPOSITION

The most important factor in this study is to determine the significant

relationship between the scholastic performance of the learners and their level of

affective dispositions which provides evidence for or against the hypothesis

proposed in this study.

The relationship between the learners’ scholastic performance and their

level of affective disposition was tested using the chi-square test of relationship

at 0.05 level of significance with a degree of freedom of 6. There were only three

(3) columns and four (4) rows due to zero entries.

Table 8 presented the results of the test of relationship between the paired

variables indicated. The test gave positive results.

 62

Table 8

Significant Relationship between the Learners’ Scholastic Performance and their

Level of Affective Disposition

Paired Variables df Computed Critical Decision

Chi-square Value
Learners’ Scholastic 6 171.62 12.59 Reject Ho
Performance and Significant
Level of Affective
Disposition

Level of Significance=0.05

The test showed that the chi-square value is greater than the critical value

at 0.05 level of significance since the computed value of 171.62 is greater than

the critical value of 12.59 at the chosen probability level. This means that the

scholastic performance of the learners is related with their level of affective

disposition. This implies that their affective disposition becomes favorable as

their scholastic performance improves.

CHALLENGES ENCOUNTERED BY THE TEACHERS RELATIVE TO THE

LEARNERS’ SCHOLASTIC PERFORMANCE AND THEIR AFFECTIVE

DISPOSITION IN THE CORE SUBJECT AREAS

This study sought to discover and point out difficulties encountered by the

teachers in the teaching of core subject areas among learners. This further

assessed teachers as regards their competence in the teaching of the subjects

thereby exploring the possible hurdles in the delivery of instructions.

Challenges encountered by the Teachers relative to the Learners’ Scholastic

Performance and their Affective Disposition in the Core Subject Areas
 63

Table 9 showed the challenges that the teachers may have encountered

in the teaching of core subject areas as highlighted in the learners’ scholastic

performance and affective disposition.

Table 9

Challenges encountered by the Teachers relative to the Learners’ Scholastic

Performance and their Affective Disposition in the Core Subject Areas

Indicators/Challenges Challenge Not a Challenge

f % f %
Teaching core subjects 7 70% 3 30%
demand mechanisms that
allow for the development of a
shared vision, mission and
goals that reflect the
aspirations and thrusts of the
entire school community.
The teachers need to monitor 7 70% 3 30%
learners’ performances in the
teaching of core subjects
using appropriate tools to
ensure the holistic growth and
development of the learners
and the community.

Core subjects enable the 2 20% 8 80%

teachers to employ
differentiated instructions for
the learners to remain
engaged and motivated in the
 64

teaching-learning process.
The teachers participate in the 3 30% 7 70%
context of developing and
mentoring the learners’
awareness thereby sharing in
the attainment of individual
and collective competencies.
The learners are having a 2 20% 8 80%
hard time dealing with skill-
building exercises as the
teachers are dealing with real-
life situations in the learning of
core subject areas
The teachers review and 2 20% 8 80%
improve appropriate
assessment tools and ensure
that assessment results are
contextualized to learner and
local situation and the
attainment of relevant life
skills.
Teaching core subject areas 6 60% 4 40%
requires the implementation of
appropriate teaching-learning
support systems that
contribute to the
developmental needs of
diverse learners.
The teachers are designing 2 20% 8 80%
differentiated strategies to
measure desired learning
outcomes.
Provision of technical 1 10% 9 90%
assistance among the
teachers is one activity that
has to be given priority in the
teaching of core subject
areas.
The learners’ full potentials 1 10% 9 90%
need to be developed in the
teaching of core subject
areas.

The researcher collected the data through a questionnaire where the

challenges were presented for one’s perusal. The table showed that the following

challenges were taken into considerations as the teachers were having a hard
 65

time dealing with learners in the conduct of lesson delivery in the core subject

areas; to wit: indicator 1 (Teaching core subjects demand mechanisms that allow

for the development of a shared vision, mission and goals that reflect the

aspirations and thrusts of the entire school community.), indicator 2 (The

teachers need to monitor learners’ performances in the teaching of core subjects

using appropriate tools to ensure the holistic growth and development of the

learners and the community.) Further, indicator 7 (Teaching core subject areas

require the implementation of appropriate teaching-learning support systems that

contribute to the developmental needs of diverse learners.)

70 percent or 7 out of 10 teachers for indicators 1 and 2 had challenges or

difficulties in terms of dealing with mechanisms that allow for the development of

a shared vision, mission and goals that reflect the aspirations and thrusts of the

entire school community and even in having a thorough monitoring as regards

the learners’ performances in the teaching of core subjects using appropriate

tools to ensure the holistic growth and development of the learners and the

community. It only goes to show that the teachers have to further spare ample

time designing contextualized and localized learning materials/tools for the

learners to remain engaged in the learning of subject areas. Indicator 7 further

emphasizes the need of the teachers to somehow implement appropriate

teaching-learning support systems that contribute to the developmental needs of

diverse learners. In here, the teachers should broaden one’s intellectual

perspective in the enhancement of competency levels.

 66

The rest of the indicators have obtained positive rating- one manifestation

that teachers have the aptitude in and passion for teaching core subjects with all

the available resources at hand. Learners, on the other hand, having positive

emotions towards core show a higher level of commitment and increase capacity

of exerting efforts which result in better achievement (Stipek, 2002) cited from

Syyeda (2016).

