Manabat Final Paper
Manabat Final Paper
Manabat Final Paper
Chapter 1
INTRODUCTION
measuring the learning objectives planned for each class results in successful
understanding of the content, which they can then translate into sound learning
objectives; they can choose and implement the most effective instructional
strategies and materials to teach the identified content objectives; they make
promote their students' learning and holistic development; and they are
university and community service. In the daily life of students, they encounter
2
different kinds of teachers. It is a fact that the various teaching competency levels
of their teachers bear different effects upon the students’ learning. Because of
and objectives should see to it that utilization is assured and output is maximized.
The success and failure of the school program rests entirely on their hands. In
them lies the future of the educational institution that they pledge to serve
of wire, plaster, or thread strung from frames; and models of higher order
respondents in teaching Mathematics. The results of the study will be the basis
for formulating an enrichment measures for the subject matter in the research
environment.
Theoretical Background
as Republic Act no. 10533 - The Enhanced Basic Education; and DepEd
LEGAL BASES
THEORIES Republic Act no. 10533
- The Enhanced Basic
Education
Constructivist
Theory (Bruner, as DepEd Memorandum,
cited by Jerome No. 82, s.2017 -
Seymour, 2016) Learning Resource
Management and
Competency-Based Development System
Approach (as cited Implementation in the
by International Rationalized DepEd
Education Studies, Structure
2015)
Enrichment Measures
Figure 1
known to the educators and scientists all over the world, and today it is discussed
from different angles and is being viewed from different perspectives. First of all,
And in the United States it was firstly used in the 60s in the context of
recognized expert in a particular issue (in the insurance issue), who has
considered on the one hand, as a state of readiness of a person, who is able and
a link between practice and education, to provide the necessary knowledge, skills
and relationships, which will help people to navigate in the rapidly changing
knowledge, skills and relationships that are necessary for each person for a full-
fledged personal life and work, active civic stand and effective social inclusion
(Recommendations, 2016).
7
relation to the two previous levels of competences, with a specific description and
competencies related to human’s activity, manifested in all its types and forms.
types of competencies.
performance. It is believed that White (as cited by Makulava et., al, 2015)
are most closely related to the “perfect” job performance and high motivation.
effective performers, in order to determine what these people are different from
intelligence, can be formed through the training and development. This tradition
is particularly strong in the US, where competences are defined in terms “the
a long period of time. Hay Group (as cited by Makulava et., al, 2015)
effective performance, “the ability to perform actions in the workplace under the
standards used for the professions.” The definition also included “skill and
9
there has been a dramatic change in which all leads to being at par with the
amplify the scheme that would qualify the criteria of a globally competitive
learning industry. This gives birth to the creation of the K12 program of the
According to former President Benigno S. Aquino III, “We need to add two
years to our basic education and those who can afford pay up to fourteen years
of schooling before university”. He also asserted that children are getting into the
best universities and the best jobs after graduation, believing that after 12 years
for public school, children will be given countless chances at succeeding. In line
with this, He proclaimed the Republic Act no. 10533, also known as The
Enhanced Basic Education. The aspiration of Education for All 2015 and the
skills required in the 21st century in order to cultivate a "functionally literate and
developed Filipino."
regulations of Republic Act No. 10533, and as instructed in DepEd Order (DO)
Central Office (CO), regional offices (ROs), schools division offices (SDOs), and
school/cluster levels of DepEd. The System includes the following: (a) standards,
materials.
university and community service. In the daily life of students, they encounter
different kinds of teachers. It is a fact that the various teaching competency levels
of their teachers bear different effects upon the students’ learning. Because of
11
conscious of how their teaching affects the learning of the students. (Barnuevo,
et al., 2021).
limited cases, pay. Because the turnaround strategy has not been a prevalent
approach in education, most turnaround attempts will involve teachers who have
not worked in such setting previously. The competencies included here are
phrased to be general enough that they can be used to select teachers who have
shown the rights combination of competencies in other roles, but who have not
yet participated in a school turnaround attempt. The competencies also help the
teachers understand and address their strength and weaknesses as they embark
on turnaround challenge.
different in terms of their problem and their training needs, and comparison were
Barnuevo, et al., (2021), identify that the teacher must have a thorough
grasp of the subject he teaches. Effective learning demands that the teacher
must possess a solid knowledge of his/her subject. A well trained and licensed
knowledge must be of two fold nature. A good teacher must first possess a wide
general knowledge and within the confines of this general knowledge, a sound
when to teach and how to teach. The quantity and quality of the teacher's
knowledge will give the teacher enough material and confidence to teach
effectively.
