RESEARCH REMARKS

GROUP #: __________ YEAR & COURSE: ___________________________

Author, Abstract Research Methods Data Significa Conclusion Recommendati APA FORMAT
Year, Title Question Used to Collecte nt on
Asked/ answer d for Findings
Objective the each from the
of the Researc research study
study h question
Questio
n or
Objectiv
e
Gavino, This study was This study R-ratio, teaching summariz The findings Based from the Gavino,
Zorayda. conducted in all was done T-ratio. performa ed that of this study findings and Zorayda.
(2009) THE the higher to Mean, nce there are revealed conclusions of (2009). The
TEACHING education determine Median, no that the level the study, the teaching
PERFORMA institutions in the Mode / significant of following performance
NCE IN THE Kalinga for teaching Very difference performance recommendatio in the higher
HIGHER school year performan satisfacto s in the of the faculty ns are institutions in
INSTITUTIO 2009-2010 with ce of the ry, responses as perceived offered :the Kalinga,
NS IN 1,147 students faculty Satisfact of the by the perceived Philippines: A
KALINGA, and 109 teacher members ory responde students strength on the bench mark
PHILIPPINE respondents. It of the through nts on the was “very teaching for quality
S: A BENCH aimed to higher conversi level of satisfactory “ performance of education.
MARK FOR determine the education on in teaching and that the faculty International
QUALITY teaching al percenta performan there was no members need Journal of
EDUCATION performance of institution ges ce of significant to be further Advanced
. faculty members s in faculty difference on reinforced and Research in
along: Teacher’s Kalinga. members the extent of must provide Management
Personality, To along perception solutions for the and Social
Syllabi determine teacher’s by students perceived Sciences .
Preparation, if there personalit on the level weaknesses; Volume 2, No
Content, are y and performance Classroom 10. pp 192-
Teaching significant syllabi of faculty should be 203.
Strategies,Class difference preparatio members conducive for
room s in the n as to the along : learning and the
Management, perception variables Teacher’s administrators
Learning s of of school personality , should provide
Management; students of syllabi complete
Specifically, it on the enrollment preparation , facilities like
also aimed to: level of , course content ,teac laboratory
find the extent teaching enrolled, hing equipment; The
of factors performan ethnic methods, school
affecting the ce of affiliation, classroom administrators
teaching faculty and year managemen should continue
performance of members level. t ,and upgrading the
the faculty as to the Along learning abilities of the
members; and moderator content managemen teachers by
look into the variables and t. However, providing
teaching of school learning on the meaningful
strategies of managem factors opportunities for
adopted by the enrollment ent as to affecting the trainings and
faculty members , course the teaching seminars/works
to improve their enrolled, variables performance hops; Teachers
teaching and ethnic of ethnic like : the should be
performance. affiliation. affiliation school- skillful in using
The survey 1.2 There and year related a method or
questionnaire are no level, factors, strategy in
was the major significant there are teacher- teaching; The
gathering difference no related problems
instrument to s in the significant factors, and affecting the
collect the data perception difference community – teaching
gathered and s of s thus the related performance of
were treated students null factors, it faculty
using the on the hypothese was members
Analysis of level of s are perceived should be given
variance on the teaching accepted. that the attention and
extent of performan Whereas, faculty properly
perceptions of ce of the along members addressed;
the teaching teachers teaching were Incentives such
performance along methods moderately as salary
along the teacher’s and affected . increase,
variables personalit classroom The study hazard pay, rice
identified. y, syllabi managem also allowance,
However, the t- preparatio ent, the revealed grocery
test was used in n, content, year level that the allowance,
the analysis of teaching is the only teachers laundry
the perception strategies, variable adopted allowance and
between the classroom that is strategies of the like should
third and fourth managem accepted. teaching be given to
year students, ent, and On the were: teachers in
while the learning other question and order that they
weighted mean managem hand, the answer as will be
was used for the ent variables their motivated and
responses on according of school teaching inspired in
the problems to the of strategy; the teaching;
identified by the moderator enrollment lecture Workload
respondents. variables. and method; should be
