Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Salavaria, Henry
Camiling, Moriah
Livioco, Antoniette
2017
Abstract
Researchers:
Salavaria, Henry
Camiling, Moriah
Livioco, Antoniette
Year: 2017
This study aims to determine the effectiveness of out-of-field teaching,
High School.
have chosen one hundred (100) respondents from Grade -10 students from
Malabon National High School. These respondents were limited to the following:
Total 100
Summary of Findings
The respondents were not aware of the term “out-of-field teaching.” However,
most of the students were satisfied with the teaching strategies and lectures that
their science teachers shared with them. Even though the given field was not in the
teachers’ expertise, the teachers still managed to share enough knowledge to the
students.
between out-of-field teachers and not out-of-field teachers is not that broad. It’s the
teaching skill that will make a difference between the two. Luckily, grade 10 science
teachers in Malabon National High School have unique and effective teaching skills
so that they can deliver and elaborate their thoughts even though it is out of their
specialization. This is one of the factor why students are satisfied with the school
teachers to teach fields that are not in their specialization. In accordance with that,
teachers must do their full effort to find and have enough ideas to teach the lesson
The following conclusions were drawn from the significant findings of the
study:
responsible teachers who are able to teach even though it is out of their
specialization.
• Even though there are a lot of out-of-field teachers, they still able to provide
• Students still prefer to have teachers who are not out-of-field because they
• As long as they are learning, they are careless what type of teacher they
have.
Recommendations for Research
The following recommendations are offered for related research in the effects
of out-of-field teaching.
out-of-field teachers.
• Given that this research gives basis for making a conclusion that out-of-
field teaching affects the learning of students on the specific topic. Such
an effort would enable other researchers to make a study about how out-
• There are other methods can be used aside from surveying in terms of
gathering data.
Acknowledgement
appreciation to their Practical Research teacher and to their Research adviser, Mr.
Jester G. de Leon and Mr. Maro Peña, for guiding and sharing their immense
knowledges, and for giving their time and effort in assisting the researchers to
accomplish this study. The researchers are enormously pleased and satisfied for
their support and implications throughout the study. Without their guidance and
addition, the researchers would also like to thank their respondents, who helped
them to achieve results and finish the research paper, for giving their time and effort
in answering the survey questionnaires confidently. This study will not succeed
principal, Dr. Ma. Victoria de Gulan, for supporting the researchers’ needs inside the
school premises allowing them to conduct the study to gain new learnings and to
The out-of-field teachers who are the main topic of this research. Their
curiosity about their students’ response and attitude towards them will be satisfied
by this study.
Students who don’t understand their teacher’s lectures. Their teachers may
be one of what we called “out-of-field.” Their awareness and interest will be gratified
by this study.
P. I. C.
H. S.
M. C.
M. S. F.
A. L.
L. C. S.
Chapter 1
Introduction
factual knowledge that agrees with the study of many things around us. It is a
testable explanations and predictions about the universe. The principles and laws
in science, when applied, enable us to come up with new and improved products.
These knowledges and procedures that were obtained from science make us
competent.
are connected to global trends and modernization. Teaching any branch of science
is very difficult on any individual without a deep knowledge or background about the
field. Teachers may provide instructions in many ways such as formal teaching
students on the field trips, help with the organization of school functions, and serve
responsibility for student’s discipline but they can’t teach without any background on
the specific field. Out-of-field teaching appeared as an important issue that can
impact the teachers' sense of effectiveness. When teachers are not responsible on
teachers to develop their competence and to reduce the negative impact on the
learners.
Biology, Chemistry and Physics. As learning progresses, more and more details are
introduced while at the same time they are related to the basics which are
the public schools. Teachers in rural and difficult to staff schools are frequently
induction within the profession. If a teacher with the proper certification is not
available, a school district tries to fill the position with teachers certified to teach in
other areas. If those teachers are not available, administrators usually employ long-
term substitutes rather than to enlarge or to cancel classes. There’s no way we can
ensure that every child has a caring, competent and qualified teacher. Furthermore,
3
decisions until just before school starts, leaving those teaching out of their discipline
virtually no time to prepare. People who teach subjects in which they have little or
no background usually loathe it. It does not sound like a proper educational practice.
Under-prepared teachers who rely heavily on the textbook severely inhibit student
learning.
Conceptual Framework
The conceptual framework below will show what was needed for the study,
what should be done and what will be obtained from the study. The framework
School.
Specifically, this study aims to provide the answers to the following questions.
3. What are the possible ways to overcome this problem of students and
teachers?
By the process of determining the problem and the background of this study,
there are some hypotheses and assumptions that are formulated as results. The
following hypotheses are needed to be tested and proven through this study.
1. The effects of out-of-field teaching to students are not that broad enough to
bear out the students’ needs as learners since they have already experienced
this problem.
2. According to some related literatures and studies, out-of-field teaching has a
the teachers are completely ready to teach where students will gain
satisfactory intellections.
and teachers to enhance the teacher’s knowledge and skills that can have various
effects on the learners’ wisdom. This will have a big distribution to the educational
system not just in Malabon National High School but also in our country because
the project’s goal is to give us ideas that will enlighten every individual and enhance
the learning and teaching skills that will provide strategic management and
school premises, especially the department heads and the school principal. This will
make them realize the effect of putting science teachers out of their field in educating
their learners and this can help them improve their own strategies for the school’s
excellence in terms of teaching and giving the exact knowledge which every
student’s needs.
