LINKING THE DOTS OF STEM INSTRUCTION IN PRIVATE

HIGHER EDUCATION INSTITUTION

A Dissertation

Presented to the Graduate School

CEBU TECHNOLOGICAL UNIVERSITY

Cebu City

In Partial Fulfilment of the Requirements for the Degree

DOCTOR IN DEVELOPMENT EDUCATION

INOCENCIA MARCOJOS – CAÑON

October 2017
 APPROVAL SHEET

This Dissertation entitled “LINKING THE DOTS OF STEM

INSTRUCTION IN PRIVATE HIGHER EDUCATION INSTITUTION”, prepared
and submitted by INOCENCIA M. CAÑON, in partial fulfilment of the
requirements for the degree DOCTOR IN DEVELOPMENT EDUCATION has
been examined and is hereby recommended for Oral Examination.

DISSERTATION ADVISORY COMMITTEE

ROSEIN A. ANCHETA JR., ASEAN P.E, D.M., Ph. D

Chairman

CELBERT M. HIMANG, Ph.D. REBECCA DC. MANALASTAS, Ed.D, Ph.D

Adviser Member

WILMA C. GIANGO, Ph.D. PERLA N. TENERIFE, Ed.D., Ph.D.

Member Member

ADORA A. VILLAGANAS, Ph.D. JOHN HENRY R. CABALLERO, DPA

Member Member
Accepted and Approved by the Dissertation Committee with the Rating of
PASSED.
PANEL OF EXAMINERS

ROSEIN A. ANCHETA JR., ASEAN P.E, D.M., Ph.D

Chairman

CELBERT M. HIMANG, Ph.D. REBECCA DC. MANALASTAS, Ed.D, Ph.D

Adviser Member

WILMA C. GIANGO, Ph.D. PERLA N. TENERIFE, Ed.D., Ph.D.

Member Member

ADORA A. VILLAGANAS, Ph.D. JOHN HENRY R. CABALLERO, DPA

Member Member

ACCEPTED AND APPROVED in partial fulfillment of the requirements for

the degree DOCTOR IN DEVELOPMENT EDUCATION (Dev.Ed.D)

Comprehensive Examination: PASSED

Oral Examination: October 2, 2017
REBECCA DC. MANALASTAS, Ed.D, Ph.D.
Dean, Graduate School
 ABSTRACT

LINKING THE DOTS OF STEM INSTRUCTION IN PRIVATE

HIGHER EDUCATION INSTITUTION

Inocencia Marcojos – Cañon

bettyrosecanon@yahoo.com.ph
Cebu Technological University - Main Campus

This research determined the factors affecting STEM Instruction in the K to 12

implementation at Private Higher Education Institution in Maasin City, Southern
Leyte, during School Year 2017 - 2018 as basis for Development Plan. The
respondents were 44 instructors and 238 Grade 12 students in STEM. The
researcher used the descriptive method to measure teacher’s instructional
competency, school climate and teaching – learning facilities. Another
questionnaire was used to measure student’s attitudes toward STEM. The
following were the highlights of the study: (a) Majority of STEM teachers were
females and at their young age, married and have master’s degree units. The
teachers are in need of adequate number of hours K to 12 trainings and
seminars. (b) In terms of Instructional competence results are highly proficient;
Further, school climate and teaching-learning facilities are proficient. (c) In
students’ academic performance, majority of the students got very satisfactory
and have a desirable attitudes toward STEM. (d) The teacher-respondents’
Hours of K to 12 Trainings correlates with Teachers’ Competence; Curriculum
Content and Pedagogy is also correlated with Teacher-respondents’ Bachelor’s
Degree Course. Also, School Climate is correlated with Gender. (e) There is
no significant relationship between the factors affecting K to 12 implementation
and the Academic performance of students. (f) The best practices observed by
the teachers manifest their preeminent obligation to give their best to be effective
of the entire school system.

Keywords: Development Education, STEM Instruction, Descriptive Method,

Leyte, Philippines
 ACKNOWLEDGEMENT

The researcher wishes to express her sincere appreciation and profound

gratitude to the following generous and inspiring people who unselfishly shared

their valuable time, effort and cooperation and made this piece possible.

To the chairman of the Panel committee, Dr. Rosein A. Ancheta JR.,

ASEAN P.E., D.M., Ph.D, - School President of CTU, and other members of the

panel: Dr. Wilma C. Giango, Ph.D., Dr. Adora A. Villaganas, Ph. D., Dr. Perla

N. Tenerife, Ed.D., Ph.D., Dr. John Henry R. Caballero, DPA, for their

constructive criticisms and suggestions for the improvement and refinement of

the entire manuscript;

Dr. Rebecca DC. Manalastas, Ed.D, Ph.D., Dean of Graduate School,

Cebu Technological University, Cebu City, whose valuable suggestions and

intellectual guidance helped in improving the quality of the work;

Dr. Celbert M. Himang, Ph.D., her adviser and statistician, for the

expertise and guidance in directing the research and for the time given in editing

in order to improve the quality of the work;

Rev. Dr. Joshue Zuriel G. Tiempo, School President of the College of

Maasin, Ms. Jannes E. Barrera, College of Maasin – School Principal and Ms.

Jhoanne L. Costillas, Senior High School Principal of Saint Joseph College,

Maasin City, for giving her the permission to conduct and administer the

questionnaire;
 To the faculty and students of Senior High School, STEM strand of Saint

Joseph College and the College of Maasin, Maasin City, for their valuable time

and cooperation;

To Mrs. Damacina Angus, Ms. Eleonor Arjon, Ms. Kristy Paula Rojas,

Ms. Maricar Paloma, Ms. Darlen Posas, Ms. Cynthia Rivas, Mr. Nick Enage

and Mr. Rjboi Samaco, dear friends and colleagues, for their enthusiastic support

and valuable concern;

To Maasin City College educative family headed by Vice-Mayor Maloney

L. Samaco, who understood her endeavour and helped her in several ways;

To her family, Manoy Lito, Ate Natty, Imelda, Josie and to her mother,

nanay Sayo, for all their prayers, encouragement and moral support;

To her loving husband, Gus, and children, Cristeline Jude Marie and Betty

Rose Marie, her inspiration in accomplishing this work;

To all those who have rendered numerous forms of assistance, the

researcher gives all her thanks;

Finally and above all, to the Almighty Father the Source of all gifts, who

has given her knowledge and wisdom and the patience to withstand the trials.

Thank you and God bless us all!

Necie
 DEDICATION

To my loving and supportive husband,

GUS

My beloved children:

Cristeline Jude Marie and Betty Rose Marie,

My parents,

(+) Mr. Segundino Soler Marcojos and

Mrs. Rosario Paler Marcojos,

My brothers and sisters,

Lito, Natty, Bim-bim, Andex,

Fr. Ronald, Imelda, Edwin, Josie and Lemuel,

for their prayers, concern, and encouragement;

My colleagues, relatives and friends

who motivated me to strive and produce this product;

And to everyone who in one way contributed their valuable

support and assistance, this piece of accomplishment is greatly dedicated.

 TABLE OF CONTENTS

PAGE

TITLE PAGE ……………………………………………………………. i

APPROVAL SHEET …………………………………………………… ii

ABSTRACT ……………………………………………………………. iii

ACKNOWLEDGEMENT ……………………………………………… iv

DEDICATION …………………………………………………………. vi

TABLE OF CONTENTS ……………………………………………… vii

LIST OF TABLES …………………………………………………….. ix

LIST OF FIGURES …………………………………………………… xi

Chapter 1. THE PROBLEM AND ITS RESEARCH DESIGN

INTRODUCTION
Rationale of the Study …………………………………….. 1
Theoretical Background ……………………………………. 6

THE PROBLEM ………………………………………………. 13

Statement of the Problem …………………………………. 13
Null Hypothesis ……………………………………………... 15
Significance of the Study …………………………………... 15

THE RESEARCH METHODOLOGY ………………………. 17

Design ………………………………………………….. 17
Flow of the Study …………………………………………… 17
Environment ………………………………………………… 20
Respondents ….. …………………………………………… 23
Instruments ……. …………………………………………… 24
Data Gathering Procedure ………………………………… 24
Statistical Treatment of Data ……………………………… 25

DEFINITION OF TERMS …………………………………… 26

Chapter 2. REVIEW OF RELATED LITERATURE AND STUDIES 30

Related Literature …………………………………………. 30

Related Studies ……………………………………………. 34
Chapter 3. PRESENTATION, DATA ANALYSIS AND
INTERPRETATION …………………………………… 39

Profile of the Teachers …………………………………… 39

Information of Students …………………………………… 50
Academic Performance of Grade 12 STEM Students …. 50
Information of Students Attitude Toward STEM ……….. 52
Factors Affecting STEM Instruction ……………………… 55
Instructional Competencies ……………………………… 55
School Climate …………………………………………….. 65
Teaching – Learning Facilities …………………………… 67
Relationship Between the Extent of Perceived
Factors Affecting K to 12 Implementation
and the Identified Variables ………………….. 69
Relationship Between the Extent of Perceived
Factors Affecting K to 12 Implementation
And Students’ Academic Performance ……… 73
Best Practices Observed in the K to 12 Implementation.. 75

Chapter 4. SUMMARY, FINDINGS, CONCLUSION AND

RECOMMENDATION …………………………………… 78

Summary …………………………………………………… 78
Findings …………………………………………………….. 79
Conclusion …………………………………………………. 85
Recommendation ………………………………………… 88

Chapter 5. Output of the Study …………………………………… 90

Development Plan ……………………………………….. 93

BIBLIOGRAPHY................................................................................ 101

APPENDICES …………………………………………………………. 109

A. Letter Requesting to Undertake Research … ……. 110

B. Questionnaire for Respondent’s Profile …………... 112
C. Questionnaire for Instructional Competencies …… 113
D. Questionnaire for School Climate, Teaching
Learning Facilities and Best Practices …………… 116
E. Questionnaire for Students’ Attitude in
STEM Instruction …………………………………… 117

CURRICULUM VITAE ………………………………………………. . 118

 LIST OF TABLES

TABLE NO. PAGE

1 Distribution of Respondents ………………………… 23

2 Distribution of Teachers as to Age and Gender ….. 39

3 Distribution of Teachers as to Civil Status ………… 41

4 Distribution of Teachers as to Highest Educational

Attainment ……………………………………………. 42

5 Distribution of Teachers as to Professional License 43

6 Distribution of Teachers as Length of Service …… 45

7 Distribution of Teachers as to Number of Hours of

Training To K to12 ………………………………….. 46

8 Distribution of Teachers as to Appropriate

Trainings/Seminars Attended ……………………. 48

9 Academic Performance of STEM Students Based

on their General Average …………………………. 50

10 Attitude of Grade 12 Students Toward Science … 52

11 Attitude of Grade 12 Students Toward Engineering and

Technology ………………………………………….. 53

12 Attitude of Grade 12 Students Toward Math ……. 54

13 Instructional Competencies in Terms of Teacher

Competence ………………………………………… 56

14 Instructional Competence in Terms of Curriculum

Content and Pedagogy …………………………… 59

15 Instructional Competence in Terms of Home School

Involvement ………………………………………… 62

16 Instructional Competence in Terms of Personal,

Social Growth And Professional Characteristics .. 64

17 Teachers’ Perception in School Climate ………… 66

TABLE NO. PAGE

18 Teachers’ Perception in Teaching – Learning Facilities 68

19 Relationship Between Perceived Factors Affecting

K to 12Implementation and the Identified Variables … 70

20 Relationship Between Perceived Factors Affecting

K to 12Implementation and the Identified Variables … 72

21 Relationship Between the Extent of Perceived Factors

Affecting The K to 12 Implementation and the
Academic Performance of the Students ……………… 74

22 Best Practices of Teachers Observed in the

Implementation of K to 12 ……………………………… 76
 Chapter 1

THE PROBLEM AND ITS RESEARCH DESIGN

INTRODUCTION

Rationale of the Study

Most countries across the globe operate on a 12-year basic education

cycle. Nearly all countries in the world revitalized educational system during the

last two decades. Even Indonesia and Japan reformed their curriculum in the

primary and secondary school to meet global and social demands of changing

technology.

Worldwide, the Philippines joined Djibouti and Angola of Africa having the

shortest pre-university education system with the other countries having 13 or 14

year cycle. These facts has been seen as an academic disadvantage for our

students who are competing in an increasingly global job market. The

educational system has failed the Filipino students whose achievement scores

are very low. The results in International test like TIMSS (Trends in International

Mathematics and Science Study) showed that the Philippines was ranked 34 th

out of 38th countries in HS Math II and 43rd out of 46 countries in HS Science II.

For elementary level, the Philippines ranked 23 rd out of 25th participating

countries in both Math and Science subjects in grade 4. In 2008, even with only

the Science high schools participated in the Advanced Mathematics category, the

Philippines was ranked lowest.

 Report on the World Economic Forum which showed the Philippines ranks

a poor seventh among the ninth Southeast Asian nations in the area of education

and innovation. The result also showed that the Philippines were only faring

better than Cambodia among the Southeast Asian countries that were surveyed

in the field of education, science and technology and innovation. In all

categories, the Philippines was behind Singapore, Brunei, Malaysia, Indonesia,

Thailand and Vietnam.

Because education program in the Philippines is described as congested

students have limited time to perform tasks in a span of 12 years. Furthermore,

because Filipino students are not equipped with the basic skills or competencies

needed at work, therefore, they are not yet ready to go to college or employment.

Given all these supported facts, there is a need to improve the quality of

basic education by enhancing it and expanding the basic education cycle

(Vellasco, 2012).

The much – needed overhaul of the Philippine’s basic education system

becomes a reality through Republic Act 10533, also known as the Enhanced

Basic Education Act which was made into a law last May, 2013 making the pre-

university and basic education from 10 to 13 years.

The expansion of basic education brings the country into conformity with

other countries worldwide. The educational shift does not only focus on

curriculum enhancement but also aims to produce holistically developed citizens

equipped with 21st century skills essential for both life-long learning and

employment.

The government had decided to implement the K to 12 basic education

after considering various proposals and studies, the design that is crafted by

DepEd is the K-6-4-2. This design involves Kindergarten, six years of

elementary education, four years of junior high school (Grades 7 to 10) and two

years of senior high school (Grades 11 to 12). The purpose of adding two years

of senior high school is to provide time for students to acquire academic skills

and competencies that will equip them with skills for the future, whether it be for

employment, entrepreneurship, skills development (further Tech-Voc training),

and higher education or college. The Senior High School Curriculum is aligned

with the curriculum of the Commission of Higher Education (CHED) to ensure

that by the time students graduate from senior high school, they are enhanced

with the knowledge, skills and competencies needed to go to college.

The collaboration of state universities and colleges (SUCs) and local

universities (LUCs) are required in the implementation of the K to 12 program to

fill up the lack of classrooms and teachers. Senior high students could be put up

in the already existing classrooms in SUCs and LUCs and college teachers could

be tapped to teach senior high. However, for private HEIs that do not offer high

school, this could be a valid concern that might lead to displacement of teachers.

The students after undergoing Senior High School can choose among four

tracks: Academic; Technical-Vocational-Livelihood; Sports Track; and Arts and

Design Track. The Academic track includes four strands: Accountancy,

Business, Management (ABM); Humanities and Social Sciences (HUMSS);

Science, Technology, Engineering, Mathematics (STEM); and General Academic

Strand (GAS). These tracks-based competencies are developed to meet the

country’s varied human capital requirements, and to prepare students for

productive endeavor (Calderon, 2013).