It was also discovered in the study of Tudy (2014) that attitude towards

core manifested influence to academic performance. Learners who have shown

commendable attitude towards the subject tend to perform well thereby giving the

teachers the chance to further enhance competency levels. Hence, performance

in core subjects can be improved by developing a positive attitude towards the

subject. These findings point to the importance of nurturing interest in core and

helping learners to achieve at higher levels thereby eradicating challenges in the

teaching of core subject areas as stipulated in curriculum instruction. (Coleman &

Miller, 2014).
 67

OUTPUT
 68

INTERVENTION PLAN

Rationale

Learner's attitudes are developed over a considerably long period of time

and have powerful impacts on their effective engagement, participation and

achievement in core subjects. Thus, learner's attitudes toward core learner's

affect how well or how often they do it, and how much enjoyment they derive

from its core subject continues to pose a challenge for learners. Since in this

study attitude was also considered to have a significant impact towards academic

achievement, teachers should make sure learners establish a positive attitude

towards the discipline. In the absence of this, one cannot expect a change for the

better. The main challenge lies in the teachers who should be aware of the

strategies which are deemed helpful to foster positive attitude and better

performance in core subjects. However, this does not excuse other stakeholders
 69

because good education is a product of unified efforts of all who are involved in

the formation of the learner's (Judy, 2014).

Albert Einstein once said "I never teach my learner's. I only provide the

condition in which they can learn". Relative to this statement, the researcher who

laid the foundations of this study from the concept of Self-Regulated learning also

known as Independent Learning together with Classical Conditioning, Operant

Conditioning, and Observational Learning theories promulgated an Intervention

Plan anchored from Teaching and Learning Core subjects Research Series I:

Effective Instructional Strategies of Sinay, E., & Nahornick, A. (2016) which

contains strategies in teaching core subjects.

With these aforementioned truths, an intervention plan pattered from a

research-based instructional strategies were generally designed as a valuable

tool in strengthening the attitude of a tertiary level learner how core subjects.

Upon the inclusion and implementation of this intervention plan to core subjects,

the researcher looks forwards that all learners will have better scholastic

performance in core subjects.

Objectives

By implementing the targeted intervention and strategies, teachers can

further develop learners’ competency levels in the different core subject areas

thereby fostering positive effect/impact between the learners’ scholastic

performance and their level of affective disposition.

The proposed intervention plan aims to:

 70

A. Help the elementary graders foster positive attitude towards core

subjects based on the premise, having a positive outlook in core subjects

is an important factor in student achievement (Colgan, 2014)

B. Improve learner's scholastic performance in core subjects

through the research-based instructional strategies as stipulated in the

intervention plan.

Scheme of Implementation

Core subjects as part in the general education curriculum and is present in

every course and should be taken by all learners. Hence, the intervention plan

will be first presented to the School Head for recommendation before it will be to

the office of the District Supervisor for approval of inclusion to core subjects. If

granted, the researcher shall encourage and collaborate with other core subject

teachers for the inclusion and implementation of the proposed actions in every

core subject module for the next school year and even during academic

competition.
 70

MATRIX OF IMPLEMENTATION
AREAS OF OBJECTIVES STRATEGIES/ AGENCIES/ TIME BUDGET SOURCE EXPECTED REMARKS
CONCERN ACTIVITIES PERSONS FRAME OF OUTCOME
INVOLVED BUDGET

Learners’ To boost Use Administrator Whole 5,000 School Boosted

self – learners’ self technology to Year MOOE learners’
confidence – confidence support Round self –
in learning by: learner confidenc
Teachers
core collaboration e
subjects in core
Encouraging subjects.
Learners
and taking core
supporting subjects
collaboration Give
in core opportunities
subjects to learners to
work on
problems that
require
Initiating
resourcefulne
creativity in
ss and
core subjects
creativity.

Providing an
Provide a
inquiry
learning
environment
environment
where
learners are
active
learners and
where
learners can
take on the
role of a core.
 71

Perceived To Make core Administrator Whole 5,000 School Strengthe

value of strengthen subjects Year MOOE ned value
core the meaningful by Round of core
subjects perceived making subjects
Teachers
value of core connections
subjects by: and critically
think about
the world Learners
around them. taking core
Giving subjects
meaning to
core subjects
Present
complex and
rich problems
Promoting
allowing for
problem –
multiple entry
solving
points,
different
approaches,
scaffolding,
and
engagement
without
imposed
procedural
steps.

Allow learners
to compare
multiple ways
to solve
problems.

Allow learners
to work on
problems
mirroring
authentic real
- life
scenarios.
 71

Allow learners
to core the
world around
them.

Learners’ To enable Give Administrator Whole 5,000 School Establishe

satisfaction enjoyment recreational Year MOOE d
in learning and activities Round enjoyment
core happiness related to and
Teachers
subjects when core subjects. comfort in
learning core learning
subjects core
through: Learners subjects
Use games, taking core
apps, TV subjects
programs,
Making core and books to
subjects fun make core
fun.

Using
technology in Use physical
teaching and movements in
learning core the
subjects classroom.

Use online
collaboration
tools.

Using
interactive
white boards
to increase
learner
engagement
and ignite
whole – class
discussion.
 71

Learners’ To Set high Administrator Whole 5,000 School Motivated

motivation encourage expectations Year MOOE in
to learn learners to in core Round pursuing
core pursue core subjects for and
Teachers
subjects subjects all learners learning
beyond the and provide core
compulsory challenging subjects
level by: and Learners
classroom taking core
environments. subjects

Setting high
expectations
Allow time for
learners to be
creative.
Allowing
creativity in
core subjects
Give
opportunities
to learners to
work on
problems that
require
resourcefulne
ss and
creativity.

