1

TEACHER’S QUALIFICATION APPROPRIATENESS AND

READINESS OF STUDENTS IN RESEARCH COURSE

A Thesis
Presented to the Dean
and Faculty of Graduate Studies of
Paete Science and Business College, Inc.
Paete, Laguna

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education Major in
Educational Management

MARIA CHEZLENE ACOMULAR MANAIG

2022
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APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Master of Arts in

Education, Major in Educational Management, this thesis entitled Teacher’s

Qualification Appropriateness Readiness of Students in Research Course

has been prepared and submitted by Maria Chezlene Acomular Manaig and is

recommended for acceptance and approval for Oral Examination

SONIA S. CADAWAS, Ed. D

Adviser

Panel Examiners

Approved by the Committee on oral examination with the grade of

_______ this _______ day of June 2022.

CECILIA B. CASTILLO, Ph. D.

Chairman

MILAGROS B. PUON, Ph. D. RICHARD I. TUALA

Member Member

Accepted in partial fulfillment of the requirements for the Degree of Master

of Arts in Education, Major in Educational Management.

SONIA S. CADAWAS, Ed. D

Dean of Graduate Studies

ACKNOWLEDGEMENT

This research would not be possible without the support, guidance, and
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contribution of many valued individuals. The researcher would like to express her

endless gratitude and appreciation to those who made important part in the

achievement to this research:

To Our God Almighty, for the countless blessings and for giving her the

gift of wisdom and for being the Savior. To HIM be all the glory.

To Dr. Sonia S. Cadawas, Dean of Graduate Studies and her adviser, for

all the guidance, for consideration, been an excellent mentor and teacher, her

untiring encouragement from the day I started until the end, for love and support,

and for patience.

To Dr. Marites A. Ibañez, School Division Superintendent, granting her

request to conduct this research at selected Secondary School, Division of

Laguna.

To the Principals of the selected Grades 11 and 12 and selected

Teachers of Cluster 1 and Cluster 2 in the Division of Laguna whom without their

cooperation, this study wouldn’t be possible.

To all the Professors during her Masteral Degree, for their valuable

insights and suggestions.

To her homeschool, Kabulusan Integrated National High School, for all

the encouragement and considerations to continue this study.

To her mother Arlene V. Acomular for the love, support morally, and

spiritually.

To her loving husband Jose Briccio V. Manaig for the untiring love and

support and positive advice to this research.

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Finally, to her children Joe Brix Sebastian, Victoria Isabelle and Jose

Franco for giving her all the love, understanding motivation and inspiration.

M.C.A.M
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DEDICATION

The author wishes to acknowledge with profound gratitude the many

individuals by which in one way or another gave their invaluable support, untiring

effort and assistance for the completion of the study.

First and foremost, God Almighty, for giving her power, guidance,

encouragement, protection and never-ending blessings to the researcher and her

family while undertaking this study.

Next to her family, Jose Briccio, Joe Brix Sebastian, Victoria Isabelle and

Jose Franco for the inspiration and moral support.

Then, to her co teachers, friends and family who encourage her to finish

her study and inspire her to teach and continue teaching.

Finally, to the schools, can use this study to provide basis in designing

intervention programs for preparing the students for the research task that they

will perform in SHS year.

M.C.A.M.
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ABSTRACT

Teachers Qualification Appropriateness and Readiness of Students in Research

Course

By: Maria Chezlene A. Manaig

This study aimed to determine the teachers qualification appropriateness

and readiness of students in research course. It involved Grade 11 and 12
students in Cluster 1 and Cluster 2 and Research Teachers. It utilized the
descriptive method with the used of questionnaire as research
instrument. It considered the effects of age, sex, household chores, gadgets
used and internet connection. Title formulation, gathering of data, interpretation
of table and the teacher’s qualification appropriateness. Also, the researcher
utilized the use of google forms to collect data from the respondents.

TABLE OF CONTENTS

Page
Preliminaries
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Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Abstract v
Table of Contents vi
List of Tables viii
List of Figures ix

Chapter
1 PROBLEM AND ITS BACKGROUND

Introduction
Background of the Study
Statement of the Problem
Hypotheses of the Study
Review of Related Literature and Studies
Theoretical Framework
Research Paradigm
Significance of the Study
Scope and Limitation of the Study
Definition of Terms

2 METHODOLOGY

Research Design
Setting of the Study
Sampling and Subject of the Study
Research Instrument
Research Procedures
Statistical Treatment of Data

3 RESULTS, ANALYSIS AND INTERPRETATION OF DATA

4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings
Conclusions
Recommendations

Bibliography

Appendices

Questionnaires
Letter and Other Research Materials
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Research Exhibits
Statistical Computations

Curriculum Vitae

LIST OF TABLES

Table Title Page

1 Title of the Table 1

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LIST OF FIGURES

Figure Title Page

1 Title of the Figure 1

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CHAPTER 1

THE PROBLEM: RATIONALE AND ITS BACKGROUND

Rationale

Education is very important for every nation of the world. It is important

because the transmission of cultural heritage and technological advancement of

any nation depends on it. Teachings’ qualification is one thing while experience is

another with regard to positive impact on students’ achievement in school

subjects. The experience of a teacher is judged based on the number of years of

service. It is believed that the more the years spent service in a particular

discipline such as teaching the more you gain experience and become more

knowledgeable in all it takes to enhance productivity or achievement of students

in their academic work. When teachers have not spent many years in the

teaching field, it is likely that their effectiveness in service delivery in the

classroom may be adversely affected, and by extension the academic

achievement of students probably may be similarly affected.