effectively, a teacher must know not only what, is the subject matter, but also
how to teach. Hence, the third essential requirement of effective teaching is the
Kyriacou, (2021) stresses that teachers must also realize that all students
skills that a teacher can introduce creative and effective solutions to the problems
When used appropriately, these strategies can result in student achievement that
is at least one standard deviation higher than that of students taught without the
shift the focus from the teacher to the students. Effective teachers also use the
the analysis of the problems discussed in the test, will be used, and considered
THE PROBLEM
This research assessed the utilization of learning resources used and the
Maitum Elementary School, Baybay VI District, Leyte for School Year 2022-2023
1.1 teachers’
1.2 learners’
Mathematics?
designed or formulated?
occupy an important position and are key elements in the operation of the school
The findings of this study may offer significant information and insights to
the following:
used as bases for further policy formulation for the improvement of Mathematics
curriculum. This can also help in identifying the appropriate qualifications and
School Heads. The study's results will allow school administrators to take
may use the degree of competency of teachers in the various knowledge ideas
learning action cells, and in-service training programs. Priorities are set based on
Teachers. This study can provide an in-depth insight and information about
primary school teachers' roles and behaviors that impact the achievement of their
children. The findings of this study will help to enhance the topics taught in
information on how instructors choose and identify techniques that increase topic
Learners. The study will be beneficial to both students and instructors who
will benefit from enhanced school teaching programs. The range of learning
17
tools, strategies, and sources will result in intriguing and exciting lessons that
students will find appealing and engaging. As a consequence, the student will
instructors' teaching abilities and tactics, allowing parents to inspire and support
their children not only to enhance academic performance but also to achieve
Researcher. The researcher will find this study useful. This study will serve
Mathematics.
supporting hypotheses, and the results of this study may be used just for this
purpose, among others. The results can also be used to support or validate
similar studies.
RESEARCH METHODOLOGY
This part contains the research methodology which includes the method to
Design
The input of the study includes the relevant information of the respondent-
groups in terms of their age, gender, civil status, highest educational attainment,
workshops attended. This also covers the level of the teaching competencies of
subject matter, and teaching skills; as well as assesses the level of utilization of
learning resources used in teaching Mathematics. Moreover, this will test the
relationship between the level of teaching competencies of teachers and the level
The process of the study includes the research procedure that was strictly
followed guided by the research approach it employed which was the descriptive-
Relevant information
taken from the
respondent-groups
Transmittal Letter
Figure 2
Environment
National highway going to south. The schools are all painted concrete fence with
wide angle bars is an attractive sight moreover it protects the school from
external forces. Maslug ES and Maitum ES has the same seven (7) classrooms
from Kindergarten to Grade 6 and one (1) new school office, since it just a
classroom form Kindergarten to Grade 6. It has also H.E room, E-room, District
Clinic, Canteen and One principal office. Bitanhuan Elementary School has the
same number of classroom as Plaridel Central School but it doesn’t have H.E
room. It has also a Principal Office and Canteen. The said schools are all
plants around is an added attraction in the school campus. The four schools has
plus 1 non-teaching personnel and district nurse, 1 active principal and 3 work
has 482 while Bitanhuan ES has 380 and Miatum ES has 180 enrolment.
There are times in a year that tropical cyclone such as storm, tropical
depression and typhoon hit the place and even the entire province. During heavy
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rainfall even without the danger of the latter calamity. Earthquake is also part of
the equation in terms of the natural hazards that strike the school.
evacuation center enough for victim families as their temporary shelter. Baybay
Water District served as the main source of water for hand washing, gardening,
Teachers and the community aims to achieve the desired goals of the school to
be able to give school children the quality education they longed for. So, it may
harvest the best Filipino youth with good values and high learning in the
community.
22
https://www.researchgate.net/figure/Figure-1-Map-of-the-14-sampled-barangays-in-Baybay-
City-Leyte-Shapefile-source_fig1_305316034
Figure 3
Respondents
Elementary School, Baybay VI District, Leyte. These are The respondents were
chosen using purposive random sampling. The inclusion criteria were as follows:
a] that they are subject teachers of the research environment; b] that they have
been in the profession for at least a year; and c] that they are willing to participate
The selected Grades I-6 learners also served as respondents of this study as
their age, gender, and grade in Mathematics were also taken into considerations.
Table 1
Distribution of Respondents
Respondents
Maslug Elementary School
Frequency Percentage
Teachers 60 50
Learners 60 50
Instrument
The main questionnaire of this study was divided into four (4) parts.
The first part solicits information about the profile of the respondent-groups
Learning Resources”. This tool dealt with the level of teaching competencies of
subject matter, and teaching skills. This was composed of 40 items and was
measured using a 5-point Likert scale: 1 for NOT COMPETENT, 2 for LESS
MUCH COMPETENT.
standardized questionnaire taken from Bušljeta’s study. This dealt with the level
composed of 12 items and was measured using a 5-point Likert scale: 1 for
NEVER, 2 for SELDOM, 3 for SOMETIMES, 4 for VERY OFTEN and 5 for
ALWAYS.