The Teachers. Also, the teachers (also known as the mentors; especially in
the field of science) are also the main beneficiary. This project will serves as their
guide and will give them more power to make plans and ideas on how are they going
to enhance their teaching skills to obtain the goals and objectives given to them as
science educators.
The Students. The students are one of the main beneficiaries of the project
because this will help to improve the quality of the learning and teaching process
given by their mentors. The improvement of the academic competence will also be
one of objectives.
continue our study, this serves as a plan and ideas for them to realize how important
education is. By that time comes, this project will improve more so that the education
system not just in our country but globally, will also enhance the mentors’ abilities
to teach their learners based on their exact knowledge and skills, to build up
Scope
The main focus of the study is to know if Grade 10 High School students learn
when teachers provide lectures or teach that is out of his/her expertise particularly
to selected Grade 10 Junior High School students at Malabon National High School
that will be conducted on 2017. This study will only determine the effects of out-of-
field teaching. The research data was based on answers of the students which are
how they understand the lessons and how the teachers provide knowledge that is
The following terms are words from the research paper that needs enough
background about the subject matter to be understood by the readers of the study.
These terms will help the readers of the study to understand the research
thoroughly.
course of action.
talent.
unknown).
http://www.dictionary.com/browse/divulge
Ineffectual. It means not effectual; not producing or not able to produce the
desired effect.
Ingenuity. It is the skill of thinking, performing, or using things in new ways, esp.
to solve problems:
Instill. It means to infuse slowly or gradually into the mind or feelings; insinuate;
inject.
Retrieved from: http://www.Dictionary.Com/Browse/Instill
intellect or its use; and guided or developed by or relying on the intellect rather
Savoir-faire. It is the ability to do the right thing in any situation; knowledge of just
Over the past decade, teacher quality has become one of the most widely
discussed topics in the world of education. The aim of this Review of Related
Literature and Studies is to have some background about the problem involved.
Foreign Literature
Education is the most powerful weapon which we can use to change the
world. But the power of teaching the right knowledge and right teaching field for the
teachers is one of the ways on how we can achieve change. According to Ingersoll
subjects for which they have inadequate training and qualifications -- is a crucial,
but long unrecognized, problem in schools.” This statement made our eyes open
about the specific problem which analyze that we can conclude that this is one of
the major problem that education system is facing of. We considered this as a crucial
one that needs an accurate solution because it involves every learner’s knowledge
and competencies. The problem about the teachers who are teaching out of their
fields must need an action due to an absence of accurate and comprehensive data.
Cited by Zhang, means that the teachers possessed by an advance degree in the
field of science doesn’t able to use their own skills to gain and share enough
knowledge for their learners. Better teaching method of every science teachers
Since this study are intended to provide insights into the importance of hiring
and developing qualified teachers who are better able to help students achieve in
Educators have, of course, long been aware of the existence of out-of-field teaching.
High levels of out-of-field teaching are a leading source of under qualified teaching
in American schools. As a result, over the past several years the problem of out-of-
field teaching has become a major concern in the realm of educational policy and
teachers teach a subject for which they are not qualified. What teachers know and
can do is the most important influence on what students learn. School reform cannot
succeed unless it focuses on creating the conditions under which teachers can
actually become highly unqualified if they are assigned to teach subjects for which
they have little training or education. However, until recently there has been little
and comprehensive data. This lack of data was remedied with the release,
beginning in the early 1990s, of the Schools and Staffing Survey (SASS) a major
new survey of the nation’s elementary and secondary schools and teachers
conducted by the National Center for Education Statistics (NCES), the statistical
arm of the U.S. Department of Education. Shortly after its release analysts began
initiating research projects using this survey to closely examine the levels and
variations of out-of-field teaching in the U.S. (e.g., Bobbitt and McMillen 1995;
ongoing and serious problem in a wide range of schools across the nation. The
findings of this, and other research, have generated widespread interest, been
featured in numerous high profile education policy reports and have been widely
reported in the national media. As a result, the problem of out-of-field teaching has
become a major concern in the realm of education policy. Both Presidents Clinton
and Bush, for example, have made solving the problem of out-of-field and
underqualified teaching a key part of their education agendas. It has now become
standard practice for major education reports, forums, documents and studies
concerned with teacher quality, in particular, and educational resources, in general,
educational systems. Moreover, numerous new efforts have been initiated to collect
and analyze data on out-of-field teaching at local, state, national and international
field teaching became federal law with the reauthorization of the Elementary and
Secondary Education Act in January 2002; the ESEA now requires school districts
and states to annually assess and make public the numbers of classes in their
well as mediated the relationship between student science achievement and both
education and experience and student science achievement. The findings of this
study are intended to provide insights into the importance of hiring and developing
qualified teachers who are better able to help students achieve in science, as well
mandatory in the U.S., and it is into the custody of teachers that children are legally
placed for a significant portion of their lives. The quality of teachers and teaching
are undoubtedly among the most important factors shaping the learning and growth
of students. Moreover, the largest single component of the cost of education in any
classrooms are all staffed with qualified teachers is a perennially important issue in
our schools, it is also among the least understood, especially in regard to the
sources of the problem. One of the least recognized of these sources is the
which do not match their training or education. This is a crucial factor because highly
qualified teachers may actually become highly unqualified if they are assigned to
Ingersoll pointed out in his book ‘Why Some Schools Have More
Underqualified Teachers than Others’ that educators have, of course, long been
Harvard University and father of the SAT, called attention to the widespread “misuse
secret” in a 1985 opinion piece in the New York Times. But, an absence of accurate
situation remedied with the release, beginning in the late 1980s, of the Schools and
Staffing Survey (SASS) a major new survey of the nation’s elementary and
(NCES) of the U.S. Department of Education. In previous research using the SASS
data, I have shown that out-of-field teaching is a serious problem across the nation.