The absence of the much needed tech-voc facilities and availability of

qualified teachers limit the accessibility of the programs to many. In Maasin City,

Southern Leyte, most of the students are enrolled in the Academic track because

they believe that this course will prepare them for more rigorous training in the

higher education or go immediately to employment or entrepreneurship. Among

the four strands in Academic track, the Science, Technology, Engineering and

Mathematics (STEM) got the highest number of enrollees in the public and

private institutions in the said place. STEM is a science and mathematics-

oriented curriculum devised for high schools in the Philippines. The STEM

program is offered by specialized high schools, whether public or private,

supervised by the Department of Education.

The National Academy of Science and Technology, Philippines, through

the Mathematical and Physical Sciences Division (MPSD), conducted the Forum

on the challenges and opportunities in the implementation of the K to 12 Science,

Technology, Engineering and Mathematics (STEM) Curriculum on June 23,

2016. Various stakeholders of the program together with high school teachers in

the private and public institutions attended. They raised their concerns and
problems regarding proper implementation of the program. Issues such as,

addressing the teachers training needs, teaching – related changes in the

curricula, DepEd allowing the employment of non-license holders in high school,

provided that they obtain one within the next 5 years and students enrolling the

STEM strand even if their skills do not match with the requirement of the strand.

These are just some of the factors which were mentioned that hinders students in

achieving quality education.

Having highly qualified and competent teachers within classrooms are

essential factors that most directly influence student’s academic performance.

Therefore, there is a need to improve teacher competencies and

professional development, together with crafting an innovative curricula and

teaching methods suited to the learners which will be at the heart of the drive

to make STEM instruction effective.

Since the implementation of the K to 12 program in 2013, until the present

where Senior High School curriculum is fully implemented this academic year

2017-2018, no further assessment has been made to ensure the efficiency of

STEM instruction in the K to 12 curriculum. The issue as to how to make it

efficient becomes a pressing concern for the researcher to determine the factors

affecting the STEM instruction as basis for a development plan.

Theoretical Background

This study is anchored on the point of view and theories of the following

well-known proponents of education which are closely relevant to the

researcher’s study.

Kurt Levin’s Force Field Theory. According to Levin, change will be

better if the restraining forces shall be decreased, rather than increasing the

driving force. The K to 12 is the current reform in our national basic education

curriculum. There are driving forces as well as restraining forces that affect its

implementation. In other words, there are factors that will make K to 12 succeed

but there are also factors that will make K to 12 fail (Bilbao, et. al, 2015).

DepEd is optimistic that adding two more years will ease inadequacies of

the Philippine Education System by developing the competitiveness of Filipino

graduates. However, while the government assigns and changes the curriculum

for these two additional years, there are various effects, be it positive or negative.

The transition period of our basic education is indeed a great challenge for

school administrators, teachers, parents and students. The added two years has

never given any assurance for an effective and successful implementation. The

K to 12 basic education curriculum could still be a trial and error phase of

implementation, however, one thing is for sure, DepEd is certain that the change

and innovation of the new curriculum is more attuned to the changing needs of

the learners, the society and the world as a whole for a better future.
 Kurt Levin’s Force RA 10533
Field Theory
“Enhanced Basic
Humanism Education Act of
Learning Theory 2013”

FACTORS AFFECTING STEM

INSTRUCTION IN K TO 12
IMPLEMENTATION

Analysis
Findings
Recommendation

Recommendation

DEVELOPMENT PLAN

Figure 1. Schematic Diagram of Theoretical and Conceptual Framework

 Crafting the curriculum depends on the demands of the society. Bondi

and Wiles (2006) asserted that there will never be perfect curriculum. Since the

environment keeps on changing the curriculum has to change continuously to

address the needs of the society and to meet its demands globally. The school

is a social system serving the society, consequently, changes in the community,

its population, and professional staff need to be reflected in the related changes

in the school curriculum as they directly alter the learner’s needs, interests and

attitudes. Therefore, the main concern of curriculum change is to improve

learning.

Further, the study of Dejarme (2008) suggested that in order for school

and universities to cope with new innovations, they should keep at pace with the

tempo of societal changes and technological progress. The academe

(institutions), the government, and the industries (both public and private

companies) are the three most important stakeholders that give direct input to the

improvement of the curriculum.

Since K to 12 curriculum is learner – centered, the theory of Levin is

associated with John Piaget’s theory of constructivism who articulated that

mechanism by which knowledge is internalized by learners. He pointed out that

through the processes of accommodation and assimilation, they incorporate the

new experience into an already existing framework without changing the

framework.
 What does this mean for classroom learning? Students should assume

responsibilities for their own learning. They should be provided challenging

activities where students and teachers collaborate each other. The students

should also see problems from different perspectives but learn to seek for

interventions through sharing and exchange of ideas. If they fail, then they

should learn from the experience of failure and failures of others.

Another theory related to the study is the Humanism Learning Theory.

Arthur Combs believed that how a person perceives himself or herself is most

important and that the basic purpose of teaching is to help each student develop

a positive self-concept. As a teacher, he or she occupies different roles in the

classroom such as facilitator, encourager, helper, colleague and friend of his or

her students. Combs elaborated on the these points by listing six characteristics

of good teachers: 1) they are well-informed about their subject; 2) they are

sensitive to the feelings of students and colleagues; 3) they believe that students

can learn; 4) they have a positive self-concept; 5) they believe in helping all

students do their best; 6) and they use many different methods of instruction

(Villena, et. al., 2015).

This theory is very relevant to the study because when applied to

education, it should be noted that teachers must be adept on the subject field

that they intend to teach. They must be aware that every bit of information that

they hand down to the students are accurate and precise. The set of teaching

skills they have could greatly affect the way they present lessons to their class.
In other words, teachers must have a great skill and competence in dealing with

individuals.

Further, DepEd Regulations 603 CMR 7.11 or NCBTS (2010) stated that

Filipino teachers often get mixed signal about what it means to be an effective

teacher. For example, they have been taught definitions of good teaching by

teacher educators in their pre – service education that seem to be different from

what their principals and supervisors expect in their schools. Or teachers are

taught new teaching approaches and pedagogies that seen inconsistent with the

Performance Appraisal System. Basically, competency – based means that the

standards or criteria for characterizing good teaching are defined in terms of what

the teacher is competent to do. So instead of defining good teaching practice in

terms of the teacher’s credentials, LET scores, grades in graduate school,

personality traits and so on, we have to look what the teacher can do

competently and effectively.

Since all teachers aim to be more effective facilitators of student learning,

the NCBTS can then serve as a framework for revising current practices or for

developing new teaching methods and techniques that would make teaching

more effective.

In the K to 12 program, DepEd official further stated, teachers are

provided guides aligned to the new system. However, if there is a need for

revision, the teachers can also modify the modules so that it will fit to the learning

styles of the students. Education expert made emphasis that quality education
must be achieved with full cooperation of other stakeholders. Furthermore,

another important task along with the implementation of K to 12 is to capacitate

the teachers to become efficient in the delivery of the lessons.

According to Onike (2007), a teacher occupies an important position and

is a key element in the operations of the school system. Teacher’s competence,

values, professional training, and personal and social growth determine the

quality of services provided by the teacher.

Humanism theory is also supported by Sasurak (2013) who made an

emphasis that teachers need to manage effective teaching and learning process

so that students know how to learn and utilize their knowledge appropriately in

their daily life and live in a society with happiness. Therefore, teachers need to

develop their competencies in accordance with transformation in practice as well

as professional activities effectively. Teachers, school heads, local authorities or

the Department of Education are agents of change. The extent to which change

in the basic education curriculum succeed depends on how curriculum

developers plan certain strategies to make such changes more effective.

In consonance to the theories, the study is strengthened through the

“Enhanced Basic Education Act of 2013” or RA 10533. The Act institutionalized

the implementation of the K to 12 education program in the Philippines. The K to

12 covers kindergarten and 12 years of basic education. These 12 years is

divided into three levels, which are: six years of primary education, four years of

Junior High School, and two years of Senior High School (SHS).
 The SHS program is the realization of what is stated in Section 2,

paragraph (a) of the RA 10533 that the state shall “broaden the goals of high

school education for college preparation, vocational and technical career

opportunities as well as creative arts, sports and entrepreneurial employment in a

rapidly changing and increasingly globalized environment.” The main thrust,

therefore, of the SHS is to produce “productive and responsible citizens” who are

equipped with the essential competencies, skills and values which will make

them both a life-long learner and employment - ready.

The program has the following objectives; to give every student an

opportunity to receive quality education based on an enhanced and decongested

curriculum that is internationally recognized and comparable; produce a pool of

highly qualified and adequately trained teachers; achieve high academic

standards, especially in Mathematics, Science, and English at all levels; produce

graduates who possess skills and competencies that will allow them to be

productive members of the society or pursue higher education; through

coordination between the academics and business sectors, to change industry

hiring practice into account the enhance skills and competencies of K to 12

graduates (Discussion Paper, 2010).

Moreover, Erepelio (2006) in his article stressed that the Philippine

government is doing it all that can improve and raise the quality of educational

system in the country. Numerous innovations are made to make education

relevant and more meaningful to the needs and interests of the learners.
 THE PROBLEM

Statement of the Problem

This research aimed to determine the factors affecting the STEM

Instruction in the K to 12 implementation at Private Higher Education Institution

in Maasin City, Southern Leyte, during School Year 2017 - 2018 as basis for

Development Plan.

Specifically, this research sought to answer the following problems:

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

1.1 age and gender;

1.2 civil status;

1.3 highest educational attainment;

1.4 professional license;

1.5 length of service;

1.6 number of hours of training in K to 12; and

1.7 appropriate trainings/seminars attended?

2. What is the information of students’:

2.1 academic performance; and

2.2 attitude toward STEM instruction of:

2.2.1 Science;
 2.2.2 Technology and Engineering; and

2.2.3 Math?

3. To what extent do the factors affect the STEM instruction as to:

3.1. Instructional Competencies

3.1.1 teacher competence;

3.1.2 curriculum content and pedagogy;

3.1.3 home school involvement; and

3.1.4 personal, social growth and professional

characteristics

3.2 School climate; and

3.3 Teaching-learning facilities?

4. Is there a significant relationship between the extent of perceived

factors affecting K to 12 implementation and the:

4.1 identified variables; and

4.2 academic performance of students?

5. What are the best practices observed in the implementation of the K to

12?
 6. Based on findings, what development plan can be formulated?

NULL HYPOTHESES

Ho1: There is no significant relationship between the perceived factors affecting

the K to 12 implementation and the identified variables?

Ho2: There is no significant relationship between the perceived factors affecting

the K to 12 implementation and the students’ academic performance.

Significance of the Study

The generalization of this present study would be a great contribution to

the Higher Private Education Institution of Maasin City which offers Senior High

School. Vital results of this investigation could be highly significant and beneficial

specifically to the following:

Government Agencies who are concerned with the development of

young minds especially the Department of Education and the Commission on

Higher Education which continuously shape the country’s future. In this study, the

agency is benefited for it will gain wisdom in providing quality service to

everybody particularly to the students through the realization of its effectiveness

of the implementation of the K – 12 curriculum.

School Administrators.The result of this research will contribute to the

improvement of the Senior High School Department particularly on the academic

field. This will be useful in identifying the appropriate qualifications and the

competency of the teachers. The level of adequacy of faculty members on the

various knowledge concepts and skills needed in teaching the said subjects will

provide data to administrators and teacher training institutions to guide them in

planning courses and in-service training programs. Priorities are directed towards

the current needs of teachers.

Teachers. Results of this study would make the teachers aware of their

professional competencies as well as their deficiencies. It would also provide

them with the necessary information that will guide them in choosing the

approach, the subject matter, the instructional materials and methods of teaching

to be used.

Students.The study will offer the students a clearer perspective of the

new educational program, enhancing appreciation of the opportunities it offers.

Parents.This study would give them the needed information to monitor

and guide their children’s academic performance to become better achievers.

Researcher.The researcher believes that the study is very relevant to any

educational institution in response to the new framework of Philippine’s basic

education program which is the K to 12 curriculum.

Future Researchers.This study may provide other researchers with

supplementary knowledge and basis for studies related to STEM instruction or

other strands offered in the K to 12 curriculum.

 THE RESEARCH METHODOLOGY

This provides the overall design of the research study which was used to

obtain the research questions. This describes the structure of the investigation,

the respondents of the study, data gathering instrument, data gathering

procedure and the data processing technique.

Design

The descriptive survey method of research was used in this study and a

standardized questionnaire which is the Competency–Based Performance

Appraisal System for teachers (CB-PAST form 3A) from DepED was employed

to determine the factors affecting the STEM instruction of the K to 12

implementation. To measure the attitude of the students toward STEM, the

questionnaire used was patterned from Friday Institute for Educational Innovation

(2012), Middle/High School Student Attitudes toward STEM Survey.

Flow of the Study

Figure 2 specifies the research flow of the study wherein the profile of the

teachers and students’ academic performance and their attitude toward STEM

instruction, factors affecting the STEM instruction in terms of: Instructional

Competencies which include: teacher’s competence, curriculum content and

pedagogy, home school involvement, personal, social and professional

development; School Climate; Teaching-learning facilities; Significant

Relationship Between Perceived Factors affecting K to 12 Implementation and

the best practices observed in the implementation are seen.

As for the process, it utilized the descriptive survey method for data

gathering to be tabulated, analyzed and interpreted and treated statistically.

The output of the study will be the basis of formulating a Development

Plan.
 INPUT PROCESS OUTPUT
 Profile of the
 Permit to
teachers and conduct the
students study
academic  Data
performance, gathering
 Perceived  Data
Factors affecting tabulation and
the STEM analysis
instruction,  Data
A Development
 School Climate, Interpretation
Teaching-  Data Plan
Learning statistically
Facilities, treated
 Student Attitude
towards STEM
instruction
 Significant
Relationship
Between
Perceived
Factors affecting
K to 12
Implementation
 Best practices
observed in the
implementation
 T
h
e
o
r
y

Figure
o 2. The Research Flow
f

C
o
n
s
t
Environment

The venue of the study covered in the Higher Private Education Institution

of Maasin City, Southern Leyte, namely: Saint Joseph College, and the College

of Maasin.

Saint Joseph College is a Catholic school founded on the year 1928. The

President is no other than the Bishop of Maasin, Most Rev. PreciosoCantillas.

The school is located at Tomas, Oppus, Tunga-tunga, Maasin City. The college

provides education at the undergraduate and graduate levels, offering degrees of

various majors, special course offerings and certificates, affiliated and pre-

professional programs through its School of Arts and Science and its School of

Professional and Graduate Studies. The school also offers elementary, junior

and senior high school. The students are called Josephinians.

The other school is the College of Maasin ran by Reverend

ZhurielTiempo, the School President, a non-sectarian institution located at

Kangleon St. Tunga – Tunga, Maasin City. The school was donated by the

United Church of Christ in the Philippines (UCCP). In 2004, the Bachelor of

Science in Nursing and Bachelor of Laws were added as new courses. Other

courses offered are Food Technology, Computer Science, Commerce and

Liberal Arts, Midwifery, BSIT or Bachelor of Science in Information Technology,

also has complete elementary and high school.

A sketch plan of Saint Joseph College was provided in Figure 3 and

Figure 4 for the College of Maasin.