Table 10 presents the summary of research – based instructional
strategies in teaching core subjects based on the recommendations of Sinay, E.,
& Nahornick, A. (2016) which served as basis in the methodologies mentioned in
the intervention plan.
Table 10
Research – Based Instructional Strategies in Teaching Core Subjects
Domain of Attitude Evidence – based
Recommendations
Encouraging and
Supporting Collaboration
in Core Subjects
Creativity in Core
Subjects
Self – confidence
Providing an Inquiry
Environment
70
Details
 Core subject
collaboration
should be
encouraged and
supported in the
classroom
(MacMath et al.,
2009)
 Use technology to
support learner
collaboration in
core (Rittle –
Johnson & Jordan,
2016)
 Allow time for
learners to be
creative (Burns,
1992)
 Give opportunities
to learners to work
on problems that
require
resourcefulness
and creativity
(Pehkonen, 1997)
 Provide a learning
environment where
learners are active
learners and where
learners can take
on the role of a
 71

core subject
(PRIMAS, 2011)
Giving Meaning to Core  Activities allow
Subjects learners to make
core subjects
meaningful by
making connections
and critically think
about the world
around them (Hefty,
Value
2015)
 The core subjects
in the STEM activity
needs to be
identified, taught,
and discussed
(Shaugnessy,
2012)
Promoting Problem –  Present complex
Solving and rich problems
allowing for multiple
entry points,
different
approached,
scaffolding, and
engagement
without imposed
procedural
steps(Suurtamm,
Quigley, & Lazarus,
2015)
 Have learners solve
open – ended
problems (Barwell,
2011; Hoffman &
Brahier, 2008;
Suurtam et al.,
2015)
 Allow learners to
create and solve
their own problems
(Barwell, 2011)
 Allow learners to
work on problems
mirroring authentic
real- life scenarios
 71

(Archbald &
Newmann, 1988)
 Allow learners to
compare multiple
ways to slve
problems (Rittle –
Johnson & Jordan,
2016)
 Allow learners to
critique common
mistakes (Rittle –
Johnson & Jordan,
2016)
 Allow learners to
core the world
around them
(Barwell, 2011)
Make Core Subjects Fun  Many learners find
core subject boring
and disengaging.
Use games, apps,
TV programs, and
books to make fun
(Colgan, 2014)
 Use physical
movements in the
classroom (Rittle –
Johnson & Jordan,
Satisfaction 2016)
 Online
assessments are
one technology tool
that can be useful
in teaching and
learning core
subject (Rittle –
Johnson & Jordan,
2016). Use online
assessments that
show learners their
misconceptions, not
just correct
answers.
 Use online
collaboration tools
(Roshcelle et al.,
 71

2010)
 Use calculators
strategically
(NCTM, 2015)
 Using interactive
white boards to
increase learner
engagement and
Using Technology in
ignite whole class
Teaching and Learning discussion.
Core Subjects

Having High  Teachers should

Expectations have high
expectations in
core subjects for all
learners and
provide challenging
and stimulating
courses and
classroom
environments
(NCTM, 2011)
Creativity in Core  Allow tine for
Subjects learners to be
Motivation creative (Burns,
1992)
 Give opportunities
to learners to work
on problems that
require
resourcefulness
and creativity
(Pehkonen, 1997)
 71

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter revealed the important facets connected to this research. It

summarized the study, revealed the findings, stated the conclusions and gave

the suggested recommendations. The findings were the key discoveries and

observation derived from the analysis of data or information collected and

gathered during the research process.

SUMMARY

The summary embodied the key points of the study and served as a

reference for readers seeking a thorough understanding of the research. It

delved on the concise overview of its purpose, methodology and main findings.

This research evaluated the relationship between the learners’ scholastic

performance and the level of affective dispositions as basis for the crafting of

intervention plan. The study aimed to determine the learners’ scholastic

performance during the first and second quarter in the core subject areas-

English, Science, Mathematics and Social Studies; the level of learners’ affective

disposition towards core subjects as to: self-confidence, perceived value,

satisfaction and motivation; the significant relationship between the learners’

scholastic performance and their level of affective disposition; the challenges

encountered by the teachers relative to the learners’ scholastic performance and

their affective disposition in the core subject areas.

 71

The researcher ensured the validity and reliability of the study through an

organized process of collecting, analyzing and interpreting data. The main tool

utilized in gathering the data was a modified questionnaire responded by the

learners and teachers if Union Elementary School. The data and information

were systematically interpreted and used as the basis for the output of the study.

The study’s output is an intervention plan that aims to enhance learners’

competency levels thereby teaching the core subject areas with all the available

resources at hand.

FINDINGS

The following findings were stated based on the data gathered using the

appropriate statistical treatment. The findings section delved into the results and

analyses derived from the data collected presenting them in a clear and

structured manner. It gave readers a bird’s eye view over the entire area: the

learners’ scholastic performance during the first and second quarter in the core

subject areas- English, Science, Mathematics and Social Studies; the level of

learners’ affective disposition towards core subjects as to: self-confidence,

perceived value, satisfaction and motivation; the significant relationship between

the learners’ scholastic performance and their level of affective disposition; the

challenges encountered by the teachers relative to the learners’ scholastic

performance and their affective disposition in the core subject areas. These

formed part in the utilization of resources as reference for the proposed

intervention plan.
 71

After the systematic process of data gathering, analysis and interpretation,

the main findings have been revealed:

Profile of the Learners’ Scholastic Performance during the First and Second
Quarters in the Core Subject Areas- English, Science, Mathematics and Social
Studies

This part revealed the learners’ scholastic performance during the first and

second quarters in the core subject areas. As reflected, out of 130 learners, 75

learners or 57.69 percent passed for quarter 1 in English and lowered down to 55

(42.31%) as regards the passing percentage. It only goes to show that learners

have to be more adept a grammatical construction thereby dealing with the

basics of grammar as underscored. When it comes to Science as one core

subject area, 70 (53.85%) got the commendable scholastic aptitude (passed) for

Quarter 1 and reached to 60 (46.15%) of the learners passed during quarter 2.