The last part of the tool identified the issues and concerns experienced by
competencies in Mathematics.
25
endeavor.
After the letter was approved, the questionnaires were personally distributed
to the respondents. The respondents were given ample time of preferably 20-30
Data was then collected and submitted to the statistician for statistical
The following were the statistical procedures that were used by the
terms of their age, gender, civil status, highest educational attainment, length of
attended.
Mean. Computation of the mean was employed to determine the level of the
evaluation skills, mastery of the subject matter, and teaching skills; as well as
26
teaching Mathematics.
Table 2
Scoring Procedures
DEFINITION OF TERMS
To fully understand the terms used in this study, conceptual terms that are
Enrichment Measures. This refers the output of the enhancement of the use
competencies in Mathematics.
Learning Resources. These are those devices and procedures that help to
make teaching and learning more interesting, more stimulating, more reinforcing
and more effective. This will be measured using a 5-point Likert scale.
School and Maitum Elementary School, Baybay VI District, Leyte covering their
teacher qualification in this study: BA; with MA; Full Fledge; MA;
with Ed. D., Full Fledge, MA. Complete Fledge Ed. D., and sections.
spent teaching in their 5 years, 6-15, 16-25, 26-35 and 36-45 years.
Teaching Competencies. These are the skills and knowledge that help a
have expertise in a wide range of teaching competencies so that they are able to
deal with every student having different learning styles. This will also be
during a class.
development.
other things the skill of mastering the subject matter and being able
Chapter 2
This chapter presents the data obtained from the respondents of the study
teachers and 60 selected learners from Grades 1-6 for a total of 120 respondents
The first part deals with the relevant information of the respondent-groups
in terms of their age, gender, civil status, highest educational attainment, length
The third part presents the level of utilization of learning resources used
The fourth part uncovers the testing of relationship between the level of
resources.
31
The fifth and last part discloses the issues and concerns experienced by
competencies in Mathematics.
Maitum Elementary School., particularly their age, gender, civil status, highest
Mathematics.
Teachers
Table 3
Age Profile
Frequency
Age Percentage
(n=60)
50 years old and above 4 7
41-50 years old 9 15
31-40 years old 25 42
21-30 years old 22 37
Total 60 100
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In terms of the age profile of the teachers, majority of them belong to the
age range of 31-40 years old, specifically 25 or 42% of them. This is followed by
22 or 37% of them who fit in the age group of 21-30 years old. 41-50-year-old
respondents comprise of nine (9) or 15% of the teachers, while four (4) or 7% of
than isolation. It is at this period that the individual begins to mature, becoming
responsibilities.
development. According to the research, this is the moment when these teachers
are mature, responsible, and trustworthy in carrying out their duties and
responsibilities.
Table 4
Gender Profile
Frequency
Gender Percentage
(n=60)
Female 42 70
Male 18 30
33
Total 60 100
respondents.
elementary and secondary institutions. Despite the fact that teaching is a female-
attributes explain why women are perceived as less appropriate and appealing
for certain activities or projects. The outcomes of his study also demonstrate that
female respondents had fewer traditional beliefs about gender roles than male
respondents.
civil status.
Table 5
Civil Status Profile
Frequency
Civil Status Percentage
(n=60)
Single 15 25
Married 45 75
34
Total 60 100
capacity to deal with obstacles and workload at school while also managing their
time at home.
Although much has been said about female teachers' marital prospects,
few objective studies of actual marriage rates among teachers of different ages,
Table 6
Highest Educational Attainment
Highest Educational Attainment Frequency
Percentage
(n=60)
Master’s Degree 5 8
With units in Master’s Degree 36 60
BSEEd/BSEEd Graduates 19 32
Total 60 100
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graduates while five (5) or 8% of the teachers are already Master’s Degree
holder.
Pursuing a degree will very definitely be related to both the most difficult
and the most rewarding moments in their life. One of the most significant benefits
of continuing education is that it may help one's abilities and acquire new skills in
indicates that bachelor's degree teachers only have students who score higher
on the National Achievement Test. It was revealed that the educational degree of
person has just graduated from college or has been working for years, having a
strong desire to learn new things might help them stay ahead of the competition.
36
respondents.
Table 7
Length of Service
Length of Service Frequency Percentage
(n=60)
More than 6 years 19 32
4-6 years 19 32
1-3 years 17 28
Less than a year 5 8
Total 60 100
of the teachers have been linked with the institution for 4-6 years; and more than
6 years. 17 or 28% of them have been teaching for 1-3 years, while five (5) or 8%
indicating that they are satisfied with the advantages and incentives offered to
them, which enhances their morale and confidence. It indicated that the
respondents.