similar, data sources and, although different analysts have focused on a wide range
featured in a number of major education reports and been widely reported in the
national media. As a result, over the past several years the problem of out-of-field
teaching has become a major concern in the realm of educational policy and its
elimination a target of reform legislation. The analysis in this report seeks to build
on, and update with more recent data, this earlier work. It specifically examines the
past decade’s trends in out-of-field teaching for both the nation and the 50 states.
The first section of this report begins by summarizing the kinds of teacher quality
reforms that have been implemented since the mid 1990’s, both at the federal and
state levels.
more detail, I then present data 6 7 from the period 1987 to 2000 showing how much
out-of-field teaching has existed, to what extent it varies across different subjects,
and across different kinds of schools, and, most important, to what extent levels of
out-of-field teaching have, or have not, decreased during these years. The data
show that while almost all teachers hold at least basic qualifications (i.e. a bachelor’s
degree and a full teaching certificate); there are large numbers of classes staffed by
out-of-field teachers. Moreover, perhaps surprisingly, the data show that there was
little decrease in the amount of out-of-field teaching during this period, despite the
discussion of possible reasons for the failure of teacher quality reform. The thesis is
that, despite the unprecedented interest in, and awareness of this problem, there
remains little understanding of a key issue the reasons for the prevalence of out-of-
field teaching in American schools and that this lack of understanding has
undermined recent reform efforts. The researcher conclude by drawing out the
lessons and implications of these failures for the prospects of current and future
legislation, such as the No Child Left Behind Act, to successfully address the
One of the key areas of difference concerns the relative value for teachers of
continuum, are those who argue that the content or subject knowledge knowing
what to teach is of primary importance for a qualified teacher. At its extreme this
viewpoint assumes that training in teaching methods is unnecessary and that having
On the other end of this continuum are those who argue pedagogical or
qualified. In this view, in depth knowledge of a subject is less important than in-depth
skill at teaching. At its extreme, this viewpoint holds that “a good teacher can teach
anything.” Teaching does have an extensive body of empirical research, going back
a variety of types of teacher education and training. And there are a number of
studies that have found teacher education or training, of one sort or another, to be
you must be able to teach both types of students and help make science come alive.
The education and training required to become a science teacher will help you
develop the skills you need to transfer your love of science to the students in your
teachers receive have long been singled out as primary explanations for
underqualified teaching.
Teaching ‘out-of-field’ occurs when teachers teach a subject for which they
are not qualified. What teachers know and can do is the most important influence
on what students learn. School reform cannot succeed unless it focuses on creating
the conditions under which teachers can teach and teach well. The most compelling
evidence for the importance of teaching came initially from economists who adapted
learning. A highly effective teacher, therefore, is one whose students show the most
gains from one year to the next. Since 1984, student enrollments have increased,
most schools have had job openings for teachers, and the size of the teacher
workforce (K-12) has increased, although the rate of these increases began to
decline slightly in the late 1990s. Most important, substantial numbers of schools
they have specialized in a subject but are not currently teaching it.
Media/Technology
economic &cultural life; the most important of which are over-population, over-
knowledge, education philosophy development & the change of teacher ‘s role, the
spread of illiteracy, lack of the staff& the technological development & mass media.
This drove the teaching staff to use the modern teaching technologies to face some
of the main problems, which education & its productivity encounter, by increasing
the learning level which may be achieved through providing equivalent opportunities
for all people whenever & wherever they are, while taking into account the
technological media within what is called “Multimedia” is the pattern which led to
into being with the appearance of soundcards, then compact disks, then came the
use of digital camera, then the video which made computer an essential educational
tool. Nowadays, multimedia expanded to become a field on its own. The concept of
multimedia technology is broad & it has infinite usage fields; it is a profound element
may provide a more effective & more influential experiment than using each
technology separately. The researcher thinks that multimedia is one of the best
as it addresses the senses of sight & hearing. Multimedia programs provide different
stimuli in their presentations which include a number of elements some of which are
texts, spoken words, sound & music, graphics, animations and still pictures. These
effective education, which in turn will support the participation of the different senses
Local Literature
Few issues in our elementary and secondary schools are subject to more
debate and discussion than the quality of teachers. Over the past decade, dozens
of studies, commissions, and national reports have bemoaned our failure to ensure
that all our nation's classrooms are staffed with qualified teachers. In turn, reformers
in many states have pushed tougher licensing standards for teachers and more
initiatives and programs have sprung up for the purpose of recruiting new
candidates into teaching. Among these are programs designed to entice midcareer
Peace Corps-like programs, such as Teach For America, that are designed to lure
the "best and brightest" into understaffed schools. There is much controversy over
how much and what kinds of training and education teachers ought to have to be
and classrooms. For instance, recently hired teachers are more often assigned to
teach subjects out of their field of training than are more experienced teachers. Low-
income public schools have higher levels of out-of-field teaching than do schools in
size: small schools have higher levels of out-of-field teaching. There are also
teachers without a major or minor in the field than are higher-achieving classes.