This manifested learners’ inconsistencies as regards the attainment of scholastic

aptitude in Science thus, teachers have to be more adept at making learners

engaged and motivated in the teaching-learning process. As to Mathematics

achievement, 55 out of 130 (42.31%) passed during the quarter 1 which reached

to 75 (57.69%) out of 130 learners got the commendable rating for Quarter 2. For

Social Studies, 88 (67.69%) out of 130 learners passed during quarter 1 and 42

(32.31%) of the learners passed during quarter 2. This implies that learners have

shown a highly commendable performance as to development of learners’

performance. As explained, there is a need to ensure maximum utilization of

resources so as to develop competence among learners in the different core

subject areas.
 71

Scholastic Performance of the Learners after taking the Average Performance

for the First and Second Quarters of the Core Subject Areas

This portion highlighted the scholastic performance of the learners after

taking the average performance for the first and second quarters of the core

subject areas. On the average, the learners were clustered along the very

satisfactory (50.00%) level of performance. Only about 37 of the 130 learners or

28.46% were at the outstanding level. The lowest among them are the 7 (5.39%)

who were at the fairly satisfactory level.

Level of Learners' Affective Disposition towards Core Subjects as to Self-

Confidence, Perceived Value, Satisfaction and Motivation

This section revealed the learners' attitudes toward core subjects that

have been known to influence learners' participation, engagement, and

achievement in core subject areas. A variety of instruments have been

developed to measure learners' attitudes toward the discipline. The Attitude

towards core subjects’ inventory.

Learners’ Affective Disposition towards Core Subjects as to Self-

Confidence. The general mean reached to 2.31 (Disagree) as per respondents’

interpretation. This could mean emphasis on the nature of being consistent as to

employment of strategies and differentiated instructions so as to arouse the

interest and boost the confidence of the learners in the teaching-learning

process. Indicator 1(Core subjects are my favorite subjects) garnered 2.49 mean

with verbal interpretation Disagree, indicator 2 (My mind functions and able to
 71

think clearly when working with core subjects) got 2.80 weighted mean

interpreted Agree as regards participants’ assessment, indicator 3 (studying core

subjects does not make me feel nervous) got the computed mean of 2.42

(Disagree), indicator 4 (Core subjects make me feel comfortable) got the mean of

2.37 (Disagree), indicator 5 (I am always not under in a terrible strain in core

classes) garnered the weighted mean of 2.70 (Agree), indicator 6 (When I hear

the word core, I don’t have a feeling of dislike) had 2.40 mean (Disagree),

indicator 7 (It makes me not nervous to think about having to do activities that

have something to do with core subjects) received 2.44 weighted mean

(Disagree), indicator 8 (Core subjects do not scare me at all) got 2.36 weighted

mean (Disagree), indicator 9 (I have a lot of self-confidence when it comes to

core subjects) obtained 2.26 mean (Disagree), indicator 10 (I am able to solve

core-related problems without too much difficulty) had 2.50 weighted mean

(Agree), indicator 11 (I expect to do fairly well in any core classes I take)

obtained 2.43 weighted mean (Disagree), indicator 12 (I am not confused in my

core subjects class) received 2.43 weighted mean (Disagree), indicator 13 (I feel

a sense of security when attempting core subjects) with 2.30 weighted mean

(Disagree), indicator 14 (I learn core subjects easily) had the corresponding

mean of 2.48 (Disagree) and indicator 15 (I believe I am good at solving core

problems) with 2.30 weighted mean (Disagree).

These could be affirmed as an implication that most of the indicators were

interpreted Disagree on the participants’ perceptions thereby making it to the

point that the learners are in further search for knowledge in terms of maximizing
 71

their full potentials in the different core subject areas- something that could boost

the confidence of the learners.

As emphasized, teachers have to be adept at enhancing learners’

potentials in the different core subjects as this could boost one’s confidence in

the delivery of instructions as far as the employment of differentiated activities

and skill-building assessments is concerned. If the teachers want to produce

competent learners then they should have the edge over the others in terms of

curriculum instruction as they are the ones grooming learners to become future

professionals.

Learners’ Affective Disposition towards Core Subjects as to Perceived

Value. 2.84 is the overall computed mean- one could decipher that the target

respondents have agreed things as common understanding with regard to the

learning of core subjects.

Of all the indicators, indicator 9 (I believe studying core subjects helps me

with problem solving in other areas) garnered the highest mean of 2.89 and this

had been one manifestation that the learners have been firm as regards their

capacity in terms of dealing with problem solving activities through the salient

features of core subject areas. The indicator with the lowest mean is indicator 7 (I

can think of many ways that apply core-related concepts outside of school with

2.80 weighted mean though interpreted agreeable. As underscored, such

learners need to get immersed on the different performance-based activities as

these are pivotal in the teaching of core subject areas where the need to attain

learning competencies is of utmost concern on the part of the facilitators of

 71

learning. The learners in this premise have to deliberate understanding on the

very importance of perceiving value as potent tool in the delivery of instructions

on the part of the teachers. This implies that teachers must be innovative and

resourceful enough in dealing with the localization and contextualization of

learning materials considering that the teaching of core subject areas demand

resources in order to meet the required learning competencies for the subject for

the reporting quarter. If only the learners could further develop and maximize

potentials then it would be very interesting to present structures of learning where

core subject areas are of utmost importance in the holistic development among

the leaners having diverse orientations.