Senior High School (SHS) of K-12 Basic Education program refers to the

last two-year extension in High School that covers Grades 11 and 12. It is an

enhanced and compulsory curriculum that gives the students the possible tools

and career choices after high school. By means of SHS, the students are now

bridging themselves to some broader career choices that they may choose from

according to their personal interests and chosen field of specialization in either

vocational or collegiate courses. It also equips the students with the knowledge

and skills to pursue a better life and helps their families and community.
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Research is defined as the innovation of new knowledge or the use of

current knowledge in an ingenious approach so as to contribute new ideas,

methodologies, and understandings which essentially resolve the problem

concerned. Although not experienced by the entirety of the population, the role of

research in future educational and career-related applications are nonetheless

imperative to anyone.

As conducting research is a critical challenging task that requires in-depth

and wide knowledge of the subject matter, rigorous methods to follow from

planning to actual conduct, and hard work, students usually find it difficult. Since

it is in SHS when students will conduct research for the first time, it is important

to assess their preparedness in doing the task.

Background of the Study

According to Republic Act no. 10533 also known as the enhanced basic

education act signed into law by Pres. Benigno Aquino III, the vision of Senior

High School (SHS) is to establish a system of education that truly provides the

youth the skills they need to pursue their dreams. This means that the role of

SHS is to build the students completely and their preparedness before going to

college or to work.

Senior High School serves as the preparatory level of students before

stepping into college. It consists of various subjects according to their chosen

strand that is under different tracks. These programs develop students through

the method of using higher level of teaching, broader lessons and actual
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application of learning in real life. Some of the subjects were extracted from

college-level courses and these serve as an introductory phase for them in order

to be prepared. Students under academic strand such as STEM, ABM, HUMSS,

and GAS are the ones who mainly receive these subjects that were subdivided

into core, applied contextualized and specialized. The given subjects mainly

focus on broad reading, writing, memorizing, reporting and then actually

application. Every strand has its own uniqueness; strands differ on the major

subjects that will guide and lead students to their chosen course in college.

Senior High School is recognized as the last two years of secondary level of

education under the K to 12 Program. This includes Grade 11 and 12 that holds

a total of 4 semesters.

According to the Department of Education (DepEd), the two additional

years will equip learners with skills that will better prepare them for the future,

whether it is in aspects of employment, entrepreneurship skills development

(Technical Vocational Track) and higher education (Academic Track).

Among all the changes being made by the K to 12 programs, Senior High

School is the most recognized and noticeable due to its traditional years and pre-

college learning system. It is adopted from other countries as a response to

globalization in order to provide and achieve higher quality of education. Some of

the students are not sure about their strands and cannot make decisions. Also,

they are not yet informed about the system in SHS. SHS and JHS have different

learning systems. Learning system in Senior High was the same as in college,

especially in the subject's content.

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Majority of existing research mainly focuses on development research

experiences, and the attitude of students towards research activities. However,

there is still a lack of relevant knowledge on the research preparedness of Grade

11 and 12 students in the Science, Technology, Engineering, and Mathematics

(STEM) curriculum and other curricula. Most researches in the similar field are

conducted internationally and not locally. Therefore, this study could be a

contribution to the existing pool of knowledge as it will provide new information

set within the study’s own parameters. The information provided by the

mentioned theories and concepts support the general structure of ideas in the

study.

Statement of the Problem

1. What is the profile of the respondents in terms of:

1.1. age

1.2. sex

1.3. educational attainment

1.4. years in service

1.5. # of years in teaching research

2. What is the extent of teachers qualification appropriateness in terms of:

2.1 formulating the title

2.2 gathering data

2.3 interpretation of tables

2.4 formulating conclusion

2.5 formulating generalization

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3. What is the level of readiness of students in research course?

4. Is there a significant relationship between the profile of the respondents

and the extent of teacher’s qualification appropriateness?

5. Is there a significant relationship between the profile of the respondents

and readiness of students in research course?

6. Is there a significant relationship between the teachers qualification

appropriateness and level of students readiness in Research Course?

Hypotheses of the Study

The following null hypotheses are formulated in attempt to find temporary

answers to the specific questions relevant to the study:

1. There is no significant relationship between the profile of the respondents’

and the extent of students readiness in research course.