Junior high classes are also more likely to be taught by out-of-field teachers than
are senior high classes. No doubt some out of field teachers may actually be well
qualified, despite their lack of a minor or major in the subject. Some may be qualified
poorly educated teachers and can be remedied by more rigorous standards for
teacher education and training. The source of out of field teaching lies not in the
amount of education teachers have, but in the lack of fit between teachers' fields of
training and their teaching assignments. Many teachers are assigned by their
principals to teach classes that do not match their training or education. The
implications of this distinction for reform are important. There is no question that the
teaching force could benefit from upgraded education and training and those
This is the value of the ongoing efforts by many states to toughen entry criteria,
enact more stringent certification standards, and increase the use of testing for
teachers. However, though very worthwhile, none of these kinds of reforms will
eliminate out-of-field teaching assignments. Hence, they alone will not solve the
Similar logic applies to two other related popular initiatives- curricular revision
publishers and are widely disseminated to teachers through in service training and
other programs. Familiarity with the most up to-date materials in one's field of
expertise is no doubt a good idea, but it provides little help if one is then assigned
to teach a different subject. Beginning teachers are more prone than experienced
teachers to be not assigned on a specific field, and both public and private schools
with unions usually have less, not more, out-of-field teaching. Union work roles
eliminating teacher unions will not eliminate out-of-field teaching. The most popular
led many school systems to resort to lowering standards to fill teaching openings,
field teaching - teachers assigned to teach subjects for which they have little
attention in recent times than the failure to ensure that our nation's elementary and
secondary classrooms are all staffed with qualified teachers. Over the past decade,
dozens of studies, commissions, and national reports have bemoaned the
teachers being assigned to teach subjects that do not match their training or
education.
This issue is one of the least recognized problems in education. One of the
reasons for the lack of awareness of this problem has been the absence of accurate
data on the subject. The absence of accurate statistics on out-of-field teaching has
The issue of non-specialist teaching not only in the country but to foreign
extent is for a long time has been the problem in the education system. But it is
speculating to learn that there were few studies and research regarding the
statistical data of this issue. The level of under qualified teachers in most of the
art and cognitive science in a corresponding approach of mutual support when they
are teaching. It is also mentioned in the article “They also should describe the
technique of using short stories and plays in teaching social work to expand and
complement familiar didactic methods using creative literature.” The article simply
Foreign Studies
Zuzovsky (2003) stated in her book ‘Teachers’ qualifications and their impact
“horse races” that focus mainly on the relative position of one country’s attainment
to that of others, there are those who appreciate their educational role (Bryk &
opportunity these studies provide to clarify and reassess local policy assumptions.
comparative studies as the challenge these present to existing local policies: “The
assumptions being questioned and what previously understood only implicitly now
being made explicit and so examined in a more critical way.” This article illustrates
and Science Study 2003 (TIMSS 2003) for local policymaking in Israel.
Hattie (2009) claims that teachers remain the main and most influential
resource in education. Previous research in this field focused on the occurrence and
out-of-field teaching practices. The purpose of the thesis is to address the need to
for out-of-field teachers in their everyday concerns and practices, are their lived
competency models focus on an overall and broader framework that contains the
elements pertaining to standards that teachers should attain in their teaching. There
teacher will keep the students wanting to come to school just to see what interesting
things they will explore and discover each day. We call this inquiry.
The philosophy that supports such a great teacher is simple. Students learn
best when they are in control of their learning. Students must do the heavy lifting of
learning and nothing the teacher can say or do will change that. Real learning
requires doing, not listening, or observing only. Yet what do we find in every public
school and university? Teachers talking, talking and talking while students listen,
While that is commonly viewed as the quickest and easiest way to impart knowledge
and skills, we all realize that it is not the most effective. Socrates had it right when
he only answered a question with more questions and look what he produced --
some of the greatest minds that ever lived. We call this the Socratic Method.
Discussions can play a valuable role in lecture courses, seminars, quiz sections,
encourage and stimulate student learning and add variety to your class. While
help you define a clear focus by establishing goals and student expectations for the
other, it’s important to create a classroom atmosphere in which students feel secure
teachers are able to deliver quality assessment of student learning. The idea of
classroom activities linked meaningfully to the experiences and aspirations of the
learners in their homes and communities. Thus, this domain focuses on teachers’
efforts directed at strengthening the links between schools and communities to help
in the attainment of the curricular goals. There is only one subdomain, that is, the
community.
subject they have been assigned to teach nor an academic major in that subject.
Research has shown out-of-field teachers can be concerned about the negative
impact their teaching might have on student learning, such as lower achievement
scores. They have also shown concern that they are unable to demonstrate content
Teachers might rely on teaching methods that are traditional and ineffective,
such as solely using the textbook in mathematics. They might be less able to help
and its impact to every learner. Lack of background knowledge to the subject that
they are going to teach seems the main factor that contributes to such problems in
teaching and it will have an impact to the students learning outcomes as well as the
Having depth knowledge to the subject that they are going to teach helps the
approaches and strategies will help the students understand the lesson very well.
