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Transcript of Revised Stat
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7/31/2019 Revised Stat
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THE EFFECTIVENESS OF TEACHERS
INSTRUCTIONAL COMPETENCE AS PERCEIVED BY
SELECTED SECONDARY STUDENTS
A Study Presented to Dr. Ramil Larino and to the Faculty of
LAGUNA COLEGE OF BUSINESS AND ARTS
In partial fulfilment of the requirements of STAT 101
By:
ABION, CECILIA B.
DESALESA, HONORATA C.
LAT, KAREN CLARISSA U.
MACAHIA, MONETTE M.
October 2011
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STATEMENTS OF THE PROBLEM:
This study attempted to determine the effectiveness of teachers instructional
competence as perceived by selected secondary students.
Specifically, this study sought to answer to the following questions:
1. How do the student respondents perceived the teachers performance in the followingareas;
1.1 instructional skills;
1.2 instructional methods;1.3 instructional materials;1.4 classroom management and;1.5 evaluation techniques?
2. Is there any significant difference on the responses of the four clusters of respondentson the five cited areas of considerations?
3. Give your conclusions and recommendations.
4. What title is suited for this study and why?
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This deals with the presentation, analysis and interpretation of data. The data are
presented in tabular form with analysis and interpretation.
Table 1.1
As manifested in Table 1.1, the students respondents from First to Fourth year level perceived
the teachers instructional competence in instructional skills as outstanding.
Implication: It implies that all teachers from first to fourth year level possesses all the
personality characteristics of an effective teacher in instructional skills as the table clearly
shows that the student perceived their teacher as outstanding.
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Table 1.2
As shown in Table 1.2, the students respondents from First to Second year level
perceived the teachers instructional competence in instructional methods as outstanding while
the students respondents from Third and Fourth year level perceived the teachersinstructional competence in instructional methods as very good .
Implication: It implies that the first year and second year teachers emphasizes and recognizes
outstanding students through inclusion in honor roll and extracurricular activities. The teacher
also incorporated instructional strategies and techniques that will keep students interested and
motivated. Some techniques include the following:
Making activities meaningful through active involvement of students.
Making the content as relevant as possible.
Challenging students by pointing out problems, inconsistencies and contradictions
throughout the lessons.
While the third year and fourth year teachers should ask questions that are clear and simplealthough there are instances that the teacher needs to ask HOTS questions for those who
belong to pilot sections. Moreover, teachers must see to it that instructional methods are
designed to develop students analytical and critical thinking by providing various individual and
group activities which encourage students to think, to investigate and to formulate ideas on
their own with the proper guidance of the teacher.
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Table 1.3
As manifested in Table 1.3, the students respondents from First to Third year
level perceived the teachers instructional competence in instructional materials as very good
while the students respondents from Fourth year level perceived the teachers instructional
competence in instructional materials as outstanding.
Implications: It implies thatfourth year teachers possess instructional competence in instructional
materials as the students rated their teacher as outstanding. First year to third year teachers are
required to use and utilize all the multimedia instructional materials most especially if it is accessible.
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Table 1.4
As manifested in Table 1.4, the students respondents from First to Fourth year
level perceived the teachers instructional competence in classroom management as
outstanding.
Implication: It implies that the teachers from first year to fourth year organize
classrooms and manage the behavior of the students that made the teaching effective. The
teacher builds an environment where students want to participate and cooperate with the
teacher and each other to achieve the goals of the class.
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Table 1.5
As manifested in Table 1.5, the students respondents from First to Fourth year level
perceived the teachers instructional competence in evaluation technique as outstanding.
Implication: It implies that the teachers in four levels personally rate examination paper and
other requirements of the students and the teacher gives evaluation such as recitations, board
work, easy test appropriate to the lesson and the level of the students.
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Table 2.1 Instructional Skills
Interpretation: Since the computed x value of 0.2911 is less than the tabular value of 21.026,
there is no significant difference on the responses of the four year levels on instructional skills,
hence accept Ho and reject Ha.
Implication: The student respondents from first year to fourth year level have similar responses
in instructional skills which they rated as outstanding consequently there is no significantdifference on their responses. It implies that the students observed the teachers performances
in teaching with regards to instructional skills, that the teacher explain the subject matter
clearly, the teacher communicate ideas effectively and also the teacher conducts review and
drill before proceeding to the new lesson and therefore they find their teacher effective.
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Table 2.2 Instructional Methods
Interpretation: Since the computed x value of 0.5702 is less than the tabular value of 21.026,
there is no significant difference on the responses of the four year levels on instructional
materials, hence accept Ho and reject Ha.
Implication: Students from first to second year level have perceived their teachers
performance as outstanding while the third and fourth year students rated their teacher as very
good. It implies that teachers from third year and fourth year level should exert more effort in
instructional methods like asking questions that are clear and simple, as well as encouraging
outstanding students through inclusion in honor roll and extra-curricular activities.