2. There is no significant relationship between the profile of the respondents

and level of teachers qualification appropriateness.

3. There is no significant relationship between the Students Readiness in

Research Course and the level of teacher’s qualifications appropriateness.

Theoretical Framework

This study is anchored on The Theory of Cognitive Development

proposed by Piaget which deals on the development of the intellectual side of a

person throughout his/her lifetime. The series of transformations and varied

states generates intelligence which is important for a person to be improved. This

theory presents the four stages of development as evidence for the increased
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complexity in thinking and rationalizing things as a person grows. Those stages

are (1) sensorimotor stage that begins from 0-2 years old wherein an infant starts

to learn and acquire knowledge; (2) preoperational stage that begins from 2

years old wherein the child uses words, pictures, and/or drawings to represent

objects; (3) concrete operational stage that begins from 7-11 years old wherein a

child starts to classify objects, sort and dissenter problems into components and;

(4) the formal operational stage that begins from 11 years old and above wherein

the a child uses several solutions into such encountered problems.

This theory shows the gradual accumulation of knowledge throughout a

person’s lifetime. The formal operational stage tells of the purpose of research, to

create a solution for a problem which implies that proper comprehension is

critical before proceeding to this stage. Majority of existing research mainly

focuses on development, research experiences, and the attitude of students

towards research activities.

Conceptual Framework

Figure 1 illustrates the interaction of the independent and dependent

variables of the study. The first box contains the independent variables which are

the age, sex, household chores, gadgets used and internet connection. These

variables are expected to influence the readiness of students in research course,

the title formation, gathering of data, interpreting of tables. Formulation of

conclusion and generalization. The second box represents the dependent

variable which is the teacher’s qualification appropriateness.

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Research Paradigm

Independent Variable Dependent Variable

 Profile of the
Respondents

 age
 sex
 household
chores
 gadgets used
 internet
connection

 Students
Readiness In Teachers
Research Qualification
Course Appropriateness

 Formulating the
Title
 Gathering of
Data
 Interpretation of
Table
 Formulating
Conclusion
 Formulating
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Figure 1. The paradigm of this study showed the independent variables of

students readiness in research course. The dependent variable is teachers
qualification appropriateness.. Interplay of dv and iv.

Significance of the Study

The study is concerned with assessing the readiness of Students in

Research Course and Teachers Qualification. Results would be useful to the

following:

To the Students. They will have idea of how prepared they are for

conducting research. They will have basis of whether interventions are needed

for increasing their levels of preparedness.

To the Parents The study can provide information which the parents can

base the assistance that they need to provide to their children in conducting

research.

To the Teachers They will have a basis if extra orientations or trainings

would be necessary to prepare students for conducting their research in SHS

phase..

To the Principal The study can provide basis for school heads in

designing intervention programs for preparing the students for the research task

that they will perform in SHS year.

To the Future Researcher The findings of the study may lead them to

help research relative to this.

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Scope and Limitations

The study focuses on the readiness of students in research course and

the teacher’s qualifications appropriateness. The respondents from are Grades

11 and 12 of S.Y 2021-2022 and SHS Teachers Teaching Research Subjects

from Cluster 1 and Cluster 2 schools from the Division of Laguna, School Year

2021-2022.

The study is concerned mainly on effect of readiness of students to

teacher’s qualification appropriateness. Readiness in research course such as

formulating the title, gathering of data, interpretation of table, formulating

conclusion and generalization is considered.

Definition of Terms

The researcher considered it is necessary to offer some definition of terms

for the clarity of understanding of terms used contextually in this research, the

following are defined:

Age - is measured by calculating the number of years the respondents

existed between date of birth and the date of data collection.

Sex - is the biological characteristic of being male or female.

Household Chores – are the routine task that were assigned to

respondent to do everyday.
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Gadgets Used – a device that was used by the students in searching for

the answers in their school work related activities.

Internet Connection- is the ability of the respondents to connect to the

internet using computer terminals, mobile data or wifi.

Students Readiness- refers to the capacity of the students if they are

enough ready to the research course that they are going to take.

Research Course- are the subjects that is going to take by the students in

Grades 11 and 12.

Formulating the Title- this is one of the problems the students are facing

when encountering a research course.

Gathering of Data- refers on how the students are going to gather the

data is another problem the students are encountering.

Interpretation of Tables- refers on how the students are going to

interpret the tables that they are seeing.

Teachers Qualification Appropriateness – refers to teachers, that

handles and teaches research course who has not yet experience in teaching

research course It can be measured by answering their readiness to particular

questions.
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presented the related literature and studies which helped in

determining the readiness of students in research course and teachers

qualification appropriateness. These literature and studies were reviewed by the

researcher to support concepts, principles, methodology and findings that were

pertinent and helpful to the conduct of this study.