Statistically, the 1.3 To course teacher led properly
findings of this determine enrolled whole class distributed
study revealed if there is along discussion according to
that the level of a content strategy; their field of
performance of significant and demonstrati specialization;
the faculty as difference learning on; used Values
perceived by the between managem free flowing education
students was the ent and whole class should be done
“very responses along discussion; through
satisfactory “ of the two teaching watching a extension
and that there groups of methods video/film; programs to
was no responde and dictation; as strengthen
significant nts on the classroom their peace and
difference on level of managem strategy, order. The
the extent of teaching ent as to notice/board teaching
perception by performan the style strategies
students on the ce of variables displays; adopted by the
level faculty of school use of the faculty
performance of members. of overhead members must
faculty members 1.4 There enrollment projector/LC be enhanced
along : is no , course D in such as: The
Teacher’s significant enrolled, teaching; craft in
personality ,syll difference and ethnic and use of questioning
abi between affiliation white/blackb should be
preparation ,con the where oard chalk. adopted for this
tent ,teaching responses there are Among the challenge the
methods, of the two significant strategies, curiosity and
classroom groups of difference the question tickle the critical
management ,a responde s in the and answer thinking of the
nd learning nts on the responses strategy was students; varied
management. level of of the considered teaching
However, on the teaching responde the common methodologies
factors affecting performan nts hence, strategy should be
the teaching ce of the the null used by the employed to
performance teachers. hypothese faculty help students
like: the school- s are members respond to the
related factors, rejected, and the least rapid growth
teacher-related question was the and
factors, and and used of the development of
community – answer as whiteboard- the modern
related factors, a method talk method complex
it was perceived of society.
that the faculty teaching
members were plays
moderately significantl
affected. The y in the
study also delivery of
revealed that the
the teachers subject
adopted matter. It
strategies of is
teaching were: necessary
question and for
answer as their teachers
teaching to ask
strategy; the questions
lecture method; that bring
teacher led out the
whole class education
discussion al goals
strategy; they have
demonstration; set, there
used free is much
flowing whole more to
class good
discussion; questionin
watching a g
video/film; technique
dictation; as s than
their strategy, merely
notice/board asking the
style displays; right
use of the questions.
overhead Because
projector/LCD in skill in the
teaching; and art of
use of questionin
white/blackboar g is
d chalk. Among considere
the strategies, d as the
the question basis of
and answer effective
strategy was teaching,
considered the a teacher
common must have
strategy used by the
the faculty knowledg
members and e of the
the least was purposes
the used of the and kinds
whiteboard-talk of
method. Based questions,
from the the type of
findings and learners,
conclusions of the
the study, the phrasing,
following and the
recommendatio manner of
ns are offered : asking
Generally,the questions
perceived
strength on the
teaching
performance of
the faculty
members need
to be further
reinforced and
must provide
solutions for the
perceived
weaknesses;
Classroom
should be
conducive for
learning and the
administrators
should provide
complete
facilities like
laboratory
equipment; The
school
administrators
should continue
upgrading the
abilities of the
teachers by
providing
meaningful
opportunities for
trainings and
seminars/works
hops; Teachers
should be skillful
in using a
method or
strategy in
teaching; The
problems
affecting the
teaching
performance of
faculty members
should be given
attention and
properly
addressed;
Incentives such
as salary
increase,
hazard pay, rice
allowance,
grocery
allowance,
laundry
allowance and
the like should
be given to
teachers in
order that they
will be
motivated and
inspired in
teaching;
Workload
should be
properly
distributed
according to
their field of
specialization;
Values
education
should be done
through
extension
programs to
strengthen
peace and
order. The
teaching
strategies
adopted by the
faculty members
must be
enhanced such
as: The craft in
questioning
should be
adopted for this
challenge the
curiosity and
tickle the critical
thinking of the
students; varied
teaching
methodologies
should be
employed to
help students
respond to the
rapid growth
and
development of
the modern
complex society.
Keywords:
Faculty
Performance in
Tertiary
Education level