Figure 3. Sketch Plan of Saint Joseph College Main Campus
Figure 4. Sketch Plan of The College of Maasin Campus
Respondents

This study used two sets of respondents. The instructors of the Higher

Private Education Institution of Maasin City who are teaching STEM strand and

the Grade 12 Senior High School students enrolled in STEM.

Table 1 presents the research population comprising the STEM instructors

and Grade 12 STEM students from Saint Joseph College and the College of

Maasin involved in this study.

Table 1

Distribution of Respondents

NAME OF SCHOOL Teachers % Students %

Saint Joseph College 25 56.82 200 84.03

College of Maasin 19 43.18 38 15.97

TOTAL 44 100.00 238 100.00

As can be gleaned in Table 1, each school was represented with 25

teacher – respondents and 200 Grade 12 STEM students in Saint Joseph

College and 19 teacher – respondents and 38 Grade 12 STEM students in the

College of Maasin.

Based on the study, Saint Joseph College has the largest teacher

population since it has also the largest student population enrolled in STEM

among all other schools in Maasin City.

Research Instruments

The research instrument was adapted from DepEd’s COMPETENCY –

BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS(CB-PAST)

and School Climate Assessment Tool. The questionnaire was divided in four

parts. The first part of the aimed to answer the profile of the teacher

respondent’s. This includes respondents’ age and gender, civil status, highest

educational attainment, length of service, number of hours training/seminar

attended in the K to 12 and the appropriate trainings/seminars attended. The

second part is on the Instructional Competencies as to teacher’s competence,

curriculum content and pedagogy, personal, home, school involvement and

social growth and professional characteristics. The third part deals with the

School climate assessment divided into two elements: the physical environment

and teaching-learning facilities. The fourth part identifies the best practices

observed by the teachers. Another instrument used was the STEM Symantic

Survey, a questionnaire that measures students STEM attitudes. This tool is

adapted from Wood, et.,al. (2000).

Data Gathering Procedure

The researcher sought permission from the School President of the

College of Maasin as well as the Senior High School Principal of Saint Joseph

College for approval to distribute the questionnaire for the needed data. The

academic ratings of the Senior High School in STEM strand was collected from

the Office of the Principal of the Senior High School Department.

Treatment of Data

For a clear interpretation of the data that was gathered from the survey

questionnaire, the researcher used the following statistical procedures:

Simple Percentage. This statistics was used in describing the

demographic profile of the respondents in terms of age, gender, civil status,

educational attainment, length of service and the no. of hours of

training/seminars attended in K to 12.

Weighted Mean. This procedure was used to measure the extent by

which the respondents identify the perceived factors affecting STEM instruction

in K to 12 implementation.

The following scale is used in interpreting the computed weighted mean

for the perceived factors affecting the STEM instruction using the 4 point Likert

Scale:

WEIGHT SCALE/RANGE DESCRIPTION

4 3.51 - 4.00 Highly Proficient

3 2.51 - 3.50 Proficient

2 1.51 - 2.50 Basic

1 Below -1.50 Below Basic

To measure the attitude of senior high school students toward STEM

instruction, a five point Likert Scale is used:
 WEIGHT SCALE/RANGE DESCRIPTION

5 4.20 - 5.00 Strongly Agree

4 3.40 - 4.19 Agree

3 2.60 - 3.39 Never Agree or Disagree

2 1.80 - 2.59 Disagree

1 Below – 1.79 Strongly Disagree

Pearson Correlation Coefficient – is used to measure of the linear

correlation between two variables X and Y and is denoted by r.

DEFINITION OF TERMS

The following terms are operationally defined to enhance the

understanding of the readers of this study.

Academic Performance. This refers to the performance of the students

of Senior High School enrolled in STEM strand in terms of their accomplishment

as manifested in their grade.

Competency-Based Performance Appraisal System for Teachers

(CB-PAST) refers to the instrument used in assessing teachers’ performance

using the three performance indicators: Instructional Competence, Curriculum

Content and Pedagogy, Home School Involvement and Professional Growth and

Personal Characteristics.

Curriculum.This refers to a complete course of study offered by a school

on improving learning outcomes integrating the skills and competencies.

 DOTS. This refers to the facts collected from the respondents in this

study used to determine the factors affecting STEM instruction.

Development Plan. This refers to the proposed program introduced by

the researcher as an output of the research with corresponding forms.

Instruction. This refers to the methods of teaching and the learning

activities incorporating various subjects under the K to 12 Program used to help

students master the content and objectives specified by a curriculum.

Instructional Competency.This refers to the proficiency of the teacher

employed for the purpose of student development in school in the following area:

Teacher Competence refers to the knowledge, skills and attitudes

of teachers using different teaching strategies, instructional material and in

managing the classroom for better and more effective student’s learning.

Curriculum Content and Pedagogy refers to teacher’s knowledge

and understanding with the utilization of teaching skills and strategies

integrated in the curriculum

Home School Involvement refers to home and school partnership

where teachers and parents working together for the attainment of the

goals and objectives in the entire school system for the betterment of the

students.

Personal, Social Growth and Professional Characteristics

refers to the total and professional development of teachers through

 enhancement of their own ability and competency and the use of varied

techniques of teaching to foster student’s learning

K to 12 Curriculum. This refers to one year of kindergarten education,

six years of elementary education, and six years of secondary education wherein

the junior high school and the senior high school encompass four years and two

years respectively (R.A 1053, sec. 4).

Higher Education Institution.This refers to a level of education that is

provided by universities, vocational universities, community colleges, liberal arts

colleges, institutes of technology and other collegiate level institutions, such as

vocational schools, trade schools and career colleges, that award academic

degrees or professional certifications.

R.A 10533.This refers to the Enhanced Basic Education Program Act

2013, or the K to 12 Act with six years of primary education, four years in Junior

high school (Grade 7 to 10) and two years in Senior high school (Grade 11 to 12)

to provide mastery of concepts and skills and prepare students for tertiary

education.

School climate refers to the quality and character of school life. It has

been described as “the heart and soul of the school that leads a child, a teacher,

and an administrator to love the school and to look forward to being there each

school day.”
 Senior High School.This refers to the last two years of the K to 12

Curriculum where students will go through a core curriculum and subjects under

a track of their choice.

STEM is a curriculum based on the idea of educating students in four

specific disciplines – science, technology, engineering and mathematics – in an

interdisciplinary and applied approach.

Teaching Strategies refers to the methods used to help students learn

the desired course contents and be able to develop achievable goals in the

future.

Teaching-Learning Facilities refers to any tool or materials that helps

teachers teach and students learn.

 Chapter 2

REVIEW OF THE RELATED LITERATURE AND STUDIES

This chapter presents a selection of literature and studies that has a

bearing on present study. The researcher has gone through intensive readings

of materials, both printed and online all of which has a great significance to the

problem.

Related Literature

A country’s framework for development recognizes education as an

important vehicle to achieve its developmental goals and objectives, hence, it is

imperative that education is delivered to the clients through a curriculum that

strongly adheres to the principles of human development. It should be a

curriculum that is abreast with the changing needs and interests of learners and

society. It is within this understanding that a curriculum must undergo change in

response to the changing landscape of the country’s development that will

require people to possess educational experiences that are congruent and

aligned with current educational reforms (Villena, 2015).

It is further stated that the Science Curriculum Framework articulates

standards, competencies, approaches and underlying principles in Science for

Secondary schools in the country. The framework is constructed around the

development of a functionally literate Filipino who demonstrates knowledge and

understanding of basic Science concepts and processes in an integrative way to

solve problems critically, think innovatively and make informed decisions in order
to protect the environment, conserve resources and sustain quality life (SEC:

2010).

The science content and science processes in the K to 12 curriculum are

intertwined and organized around situations and problems that challenge and

arouse students’ curiosity and motivate them to appreciate science as relevant

and useful subject.

The K to 12 curriculum prepares the students for the world of work, middle

level skills, development, entrepreneurship, and college education. As early as

Grade 7 and Grade 8, the students are made to explore at least 8 subjects in the

four (4) areas of Technology and Livelihood Education (TLE) namely: Home

Economics, ICT, Industrial Arts and Agriculture and Fishery Arts. In Grade 10

and Grade 12, the student is supposed to have obtained a National Certificate

(NC) Level I and NC Level II from TESDA. NCI and NC II make a Grade 12

graduates employable.

There are four tracks in Senior High School. These are Academic

track, TechVoc track, Sports and Arts and Design track. The Academic track has

four strands, namely 1. Science, Technology, Engineering and Mathematics

(STEM); 2.Humanities and Social Sciences (HUMMS); 3.Accounting, Business

and Management (ABM); and 4. General Academic Strand (GAS). This means

that at Grade 11, a student chooses which track to pursue and if he or she

chooses the Academic, he or she must also choose which track which strand. If

a student intends to go to college after Grade 12, then he or she must take the
Academic track. The college program which the student wants to enroll

determines which strands to take – STEM, HUMMS, Sports and Arts and Design.

If a Grade 12 graduate wants to pursue TechVoc courses in Technical Education

Skills Development Authority (TESDA), he or she takes the TechVoc track. If

he/she is interested in Arts and Design will pursue the Arts and Design track.

The Sports track will be for any sports-minded Grade 12 graduate (Bilbao, 2015)

Educators are facing a strong challenge in coming up with the most

effective pedagogical strategies they will use in higher levels of education.

Today, there seems to be a move towards allowing learners to be more active in

the teaching and learning process. To many teachers, one way to make learners

shareholders in the class is to train them become more of a facilitator in the

process of learning, providing guidance for the learners.

The public has come to believe that the key to educational improvement

lies in upgrading and enhancing the quality of teachers. It is the proficient

teacher’s responsibility to bring to the learners their perspective of what they can

become in such a way that they release the catch spring of their desire to

achieve that lies within them.

Teachers indicated that personal life tended to have beneficial effects on

their ability to relate and change student behavior. Moreover, positive attitude

towards teaching as a profession is already recognized as one of the important

characteristics of an effective teacher.

 The current education reform agenda or K-12 program does not only call

for academic excellence but also on higher teacher qualification. One of the

initiatives to ensure high quality teachers is through the licensing system.

According to Aquino and Balilla (2015) teacher licensure is a key requirement

that allows teachers to engage in the teaching profession.

With the start of Senior High School DepEd calls for a "qualified and

highly-competent teachers, professionals, practitioners, and experts" interested

in teaching subject areas of the 4 Senior High School tracks: academic,

technical-vocational-livelihood, arts and design, and sports. However, it has been

stipulated that only applicants with a Professional Regulation Commission (PRC)

teaching license "and/or appropriate certification" will be given permanent in full

time status.

According to the Code of Ethics for Professional Teachers, a professional

teacher is a licensed professional who possesses dignity and reputation with high

moral values as well as technical and professional competence. S/he adheres to

observe and practice a set of ethical and moral principles, standards and values.

In connection to this, a teacher who is a keen observer of these practices should

have a high level of instructional competency. In general, teachers must not be in

any way, negligent of the instructional competencies that they must own so as to

assure betterment and quality education on the students’ part.

Drawing on a review of good practices in teacher professional learning,

Webster-Wright (2009) concluded that quality professional development must

integrate theory with practice, enabling teachers to make on-going decisions

about their classroom practice with the context of deeply understood relevant

theory.

Related Studies

In today’s generation of modern technology, the K to 12 curriculum is

designed where teachers in the classroom must start to create a 21 st century

skills using gadgets or info-tech. They are obliged to teach the new generation of

learners to enjoy discovery exercises as they reflect their experiences of the wide

potential of the Internet for Information, leisure, advocacies, and education.

Fullan (2008) stressed that teachers of today and tomorrow need to do

much more learning on the job, or in parallel with it where they can constantly

test out, refine and get feedback on the improvements they make. They need to

access to other colleagues in order to learn from them.

Teacher’s competence is very important in promoting the welfare of the

students which should not be taken for granted but given emphasis as to its

importance. Literatures put emphasis on planning and delivery, assessment,

management of time and learning environment.

In the study of Katigbak (2011) she mentioned that the use of teaching

methods is generally effective in teaching, but its effectiveness depends much on

the nature of the learners, the difficulty of the lesson, the availability and
adequacy of instructional materials, the teacher’s professional qualities and the

classroom climate.

Therefore, students learn better if they pass through the educational

instruction of competent teachers who have adequate instructional materials and

who provide appropriate and interesting lessons.

Tejero (2009) remarked that given all the best in terms of the instructional

requirements, teaching and learning may fall short of the desired expectation if

the teacher is not judicious in establishing the right environment for learning.

The establishment of a favorable classroom atmosphere which is

conducive to effective teaching and learning activities is an essential condition

that has to be looked into by any seasoned and perceptive teacher.

Bretz, (2001) pointed out that the development of positive attitudes toward

any school subject is fundamental for several reasons. First, attitude is related to

achievement and may enhance cognitive development directly. Second, positive

attitude toward a subject makes students more likely to engage in lifelong

learning both formally and informally. More specifically, in the area of science

teaching, positive attitude affects both course and career choices.

Laviña (2000) emphasized that “the dismal result of the Trends

International mathematics and Science Study (TIMSS) was a much-needed wake

up call for the country.” Analysis of the test and the results showed that the

Filipino students have difficulty for the following reasons: 1) they have not

mastered the concepts needed to answer the items; 2) they do not understand
the problem; and 3) the content related to some items is not formally taken up in

the curriculum.

This implies that students do not have mastery of the skills and

competencies and lack of conceptual understanding regarding the topics. In

other words, learning never takes place. This is the reason why the teaching of

science must be student-centered and equipped with a variety of instructional

learning strategies.

Wamala (2013) conducted a study focused on the influence of teacher

competence on the academic achievement of sixth grade students in Urganda.

The results showed students’ high academic achievement in reading and

numeracy was significantly associated with high teacher competency in the same

disciplines.

In a study of math teachers to explore the effects of teacher

characteristics and teaching styles on student achievement, Opdenakker and

Van Damme (2006) found teaching style matters. In a survey of teachers, the

positive effects of a student - centered teaching style are seen in student

achievement.

Moreover, Bell (2009) emphasized that academic performance reflects the

learning of a student and on how well the students meet the standard set by the

educational governing bodies. Peterson (2000) described this as the core

concern about educational program and adding that student achievement is the

most compelling evidence about teacher quality. In particular, the interest is in

what students gain while working with the teacher the difference between where

pupils start and end in their achievement. Essentially, it determines the

contributions of the teacher, or teacher effects, on student learning. In Philippine

colleges and universities, the letters are replaced with numerical values which

correspond to the measured achievement of the student in particular subject.

In the Philippines, there are two types of grading systems which measure

the students’ academic performance: the averaging system and the cumulative

grading system. The averaging system is done by looking at the average of the

learner from the past learning period and the present. In the cumulative system, the

present learning is observed to have improved or not based from the previous

grading period.

One of the critical variables that greatly affect learning is the physical

structure. Student’s involvement in the process of creating their environment can

empower them, develop community and increase motivation. Students spend

much of their day in classrooms that almost never feel warm and homelike.

Rooms that are homelike improved students morale and make students happier

to be there. This requires having more on the walls than butcher paper! It

provides the opportunity for students to help create an inviting environment that

supports positive interaction (Phillips, 2014).

In several studies, it has also been found that the climate in a school

covaries with achievement. However, factors that have been found to correlate
with student achievement are a calm classroom climate, teacher’s management

of disruptive behavior, and student’s feeling of safety in school.

Teachers who are considered to be the most important enabling inputs

need to have professional trainings. This can also mean increasing the

qualifications for teachers and instituting a merit-based system along with

increasing salaries to attract the best and the brightest. Likewise, instructional

learning facilities and other school infrastructure need to be sufficiently provided.