Age

Koh and Lim (2012) studied the relationship between age, academic

performance, and the level of social interaction that showed older students spent

more time on course related learning, spent more time using asynchronous

learning tools, and reported that they had very positive learning experiences in

online courses. On the other hand, younger students devoted less 5 time to

course work, prefer more interactive learning tools, and initially found online

courses challenging.

A study found that the relationship between motivation and academic

performance appeared to strengthen with age. According to them, by age 9,

students with high levels of motivation consistently exhibited higher achievement

and class grades than students with low motivation. The study focused on the
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general students’ motivation whereas this current study was based on the

academic motivation (Momanyi et. al 2015).

Most of the studies analyzing achievement related relative age effected at

the beginning of formal schooling had found that relatively older students perform

better academically than relatively younger students. But according to a study by

(Kawaguchi 2012) states effected in favor of older students in Grade 4

mathematics in Japan. This study had found that socioeconomic inequalities

(measured using education) in allosteric load were present in a large, nationally

representative study. These inequalities widen with age, before narrowing in later

life, although there was no significant interaction effect between age and

socioeconomic position Robertson and Watts (2016).

According to University of Tasmanian (2017) Age was not barrier to older

adults’ success in academic study, the study found older learners were less

affected in their academic success by psychosocial factors that impacted

academic success in younger university students, such as social connectedness,

anxiety and depression. Older adults made use of a lifetime of experience,

through engagement in mentally stimulating activities and in building knowledge

and skills in the use of language, to enhance their success in university studies.

One of the demographic factors that could likely influence student

academic performance was age. The influence of age on academic performance

had been investigated in a number of studies. According to Ebenuwa-Okoh

(2013), “age of the individual student, as it increased, usually affected the various

development changes.
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It was found out that the older students performed better than those who

go to school at an early age. The study also showed that those students who had

an opportunity to repeat some grades perform better at secondary school level

and that late entrance and repetition improved academic performance especially

among older students (Momanyi, et al. 2015).

Voyles (2017) elaborated that student who were older yet still age

appropriate to their peers did better academically than their younger classmates,

but students who were overage from previous retention and other factors actually

performed worse academically than their peers. Age brought great impact on

how students develop their competency. The older the students the higher the

ability to understand and apply particular competency. Those who had trained

well at their very young age when it came to social activities were able to get high

academic performance. Age really matters, it might affect learners’ behavior and

personality development.

Conversely, some studies suggest that sending kids to preschools in the

early years shows substantial benefits in terms of positive impact on learning and

development. Recent research suggests that children who attend preschools

show its positive impact on adult achievements such as school graduation,

completion

of college degree and higher income (Yoshikawa, 2013). Thus, it is very

important to find out whether sending kids to school at a very young age has any

benefits in the long run. Much research has been conducted to find out the

impact of early schooling on later achievement though not much work has been
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done on how students perceive their early schooling and its relation with their

later success. Therefore, investigation of how students perceive the early years

education to impact their later achievement is also of considerable importance

Sex

Gender stereotypic behavior results from different male and female roles

expectations, and that the disparity between these gender stereotypes and actual

sex differences was not as great as was often believed. (Eagly, 2013)

Caisip (2012) mentioned that girls were more likely to exhibit some form of

pro social behavior to feel more accepted among their peers while boys were

stereotyped as more likely to be physical and relatively aggressive.

Duru-Bellat et. al (2014) showed significant differences for parents’

expectation about the educational career of their sons and daughters, which

might well influence their involvement.

According to Hartley (2013) recently reported that especially boys

developed gender stereotypes according to which girls were perceived as

academically superior with regard to motivation, ability, performance, and self-

regulation.

Traditional gender roles, which were common in traditional families in

which the male was the breadwinner and the female was in charge of childcare

and housekeeping, define masculinity as being independent, assertive, and

aggressive. (Ebora 2021).

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Household Chores

Household activities have been theorized as among the impediment to

girls’

concentration in school activities and performing well in their studies. Household

activities in Africa are normally performed by female members of the family, while

those related to outdoors are performed by male members of the family. While

this

separation of activity may seem fair, in actual fact, household activities are

unscheduled and therefore, more time consuming and tiring than those

performed

outside the house. (Mahinda, J.M. 2015)

Despite the impediment of gender role to female access in education and

performance in secondary and higher education, society continue to socialize

children into gender roles. The more time consuming and physical demand, the

more it takes the individual from performing other activities such as academic

activities. Removal of one from performing academic activities has positive

correlations with the student’s quality of achievement. Logically, those students

who spend more time in activities other than academic perform worse than those

who spend more time in academic activities, and these are mostly girls.