Table 8
Performance Rating
Performance Rating Frequency Percentage
(n=60)
Outstanding 4 7
Very Satisfactory 56 93
Total 60 100
93% of them, while four (4) or 7% of them obtained a performance rating level of
outstanding.
maximum potential.
38
by the respondents.
Table 9
Appropriate Trainings, Seminars, and Workshops Attended
Appropriate Trainings, Frequency Rank
Seminars, and Workshops
(n=60)
Attended
Division 21 1st
District 17 2nd
Regional 16 3rd
National 6 4th
trainings and seminars. This is followed by district trainings and seminars which
trainings, while only six (6) teachers have been present on national trainings,
ability to place learning at the heart of every learner. Their attendance at these
modern world. However, there is a problem with such occurrences. They are not
a substitute for genuine learning. They provide useful information. They might
even just encourage teachers for a few days at a time (Grimmett and MacKinnon,
2012).
provide educators with the knowledge and expertise needed to sharpen the
minds of Filipino students, identify common and unique education problems and
Profile of the Learners. The following tables present the profile of the
School, Baybay VI District, Leyte in terms of their age, gender, and grade in
Mathematics.
Age and Gender. This shows the relevant information of the learner-
Table 10
Age and Gender
Frequency
Variables Percentage
(n=60)
Age
12 years old 4 7
11 years old 14 23
10 years old 19 32
9 years old 21 35
8 years old 2 3
Gender
Boy 33 55
Girl 27 45
Total 60 100
9 years old, specifically 21 or 35% of them. 19 or 32% of them came next with
the age of 10 years old. This is followed by 11-year-old learners which comprises
of 14 or 23% of them, while 12- and 8-year-old learners consist of four (4) or 7%;
When talking about their gender, there are 33 or 55% of the learners who
and secondary education. This is due to the fact that male students drop out at a
higher rate than female students. Female students completed more courses than
male students at both levels. Because boys are more physically adept than girls,
poorly in school, it appears to be easier for parents to compel them to quit and
seek employment. Furthermore, girls value education more than boys do since
they do not expect to stay at home when they grow up; rather, they want to work.
Boys commonly feel that if they do not finish high school, they will be able to
work.
selected Grades I-6 from Maslug Elementary School, Plaridel Central School,
Table 11
Grade in Mathematics
Frequency
Grade in Mathematics Percentage
(n=60)
42
91 - 95 9 15
86 - 90 17 28
81 - 85 28 47
75 - 80 6 10
Total 60 100
Delving into learners’ grade and performance in Mathematics, 28 or 47%
who gained an 86-90 grade. Moreover, nine (9) or 15% of them attained a grade
of 91-95, while six (6) or 10% of the learners got a grade of 75-80.
poorly in mathematics. Over the years, classroom studies have revealed that
manner, with just a few pupils understanding and grasping the ideas (Winters,
Cerulli, Bjork, & Mor, 2016). Teaching mathematics has been considered as
performance falls well short of the anticipated outcome. In the 2003 international
exam for mathematics and sciences, the Philippines ranked 23rd out of 25
the international average of 495, and 42nd out of 45 participants in the grade 8 or
2014).
management, evaluation skills, mastery of the subject matter, and teaching skills.
Table 12
Classroom Management
Items Weighted Interpretation
Mean
Command respect from the learners 4.53 Very Much Competent
Help the class achieve the objectives set for Very Much Competent
the day 4.60
Assist learners in doing cooperative group Very Much Competent
task 4.57
Establish authority in the classroom Very Much Competent
effectively by making learners obey rules set
forth 4.57
Show a great deal of patience towards the Very Much Competent
learners 4.37
Make the learner behave according to how Very Much Competent
they are expected to 4.43
Start learning activities on time 4.47 Very Much Competent
Sustain learners’ interest in the lesson and Very Much Competent
class discussion 4.50
44
Come to class early and leave on time 4.37 Very Much Competent
Make every moment of the class active Very Much Competent
promoting fun about learning 4.47
GRAND MEAN 4.49 Very Much Competent
Legend: 4.21 - 5.00 Very Much Competent; 3.41 – 4.20 Very Competent; 2.61 – 3.40 Competent; 1.81
– 2.60 Less Competent; 1.00 – 1.80 Not Competent
mean of 4.49.