A better system of testing that focuses on skills and competencies to properly

gauge outcomes is also essential.

On the other hand, teachers are at the heart of every academic and

professional world. They are the pivotal points around which all the educational

programs rotate in so far as the implementation is concerned. They play a very

vital and significant role not only in the educational system but also in society in

general. Thus, teachers could be considered very important persons in the

country for they mold the future citizens and leaders.

 Chapter 3

PRESENTATION, DATA ANALYSIS AND INTERPRETATION

This chapter covers the presentation, analysis and interpretation of the

data gathered through the different research instruments. These data were

statistically treated in order to accept or reject the null hypotheses.

PROFILE OF TEACHERS

Profile of teachers handling STEM instruction as to age and gender, civil

status, highest educational attainment, professional license, length of service,

number of trainings in K to 12 and appropriate trainings.

Age and Gender. This is simply the relations between male or female

teachers. It is the identity of one’s individual, distinct from one another measured

by years from birth.

Table 2 shows the profile of the teachers’ age and gender.

Table 2

Percentage Distribution of Teachers as to Age and Gender

Male Female Total

Age f % f % f %
Above 40 5 16.13 5 11.36
36 - 40 1 3.23 1 2.27
31 - 35 6 19.35 6 13.64
26 - 30 9 69.23 14 45.16 23 52.27
21 - 25 4 30.77 5 16.13 9 20.45
Total 13 100 31 100 44 100
 The result shown in Table 2 indicates the profile of the respondents as to

age and gender with age group 26 – 30 posts the highest frequency of 23 or

52.27% of the total 44 teacher – respondents. The youngest teacher-

respondents were 9 or 20.45% who belonged to the age bracket 21 – 25. Six or

13.64% were in the age bracket 31 – 35 and 1 or 2.27% were within 36 – 40 age

bracket. 5 or 11.36% were above 40 years old. The data reveal that most of the

teachers are at the prime of their teaching career and implies a positive approach

to teaching challenges.

Ghanizadeh and Moafian (2009) discovered that the older the teachers,

the higher their beliefs regarding self – efficacy in a study regarding the

relationship between Iranian teachers’ self – efficacy, scores and pedagogical

success. Other research indicates teachers who are younger in age are

associated with stronger beliefs of self – efficacy and higher expectations

(Edwards and Robinson, 2012).

In terms of gender, the findings clearly show that there are more female

than male teachers with a frequency of 13 males and 31 females. Based on the

study, the finding implies that teaching profession is dominated by women.

Numerous studies in different parts of the world have shown women to be

more satisfied with the teaching profession than men (Akhtar& Ali, 2009). In a

study of Koustelios (2001) he found out that women teachers were more

passionate and committed to teaching profession than the men, because women
employees tend to consider the working conditions to be more favourable than

men do.

Civil Status. This identifies if the teacher - respondents are single,

married or in any form of family ties or affinity with another person.

To depict the profile of the teachers in terms of civil status, Table 3 is

presented below:

Table 3

Distribution of Teachers as to Civil Status

Teachers
Civil status
f %

Single 13 29.5
Married 31 70.5
Total 44 100

As reflected in Table 3, the civil status of the teacher – respondents show

that 31 or 70.5% were married and 13 or 29.5% were single. The results reveal

that teachers experienced working with kids are tied at home. They are best

substitutes to take the position as second parents in school so that learners will

be provided parental guidance if their parents cannot attend to them.

Highest Educational Attainment. Educational qualification of the

teachers refers to the diploma and field of specialization acquired in relation to

the subject taught, also the academic honors or awards received during high

school or college years. It has something to do with the improvement of the

teaching – learning process in the classroom.

 Table 4 shows the educational attainment of the teachers included in the
study.

Table 4

Distribution of Teachers as to Highest Educational Attainment

Teachers
Highest Educational Attainment
f %
Doctorate Degree 1 2.27
Master’s Degree Holder 2 4.55
With Master’s Units 23 52.27
Bachelor’s Degree 18 40.91
Total 44 100

As presented in Table 4, the biggest group of teacher – respondents were

23 or 52.27 % having Master’s Units, which is apparently due to the presence of

nearby state colleges and universities offering graduate studies among teachers

which give them convenience to enrol during weekends and summer classes; 18

or 40.91% were Bachelor’s Degree. Only 2 or 4.55 % graduated a Master’s

Degree Holder. So far, only 1 or 2.27 % has obtained Doctoral units. These data

imply that most of the teachers have the desire to upgrade their teaching skills

and eventually advance their teaching careers. One of the thrusts of DepEd is to

encourage teachers to pursue graduate studies to be updated on the latest

trends and strategies of teaching to ultimately improve student’s academic

performance to eventually become globally competitive.

Taking master’s units signifies the willingness and desire of the teachers

to constantly update their teaching profession as prescribed by Neim Singh

(2009) on teacher’s personal growth because the greater complexity and the
more numerous innovation and problems in education, teacher, more than ever,

are being urged to take graduate course. She cited that an added advantage of

attending graduate schools bring teachers into close contact with each other,

thus providing for much exchange of views. If the teacher knows his subject very

well, and is up – to – date with new information about the subject he teaches, he

goes forward with energy and enjoyment.

Professional License.According to the Code of Ethics for Professional

Teachers, a professional teacher is a licensed professional who possesses

dignity and reputation with high moral values as well as technical and

professional competence.

To display the profile of teachers in terms of professional license,

Table 5 is presented as follows:

Table 5

Distribution of Teachers as to Professional License

Teachers
Professional License
f %

LET 24 54.55
Civil Service 9 20.45
PBET 2 4.55
Total 35 100

In terms of teachers’ professional license, the result in Table 5 indicates

that 24 or 54.55% among the teacher – respondents are LET licensed holder; 2
or 4.55% were having PBET; and 9 or 20.45% were civil service eligible. Out

of the 44 teacher – respondents only 35 were professional licensed. The

researcher had the assumption that the remaining 9 teachers may not have

acquired professional licensure, although DepEd is allowing non-eligible teachers

to teach provided that they pass the LET within five (5) years after their date of

hiring.

However, Riney M.R (2006) emphasized that passing the teacher

licensure examination is important because this ensures that teachersare well

trained before entering the classrooms and it is a defining attribute of a high

quality teacher.

Looking into the data, the private higher education institutions had

intensified the implementation policies pertaining to prescribing the qualified

teachers to handle STEM subjects. According to Sapungan (2013), the quality

performance of the schools depend on the qualification and skills of personnel

hired to work in the school.

Length of Service.Teacher competence is determined through the

adequate exposure in the field. Experienced teachers may have more

knowledge about the content and found out to have dedication and devotion to

their profession. It refers to the number of years in the practice of teaching

profession whether in the private or public.

Table 6 reflects the profile of teachers in terms of length of service.

 Table 6

Percentage Distribution of Teachers as to Length of Service

Respondents
Years in Service
f %

16 – 20 4 9.09
6 - 10 11 25.00
1–5 25 56.82
Less than a year 4 9.09
Total
44 100
As revealed in table 6, 25 or 56.82% teachers had been in the service for

five years and below and 11 or 24.4% were serving for 6 – 10 years. With

similar weighted mean, 4 or 8.9% were serving for 16 – 20 years and less than a

year. The data imply that most of the teachers are new in the field of teaching but

this would never hinder their competencies to teach effectively.

In a related study by Isler (2008) on teachers’ efficacy, beliefs and

perceptions of primary mathematics curriculum and its relation on their major,

gender, teaching experience and the number of students in classroom, the

results indicated that teachers’ major and experience of teaching has a

significant effect on each level of the dependent variable neither did the number

of students and gender. Contrary to this study, teachers with 11 – 15 and 21 and

more years of experience were significantly reported to use more special

techniques than teachers with 10 years or less experience.

Klassen and Chiu (2010) suggested that teachers increase in self –

efficacy through their early years and into the mid – career years but decrease in

efficacy as they enter the last stage of their career.

 Since K to 12 curriculum aimed to develop the learners’ skills and

competencies especially the use of instructional media and ICT, the US National

Center for Educational Statistics (2008) reported that teachers with less

experience in teaching are more likely to integrate computers in their teaching

that teachers with more teaching experience.

Number of Hours of Training in K to 12.K to 12 trainings have been

conducted to understand the new program implementation. Trainings/seminars

are conducted during summer or when the need arise. This is sponsored by

CHED or PEAC and DepEd.

Table 7 presents the distribution of teachers’ number of hours of training in

K to 12.

Table 7

Distribution of Teachers as to Number of Hours of Training in K to 12

Respondents
Hours of training in K to 12
f %

144 1 2.27
126 1 2.27
80 1 2.27
64 2 4.55
32 2 4.55
24 23 52.27
21 2 4.55
12 1 2.27
8 5 11.36
 The data in Table 7 show that majority of the teacher - respondents with

23 or 52.27% attended seminars/trainings with a number of 24 hours and 5 or

11.36% had 8 hours. With similar weighted mean of 5.3%, a frequency of 2

teachers had 21 hours, another 2 with 32 hours and another 2 had 64 hours of

training. 1 or 2.27% similar weighted mean had 80, 126, and 144 numbers of

hours of training. In order for teachers to effectively apply the new curriculum to

actual classroom situations, they need to know the concept, objectives, and

importance of the framework through proper trainings to effectively implement the

goals and objectives of the curriculum change.

According to Rice (2003), teacher quality matters. In fact, it is the most

important school – related influencing student achievement. Therefore, teachers

should attend more trainings/seminars and also enrol advance courses in order

to become an effective teacher.

In similar study of Bantugan (2009), he pointed out that teachers are the

potent factors in education responsible for shaping the youth through quality

education. As such, it is imperative that teachers should be the source of

information and acquire the qualities of education through instructions and

professional trainings which maximize the development of an individual

physically, mentally and morally.

Educators who do not seek additional professional development do not

improve their skills and thus, student learning is affected negatively. Effective
professional development is often seen as vital to school success and teacher

satisfaction (Professional Development, 2011).

Appropriate Trainings/Seminars Attended. According to DepEd,

training and development is the process by which an organization or institution

provides professional development activities to enhance individuals with

knowledge, skills and attitudes to enable them to perform their functions

effectively.

Table 8 displays the distribution of teachers as to appropriate

trainings/seminars attended.

Table 8

Distribution of Teachers as to Appropriate Trainings/Seminars Attended

Respondents
Appropriate Trainings/Seminars Attended
f %

Regional Training in K to 12 24 54.55

SUCs and LUCs-Regional 4 9.09
SUCs and LUCs-Visayas Wide 4 9.09
INSET 3 6.82
CEAP National Convention 2 4.55
PAFTE 2 4.55
Training for Senior High School Teachers in Private Schools 2 4.55
SIP/AIP - SHS 1 2.27
Building Blocks: The 21st Century Classroom Techniques
1 2.27
and Styles in Handling Millenials
Teaching Research for Senior High and College Students 1 2.27

Table 8 provides the distribution of appropriate trainings/seminars

attended. The result shows that among the 44 teacher – respondents, 24 or

54.55% attended the Regional Training in K to 12; 4 or 9.09% were in the

SUCs and LUCs – Regional training and in similar weighted mean also went

to the SUCs and LUCs Visayas. There were 3 or 6.82% attended INSET; With

similar mean of 4.55%, 2 teachers attended the CEAP and PAFTE; and 1 or

2.27% similar weighted mean attended the SIP/AIP – SHS, Teaching

Research for Senior High and College Students and another 1 teacher

attended the Building Blocks: The 21ST Century Classroom Techniques &

Styles in Handling Millenials.The results show that teachers need to attend in

service trainings or seminars to update themselves with some development in

the field such as current theories concerning teaching and learning relevant to K

to 12.

According to study, training and development can be thought of as

process designed to enhance the professional knowledge, skills and attitudes of

educators so that they might, in turn, improve the learning of the students

(Fazalur, et al. 2011).

Trainings and seminars will develop the teacher’s contemporary teaching

strategies to be used in the classroom discussion. This is strengthened by

Quadri (2004) when he corroborates that a good teacher must be well knowledge

versed in his area of specialization. He must know which and what to teach,

when he teach and how to teach. Further, Mizell (2010) also mentioned that

when teachers engage in quality professional development, they are able to gain

knowledge about how students learn, what impedes students’ learning and how
teacher instruction can increase student learning. All of these things benefit the

student by allowing the teachers to help them learn more.

INFORMATION OF STUDENTS

Senior High School (SHS) students opting to take the Science,

Technology, Engineering and Mathematics (STEM) strand have a set of core

subjects slightly different from those taking the other strands (Accountancy,

Business and Management, General Academic and Humanities and Social

Science. STEM students are presumed to be more literate in science, and

therefore, capable of tackling more advanced subjects.

Academic Performance of Grade 12 STEM Students

This study focused on the academic performance of the students in terms

of their general average in STEM during the Academic Year 2016 – 2017. The

levels of academic performance were categorized into outstanding, very

satisfactory, satisfactory, and fairly satisfactory according to DepEd Order # 8.

Table 9 shows the academic performance of Grade 12 STEM students.

Table 9

Academic Performance of Grade 12 STEM Students

Based on their General Average

Students
Students’ Academic Performance
f %

Outstanding (90 – 100) 74 31.09

Very Satisfactory (85 – 89) 96 40.34
Satisfactory (80 – 84) 57 23.95
Fairly Satisfactory (75 – 79) 11 4.62
Total 238 100
 As can be gleaned in Table 9, the highest average grade percentage

occurred within the 85 – 89 average bracket with 96 or 40.34% STEM students

who were very satisfactory. The second highest percentage with 74 or 31.09%

students occurred within 90 – 100 average bracket as outstanding. Fifty seven

(57) or 23.95% of the students belonged to satisfactory and 11 or 4.62% among

the total respondents were fairly satisfactory. The results reveal that if students

get higher grades, it is understood that he/she has learned a lot. Otherwise, the

students have lesser learning.

The above finding is also supported by Giles et al. (2006) who conducted

a study on teaching style and found high achieving math students (students

achieving a 90% or better on the last test) performed better in a student-

centered classroom while lower achieving students (students achieving 60% or

lower on the last test) performed better in a teacher-centered class; students of

average ability performed well in either type of class. The results demonstrate the

need for teachers to balance teacher-centered and student-centered activities

within the classroom. Relying on one teaching style entirely may be alienating a

proportion of the class. Secondly, high performing students have a need to be

interactive and explore subject matter under the guidance of a teacher, whereas

lower performing students prefer an enthusiastic teacher making the subject

matter interesting with little or no student interaction or discussion.

Attitude Toward STEM Instruction

The students’ attitude toward STEM instruction was determined through

their responses of the attitude questionnaire. The responses were categorized

into five levels, namely: Strongly Agree (SA); Agree (A); Never Agree or

Disagree; Disagree (DA); Strongly Disagree (SD). Each category was assigned

equivalent point as five (5), four (4), three (3), two (2), and one (1), respectively.

