Running Head: LIVED EXPERIENCES OF TEACHERS ON GRADES 1

Lived Experiences of Grade 11 Senior High School Teachers on Grades

Antonio, Maria Esperanza

Cabjuan, Kate Gwyneth

Melandres, Leanne Joy

Cabotage, Jan Alexis

Galope, Alyssa Eunie

Arreola, Benedict

Javier, Elliakim

Researchers

Ms. Joreh Hannah S. De Peralta

Research Adviser

NARVACAN NATIONAL CENTRAL HIGH SCHOOL

Senior High School

LIVED EXPERIENCES OF TEACHERS ON GRADES 2

Certification

this research study entitled, “Lived Experience of Grade 11 Senior High School Teachers

about Grades”, prepared and submitted by Leanne Joy Melandres, Maria Esperanza

Antonio, Kate Gwyneth Cabjuan, Alyssa Eunie Galope, Benedict Arreola, Elliakim

Javier, and Jan Alexis Cabotage, in partial fulfilment of the requirements for Practical

Research I has been examined and is recommended for acceptance and approval for Oral

Defense.

MS. JIREH HANNAH S. DE PERALTA, TII

Adviser
LIVED EXPERIENCES OF TEACHERS ON GRADES 3

Approval Sheet

Approved by the Panel of Examiners in Oral Defense of Grade 11-STEM-B

(Rutherford).

Mr. Edwin Locquiao Mrs. Lubeth Cabatu

Member, Review Panel Member, Review Panel

Ms. Cecilia Saldua

Head, Review Panel

This research is hereby accepted and approved in partial fulfilment of the

requirement for the subject Practical Research I.

MRS. LUSVIMINDA ESCALONA

Asst. Principal II

Oral Defense

Date: March 15, 2019

LIVED EXPERIENCES OF TEACHERS ON GRADES 4

Acknowledgement

First of all, we would like to express our deepest acknowledgement on God who gave

us wisdom and strength.

Our school professors for allowing us to conduct our research and providing any

assistance requested. And to our Research Adviser, Ms. Jireh Hannah De Peralta who never

stop challenging us and helping us develop our ideas, read and commented on several

chapters, for showing confidence in our work and for her patience and help.

To our teacher-participants, Grade 11 Senior High School Teachers, who were

willing to cooperate on our research work. Also, to the panelists of our proposal defense who

have given us recommendations and told us what to do with our research work.

We would like to acknowledge our family or the unending support, encouragement

and love. They all kept us going and this research would not have been possible without

them.

And to those people who we forgot to mention, thank you!

LIVED EXPERIENCES OF TEACHERS ON GRADES 5

Dedication

We dedicate our research work to our family. A bucket of thank you to our loving

parents who had given us words of encouragement that lead us to the conclusion of our work.

We also dedicate this to our friends and school family who have supported us throughout

the process. We will all appreciate all they have done, especially on Ms. Jireh Hannah S.

De Peralta for helping us to develop our skills.

We would like to show our gratitude to our teacher-participants from Grade 11 Senior

High School staff for sharing their wisdom and experiences during our collection of data.

Most importantly, we dedicate our research to God who reigns above. For all the

strength and wisdom he bestowed upon us.

L.J.M

K.G.C

A.E.G

M.E.A

B.D.A

E.A.J

J.A.C
LIVED EXPERIENCES OF TEACHERS ON GRADES 6

Abstract

The sole objective of this research is to study Lived Experience of Grade 11 Senior

High School Teachers about Grades, a qualitative research design was utilized.

Phenomenological approach both a philosophy and a method is chosen to reveal the essences

and meaning of their experiences. In Semi-Structured interviews were undertaken from

Grade 11 Senior High School Teachers to grab from their statements their common

experiences which is then synthesize into themes discussed thoroughly.

There are three themes emerged. The first theme, It is an anonymous thought in the

teaching profession that using past experiences of educators will make a teacher-student

relationship become strong throughout the process of learning. The second theme,

interestingly discusses how the Senior High School teachers define grades and how they see

it as a basis in making the student’s future and adult achievements. The third theme are

extracted from the data gathered manifest the similarities of the experiences of the Teacher-

participants.
LIVED EXPERIENCES OF TEACHERS ON GRADES 7

Table of Contents

Page

Title …………………………………………………………………………. I

Certification ………………………………………………………………… II

Approval Sheet …………………………………………….……………...... III

Acknowledgement………………………………………………………….. IV

Dedication………………………………………………………………….. V

Abstract…………………………………………………………………… VI

Table of Contents ………………………………………………………… VII

Chapter I

THE PROBLEM

Introduction………………………………………………………………… 2

Statement of the Problem ………………………………………………….. 3

Significance of the Study ………………………………………………….. 3

Scope and Limitation ……………………………………………………… 4

Theoretical Framework ……………………………………………………. 4

Operational Definition of Terms …………………………………………. 8

Assumptions ………………………………………………………………. 9
LIVED EXPERIENCES OF TEACHERS ON GRADES 8

METHODOLOGY

Research Design ……………………………………………………………. 10

Sample and Population……………………………………………………... 10

Data Gathering Instruments ………………………………………………... 11

Data Gathering Procedure ………………………………………………….. 11

Chapter II

SUMMARY, FINDINGS, DISCUSSIONS, CONCLUSIONS AND

RECOMMENDATION

Findings and Summary ………………………………………………….. 12

Discussions ………………………………………………………………. 16

Conclusions ………………………………………………………………. 18

Recommendations ………………………………………………………... 19

References ………………………………………………………………… 20

Appendices

A. Authorization Letter …………………………………………………… 21

B. Letter to the Respondents …………………………………………….. 22

C. Interview Guide ……………………………………………………….. 23

D. Record Transcript ……………………………………………………… 25

E. Documentation …………………………………………………………. 29

F. Curriculum Vitae ………………………………………………………. 30

LIVED EXPERIENCES OF TEACHERS ON GRADES 9

Chapter I
THE PROBLEM
Introduction

Grades are the marks of students in different disciplines in their chosen educational

careers. Traditionally, it has motivational influence on the learners to study more. However,

nowadays, a previous study had a certain contradiction about this belief. Some said that grade

is a great weapon to have adult’s achievement in the future. Different conclusions are derived

so this made researchers to dig more.

