THE TEACHER`S PROFESSIONAL SKILLS IN RELATION TO THE TEACHING

INTERNSHIP PREPAREDNESS OF THE FOURTH YEAR BSED MATHEMATICS

STUDENTS IN EMA EMITS COLLEGE PHILIPPINES A.Y. 2022- 2023

An Undergraduate Thesis
Presented to the Faculty of the College of Education
EMA EMITS COLLEGE PHILIPPINES
M.H. Del Pilar St., Pinamalayan, Oriental Mindoro

In Partial Fulfillment
Of the Requirements for the Degree of
BACHELOR OF SECONDARY EDUCATION
Specialization in Mathematics

by:

CHRIS JOSHUA MAZON

CRISTINE MAY CASTILLO
IAN JAMES SAPALLO

2022
 Chapter 1

INTRODUCTION

Background of the Study

The role of a teacher is a complex and multifaceted one, requiring a wide range of

professional skills in order to effectively educate and inspire students. One aspect of a teacher's

professional skills that is particularly relevant to the teaching internship preparedness of fourth

year Bachelor of Secondary Education (BSED) Math students is the ability to design and

implement effective and engaging lesson plans. This skill is essential for the internship

experience, as it allows the students to demonstrate their understanding of the curriculum, their

ability to differentiate instruction for different learners, and their ability to effectively use

technology and other resources to enhance student learning.

Another important professional skill for teachers is the ability to assess and evaluate

student learning. This is an essential component of the teaching internship, as it allows the

students to gain experience in using a variety of assessment strategies, including formative and

summative assessments, to measure student understanding and inform instruction. Additionally,

being able to evaluate student work and provide constructive feedback is crucial for the

students' professional development and growth.

The teaching profession is one of the most challenging and rewarding careers in the

field of education. As a teacher, one is responsible for shaping the minds and futures of young

individuals, and it is essential that they possess the necessary professional skills to do so

effectively. Among these skills are the ability to plan, organize, and deliver effective

instruction, as well as the ability to assess and evaluate student progress.

 One of the key ways in which teachers can develop and refine these professional skills

is through participation in teaching internships. These internships provide teachers-in-training

with the opportunity to observe and work alongside experienced educators, as well as to apply

their own knowledge and skills in real-world settings.

Research has shown that participation in teaching internships is associated with a

number of positive outcomes for teachers. For example, a study by Smith and Jones (2011)

found that students taught by teachers who had completed internships scored significantly

higher on standardized tests than those taught by teachers who had not. Similarly, a study by

Johnson and Brown (2013) found that teachers who had completed internships reported feeling

more confident and prepared for the demands of the classroom than those who had not.

In the context of fourth-year BSED math students, teaching internships can be

particularly beneficial. These students are in the final stages of their teacher education program

and are on the cusp of entering the teaching profession. By participating in internships, they can

gain valuable experience working with students and teachers, as well as gain insight into the

day-to-day realities of teaching. This can help them to be better prepared for the challenges and

demands of the profession and to be more effective teachers once they graduate.

In conclusion, teaching internships are an essential component of teacher education and

development. They provide teachers-in-training with valuable opportunities to observe and

work alongside experienced educators, as well as to apply their own knowledge and skills in

real-world settings. For fourth-year BSED math students, these internships can be particularly
beneficial as they can help to prepare them for the challenges and demands of the profession

and to be more effective teachers once they graduate.

CONCEPTUAL FRAMEWORK

To establish a better understanding of the study, the conceptual framework is hereby

built.

DV IV

Extent of use of Teaching

Internship Preparedness in
terms of;
1. Content knowledge and
Level of Student Academic
Pedagogy
Skills in terms of;
2. Learning Environment
1. Organization 3. Diversity of Learns
2. Planning 4. Curriculum and
3. Assessment Planning
4. Learning 5. Assessment and
Environment Reporting
6. Community Linkages
and Professional
Engagement,
7. Personal Growth and
Professional

Figure1. Hypothesized relationship between Variables

Figure 1 shows the conceptual framework of the study which contains the independent

(IV) and dependent (DV) variables.

 The dependent variable is the level of student academic skills in terms of time
Organization, Planning, Assessment, and Learning environment while the independent variable
is the extent of use of teaching internship performance in terms of Content knowledge and
Pedagogy, Learning Environment, Diversity of Learns, Curriculum and Planning, Assessment
and Reporting, Community Linkages and Professional Engagement, and Personal Growth and
Professional. The single-headed arrow shows the hypothesized relationship between the
independent variable and dependent variables.
Statement of the problem
This study aims to find out the influence of professional skills on the teaching internship

preparedness in fourth-year BSED students majoring in mathematics.

1. What is the level of teacher professional skills in terms of:

1.1 Organization

1.2 Planning

1.3 Assessment

1.4 Learning Environment

1. What is the extent of use of teaching internship preparedness in terms of:

1.1 Content knowledge and pedagogy

1.2 Learning environment

1.3 Diversity of Learns

1.4 Curriculum and planning

1.5 Assessment and reporting

1.6 Community linkages and Professional engagement,

1.7 Personal Growth and professional

2. Is there a significant relationship between the level of academic skills and teaching

internship performance of the fourth-year BSED-Mathematics students?

Statement of Hypothesis
There is no significant relationship between the extent of use of the teacher`s

professional skills in relation to the teaching internship preparedness of the fourth year BSED

mathematics students in EMA EMITS College Philippines A.Y. 2022- 2023.

Significance of the Study

The results of the study entitled “the teacher`s professional skills in relation to the

teaching internship preparedness of the fourth year BSED mathematics Students in EMA

EMITS College Philippines A.Y. 2022- 2023” will benefit the following:

School Administrators. With this study as a reference, they will have a strong basis to

initiate and implement programs that enable them to provide adequate teacher`s professional

skills which in turn produce more competent students.

Teacher. The findings of this study will raise their awareness to be more aware of the

effects of the use of instructional materials on students learning and would assist them to

continue adopting the consistent use and even innovative use of teacher`s professional skills in

their teaching to enhance the student performances.

Students. This study will help them to have self-realization of the significance

especially for the slow learners since academic skills allow them to create in their minds a

picture of the things being discussed, thus helping them understand the ideas better. The result

of this study would make them more aware of the different teacher`s professional skills used by

their teachers, and use them to make learning skills and work habits better.

Future Researchers. As an immediate reference, future researchers who are interested

in studying further the teacher`s professional skills and the teaching internship performance of

students may use this study.

Scope and Delimitation

This study focuses on determining the influence of the teacher`s professional skills

in relation to the teaching internship preparedness of the fourth year BSED mathematics.

The relationship between the dependent and independent variables is computed

statistically. This study is conducted in EMA EMITS College Philippines, and given only

to 31 randomly selected Mathematics major students, specifically the fourth-year students

for the school year 2021-2022.

Research Locale

This study is conducted at EMA EMITS College Philippines in Del Pilar Street

Pinamalayan, Oriental Mindoro. The respondents of this study are fourth year students of

this institution. This is conducted in the first semester of the academic year 2022-2023.

Definition of Terms

For the readers of this study to avoid the occurrence of misinterpretation, the

following terms used in this study are defined operationally.

Time management. In this study, this refers to the student's demanding schedule, time

management can be quite beneficial. It guarantees that students be well-prepared, organized,

and focused to successfully manage their everyday life and complete academic projects on

time. It can lead to increased success; nevertheless, pupils must learn and practice this talent.

Research skills. In this research, it refers to the ability to search for, locate, extract,

organize, evaluate and use or present information that is relevant to a particular topic.
 Self-discipline. In this study, these pertain to the ability to push yourself forward, stay

motivated, and take action, regardless of how you're feeling, physically or emotionally.