McConney, A. & Price, A. (2009) cites that there is continued debate to the extent
pedagogical beliefs. Perhaps, the most surprisingly found that a large proportion of
teachers teaching out of their field in Western Australia have at least 20 years
teaching experience all through out. Kind (2009) contends that high academic
analogy, models, and illustrations are required when teaching particular topics
within a science field. In some cases, teachers will not meet the new standards for
background information of the subject that they bring to the job (Ingersoll & Curran,
2004).
penalize schools and districts for implementing the out-of-field teaching. In the same
report, eight years later, Education Week pointed out again that 32 states had at
least one policy to limit the out-of-field teaching (Education Week, 2008). The
the choice of the content to be learnt (De Jong, Veal & Van Drivel, 2002).
Local Studies
2015), over the past decade, dozens of studies, commissions, and national reports
have bemoaned the qualifications and quality of our teachers. As a result, reformers
in many states have pushed tougher teacher education and certification standards
in an attempt to ensure that our nation’s elementary and secondary classrooms are
all staffed with qualified teachers. Moreover, a whole host of initiatives and programs
have sprung up which are designed to recruit new and talented candidates into
teaching. Concern with the quality and qualifications of teachers is neither unique
nor surprising.
The teachers, being the focal figure in education, must be competent and
knowledgeable in order to impart the knowledge they could give to their students.
Good teaching is a very personal manner. Effective teaching is concerned with the
student as a person and with his general development. The teacher must recognize
individual differences among his/her students and adjust instructions that best suit
to the learners. It is always a fact that as educators, we play varied and vital roles in
the classroom. Teachers are considered the light in the classroom. We are entrusted
with so many responsibilities that range from the very simple to most complex and
very challenging jobs. Every day we encounter them as part of the work or mission
that we are in. It is very necessary that we need to understand the need to be
motivated in doing our work well, so as to have motivated learners in the classroom.
When students are motivated, then learning will easily take place. However,
motivating students to learn requires a very challenging role on the part of the
interests. Above all, the teacher must himself come into possession of adequate
students into a life that is large, full, stimulating and satisfying. Some students seem
naturally enthusiastic about learning, but many need or expect their instructors or
teachers to inspire, challenge or stimulate them. Not all students are motivated by
the same values, needs, desires and wants. Some students are motivated by the
professional teachers, particularly from the Philippines, came to New York City to
teach with little knowledge of American school settings. Filipino teachers have
distinct styles and expressions of teaching. They expect that: education is interactive
process; students learn through participation and interaction; homework is only part
of the process; teaching is an active process; students are not passive learners;
thinking are more important; teachers should facilitate and model problem solving;
students learn by being actively engaged in the process; and teachers need to be
and disrespect among others; and language barriers such as accent and poor
appears that many teachers apparently still need to accept this fundamental
principle. Teachers should mind the chief component of interest in the classroom. It
is a means of forming lasting effort in attaining the skills needed for life. Furthermore
teachers need to vary teaching styles and techniques so as not to cause boredom
to the students in the classroom. Seeking greater insight into how children learn
from the way teachers discuss and handle the lesson in the classroom and teach
students the life skills they need, could be one of the greatest achievements in the
traditional learning tools, the rapid rise of technology, and the ease of access to it,
students are presented with a multitude of avenues for learning. With so many
resources available to them, disorientation is natural. Information overload is a “state
them”.
important factors in shaping the learning and growth of students. Generally, the
lack of skills, knowledge and experience. Even the most effective non-specialists
who undergone a lot of observations and training identify weak subject as the
their lives. One of its reasons is because of the teacher’s insufficient skills in
deploying it. Even if these teachers were given training programs, it wouldn’t be
teacher in our teaching field have been increasing due to the shortage of teachers
here in the Philippines. There should be adequate training or course for the non-
specialist teachers for them to gain enough knowledge about the subject and
to impart or teach the right information. Even though it is not their specialized
subject they should prioritize the sake of the students’ future which lies in the
education or knowledge that will gain from them. Non-specialist teacher should do
their best to teach the subject that they did not specialized in because no matter
how low or high the quality of education that they give, even if it’s their specialized
subject or not, in the end it’s the students who will benefit or suffer with the kind of
Synthesis
behaviors mediate the relationship between teacher education level and experience
with student science achievement. This study examined this question with 655
students from sixth to eighth grade and their 12 science teachers. Student science
achievements were measured at the beginning and end of 2006-2007 school years.
Given the cluster sampling of students nested in classrooms, which are nested in
teachers, a two-level multilevel model was employed to disentangle the effects from
well as mediated the relationship between student science achievement and both
education and experience and student science achievement. The findings of this
study are intended to provide insights into the importance of hiring and developing
qualified teachers who are better able to help students achieve in science, as well
Research Methodology
This represents the methods, procedures and data that will be used by the
researchers for the specific study. To be more precise, it contains methods that will
be used, the respondents for the study, the techniques and instruments that will be
used for the data gathering, the gathering procedure to be followed and the
Research Design
The researchers used the descriptive method of gathering the data due to
large sample size and the use of probability based methods. According to Manuel
and Medel, Descriptive Research involves the description, recording, analysis, and
(Cynthia, 2014). This method is needed for us to determine the effect of out-of-field
The entire population of the respondents in this study is the grade 10 students
of Malabon National High School. The population consist a total of 945 students.