In the Volume V of a paper entitled, “Factors Affecting Academic Performance of

Students,” of Prof. Singh, Malik, and Singh (2016) states that by enhancing and providing

students the suitable learning facilities and management, the performance of the management

students can be improved. Also, students can do well if they are correctly guided by the

teacher and by the parents. Second, the study analyzed the impact of specific variables on the

students’ performance. Finally, the limitations of this study are that all students were from

management institutes.

Good grade is a beautiful sight, while the opposite is not. Since, many is not sure

about taking the marks seriously, the accurate definition of learning will be provided with the

help of the perspective of professionals, specifically, teachers. What are the insights of

teachers in having low and high grades of students? Do grades define the student’s future?

Do low and high grades have a connection in the true meaning of learning?

The purpose of the study is to provide a discussion of the chosen participants about

their insights on having low and high grade of students. Through their experiences, we will
LIVED EXPERIENCES OF TEACHERS ON GRADES 10

present the true meaning of learning and if grades are the definition of student’s adult

accomplishments and their future.

Statement of the Problem

This study aimed to explore the insights of Grade 11 Senior High School Teachers of

Narvacan National Central High School, Narvacan, Ilocos Sur about the meaning of learning

and their say on students’ grades, if this grades will have an impact on their adult

achievements.

Specifically, it sought to answer the following questions:

1. What are the past experiences of the Senior High School teachers when they are

still studying?

2. Using the past experiences of the participants, do grades define the student’s future

and adult achievements? Do low and high grades have an effect on their adult

achievement?

Significance of the Study

This study provided an in-depth discussion of the Senior High School Teachers of

Narvacan National Central High School, Narvacan, Ilocos Sur about their insights on having

low and high grades of students. This study presented the insights of teachers on the true

meaning of learning and if grades are the definition of student’s future.

To the Student. The study provided them knowledge on the true meaning of learning

and if it has to do with having low and high grades. They can widen their own perceptions on

having these grades and if it has to do with their future jobs and adult accomplishments.
LIVED EXPERIENCES OF TEACHERS ON GRADES 11

To the Teachers. Their lived-experiences helped them to apply different approaches

to their students. Also, the insights that are collected assisted them in making such decisions

in the improvement of techniques and ways to help students in their studies.

To the Parents. The study made them understand the feelings of their children when

they got low and high grades. It also helped them to relate with their sons and daughters if

they have problems in school and in studying.

Scope and Limitation

The research focused in getting the insights of teachers on having low and high

grades of students, if grades have to do with the true meaning of learning and with the

question “Does Grade Define the Future of Students?”. The research took place at Narvacan

National Central High School-Senior High School. The participants are 5 advisers from

Grade 11 Senior High School Department.

Theoretical Framework

This portion presents a review of related literature and studies and obtained from

articles, studies, manual and books which were found relevant to the study.

The purpose of the study is to provide the insights of Grade 11 Senior High School

Advisers of Narvacan National Central High School on student’s grades. Through their

experiences, we will present the true meaning of learning and if grades are th\e definition of

student’s adult accomplishments and their future.

According to Beck and Davidson (2001) in the volume 42 of a study entitled

“Establishing an Early Warning System: Predicting Low Grades in College Students from

Survey of Academic Orientations Scores”, the challenge in establishing any early warning

system is to discover a reliable set of predictors. For many years, measures of intellectual
LIVED EXPERIENCES OF TEACHERS ON GRADES 12

skills or aptitudes have been used to estimate academic success. Today, scores from

standardized ability tests, high school grade point averages (GPAs), and class rank are

routinely used to estimate future grades. In addition to more general intellectual indexes, and

performance in specific high school subjects have been related to success in college courses.

Development of the SAO began with the assumptions that the perceptual lives of many

college students are influenced by feelings of academic confidence learning and grade

orientations.

In the publication of Brookhart, Guskey, Bowers, McMillan and Smith (2016), "A

Century of Grading Research: Meaning and Value in the Most Common Educational

Measure", it states that concerns whether evidence supports the intended meaning and use of

grades as an educational measure. To date, several reviews have given partial answers to that

question, but none of these reviews synthesize 100 years of research from five types of

studies. This review synthesizes findings from five types of grading studies: (a) early studies

of the reliability of grades on student work, (b) quantitative studies of the composition of K-

12 report card grades and related educational outcomes, (c) survey and interview studies of

teachers’ perceptions of grades and grading practices, (d) studies of standards-based grading

(SBG) and the relationship between students’ report card grades and large-scale

accountability assessments, and (e) grading in higher education. The central question

underlying all of these studies is “What do grades mean?”.

As asserted by Johnston and O'Neill in their study entitled, “The Analysis of

Performance Criteria Defining Course Grades as a Determinant Of College Student

Academic Performance”, different subject matters, and the purpose is frequently to delineate

the major characteristic effects of what usually are highly similar procedures from one
LIVED EXPERIENCES OF TEACHERS ON GRADES 13

institution to another. A series of five experimental conditions were designed to investigate

the influence of minimum performance criteria and grade labels on college student academic

performance. A college course in abnormal psychology was taught in an individualized

manner so that each student could perform on each unit of subject matter in individual

performance sessions whenever he wished. In each of the five experiments the minimum

performance criteria that had to be attained before progressing to the next unit were varied

during the quarter and the resulting changes in performance were recorded.

If you must work in the traditional grading system, let that criteria define course

grade of "A". Do not define successively lower criteria for lower course grades. If you work

with a Pass-Fail system, define only the highest standard of performance as the minimum

Pass criteria. If performance tends to attain criteria by the narrowest possible margin, the

only way to determine if a student can produce better work is to raise the criteria. In

summary, the data suggest that with respect to criteria the teacher should start high and go

higher.