This further implies the need to strengthen the perceived value of core

subjects and making core meaningful by making connections and critically think

about the world around them and by allowing learners to core the world around

them. To allow learners to perceive the importance of core in everyday living as

well as to inculcate them the essence of studying the subject, promoting problem

– solving could be initiated by the teacher through presenting complex and rich

problems allowing for multiple entry points, different approaches, scaffolding, and

engagement without imposed procedural steps.

Learners’ Affective Disposition towards Core Subjects as to Satisfaction.

As observed, 2.44 (Disagree) is the overall computed mean-one manifestation

that learners tend to deviate from the need of making core subjects their way of

life as to introduction of real-life situations thereby expressing ideas pertaining to

appropriate solutions to difficult problems in core subjects. When it comes to the

 71

presented indicators, two of the indicators garnered the same weighted mean

2.41, to wit: indicator 2 (I have usually enjoyed studying core subjects in school)

and indicator 6 (I really like core subjects) respectively- this implies that learners

have common understanding as to the way they perceived things highlighting

core subject areas. They still have to diligently deliberate understanding on the

salient points of lessons in core subjects for them to be more satisfied with what

they shall be reaping in the teaching-learning process.

Thus, it is of vital importance to help these learners to get satisfied with

core subjects by making core fun and by using technology in teaching and

learning core subjects. This can be done by using games, apps, TV programs,

and books to make core fun and allow the use of physical movements in the

classroom.

Learners’ Affective Disposition towards Core Subjects as to Motivation.

2.15 (Disagree) is the overall computed mean of the specific affective disposition

among learners implying that learners have to be given attention as they could

not manifest intrinsic motivation in the learning of core subject areas. In here,

teachers have to be versatile enough in employing interventions which they see

are sound and effective in the delivery of the lessons and this could mean inviting

on the part of the learners to remain engaged and motivated in the subject areas.

While speaking to the presented indicators, one indicator garnered the lowest

mean of 2.05- indicator 3 (I am willing to take more than the required amount of

core subjects)- this would imply that the respondents tend to disagree as regards

taking more than the required amount of core subjects. In as much as the
 71

teachers wanted to develop learners’ skills in the area but the learners could not

be that adept at making themselves available in whatever undertaking conducted

in the areas.

This further implies the need to encourage learners to pursue core

subjects beyond the compulsory level by setting high expectations and by

allowing creativity in core subjects through setting high expectations in core

subjects for all learners and provide challenging and stimulating courses and

classroom environments. Allow time for students to be creative and give

opportunities to students to work on problems that require resourcefulness and

creativity.

Significant Relationship between the Learners’ Scholastic Performance and their

Level of Affective Disposition

This part revealed the most important factor in this study which was to

determine the significant relationship between the scholastic performance of the

learners and their level of affective dispositions which provides evidence for or

against the hypothesis proposed in this study.

The relationship between the learners’ scholastic performance and their

level of affective disposition was tested using the chi-square test of relationship

at 0.05 level of significance with a degree of freedom of 6. There were only three

(3) columns and four (4) rows due to zero entries.

The findings of the test showed that the chi-square value is greater than

the critical value at 0.05 level of significance since the computed value of 171.62

is greater than the critical value of 12.59 at the chosen probability level. This
 71

means that the scholastic performance of the learners is related with their level of

affective disposition. The test gave a positive result-there had been significant

relationship thereby implying that the learners’ affective disposition of Union

Elementary School becomes favorable as their scholastic performance improves.

Challenges encountered by the Teachers relative to the Learners’ Scholastic

Performance and their Affective Disposition in the Core Subject Areas

This section showed the challenges that the teachers may have

encountered in the teaching of core subject areas as highlighted in the learners’

scholastic performance and affective disposition.

The researcher collected the data through a questionnaire where the

challenges were presented for one’s perusal. The table showed that the following

challenges were taken into considerations as the teachers were having a hard

time dealing with learners in the conduct of lesson delivery in the core subject

areas; to wit: indicator 1 (Teaching core subjects demand mechanisms that allow

for the development of a shared vision, mission and goals that reflect the

aspirations and thrusts of the entire school community.), indicator 2 (The

teachers need to monitor learners’ performances in the teaching of core subjects

using appropriate tools to ensure the holistic growth and development of the

learners and the community.) Further, indicator 7 (Teaching core subject areas

require the implementation of appropriate teaching-learning support systems that

contribute to the developmental needs of diverse learners.)

70 percent or 7 out of 10 teachers for indicators 1 and 2 had challenges or

difficulties in terms of dealing with mechanisms that allow for the development of
 71

a shared vision, mission and goals that reflect the aspirations and thrusts of the

entire school community and even in having a thorough monitoring as regards

the learners’ performances in the teaching of core subjects using appropriate

tools to ensure the holistic growth and development of the learners and the

community. It only goes to show that the teachers have to further spare ample

time designing contextualized and localized learning materials/tools for the

learners to remain engaged in the learning of subject areas. Indicator 7 further

emphasizes the need of the teachers to somehow implement appropriate

teaching-learning support systems that contribute to the developmental needs of

diverse learners. In here, the teachers should broaden one’s intellectual

perspective in the enhancement of competency levels.

The rest of the indicators have obtained positive rating- one manifestation

that teachers have the aptitude in and passion for teaching core subjects with all

the available resources at hand. Learners, on the other hand, having positive

emotions towards core show a higher level of commitment and increase capacity

of exerting efforts which result in better achievement.