Teachers helping the class achieve the objectives set for the day gained
the highest weighted mean among all items with 4.60. This is closely followed by
set forth, with a mean score of 4.57, each. Teachers commanding respect from
the learners came next with a score of 4.53. Moreover, teachers sustaining
learners’ interest in the lesson and class discussion obtained a weighted mean of
4.50. Teachers starting learning activities on time; and teachers making every
moment of the class active promoting fun about learning collected a mean score
the learners; and teachers coming to class early and leave on time fell last with
Results conformed to the ideas of Glazer (2016), who pointed out that
classroom management practices that together set the environment for quality
achievement. Most classroom management issue are resolved when lessons are
well taught, with pace, variety and challenges and when students are actively
engaged in learning that meets their needs and interest. Further stressed that
the secondary school level provide model for students that reinforce the purpose
of the high school program: equip students with knowledge and skills they will
need to lead satisfying and productive lives; to prepare student for further
education and work; and to help them to become independent, productive, and
expectation for students are high and reflect the learning styles, interest and
student behavior are directly linked with the concept of school and classroom
Ideally, the findings from these evaluations are used to provide feedback to
Table 13
Evaluation Skills
Items Weighted Interpretation
Mean
Evaluate learners’ performance fairly, by Very Much Competent
using adequate and standard measure of
evaluation 4.53
Give grades on the basis of learners’ actual Very Much Competent
performance 4.58
Give rating based on the objectives of the Very Much Competent
lesson and criteria set in the class 4.32
Give evaluation results and rating that are Very Much Competent
well-accepted by learners 4.37
Use methods in evaluating students’ learning Very Much Competent
in line with the lessons objectives such as
oral performance, projects, and etc. 4.43
Provide evaluative presentation or activities Very Much Competent
appropriate to the learners’ abilities, interest
and needs 4.47
Utilize evaluation result as a basis for Very Much Competent
improving instruction 4.47
Include items in the test-based on the lesson Very Much Competent
objectives consisted actual discussion,
activities and classroom instruction 4.37
47
4.41, which means that the respondent-groups also perceived the teachers to be
next with a mean score of 4.53; while teachers keeping accurate records of
learners’ abilities interest and needs; and teachers utilizing evaluation result as a
basis for improving instruction, each got a weighted mean of 4.47. Teachers
allowing learners to rate their own performance in the class got the lowest
The above findings are related to the ideas of McMillan (2020), which
feedback and opportunities for revision to improve rather than simply audit
must be valid, fair, ethical, uses multiple methods, efficient and feasible.
48
(2021) cited the claim that if teachers expect to guide learning effectively, they
must know how many children at various levels of maturity are capable of
understanding that would determine the nature of the assessment and evaluation
of the students. The nature of evaluating students influences what is learned and
evaluating the students. Evaluation must be based on the clear concept of the
aims of education outlined in our constitution, of the school, and the course of
diagnostic must be made an integral part of all teaching and learning. Evaluation
Lastly, it must consider all aspects of school and community life that affect the
joint process that involves both teacher and learners. It is an integral part of the
them to take responsibility in the process. This view recognizes the diversity of
learners inside the classroom, the need for multiple ways of measuring their
varying abilities and learning potentials, and the role of learners as co-
Mastery of the Subject Matter. This is the foundation upon which the
education of a teacher is based. The teacher requires among other things the
skill of mastering the subject matter and being able to establish the
Table 14
Mastery of the Subject Matter
Items Weighted Interpretation
Mean
Manifest confidence and fairness with more Very Much Competent
information being given in the class 4.35
Answer question clearly with confidence 4.40 Very Much Competent
Explain the lesson by citing relevant Very Much Competent
examples and situations 4.43
Readily define important terms in the lesson 4.37 Very Much Competent
Emphasize difficult part of the lesson by Very Much Competent
making it so easy to understand 4.37
Show a full gasp of the lesson taught each Very Much Competent
day 4.47
Relate the subject matter to previous topics Very Much Competent
and area of interest 4.35
Teach accurate and updated content using Very Much Competent
appropriate approaches and strategies 4.43
50
perceived the teachers to be very much competent in the area of mastering the
Teachers showing a full gasp of the lesson taught each day came first with
the highest weighted mean among all items with 4.47. This is closely followed by
teachers explaining the lesson by citing relevant examples and situations; and
and strategies with a mean score of 4.43. Meanwhile, teachers aligning lesson
came after with 4.42. Teachers answering question clearly with confidence; and
teachers engaging learners to use higher order thinking skills in asking questions
gained a 4.40 score, each. Lastly, teachers manifesting confidence and fairness
with more information being given in the class; and teachers relating the subject
matter to previous topics and area of interest got the lowest weighted mean with
4.35, individually.
In support to the above results, Barnuevo, et al., (2021), identify that the
teacher must have a thorough grasp of the subject he teaches. Effective learning
demands that the teacher must possess a solid knowledge of his/her subject. A
well trained and certificated teacher must show evidence of mastery of the
51
subject matter. Teacher knowledge must be of two fold nature. A good teacher
must first possess a wide general knowledge and within the confines of this
He must know what to teach, when to teach and how to teach. The quantity and
quality of the teacher's knowledge will give the teacher enough material and
The results is related to the work of Nem Singh, et al., (2019) who stated
Lack of it may because narrow views or bluffing on the part of the teacher and
appreciate the world they live in, he must understand the interrelation and
teacher is based. The teacher requires among other things the skill of mastering
the subject matter and being able to establish the interrelationships between
different subjects.