Attitude of Grade 12 Students in STEM Instruction Toward Science

To determine the attitude of Grade 12 students toward Science, Table 10

is presented as follows:

Table 10

Attitude of Grade 12 Students Toward Science

Attitude Toward Science Mean Interpretation

I am sure of myself when I do Science. 3.44 Agree
I would consider a career in Science. 3.65 Agree
I expect to use Science when I get out of Agree
3.59
school.
Knowing science will help me earn a Agree
3.90
living.
I will need Science for my future work. 3.83 Agree
I know I can do well in Science. 3.63 Agree
Science will be important to me in my Agree
3.79
life’s work.
I can handle most subjects well, but I Neither
2.58
cannot do a good job with Science. Agree/Disagree
I am sure I could do advanced work in Agree
3.55
Science.
Average 3.29 Agree

In students’ attitude toward Science, all indicators in Table 10 were

interpreted as Agree, however, there is one indicator which is “I can handle

most subjects well, but I cannot do a good job with Science” described as

Neither Agree/Disagree with a mean of 2.58 and a standard deviation of

0.8327. The overall average mean is 3.29 and a standard deviation of 0.8438

as to Agree. The result manifests that students have a strong set of scientific

process skills allowing them to apply their knowledge in Science successfully.

Attitude of Grade 12 Students in Stem Instruction

Toward Technology and Engineering

Table 11 depicts the students’ attitude toward Technology and

Engineering.

Table 11

Attitude of Grade 12 Students Toward Technology and Engineering

Attitude towards Technology &

Mean sd Interpretation
Engineering
I like to imagine creating new products. 3.75 0.8775 Agree
If I learn engineering, then I can improve Agree
3.71 0.8262
things that people need everyday.
I am good in building and fixing things. 3.39 0.9073 Agree
I am interested in what makes machine Agree
3.58 0.9936
work.
Designing products or structures will be Agree
3.56 1.005
important for my future work.
I am curious about how electronics work. 3.60 0.96 Agree
I would like to use creativity and innovation Agree
3.85 0.8614
in my future work.
Knowing how to use math and science will Agree
3.96 0.8436
allow me to invent useful things.
Average 3.63 0.6218 Agree

Table 11 reflects an overall average mean of 3.63 with a standard

deviation of 0.6218 interpreted as Agree. STEM students responded agree in

all items in identifying their attitudes toward Technology and Engineering.

“Knowing how to use math and science will allow me to invent useful

things” got the highest weighted mean of 3.96 and a standard deviation of

0.8436 and the least indicator with a weighted mean of 3.39 and a standard

deviation of 0.9073 is “I am good in building and fixing things”. The data

reveal that students’ attitude in Technology and Engineering will enhance their

skills to be more creative and innovative, thus giving them all the opportunities to

be employed in the future.

Attitude of Grade 12 Students in STEM Instruction Toward Math

To determine the attitude of students in Math, Table 12 is presented as

follows:

Table 12

Attitude of Grade 12 Students Toward Math

Attitude Toward Math Mean sd Interpretation

Neither
Math has been my worst subject. 3 1.1717
Agree/Disagree
I would consider choosing a career that Neither
3.14 1.1053
uses Math. Agree/Disagree
I am the type of student to do well in Neither
2.91 0.9178
Math. Agree/Disagree
Neither
Math is hard for me. 3.30 1.0157
Agree/Disagree
I can handle most subjects well, but I Neither
3.14 1.0661
cannot do a good job in Math. Agree/Disagree
I am sure I could do advanced work in Neither
2.89 0.9204
Math. Agree/Disagree
Neither
I can get good grades in Math. 3.26 0.919
Agree/Disagree
Neither
I am good at Math. 2.84 0.9214
Agree/Disagree
Neither
Average 3.06 0.3337
Agree/Disagree
 As shown in Table 12, all indicators in terms of students’ attitude toward

STEM in Math were interpreted as Neither Agree or Disagree. The overall

average mean of 3.06 and a standard deviation of 0.3337 described as Neither

Agree/Disagree imply that students are not really sure in their perception on the

relevance of Mathematics in their lives.

The over-all results in the study show that the students have favourable

attitudes in STEM, and it is the responsibility of the teachers to develop these

attitudes into a meaningful and satisfying result which is the end product of

effective and skilful teaching.

EXTENT OF FACTORS AFFECTING THE STEM INSTRUCTION

The factors affecting the STEM instruction are embodied on the level of

instructional competencies, school climate and teaching – learning facilities as

perceived by the teacher – respondents of Saint Joseph College and the College

of Maasin. The results were collective data based from their personal ratings

and perceptions. These indicators reflect the quality and calibre of the teachers

in the K to 12 implementation.

Instructional Competencies

In terms of Instructional Competencies, the following Tables in the next

page show the extent of perceived factors affecting STEM instruction using the

Competency-Based Performance Appraisal System for Teachers (CBPAST) in

the following categories: instructional competence in terms of teachers’

competence, curriculum content and pedagogy skills, home school involvement,

personal, social growth and professional characteristics; school climate; and

teaching – learning facilities where teachers conducted a self – evaluation to

determine the factors affecting STEM instruction.

Teacher Competence.The teacher is considered as dispenser of

knowledge, hence, he/she has to be equipped with high level of competencies

necessary in the field of teaching.

Table 13

Instructional Competencies in Terms of Teacher Competence

Teacher Competence Mean sd Interpretation

1. Formulates/Adopts objectives of lesson 3.36 0.574290628
Highly Proficient
plan
2. Selects content and prepares 3.31 0.604378142 Highly Proficient
appropriates instructional
materials/teaching aids
3. Selects teaching methods/strategies 3.42 0.543092529 Highly Proficient
4. Relates previous lesson with previous 3.44 0.545875259 Highly Proficient
knowledge/skills
5. Provides appropriate motivation 3.24 0.645105895 Proficient
6. Presents and develops lessons 3.47 0.625227231 Highly Proficient
7. Conveys ideas clearly 3.49 0.548643874 Highly Proficient
8. Utilizes the art of questioning to develop 3.38 0.613814041 Highly Proficient
higher level of thinking skills
9. Ensures pupils/students participation 3.44 0.545875259 Highly Proficient
10. Addresses individual differences 3.13 0.660578259 Proficient
11. Shows mastery of the subject matter 3.60 0.583076197 Highly Proficient
12. Diagnose learner’s needs 3.22 0.598820389 Proficient
13. Evaluates learning outcomes 3.36 0.608857184 Highly Proficient
14. Assesses lesson to determine desired 3.07 0.617914381 Proficient
outcomes within the allotted time
15.Maintains clean and orderly 3.44 0.623609564 Highly Proficient
classroom
16.Maintains classroom conducive to 3.27 0.687551651 Highly Proficient
learning
3.35 0.356360137 Highly
Average
Proficient
 Reflected in Table 13 is the total average mean of 3.35 and a standard

deviation of 0.356360137 equivalent to Highly Proficient (HP). The highest

indicator manifests that teachers show mastery of the subject matter with a

weighted mean of 3.60 and a standard deviation of 0.583076197 described as

highly proficient. This is followed by teacher conveys idea clearly with a

mean of 3.49. The teachers also present and develop lesson with a mean of

3.47 and a standard deviation of 0.625227231. With similar mean of 3.44

teacher- respondents relate previous lesson with previous knowledge/skills;

ensure pupils/students participation; and maintain clean and orderly

classroom.

Ornstein and Lunenberg (2008) identify that teachers must have a

thorough grasp of the subject they teach. It signifies that effectiveness in

teaching is judged according to how a teacher integrates a variety of methods

and techniques into basic principles of teaching and learning.

According to Surasah (2013), teachers need to manage effective teaching

and learning process so that students know how to learn and utilize their

knowledge appropriately in their daily life and live in a society with happiness.

Therefore, teachers need to develop their competencies in accordance with

educational transformation and practice as well as professional activities.

However, it has been noticed that teachers competencies on provide

appropriate motivation has a weighted mean of 3.24 with a standard deviation

of 0.645105895, diagnosis learner’s needs with a mean of 3.22 and standard

deviation of 0.598820389; assess lesson to determine desired outcome

within the allotted time with a weighted mean of 3.07, standard deviation of

0.617914381 and addresses individual differences with a weighted mean of

3.13 and a standard deviation of 0.660578259 were considered the least

competencies they rated themselves as proficient. The findings indicate that

teachers should prepare an effective approach to start the lesson so that

students will be motivated to participate in class. They should explore

assessment tools and employ the use of varied teaching strategies that address

students with different levels.

Muijis and Reynolds (2005) claims that how a teacher teaches becomes a

vital key in promoting effective teaching and learning to the students.

Curriculum Content and Pedagogy.Teachers should learn the new

pedagogical approaches following the curriculum guide in STEM instruction in

the K to 12 program.

Table 14 displays the teachers’ instructional competence in terms of

curriculum content and pedagogy.

 Table 14

Instructional Competence in Terms of Curriculum

Content and Pedagogy

Curriculum Content and Pedagogy Mean sd Interpretation

IMPLEMENTING
1. Delivered and accurate updated content
Highly
knowledge using appropriate 3.38 0.575598
Proficient
methodologies, approaches and strategies.
2. Used integrationof language, literacy, Highly
3.33 0.522233
numeracy skills and values in teaching. Proficient
3. Explained learning goals, instructional Highly
procedures and content clearly and 3.40 0.540702 Proficient
accurately to students.
4. Linked the current content with past and future Highly
3.34 0.607824
lesson. Proficient
5. Engaged and sustained learner’s interest in Highly
the subject by making content meaningful 3.40 0.53936 Proficient
and relevant to them
6. Integrated scholarly works and ideas to enrich Proficient
3.22 0.559581
the lesson.
7. Established routines and procedures to Proficient
3.07 0.687552
maximize instructional time
8. Provided appropriate learning task, portfolio Highly
and projects that support development of good 3.36 0.773292 Proficient
study habits
9. Used available ICT resources for planning and Proficient
2.98 0.762146
designing teaching-learning activities.
PLANNING
10.Linked the current content with past and Highly
3.30 0.593748
future lessons. Proficient
11.Aligned the lesson objectives, teaching
methods, learning activities, and instructional Proficient
3.22 0.794552
materials or resources appropriate to the
learners.
12. Created situations that encourage learners to Highly
use high order thinking skills through the use 3.29 0.635752 Proficient
of local language among others if needed.
EVALUATING
13. Designed and used various evaluative
3.13 0.694131 Proficient
procedures to assess student learning
14. Evaluates his or her own teaching behaviour, Highly
and uses the results to improve student 3.27 0.687552 Proficient
learning.
Highly
Average 3.26 0.388407
Proficient
 Table 14 presents the level of competency of STEM teachers in terms of

curriculum content and pedagogy. With an overall weighted mean of 3.26, the

respondents are highly proficient in implementing, planning and evaluating the

curriculum they used in STEM instruction that facilitates the teaching and

learning process more effective. The result reveals that the highest mean

variable deals on the teachers’explained learning goals, instructional

procedures and content clearly and accurately to students as well as

engaged and sustained learner’s interest in the subject by making content

meaningful and relevant with 3.40 average weighted mean followed by the

teacher's delivered and accurate updated content knowledge using

appropriate methodologies, approaches and strategieswith 3.38 average

weighted mean. The least prevailing wasused available ICT resources for

planning and designing teaching-learning activities that obtained an

average weighted mean of 2.98 interpreted as Proficient.

In the study of Kander (2012), he stressed that it is necessary for a

teacher to be equipped with skills of the latest technology at hand to be in pace

with the new generation of learners, therefore, teachers must be trained on ICT

for teaching – learning process.

With regards to Schreiner’s (2010) notion, Otadoy (2013) cited that to

effectively educate the students, the teacher must carefully consider the

instructional strategy options and pick a technique that is appropriate, teachers

can increase both student engagement and overall comprehension of the

presented information.
 The overall weighted mean of 3.26 describes as highly proficient

indicatesthat STEM teachers are enhancing curriculum content and designing all

the needed and appropriate materials to develop and create situations that will

boost students’ creative and critical skills. It also implies that teachers are very

much concern on the importance of curriculum and knowledge content.

Further, the result is supported in the study of Guerriero (2012) that

teachers’ pedagogical knowledge is relevant to understanding quality teaching as

understood by its impact on student learning outcomes.

Home School Involvement.Reaching out to community is very important

since they are an extension of the school which provides the needed services.

The indispensable role of the community could not be taken for granted because

they support the aims and objectives of the school in promoting quality

education.

Table 15 presents the data on instructional competence in terms of school

involvement.
 Table 15

Instructional Competence in Terms of Home School Involvement

Mean sd Interpretation
1. Involves the community in sharing
accountability for learners’ 3.18 0.613814 Proficient
achievement
2. Uses varied and available community
resources (human, materials) to 3.13 0.694131 Proficient
support learning
3. Uses community as laboratory for
2.93 0.780443
teaching and learning Proficient
4. Shares with the community information
3.00 0.852803
on school events and achievements Proficient
5. Encourage learners to apply classroom Highly
3.40 0.617914
learning at home and in community Proficient
6. Informs learners, parents and
stakeholders regarding school policies 3.23 0.840556 Proficient
and procedures
Average 3.14 0.519858 Proficient

With an overall weighted mean of 3.14 and a standard deviation of

0.519858 the respondents stated that they are Proficient in home school

involvement. The result reveals that the highest rank variable deals on the

teachers’ encourage learners to apply classroom learning at home and in

community with 3.40 average mean and 0.617914 standard deviation described

as Highly Proficient. The rest of the five variables on home school involvement,

namely: informs learners, parents and stakeholders regarding school

policies and procedures; involves the community in sharing

accountability for learners’ achievement; uses varied and available

community resources (human, materials) to support learning; shares with

the community information on school events and achievements; and the

least prevailing was uses community as laboratory for teaching and

learning, obtained an average weighted mean of 2.93 have the same adjectival

equivalent of Proficient. Each variable differ only based on the average

weighted mean.

The above data imply that learning outcome does not only cover at the

four corners of the room but this could also be applied at home and in the

community as well. In doing so, students will in turn contribute to the well-being

of their community to become productive citizens.

In the article of Lavoie (2008), he made an emphasis that communities

today, on-going home/school communication is expected (and demanded) by

parents. They view themselves as “consumers of educational services” and they

anticipate that they will kept informed of the child’s progress and performance.

Further, they expect that their input and opinions will be heard and responded to

by the educators.

Personal, Social Growth and Professional Characteristics.The

transformation that occurs effective teacher lies on his/her personal, social

growth and professional characteristics that would greatly influence the quality of

students being produced. Builds professional links with colleagues to enrich

teaching practice in order to maintain the nobility of teaching as a profession.

Table 16 reflects teachers’ professional, social growth and professional

characteristics.
 Table 16

Instructional Competence in Terms of Personal,

Social Growth and Professional Characteristics

Personal, Social Growth and

Mean sd Interpretation
Professional characteristics
PERSONAL
1. Demonstrated my educational
Highly
philosophy of teaching in the 3.40 0.617914
Proficient
classroom
2. Updated myself with recent Highly
3.44 0.545875
development of education Proficient
3. Reflected on the quality of my own Highly
3.40 0.579969
teaching Proficient
4. Used self-assessment to enhance Highly
strengths and correct my 3.33 0.639602 Proficient
weaknesses.
5. Accepted accountability for Highly
3.36 0.574291
learner’s outcomes Proficient
SOCIAL GROWTH
6. Manifested personal qualities like Highly
enthusiasm, flexibility, caring 3.38 0.613814 Proficient
attitude, collegiality among others
7. Improved teaching performance
based on feedbacks from mentors, Highly
3.43 0.661138
learners, peers superiors and Proficient
others.
Professional Characteristics
8. Maintained stature and behavior Highly
3.40 0.719848
that upholds the dignity of teaching Proficient
9. Participate actively in professional
3.18 0.691232
organizations Proficient
10. Abide by the Code of Ethics for Highly
3.44 0.659047
Professional Teachers. Proficient
Highly
Average 3.38 0.442121
Proficient

The result in Table 16 shows that teachers are Highly Proficient in terms

of personal, social growth and personal characteristics with an average mean of

3.38 and a standard deviation of 0.442121. The highest weighted mean is 3.44
in terms of teachers updated themselves with recent development of

education and abide by the Code of Ethics for Professional Teachers

followed by the weighted mean of 3.43 in terms of improved teaching

performance based on feedbacks from mentors, learners, peers, superiors

and others.