According to Emil Stan in his study entitled, “The Role of Grades in Motivating

Students to Learn”, it is considered that grades have a significant motivational influence on

students; that is why researches in the field have centered mainly on refining grading

instruments and less on discovering alternatives to those. However, in the last years, more

and more researches have denied the effectiveness of grades in motivating students to learn;

these researches constitute the background of the current study. The study analyzed the

possible correlation between the grades students receive and their motivation to learn. At the

same time, he attempt to verify whether there is a significant correlation between grades and

the internal, respectively external motivation of students.

LIVED EXPERIENCES OF TEACHERS ON GRADES 14

Lastly, Roxanna M. Krawczyk (2017), emphasizes in her study entitled, “Effects of

Grading on Student Learning and Alternative Assessment Strategies”, that grading has been a

part of conventional teaching practices for so long that many people, educators and students

alike, do not question its usefulness or validity. Using grades to mark proficiency, progress,

and effort, to compare students to their peers, and to assess the success or failure of teachers

and schools is commonplace – even expected – in the American education system. There are

growing numbers of researchers and practitioners, however, who doubt the value of assigning

grades to student work. Only a few years into teaching 7th and 8th grade at a Montessori

adolescent program, she became one of them. The majority of students who enter our

program come from the traditional Montessori elementary classrooms where they do not

receive any grades on their work. Students get narrative feedback from teachers and are

encouraged to self-assess their growth, but their work is not marked in any kind of ranking

system. These students typically show a high level of interest in their learning and are driven

largely by internal motivation to increase their knowledge and understanding. As they enter

middle school, these same students often become entirely preoccupied with their newly-

assigned grades. Suddenly their questions about an assignment turn from content-based to

assessment-based. “How many points is that worth?” they ask. “How long does it need to be

to be an A?”

These studies show the relationship of grades to the future of a students and what is

the factors that are affecting it. There are several things that were considered about using

grades to mark proficiency, progress, and effort, to compare students to their peers, and to

assess the success or failure of teachers and schools. But some are predictions and the

criterias are not fixed.

 LIVED EXPERIENCES OF TEACHERS ON GRADES 15

These studies showed us that the role of grades is a feedback to student’s adult

accomplishments. It showed us that there is a need to study the insights of teachers on student’s

grades as a feedback and to relate the past experiences in the true meaning of learning.

Operational Definition of Terms

For a better understanding, the following terms are defined operationally:

Lived Experience. The past experiences of the Grade 11 Senior High School teachers when

they are still studying, if grades have to do with the true meaning of learning and with the

question “Does Grade Define the Future of Students?”

Grades. This refers to the marks of students in different subjects.

Learning. This refers to the acquisition of knowledge or skills through experience, study, or

by being taught.

Assumptions

The following are the assumptions of the study:

1. The questions are valid and reliable.

2. The process of gathering the data is objective.

3. The responses of the participants represent their honest and professional

assessment/evaluation of the questions.

Methodology

This deals with the research methodology of the study which includes the research

design, population and sample, data gathering instrument, and data gathering procedure.
 LIVED EXPERIENCES OF TEACHERS ON GRADES 16

Research Design

Phenomenology was used as a research design for the researchers would like to study

the meaning of the lived experience of the participants when they were still studying.

According to Smith (2013), phenomenology may be defined initially as the study of

structures of experience, or consciousness. Literally, phenomenology is the study of

“phenomena”: appearances of things, or things as they appear in our experience, or the ways

we experience things, thus the meanings things have in our experience. Furthermore, it will

help the researchers to gain a detailed understanding about the connection of grades to the

future of students.

Population and Sample

The researchers used the Maximum Variation Sampling as a technique to find the

right respondent for this research. As stated by List (2004), maximum variation sampling

seeks it by including a wide range of extremes. The principle is that if you deliberately try to

interview a very different selection of people, their aggregate answers can be close to the

whole population. This sampling technique was used because the researchers were trying to

get different insights from the respondents to arrive at a reliable conclusion. The chosen

participants for this research were 5 advisers of Grade 11 Senior High School.

The researchers considered the said participants because among them and students,

they have been exposed in their lived-experience when they were still studying. Thus, the

researchers believe that the respondents can answer the questions prepared by the researchers

based on their experience and to avoid a bias result.

 LIVED EXPERIENCES OF TEACHERS ON GRADES 17

Data Gathering Instrument

The instrument used was a semi-structured interview. According to Pharm (2014),

semi-structured interviews were based on semi-structured interview guide, which is a

schematic presentation of questions or topics and need to be explored by the interviewer. To

achieve optimum use of interview time, interview guides serve the useful purpose of

exploring many respondents more systematically and comprehensively as well as to keep the

interview focused on the desired line of action. To answer the open-ended questions raised,

the researchers will use interview guides. It covered questions on the respondents’ ideas,

experiences/ instances, perception on the idea of having low and high grades and the true

meaning of learning. If there’s a chance, a focus group discussion will be conducted. Focus

group discussion has similarities with semi-structured interview. Focus group discussions

have some intrinsic worth of expressing the opinions openly by the participants.

Data Gathering Procedure

The researchers followed the steps in gathering the data. First, the researchers

prepared questions for the participants. This is to get their perceptions and views about the

research. Next, these questions presented and checked by the Research adviser. Once the

questions are approved, the researchers disseminated it and document the data collection

method. The researchers analysed the data gathered. After interpreting the data, the

researchers arrived at a logical conclusion and recommendations. Thematic Approach is used

as the data analysis because it is a way of the researchers to teach and learn at the same time

from the information that were gathered during the data collection. It also allowed learning to

be natural and guides us to learn in a progressive ways.

LIVED EXPERIENCES OF TEACHERS ON GRADES 18

Chapter II

FINDINGS, DISCUSSIONS, & CONCLUSION

In this chapter, the researchers aimed to show the interpretation of the gathered data.

They used Phenomenology as the research design.

Findings

The purpose of this phenomenological study was to describe the lived experiences of

Senior High School teachers regarding grades; what and how they are able to use their

experiences in teaching their students.