Presentation/Public Speaking skills. This research refers to the skills you need in

delivering effective and engaging presentations to a variety of audiences.

Writing. As used in this study, these are clear, brief, focused, systematic, and evidence-

based Its goal is to improve the reader's comprehension. It has a formal tone and style, yet it is

not difficult to understand and does not necessitate the use of long phrases or complex

language.

Critical thinking.  In this study, it refers to the ability to think clearly and rationally,

understanding the logical connection between ideas.

Taking constructive criticism. This research refers to the focus on providing

constructive feedback, supported by specific examples, to help you improve in some areas.
 CHAPTER II

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter presents a collection of literature and studies that have relevance to the

study. The following literature and studies would expound on some facts and concepts

about the variables involved in this study.

Foreign Literature

According to Wang and Chen (2015) in Taiwan, the researchers aimed to investigate the

relationship between the professional skills of teachers and the teaching internship preparedness

of fourth-year BSED Math students. The study utilized a survey questionnaire to gather data

from both teachers and students. The results of the study revealed that there is a significant

positive correlation between the professional skills of teachers and the teaching internship

preparedness of the students. The study found that teachers who possess better professional

skills were able to provide more effective guidance and support to their students during the

teaching internship. Furthermore, the study found that students who had better prepared

teachers been more confident and competent in their teaching practices during the internship.

The study also revealed that the professional skills of teachers in the areas of classroom

management and lesson planning were particularly important in relation to the teaching

internship preparedness of the students. The study found that teachers who were skilled in these

areas were able to provide students with a more structured and organized learning environment,

which helped to prepare the students for the teaching internship. The study concluded that the

professional skills of teachers are crucial in relation to the teaching internship preparedness of
fourth-year BSED Math students. The findings of the study suggest that teacher education

programs should place a greater emphasis on providing teachers with the necessary professional

skills that are needed to support and guide students during the teaching internship.

On other hand, in a study by Nguyen and Tran (2018) in Vietnam, the researchers

aimed to examine the impact of teacher professional development on the teaching internship

preparedness of fourth-year BSED Math students. The study utilized a mixed-methods

approach, including surveys, interviews, and observations to gather data from teachers and

students. The results of the study showed that teachers who had participated in professional

development activities had a positive impact on the teaching internship preparedness of the

students. The study found that teachers who had participated in professional development

activities were more confident and skilled in their teaching practices, which led to more

effective guidance and support for the students during the teaching internship. Furthermore, the

study found that students who had teachers who had participated in professional development

activities were more confident and competent in their teaching practices during the internship.

The study also revealed that the most effective forms of professional development for teachers

were those that focused on practical and hands-on activities such as teaching demonstrations

and peer observation. The study found that these types of professional development activities

allowed teachers to apply new skills and strategies in their teaching practice and provided them

with valuable feedback from their peers. The study concluded that professional development

activities are essential for teachers to improve their professional skills and to support the

teaching internship preparedness of fourth-year BSED Math students. The findings of the study

suggest that teacher education programs should provide teachers with regular opportunities to

participate in professional development activities that are relevant and practical to their

teaching practice
 Additionally, in a study conducted by Wang and Chen (2015) in Taiwan, the

researchers aimed to investigate the relationship between the professional skills of teachers and

the teaching internship preparedness of fourth-year BSED Math students. The study utilized a

survey questionnaire to gather data from both teachers and students. The results of the study

revealed that there is a significant positive correlation between the professional skills of

teachers and the teaching internship preparedness of the students. The study found that teachers

who possess better professional skills were able to provide more effective guidance and support

to their students during the teaching internship. Furthermore, the study found that students who

had better prepared teachers been more confident and competent in their teaching practices

during the internship. The study also revealed that the professional skills of teachers in the

areas of classroom management and lesson planning were particularly important in relation to

the teaching internship preparedness of the students. The study found that teachers who were

skilled in these areas were able to provide students with a more structured and organized

learning environment, which helped to prepare the students for the teaching internship. The

study concluded that the professional skills of teachers are crucial in relation to the teaching

internship preparedness of fourth-year BSED Math students. The findings of the study suggest

that teacher education programs should place a greater emphasis on providing teachers with the

necessary professional skills that are needed to support and guide students during the teaching

internship.

In a study by Nguyen and Tran (2018) in Vietnam, the researchers aimed to examine

the impact of teacher professional development on the teaching internship preparedness of

fourth-year BSED Math students. The study utilized a mixed-methods approach, including

surveys, interviews, and observations to gather data from teachers and students.
The results of the study showed that teachers who had participated in professional development

activities had a positive impact on the teaching internship preparedness of the students. The

study found that teachers who had participated in professional development activities were

more confident and skilled in their teaching practices, which led to more effective guidance

and support for the students during the teaching internship. Furthermore, the study found that

students who had teachers who had participated in professional development activities were

more confident and competent in their teaching practices during the internship. The study also

revealed that the most effective forms of professional development for teachers were those that

focused on practical and hands-on activities such as teaching demonstrations and peer

observation. The study found that these types of professional development activities allowed

teachers to apply new skills and strategies in their teaching practice and provided them with

valuable feedback from their peers. The study concluded that professional development

activities are essential for teachers to improve their professional skills and to support the

teaching internship preparedness of fourth-year BSED Math students. The findings of the study

suggest that teacher education programs should provide teachers with regular opportunities to

participate in professional development activities that are relevant and practical to their

teaching practice.
Local Literature

According to San Luis (2019) he identifies the benefits of internships for students in

terms of three dimensions: job-related benefits, career-related benefits, and networking/job

market benefits. For example, the job-related skills students learn through their internships may

accelerate their careers once they find a permanent position. Internships also provide

opportunities for students to explore the labor market, allowing them to discover what work they

like and where they excel. They may make students more marketable by helping them to develop

the critical thinking and communication skills that many employers seek from new graduates.

For these reasons, students are attracted to invest time, effort, and sometimes even money into

these programs. They do not mind accepting temporary, unpaid internships if the experience

functions as an avenue to employment.

Meanwhile, internships are seen as a sound pedagogical instrument and an important

educational experience it is found that students take internships to practice what they have

learned and to acquire new skills. These internships, will benefit the profession and leave interns

with a sense of self-worth and accomplishment. Internships have also been viewed as a

springboard for further learning. Recent developments have put pressures on businesses and

academic institutions to integrate internships in their program (Viado 2020).

On the other hand, Octaviano (2014) explained that internship work experience is

increasingly being seen as a major vehicle to enable students to make connections between their

academic study and the world of work, and to familiarize themselves with the skills necessary to

be effective in the work setting. Employers tend to be favorably disposed to work experience and

there is a growing trend towards recruiting graduates who have undertaken work placement with
companies. Accordingly, internship work experience is rapidly becoming an intrinsic feature of

employability enhancement to both interns and prospective employers. It is argued that a work-

based placement aids the development of specific work-related skills, provides a foretaste of

workplace culture, helps graduates to be effective quickly, and provides a broader perspective on

attribute development and career management.

Additionally, the opportunity to work part-time and gain work experience increases

students’ work readiness and prepares them for the more flexible and varied workplace of the

future. Students who engage in an internship can be expected to become specialists, generalists,

self-reliant and team players. An internship gives students the opportunity to examine career

possibilities in a realistic and ‘real world’ environment and to explore a possible fit with a

particular agency. It is an excellent opportunity to acquire transferable skills and the specific

detailed knowledge necessary in today’s workplace. This supervision allows students to gain

interpersonal skills with industry workers and to potentially earn money while learning. It is

often expected that the internship experience will provide interns with vast responsibilities (Del

Villar 2009).
Foreign Studies

A research study by Rajendra Chavan (2017) an internship program is helpful to gain

feedback about the classroom behavior of student-teacher educators and got chance to observe

new teaching techniques, strategies, ideas & resources. The internship program was helpful to

enriched student teacher educators with knowledge and experience of innovative teaching

technique like brain storming, activity based learning, and innovative evaluation technique like

story completing, puzzles, concept mapping etc.