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Table 2.3 Instructional Materials
Interpretation: Since the computed x value of 0.3679 is less than the tabular value of 21.026,
there is no significant difference on the responses of the four year levels on instructional
materials, hence accept Ho and reject Ha.
Implication: Table 2.3 manifested that there is no significant difference on the resposes of
students in instructional materials. First to third year teachers rated by the students as very
good with the average weighted mean of 3.24, 3.38, 3.38 respectively while 3.768 in fourth
year level with verbal interpretation of outstanding. It implies that the teachers from first to
third year should improve their instructional materials, they can utilize OHP and other multi-
media technologies to catch the interests of their students.
Of Ef Of-Ef(Of-
Ef)
(Of-Ef)
Ef
3.74 3.3181 0.4219 0.1780 0.0536
3.66 3.4615 0.1985 0.0394 0.0114
3.06 3.4615
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0.4015 0.1612 0.0466
3.64 3.8589
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0.2189 0.0479 0.0124
3.14 3.1675
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0.0275 0.0008 0.0002
3.3 3.3044 -0.0044 0.0000 0.0000
3.36 3.3044 0.0556 0.0031 0.0009
3.66 3.6837
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0.0237 0.0006 0.0002
2.72 3.1816
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0.4616 0.2131 0.0670
3.04 3.3191
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0.2791 0.0779 0.0235
3.68 3.3191 0.3609 0.1302 0.0392
4.08 3.7001 0.3799 0.1443 0.0390
3.54 3.2475 0.2925 0.0855 0.0263
3.44 3.3879 0.0521 0.0027 0.0008
3.34 3.3879
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0.0479 0.0023 0.0007
3.48 3.7768
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0.2968 0.0881 0.0233
3.06 3.2852
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0.2252 0.0507 0.0154
3.46 3.4271 0.0329 0.0011 0.0003
3.46 3.4271 0.0329 0.0011 0.0003
3.98 3.8205 0.1595 0.0254 0.0067
68.84 68.8400 0.0000 x= 0.3679
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Table 2.4 Classroom Management
Interpretation: Since the computed x value of 0.5528 is less than the tabular value of 21.026,
there is no significant difference on the responses of the four year levels on classroommanagement, hence accept Ho and reject Ha.
Implication: Table 2.4 shows that the four clusters of respondents perceived the effectiveness
of their teachers performance in terms of classroom management as outstanding. It implies
that the teachers have an outstanding performance when regards to classroom management.
Their teachers show good support with their students.
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Table 2.5 Evaluation Technique
Interpretation: Since the computed x value of 0.3028 is less than the tabular value of 21.026,
there is no significant difference on the responses of the four year levels on evaluation
technique, hence accept Ho and reject Ha.
Implication: Table 2.5 shows the perception of the four clusters of respondents on the
effectiveness of their teachers performance in terms of evaluation technique. All the four
clusters of respondents perceived it as outstanding. This means that the teachers have a wide
knowledge on this area.
Summary of five areas of considerations of the four clusters
Areas of Considerations X value Tabular Value Interpretation
Instructional Skills 0.2911 21.026 Interpretation: Since the computed x
value is less than the tabular, there is
no significant difference on the
responses of the four year levels on five
cited areas of considerations, hence
accept Ho and reject Ha
Instructional Methods 0.5702 21.026
Instructional Materials 0.3679 21.026
Classroom Management 0.5528 21.026
Of Ef Of-Ef (Of-Ef)
(Of-Ef)
Ef
3.48 3.7029 -0.2229 0.0497 0.0134
3.54 3.6404 -0.1004 0.0101 0.0028
3.74 3.6446 0.0954 0.0091 0.0025
3.96 3.7321 0.2279 0.0519 0.0139
3.46 3.3709 0.0891 0.0079 0.0024
3.08 3.3139 -0.2339 0.0547 0.0165
3.38 3.3177 0.0623 0.0039 0.0012
3.48 3.3975 0.0825 0.0068 0.0020
3.18 3.4866 -0.3066 0.0940 0.0270
3.44 3.4277 0.0123 0.0002 0.0000
3.9 3.4316 0.4684 0.2194 0.0639
3.34 3.5141 -0.1741 0.0303 0.0086
3.84 3.4816 0.3584 0.1285 0.0369
3.34 3.4228 -0.0828 0.0068 0.0020
3.12 3.4267 -0.3067 0.0940 0.0274
3.54 3.5090 0.0310 0.0010 0.00033.8 3.7180 0.0820 0.0067 0.0018
4.06 3.6552 0.4048 0.1638 0.0448
3.34 3.6594 -0.3194 0.1020 0.0279
3.58 3.7473 -0.1673 0.0280 0.0075
70.6 70.6000 0.0000 x= 0.3028
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SUMMARY OF FINDINGS
The significant findings which were grouped from the data gathered in the study
were as follows:
1. Student respondents have similar responses with respect to the five cited areas of
consideration in instructional competence showed by their teacher/s except for the
instructional methods which rated as outstanding by first and second year
respondents while very good by third and fourth year respondents. The instructional
materials was rated as very good by first to third year respondents while outstanding
by fourth year respondents.