It is the role of the researchers to seek and interpret meanings from their statements

based on the transcribed conversations, not just merely describing their experiences. From

those statements, the researcher was able to synthesize those statements into three themes.

Three themes emerged from the data gathered. The first theme is “Past Experiences”

which covers what are the past experiences of Senior High School teachers when they were

still studying. The second theme, “Defining Grades” encapsulates how SHS teachers see

grades as a basis in making the student’s future and adult achievements. Last theme which is

“True Learning,” manifests the meanings of true learning and its quality in connection from

the past experiences of the selected SHS teachers.

Past Experiences

It is an anonymous thought in the teaching profession that using past experiences of

educators will make a teacher-student relationship become strong throughout the process of

learning.
LIVED EXPERIENCES OF TEACHERS ON GRADES 19

Teacher-participants collectively states their past experiences consist of some hard

times and motivations. Teacher participant 1 states that she is also concerned about grades

while Teacher-participants 2, 3, and 4 told us that they had hard time to study and cope up

with the lessons. Teacher-participant 2 stated that “…having low grades, procrastinated in

submitting requirements, being pressured by teachers and parents…” Moreover, teacher-

participant 5 noted, “Taking BSEd-Filipino course has given me a chance to sharpen my

skills in my field.”

Senior High School teachers characterized their past experience as likely to be similar

with the experience of youth today. Teacher-participant 1 voiced-out her experience in

receiving a grade of 79, she cried but realizes that she needed to improve so it became her

motivation and rose up again in honor.

Teacher-participants also shared their ways in connecting with their students thru

their lived-experienced when they are still studying. Teacher-participant 1 said, “…I let them

identify their strengths and weaknesses.” As also stated by Teacher-participant 4, “[I told

them my past experiences] through integrating it [in] in their lessons. To give them

inspiration and sample of the things they should do and not while studying.”

The first theme is a manifestation that teachers with lived-experience are acquainted

with relations to approach their students and have easier connection in the classroom setting

which leads them to employ appropriate techniques in teaching.

Defining Grades

Grades have been an essential kind of motivator for students. Since, teachers are the

ones who compute grades of students, they had defined it. The second theme interestingly
LIVED EXPERIENCES OF TEACHERS ON GRADES 20

discusses how the Senior High School teachers define grades and how they see it as a basis in

making the student’s future and adult achievements.

“It is just a number,” emphasized by Teacher-participant 3 in grades being the basis

in student’s future but she thinks that grades are somewhat a factor of adult achievements

specially to honor students who spend efforts to achieve something. Teacher-participant 4

said that, “Grades are very important for it will help in seeking job easily.”

Teacher-participant 2 agrees in most employers look for the academic grades of

applicants but said that adult achievements re based on behaviour and attitude of a person. In

contrary, teacher-participant 1 and 5 believed that grades are not the definition of student’s

future and it is more on the behaviour, attitude and skills of a person in entering a stressful

field of work.

The second theme summarizes how the Senior High School teachers define grade as a

basis of student’s future and adult achievements. They, somehow created an opposition

between who agrees and not. Half of the teacher-participants disagreed on grades being a

definition of student’s future and only two agreed that grades are needed in entering a job.

One teacher-participant remains in the middle.

True Learning

True learning is somehow connected in having low and high grades. The Senior High

School teachers defined the meaning of true learning and its quality based on their

experiences. The questions, “What is the meaning of true learning? Does it have a connection

in having low and high grades?”, “How would you evaluate the quality of true learning?”,

and “What is your observation to your students who received lower marks than the others?

Does it affect the student’s learning?” are being answered by the teacher-participants.
LIVED EXPERIENCES OF TEACHERS ON GRADES 21

“True learning is having right conduct. Sometimes, grades are the determining

factor”, as stated by teacher-participant 1. It is where you can able to apply your learning in

real life situations. “True learning is about how you live your life in this world full of

challenges and obstacles. It is an on-going process.” As emphasized by teacher-participant 2.

For teacher-participant 3, she stated that “True learning is what you apply in real world and

to yourself.” “True learning is when you are able to apply it,” as teacher-participant 4 defined

it. Teacher participant 5 told that, “True learning depends on how a child learned from me

that also reflects their grades.”

For teacher participant 1, 2, and 3 believed that true learning is not all about having a

low and high grades. It is about how you apply to yourself and how you live your life in this

world full of challenges and obstacles. It is all about application as majority of the teacher-

participant stated.

Teacher-participant 1 evaluated that the true learning, the view of a child, there must

be an effect to the students regarding the learning. It affects the totality of a person,

emotional, mental, social and spiritual aspects. In that totality, it must always affect the inner

thinking of a person or student that they will realize that there’s within him/her, they will

realize what they must do. As teacher participant 2 and 3 stated that true learning is about

applying and enjoying the lessons gained in your school. It must be used in our daily lives

and just go on with the flow. “Learning is not all about information, it is also about

applying.” As teacher-participant 4 emphasizes. Teacher-participant 5 believed that true

learning is on how a child learns in school and improved their skills.

As teacher-participant 1 stated that most students are expecting too much for their

grades. In return, when they receive their report card they were so disappointed without even
LIVED EXPERIENCES OF TEACHERS ON GRADES 22

evaluating their self and attitude. Teacher-participant 1 observed that if the teacher is boring,

no one will listen to you. There is a huge impact of it because there is a possibility that the

lesson will help them during college. Teacher-participant 2 “…some student know that they

deserve their grades simply because they did not comply to all the requirements. But some

also realizes that they need to improve themselves in academic and give more efforts.”

The three themes that are extracted from the data gathered manifest the similarities of

the experiences of the Teacher-participants. Their meaningful experiences are the testaments

that catering to the needs of the students. Furthermore, it provides a glimpse of the life of

Senior High School teachers in the classroom setting when they are connecting and relating

themselves with the experiences of their students. Learning is the fundamental key to gain

knowledge and is inevitable but what makes them continue is the fact that they apply it to

their daily lives.