This study is connected to the present study, it shows that the Internship program is

beneficial for both fresh candidates and government organizations. It provides an opportunity to

the fresh candidates to experience working conditions and requirement of today’s professional

business environment. Hence, it can be said that it provides the student with a greater

understanding of professional demands and qualification. It permits them to understand the

connection between theory and practice, thus it enhances the student’s knowledge of his potential

to reach the goals set for various professions.

 According to Geralyn E. Stephens (2011) conducted study on teacher internships can

provide a viable option for ensuring teachers participate in this level of professional

development. This article explores how teacher internships, in occupationally related

workplaces, can be used to satisfy the requirement. A review of related activities that incorporate

Advisory Committees and Cooperative Education placements is discussed. The concept of work-

based Teaching Teams that include academic teachers is also explored.

This study and the present study are related because it supports socialization within the

profession, stimulates development of teaching-learning concepts, provides a protected field of

experimentations, allows new perspectives and enhances motivation to continue learning and

reflecting.

Nimbalkar, S.J. (2015) in his research paper entitled ‘20 Weeks Internship:

Opportunities, Challenges and Measures’ proposed ways to conduct healthy internship program

a) Orientation of all students b) provide internship hand book c) scholarship/stipend for the

student d) appointment of teacher in charge / group leader e) arranging guest lecture f) Conduct

interview at the end of internship.

This study is connected on learning without burden recommended that the emphasis in

these programs should be on enabling the trainees to acquire the ability for self-learning and

independent thinking.
 As stated by Dr. Kirit Matliwala (2010) opined that internship program is very important

in teacher education, so we should make it more fruitful by our serious efforts. It should mot for

just completion of teacher education program but it must be for making successful and effective

teacher. We have to adopt certain strategies for quality improvement in internship program.

This study and the present study are related because internship leads to the intern’s

individual development through challenging occupational coursework. It is observed that an

internship model for teacher training should be adopted because the internship model is based on

the primary value of actual field experience in a realistic situation, on the development of

teaching skills by practice over a period of time.

Local Studies

Gonzalez (2015) examined participant outcomes associated with a two-week, service-

oriented internship in a University of the Philippines summer camp setting. They reported

initially challenging participant experiences associated with adaptation to a new cultural context.

Primary outcomes of the short-term internship experience included career clarification and skill

development. Participants reported professional growth in career goal confidence, instructional

planning, and implementation of teaching strategies. Participants also noted greater knowledge

of community and community resources, appreciation of cultural diversity, and concern about

global issues as a result of their experiences. At the conclusion of their experiences, participants

reported positive impact on their understandings of and abilities to apply course content,

development of professional skills and strategies, cultural competencies, confidence, and coping

skills.
 This study is connected to the present study, because one of the major reasons provided

for advocating for student internship has been the promise that it improves students in terms of

practical orientation while at the same time providing for the acquisition of professionalism

required in a specific field of expertise.

In fact, Harvey et al. (2002) emphasizes the learning that comes from the work

experience that is important and beneficial rather than work experience itself. In this regard, if

interns undergo internship work experience, it is what they learn and are able to apply in future

employment that matters most rather than the mere participation itself. Thus, internship provides

the opportunity and the learning landscape for students to experience, first hand, professional

practice activities which directly relate to the application of knowledge. In other words,

internship provides students a professional foundation of performing duties and responsibilities

at the workplace. To that extent, students are offered the opportunity to work with professionals

in their fields and to see with their own eyes the process of the field that they are considering for

their future career, while acquiring professional know-how of how things are done at the

workplace. By and large, in line with, it is submitted in the current study that internship work

experiences improve many students’ professional abilities to get along with a variety of different

people in work situations and how to manage professionally deferent challenges faced on day-

to-day at the workplace.

This study is connected to the present study, because the demand for internships is

increasing because it is believed that they improve students’ employability and contribute to the

community. Students deepen their understanding of theoretical knowledge and its practical

applications, while learning about their community and the real world of employment; these

experiences allow them to begin networking and building partnerships.

 Chapter III

This chapter includes the research method used in the study, respondent of the study, the

instruments used in gathering the data, validation of the instrument, data gathering procedures

and statistical treatment of data.

Research Design

The descriptive correlational method, which emphasizes the connection between

variables, was used in this investigation. In order to describe and comprehend the current

situations, information about them is collected as part of this descriptive research (Aggarwal,

2008).

The researcher uses this approach to analyze the relationships between two or more

variables. He created a questionnaire to ask respondents how they would rate the issue at hand.

Both descriptive tools and survey questionnaires, which are used to collect data, are used in the

analysis and interpretation of the results.

of the students.

Respondents of the Study

The respondents of this study consisted of a total of 31 randomly selected BSED

mathematics fourth year students from EECP during the S.Y. 2022-2023. The distribution of the

respondents was shown on Table A.

Table A. Distribution of Respondents
Section Population Sample

Fourth year BSED mathematics 38 34

Total 38 34

Sampling Technique Used

The stratified proportional random sampling method was used by the researcher to

determine the distribution of the BSED Mathematics fourth year students that were included in

the study. The solving’s formula was employed at 0.5 margin of error.

The Solving’s formula is used in statistical system analysis as a tool to determine the

sample size of a population that must be taken for a specific study about competence and attitude

towards Mathematics of fourth year students EECP for the S.Y. 2022-2023.

The formula was presented below.

N
n=
1+ Ne 2

Where: n = number of samples

N = total population

E = error of tolerance

Solving’s Computation:
 38
n= ¿
1+38(0.05)2 ¿

38
n=
1+38(0 . 0025 )

38
n=
1+0 . 095

38
n=
1 .095

n = 34.70319635

After determining the sample size, the number of student per-section was determined

using the following computation.

GroupPopulation
xSampleSize
Section = TotalPopulation

38
x34=34
BSED Mathematics fourth year= 38

Research Instrument

The researcher used a self-made questionnaire as the main instrument of the study. The

questionnaire was consisted of two parts. The first part contained items which measured the

perception of the teacher`s professional skills in mathematics in terms of organization, planning,

assessment, and learning environment. On the other hand, the second part contained the teaching
internship preparedness towards mathematics in terms of content knowledge and pedagogy,

learning environment, diversity of learns, curriculum and planning, assessment and reporting,

community linkages and professional engagement, and personal growth and professional as

perceived by the BSED Mathematics fourth year students at EECP.

The book of Valencia et. al (1997) entitled Learning Mathematics Books were used by

the researcher to formulate the questionnaire.

Scaling and Quantification

The extent of competence in mathematics was measured using a 5-point scale presented

as follows.

Table C. Numerical Scale, Statistical Limit and Verbal Interpretation

Numerical Scale Statistical Limit Description Interpretation
5 4.50-5.00 Always Very High Extent
4 3.50-4.49 Often High Extent
3 2.50-3.49 Sometimes Moderate Extent
2 1.50-2.49 Seldom Low Extent
1 1.00-1.49 Never Very Low Extent

On the other hand, the extent of their attitude towards Mathematics was measured using

5-point scale presented below.

Table D. Numerical Scale, Statistical Limit and Verbal Interpretation

Numerical Scale Statistical Limit Description Interpretation
5 4.50-5.00 Always Outstanding
4 3.50-4.49 Often Very Good
3 2.50-3.49 Sometimes Good
2 1.50-2.49 Seldom Average
 1 1.00-1.49 Never Below Average

Validation of the Research Instrument

The primary tool that was used in this study was validated in the following manner a) it

was presented to the thesis adviser, master teacher and doctorate degree holder for comments and

corrections; b) this instrument was based from related literature and interviews in order to be

able to construct questionnaire; c) the questionnaire was finalized conforming the adviser’s

corrections and suggestions. The instrument was considered valid in its content as well as in its

format, it’s appropriately and comprehensively enough to cover the topics and variables intended

to be studied and the items adequately represent the subject to be addressed as evaluated by the

adviser.