(Malekela, G.A. 2015)

Poverty stricken individuals normally encourage their children in the

performance of household chores. This is especially concerned with girls. Getting

involved in the performance of household chores by the children results in low

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academic achievement. In rural areas, individuals are mostly residing in the

conditions of poverty, hence, they want to train their girls in the performance of

household chores. These include, preparation of meals, cleaning, fetching water,

washing clothes, utensils, taking care of the livestock, purchasing of groceries

and so forth. The performance of household chores, not only affects the

academic performance of the students, but also compel them to drop out of

school. Poverty stricken individuals cannot afford to obtain assistance from

helpers and other individuals, hence, they usually find out means to carry out all

kinds of work on their own, such as, repairing, painting, manufacturing and so

forth. (Kudari, 2016)

Coltrane (2012) To what extent does the time spent in household chores

affect students’ academic performance? The question base on the assumption

that secondary school students should be relieved of household chores to enable

them be punctual and regularly attending lessons, get enough time to study and

do school assignments, and to provide them with reasonable time to rest and

make preparations before embarking on studying or doing school assignments.

He revealed that with no time for revision of what they have studied, students’

chances of academic success are reduced. Hence, the wide variety of tasks to

perform at home during school days and weekends, consumes time that should

be used to do school homework and studies. Studying at home enhances

learning, academic achievement, development of independent work and studying

habits.
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Gadgets Used

Yakin et al. (2020) assessed the adoption of E-learning during

Covid-19 lockdown in Nigeria and found that it is rendered ineffective by

challenges such as unavailability of digital equipment, skills, internet and

related resources. They suggested that for E-learning to be conducted

holistically, teaching and learning material resources should be provided

by responsible persons-the schools and government in particular.

Actually, when one of the sides responsible for effective teaching and learning

does not play their part, the process does not bear the intended results.

When teachers are readily available while learners are not; or when both of

them are there without required facilities, the result cannot be satisfactory.

In their study, Gintings et al. (2020) It is important that’ students

engage their time and energy and feel responsible for their learning. Parents on

the other hand are responsible to provide their children with necessary

resources and have a keen eye on their children so that they cannot undermine

the activity.

Carver et al.(2020) demonstrate that technological advancement has

made online learning an essential component in higher education

despite the challenge that not all learners are readily available to

embrace it due to their different backgrounds and experiences. They

add that providing technological resources is not enough for e-learning to be

carried out effectively. Of course, the students’ role matters as they are at the

center of effective learning.

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In the view of Marwan & Padmarani (2013), technology is considered as

an effective tool in the process of teaching and learning languages.

They add that for the process to be effective, learners and their teacher

need be provided with required tools and elements such as personal

computer and internet.

In the same vein, Dawadi et al.(2020) contend that the compulsory

closure of schools and universities for a considerable period of time in

Nepal led to a dramatic change of the education system, with the

distinctive rise of e-learning whereby teaching and learning is undertaken

remotely and on digital platforms. They posit that many challenges are

associated with the move to access to e-learning including, without limitation

to, inequality of access to resources between the urban and rural learners.

ICT gadgets need be provided to students because without those

resources, E-leaning cannot run. In Covid-19 lockdowns, successful E-learning

cannot be effective without parents’ contribution and the institution’s part. They

report that parents accept ICT gadgets as a teaching tool and as a

new teaching method that will help their children to

improve their knowledge, but they do not want their children to overuse

new technologies especially when they are absent. (Alharbi, 2020).

Internet Connection

Some students become victims of their situation related with few or

lack of resources in need because not all areas worldwide, regionally or

locally have access to internet. The emphasis on virtual learning can

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exacerbate existing inequalities in education, particularly in developing

contexts, marginalized communities and rural settings, where access to

technology and reliable internet connections may be limited. Burgess &

Sievertsen (2020)

Through the use of ICT, learners and teachers can interact amongst each

other and even learn from each other. International research revealed that about

60% of students use social networking tools to discuss class related issues which

encourages learning outside schools and planning for the next lessons

Seemingly,

apart from communicating with parents and friends, learners use social networks

as a platform to discuss school work. In addition, ICT can be used to encourage

and support real life related problems for learning and teaching both in and

outside the classrooms. The uses of ICT in the classrooms capture real life

situations better than print-base materials which usually present events in a

linear format. Makgato, 2012;

In some cases, there are limited infrastructure and equipment’s to

promote, encourage and support the use of ICT for teaching and learning in most

schools especially many of those which are located in townships and rural areas.

The learners from such schools find it very hard to adapt to the use of ICT when

they get to the higher institutions of learning. Apart from the required training to

use ICT for teaching and learning, most rural and township schools do not afford

the infrastructure and the soft wares needed. Rolando et al., 2013
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As we know the internet is the basic need of today’s technological world.

The Internet has a lot of benefits to people in every field. You want anything you

can get it on the internet. For years, poor internet access has been an issue in

the Philippines. The shortage of cell sites in the Philippines is the key reason why

it is still associated with poor internet speeds. Slow Internet connections or

limited access from homes in rural areas can contribute to students falling behind

academically. (Lou, 2020)

Information and communication technology is an innovation with a wide

range of digital pedagogical tools available nowadays for teachers, students and

administrators. Not surprising, educational faculties are areas that would benefit

from the application of information and communication technology (ICT).