Table 15
Teaching Skills
Items Weighted Interpretation
Mean
Provide timely, appropriate Very Much Competent
reinforcement/feedback to learners’ behavior 4.37
Use appropriate formative, summative tests Very Much Competent
congruent to the lesson 4.60
Use non-traditional authentic assessment Very Much Competent
techniques when needed 4.30
Give assignment as reinforcement or Very Much Competent
enrichment of the lesson 4.43
Provide opportunity for learners to Very Much Competent
demonstrate their learning 4.43
Organize the subject matter clearly and Very Much Competent
coherently 4.40
Use language effectively in expressing ideas Very Much Competent
in class discussion 4.47
Encourage the learners to think and clarify Very Much Competent
the lesson trough effective questioning 4.50
Present lesson systematically and Very Much Competent
analytically 4.37
Motivate the learner by asking question Very Much Competent
effectively to develop critical thinking and
creativity 4.47
GRAND MEAN 4.43 Very Much Competent
53
means that the respondent-groups also perceived the teachers to be very much
lesson gained the highest weighted mean of 4.60. This is followed by teachers
encouraging the learners to think and clarify the lesson trough effective
asking question effectively to develop critical thinking and creativity came next
with the score of 4.47, apiece. Moreover, teachers providing opportunity for
individually. Teachers organizing the subject matter clearly and coherently came
teachers know how to use instructional techniques, such as mastery learning and
student achievement that is at least one standard deviation higher than that of
students taught without the use of strategies. Effective teachers use technology
on experiences, and to shift the focus from the teacher to the students. Effective
teachers also use the students’ prior knowledge as a starting point with hands-
54
Findings agreed to Kyriacou, (2021) who revealed that teachers must also
realize that all students have different levels of strengths and weaknesses. It is
only through teaching skills that a teacher can introduce creative and effective
solutions to the problems of the students. Thus, a teacher can enhance the
learning process.
Table 16
Summary on the Level of Teaching Skills of Teachers
Summary Weighted Interpretation
Mean
Classroom Management 4.49 Very Much Competent
Legend: 4.21 - 5.00 Very Much Competent; 3.41 – 4.20 Very Competent; 2.61 – 3.40 Competent; 1.81
– 2.60 Less Competent; 1.00 – 1.80 Not Competent
55
The summary on the level of teaching skills of teachers is divided into four
matter, and teaching skills. This accumulated an overall grand mean of 4.43
which means that the respondent-groups perceived the teachers to be very much
weighted mean of 4.49. This is followed by teaching skills with a mean score of
4.43. Evaluation skills came next with the score of 4.41, while mastery of the
subject matter fell last with the lowest weighted mean among all indicators with
4.40.
community service. In the daily life of students, they encounter different kinds of
teachers. It is a fact that the various teaching competency levels of their teachers
bear different effects upon the students’ learning. Because of this, teachers must
their teaching affects the learning of the students. (Barnuevo, et al., 2021).
limited cases, pay. Because the turnaround strategy has not been a prevalent
56
approach in education, most turnaround attempts will involve teachers who have
not worked in such setting previously. The competencies included here are
phrased to be general enough that they can be used to select teachers who have
shown the rights combination of competencies in other roles, but who have not
yet participated in a school turnaround attempt. The competencies also help the
teachers understand and address their strength and weaknesses as they embark
on turnaround challenge.
use their content knowledge and instructional skills to improve student learning.
Common sense suggests that subject matter content knowledge and instructional
included here.
Table 17
Level of Utilization of Learning Resources
Items Weighted Interpretation
Mean
Employ collages and diorama about the lesson 3.83 Very Often
Utilize journals and new papers to supplement the Very Often
lesson 3.47
Use of flipchart and whiteboards in teaching 3.43 Very Often
Ensure that learners’ materials and teachers’ guide Very Often
are readily available to make sure that the lesson is
parallel to the competencies 3.90
Use LCD projector and power points in presenting Very Often
daily lesson 3.70
Prepare fliers, flash cards and brochure for better Very Often
learning 3.63
Use meta cards and guide cards in the class Sometimes
activities 3.23
Use charts, graphic organizer, and the like 3.77 Very Often
Employ a self-made learning resource like module Very Often
for better learning outcome 3.93
Use printed picture to attract the attention of the Very Often
learners 3.87
Use cartolina, marker, bond paper, and coloring Very Often
materials in making, slogan, poster, illustration and
other related activities 3.67
Present timelines of events for easy to understand Very Often
the lesson 3.90
GRAND MEAN 3.69 Very Often
Legend: 4.21 - 5.00 Always; 3.41 – 4.20 Very Often; 2.61 – 3.40 Sometimes; 1.81 – 2.60 Seldom; 1.00
– 1.80 Never
a grand mean of 3.69, which means that the teacher-respondents utilize very
learning outcome obtained the highest weighted mean among all items with 3.93.