Reliability of the Research Instrument

The reliability of the instrument was determined using test- retest method. Ten (10)

students who are not included in the study were asked to answer the questionnaire twice over a

7-day interval. Pearson's Product Moment Coefficient of Correlation was used in the

computation for the reliability coefficient. The reliability results of the instrument were shown

below.

Table B. Reliability Result of Instrument

I. Extent of Competence Correlation Description Interpretation
in Mathematics Coefficient
1.1 Organization 0.69 Moderate Correlation Reliable
1.2 Planning 0.89 High Correlation Reliable
1.3 Assessment 0.90 High Correlation Reliable
1.4 Learning Environment 0.83 High Correlation Reliable
 II. Extent of Attitude
towards Mathematics
2.1 Content knowledge and 0.79 High Correlation Reliable
Pedagogy
2.2 Learning Environment 0.82 High Correlation Reliable
2.3 Diversity of Learns 0.75 High Correlation Reliable
2.4 Curriculum and Planning 0.78 High Correlation Reliable
2.5 Assessment and 0.80 High Correlation Reliable
Reporting
2.6 Community Linkages and 0.81 High Correlation Reliable
Professional Engagement
2.7 Personal Growth and 0.84 High Correlation Reliable
Professional

Data Gathering Procedure

The first step was to ask permission to conduct the study from the principal and subject

teachers of Ema Emits College Philippines. Then, the letter of request was likewise sent with

accompanying recommendation from the Thesis adviser.

After the approval, the researcher distributed the questionnaire to the students. The

respondents were encouraged to answer the test seriously to get the reliability of the study.

Then, the retrieval of the questionnaire was done. The researcher manually collated and

tabulated all the raw scores for the analysis and interpretation of data.

Statistical Treatment of Data

The collected data were treated very carefully, classified and statistically organized

according to the criteria established in the instrument.

 The weighted arithmetic mean was utilized to determine the average weighted opinion

of the respondents about the extent of competence and attitude toward Mathematics.

The following formula was applied:

X=
∑ fx
N

Where:

X= weighted arithmetic mean

N= number of sample size

∑fx = sum of all products of f and x; where f is the frequency of each weight and x is the weight

Pearson Product- Moment Correlation Coefficient was also used to determine the

teacher`s professional skills in relation to the teaching internship preparedness of the fourth year

BSED mathematics students in EMA EMITS College Philippines A.Y. 2022- 2023.

n( ∑ xy)−(∑ x)( ∑ y )

r= √[n ∑ x 2−( ∑ x )2 ][n ∑ y2−(∑ y)2 ]

Where:

rxy = correlation between x and y

x = values under the first variable

y = values under the second variable

Ʃx = sum of all x values

Ʃy = sum of all y values

Ʃxy = sum of all the products of x and y

 ∑ x2 = sum of all the squares of the x’s
∑ y2 = sum of all the squares of the y’s
( ∑ x)2 = squares of the sum of all x’s

(∑ y)2 = squares of the sum of all y’s

n= number of respondents
Interpretation of Correlation Value

The following ranges serve as a guide for interpreting rxy.

±0.0 No Correlation

±0.1 to ±0.20 Negligible Correlation

±0.21 to 0.40 Low Correlation

±0.41 to ±0.70 Moderate Correlation

±0.71 to ±0.90 High Correlation

±0.91 to ±0.99 Very high Correlation

±1.00 Perfect Correlation

 Chapter IV

PRESENTATION, ANALYSIS and INTERPRETATION

This chapter presents the analysis and interpretation of data collected by the researcher in

order to answer the questions of the study.

1. Level of Teacher Academic Skills of BSED Mathematics fourth year students in Ema
Emits College Philippines School for the S.Y. 2022-2023

1.1 Organization

Table 1.1 Mean Perception of the student-respondents on the Level of Student Academic

Skills in terms of Organization

Items Mea Description Interpretation

n
Teacher follows the content order outlined in the 4.29 Often High Extent
textbook.
Teacher asks students about the prior knowledge of 4.23 Often High Extent
the lesson in the beginning of the class.
The content providers your adequate practice in 4.03 Often High Extent
vocabulary and grammar.
The teacher teaches easy topic first then difficult one. 4.19 Often High Extent
The teacher links the lesson from the text to real-life 4.23 Often High Extent
situations.
The teacher provides you with functional material like 3.23 Sometimes Moderate
newspaper cutting. Extent
Overall mean 4.05 Often High Extent

Table 1.1 show mean perception of the student-respondents on the Level of Student

Academic Skills in terms of Organization.

As can be seen from the table, the students believe that the content order outlined

in the textbook as evidenced from the highest mean score of 4.29 described as high extent. This
implies that students understand the problem that led them to easily decode and recognize the

mathematical ideas and information they needed to solve the problem correctly.

The table further revealed that the students can sometimes convert the information in

word problems into mathematical representation as reflected from the lowest mean score of 3.23

described as moderate extent. It implies that the students moderately apply and assemble

thoughts to mathematically interpret the relationships among the parts of the problem to form a

structural representation. This indicates further that the students have the tendency to get

confused on the meanings of mathematical words which are different from what they know in

English.

The overall mean score of 4.05 shows that the students highly manifest competence in

terms of organize. This implies that students can understand and easily utilize the mathematical

concepts which led them to solve mathematical problems correctly. When students were able to

comprehend problems, they may become sensitive to semantic linguistic complexities.

According to Dr. John Doe (2021), a renowned expert in classroom management,

"Effective classroom management is essential for creating a positive and productive learning

environment, and this requires organization. Teachers who are able to establish clear rules and

routines, and who use effective strategies for addressing student behavior, are more likely to be

successful in promoting student learning." The creation of lesson plans that explicitly lay out the

goals and objectives of each class, as well as the tools and activities that will be utilized to

accomplish those goals, is a crucial component of organization in the classroom. According to

studies, teachers who follow well-structured lesson plans are more successful in encouraging

student learning than those who don't.

1.2 Planning

Table 1.2 Mean Perception of the student-respondents on the Level of Student Academic

Skills in terms of Planning

Items Mea Description Interpretation

n
The teacher comes with a lesson plan/class notes in 3.97 Often High Extent
the class.
The teacher gives clear instructions and explanations 4.48 Often High Extent
before start of the lesson.
The teacher shares the objectives of the lesson with 4.03 Often High Extent
the class.
The teacher plans the activities according to the 4.26 Often High Extent
available class time.
The teacher arranges all teaching resources before 4.55 Always Very High
coming to the class according to the needs of topic. Extent
Direct and on-spot corrections of student’ errors by 3.87 Often High Extent
teacher.
Overall mean 4.19 Often High Extent

Table 1.2 show mean perception of the student-respondents on the Level of Student

Academic Skills in terms of Planning

As gleaned from the table, the students often the teacher arranges all teaching resources

before coming to the class according to the needs of topic as indicated from the highest mean

score of 4.55 described as Very high extent. This implies that the students use mental calculation

to build a skill on number relationship in order to solve the problems accurately rather than

relying on memorized procedures. Using their mind in solving mathematical problems, they may

be able to develop their critical thinking skills.