Globally, information and communication has initiated a transition of emphasis

from analogous education research based on technological development in

education (Jude & Dankoro, 2012).

Readiness of Students

McKee (2013) pointed out three reasons for conducting research: it (1)

increases knowledge and understanding, (2) provides evidence for decision- and

policy-making, (3) advances professional practice and generates new ideas that

can lead to service innovation and improvement.

Readiness of students, professors and technology, is the most significant

aspect in conducting a research. Also, the attitude of the people, especially

students, is a key factor determining a study success or failure (Hussein, 2020).

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(Lambert, 2013) suggested that learning readiness includes non-cognitive

areas, such as disposition, behavioral skills, social skills, obedience,

communicative skills, and needs management.

Students' experience at school can affect their reaction in solving the

problem they have been experiencing. Previous studies have shown that

children's characteristics influence their readiness and academic performance.

Besides, teachers, parents' role and environment as well the school readiness

are also significant in building the students' readiness to learn. (Brooks et al.

2016)

Mardati et al. (2019) stated that the teacher's values and leadership

become the external factors influencing students' readiness. Therefore, the

higher the teacher's leadership and values, the higher the students' readiness is.

It includes motivation, development, and attention

Teachers Qualification Appropriateness

In preparing human resources development, education must be able to

produce professional and excellent human resources in accordance with the

national goals of education. The teacher is the key in preparing human resources

development in the classroom scope. The role of the teachers cannot be

replaced even by sophisticated machines because the duties of teachers are

regarded to advice human mental characteristics associated with the aspects of

human nature that have unique sense and are different from one another (Moh.

Usman Uzer, 2018)

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The teachers’ performance in their roles is one of the most significant

factors that directly affects the students’ achievement (Junianto, 2015). Thus, the

teacher is a key in human resources development in a smallest unit of a

classroom for teaching and learning activities.

Self-developments are prioritized CPD programmes by the teachers

(Santoso, 2014). The activities of self developments cover functional education,

training activities and or teacher’s group activities. Functional education and

training is an activity that aims to achieve or exceed the teacher’s competencies

standard within a certain time, particularly with regard to conducting services

learning.

Improvements in teaching quality in order to produce globally competitive

graduates, and be at par with the rest of the world. The reform is urgent and

important since a college graduate from the Philippines is short of qualifications

compared to graduates from other countries. This short period of time spent in

school has been said to be the contributing factor for non-recognition of our

college graduates and their degrees in the international level

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Chapter 3

METHODOLOGY

This part presented the research design, sampling technique, setting of

the study, instrumentation, collection of data and statistical treatment of data.

Research Design

Descriptive research design will be used in this study. It is a research

method that describes the characteristics of the population or phenomenon

studied. This method focuses more on the “what” (what is happening, what is out

there, what is existing) rather than the “why” of the research subject. It is

concerned with describing the nature of a demographic segment not with the

explanation of why a particular phenomenon occurs.

Descriptive research design is appropriate to this study because the

purpose is to measure and describe the teacher’s qualification appropriateness.

And readiness of students in research course of the Grade 11 and 12 students.

Poor quality early childhood education and care (ECEC) can be

detrimental to the development of children as it could lead to poor social,

emotional, educational, health, economic and behavioral outcomes. The lack of

consensus as to the strength of the relationship between teacher qualification

 24

and the quality of the early childhood learning environment has made it difficult

for policy makers and educational practitioners alike to settle on strategies that

would enhance the learning outcomes for children in their early stages of

education. This review examines the current empirical evidence on the

correlation between teachers

qualifications and the quality of early childhood learning environments. (Matthew

Manning, et al. 2017)

Setting of the Study

The study will be conducted at Cluster 1 ( Santa Maria, Mabitac, Famy

and Siniloan) and Cluster 2 (Pangil, Pakil, Paete, Kalayaan and Lumban) of the

Division of Laguna. These are the schools that offers Senior High School

curriculum that requires conduct of research by students.

 25

Map of Laguna

Source: Google

Figure 2. Geographical Location of the Subject of the Study

Subject of the Study

Purposive or judgment sampling will be used in this study. This method is

based on the researcher’s judgment when choosing members of the population

 26

who will participate in the study. Grade 11 and 12 and also the research teachers

of their respective schools were purposely selected as respondents. They are

coming from Cluster 1 and Cluster 2. Students in their SHS year, will be required

to conduct research.