They are the ones who have the capability and knowledgeable enough to answer
grade 10 students of Malabon National High School. The process of getting the
Special
Science 71 61 20
Class
𝑁
Sample (n) was solved using the Slovin’s formula (n =1+𝑁𝑒 2 ) where e = 0.05
since the level of significance is 5%. Subsequently, the result was too big, therefore
𝑛
we use the equation (T =∑𝑛 ×𝑅) for SSC and Regular Class, where R is the desired
have nineteen (19) Grade 10 Special Science Class students and eighty-one (81)
The main instrument of this study is questionnaire. It was divided into three
parts: the profile of the respondent, evaluation of students’ learning from teachers,
and analysis of teaching strategies. The first part, which is the profile, consists of
grade(s) in science. The second part contains their evaluation on how they learned
from their teachers; this includes checking of their appropriate level of agreement in
every statement situated in the table. The last part consists of their analysis on the
way their teachers teach; this includes questions and multiple answers where they
This questionnaire will test their exploration and their ability to identify if their
Since the two parts of the questionnaire are all about the teachers’
effectiveness and their teaching strategies, answers will verify the effect of out-of-
field science teachers which will satisfy its validation. We provided questions about
the work. First, the researchers presented their questionnaire to their adviser for his
approval. Then, the researchers, with the help of some colleagues and friends from
the respondents. They chose a specific section in every teacher in science. The
respondents answer the questionnaire during their break time. The researches
checked if the respondents answered all the information and answers needed.
Finally, the results of the questionnaire were recorded to have valid and
The data that were gathered were subjected to statistical treatment and
analysis. The following are the statistical formulas that were adopted:
𝑵
𝒏=
𝟏 + 𝑵𝒆𝟐
respondents in a group.
𝒇
%= ×𝟏𝟎𝟎
𝒏
f is the frequency
∑𝑥
𝑥̅ =
𝑛
the gathered and computed data of the study. Fractional ranking was use
Items that compare equal receive the same ranking number, which is
the mean of what they would have under ordinal rankings. Equivalently, the
ranking number of 1 plus the number of items ranked above it plus half the
number of items equal to it. This strategy has the property that the sum of the
ranking numbers is the same as under ordinal ranking. For this reason, it is
both ranked ahead of D, then A gets ranking number 1 ("first"), B and C each
get ranking number 2.5 (average of "joint second/third") and D gets ranking
number 4 ("fourth").
Chapter 4
Table 1:
Legends:
A - Always
VO – Very Often
S – Sometimes
R – Rarely
N – Never
1 3 S
2 4.7 VO
3 4.6 VO
4 3.5 S
5 4 VO
6 4 VO
7 3.8 S
8 4.7 VO
48
9 3.9 S
10 3.5 S
Total 3.97 VO
studying science with a weighted mean of 3; students find their teacher effective
VERY OFTEN with a weighted mean of 4.7; students VERY OFTEN thinks that their
teacher strategy helps them in learning with a weighted mean of 4.6; students
SOMETIMES think that science is a difficult subject with a weighted mean of 3.5;
students VERY OFTEN easily cope up with a new lesson their teacher is teaching
with a weighted mean of 4; students VERY OFTEN think that they performed well
they are capable to share ideas from their teacher with a weighted mean of 3.8;
students VERY OFTEN think that their teacher has mastery of skills in teaching their
subject with a weighted mean of 4.7; students gets high scores SOMETIMES during
SOMETIMES think that all of their classmates can easily pick up a new lesson with
Table 2:
Galileo Weighted Mean Interpretation
1 2.7 R
2 4.7 VO
3 4.7 VO
4 3 S
5 4.5 VO
6 4.5 VO
7 4.2 VO
8 4.5 VO
9 4.3 VO
10 3.7 S
Total 4.08 VO
science with a weighted mean of 2.7; students find their teacher effective VERY
OFTEN with a weighted mean of 4.7; students VERY OFTEN thinks that their
teacher strategy helps them in learning with a weighted mean of 4.7; students
students VERY OFTEN easily cope up with a new lesson their teacher is teaching
with a weighted mean of 4.5; students VERY OFTEN think that they performed well
to their teachers’ activities with a weighted mean of 4.5; students VERY OFTEN
think they are capable to share ideas from their teacher with a weighted mean of
4.2; students VERY OFTEN think that their teacher has mastery of skills in teaching
their subject with a weighted mean of 4.5; students gets high scores VERY OFTEN
SOMETIMES think that all of their classmates can easily pick up a new lesson with
a weighted mean of 3.