The data is supported from the conclusion of Kearney (2011) that

improved teacher education and professional development, together with the

development of effective and attractive curricula and teaching methods are at the

heart of the drive to make STEM studies and professions more popular.

The results also indicate the awareness and importance teachers play in

student success. However, in terms of teachers’ participate actively in

professional organizations they only got 3.18 with a standard deviation of

0.691232 interpreted as proficient. It only shows that there is a need for the

school administration to get involved in any school related organization that

would enhance professional development to cope effectively the changes in the

K to 12 curriculum.

Further, teachers are also responsible to extend boundaries of

professional knowledge by engaging themselves in research to develop their

competencies.

School Climate.School climate plays a crucial role in keeping students

engaged and allowing them to be successful within the classroom. The teacher

can modify the environment to achieve results.

 Table 17 presents the teachers’ perception in school climate.

Table 17

Teachers’ Perception in School Climate

School Climate Mean sd Interpretation

1. Holds classes in an environment
3.07 0.750757
conducive to learning Proficient
2. Occupies a classroom large enough,
3.00 0.797724
well-lighted and ventilated. Proficient
3. Easy for students to hear the teacher 3.04 0.903417 Proficient
4. School supplies in safe and
2.91 0.900056
convenient places. Proficient
5. Class size and ratio of students-to-t
teacher are conducive to learning
2.84 0.928233
areas for instruction and activities Proficient
are appropriate for the users.
6. Teachers and students are-and feel
safe everywhere on school 3.16 0.796457 Proficient
property.
7. Classrooms and grounds are clean Proficient
2.95 0.805636
and well maintained.
8. Classroom facilities allow for co – Proficient
2.96 0.824499
curricular activities.
9. Noise level is appropriate for learning Proficient
2.80 0.868646
and activities being conducted.
10. Clear rules and norms regarding
safety and expected behaviour are Proficient
2.98 0.941201
visually displayed throughout the
school.
Average 2.97 0.678244 Proficient

Table 17 displays the factors affecting STEM instruction in terms of school

climate. The weighted mean of 3.16 with a standard deviation of 0.796457

indicates that teachers and students are - and feel - safe everywhere on

school property. This is followed by teachers hold classes in an

environment conducive to learning with a weighted mean of 3.07 and a

standard deviation of 0.750757. The least indicator with a weighted mean of

2.80 and a standard deviation of 0.868646 was “noise level is appropriate for

learning and activities being conducted”. The overall average mean of 2.97

with a standard deviation of 0.678244 was interpreted as Proficient.

According to Magulod (2017) the stress of the public schools on safe and

orderly environment indicates that among all other physical make – up or

structure of the school is the most important for them. This finding is reflected in

the practices of the Department of Education (DepED) such as Adopt – a School,

Clean and Green Project, Zero Waste Management, Vegetable Gardening and

competition on the Most Friendly Elementary Schools initiated by the Local

Government Units (LGU) as well as DepEd offices.

The result signifies that the school one attends in the institutional

environment sets the parameters of a student’s learning experience. Depending

on the environment, a school can either open or close the doors that lead to

academic achievement.

Teaching – Learning Facilities

The skills in STEM instruction can be more enhanced if teaching –

learning facilities are available and utilized in the classroom. Instructional

materials and facilities which include the textbooks, equipment, school supplies

and other instructional materials.

Table 18 presents the teachers’ perception in teaching – learning facilities.

 Table 18

Teachers’ Perception in Teaching-Learning Facilities

Teaching-Learning Facilities Mean sd Interpretation

1. Ratio of computers to students is
2.64 0.883062
adequate Proficient
2. Computers are all functional 2.58 0.891599 Proficient
3. Student to textbook ratio is 1:1 2.71 1.014043 Proficient
4. Workbooks are provided to each
2.62 1.028876
students Proficient
5. Laboratory rooms are well-equip with
tables and chairs to accommodate all 2.80 0.894427
students Proficient
6. Laboratory rooms are well-lighted
2.78 0.876172
and ventilated Proficient
7. Cabinets and file storage system are
2.64 0.933117
installed Proficient
Average 2.68 0.784171 Proficient

The data in Table 18 reveal that teachers were not totally equipped with

varied teaching – learning facilities as indicated by the overall mean score 2.68

with a standard deviation of 0.784171 verbally interpreted as Proficient. The

findings averred the school management to look into the provision of these

teaching – learning facilities which are mostly useful in the teaching – learning

process. With the availability of an optimum use of the teaching - learning

facilities provide a lot of creativity with high motivational impact on the students.

The K to 12 curriculum employs the use of learning packages as

instructional material in all subjects. According to Bautista (2005) in his

dissertation the development of several types of instructional materials is one of

the major steps of each curriculum and development procedure. Though

textbook is a widely used instructional material it is found that different types of

instructional materials are now being used to achieve learning outcomes or to

improve quality education.

Although the DepEd claims that the K to 12 curriculum is centered on an

inquiry – based approach, present material realities could render any form

ineffective. Data from the Department of Education reveals a serious lack of

science laboratories.

This is supported in the study of Ajayi (2007) as cited by Owolabi (2012)

from a survey of schools which revealed that inadequacy of good instructional

materials, equipment and laboratory facilities in the schools also affect negatively

the effect of learning of Physics in the schools.

However, according to the study of Suarez (2007) professional teachers

were considered as the most important resources, still the school must procure

and enhanced their instructional materials especially on audio – visual aids and

laboratory rooms.

SIGNIFICANT RELATIONSHIP BETWEEN PERCEIVED

FACTORS AFFECTING K TO 12 IMPLEMENTATION

AND THE IDENTIFIED VARIABLES

Table 19 reflects the relationship between perceived factors affecting K to

12implementation and the identified variables.

 Table 19

Relationship Between the Perceived Factors Affecting

K to 12 Implementation and the Identified Variables

Highest Hours of
Length of
Factors Age Educational K12
Service
Affecting K to 12 Attainment Trainings
Implementation p- p- p- p-
r r r r
value value value value
Teacher -
.287 .056 .125 .412 .93 .322 .049*
Competence .013
Curriculum
Content and .089 .56 .123 .419 .061 .688 .319 .051
Pedagogy
Home School - -
.045* .118 .441 .028* .225 .174
Involvement .300 .327
Personal, Social
Growth and -
.74 .231 .127 .069 .651 .193 .245
Professional .051
characteristics
- - -
School Climate .178 .678 .059 .701 .842
.204 .064 .033
Teaching- - -
-
Learning .758 .335 .029 .850 .803
.047 .147 .042
Facilities
Average of - -
.567 .039 .798 .879 .154 .355
Factors .088 .023

At = .05 the relationship between the factors affecting K to 12

implementation and Teachers’ profile are shown in Table 19. It is revealed using

the Pearson-r correlation that Home School Involvement is significantly (but

negatively) correlated with both the teacher-respondents’ Age and Length of

Service with Pearson-r -.300 (p-value of 0.45)and Pearson-r -.327 (p-value of

0.028), respectively. The result indicates that the teacher-respondents negatively

perceived the factor Home School Involvement as their age and length of service
increase. This is naturally perceptible that as teachers get older and/or their

length of service get longer, the more they become averse towards Home School

involvement, such as home visitations and the like.

On the other hand, the teacher-respondents’ Hours of K to 12 Trainings

is perceived to be significantly (and positively) correlated with Teacher

Competence factor, with Pearson-r of .322 and p-value of 0.049. Naturally, we

can deduce that the more the teachers are trained on matters of K to 12

implementation the more they would be competent.

Present finding is similar to Artigo (2017) that conducting more trainings

would associate with the necessary skills teachers need to effectively implement

new teaching structure. This contradict to the findings of Dismone and

Colleagues (2002) that duration or the number of hours of training have no effect

on teaching practice.

This contradictory findings can be explained that producing more time of

trainings will produce no benefits of the training being offered is of low quality.

However, in a study, it is suggested that on-going professional

development must be provided for all teachers to model the new pedagogies and

tools for learning with the aim of enhancing teacher’s competencies (Afshari,M.,

et al, 2009).

The other variables as well as the Average of all the factors were found

out not significantly correlated with any of the factors.

 Table 20

Relationship Between the Perceived Factors Affecting

K to 12 Implementation and the Identified Variables

Factors Professional Bachelor’s

Gender Civil Status
Affecting K to License Degree
12 p- p- p- p-
eta eta eta eta
Implementation value value value value
Teacher
0.078 0.615 0.014 0.929 0.113 0.55 0.681 0.239
Competence
Curriculum
Content and 0.164 0.288 0.007 0.965 0.266 0.156 0.795 0.047
Pedagogy
Home School
0.147 0.341 0.014 0.927 0.147 0.437 0.609 0.431
Involvement
Personal, Social
Growth and
0.007 0.97 0.13 0.401 0.202 0.286 0.695 0.208
Professional
characteristics
School Climate 0.302 0.047 0.049 0.75 0.115 0.546 0.752 0.1
Teaching-
Learning 0.237 0.121 0.183 0.235 0.079 0.678 0.616 0.411
Facilities
Average of
0.226 0.141 0.096 0.534 0.182 0.335 0.709 0.177
Factors

At = .05 level of significance it is found out using eta-correlation that

Curriculum Content and Pedagogy is significantly correlated with the Teacher-

respondents Bachelor’s Degree Course with eta of 0.795 and p-value of 0.047.

The result indicates that teachers with bachelor’s degree graduated in BSED or

BEED have more content-specific pedagogical understandings. It is the

researcher’s perception that teachers content-knowledge and pedagogical skills

are applied to improve student learning. In fact, Hill (2007) concluded that
student achievement improves when teachers study the content, curriculum

materials, assessment and instructional materials they will bring.

Also, School Climateis significantly correlated with the teacher -

respondents’ Gender with eta of 0.302 and p-value of 0.047. The result implies

that teachers, male or female, have always the experienced of working with

kids. Colico (2006) further affirmed that most women are better at empathy and

nurturing and teaching must ensure development of students’ fullest potential.

However, students need both female and male figures to manage the learning

environment to create an atmosphere conducive for learning.

In similar study of Adedayo (2008), he stressed that since teachers (both

male and female) are professional teachers, there is no difference in their ability

to impact knowledge in the students in a school environment.

In a learning environment with a smaller class size create more intimate

settings and therefore create a wholesome environment where teacher-student

bonding show a positive effect on student success.

THE EXTENT OF PERCEIVED FACTORS AFFECTING THE K TO 12

IMPLEMENTATION AND THE ACADEMIC

PERFORMANCE OF STUDENTS

To depict the extent of perceived factors affecting the K to 12

implementation and the academic performance of students, Table 21 is

presented as follows:
 Table 21

Significant Relationship Between the Extent of Perceived Factors

Affecting the K to 12 Implementation and the
Academic Performance of Students

Factors affecting K to Students’ academic performance

12 Implementation: ̅ SD r p-value Interpretation
-
Teacher Competence 3.3535 .3564 .834 Not Significant
.032
Curriculum Content and
3.2595 .3884 .050 .744 Not Significant
Pedagogy
Home School
3.1444 .5199 .188 .217 Not Significant
Involvement
Personal, Social
Growth and
3.3783 .4421 .119 .438 Not Significant
Professional
characteristics
-
School Climate 2.973 .6782 .882 Not Significant
.023
Teaching-Learning -
2.6825 .78417 .952 Not Significant
Facilities .009
Not
Average of Factors 2.68 .3539 .055 .722
Significant

At = .05 level of significance it is found out using the Pearson-r

correlation that factors affecting K to 12 implementation and the Academic

performance of students are not significantly related. It could be perceived

that there must be other factors that influence student performance.

In the study of Starr (2002) he has identified peer influence, race ethnicity,

gender, motivating income, intellectual aptitude of the students, personality of

students, self-confidence, and previous instructional quality received by students,

household environment and parental education as students’ related factors that

influence the academic performance of students.

 The same findings were drawn in the study of Barnuevo, Hasegawa and

Hugo (2012) who claimed no significant relationship between the teachers’

instructional competencies and the students’ academic performance in English,

Science and Technology and Mathematics. They further added that this could be

explained by studying other instructional competencies that have direct effects on

the students’ academic performance.

In contrast, the Philippine Education for All 2015: Implementation and

Challenges stressed the quality improvement of teacher’s development program

as perceived that teachers are the most important input and determinant to

student achievement.

TEACHERS’ BEST PRACTICES

Effective teachers are equipped with repertoire of best teaching practices

such as strategies, procedures and approaches in accordance with the

objectives set in the implementation of K to 12 curriculum.

Table 22 exhibits the best practices of teachers.

 Table 22

Best Practices Observed in the Implementation of K to 12

BEST PRACTICES RANK

Appreciate the K to 12 program to enhance and develop students
capacities and capabilities. 1
Uses varied instructional strategies. 2
Develop student’s competence. 3
Develop students to make a research paper, write a film review,
make story- telling and employ group discussion. 4
The teacher is resourceful, flexible, organize and have a heart to 5
teach.
Motivate students to use higher order thinking skills. 6
Relate the lesson in real life setting. 7
Teaching-learning process is student/learner - centered. 8
Learners are given freedom to raise their views. 9
Revises the content to suit to learner’s needs. 10
Uses computer in teaching. 11
Employs technology assisted instruction. 12
Conveys ideas clearly. 13
Utilizes the art of questioning. 14
Reads varied references and materials on the K to 12. 15

As can be gleaned in Table 22, the top 5 best practices of teachers

according to their rank were: Appreciate the K to 12 program to enhance and

develop students capacities and capabilities was ranked 1st; uses varied

instructional strategies was ranked 2nd; develop student’s competence

wasranked 3rd; Ranked 4 was develop students to make a research paper,

write a film review, make story- telling and employ group discussion; and

number 5 in rank was the teacher is resourceful, flexible, organize and have

a heart to teach.

Teachers’ beliefs, practices and attitudes are important for understanding

and improving educational processes. They are closely linked to teachers’

strategies for coping with challenges in their daily professional life and to their

general well – being, and they shape students’ learning environment and

influence student motivation and achievement (TALIS, 2012).

The best practices observed by the teachers imply that as teachers it is

their preeminent obligation to give their best, for every teacher’s performance is a

major determinant in the efficiency and effectiveness of the entire school system.

They should have a thirst of knowledge, pursue post graduate studies and attend

seminars and trainings for which stimulate development that would enhance their

professional growth, thus, teachers also must upgrade their competencies so as

to observe the same practices or improve themselves to promote quality

education.
 Chapter 4

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary

This chapter presents the summary of the obtained findings and the

formulated conclusions out of the collated data. It also includes the important

recommendations related to the study.

This research aimed to determine the factors affecting the STEM

Instruction in the K to 12 implementation at Private Higher Institution at Maasin

City, Southern Leyte, during academic year 2017 - 2018 as basis for

Development Plan.

Specifically, it answered questions on the profile of teacher – respondents

and the best practices they observed in the implementation of K to 12. It further

acquired information on the academic performance of Grade 12 students and

their attitudes toward STEM instruction. Based on the findings of the study,

proposed development plan was drawn.