58
Teachers ensuring those learners’ materials and teachers’ guide are readily
available to make sure that the lesson is parallel to the competencies; and
closely followed with a mean score of 3.90, each. Teachers who use printed
picture to attract the attention of the learners gained a score of 3.87. Moreover,
this is followed by teachers employing collages and diorama about the lesson
with a weighted mean of 3.83. Meanwhile, teachers using meta-cards and guide
cards in the class activities got the lowest mean score among all items with 3.23.
The findings from the table above was supported by Ogaga et al., (2016),
in effect, means that learning resources are not selected haphazardly. Indeed
Further, Bunga et al., (2016) stressed that the selection of appropriate teaching
and learning resources (TLRs) plays an important role in the curriculum diversity.
This set of foundation for developing deeper engagement of learners will facilitate
These findings conformed to the study of Jiya (2013), which stated that
makes learning more permanent. The attainment of lesson objectives and the
facilitation of teaching and learning process highly depend on the adequacy and
Table 18 uncovers the results of testing the relationship between the level
Table 18
Level of Teaching Competencies and Level of Utilization of
Learning Resources
chi-square of .235*. This means that the effective utilization of learning resources
60
competencies.
educational process without the use of various teaching and learning resources.
The purpose and role of teaching and learning resources do not only consist of
making the educational process more attractive and interesting, but also of
encouraging active learning, the development of different skills and the adoption
and methods of utilizing teaching and learning resources in the teaching and
learning process.
of the teachers did not take cognizance of the importance derived from the use of
instructional materials while teaching. Those that adopted the utilization did not
use them appropriately. No wonder the high rate of students’ failure in external
should sensitize all heads of schools and teachers through seminars and
competencies in Mathematics.
Table 19
Issues and Concerns
Frequency
Issues and Concerns Frequency Rank
When dealing with the issues and concerns experienced by the teacher-
their main challenge. Moreover, 22 of them believe that students struggle with
word problem due to poor reading comprehension is one of their main concerns.
This is followed by some of the competencies do not suit the learners’ level of
62
understanding; students lack prior knowledge, lack of effort and interest; and high
teacher-learner ratio.
supervision, the improvisation of the local materials and the provision of the
Chapter 3
Summary
This research assessed the utilization of learning resources used and the
Maitum Elementary School, Baybay VI District, Leyte for School Year 2022-2023
as basis for enrichment measures. The design of this research was a descriptive-
Findings
31-40 years old, female, married, have been in the institution for more than 6
seminars, and workshops. Meanwhile, when it comes to the profile of the learner-
respondents, most of them were male learners who are 9 years of age with an
resources, the teachers were perceived to utilize very often the learning
competencies.
word problem due to poor reading comprehension, and lack of prior knowledge of
Conclusion
concluded that the level of teaching competencies of teachers and their level of
utilization of learning resources resulted into the rejection of the null hypothesis
which means that it produced a significant relationship. This means further that
Recommendations
were made:
Department of Education
curriculum;
School Administrator/Teachers
utilizing MOOE.
67
Chapter 4
Rationale
Order No. 35 s. 2016, stated that the quality of learning influenced by the quality
the result of systematic use of appropriate strategies for delivering and assessing
implement the most effective instructional strategies and materials to teach the
holistic development, and are professional and ethical in the conduct of their
works.
among the selected Grades I-6 learners at Maslug Elementary School, Plaridel
Objectives
research environment.