Discussion

The objective of this study was to provide a discussion of the chosen participants

about their insights on having low and high grade of students. Through their experiences, we

will present the true meaning of learning and if grades are the definition of student’s adult

accomplishments and their future.

This discussion provides an overview of the meaningful experiences of Senior High

School teachers in relation to the literature presented.

As stated by Emil Stan in his study entitled, “The Role of Grades in Motivating

Students to Learn”, it is considered that grades have a significant motivational influence on

students; that is why researches in the field have centered mainly on refining grading

instruments and less on discovering alternatives to those. “It is just a number,” emphasized
LIVED EXPERIENCES OF TEACHERS ON GRADES 23

by Teacher-participant 3 in grades being the basis in student’s future but she thinks that

grades are somewhat a factor of adult achievements specially to honor students who spend

efforts to achieve something. Teacher-participant 4 said that, “Grades are very important for

it will help in seeking job easily.” Teacher-participant 2 agrees in most employers look for

the academic grades of applicants but said that adult achievements re based on behaviour and

attitude of a person. In contrary, teacher-participant 1 and 5 believed that grades are not the

definition of student’s future and it is more on the behaviour, attitude and skills of a person in

entering a stressful field of work.

However, in the last years, more and more researches have denied the effectiveness of

grades in motivating students to learn; these researches constitute the background of the

current study. The study analyzed the possible correlation between the grades students

receive and their motivation to learn. At the same time, Stan attempted to verify whether

there is a significant correlation between grades and the internal, respectively external

motivation of students.

Teacher-participants also shared their ways in connecting with their students thru

their lived-experienced when they are still studying. Teacher-participant 1 said, “…I let them

identify their strengths and weaknesses.” As also stated by Teacher-participant 4, “[I told

them my past experiences] through integrating it [in] in their lessons. To give them

inspiration and sample of the things they should do and not while studying.” It is a

manifestation that teachers with lived-experience are acquainted with relations to approach

their students and have easier connection in the classroom setting which leads them to

employ appropriate techniques in teaching and motivate the students.

LIVED EXPERIENCES OF TEACHERS ON GRADES 24

The meaning of true learning is varied depending on the situation a teacher is in. Most

of them stated that it is by applying what you learn in a subject. It is a fundamental key to

gain knowledge and is inevitable. Hence, what makes learning a process is when learners or

students make it as an application in real-life situations.

Conclusion

This study aimed to explore the insights of Grade 11 Senior High School Teachers of

Narvacan National Central High School, Narvacan, Ilocos Sur about the meaning of learning

and their say on students’ grades, if this grades will have an impact on their adult

achievements.

In general, the past experiences of the Senior High School Teachers when they are still

studying is consist of some hard times and motivations. They had hard time to study and

cope up with lessons. The other factors are submitting requirements and being pressured by

the people surrounding them. However, taking their courses enhanced their skills in their

field. Senior High School teachers characterized their past experience as likely to be similar

with the experience of youth today.

Using the experiences of the teacher-participants, grades are important because it is

needed in applying for a job and it makes the adult achievement of a student. In contrary,

grades have a minor role in shaping student’s future. They stated that attitude and behaviour

are the most important characteristic a student should have. The teaching profession

nowadays has become a challenging work environment because time made it evolved with

the integration of different approaches. In addition, grades as a motivation have also become

a challenging aspect since they also evolve through time. Half of the teacher-participants

disagreed on grades being a definition of student’s future and only two agreed that grades are
LIVED EXPERIENCES OF TEACHERS ON GRADES 25

needed in entering a job. One teacher-participant remains in the middle. Having low and high

grades have effect occasionally on adult achievements. Krawczyk (2017), emphasizes in her

study entitled, “Effects of Grading on Student Learning and Alternative Assessment

Strategies”, that grading has been a part of conventional teaching practices for so long that

educators and students alike, do not question validity. Using grades to mark proficiency,

progress, and effort, to compare students to their peers, and to assess the success or failure of

teachers and schools is commonplace.

The definitions of true learning and its quality were evaluated by the participants.

Learning is not just what we learn inside the classroom but it is something that we must

apply in the everyday situation. It is a continuous process and the fundamental key to gain

knowledge. They also made use of learning as being true when they are able to apply it.

Challenges as receiving grades may arise but with courage, patience, and understanding, they

were able to cope up with it and were able to approach students effectively.

Based from the data gathered, the following recommendations are deemed to be

important in helping our Senior High School teachers carry out their mission as agents of

knowledge and to cater to students effectively. Senior High School teachers must be provided

with new techniques in telling their experiences so that it can get to the minds of students

effectively; Students must be provided with discussions with knowledge in the true learning

based on experiences of teachers to be updated in handling stressful learning; and Senior

High School teachers must be provided with a perspective different from that of any teachers

because theirs is more challenging. The abovementioned recommendations are deemed to be

necessary to provide the Senior High School teachers an avenue to cultivate a culture of

excellence in teaching.
LIVED EXPERIENCES OF TEACHERS ON GRADES 26

References

Beck, Hall P. and Davidson, William D.. Research In Higher Education. December 2001

“Establishing An Early Warning System: Predicting Low Grades In College Students

From Survey Of Academic Orientations Scores”, VOL. 42, NO. 6, Retrieved from:

https://rd.springer.com/content/pdf/10.1023%2FA%3A1012253527960.pdf

Brookhart, Guskey, Bowers, McMillan and Smith (2016) "A Century Of Grading Research:

Meaning And Value In The Most Common Educational Measure". Educational,

School, And Counseling Psychology Faculty Publications. 2. Retrieved from:

https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1001&context=edp_facpub&

fbclid=IwAR1LwStnB5npmqkgvhC0so1nmSaVVd5anHJpuw1cxlCA_9NTr4ldNgKe

p6I

Johnston, James M. and O'neill, George.. Georgia State University, “The Analysis Of

Performance Criteria Defining Course Grades As A Determinant Of College Student

Academic Performance“, V1. Retrieved from: https://www.ncbi.nlm.nih.gov/

pmc/articles /PMC1310833 /pdf/jaba00064-0072.pdf?fbclid=IwAR0qvasJYXZPnGro

TCqHa4MnKw_KkZtt-V4UmTWpDBsJT7gmsGNzhwAkpyw

Krawczy, Roxanna M.. St. Catherine University (2017), “Effects Of Grading On Student

Learning And Alternative Assessment Strategies”, V.5.