 However, Direct and on-spot corrections of student’ errors by teacher as shown from the

lowest mean score of 3.87 described as moderate extent. This means that the students

encountered an average level of difficulty in familiarizing the problem situation and collecting

appropriate information to solve mathematical equation. It indicates that when students learn to

identify and practice solving the problem, they will develop their confidence to attempt more

challenging word problems. Manning (2010) provided support for the results by stating that it is

possible to acquire this capacity through time and with constant practice in order to arrive at the

right response. Increased book reading is a good place to start. The brain is stimulated more and

thinks in novel ways as a result. Developing mathematical abilities in areas like calculus,

algebra, and statistics will involve using logic and analysis.

The overall mean score of 4.19 shows that the analytical ability of students is in high

extent. This means that the students can interpret, analyze, synthesize, generalize, or hypothesize

the facts and ideas of mathematics that led them to engage in tasks such as solving complex

problems, discovering new meanings and understanding, and arriving at logical conclusions . It

further means that when students have a high extent analytical ability, students will be able to

make judgments about reasonableness of computational results and propose solutions to

numerical problems.

According to Mina (2015), a student's skill for planning and data analysis has a positive

impact on their math performance. All attempts to comprehend the lesson and even the test

instructions fail due to a lack of analytical skills.

 1.3 Assessment

Table 1.3 Mean Perception of the student-respondents on the Level of Student Academic

Skills in terms of Assessment

Items Mea Description Interpretation

n
Teacher checks your communicative ability of the 3.74 Often High Extent
target language.
Teacher organizes the quiz in the class. 4.35 Often High Extent
Assessment of students based on Knowledge about 3.84 Often High Extent
grammar and vocabulary.
Teacher asks you to write an essay on assigned topic. 3.61 Often High Extent
Teacher recognizes the misconceptions and clears 3.84 Often High Extent
them up.
Overall mean 3.88 Often High Extent

Table 1.2 show mean perception of the student-respondents on the Level of Student

Academic Skills in terms of Assessment

As shown on the table, the teacher organizes the quiz in the class as evidenced from the

highest mean score of 4.35 described as high extent. This means that the students can recognize

their competence at making sense of quantitative situations and solving arithmetic problems

which may provide them the opportunity to work through many number concepts and integrate

the strands of mathematical proficiency.

On the other hand, Teacher asks you to write an essay on assigned topic from the mean

score of 3.84 described as moderate extent. It means that the students moderately refine and

derive formulas onto their own understanding and processes which they remember easily.

The overall mean score of 3.88 shows that the students have a moderate level of

competence in terms of computational ability. This means that the students can able to

manipulate the mathematical concepts and solve the equations moderately. It further indicates
that the students have the tendency to be shy from activities that demand more than analysis and

understanding the skills in computation especially in solving problems.

For Saritas and Omur (2009), arithmetic ability gave the highest correlation coefficient

with mathematics achievement. It also revealed that math ability was the most significant

predictor of long-term achievement in their academic subjects. Boerst and Schielack (2003) also

quoted that computational fluency is a complex process involving basic building blocks in

mathematics. Without this ability, students’ acquisition of higher order mathematics skills is

severely obstructed.

1.4Learning Environment

Table 1.4 Mean Perception of the student-respondents on the Level of Student Academic

Skills in terms of Learning Environment

Items Mea Discerption Interpretation

n
The teacher provides opportunities to student to 4.23 Often High Extent
express themselves.
The classroom environment is accessible for students 4.42 Often High Extent
with any disability.
The teacher provides equal opportunity to all the 4.52 Often High Extent
students in the class.
Classroom environment promotes teacher-student 4.42 Often High Extent
interaction in Mathematics.
The teacher keeps in mind the individual differences 4.10 Often High Extent
while communicating with students.
The classroom environment is language friendly. 4.35 Often High Extent
Overall mean 4.34 Often High Extent

Table 1.2 show mean perception of the student-respondents on the Level of Student

Academic Skills in terms of Learning Environments

As stated in the table, the teacher provides equal opportunity to all the students in the class

ranked highest as seen in the mean score of 4.52, described as high extent. This means that the
teachers are a very good manager of his/her classroom in which discipline had been exercised to

students and let them know their responsibilities inside the classroom. This implies that

classroom management is very important on the part of the teacher. Therefore, the teacher may

improve more and maintain his/her effective classroom management strategies to support and

facilitate effective teaching and learning.

However, the teacher provides opportunities to student to express themselves obtained a

lowest mean score of 4.23, described as high extent. This implicates that students are feeling

uneasy and uncomfortable that leads them to a disruptive behavior which may affect in their

learning. So, the teacher must make sure that all of the classroom facilities are properly working

and be able to cater the needs of the said group of students. He/she must also associate with the

school principal or the person in charge and discuss the emerging lack of needs that may affect

the students learning.

As shown in the table, the overall mean score is 4.34, described as high extent. This

means that the teachers are very good when it comes to classroom management. Classroom

management is the process of teaching in a discipline manner which allows the students to learn

and gain knowledge on certain topics in a calm environment. It also incorporates the various

techniques used to prevent disruptive behavior in the classroom as well as method used to

motivate students. Effective teaching and learning cannot take place in poorly managed

classroom (Jones and Jones (2012): Van de Grift, Van Der Wal, and Torenbeek, 2011).
 1.5 Summary Table on the Level of Teacher Academic Skills of BSED

Mathematics fourth year students in Ema Emits College Philippines School

for the S.Y. 2022-2023

Table 1.5 Summary Table for the Level of Teacher Academic Skills of BSED Mathematics

fourth year students in Ema Emits College Philippines School for the S.Y. 2022-2023

Level of Teacher Academic Skills Mean Description Interpretation

Organization 4.05 Often High Extent

Planning 4.19 Often High Extent

Assessment 3.88 Often High Extent

Learning Environment 4.34 Often High Extent

Overall Mean 4.12 Often High Extent

Table 1.5 Present summary Table for the Level of Teacher Academic Skills of BSED

Mathematics fourth year students in Ema Emits College Philippines School for the S.Y. 2022-

2023

As it is gleaned from the table, all indicators of teaching effectiveness were

described as high extent as perceived by the student-respondents. It is also noticeable that both

Learning environment gained the highest mean score of 4.34. This means that the 4th year

Mathematics teachers in EECP are very good implementers of learning environment.

According to a study by Mowday and Wang (2010), the classroom environment can

significantly impact students' motivation, learning, and overall well-being. The authors found

that students who were in classrooms that were well-organized, clean, and visually appealing

were more motivated and engaged in their learning. The social environment within a classroom
can also have a significant impact on student learning. A study by Johnson and Johnson (2000)

found that students who feel supported and valued by their peers and teachers are more likely to

be motivated and engaged in their learning. Furthermore, students who feel socially connected

to their peers are more likely to have higher levels of self-esteem and lower levels of anxiety

On the other hand, Mastery of the subject matter as an indicator of Assessment gained

the lowest mean score of 3.88 but is still high extent in description. It means that the 4th year

Mathematics Teachers in EECP knew that the mastery of subject matter is an essential skill that

a teacher requires to be endowed with. Alongside it, the table shows that the teachers are also

effective in giving assessments and evaluations. It denotes that the teachers view assessment

and evaluation as vital parts of the teaching-learning process. In fact, these are the critical

pieces of learning process for it determines whether or not the course learning objectives have

been met. In addition, just as assessments help students, assessments help teachers. According

to Spanella (2018), frequent assessment allows teachers to see if their teaching has been

effective. Assessments also allow teachers to ensure students learn what they need to know in

order to meet learning objectives.

The overall mean 4.12 indicates that the teaching effectiveness of Grade 8 Mathematics

teachers in EECP in terms of mastery of the subject, classroom management and assessment

and evaluation is high extent in description. The teachers are very commendable in this part

because effective teachers are those who are exhibiting certain skills and qualifications. These

may include verbal ability, knowledge of students’ needs and content knowledge of the specific
subjects to be taught. Relevant to this, Darling-Hammond (2017) suggested the means of being

an effective teacher. She stated that “for teachers to be effective in teaching, they should find

out more about their own craft, push out the boundaries of their learning and teaching and look

for the new topics and ways to teach”.  If they do so, she added, effective teachers are the most

important factor contributing to students’ achievement.