Table 3:
1 3.1 S
2 4.8 VO
3 4.6 VO
4 3.2 S
5 4 VO
6 3.9 S
7 4 VO
8 4.7 VO
9 3.3 S
10 3.2 S
Total 3.88 VO
studying science with a weighted mean of 3.1; students find their teacher effective
VERY OFTEN with a weighted mean of 4.8; students VERY OFTEN thinks that
their teacher strategy helps them in learning with a weighted mean of 4.6; students
SOMETIMES think that science is a difficult subject with a weighted mean of 3.2;
students VERY OFTEN easily cope up with a new lesson their teacher is teaching
with a weighted mean of 4; students SOMETIMES think that they performed well
to their teachers’ activities with a weighted mean of 3.9; students VERY OFTEN
think they are capable to share ideas from their teacher with a weighted mean of
4; students VERY OFTEN think that their teacher has mastery of skills in teaching
their subject with a weighted mean of 4.7; students gets high scores SOMETIMES
Table 4:
1 3.1 S
2 4.5 VO
3 4.15 VO
4 3 S
5 3.6 S
6 3.7 S
7 3.2 S
8 4 VO
9 3.5 S
10 3.1 S
Total 3.54 VO
Table 4. Evaluated survey questionnaire of GRADE 10-BURGUNDY.
studying science with a weighted mean of 3.1; students find their teacher effective
VERY OFTEN with a weighted mean of 4.5; students VERY OFTEN thinks that their
teacher strategy helps them in learning with a weighted mean of 4.15; students
students SOMETIMES easily cope up with a new lesson their teacher is teaching
with a weighted mean of 3.6; students SOMETIMES think that they performed well
to their teachers’ activities with a weighted mean of 3.7; students SOMETIMES think
they are capable to share ideas from their teacher with a weighted mean of 3.2;
students VERY OFTEN think that their teacher has mastery of skills in teaching their
subject with a weighted mean of 4; students gets high scores SOMETIMES during
SOMETIMES think that all of their classmates can easily pick up a new lesson with
1 3 S
2 4.1 VO
3 4.3 VO
4 3 S
5 3.7 S
6 4.3 VO
7 3.4 S
8 2.1 R
9 4 VO
10 3.8 S
Total 3.57 VO
studying science with a weighted mean of 3; students find their teacher effective
VERY OFTEN with a weighted mean of 4.1; students VERY OFTEN thinks that their
teacher strategy helps them in learning with a weighted mean of 4.3; students
students SOMETIMES easily cope up with a new lesson their teacher is teaching
with a weighted mean of 3.7; students VERY OFTEN think that they performed well
to their teachers’ activities with a weighted mean of 4.3; students SOMETIMES think
they are capable to share ideas from their teacher with a weighted mean of 3.4;
students RARELY think that their teacher has mastery of skills in teaching their
subject with a weighted mean of 2.1; students gets high scores VERY OFTEN
SOMETIMES think that all of their classmates can easily pick up a new lesson with
Table 6:
1 3.58 VO
2 4.63 A
3 4.89 A
4 2.74 S
5 4.26 A
6 4.37 A
7 3.84 VO
8 4.74 A
9 3.95 VO
10 3.95 VO
Total 4.10 VO
studying science with a weighted mean of 3.58; students find their teacher effective
ALWAYS with a weighted mean of 4.63; students ALWAYS thinks that their teacher
SOMETIMES think that science is a difficult subject with a weighted mean of 2.74;
students ALWAYS easily cope up with a new lesson their teacher is teaching with
a weighted mean of 4.26; students ALWAYS think that they performed well to their
teachers’ activities with a weighted mean of 4.37; students VERY OFTEN think they
are capable to share ideas from their teacher with a weighted mean of 3.84; students
ALWAYS think that their teacher has mastery of skills in teaching their subject with
a weighted mean of 4.74; students gets high scores VERY OFTEN during
OFTEN think that all of their classmates can easily pick up a new lesson with a
Table 7:
1 3 S
2 4.67 A
3 4.62 A
4 2.86 S
5 4.05 VO
6 3.81 VO
7 3.86 VO
8 4.52 A
9 3.76 VO
10 3.71 VO
Total 3.87 VO
studying science with a weighted mean of 3; students find their teacher effective
ALWAYS with a weighted mean of 4.67; students ALWAYS thinks that their teacher
SOMETIMES think that science is a difficult subject with a weighted mean of 2.86;
students VERY OFTEN easily cope up with a new lesson their teacher is teaching
with a weighted mean of 4.05; students VERY OFTEN think that they performed
well to their teachers’ activities with a weighted mean of 3.81; students VERY
OFTEN think they are capable to share ideas from their teacher with a weighted
mean of 3.86; students ALWAYS think that their teacher has mastery of skills in
teaching their subject with a weighted mean of 4.52; students gets high scores
Table 8:
Einstein 3.97 VO
Galileo 4.08 VO
SPA 3.88 VO
Burgundy 3.54 VO
Indigo 3.57 VO
Chestnut 4.10 VO
Aquamarine 3.87 VO
Total 3.86 VO
The graph presents the overall weighted mean of every section in Grade 10
of Malabon National High School. This shows that GRADE 10 - CHESTNUT has
Table 9:
Question 11 S1 29 29%
(Yes) S2 10 10%
S3 3 3%
S4 2 2%
Others 0 0%
Question 11 S1 28 28%
(No) S2 14 14%
S3 8 8%
S4 5 5%
S5 1 1%
Others 0 0%
As the table presented, 44% of the population said yes and 29% of it chooses
statement number one (1); which states that the teacher was having difficulties in
teaching and proved with the statement that the teacher mainly focuses on giving
written outputs. And the remaining 56% said no and 28% of it believed that the
Question S1 65 65%
12 S2 25 25%
S3 10 10%
Others 0 0%
that they would rather have teachers who have specialize the subject that they are
teaching because they believe that they could learn more from them.