69
Scheme of Implementation
The output will be submitted to the School Head so that proper actions would be facilitated in promoting the
Areas of Objectives Strategies Persons Budget Source of Time Frame Expected Actual Accom- Remarks
Concern Involved Budget Outcome plishment
Teaching To improve the Presentation of School Php School September Enhanced
Competencies teaching competency the results and Head 2,000 Funds 2022 teaching
of Math of the Mathematics analysis of this practices
Teachers teachers in terms of study Teachers competencies
classroom of the teachers
management, Researcher in the said
evaluation skills, areas
mastery of the INSET for School Php School October Enhanced
subject matter, and Pedagogical Head 5,000 Funds 2022 teaching
teaching skills Evaluation and practices
Assessment in Teachers competencies
Mathematics of the teachers
Teaching in the said
areas
Mastery of School Php School November Enhanced
Mathematics Head 5,000 Funds 2022 teaching
Instruction: A practices
Workshop Teachers competencies
of the teachers
in the said
areas
Retooling School Php School January Enhanced
Specific Skills of Head 5,000 Funds 2023 teaching
the 21st century practices
Teachers Teachers competencies
of the teachers
in the said
areas
70
Issues and Address the issues Lack of Learning School NA NA Starting 2nd Issue or
Concerns in and concerns Resources: Head grading concern
Learning reported by the pertaining to
Resources teachers that hamper Tap PTA and Teachers this matter is
Implementation with their teaching community resolved and
and Teaching competency in leaders to addressed
Competencies Mathematics and organize a
in Mathematics utilization of learning fund-raising
resources drive to
purchase
additional
learning
resources
Too many School NA NA Starting 2nd Issue or
competencies: Head grading concern
pertaining to
Focus on Most Teachers this matter is
Essential resolved and
Learning addressed
Competencies
in Mathematics
Lack of prior School NA NA Starting 2nd Issue or
knowledge: Head grading concern
pertaining to
Spiral Teachers this matter is
Teaching resolved and
Approach in addressed
Mathematics to
address basic
knowledge
deficiencies
71
BIBLIOGRAPHY
72
BIBLIOGRAPHY
ELECTRONIC RESOURCES
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APPENDICES
78
Appendix A
LETTER OF TRANSMITTAL
Sir:
Good day.
Respectfully yours,
ANNALIZA D. MANABAT
Researcher
Noted: :
Approved:
79
QUESTIONNAIRE
The following are the indicators for this research. Part I requires the
relevant information of the respondent-groups. Part II involves the level of the
teaching competencies of teachers, while Part III assesses the level of utilization
of learning resources used by teachers, while the last part deals with the issues
and concerns experienced by the teachers in terms of their learning resources
used and teaching competencies in Mathematics
Direction: Check the answer to the questions and if you have other answers
not found in the structured answer, please feel free to place your answer on the
space provided for.
Age: ____________
Gender
[ ] Male
[ ] Female
Civil Status
[ ] Single
[ ] Married
[ ] Widow/Widower
[ ] Doctorate Degree
80
[ ] Master’s Degree
[ ] BSEEd/BSSEd graduate
Length of Service
[ ] 4 – 6 years
[ ] 1 - 3 years
Performance Rating
[ ] Outstanding
[ ] Very Satisfactory
[ ] Satisfactory
[ ] Unsatisfactory
[ ] Poor
[ ] International
[ ] National
[ ] Regional
[ ] Division
81
[ ] District
LEARNERS’ PROFILE
Age: ____________
Gender
[ ] Boy
[ ] Girl
1 – Not Competent – this means that the teacher is not competent in this
area
5 – Very Much Competent – this means that the teacher is very much
competent in this area
Items 1 2 3 4 5
CLASSROOM MANAGEMENT
83
1. Command respect from the learners
2. Help the class achieve the objectives
set for the day
3. Assist learners in doing cooperative
group task
4. Establish authority in the classroom
effectively by making learners obey
rules set forth
5. Show a great deal of patience
towards the learners
6. Make the learner behave according to
how they are expected to
7. Start learning activities on time
8. Sustain learners’ interest in the
lesson and class discussion
9. Come to class early and leave on
time
10. Make every moment of the class
active promoting fun about learning
EVALUATION SKILLS
Direction: Below are items which assess the level of utilization of learning
resources as perceived by the respondent-groups.
1 – Never– this means that the teacher does not use this learning
resources at all
2 – Seldom – this means that the teacher seldom use this learning
resources
3 – Sometimes – this means that the teacher sometimes use this learning
resources
4 – Very Often – this means that the teacher use this learning resources
very often
5 – Always – this means that the teacher always use this learning
resources
85
Items 1 2 3 4 5
1. ______________________________________________________________
________________________________________________________________
2. ______________________________________________________________
________________________________________________________________
3. ______________________________________________________________
________________________________________________________________
4. ______________________________________________________________
________________________________________________________________
87
5. ______________________________________________________________
________________________________________________________________
Thank you for your support in conducting this study. Be assured that all
answers you provide will be kept in the strictest confidentiality. Best regards!
THE RESEARCHER
CURRICULUM VITAE
88
CURRICULUM VITAE
ANNALIZA D. MANABAT
Email Address: [email protected]
Mobile Phone Number: 09606647739
Residential Address: Sitio Tabuk, Barangay Guadalupe, Inopacan, Leyte
PERSONAL INFORMATION
ACADEMIC BACKGROUND
EMPLOYMENT HISTORY
Teacher 1
Maslug Elementary School
Maslug, Baybay City, Leyte
August 2019- Present
Teacher 1
90
TRAININGS, SEMINARS/WORKSHOPS