Stan, Emil. Educational Sciences Department, Petroleum-Gas University Of Ploieúti, 39

Bucureúti Blvd, Romania, “The Role Of Grades In Motivating Students To Learn” ,

Retrieved from: https://ac.els-cdn.com/S1877042812056236/1-s2.0-S187704

2812056236-main.pdf?_tid=099032b3-6516-4ef8-a4c1-6 0c90d7b4ea4&acdn

at=1544447954_5c49b59fbd1e981dc33d4f5070fc64f7
LIVED EXPERIENCES OF TEACHERS ON GRADES 27

Appendix A
Authorization Letter

Date: ______________

EMILIO G. AYSON, JR.

School Principal IV
Narvacan National Central High School
Paratong, Narvacan, Ilocos Sur

Dear Sir Ayson:

Greetings!
The bearer of this letter are the following researchers, Antonio, Maria Esperanza,
Cabjuan, Kate Gwyneth, Melandres, Leanne Joy, Cabotage, Jan Alexis, Galope, Alyssa
Eunie, Arreola, Benedict, Javier, Elliakim, they are Grade 11 STEM students in Narvacan
National Central High School – Senior High School.
They are currently doing their research requirement in Practical Research I which is
entitled "Lived Experiences of the Grade 11 Senior High School Teacher’s on Grades”.
In this regard, I am requesting on their behalf, permission to conduct interview with the
Senior High School Advisers. Attached is a copy of the interview questions.
We know that you share with us the enthusiasm and interest in helping promote the
cause of research and knowledge. Any assistance given to the researchers will be highly
appreciated.

Very truly yours,

(Sgd.) JIREH HANNAH S. DE PERALTA

Research Adviser

Endorsed by:

(Sgd.) LUZVIMINDA R. ESCALONA

Assistant Principal II
LIVED EXPERIENCES OF TEACHERS ON GRADES 28

Appendix B
Consent Form

Date: _____________

Dear Respondent,

Greetings!
Our research group in the Narvacan National Central High School – Senior High
School is conducting a study entitled, "Lived Experiences of the Grade 11 Senior High
School Teacher’s on Grades”. The purpose of the study is to provide a discussion of the
chosen participants about their lived experience on having low and high grade of students.
Through their experiences, we will present the true meaning of learning and if grades are the
definition of student’s adult accomplishments.
In this regard, may we request permission to conduct interview with you. Attached is
a copy of the consent form and the interview guide.
In anticipation of your positive response to this request, we are deeply grateful.

Very truly yours,

(Sgd.) Antonio, Maria Esperanza (Sgd.) Cabjuan, Kate Gwyneth
(Sgd.) Melandres, Leanne (Sgd.) Cabotage, Jan Alexis
(Sgd.) Galope, Alyssa Eunie (Sgd.) Arreola, Benedict
(Sgd.) Javier, Elliakim
The Researchers

Endorsed by:

(Sgd.) JIREH HANNAH S. DE PERALTA

Research Adviser
LIVED EXPERIENCES OF TEACHERS ON GRADES 29

Appendix C
Interview Guide
“Lived Experience of the Grade 11 Senior High School Teachers on Grades”

Name (Codename): __________________________________________________________

Age: ______ Sex: Female Male Years in Service: _______________

1. What are your past experiences when you are still studying?

___________________________________________________________________________

___________________________________________________________________________

2. Do you have low or high grades?

a. In elementary? Lowest grade: _________ Highest grade: _________

b. In high school? Lowest grade: _________ Highest grade: _________

c. In college? Lowest grade: _________ Highest grade: _________

3. Do student’s grades define… Why or why not?

a. The student’s future? ________________________________________________

__________________________________________________________________

b. Adult achievements?_________________________________________________

__________________________________________________________________

4. Based on your experiences, what is your meaning of true learning? Does it have a

connection in having low and high grades?

________________________________________________________________________

________________________________________________________________________

5. Do you approach students based on your past experiences?

LIVED EXPERIENCES OF TEACHERS ON GRADES 30

a. Why?

__________________________________________________________________

b. How?

__________________________________________________________________

6. How would you evaluate the quality of true learning?

________________________________________________________________________

________________________________________________________________________

7. For you, is having high grade guarantee you of success?

________________________________________________________________________

______________________________________________________________________

8. As a teacher, what is your observation to your students who received lower marks than

the others? Does it affect the students learning?

________________________________________________________________________

________________________________________________________________________

9. (optional) Did your grades affect your decision in choosing your career? Why or why

not?

________________________________________________________________________

________________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
LIVED EXPERIENCES OF TEACHERS ON GRADES 31

Appendix D
Interview Transcript
Participant 1

1. What are your past experiences when you are still studying?

The measurement of success, that’s why we cannot neglect or we cannot even deny the
reality that as a normal student you’re watching your grades rather than having a right learning
being a student in the school. So when I was still studying, before I’m also concerned about my
grades and also... What might my learning in a certain subject or topics. So i make away to learn
it as well and as well my goal upon reaching my grades.