The descriptive method of research was used in the study. For the data

collection, the main instrument was adapted from DepEd’s Competency-Based

PAST Form3A designed to measure teacher’s instructional competency in STEM

instruction. Another questionnaire was used to measure student’s attitudes

toward STEM patterned from Friday Institute for Educational Innovation (2012).
Middle/High School Student Attitudes toward STEM Survey. The researcher was

given a copy of the academic performance of the senior high school students as

manifested in their report card A.Y. 2016-2017 from the Senior High School

Principal.

The respondents of the study were 44 Senior High School STEM

instructors and 138 Grade 12 students enrolled in STEM strand from the Higher

Education Institution in both private schools of Maasin City.

All the responses to the questionnaires were tabulated according to group

of respondents, STEM teachers and Grade 12 students. Through the obtained

means, the extent of perceived factors affecting STEM instruction in the K to 12

implementation were determined.

Findings

The following are the findings of the study arranged in accordance of the

sub – problems.

Profile of the Teachers

Age and Gender.The profile of the teacher - respondents as to age and gender

reflected that within the age group 26 – 30 posts the highest frequency of 23

or 52.27% of the total 44 teacher – respondents. The youngest teacher-

respondents were 9 or 20.45% who belonged to the age bracket 21 – 25. Six (6)

or 13.64% were in the age bracket 31 – 35 and 1 or 2.27% were within 36 – 40

age bracket. 5 or 11.36% were above 40 years old.In terms of gender, the

findings clearly showed that majority of the teacher – respondents are female.

Civil Status.In terms of civil status of the teacher – respondents 31 or 70.5%

were married and 13 or 29.5% were single.

Highest Educational Attainment.The results indicated the biggest group of

teacher – respondents with 23 or 52.27 % having Master’s Units; 18 or 40.91%

were Bachelor’s Degree; 2 or 4.55 % graduated a Master’s Degree Holder and

the remaining 1 or 2.27 % was a teacher enrolled in a doctorate degree program.

Professional License.In terms of teachers’ professional license, it was found out

that 24 or 54.55res% among the teacher – respondents are LET licensed holder;

2 or 4.55% were having PBET; and 9 or 20.45% were civil service eligible. Out

of the 44 teacher – respondents only 35 were professional licensed.

Length of Service.Results revealed that 25 or 56.82% teachers had been in the

service for five years and below and 11 or 24.4% were serving for 6 – 10 years.

With similar weighted mean, 4 or 8.9% were serving for 16 – 20 years and the

other four were less than a year.

Number of Hours of Training in K to 12.The data showed that majority of the

teacher-respondents with 23 or 52.27% attended seminars/trainings with a

number of 24 hours and 5 or 11.36% had 8 hours. With similar weighted mean

of 5.3% or a frequency of 2, there were teachers who had 21, 32, and 64 hours

of training, respectively and 1 or 2.27% similar weighted mean had 80, 126, and

144 numbers of hours of training.

Appropriate Trainings/Seminars Attended. The result manifested that among

the 44 teacher – respondents, 24 or 54.55% attended the Regional Training in

K to 12; 4 or 9.09% were in the SUCs and LUCs – Regional training; similar

weighted mean went to the SUCs and LUCs Visayas. There were 3 or 6.82%

attended INSET; With similar frequency of 2 or 4.55% attended the CEAP and

PAFTE, respectively; and 1 or 2.27% similar weighted mean attended the

SIP/AIP – SHS, Teaching Research for Senior High and College Students and

another 1 teacher attended the Building Blocks: The 21ST Century Classroom

Techniques & Styles in Handling Millenials.

Information of Students

Students’ Academic Performance.The data revealed that the highest average

grade percentage occurred within the 85 - 89 average bracket with 96 or

40.34% STEM students who were very satisfactory. The second highest

percentage with 74 or 31.09% students occurred within 90 – 100 average bracket

as outstanding. Fifty seven (57) or 23.95% of the students belonged to

satisfactory and 11 or 4.62% among the total respondents were fairly

satisfactory. This implies that STEM students got higher grade because they

have learned a lot.

Students’ Attitude Toward STEM. In students’ attitude toward Science, all

indicators were interpreted as Agree, however, there was one indicator which is

“I can handle most subjects well, but I cannot do a good job with Science”
described as Neither Agree/Disagree with a mean of 2.58 and a standard

deviation of 0.8327 The overall average mean is 3.29 with a standard deviation

of 0.8438 described as Agree. STEM students responded Agree in all items in

identifying their attitudes toward Technology and Engineering. It was found out

that all the indicators in terms of students’ attitude toward STEM in Math were

interpreted as Neither Agree or Disagree with an average mean of 3.06.

Perceived Factors Affecting STEM Instruction in the K to 12 Implementation

Instructional Competencies in terms of:

Teacher Competence. The total average mean of 3.35 and a standard deviation

of 0.356360137 was interpreted as Highly Proficient (HP). The highest indicator

manifests that teachers show mastery of the subject matter with a weighted

mean of 3.60 and a standard deviation of 0.583076197. It signifies that

teachers integrated a variety of methods and techniques into basic principles of

teaching.

Curriculum Content and Pedagogy.The level of competency of STEM teachers

in terms of curriculum content and pedagogy showed an overall weighted mean

of 3.26 of which the respondents are highly proficient in implementing, planning

and evaluating the curriculum they used in STEM instruction that facilitates the

teaching and learning process more effective. The result revealed that the

highest mean variable deals on the teachers’explained learning goals,

instructional procedures and content clearly and accurately to students as

well as engaged and sustained learner’s interest in the subject by making

content meaningful followed by the teacher's delivered and accurate

updated content knowledge using appropriate methodologies, approaches

and strategies. The least prevailing wasused available ICT resources for

planning and designing teaching-learning activities that obtained an average

weighted mean of 2.98 interpreted as Proficient. The overall weighted mean of

3.26 describes as highly proficient indicatesthat STEM teachers are enhancing

curriculum content and designing all the needed and appropriate materials to

develop and create situations that will boost students’ creative and critical skills.

Home School Involvement.The over-all weighted mean of 3.14 interpreted as

Proficient is a challenge for the teachers to communicate and engage efforts for

parents and community members to participate and get involved to any school

activities.

Personal, Social Growth and Professional Characteristics.It was found out

that teachers are Highly Proficient in terms of personal, social growth and

personal characteristics. The highest weighted mean is 3.44 in terms of teachers

updated themselves with recent development of education and abide by

the Code of Ethics for Professional Teachers.

School Climate.In terms of school climate the result indicated that teachers

and students are - and feel - safe everywhere on school property. The

least indicator with a weighted mean of 2.80 was “noise level is appropriate for
learning and activities being conducted”. The overall mean of 2.97 was

interpreted as Proficient.

Teaching – Learning Facilities.The findings revealed that teachers were not

totally equipped with varied teaching – learning facilities as indicated by the

overall mean score 2.68 verbally interpreted as Proficient.

Relationship Between Perceived Factors Affecting K to 12

Implementation and the Identified Variables.

The teacher-respondents’ Hours of K to 12 Trainings is significantly (and

positively) correlated with Teacher Competence factor, with Pearson-r of .322

and p-value of 0.049. Curriculum Content and Pedagogy is significantly

correlated with the teacher-respondents’ Bachelor’s Degree Course with eta of

0.795 and p-value of 0.047. Also, School Climateis significantly correlated with

the teacher-respondents’ Gender with eta of 0.302 and p-value of 0.047.

Significant Relationship Between the Extent of Perceived Factors

Affecting the K to 12 Implementation and the
Academic Performance of Students.

There is no significant relationship between the factors affecting K to 12

implementation and the Academic performance of students.

Teachers’ Best Practices.The best practices observed by the teacher implies

that as teachers it is their preeminent obligation to give their best, for every
teacher’s performance is a major determinant in the efficiency and effectiveness

of the entire school system.

Conclusions

Based on the data, the following conclusions were deduced.

Teacher-respondents of this study in the Private Higher Institution of Saint

Joseph College and the College of Maasin are generally in their young age,

majority of whom are female, are qualified to teach but required more in-service

training related to K to 12. Staying updated with the trends in teaching can help

ensure that teachers need to enhance the curriculum and make some innovative

teaching strategies to respond to the changing educational landscape in the

country as well as globally. STEM teachers are encouraged to keep updated

and stay interested in the development and enhancement of their profession to

achieve advancement and cutting edge of knowledge.

As to the academic performance of the Grade 12 STEM students, the

highest average grade percentage occurred within the 85 – 89 average bracket

with 96 or 40.34% which revealed that STEM students were very satisfactory.

The students also show that they have favourable attitudes in STEM,

Further, in terms of teachers’ instructional competence all variables were

seen as highly proficient, except for home school involvement which teachers

rated themselves as proficient. Likewise, teachers need to collaborate with

external school partners to actively work together to ensure that students achieve

better. Schools must have a favourable classroom atmosphere which is

conducive to effective teaching and learning which has to be looked into by the

teacher. School climate and Teaching - Learning Facilities were interpreted as

Proficient.

The relationship between the factors affecting STEM instruction in the K to

12 implementation and the identified variables revealed a positive correlation

between the number of hours K to 12 training/seminars and teachers’

competence; curriculum content and pedagogy and teacher-respondents’

bachelor degree course; and school climate significantly correlated with gender.

On the other hand, there is no significant relationship between the

perceived factors affecting STEM instruction in the K to 12 implementation and

students’ academic performance.

In the implementation of K to 12 curriculum, the teachers were able to

refine best practices observed in the classroom. The following were ranked

accordingly:

Appreciate the K to 12 program to enhance and develop student

capacities and capabilities was ranked 1st; uses varied instructional strategies

ranked 2nd. The third in rank was develop student’s competence, followed by

develop students to make a research paper, write a film review, make story -

telling and employ group discussion. Next in rank was the teacher is resourceful,

flexible, organize and have a heart to teach; motivate students to use higher
order thinking skills; relate the lesson in real life setting; teaching-learning

process is student/learner – centered. Another practices observed were:

learners are given freedom to view their views; revises the content to suit to

learner’s needs; uses computer in teaching; employs technology assisted

instruction; conveys ideas clearly; utilizes the art of questioning; and reads varied

references and materials on the K to 12.

Teachers are also expected to collaborate with school administration,

students, staff and community to the full implementation of STEM in the K to 12

Curriculum.

The factors affecting STEM instruction are all indicators to be looked upon

by the school administrators and teachers for their awareness of the new

challenges and changes brought about by the implementation of K to 12. All the

results signify their effective choice and utilization of the approaches and

teaching strategies crafted to mobilize the teaching – learning process for the

attainment of the goals of the K to 12 curriculum. For this reason, there is a need

to formulate a Development Plan.

 Recommendations

Considering the findings of this study, the following recommendations are

made:

 The school must provide the necessary trainings and seminars to update

the teachers on skills relevant to the changing curriculum to ensure

improved STEM instruction.

 The teacher-respondents who have not yet finished their master’s degree

should consider the option of pursuing it for professional growth and

enhancement.

 Instructional quality which includes maximum use of instructional

materials, classroom management, strategies and approaches should be

employed based on the needs of the students.

 Internet connections and ICT programs of every school should be given

priority by the school administrator.

 The school should adopt more innovative trends, improving the facilities

and preparing themselves for globalization.

 Strengthen the support of all stakeholders by involving them in school -

related activities.

 Explore and establish linkages with different sectors in the community as

well as other educational institutions, agencies and establishments to act

as partners in the effective implementation of K to 12 curriculum.

 The proposed development plan should be evaluated and implemented

by the administrators and teachers to improve the quality of education

especially in STEM instruction.

 Researchers in the field of education are encouraged to conduct the

same study but different in setting. This is suggested for constant

research in education leads to the better implementation of the curriculum

in the country.
 Chapter 5

OUTPUT OF THE STUDY

Rationale

The K to 12 envision learners to enrich their lives, prepare them

successfully for their future to solve problems using technologies that are not yet

invented, to adjust, to change, innovate and work together and build on the

knowledge.

STEM learning is a powerful means for implementing and enhancing the

instruction through varied approaches. These academic standards are not

simply about what to teach but visualizing the challenges of educators to

transform how they teach.

The Science, Technology, Engineering and Mathematics (STEM)

Education Program is a science and mathematics – oriented curriculum devised

for high schools in the Philippines. The STEM program is offered by specialized

high schools whether public or private supervised by the Department of

Education. Currently there are 110 high schools offering the STEM program, the

majority being public.

To provide quality education to all students is the most important mission

of every educational institution. According to Durban (2012), reality tells us that

even if the public school teachers are qualified to teach, the lack of instructional

materials, inadequate facilities and lack of training for professional growth

hindered them to perform at their best. This is no exemption in the private higher

institutions like Saint Joseph College and the College of Maasin.

Consequently, the findings revealed that teachers need adequate number

of hours training relevant to K to 12 and should take advance studies needed in

teaching and administration. In terms of curriculum content and pedagogy,

teachers should use available ICT resources in planning and designing teaching

– learning activities. The teachers also need to communicate and engage efforts

for parents and community members to participate and get involved in any school

activities. Further, the school should provide classrooms appropriate for learning

and activities without noise interference and procure varied teaching – learning

facilities. All factors affecting STEM instruction must be dealt with by the school

administrators to improve the quality of education in STEM instruction. Hence,

appropriate improvement measures should be proposed. In this context, a

proposed development plan is made.

Objectives

The output of this study intends to enhance instructional competencies of

STEM teachers in the private higher education institution. It also inspires

learners to develop their competencies and skills in Science, Technology,

Engineering and Mathematics (STEM). It also hopes to create sustainable and

supported conditions to achieve STEM outcomes align to the school community.

It may also help to establish linkages with different sectors in the community as

well as other educational institutions and stakeholders for an effective

implementation of K to 12. Finally, school administrators should continuously

improve the effectiveness and support of STEM implementers.

Scheme of Implementation

This Development Plan provides a general outline for the school STEM

teachers. The program’s thrust was based on the needs of teachers handling

STEM as revealed by the findings of this study.

Should the schools in the private higher education institutions are ready

for its implementation, the following steps should be undertaken.

Introduction. An orientation or In-Service training will be conducted to the

Administrators, teachers and other concerned stakeholders of Saint Joseph

College and The College of Maasin to explain the rationale and objectives that

would serve as background to the proposed Development Plan.

Implementation. This is putting into action the proposed plan. Teachers

should be stewards toward professional practice to deliver quality education in

the implementation of the Development Plan.

Evaluation. School Administrators should review and evaluate to

determine the actual implementation of the Development Plan in STEM

instruction for feedbacking and enhancement.

DEVELOPMENT PLAN
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APPENDICES
 Appendix A

LETTER REQUESTING PERMISSION TO UNDERTAKE A RESEARCH

MS. JHOANNE L. COSTILLAS, MAED

Senior High Principal
Saint Joseph College
Maasin City, Southern Leyte

Madam:

I am asking from your good office permission to undertake a study entitled

“LINKING THE DOTS OF STEM INSTRUCTION IN PRIVATE HIGHER
EDUCATION INSTITUTION,” the dissertation of which when completed will be
submitted as partial fulfilment of the requirements for the degree of Doctor in
Development Education which the undersigned is presently pursuing at Cebu
Technological University, Cebu City.

In view of this, may I request your permission and cooperation to administer the
questionnaire to the teachers in Science, Technology, Engineering and
Mathematics (STEM) strand and students who enrolled in STEM within the week
of July 31 – August 4, 2017 if possible.

Thank you very much for your kind help and support on this matter. God bless
you.