It was also discovered that attitude towards core manifested influence to

academic performance. Learners who have shown commendable attitude

towards the subject tend to perform well thereby giving the teachers the chance

to further enhance competency levels. Hence, performance in core subjects can

be improved by developing a positive attitude towards the subject. These findings

point to the importance of nurturing interest in core and helping learners to

 71

achieve at higher levels thereby eradicating challenges in the teaching of core

subject areas as stipulated in curriculum instruction.

CONCLUSION

The conclusion synthesized the findings, interpreting their significance

within the broader context of the objectives of the study. Based on findings, the

test showed that the chi-square value is greater than the critical value at 0.05

level of significance since the computed value of 171.62 is greater than the

critical value of 12.59 at the chosen probability level. This would counclude that

the scholastic performance of the learners is related with their level of affective

disposition. The test gave a positive result thereby having a significant

relationship among the learners’ affective disposition of Union Elementary School

where affective disposition becomes favorable as the scholastic performance

improves.

RECOMMENDATIONS

The recommendations section provided technical assistance as regards

the insights of the study highlighting practical suggestions for stakeholders,

policymakers or practitioners to peruse. These aimed to inform decision making

processes and drive positive change within the realms of the study. These
 71

ensured that the study could contribute to existing knowledge thereby offering

valuable guidance and assistance for future research and practice.

Based on the conclusions derived from the results of the study, the

researcher recommended the full implementation of the intervention plan which is

designed to enhance learners’ competency levels in the learning of the core

subjects. The following recommendations were also made: Learners should

establish positive attitude towards core subjects for it correlates to their

performance, if a learner has positive attitude towards the discipline, then there is

a possibility of a better performance in the discipline. This could be done by

employing strategies and methodologies, stipulated in the intervention plan made

by the researcher, such strategies are research-based proven effective in

teaching core subjects. In line with these and the different theories of

behaviorism, the study also acknowledged that teachers affect learners’ attitude

and emotion, hence this study suggests the need for further researches

considering other factors affecting core subjects performance aside from

learner's attitude towards the subject areas.

 71

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 71

APPENDICES
 71

APPENDIX A1

TRANSMITTAL LETTER FOR THE SCHOOLS DIVISION SUPERINTENDENT

Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF CEBU PROVINCE
SAN FRANCISCO DISTRICT
San Francisco, Cebu

December 8, 2022

MARILYN S. ANDALES, EdD, CESO V

Schools Division Superintendent
DepEd Division of Cebu Province
IPHO Building, Sudlon, Lahug, Cebu City

Madam:

Greetings!

The undersigned is presently writing a thesis entitled: LEARNERS’ SCHOLASTIC

PERFORMANCE AND AFFECTIVE DISPOSITION IN THE CORE SUBJECT AREAS:
BASIS FOR AN INTERVENTION PLAN.”
 71

In this connection, the undersigned further seeks permission that I may be allowed to
administer a survey to identified pupils of Union Elementary School-San Francisco
District and gather the necessitated data with respect to their grades. Rest assured that
the responses among pupil-respondents shall be treated with utmost confidentiality.
Your favorable response on this matter is respectfully asked. Thank you.

Very truly yours,

LIZA L. BONHOC
Teacher-Researcher

Noted:

CORAZON R. MONDELO, Ph. D.

Adviser

Approved:

MARILYN S. ANDALES, Ed. D., CESO V

Schools Division Superintendent

APPENDIX A2

TRANSMITTAL LETTER FOR THE PUBLIC SCHOOLS DISTRICT SUPERVISOR

Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF CEBU PROVINCE
SAN FRANCISCO DISTRICT
San Francisco, Cebu

December 8, 2022

MERCEDITA M. ARQUILLANO, Dev. Ed. D.

Public Schools District Supervisor
San Francisco District
San Francisco, Cebu

Madam:

Greetings!

The undersigned is presently writing a thesis entitled: LEARNERS’ SCHOLASTIC

PERFORMANCE AND AFFECTIVE DISPOSITION IN THE CORE SUBJECT AREAS:
BASIS FOR AN INTERVENTION PLAN.”
 71

In this connection, the undersigned further seeks permission that I may be allowed to
administer a survey to identified pupils of the district under your area of jurisdiction and
gather the necessitated data with respect to their grades. Rest assured that the
responses among pupil-respondents shall be treated with utmost confidentiality.Your
favorable response on this matter is respectfully asked. Thank you.

Very truly yours,

LIZA L. BONHOC
Teacher-Researcher

Noted:

CORAZON R. MONDELO, Ph. D.

Adviser

Approved:

MERCEDITA M. ARQUILLANO, Dev. Ed. D.

PSDS, San Francisco District

APPENDIX A3

TRANSMITTAL LETTER FOR THE SCHOOL HEAD

Republic of the Philippines

Department of Education
REGION VII – CENTRAL VISAYAS
SCHOOLS DIVISION OF CEBU PROVINCE
SAN FRANCISCO DISTRICT
San Francisco, Cebu
December 8, 2022

RIENA E. ALMACIN, Ed. D.

Principal II
Union Elementary School
Union, San Francisco, Cebu

Madam:

Greetings!

The undersigned is presently writing a thesis entitled: LEARNERS’ SCHOLASTIC

PERFORMANCE AND AFFECTIVE DISPOSITION IN THE CORE SUBJECT AREAS:
BASIS FOR AN INTERVENTION PLAN.”
 71

In this connection, the undersigned further seeks permission that I may be allowed to
administer a survey to identified pupils of your station and gather the necessitated data
with respect to their grades. Rest assured that the responses among pupil-respondents
shall be treated with utmost confidentiality.Attached is the letter-request duly approved
by the Public Schools District Supervisor for your perusal. Your favorable response on
this matter is respectfully asked. Thank you.