As manifested in the table, the student respondents perceived the teachers
instructional competence in First year as outstanding in instructional skills, instructional
methods, classroom management and evaluation technique while very good in
instructional materials.
The student respondents in second year perceived the teachers instructional
competence as outstanding in instructional skills, instructional methods, classroom
management and evaluation technique while very good in instructional materials.
The student respondents in third year perceived the teachers instructional
competence as outstanding in instructional skills, classroom management and
evaluation technique while very good in instructional methods and instructional
materials.
The student respondents in fourth year perceived the teachers instructional
competence as outstanding in instructional skills, instructional materials, classroom
management and evaluation technique while very good in instructional methods.
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2. The analysisamong the perceptions of four clusters of students showed that
instructional competences of their teacher does not affect significantly the perception
of each cluster of students as it clearly showed in Tables 2.1 to 2.5.
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CONCLUSIONS
Based on the findings, the researchers were able to draw the following conclusions:
1. That the four clusters of respondents perceived the teachers performance on the citedareas of considerations, namely instructional skills, instructional methods, instructional
materials, classroom management and evaluation technique as mostly outstanding.
This study, The Effectiveness of Teachers Instructional Competence as
Perceived by Selected Secondary Students, explores five indicators which are organized
in five cited areas of consideration on effective teaching including instructional skills,
instructional methods, instructional materials, classroom management and evaluation
technique. The study shows that among the five cited areas of consideration on
teachers instructional competence only on instructional skills, classroom management
and evaluation technique are rated as outstanding by four clusters of respondents.
On the other hand, instructional materials is rated very good by first year to third
year level respondents and rated outstanding by fourth year level respondents. In
instructional method, the students respondents from First year to second year level
rated their teacher as outstanding while the students respondents from third and
fourth year level rated their teachers instructional competence as very good.
The conclusion from this study is that students always want their learning needs
to be met. As such they know and can identify effective teaching whenever they are
taught, implemented and observed.
2. That there is no significant difference on the perception of each four clusters of
respondents on the five cited areas of considerations as shown in the results.
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RECOMMENDATIONS
In the light of foregoing findings and conclusions of the study, the following
recommendations are presented:
1. On each of the five cited areas of considerations, the following are suggested:
In terms of instructional skills, it is recommended for the teachers to speak clearly with
proper information and pronunciation because this will lead to better understanding of the
topic and interaction between the teachers and learners. Teachers must always be prepared for
class and shows evidence of mastery of the subject matter, it is observed that if the teachers
expound the topic very well there will be more participation and cooperation among the
students.
It is also recommended that when it comes to instructional methods, teachers should
ask questions that are clear and simple although there are instances that the teacher needs toask HOTS questions to ensure their understanding about the topic. Moreover, teachers must
see to it that instructional methods are designed to develop student s analytical and critical
thinking by providing various individual and group activities which encourage students to think,
to investigate and to formulate ideas on their own with the proper guidance of the teacher.
Utilization of multi-media instructional materials such as television, computer and OHP
depends upon availability of such materials. It is the responsibility of the school administration
to provide these multi-media materials and is recommended to solicit funds in other
government or non government organizations within the community. Additional toinstructional materials, visual aids must be written legibly and large enough for all to see even
for those who seated at the back.
In view of the importance of classroom management, the ability of teachers to organize
classrooms and manage the behavior of the students is critical to achieving positive educational
outcome. Although sound behavior management does not guarantee effective instruction, it
establishes the environmental context that makes good instruction possible. Reciprocally,
highly effective instruction reduces but does not eliminate classroom behavior problems
(Emmer and Stough, 2001)
The inability of teachers to effectively manage classroom behavior often contributes to
the low achievement of at-risk students and to their excessive referrals for special education
(Donovan and Cross, 2002) Effective Classroom Management Teacher: Preparation and
Professional Development (Oliver and Reschly,2007)
In view of the fact, that there were no significant difference on perceptions of student
responses among the four clusters of respondents in terms of evaluation technique which they
rated as outstanding. It is recommended for the teacher to give constructive feedback of
students work and performance in class most of the time to motivate them to strive harder to
increase their level of performance and work. Furthermore, teachers must practice giving
surprise quizzes for it measures the retention of knowledge of students on previous lessons.
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2. Teachers must devise varied teaching strategies to encourage or motivate students to
exert a quality class performance.
3. Teachers must make an effective effort towards an excellent performance on the
different instructional skills because they have a direct influence on students academic
performance.
4. In a dynamic and competitive world with an ever increasing velocity of educational
changes, teachers need to do a better job of identifying and nurturing their personal
and professional competencies and should take steps to ensure that they have a well
educated students.
Title: The Effectiveness of Teachers Instructional Competence as Perceived by Selected
Secondary Students
This title suite the study because each area of considerations namely
instructional skills, instructional methods, instructional materials, classroom management and
evaluation technique pertains to the instructional competence of teachers based on the
perception of the selected secondary students.