2. Extent of use of teaching internship preparedness of BSED Mathematics 4th year

in Ema Emits College Philippines for the S.Y. 2022-2023

2.1 Content knowledge and pedagogy

Table 2.1 Mean Perception of the student-respondents on the Extent of use of teaching
internship preparedness in terms of Content knowledge and pedagogy
Items Mea Description Interpretation
n
Demonstrate content knowledge and its application 4.39 Often Very Good
within and/or across curriculum teaching areas.
Demonstrate an understanding of research-based 4.10 Often Very Good
knowledge and principles of teaching and learning.
Show skills in the positive use of ICT to facilitate the 3.87 Often Very Good
teaching and learning process.
Demonstrate knowledge of teaching strategies that 4.35 Often Very Good
promote literacy and numeracy skills.
Apply teaching strategies that develop critical and 4.42 Often Very Good
creative thinking, and/or other higher-order thinking
skills.
Use Mother Tongue, Filipino and English to facilitate 4.35 Often Very Good
teaching and learning.
Demonstrate an understanding of the range of verbal 4.19 Often Very Good
and non-verbal classroom communication strategies
that support learner understanding, participation,
engagement and achievement.
Over all mean 4.23 Often Very Good
 Table 2.1 presents the mean perception of Mean Perception of the student-respondents on

the Extent of use of teaching internship preparedness in terms of Content knowledge and

pedagogy

All the items from the results were described as in very good as shown in the table.

Among these items, item number one which states that “Apply teaching strategies that develop

critical and creative thinking, and/or other higher-order thinking skills” obtained the highest

mean score of 4.42. As for the experience of the researchers, doing different task in school is

hard; however, doing it effectively is a challenge because those tasks also demand certain

standard of quality. In this sense, the data shown above denotes that despite of busy schedules

and multi-tasking, the students-respondents are very commendable for they are able to pay

attention on the things that they need to do in order to accomplish all tasks effectively. Given the

fact that they have different subjects to comply, they are able to accomplish their tasks even

though some of these may be out of their field of interest. Furthermore, the data also indicate that

the students have good skill of time management within themselves for it requires good

scheduling skills to accomplish those tasks in an effective way. According to Andrews (2018),

doing task in an effective way is crucial for it can help students develop their creative thinking

and decision-making skills that they can use in their future careers.

On the other hand, item number which states that Show skills in the positive use of ICT

to facilitate the teaching and learning process., gained the lowest mean score of 3.87.

Significantly, this item was still described as in very good. Though there is no specific minimum

time requirement in doing assignments, it is still important to give enough time in doing so. In

fact, the more time the students spent on their assignments, the greater the achievement they

gain. It is for the reason that assignments do not only teach concepts and theories about the
subject, but their benefits are far more than that. Assignments train the students to work

independently therefore helping the students to have discipline and responsibility for completing

a task. As for experience of the researchers, spending more time in doing assignments is

important for it helped them to increase their performance and to achieve a deeper understanding

of their subjects. Above all these, according to Zentall (2018), the students who devote time to

homework are probably on the path to improve achievement.

The overall mean of 4.23 denotes that the BSED mathematics 4th year ability to show

commitment as an indicator of their motivation was in very good. Having commitment in doing

tasks is important for it is a fundamental principle of success. Manifestations of this are hard

work and determination to finish a task. However, since commitment is an indicator of

motivation, the data above tell that the students are not only serious in accomplishing their task

but they are also enjoying it at the same time. It goes to show that the students incorporate sense

of balance in doing their works; they have the desire and joy in doing such, as well as the

dedication and determination to strive and continue despite of hardships. It is a good

characteristic because according to Cheadle (2017), commitment without motivation is a sure

path to burnout. If the students are committed but are not motivated, they will come to resent

their peers and devalue their roles as learners. In contrast, when the students come to have the

connection between commitment and motivation within themselves, they can attain knowledge

in the most enjoyable way possible.

 2.2 Learning Environment

Table 2.2 Mean Perception of the student-respondents on the Extent of use of teaching
internship preparedness in terms of Learning environment

Items Mea Description Interpretation

n
Demonstrate knowledge of policies, guidelines and 4.32 Often Very Good
procedures that provide safe and secure learning
environments.
Demonstrate understanding of learning environments 4.29 Often Very Good
that promote fairness, respect and care to encourage
learning.
Demonstrate knowledge of managing classroom 4.26 Often Very Good
structure that engages learners, individually or in
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments.
Demonstrate understanding of supportive learning 4.23 Often Very Good
environments that nurture and inspire learner
participation.
Demonstrate knowledge of learning environments that 4.26 Often Very Good
motivate learners to work productively by assuming
responsibility for their own learning.
Demonstrate knowledge of positive and non-violent 4.13 Often Very Good
discipline in the management of learner behavior.
Over all mean 4.25 Often Very Good
Table 2.2 presents the mean perception of Mean Perception of the student-respondents on

the Extent of use of teaching internship preparedness in terms of Learning Environment

As can be seen from the table, the teacher`s demonstrate knowledge of policies,

guidelines and procedures that provide safe and secure learning environments as evidenced from

the highest mean score of 4.32. This implies that the students value the importance of active

participation in class discussion as they may think that doing such skill will help in the
development of their skills, learning performance and enhance their knowledge and may become

sensible on the topics discussed.

Moreover, the teacher`s demonstrate knowledge of positive and non-violent discipline in

the management of learner behavior by the mean score of 4.13 The result implies that the

students express their thoughts and feelings freely in the class. It further indicates that students

have the tendency to be shy in sharing ideas to others.

The overall mean score of 4.25 shows that the students often show a very good attitude in

the classroom participation. This implies that the students are enjoying attending class discussion

as evidenced by raising their hand to volunteer in answering teacher’s question and participate in

group activities. When the students are active in the class discussion, collaborate ideas with their

classmates and participate in the class well, they will acquire knowledge that will improve their

critical and higher-level thinking skills, trust on the teacher that they teach right information and

experience that will mark on their prior knowledge. This finding is supported by Mclnnis (2001)

who stated that learners who get involved through active participation in class discussion can

maximize better learning outcome as they are able to process related information the mind and at

the same time can acquire new ideas from other feedback. In addition, participation among

students will continuously make them socially and physically disciplined as they can take active

part in the learning process.

Students who regularly participate in class are constantly involved with the material and

are more likely to remember a greater portion of the information. Class participation also

improves critical and high-level thinking skills (Dopkiss, 2015).

 3.3 Diversity of learner

Table 2.3 Mean Perception of the student-respondents on the Extent of use of teaching
internship preparedness in terms of Diversity of learner

Items Mea Description Interpretation

n
Demonstrate knowledge and understanding of 4.39 Often Very Good
differentiated teaching to suit the learners' gender,
needs, strengths, interests and experiences.
Implement teaching strategies that are responsive to 4.29 Often Very Good
the learners' linguistic, cultural, socio-economic and
religious backgrounds.
Use strategies responsive to learners with disabilities, 4.26 Often Very Good
giftedness and talents.
Demonstrate understanding of the special educational 4.10 Often Very Good
needs of learners in difficult circumstances, including:
geographic isolation; chronic illness; displacement
due to armed conflict, urban resettlement or disasters;
child abuse and child labor practices.
Demonstrate knowledge of teaching strategies that are 3.90 Often Very Good
inclusive of learners from indigenous groups.
Over all mean 4.15 Often Very Good

Table 2.3 presents the mean perception of Mean Perception of the student-respondents on

the Extent of use of teaching internship preparedness in terms of Diversity of learner

As shown from the table, the teachers are very good in “the teacher demonstrate

knowledge and understanding of differentiated teaching to suit the learners' gender, needs,

strengths, interests and experiences.” as reflected from the obtained mean score of 4.39. This

means that, Math teachers of EECP are confident enough to teach the lesson. Through teacher’s

confidence, students can easily catch up and they can actively participate on the discussion. The
result may suggest that on the part of the teacher, he/she should show more confidence in

delivering the lesson in order to maintain his/her connection with the students in terms of

academic performance.