Very truly yours,

LIZA L. BONHOC
Teacher-Researcher

Noted:

CORAZON R. MONDELO, Ph. D.

Adviser

Approved:

RIENA E. ALMACIN, Ed. D.

Principal II

APPENDIX B1

A QUESTIONNAIRE FOR THE LEARNERS AND TEACHERS ON THE STUDY

ON LEARNERS’ SCHOLASTIC PERFORMANCE AND AFFECTIVE
DISPOSITION IN THE CORE SUBJECT AREAS: BASIS FOR AN
INTERVENTION PLAN

Name: _____________________ Gender: ___________ Grade Level: _____

Dear Respondent,

The undersigned is currently pursuing her degree- Master of Arts in

Education major in Administration and Supervision at Felipe R. Verallo Memorial

Foundation College. She is conducting a survey as part of her thesis entitled

“Learners’ Scholastic Performance and Affective Disposition in the Core Subject

Areas: Basis for an Intervention Plan.” She is humbly asking a little of your time

to sincerely answer this research instrument. Rest assured that she will treat your

responses with utmost confidentiality.

 71

LIZA L. BONJOC
Note: To keep your responses private and confidential, indicating your name is
not necessary. Just fill in the blanks with the needed information which
corresponds your answer.

GENERAL DIRECTIONS: The inventory consists of statements about your

attitude towards core subjects. There are no correct or incorrect responses. Read
each item carefully. Please think about how you feel about each item. Please
check (/) the column that most closely corresponds to how each statement best
describes your feelings. Please answer every question and use these response
codes: (4) SA- Strongly Agree; (3) A-Agree; (2) D-Disagree; (1) SD- Strongly
Disagree. It is expected that the consolidated results of this study shall be held
confidential. Thank you very much for your cooperation.

PART I. PROFILE OF THE LEARNERS’ SCHOLASTIC PERFORMANCE

DURING THE FIRST AND SECOND QUARTERS

Standards of Rating:

PART II. LEVEL OF THE LEARNERS’ AFFECTIVE DISPOSITION IN CORE

SUBJECT AREAS

Statement SA A D SD
(4) (3) (2) (1)

Self-Confidence
Core subjects are my favorite subjects.

My mind functions and able to think

clearly when working with Core subjects.

Studying core subjects does not make me

feel nervous.

Core subjects make me feel comfortable.

I am always not under in a terrible strain

in core classes.
 71

When I hear the word core, I don’t have a

feeling of dislike.

It makes me not nervous to think about

having to do activities that have
something to do with core subjects.

Core subjects do not scare me at all.

I have a lot of self-confidence when it

comes to core subjects.

I am able to solve core-related problems

without too much difficulty.

I expect to do fairly well in any core

classes I take.

I am not confused in my core subjects

class.

I feel a sense of security when attempting

core subjects.

I learn core subjects easily.

I believe I am good at solving core

problems.

Perceived Value

Core subjects are very worthwhile and

necessary subjects.

I want to develop my core skills.

Core subjects help develop the mind and

teach a person to think.

Core subjects are important in everyday

life.

Core subjects are important subjects for

people to study.
 71

Core subjects would be very helpful in my

field of specialization.

I can think of many ways that apply core -

related concepts outside of school.

I think studying core subjects is useful.

I believe studying core subjects helps me

with problem solving in other areas.

A strong core background could help me

in my professional life.

Satisfaction

I get a great deal of satisfaction out of

solving a core-related problem.

I have usually enjoyed studying core

subjects in school.

Core subjects are not dull and boring.

I like to solve new problems in core

course.

I would prefer to do an assignment in

core tan to write an essay.

I really like core subjects.

I am happier in a core class than in any

other class.

Core subject is a very interesting subject.

I am comfortable expressing my own

ideas on how to look for solutions to a
difficult problem in core subjects.

I am comfortable answering questions in

core subject classes.

Motivation
 71

I am confident that I could learn core

concepts.

I would not avoid using core concepts in

elementary education.

I am willing to take more than the

required amount of core concepts.

I plan to take as much core subjects as I

can during my education.

The challenges of core subjects appeal to

me.

PART III. CHALLENGES ENCOUNTERED BY THE TEACHERS RELATIVE TO

THE LEARNERS’ SCHOLASTIC PERFORMANCE AND THEIR AFFECTIVE
DISPOSITION IN THE CORE SUBJECT AREAS
1. What challenges have you encountered relative to the learners’ scholastic

performance and their affective disposition in the core subject areas? (to

be responded by teachers)

Direction: Kindly put a check mark on the column that corresponds to your

response regarding the challenges you may have encountered to the

learners’ scholastic performance and their affective disposition in the core

subject areas.

Indicators/Challenges Challenge Not a Challenge

Teaching core subjects demand mechanisms
that allow for the development of a shared
vision, mission and goals that reflect the
aspirations and thrusts of the entire school
community.
 71

The teachers need to monitor learners’

performances in the teaching of core subjects
using appropriate tools to ensure the holistic
growth and development of the learners and the
community.
Core subjects enable the teachers to employ
differentiated instructions for the learners to
remain engaged and motivated in the teaching-
learning process.
The teachers participate in the context of
developing and mentoring the learners’
awareness thereby sharing in the attainment of
individual and collective competencies.
The learners are having a hard time dealing with
skill-building exercises as the teachers are
dealing with real-life situations in the learning of
core subject areas
The teachers review and improve appropriate
assessment tools and ensure that assessment
results are contextualized to learner and local
situation and the attainment of relevant life skills.
Teaching core subject areas requires the
implementation of appropriate teaching-learning
support systems that contribute to the
developmental needs of diverse learners.
The teachers are designing differentiated
strategies to measure desired learning
outcomes.
Provision of technical assistance among the
teachers is one activity that has to be given
priority in the teaching of core subject areas.
The learners’ full potentials need to be
developed in the teaching of core subject areas.
 71

APPENDIX C

ATMI TABULATION OF SCORES FOR LEARNERS AS TO SCHOLASTIC

PERFORMANCE

ITEM NO. Self – Confidence SA A D SD Total

4 3 2 1

1 Core subjects is one of my most favorite 8 58 48 12 130

subject.