2. Do you have low or high grades?

In elementary I was [part of the] honor [students] so I have to balance all my subjects. So in
high school, I was also an honor student. I have also experienced noong student palang ako hindi
ako palaging na ra raise ng hand pero matataas ang seat work at quizzes ko. Diba pag honor
student ka dapat wala kang line of seven (7) pero naka grade ako ng line of seven (79) kaya
umiyak ako nun. So yun yung first experience ko na nag karoon ng line of seven in high school
in grade nine (9) yun pero sa grade ten(10) pinagbutihan ko kaya naka pasok ako sa honor
student nong high school. In college, I have a incomplete as a cause of lower grade, kasi pag may
incomplete grade kana hindi kana pweding maging honor student, so yun yong experience ko
nung college. (In elementary I was [part of the] honor [students] so I have to balance all my
subjects. So in high school, I was also an honor student. I’ve also experienced when I’m still
studying that I don’t raise my hand in recitations but my seat work and quizzes are high. When
you are an honor student, you cannot have a grade of line of seven but I got a grade of 79 and of
course, I cried because of it.. It is my first experience to get line of 7 in high school, I’m at grade
nine. When I enter grade 10, I improved so I became part of the honors again. In college, I have
an incomplete as a cause of low grade, because if you have incomplete grade, you can’t be part
of the honor student.)
LIVED EXPERIENCES OF TEACHERS ON GRADES 32

3. Do student’s grades define… Why or why not?

a. The student’s future?

No, in my experience before I was still studying, STI give the opportunity to work with
them in almost 1 year, so I try to apply on higher position in private school so that I was became
HR officer, siya yung mga gustong mag apply sa qualification na yun mas matataas ka sa
manager ng school (HR officer, you’re the one assigned for applicants who wanted to apply for a
qualification and you’re higher than the manager of the school). "Grades are not the parameter
for who want success" so for student the important thing is they must saw their attitude in school
and growth or apply their knowledge in their working field.

b. Adult achievements?

Some think that when they [are] done studying in college they can easily find a work on
their courses. I still have to achieve something or having a continuous knowledge about daily
life. Matataas man yung grade hindi aasahan na makakahanap kaagad ng trabaho (Even if you
have high grades, you cannot easily get a job) they also identify your skills and behaviour in a
working in stressful field of work.

4. Based on your experiences, what is your meaning of true learning? Does it have a

connection in having low and high grades?

True learning is having a right character and right attitude. That is true learning where in
you can able to apply your learning in real life situations. Not all thing that being teach in the
school ay mamasabi nating makakatulong sa atin. So sometimes, the capability of true learning is
that there must be a change in you that you may able to be part of your experience to the other na
pwedeng may mabago sa kaniya thru learning. (True learning is having a right character and
right attitude. That is true learning where in you can able to apply your learning in real life
situations. Not all things that are being taught in the school is helpful to us. So, sometimes the
capability of true learning is that there must be a change in you that you may able to be part of
your experience to the others which can be changed by him through learning.)

Wala siyang connection in having low and high grade, actually there [is] a question "How the
Philippines... dinadala niya ang education" minsan kasi denedetermine sometimes yung grades
LIVED EXPERIENCES OF TEACHERS ON GRADES 33

talaga. Negative impact minsan ng education is more sa Pilipinas. (There is no connection

inhaving low and high grade. Actually, there is a question, “How the Philippines… it brings the
education.” Sometimes, grades is the determining factor. The negative impact on education is
more on Philippines.)

5. Do you approach students based on your past experiences?

Yes.

a. Why?
My experience when I was in national high school actually I handled a STEM that is from
SSC, SMC, Section 1 so matatalino sila. Meron akong matalinong student, 95 ung grade niya
tapos bumaba ng 3 pts so 92, so I approach him to find yung learning base sa nakuha mo.
Umiyak talaga siya, I told him that “Ganito kasi nakkong…” basta ganon pero na appreciate ko
yung galing niya kaya binigyan ko siya nang example base on my experience and at the same
time dapat we should not focus sa grade but rather focus sa kung ano ang ung matututunan on
that subject or lesson hindi ko naman sinabing hindi siya magaling pero.. Yun lang kung papat
may right attitude kana pag mahina ka hindi [yun] ang gagawin by next time around mag grow
ka at dapat mas gumaling ka sa field of learning. (My experience when I was in National High
School, actually I handled a STEM that is from SSC, SMC, Section 1 so they are intelligent
students. I have witty student, his grade is 95 but it lowered down to 93. So, I approach him to
find his learning based on his grade. He cried and I told him something. But I appreciated his
ability and I told him an example based on my experience. At the same time, we should not focus
on grades but rather focus on the things we learn on that subject or lesson. I am not saying that
he’s not smart but you should have right attitude. If you are weak, you cannot repeat it the next
time around. You need to grow and improve in the field of learning.)

b. How?

I explain them true learning, I let them identify their strengths and weaknesses.

6. How would you evaluate the quality of true learning?

I [am] be able to evaluate true learning. View of a child there must be an infected
affection to the student regarding true learning minsan observed ko na holistic kasi ang leaning
LIVED EXPERIENCES OF TEACHERS ON GRADES 34

its affect the totality of a person its affect the mental and emotion, social, espiritual so in that
aspect true learning must always affect the inner thinking of a person or a student that will realise
that their are something with him or with herself. At maririyalays niya ang dapat niyang gawin.
(I am able to evaluate true learning. The view of a child, there must be an infected affection to
the student regarding true learning. Sometimes, I observed that learning is holistic. It affects the
totality of a person, it affects the mental, emotional, social, and spiritual [aspects]. In that
aspect, true learning must always affect the inner thinking of a person or a student that they will
realize that there is within himself/herself. And soon, a person will realize what he/she must do.)

7. For you, is having high grade guarantee you of success?

No, it doesn’t [matter] where you graduate anyway. If you going to compare your grades
to the other schools minsan mas mataas sila minsan din mas mababa sila, I guess marami na
mang matatalino e ang kulang lang sa kanila ay attitude. (No, [the school] where you graduated
doesn’t matter anyway. If you are going to compare your grades to other schools, sometimes,
they are above the level and sometimes they are in below. I guess, there are lots of intelligent
people but they just lack attitude.)

8. As a teacher, what is your observation to your students who received lower marks than

the others? Does it affect the students learning?