Very respectfully,

MRS.INOCENCIA M. CAÑON, MAED

Doctorand

Approved:

MS. JHOANNE L. COSTILLAS, MAED

Senior High Principal
 LETTER REQUESTING PERMISSION TO UNDERTAKE A RESEARCH

REV. DR. JOSHUE ZURIEL G. TIEMPO

School President
The College of Maasin

Dear Reverend:

I am asking from your good office permission to undertake a study entitled,

”LINKING THE DOTS OF STEM INSTRUCTION IN PRIVATE HIGHER
EDUCATION INSTITUTION” the dissertation of which when completed will be
submitted as partial fulfilment of the requirements for the degree of Doctor in
Development Education which the undersigned is presently pursuing at Cebu
Technological University, Cebu City.

In view of this, may I request your permission and cooperation to administer the
questionnaire to the teachers in Science, Technology, Engineering and
Mathematics (STEM) strand and students who enrolled in STEM within the week
of July 31 – August 4, 2017 if possible.

Thank you very much for your kind help and support on this matter. God bless
you.

Very respectfully,

MRS.INOCENCIA M. CAÑON, MAED

Doctorand

Approved:

REV. DR. JOSHUE ZURIEL G. TIEMPO

School President
 Appendix B

QUESTIONNAIRE ON RESPONDENT’S PROFILE

Directions: The researcher is interested to learn about your preparation plans, and the

best practices observed for the Senior High School implementation of the new K-12

curriculum. Please fill up with the necessary information called for in the following items.

PART 1. RESPONDENT’S PROFILE

NAME (OPTIONAL) __________________________________

AGE AND GENDER ___________________________________

STATUS ___________________________________________

EDUCATIONAL QUALIFICATION: (Please check the box)

Doctoral Degree Doctoral Units

Masteral Degree Masteral Units

College Degree Specify the Course/Degree _________________________

Years of teaching service (Between)

______ 01 – 5 years _____ 21 – 25 years

______ 06 – 10 years _____ 26 – 30 years
______ 11 – 15 years _____ 31 – 35 years
______ 16 – 20 years _____ Other (Please mention)

Eligibility
______ LET
______ PBET
______ Civil Service
______ Other (Please mention)

Number of Hours of Training in K to 12: ___________

 Appendix C

PART 2. QUESTIONNAIRE ON INSTRUCTIONAL COMPETENCIES

Dear Respondent,

Thank you in advance for sharing your time and willingness in giving your own views
on Teacher’s Competence, Curriculum Content and Pedagogy,Home, School and
Community Involvement, Personal, Social Growth and Professional Characteristics as
teachers. The researcher is interested in using your responses to determine the
factors affecting the STEM instruction of K to 12 implementation.

For questionnaire on instructional competencies, use a rating scale with 1 as lowest and
4 as the highest. Rate yourself along the indicators under each performance standard.
Check the appropriate rating that applies to you in every item.

4 –Highly Proficient (HP). Teacher performance consistently exceeds expectations.

Displays at

all time, a consistently high level of performance related skills, abilities, attributes,
initiatives and productivity. All assignments/responsibilities are completed beyond the
level of expectation. Self-direction of the teacher is evident.

3 –Proficient (P). Teacher performance often exceeds expectations. Displays a high

level of competency related skills, abilities, initiatives and productivity, exceeding
requirements in many of the areas.

2 –Basic (B). Teacher performance meets basic expectations based on standards.

Displays basic level of work and performance outputs as required outcomes or
expectations of the job.

1 –Below Basic (BB). Teacher performance on the job and outputs frequently fall below
standard. Work outputs consistently low, regularly fails to meet required outcomes
needing repetition of duty or by completion of others. The teacher may need immediate
instructional support.
PART 2. INSTRUCTIONAL COMPETENCIES
COMPETENCY –BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS(CB-PAST)

A. TEACHER’S COMPETENCE

The teacher… 4 3 2 1
Planning and Delivery
1. Formulates/Adopts objectives of lesson plan
2. Selects content and prepares appropriates instructional
materials/teaching aids
3. Selects teaching methods/strategies
4. Relates previous lesson with previous knowledge/skills
5. Provides appropriate motivation
6. Presents and develops lessons
7. Conveys ideas clearly
8. Utilizes the art of questioning to develop higher level of thinking skills
9. Ensures pupils/students participation
10. Addresses individual differences
11. Shows mastery of the subject matter
Assessment
12. Diagnose learner’s needs
13. Evaluates learning outcomes
14. Assesses lesson to determine desired outcomes within the allotted time
Management of time and learning environment
15. Maintains clean and orderly classroom
16. Maintains classroom conducive to learning

B. CURRICULUM CONTENT AND PEDAGOGY

Within the appraisal period, I…
4 3 2 1
IMPLEMENTING
1. delivered and accurate updated content knowledge using appropriate
methodologies, approaches and strategies.
2. used integrationof language, literacy, numeracy skills and values in
teaching.
3. explained learning goals, instructional procedures and content clearly
and
accurately to students.
4. linked the current content with past and future lesson.
5. engaged and sustained learner’s interest in the subject by making content
meaningful and relevant to them.
6. integrated scholarly works and ideas to enrich the lesson.
7. established routines and procedures to maximize instructional time
8. provided appropriate learning task, portfolio and projects that support
development of good study habits
9. used available ICT resources for planning and designing teaching-learning
activities.
PLANNING
10. linked the current content with past and future lessons.
11. aligned the lesson objectives, teaching methods, learning activities, and
instructional materials or resources appropriate to the learners.
12. created situations that encourage learners to use high order thinking
skills through the use of local language among others if needed.
 EVALUATING 4 3 2 1
13. designs and uses various evaluative procedures to assess student
learning
14. evaluates his or her own teaching behaviour, and uses the results to
improve student learning.
C. HOME, SCHOOL AND COMMUNITY LINKAGES

Performance Behavior
4 3 2 1
School, Home & Community Linkages
1 Involves the community in sharing accountability for learners’ achievement
2 Uses varied and available community resources (human, materials) to
support learning
3 Uses community as laboratory for teaching and learning
4 Shares with the community information on school events and achievements
5 Encourage learners to apply classroom learning at home and in community
6 Informs learners, parents and stakeholders regarding school policies and
procedures
D. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

Within the appraisal period, I…

4 3 2 1
PERSONAL
1. demonstrated my educational philosophy of teaching in the classroom
2. updated myself with recent development of education
3. reflected on the quality of my own teaching
4. used self-assessment to enhance strengths and correct my
weaknesses.
5. accepted accountability for learner’s outcomes
SOCIAL GROWTH
6. manifested personal qualities like enthusiasm, flexibility, caring
attitude, collegiality among others
7. improved teaching performance based on feedbacks from mentors,
learners, peers superiors and others.
PROFESSIONAL
8. maintained stature and behavior that upholds the dignity of teaching
9. participate actively in professional organizations.
10. abide by the Code of Ethics for Professional Teachers.
Instructional Supervision Form3A / CB-PAST Form 3A
COMPETENCY –BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS(CB-PAST)
Teacher Behavior Index (TBI) for Formative analysis
3.51 - 4.00- Highly Proficient.
 Teacher behaviors consistently exceed expectations. Displays AT ALL TIME, a consistency high level of
performance related skills, abilities, attributes initiatives and productivity. Self-direction of the teacher is evident.
Non-Directive and collaborative approaches to supervision are recommended.
2.51 – 3.50- Proficient.
 Teacher behaviors often exceed expectations. Displays a high level of competency related skills, abilities,
initiatives and productivity, exceeding requirements in many indicators. Non-Directive and collaborative
approaches to supervision are recommended.
1.51 – 2.50 Basic
 Teacher behaviors meet basic expectations based on standards. Display basic level of work and performance
outputs as required outcomes or expectations of the job. Collaborative and directive approaches to supervision
are recommended
Below – 1.50- Below Basic
 Teacher behaviors on the job and performance outputs frequently fall below standard. Work outputs consistently
fail to meet required outcomes which need repetition. The teacher urgently needs immediate instructional
support. Intensive directive supervision approach is recommended.
 APPENDIX D

PART 3. QUESTIONNAIRE for SCHOOL CLIMATE, TEACHING-LEARNING

FACILITIES AND BEST PRACTICES
This instrument will provide you with clear guidelines of what contributes to a positive climate in school. Use
the rating scale described below to assess the quality of your school’s climate.

4 – Very Good 2 – Acceptable 3 – Good 1 - Poor

Physical Environment 4 3 2 1
1. Holds classes in an environment conducive to learning
2. Occupies a classroom large enough, well-lighted and ventilated.
3. Easy for students to hear the teacher
4. School supplies in safe and convenient places.
5. Class size and ratio of students-to-teacher are conducive to learning
areas for instruction and activities are appropriate for the users
6. Teachers and students are-and feel- safe everywhere on school
property
7. Classrooms and grounds are clean and well-maintained
8. Classroom facilities allow for co –curricular activities.
9. Noise level is appropriate for learning and activities being conducted.
10.Clear rules and norms regarding safety and expected behaviour are
visually displayed throughout the school.
PART 3. TEACHING - LEARNING FACILITIES

Direction: This is a scale for evaluating the adequacy of Teaching-Learning Facilities in your STEM classes. Please put a
check on the appropriate column for all the parts requiring the said information. The scales standards used are the
following:

4 – Very Satisfactorily Adequate 2 – Fairly Adequate

3 – Satisfactorily Adequate 1 – Inadequate

Very Satisfactorily Adequate (VSA) – When the instructional materials, equipment and supplies present when utilized
would be very sufficient to perform a task.

Satisfactorily Adequate (SA) – When the instructional materials, equipment, and supplies present when utilized would
materialize sufficient of the total work to be accomplished.

Fairly Adequate (FA) – When the instructional materials, equipment, and supplies present when utilized would be enough
to perform the total work to be done.

Inadequate (I) – If the available instructional materials, equipment, and supplies present when utilized is not enough to
perform a task.
Instructional Materials and Equipment 4 3 2 1
1. Ratio of computers to students is adequate
2. Computers are all functional
3. Student to textbook ratio is 1:1
4. Workbooks are provided to each students
5. Laboratory rooms are well-equip with tables and chairs to
accommodate all students
6. Laboratory rooms are well-lighted and ventilated
7. Cabinets and file storage system are installed
Part 4. Best Practices Observed in the Classroom

List all the best practices you observed in the implementation of K to 12.
 APPENDIX E

QUESTIONNAIRE FOR STUDENT’S ATTITUDE TOWARD SCIENCE,

TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM)

This is a STEM Survey that measures student’s attitude toward Science, Technology,
Engineering and Mathematics using a five – point Likert response scale (1 – Strongly Disagree to
5 – Strongly Agree).
Direction: Please check the space in line with the number of your chosen answer.

MATH 5 4 3 2 1
Strongly Agree Neither Disagree Strongly
Agree Agree of Disagree
Disagree
1. Math has been my worst subject.
2. I would consider choosing a career that
uses Math.
3. I am the type of student to do well in
Math.
4. Math is hard for me.
5. I can handle most subjects well, but I
cannot do a good job in Math.
6. I am sure I could do advanced work in
Math.
7. I can get good grades in Math.
8. I am good at Math.
SCIENCE
9. I am sure of myself when I do Science.
10.I would consider a career in Science.
11.I expect to use Science when I get out of
school.
12.Knowing science will help me earn a
living.
13.I will need Science for my future work.
14.I know I can do well in Science.
15.Science will be important to me in my
life’s work.
16. I can handle most subjects well, but I
cannot do a good job with Science.
17.I am sure I could do advanced work in
Science.
TECHNOLOGY AND ENGINEERING
18.I like to imagine creating new products.
19.If I learn engineering, then I can improve
things that people need everyday.
20.I am good in building and fixing things.
21.I am interested in what makes machine
work.
22.Designing products or structures will be
important for my future work.
23.I am curious about how electronics work.
24.I would like to use creativity and
innovation in my future work.
25.Knowing how to use math and science
will allow me to invent useful things.
CURRICULUM VITAE
 CURRICULUM VITAE

Name : Inocencia Marcojos - Cañon

Date of Birth : December 28, 1965

Place of Birth : Maasin City, Southern Leyte

Address : San Jose, Malitbog,

Southern Leyte

Father : Segundino Soler Marcojos(Deceased)

Mother : Rosario PalerMarcojos

Husband : Agustin Bautista Cañon

Children : CristelineJude Marie

: Betty Rose Marie
Educational Attainment :
Graduate Studies : Doctor in Development Education
Cebu Technological University
October, 2017

Master of Arts in Education major in

Educational Management
Saint Joseph College Maasin City
March, 2013

College Bachelor of Science in Commerce

Major in Economics
Divine Word University
Tacloban City, 1986

High School Saint Joseph College

Maasin City, 1982

Grade School Saint Joseph College

Maasin City, 1978
Government Examination Professional Board Examination of Teachers

Professional Activities Research Coordinator

Maasin City College
A.Y. 2016 – present

Part Time College Instructor

Saint Joseph College
A.Y. 2016 - present

Part Time Graduate School Instructor

Saint Joseph College
A.Y. 2016 – present

Guidance Coordinator
Maasin City College
A.Y. 2010 – 2016

College Instructor
Maasin City College
Maasin City
A.Y. 2008 –present

High School English Teacher

Sto. Nino Academy
Malitbog, So. Leyte
A.Y. 2002 -2005

Academic Coordinator
La Consolacion College
Deparo, Novaliches, Caloocan City, M.M,
A.Y. 1998 – 2002

High School Principal

Franciscan College of the Immaculate
Conception
A.Y 1994 – 1998

Secondary Religion Teacher

Franciscan College of the Immaculate
Conception
Baybay, Leyte
A.Y.1989 – 199
Trainings and Seminars Attended:

 Seminar Workshop in Social Work Research

National Social Work Education Institution
October 16-20, 2017

 2017 Summer In – Service Training (INSET) for Senior High School

Teachers
Private Education Assistance Committee (PEAC)
May 26 – 28, 2017
Holy Infant College, Tacloban City, Leyte

 Instructor Performance and Classroom Management with OBE during the

Teachers and Staff Seminar Workshop,
Maasin City College, Maasin City
July 7, 2016

 Seminar Workshop on Effective Management and the Elimination of

Gender – Based Violence in School Campuses
GAD Focal Committee
November 26, 2015
U.P Campus, Diliman, Quezon City

 Resource Speaker in Awareness of Anti – Bullying Act of 2013 (R.A.

10627)
January 17, 2014
Maasin City College, Maasin City

 Resource Speaker in Student Empowerment Towards Greater

Productivity
March 30, 2007.
San Jose Elementary School, Malitbog, Southern Leyte

 ASAS General Assembly “Nurturing A Sense of Corporate Mission

Towards Prophetic Witnessing
Association of Schools of the Augustinian Sisters
July 10 -13, 2001
Malolos, Bulacan

 Classroom Management
Association of Schools of the Augustinian Sisters
October 5 – 6, 2001.
Deparo, Novaliches, Caloocan City,
 Seminars on Scriptures
Association of Schools of the Augustinian Sisters
June 23, 2001.
La Consolacion Covent, San Juan, Metro Manila

 IPED 4th National Educator’s Conference “Education and Social

Movement”
IBON Publishing
April 25 – 28,2001,
Vigan, Ilocos Sur.

 Creating an Enhanced Learning Environment Through Individual Learning

Styles
Center for Learning and Teaching Styles Philippines
 March 1 – 2, 2001
Philippine International Convention Center, Pasay City