2 My mind functions and able to think 5 65 49 11 130

clearly when working with core subjects.

3 Studying core subjects does not make me 7 50 63 10 130

feel nervous.

4 Core subjects make me feel comfortable. 3 50 71 6 130

5 I am always not under in a terrible strain 4 51 65 0 130

in a core class.
 71

6 When I hear the word core subjects, I 11 73 42 4 130

don’t have a feeling of dislike.

7 It makes me not nervous to think about 5 49 69 7 130

having to do a core problem.

8 Core subjects does not scare me at all. 4 60 56 10 130

9 I have a lot of self – confidence when it 4 50 66 10 130

comes to core subjects.

10 I am able to solve core subject problems 3 38 79 10 130

without too much difficulty.

11 I expect to do fairly well in any core class 6 58 61 5 130

I take.

12 I am always not confused in my core 8 46 70 6 130

class.

13 I feel a sense of security when attempting 4 54 67 5 130

core subjects.

14 I learn core subjects easily. 1 50 66 13 130

15 I am confident that I could learn advanced 7 54 64 5 130

core subjects.

Perceived Value

16 Core subjects are very worthwhile and 27 64 29 10 130

necessary subjects.

17 I want to develop my core skills. 32 56 35 7 130

18 Core subjects help develop the mind and 35 56 31 8 130

teaches a person to think.

19 Core subjects are important in everyday 32 49 37 12 130

life.

20 Core subjects are one of the most 29 50 41 10 130

important subjects for people to study

21 Core courses would be very helpful in my 27 62 33 8 130

 71

field of specialization.

22 I can think of many ways that I use core 22 69 30 9 130

outside of school.

23 I think studying advanced core subjects is 42 45 33 10 130

useful.

24 I believe studying core subjects help me 32 56 39 5 130

with problem solving in other areas.

25 A strong core background could help me 28 65 28 9 130

in my professional life.

Satisfaction

26 I get a great deal of satisfaction out of 17 61 38 14 130

solving core problems.

27 I have usually enjoyed studying core 13 53 47 17 130

subjects in school.

28 Core subjects are not dull and boring. 15 61 32 28 130

29 I like to solve new problems in core 9 55 52 14 130

subjects.

30 I would prefer to do an assignment in 8 49 56 17 130

core subjects than to write an essay.

31 I really like core subjects. 11 46 59 14 130

32 I am happier in a core class than in any 9 44 63 14 130

other class.

33 Core subjects are very interesting 24 68 20 18 130

subjects.

34 I am comfortable expressing my own 6 44 59 21 130

ideas on how to look for solutions to a
difficult problem in core.

35 I am comfortable answering questions in 3 49 62 16 130

core class.
 71

Motivation

36 I am confident that I could learn advanced 3 38 56 33 130

core subjects.

37 I would not avoid using core in 3 50 47 30 130

elementary department.

38 I am willing to take more than the 3 39 50 38 130

required amount of core subjects,

39 I plan to make as much core subjects as I 3 42 55 30 130

can during my education.

40 The challenge of core appeals to me. 10 42 51 27 130

CURRICULUM VITAE
 71

CURRICULUM VITAE

Personal Information

Name : Liza L. Bonhoc

Address : Sta. Cruz, San Francisco, Cebu
Date of Birth : April 14, 1980
Place of Birth : San Francisco, Cebu
Religion : Roman Catholic
Nationality : Filipino
Civil Status : Widow
 71

Email Address : liza.bonhoc@deped.gov.ph

Contact No. : 0949169537

Educational Attainment
Graduate Studies : Master of Arts in Education
Major in Administration and Supervision
Felipe R. Verallo Memorial Foundation College
Clotilde Hills, Dakit, Bogo City, Cebu
June 2024

College : Bachelor in Elementary Education

Major in Content Education
Cebu Technological University
San Francisco, Cebu
April 2000

Secondary : Secondary Education

Cebu Technological University
San Francisco, Cebu
April 1996

Elementary : Elementary Education

San Francisco Central School
San Francisco, Cebu
April 1992

Employment History

October 3, 2019- present: Teacher 1

Union Elementary School
Union, San Francisco, Cebu

Eligibility

Licensure Examination for Teachers (LET)

Seminars and Trainings Attended

 71

October 18-20, 2022- Training of Untrained Kindergarten Teachers on

Understanding Kindergarten Learning and Teaching
August 16-17, 2022- Training of Kindergarten on Inclusive Education
May 26-27, 2022- Training of Trainers on Monitoring and Evaluation in
Kindergarten and SPED
May 21, 2021- One-day Re-Echo on Event Management Program for
School Heads and Event Management Coordinators
March 15-19, 2021- Virtual In-Service Training for Public School Teachers
February 2-4, 2020- School-Based In-Service Training for Public School
Teachers
December 14-18, 2020- In-Service Training for Teachers on Google
Classroom, Code of Ethics, Safeguarding in School in Social Media and
Online Guidelines
October 21-25, 2019- Mid-Year In-Service Training on Integrated
Curriculum for Cebuano Learners to Engage for Better Understanding

SIMILARITY TURNITIN CHECK RESULT