From a total population of 5,002 Grade 11 and 12 students, a sample size

of 263 is determined with the use of Slovin’s formula. Stratified random sampling

will be applied with the grade level of students to serve as strata. There are nine

schools here in cluster 1 and 2. The students to be included in the sample will be

randomly selected from each section with the use of random numbers generated

from Excel. The population and sample size per section are presented in Table 1

Table 1. Students Respondents

Enrollment # of respondents

Grade Grade Total Grade Grade Total

11 12 11 12

1.SantaMaria 451 404 1325 24 21 70

INHS
2.Mabitac 118 120 376 6 6 19
INHS
3.Famy 406 416 1242 21 22 65

INHS

4.Siniloan 603 513 1789 32 27 94

INHS
5.Balian 453 366 1119 24 19 59
INHS
6.Kabulusan 199 189 601 10 10 31
INHS
7.Luis C. 176 89 265 9 5 14
Obial SHS
8.Barangay 102 86 188 5 5 10
Longos SHS
9.Lumban 181 130 311 10 7 17
 27

SHS

Table 1.2 Teachers Teaching Research

Number of teachers
respondents
1. Santa Maria INHS 5
2. Mabitac INHS 2
3. Famy INHS 10
4. Siniloan INHS 10
5. Balian INHS 2
6. Kabulusan INHS 1
7. Luis C. Obial SHS 2
8. Barangay Longos 3
SHS
9. Lumban SHS 2

Research Instrument

A survey questionnaire was be used as main data gathering tool in the

study. The questionnaire was divided into three main sections: one for the

students’ respondents regarding the student profile such as age, sex, household

chores, gadgets used and internet connection, the second set is for the student’s

readiness in research course and the third set is for the teacher’s qualification

appropriateness. The questionnaire was disseminated using google forms.

A questionnaire was used for the purpose of measuring the readiness of

students in research course and teacher’s qualification appropriateness in

different schools in Cluster I and Cluster II. Part I was the respondent’s profile,

Part II is the student’s readiness in research course and Part III teacher’s

qualification appropriateness.
 28

Research Procedure

The researcher prepared a questionnaire checklist which were validated

before it is administered in the respondents from the covered schools. Letters

regarding the conduct of the study were sent and approved by the Schools

Division

Superintendent, Public Schools District Supervisor, and the school principals.

During the distribution of the questionnaire via google forms, the researcher was

given an opportunity to conduct an orientation concerning the content of the

questionnaire – checklist for clarification.

Data were collated, tabulated, computed, analyzed, and interpreted and

the researcher findings were presented in the final manuscript.

Statistical Treatment of Data

The data were tallied, tabulated, and interpreted using numeric value

assigned to the quantitative descriptions used in the questionnaire. The updated

and latest statistical tools were utilized in analyzing the gathered data.

The demographic profiles of the respondents were analyzed through the

use of frequency, percentage and rank.

The student’s readiness in research were analyzed through the use of

weighted mean, verbal interpretation and rank.

The teacher’s qualification appropriateness was analyzed through the use

of weighted mean, verbal interpretation and rank.

 29

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 33

APPENDICES
 34

QUESTIONNAIRES
RESEARCHER-MADE QUESTIONNAIRE FOR RESPONDENT

Dear Respondent,

I am currently conducting my thesis entitled TEACHERS QUALIFICATION

APPROPRIATENESS AND READINESS OF STUDENTS IN RESEARCH
COURSE.

In connection with this, it is my honor to request for your valuable time and
cooperation to the conduct of this research paper which involves you as a
respondent.

Your answers will be treated with outmost confidently and respect.

Thank you very much for your kindest help and cooperation.

MARIA CHEZLENE A. MANAIG

Researcher

Name: (optional)__________________________________

Part I. STUDENTS RESPONDENT’S PROFILE

Age

15-16 years old 21-22years old

17-18 years old 23-up

19-20years old

Sex

Male Female
 35

Household Chores

Doing the laundry Babysitting

Washing the dishes Others please specify:_____

Sweeping the floor

Gadgets used

Cellphone personal computer

Laptop none

tablet

Internet Connectivity

wifi pisonet

mobile data none

Part II. Extent of students readiness in research course in terms of:

Please rate the following statements based on your experience using the

following scale. Check the column of your answer.

Numeric Weight Verbal Interpretation

4 Always

3 Often

2 Seldom

1 Never
 36

STUDENT’S READINESS IN SCALE

RESEARCH COURSE
4 3 2 1
FORMULATING THE TITLE
1.identify a general area of interest
2. review the context of information
3. identify and list keywords and phrases from these
responses.
4. use these keywords to create one long sentence.
5. create/ formulate a working title
GATHERING OF THE DATA
1.formulate questions that was needed to be ask.
2. easily find the sources of data needed
3. determine what info. I want to collect
4. set a time frame for my data collection
5. determine my data collection needed
INTERPRETATION OF TABLE
1. analyze the data on the table
2. assemble the information needed
3. can develop findings
4. can develop conclusions
5. can develop recommendations
FORMULATING CONCLUSION
1.include a topic sentence
2.use an introductory paragraph as a guide
3.summarize main ideas
4.appeal to the readers emotions
5.include a closing sentence
FORMULATING GENERALIZATIONS
1.easily find clue words to help find generalizations
2.identify the “good” and “bad generalizations”
3. make a statement about all or most of the people
or things together.
4.offer counter examples
5.use precise language

Part III. Teachers Qualification Appropriateness

Name: (optional)________________

Age: _____ Sex: ______

 37

Please rate the following statements based on your experience using the

following scale. Check the column of your answer.