As a teacher, more of students expecting too much for their grades. In return, when they

recieve their card they was so disappointed without even evaluating their self and atitude. Kasi

napapansin ko na kung boring yung teacher marami nang hindi nakikinig sa akin. As a teacher

malaking impact yun kasi baka yung lesson na yun ay makakatulong sa kanila pag nag college na

sila. (As a teacher, more students are expecting too much in their grade. In return, when they

already received their report cards, they were disappointed without even evaluating theirselves

and attitude. Because I observed that if the teacher is boring, no one will listen to you. As a

teacher, there is a huge impact of it because there is a possibility that the lesson will help them

during college.)
LIVED EXPERIENCES OF TEACHERS ON GRADES 35

Appendix E
Documentation

Mrs. Greggie Paulo is answering the questions Mrs. Rose Bella Rivad is answering the

and she is assisted by Kim Javier. question verbally while Maria Antonio is

writing the answer.

The researchers were trying their best to gather Mrs. Cristina Cacabelos is answering

more information from Ms. Fatima Dupale the question non-verbally.

using a voice recorder.

LIVED EXPERIENCES OF TEACHERS ON GRADES 36

Appendix F

Curriculum Vitae

I. Personal Information

Name: Leanne Joy F. Melandres

Nickname: Le

Date of Birth: July 21, 2002

Place: Margaay, Narvacan, Ilocos Sur

Nationality: Filipino

Religion: Roman Catholic

Parents: Father: Adorable N. Melandres

Mother: Leny F. Melandres

II. Educational Information

Elementary: Narvacan North Central School (2007-2014)

Secondary: Narvacan National Central High School (2014-2019)

III. Organization

Research Club, (2016-2018)

Youth Environmental School Organization (2014-2018)

IV.Seminar and Trainings

Rotary Youth Leadership Award (RYLA), Octobre 27-29, 2015, Iba, Zambales at Octobre 28-30,

2016, Anne Raquel’s Resort, Olongapo City.

Youth Environmental School Organization (YesO) Encampment at Narvacan National Central High

School (November 2015)

LIVED EXPERIENCES OF TEACHERS ON GRADES 37

Appendix F

Curriculum Vitae

I. Personal Information

Name: Benedict D. Arreola

Nickname: Benedict

Date of Birth: January 30, 2002

Place: Laslasong Norte Sta. Maria , Ilocos Sur

Nationality: Filipino

Religion: Roman Catholic

Parents:

Father: Bonifacio D. Arreola

Mother: Emely D. Arreola

II. Educational Information

Elementary:Laslasong Elementary School (2007-2014)

Secondary: Narvacan National Central High School (2014-2019)

III.Seminar and Trainings

Rotary Youth Leadership Award (RYLA), October 28-30, 2016, Anne Raquel’s Resort, Olongapo

City. And October 2017, Alaminos City, Pangasinan

LIVED EXPERIENCES OF TEACHERS ON GRADES 38

Appendix F

Curriculum Vitae

I. Personal Information

Name: Maria Esperanza A. Antonio

Nickname: Espie

Date of Birth:April, 1 2002

Place: Sulvec, Narvacan, Ilocos Sur

Nationality: Filipino

Religion: Baptist

Parents:

Father: Noly C. Antonio

Mother: Mary Jane A. Antonio

II. Educational Information

Elementary: Sulvec Integrated School

Secondary: Sulvec Integrated School (2014-2018)

Narvacan National Central High School (2018-2019)

III. Organization

English Club(2016-2017)

Officer of Region One Youth Science Club (2017-2018)

LIVED EXPERIENCES OF TEACHERS ON GRADES 39

Appendix F

Curriculum Vitae

I. Personal Information

Name: Alyssa Eunie M. Galope

Nickname: Aly

Date of Birth: November 9,2002

Place: Limmansangan, Narvacan, Ilocos Sur

Nationality: Filipino

Religion: Roman Catholi

Parents:

Father: Ronie M. Galope

Mother:Marilou M. Galope

II. Educational Information

Elementary: Narvacan North Central School (2007-2014)

Secondary: Narvacan National Central High School (2014-2019)

III.Organization

Youth Environmental School Organization (2014-2016)

Officer of Supreme Student Government (2017-2018)

IV.Seminar and Training

Supreme Student Government Leadership Training (2017-2018)

Youth Environmental School Organization (YesO) Encampment at Narvacan National Central High

School (2015)
LIVED EXPERIENCES OF TEACHERS ON GRADES 40

Appendix F

Curriculum Vitae

I. Personal Information

Name: Elliakim A Javier

Nickname: kimkim

Date of Birth: December 06, 2002

Place:Codoog,Narvacan Ilocos sur

Nationality: Filipino

Religion: Roman Catholic

Parents:

Father: Eleuterio C. Javier

Mother:Madelyn A. Javier

II. Educational Information

Elementary:

Elementary: Codoog Elementary School (2008-2012)

Polytechnic College of Region 1 (2012-2014)

Secondary: Narvacan National Central High School (2014-2019)

III.Seminar and Training

Rotary Youth Leadership Award (RYLA), October 2017, Alaminos City, Pangasinan
LIVED EXPERIENCES OF TEACHERS ON GRADES 41

Appendix F

Curriculum Vitae

I. Personal Information

Name: Jan Alexis Cabotage

Nickname: Alexis

Date of Birth: January 9, 2002

Place: San Jose, Narvacan, Ilocos Sur

Nationality: Filipino

Religion: Roman Catholic

Parents:

Father: Alex G. Cabotage

Mother:Marjorie G. Cabotage

II. Educational Information

Elementary: Polytechnic Colleges of Region 1

Secondary: Narvacan National Central High School (2014-2019)

LIVED EXPERIENCES OF TEACHERS ON GRADES 42

Appendix F

Curriculum Vitae

I. Personal Information

Name: Kate Gwyneth Cabjuan

Nickname: Kate

Date of Birth: May 23,2002

Place: Tinaan, Sta. Maria Ilocos Sur

Nationality: Filipino

Religion: Roman Catholic

Parents:

Father: Michael Cabjuan

Mother: Daisy Cabjuan

II. Educational Information

Elementary: Tinaan Elementary School (2007-2014)

Secondary: Santa Maria National High School(2014-2018)

III. Seminar and Training

Youth Environmental School Organization (YesO) Encampent at Santa Maria National High School

(2015)