Table 11:
13 No 76 76%
The table shows that 76% of the respondents said that they No; in other
words, they don’t consider the situation as a problem. And the remaining 24%
Frequency Percentage
Question S1 12 50%
14 S2 4 17%
S3 5 21%
S4 3 12%
Others 0 0%
Total 24 100%
Among the students who said Yes in Question 13, the 12% of it agreed that
it is considered as a problem and said that the teacher must teach something that
Question 15 S1 53 53%
S2 21 21%
S3 18 18%
S4 8 8%
Others 0 0%
teachers to teach fields that are not in their specialization. With accordance in that,
they also recommend that the teacher must do his/her full effort to teach very well
Summary of Findings
This study was conducted for the purpose of determining the effects of out-
utilized. The normative survey technique was used for gathering data. The survey
questionnaire served as the instrument for collecting data. The responds of the
whole population of the students were represented by the randomly selected Grade
10 Junior High School Students. The inquiry was conducted during the month of
The respondents were not aware of the term out-of-field teaching. However,
survey results show that most of the students were satisfied with the teaching
strategies and lectures that their science teachers share with them. Even though the
given field is not in the teachers’ expertise, the teachers still manage to share
a problem. They are assuming that the difference between the out-of-field teachers
and not out-of-field teachers is not that broad. Their teaching skills will make a
difference between the two. Luckily, grade 10 science teachers in Malabon National
High School have unique and effective teaching skills so that they can deliver and
What are the possible ways to overcome this problem of students and teachers?
Education must prevent assigning teachers to teach fields that are not in their
specialization. In accordance with that, the respondents also suggested that if the
case can’t be prevented, teachers must do their full effort to find and have enough
Grade 10 Science teachers who teach out of their field don’t have a big
impact on the students. According to the responses, students really don’t aware of
the term “out-of-field.” Since the school was known because of its intelligent and
talented students, we assume that students are naturally born as practical students,
who don’t base on their teachers, which is not true. These students became
intelligent because of their knowledgeable and responsible teachers who are able
to teach even though it is out of their specialization. We can pompously say that
even though there are a lot of out-of-field teachers, they still able to provide
prefer to have teachers who are not out-of-field because they assume that they have
better skills when it comes to teaching. Moreover, many teachers focus on providing
written outputs but the students still learn on their techniques. The students don’t
consider out-of-field teaching as a problem. As long as they are learning, they are
Since they are aware of their teachers, they suggested that Department of
Education should prevent assigning teachers to teach fields that are not in their
specialization. This could be difficult but they were hoping that DepEd can solve the
mentioned issue. Malabon National High School was lucky for having such
intelligent and responsible teachers who are able to impart and elaborate their ideas
Recommendations
field teachers.
3. Given that this research gives basis for making a conclusion that out-of-field
teaching affects the learning of students on the specific topic. Such an effort
3. There are other methods can be used aside from surveying in terms of
gathering data.
Bibliography
Books
University of Queensland.
University.
Zuzovsky, R. (2003). Teachers' Qualifications and Their Impact on Student
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th
Websites
Australian Education Union, AEU. (2009). The state of our schools survey 2009.
Australian Education Union, AEU. (2010). The state of our schools survey 2010.
Newspapers
Limited
Furman, G. (2002b). Postmodernism and community in schools: Unraveling the
Dear Respondent,
We, the students of STEM 11-A, are currently taking up the course Practical
Research I in which we are tasked by our teacher to conduct a study entitled:
“Effects of Out-of-Field Teaching of Science Subjects in the Learning Process of
Selected Junior High School Students of Malabon National High School, S.Y. 2016-
2017.”
In line with this, we would like to ask your permission to be one of our
respondents in the aforementioned research. Rest assured that the data which will
be gathered will be treated confidentially and for academic purposes only. Thank
you!
Sincerely,
The Researchers
S.Y. 2016-2017
I. Profile of the Respondent
Direction: Fill the blanks and put a check (✓) on the appropriate answer.
12. If possible, would you rather have teachers who have specialized the
subject that they are teaching?
____ Yes, because I believe that I can learn more from them.
____ Yes, because I want to see how specialized teachers teach their
subject.
____ No, because I can still learn from them even though they’re teaching
out of their field.
____ Others (Please specify):____________________________________
14. If yes, why do you consider this as a problem? If no, skip this question.
____ A teacher must teach something that he/she has mastered.
____ Students, like me, can't understand the studies and lectures very well.
____ Learning competencies of students were affected.
____ Understanding between teachers and students decreases.
____ Others (Please Specify) ____________________________________
15. What can you suggest in order to prevent the problem from happening on
other students?
____ As much as possible, the Department of Education should prevent
assigning teachers to teach fields that are not in their specialization.
____ If the case can't be prevented, the teachers should give their full effort
to find and have enough ideas to teach the lesson very well.
____ The student, itself, must still do an advance reading to prevent the
lack of knowledge.
____ The Department of Education must improve their seminars and
programs to teachers.
____Others (Please specify): ____________________________________
-The Researchers