Numeric Weight Verbal Interpretation

4 Ready

3 Somewhat Ready

2 Slightly Ready

1 Not Read

TEACHER’S QUALIFICATION SCALE

APPROPRIATENESS
4 3 2 1
FORMULATING THE TITLE
1.identify a general area of interest
2. review the context of information
3. identify and list keywords and phrases from these
responses.
4. use these keywords to create one long sentence.
5. create/ formulate a working title
GATHERING OF THE DATA
1.formulate questions that was needed to be ask.
2. easily find the sources of data needed
3. determine what info. I want to collect
4. set a time frame for my data collection
5. determine my data collection needed
INTERPRETATION OF TABLE
1. can analyze the data on the table
2. assemble the information needed
3. can develop findings
4. can develop conclusions
5. can develop recommendations
FORMULATING CONCLUSION
1.include a topic sentence
2.use an introductory paragraph as a guide
3.summarize main ideas
4.appeal to the readers emotions
5.include a closing sentence
FORMULATING GENERALIZATIONS
 38

1.easily find clue words to help find generalizations

2.identify the “good” and “bad generalizations”
3. make a statement about all or most of the people
or things together.
4.offer counter examples
5.use precise language

Thank you very much!

 39

LETTER AND OTHER RESEARCH MATERIALS

LETTER OF APPROVAL FROM THE SCHOOL DIVISION SUPERINTENDENT

May 7, 2022

MARITES A. IBAÑEZ, CESO V

Schools Division Superintendent
Division of Laguna
Sta. Cruz, Laguna

Dear Madam:

Greetings in Peace!
 40

I am a Senior High School Teacher of Kabulusan Integrated Ntional High School

at Pakil, Laguna, taking up Master of Arts in Education Major in Educational
Management and currently enrolled in Paete Science and Business College
(PSBC), Inc.

In line with this, I would like to request that I will be given the permission to
collect data and other information needed in my study entitled “TEACHER
QUALIFICATION APPROPRIATENESS AND READINESS OF STUDENTS IN
RESEARCH COURSE”

I am hoping that this request will merit your favorable response and approval on
this matter. Your immediate compliance will help me a lot to have valid and
reliable data for the study.

I am extending my sincerest gratitude and gratefully acknowledge your kind and

most valued support on this matter. God bless!

Respectfully yours,

MARIA CHEZLENE A. MANAIG

Researcher

Noted:

SONIA S. CADAWAS, Ed.D

Dean of Graduate Studies

Approved:

MARITES A. IBAÑEZ, CESO V

Schools Division Superintendent
 41

CURRICULUM VITAE

MARIA CHEZLENE ACOMULAR MANAIG

Brgy. Tunhac III Famy, Laguna
[email protected]

PERSONAL INFORMATION

Birth Date: August 10, 1984

Gender: Female
Civil Status: Married
Citizenship: Filipino

EDUCATIONAL BACKGROUND
 42

Present: Master of Arts in Management Education

Paete Science and Business College Inc.
Paete, Laguna
2022

College Level: Bachelor of Secondary Education Major in Technology and

Livelihood Education
Laguna State Polytechnic College
Siniloan, Laguna
2015

Secondary Level: Liceo de Pakil

Pakil, Laguna
2001

Primary Level: Famy Elementary School

Famy, Laguna
1996

WORK EXPERIENCE

Teacher II – Up to Present
Kabulusan Integrated National High School
Kalayaan, Laguna
June 13, 2016 up to date

TRAININGS AND SEMINAR ATTENDED

August 24-26, 2021 Regional Webinar on E-RAISE Up for Proficient Teachers

February 18, 2021 National Seminar Workshop on Instructional Development

Design and Assessment in a Flexible Learning Development

February 19, 2021 National Seminar Workshop on Digital and Media Platforms
for English, Science and Mathematics Teachers

February 20, 2021 National Training Workshop on Blended and Flipped

Instruction – Covid 19 Alternative Learning Modality

February 21, 2021 National Seminar Workshop on Improvised Games & Theater
Arts as Alternative Teaching Strategies
 43

February 22, 2021 National Training Workshop on Localization and

Contextualization in the K to 12 Curriculum

February 23, 2021 International Webinar on the 21 st Century School Leadership

and Management

CHARACTER REFFERENCES

SONIA S. CADAWAS
Dean of Graduate Studies
Paete Science and Business College
Paete, Laguna

MARINA M. DE ROBLES
Kabulusan Integrated National High School
Principal II
Pakil , Laguna

I hereby certify that the above information is true and connect to the best of my
knowledge and belief.

MARIA CHEZLENE A. MANAIG