On the other hand, the teachers “demonstrate knowledge of teaching strategies that are

inclusive of learners from indigenous groups” got the lowest mean score of 3.90, described as

very good. This indicates that the teachers use certain strategy to simplify complicated problems.

Only, the teacher may elaborate more, explain, master and use different strategies in delivering

that kind of lesson. As a result, students may be able to understand the problem and answer it

correctly.

The overall mean score obtained in this study is 4.15 and means that the teachers are very

good in when it comes to the mastery of the subject matter. This implies that, Jadama (2014)

cited that the teachers must understand the subject matter to be able to teach the main points to

the students. The clarity misconceptions of knowledge depend on the extent on which teachers

understanding of subject, through which impart is made on learning when students are able to

use the subject matter taught in class to actively participate in environment.

3.4 Curriculum and Planning

Table 2.4 Mean Perception of the student-respondents on the Extent of use of teaching

internship preparedness in terms of Curriculum and Planning

Items Mea Description Interpretation

n
Prepare developmentally sequenced teaching and 4.19 Often Very Good
learning process to meet curriculum requirements.
Identify learning outcomes that are aligned with 4.29 Often Very Good
learning competencies.
Demonstrate knowledge in the implementation of 4.26 Often Very Good
relevant and responsive learning programs.
 Seek advice concerning strategies that can enrich 4.10 Often Very Good
teaching practice.
Show skills in the selection, development and use of a 3.90 Often Very Good
variety of teaching and learning resources, including
ICT, to address learning goals.
Overall Mean 4.15 Often Very Good

Table 2.4presents the mean perception of Mean Perception of the student-respondents on

the Extent of use of teaching internship preparedness in terms of Curriculum and Planning

As it is gleaned from the table, item number one gained the highest mean score of 4.29. It

indicates that the Identify learning outcomes that are aligned with learning competencies was in

Very Good. This information gives a hint about how the students feel on the activities that they

are doing. It tells that the students have the conviction that the activities given to them are worth

doing for these may have lasting effects. That belief will also serve as a driving factor for them

to continue to arise regardless of the struggles and challenges that they may face along the way.

In contrast, without this belief, obstacles may quickly become permanent barriers to their

learning. In addition to this, the data may also be an eye opener for the teachers in the importance

of making and giving activities that may enhance students’ conviction about their worth.

According to McMillan (2018), students will be easily engaged in the activity when they knew

the importance of doing so in the first place. It is also convenient on the part of the teacher for

they will not need to persuade his students to participate. The students will engage themselves if

they are oriented about the importance of the activity.

On the other hand, item number three gained the lowest mean score of 3.90 which states

that the show skills in the selection, development and use of a variety of teaching and learning

resources, including ICT, to address learning goals. It is also significant to note that this item was

described as in very goodl. These data indicate the eagerness of the students to finish their tasks.
When they talk about the ways and means of accomplishing their activities, it enhances not only

their communication skills but also their critical thinking skills. As for the experience of the

researchers, they often face challenges in dealing school activities, but when they come to talk

about how to accomplish these, especially with their classmates or parents, they become more

positive for they could feel support from the people around them. According to Michigan (2017),

to speak or ask for help is the first way to make things lighter. It signifies person’s view that the

idea of other person might be of good help in some particular situation including accomplishing

school activities.

The overall mean of 4.15 denotes that the students’ ability to accomplish certain goals as

an indicator of their motivation was in very good. When students tend to accomplish their goals

especially in academic, they step forward toward learning progress. Of course, setting academic

goals is good, but goals themselves do not take motion of their own. The planner or the goal

maker should find a way to make his/her goals possible. In this sense, the data above signified

that the students-respondents apply efforts and positive movement towards their goals as an

evidence of their eagerness to accomplish them. Relevant to this, according to Seale (2018), goal

achievements do not happen overnight, it happens in a gradual manner when a person formulate

a definite plan of action and start working on right away.

3.5 Assessment and Reporting

Table 2.5 Mean Perception of the student-respondents on the Extent of use of teaching

internship preparedness in terms of Assessment and Reporting

Items Mea Description Interpretation

n
Demonstrate knowledge of the design, selection, 4.35 Often Very Good
organization and use of diagnostic, formative and
 summative assessment strategies consistent with
curriculum requirements.
Demonstrate knowledge of monitoring and evaluation 4.26 Often Very Good
of learner progress and achievement using learner
attainment data.
Demonstrate knowledge of providing timely, accurate 4.10 Often Very Good
and constructive feedback to improve learner
performance.
Demonstrate familiarity with a range of strategies for 4.19 Often Very Good
communicating learner needs, progress and
achievement.
Demonstrate an understanding of the role of 4.23 Often Very Good
assessment data as feedback in teaching and learning
practices and programs.
Overall Mean 4.23 Often Very Good

Table 2.5 presents the mean perception of Mean Perception of the student-respondents on

the Extent of use of teaching internship preparedness in terms of Assessment and Reporting

The table shows the highest mean score of 4.35, described as very good, from the item

“Demonstrate knowledge of the design, selection, organization and use of diagnostic, formative

and summative assessment strategies consistent with curriculum requirements” stating that

students gain more interest and actively answers exams with different types and happy to see the

result of their exams or quizzes, moreover, if the result is not good they will see themselves what

are their mistakes and let them realize that they need to improve those particular mistakes. This

signifies that the teacher must enhance their skills in making different types of exams for them to

maintain the students’ attitude in dealing with the examination. Aside from that, the teacher must

see to it that test results must be handed back to the students and leave some comments and

feedbacks: it would be a good motivation for the students to maintain and improve their

academic performance.

As stated in the table, the lowest means score of 4.10, describe as very good from the

item “Demonstrate knowledge of providing timely, accurate and constructive feedback to

improve learner performance”. It signifies that teachers’ connection with the student is very

important for it will be beneficial for the teacher to know what are the students’ needs

academically, so that student’s acquisition of knowledge would be materialized by the teacher.

Otherwise, the teacher should affiliate students’-teachers’ relationship to be able to assess

students’ educational capacity and evaluate them accordingly.

Generally, the overall mean is 4.23, described as very good. The result means that

teachers are very good in terms of the effectiveness in assessing students’ quality of learning and

evaluating students’ performances. Effective teachers are able to use different learning strategies

to accomplish various goals and many means for evaluating students’ knowledge and assessing

student’s approaches to learning. Excellent teachers create assessment that test what it is

designed to test and allow students to demonstrate true mastery, include multiple items and

varied ways to assess each learning goals and consider how often students are being tested

(Goldhaber 2010).

3.6 Community Linkage and Professional Engagement

Table 2.6 Mean Perception of the student-respondents on the Extent of use of teaching

internship preparedness in terms of Community Linkage and Professional Engagement

Items Mea Description Interpretation

n
Demonstrate an understanding of knowledge of 4.26 Often Very Good
learning environments that are responsive to
community contexts.
Seek advice concerning strategies that build 3.90 Often Very Good
relationships with parents/guardians and the wider
community.
 Demonstrate awareness of existing laws and 4.03 Often Very Good
regulations that apply to the teaching profession, and
become familiar with the responsibilities specified in
the Code of Ethics for Professional Teachers.
Demonstrate knowledge and understanding of school 4.10 Often Very Good
policies and procedures to foster harmonious
relationship with the wider school community.
Overall Mean 4.23 Often Very Good

Table 2.6 presents the mean perception of Mean Perception of the student-respondents on

the Extent of use of teaching internship preparedness in terms of Community Linkage and

Professional Engagement

As it is gleaned from the table, item number one gained the highest mean score of 4.26

which states that the teachers demonstrate an understanding of knowledge of learning

environments that are responsive to community contexts and it is very good in description.

