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A Study on Evaluation of Effectiveness of an In-service Training (Inset) Course about the

Use of Instructional Technologies and Material Development

This STUDY aimed to evaluate the effectiveness an INSET course titled Instructional
Technologies and Material Development which was provided to 60 primary school in Trabzon
province in Turkey. With the PROBLEM STATEMENT which sought to find: 1) the expectations
of teachers from an effective INSET course on ICT; 2) The change of teachers self-perceptions
about their mastery skills in instructional technologies and material development during an
INSET course; and 3) the impact of an INSET course, which is designed according to teachers
expectations, on their perceptions and skills.
The METHODOLOGY used by the researcher used a combination of quantitative and
qualitative approaches to determine the attitudes and perceptions of primary school teachers
about INSET course which they attended. Regarding the collection of data, the course was
given to teachers for two weeks by subject specialists who work at Faith Faculty of Education at
Karadeni Technical University, used a semi-structured pre-questionnaire at the beginning of the
INSET with open-ended and close-ended questions, quantitative and qualitative questions to
determine the teachers attitudes towards instructional technologies and in-service courses
about the use of instructional technologies and material development for teaching and learning
purposes and teachers perceptions about the in-service course and their expectations from the
course. There was also a PRE-EVALUATION of data, then after pre-evaluation, Content and
method was designed in PARALLEL with teachers expectations. At the end of the course, Postquestionnaire was given to participants.
In analyzing the data, a CONSTANT COMPARATIVE METHOD was employed.
Quantitative data was analyzed through using the qualitative data analysis methods 22 were
considered for analysis, data was logged into SSPS program and comparisons were made
using dependent t-test. Means was evaluated, and from perception questionnaire dependent
t-test values were calculated in turn at

a = 0.05 and 0.01 meaningfulness levels (pre-test and

The CONCLUSION of the study in meaningful differences, quantitative findings in
primary teachers perceptions about the INSET course may be related to needs assessment
which is carried out before the course by providing learning by doing environments rather than

just listening to theoretical presentations. With regards to determining teachers expectations

and their readiness before an INSET, it has a great impact on practice (application) of an
effective INSET course.

Numerous INSET course has been employed by different school institutions to fellow
teachers or trainers. While researching for relevant literature about INSET, I observed that there
were no, as far as I have read, instance that an institution that will conduct an INSET, asked
beforehand the expectations of the participants so to better help them engage. Their perception
about INSET that it was just about theories and concept, which bore them changed. Hence,
they were more cooperative because the needs and expectations that they wrote in the survey
were met..
As for this, I realized that it is a brilliant idea to consider the expectations of the
participants before engaging in proper lectures. About the content that they perceived to learn, I
agree that it will be more beneficial for both if the contents of INSET will be tailored based on
what they need so to maximize more the intention of the course.



The study aimed to verify the relationship between the teachers performance evaluation
and students academic performance, specifically it is directed towards knowing the profile of
both respondents so that the significant relationship may be established.
The problems that the researcher sought were 1) What is the teachers profile in terms
of : performance rating, age, sex, highest educational attainment; length if service? 2) What is
the students profile based on the academic average? 3) Is there a significant relationship
between the students academic performance an teachers performance when grouped
according to: teachers performance evaluation, age, length of service?
The researcher used a descriptive method then the records were analyzed and
interpreted to enable the researcher find a solution to the problems presented. In gathering of
data, evaluative tools were used to secure valid and substantial I formation. Correlational
technique was used to obtain proximity of the research and statistical analysis was used to
measure the magnitude of the relationship of the two. The Respondents were Nazareths
students (1167: 143 preschool; 628 elementary; 396 high school ) and teachers ( ; 22 preschool
and grade school; 12 high school). The Instruments used were Teachers Over-all Performance
Appraisal which was divided into two components; 60% competence 40% character traits and
attitudes. Students Yearly Average - grades every quarter divided into four with weight of 30%
for the previous and 7% for the current (class standing and mastery test). Collection of data
was used to verify the claim of the study and ascertain facts on student-teacher relationship in
terms of performance, gathered related documents, data taken was from the school. The
Academic Coordinators and Principal used a performance appraisal form to assess teachers
competency and performance based on Nazareth Schools criteria, yearly average of the
students were also collected which was taken from the registrars office (random sampling). The
subjects included: English, Mathematics, Science and Filipino.
To appreciate the magnitude of data gathered and collated, the percentage used, t-test
was used to test the difference in the teachers performance rating when grouped according to
variables (between means), correlation coefficient was used to check the relationship of
Teachers attitude Test Scores and Student Diagnostic and Academic Average. SD obtained

by a particular group of students that indicated the distribution of individual scores in relation to
the mean. And how close or far apart the students test scores in relation to the mean.
Homogenous (very close or similar scores) or heterogeneous (very different or far)
About the conclusion, there is a correlational relationship between the Teachers
Performance Evaluation and students academic performance, thus making the teacher an
Important factor in the development of the student. Students academic performance has an
approximate homogeneity in terms of yearly average thereby rejecting the assumption made.,
the quality and the quantity of learning they received depends on the input given by the teacher.
Teachers who are older are better and more effective, more flexible, have a good grasp of the
subject, capable of predicting students responses in a given situation. All null hypothesis were

In this study, I gained insights that with some evidence, the performance of a teacher
really has factors affecting it like the length of service and age. However I disagree that these
two are valid. Why, because I have seen and known some teachers who have acquired 10-15
years but stopped themselves from improving, thus making teachers who have shorter
experience better. Much to say, the younger ones are more intense in teaching, more energetic,
more innovative.. Though in experience knowing the students personality and improvisation
techniques, I agree that the teachers who have longer experience and older are far better, I
believe in some areas, younger are better. Like employing new techniques and strategies,
stories, news related to topics, the younger ones can easily adapt.
Pertaining to some recommendations that the researcher included, I agree that teachers
must develop their skills with the guidance of the principal and they must have continuous
training so to hone the teaching skills and delivery. Also, learn more strategies that will help the
One more thing is that, I think teachers should undergo basic counselling and child
psychology to understand more how a teacher should deal with their students.