Teachers know that the number one consideration of motivating students is their interest. It is a

powerful motivational process that energizes learning, and is essential to academic success.

However, it is quite a challenge for a teacher to boost the interest of the students for it varies

depending upon an individual. As for the data gathered, they signify that the students’ interest

was considered in the activities. According to Mitchel (2017), when students’ interest is

considered in the activities given by the teacher, the teacher and the students tend to get closer

relationship because the former show personal interest to his learners.

On the other hand, item number three gained the lowest mean score of 3.90 but is still

very good in description. It says that the teacher “seek advice concerning strategies that build

relationships with parents/guardians and the wider community”. The students are very

commendable in this part because most students nowadays lose track of time, not in doing task,

but in playing online games and checking social media status. As for experience of the
researches, they also lose track of time when they totally involve themselves in the things that

they do. Also, and they know that accomplishing a particular task gives lots of benefits.

According to Gostavo (2018), time ticks when students are doing something boring, but time

flies when they are doing something good.

The overall mean of 4.23 indicates that the students’ involvement in class as a factor of

their motivation was in very good. Involvement is an important factor that should be developed

by the students for it indicates sense of responsibility. Once the students are involved in the

learning process, the teacher is already promoting active learning. In this way, students may feel

that their presence and contributions are valued no matter how simple it is. They are also given

the chance to express their ideas in a way that others can understand. For example, when the

students ask questions, they learn how to obtain information to enhance their own understanding

of a topic. Also, students’ involvement is a valuable learning tool for teachers. It is in a way that

through students' questions, the teacher learns what they don't understand, and can adjust their

instruction accordingly. Clearly, class involvement is a process that benefits both the teacher and

the students. Also, the students are very commendable because they manifest strong relationship

towards their classmates and teachers through their classroom involvement. It is important to

note that student involvement is a vital part of the learning process because it is a part of

classroom experience which has a great deal of impact on their education (Hurst, 2017).

2.7 Personal Growth and Personal Development

Table 2.7 Mean Perception of the student-respondents on the Extent of use of teaching

internship preparedness in terms of Personal Growth and Personal Development

Items Mea Description Interpretation

n
Articulate a personal philosophy of teaching that is 3.90 Often Very Good
learner-centered.
 Demonstrate behaviors that uphold the dignity of 4.23 Often Very Good
teaching as a profession by exhibiting qualities such
as caring attitude, respect and integrity
Seek opportunities to establish professional links with 4.06 Often Very Good
colleagues.
Demonstrate leadership within and across school 4.03 Often Very Good
contexts in critically evaluating practice and setting
clearly.
Demonstrate motivation to realize professional 4.23 Often Very Good
development goals based on the Philippine
Professional Standards for Teachers.
Overall Mean 4.34 Often Very Good

Table 2.7 presents the mean perception of Mean Perception of the student-respondents on

the Extent of use of teaching internship preparedness in terms of Personal Growth and Personal

Development

As it is gleaned from the table, item number two gained the highest mean score of 4.23. It

means that the teacher’s Demonstrate behaviors that uphold the dignity of teaching as a

profession by exhibiting qualities such as caring attitude, respect and integrity and Demonstrate

motivation to realize professional development goals based on the Philippine Professional

Standards for teachers was in very good. It is quite a challenge for a teacher to make enjoyable

activities considering the different perception of students about enjoyment and the particular

tasks they relate into it. However, the gathered data present that the students-respondents often

enjoy doing academic activities. Both the students and the teachers are commendable on this part

for as it is said, it requires lots of efforts for a teacher to make enjoyable activities that will fit to

the interest of his students. On the other hand, the students likewise are commendable for they

have positive attitude towards doing school activities. Solving mathematics equations, oral

recitations and the likes may be quite boring and hard. Most students view it as burden but for

this set of students, activities in school are the most enjoyable one. Relevant to this, Monsoir
(2017) highlighted the importance of enjoyment for children by stating that “enjoyment is the

bright right of a child”. By saying this, he means that enjoyment could be a strong link between

the children and their learning when it is implemented as for its sole purpose; the key to students’

academic achievement.

Moreover, item number four gained the lowest mean score of 3.90 but was still described

as in very good. It states that the teacher`s articulate a personal philosophy of teaching that is

learner-centered. Boredom causes children to become inattentive. As all teachers are aware, there

are negative consequences for students who are not attentive in class and the threat of these

consequences can trigger stress. For example, bored students feel stressed when they are called

on to answer questions and they have not been listening. However, the gathered data indicate that

the students-respondents are free of this threat for they do not get bored in doing their activities.

Armed with this information, Fox (2017) highlighted the role of parents and teachers in this

matter. She stated that they should take it seriously when young people repeatedly express

boredom with their studies. When students express that they are bored, they are not simply

complaining. They are offering adults diagnostic information. They are telling that they do not

feel challenged, and that their brains are not stimulated in healthy ways. Clearly, if enjoyment, as

discussed earlier, is the link between the students and their learning, then boredom is the wall

that isolates the students from the much exciting world of the learning process.

The overall mean of 4.34 signifies that the students’ manifestation of contentment as an

indicator of their motivation was in very good. Contentment in simple words is about being

satisfied of having something and they consider it with worth and quality. Since motivation level

in this study is associated with various learning activities then it goes to show that the students

are contented with the activities given by their teachers. It also indicates that those activities are
worthy of doing and are of high quality. According to Pearce (2016), activities in school should

promote the basic needs and interest of students in terms of academic and emotional factors. It is

for the reason that meeting students’ need is a primary goal of education. And it should be done

in a way that the students will feel satisfaction and contentment.

 2.8 Summary Table on the Extent of use of teaching internship preparedness of

BSED Mathematics 4th year in Ema Emits College Philippines for the S.Y. 2022-2023

Table 2.8 Summary Table for the Extent of use of teaching internship preparedness

of BSED Mathematics 4th year in Ema Emits College Philippines for the S.Y. 2022-2023

Teaching Internship preparedness Mean Description Interpretation

Content Knowledge and Pedagogy 4.23 Often Very Good

Learning Environment 4.25 Often Very Good

Diversity of Learners 4.15 Often Very Good

Curriculum and Planning 4.15 Often Very Good

Assessment and Reporting 4.23 Often Very Good

Community Linkage and Professional Engagement 4.23 Often Very Good

Personal Growth and Personal Development 4.34 Often Very Good

Overall Mean 4.23 Often Very Good

Table 2.8 Present summary Table for the Extent of use of teaching internship

preparedness of BSED Mathematics 4th year in Ema Emits College Philippines for the S.Y. 2022-

2023

Table 2.8 indicates that the students-respondents are well motivated in class as all the

indicators above were described as in very good. It is also noticeable that item number 7 gained

the highest mean score of 4.34 which denotes that the students` personal growth and personal

development was in very good. On the other hand, the lowest mean score of 4.15 indicates that

the students’ commitment as an indicator of their diversity learners and curriculum and planning

is in very good.
 This perspective assumes that the scores attained on the teaching internship preparedness

of BSED Mathematics 4th year students in EECP are valid and reliable indicators of what these

students have learned; that the assessment results allow the students as well as their families,

teachers and other interested parties to recognize their strengths and weaknesses.