1

Title Page
Elementary Teachers Instructional Quality vis-à-vis Performance of the Learners

A Thesis

Presented to

the Faculty of the Graduate School

Cebu Technological University

Moalboal Campus

In Partial Fulfilment

of the Requirements for the Degree

MASTER OF ARTS IN EDUCATION

Major in Administration and Supervision

 2

MARIA LUNA A. BARRIENTOS

_____________________

APPROVAL SHEET

This Thesis entitled “Elementary Teachers Instructional Quality vis-à-vis

Performance of the Learners”, prepared by MARIA LUNA A. BARRIENTOS in partial

fulfilment of the requirements for the degree Master of Arts in Education Major in

Administration and Supervision has been examined and recommended for acceptance

and approval for Oral Examination.

Thesis Advisory Committee

_______________________________

Co- Chairman

___________________________ __________________________

Adviser Member

___________________________ __________________________

Member Member

_______________________________

Co-Chairman
 3

____________________________________

Dean Graduate School

ABSTRACT
 4

ACKNOWLEDGEMENT
 5

Table of Contents
Title Page .............................................................................................................................................. 1
CHAPTER 1 .......................................................................................................................................... 8
THE PROBLEM AND ITS SCOPE .................................................................................................... 8
INTRODUCTION ............................................................................................................................... 8
Rationale of the Study .................................................................................................................... 8
Theoretical Background................................................................................................................ 10
National Adoption and Implementation Of The Philippine Professional Standards For
Teachers ...................................................................................................................................... 13
THE PROBLEM ............................................................................................................................... 23
Statement of the Problem ............................................................................................................. 23
Significance of the Study .............................................................................................................. 24
RESEARCH METHODOLOGY ....................................................................................................... 25
Method ......................................................................................................................................... 25
Flow of the Study .......................................................................................................................... 26
Data Gathering Procedure............................................................................................................ 28
Environment ................................................................................................................................. 28
Respondents ................................................................................................................................ 30
Instrument .................................................................................................................................... 31
Statistical Treatment ..................................................................................................................... 31
Scoring Procedure ........................................................................................................................ 31
DEFINITION OF TERMS ................................................................................................................. 33
Bibliography ........................................................................................................................................ 35
 6

LIST OF TABLES
 7

LIST OF FIGURES
 8

CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

The debate over which method of instruction is more fruitful than the other has been a

controversial issue for a long time. To this day, there is no exact standard as to what is quality

instruction but there are instructional practices that were statically proven to produce more

results thus quality instruction is defined as the delivery of an instruction in a way that evokes

students' interest, critical thinking, and learning in a meaningful way which produces more

quality learning Palali, A., van Elk, R., Bolhaar, J., & Rud, I. (2018). Longitudinal studies have

pointed out that the quality of learning outcomes greatly depends on the quality of instruction

they received. Quality instruction could only be possible through a dedicated and competent

teacher and school principal

Darling-Hammond, L. & Rothman, R. (2011) cited that with the eroding quality of

education in America, it is about high time to assess teachers instructional qualities. On the

other hand Lazarides and Buchholz (2019) cited that the learners’ poor performances in

Germany were attributed mostly to teachers failure to cope up with the learners inclination to
 9

digital learning while the classroom environment posited negative correlation which means that

the learning was mostly attributed to quality of the instruction.

Mbugua, Kibet, Muthaa and Nkonke (2012) cited that if first world countries like most

nations in Europe and America are facing challenges to improve learning outcomes much

more to third world countries in Asia and Africa. They found out that teachers in third world

countries are compelled with more challenges as brought by myriad of factors like poor

motivation to study and poverty related factors. Nadeem (2011) cited that like other developing

countries, teachers instructional quality are affected by their very own socio economic status

as brought by low salary, low standard of living, lack of financial literacy which in turn

compelled them to work part-time by night which greatly affect the performance of learners.

Magulod Jr (2017) found out in his study in Cagayan de Oro city that above from any

other external factors like poverty and low standard of living, it is school leadership

competence and professional collaboration that emerged to be the primary factors affecting

teachers quality of instructional delivery which means that school heads couldn’t give effective

technical assistance and are not effective school managers that is why teachers couldn’t

realize their full potentials. Professional collaboration on the other hand pertains to Learning

Action Cells which again should be led and organized by the school head. Summarily, the poor

delivery of instruction is attributed to ineffective instructional leadership. Though the school

head plays the greatest role of implementing quality instruction much more that they are

ultimately accountable for higher learning outcomes however there are several array of factors

that could affect instructional quality which need to be assessed also.

Camboang Elementary school also has same poor performance and are facing

challenges in as far as learning outcomes and instruction is concerned. Empirical guidance

 10

data showed that the school have been constantly not meeting expectations for the past three

years based on NAT results. With this scenario, the researcher see the dire need to re-

examine the teachers instructional practices vis-a vis learners academic performance and also

other fact ors that might contributed to the learners’ learning outcomes.

Theoretical Background

This study is anchored on the theory of constructivism by Piaget (1980) and DepEd

order 42, s. 2017 – National Adoption and Implementation of the Philippine Professional

Standards for Teachers. To Piaget, what’s more, children not only have own views of the world

(which differ from those of adults), but these views are extremely coherent and robust. They

are stubborn, if you wish, not easy to shake. Children in this sense are not incomplete adults.

Their ways of doing and thinking have an integrity, a “logic” of its own, that is mostly well suited

to their current needs and possibilities. This is not to say that children's views of the world, as

well as of themselves, do not change through contact with others and with things. The views

are continually evolving. Yet, knowledge, Piaget tells us, expands and plateaus from within,

and according to complex laws of self-organization. To conclude, for a child—or an adult—to

abandon a current working theory, or believe system, requires more than being exposed to a

better theory. Conceptual changes in children, like theory changes in scientists, emerge as a

result of people’s action in-the-world, or experience, in conjunction with a host of ‘hidden’

processes at play to equilibrate, or viably compensate, for surface perturbations. The

implications of such a view for education are trifold: 1. teaching is always indirect. Kids don’t

just take in what’s being said. Instead, they interpret what they hear in the light of their own

knowledge and experience. They transform the input. 2 the transmission model, or conduit

metaphor, of human communication won’t do. To Piaget, knowledge is not information to be

 11

delivered at one end, and encoded, memorized, retrieved, and applied at the other end.

Instead, knowledge is experience that is acquired through interaction with the world, people

and things. A theory of learning that ignores resistances to learning misses the point. Piaget

shows that indeed kids have good reasons not to abandon their views in the light of external

perturbations. Conceptual change has almost a life of its own. While capturing what is common

in children's thinking at different developmental stages—and describing how this commonality

evolves over time— Piaget’s theory tends to overlook the role of context, uses, and media, as

well as the importance of individual preferences or styles, in human learning and development

.!

Theory of constructivism; DepEd order 42, s. 2017 –

Piaget (1980) - children not National Adoption and

only have own views of the Implementation of the
world but these views are Philippine Professional
extremely coherent and Standards for Teachers;
robust
It is built on NCBTS,
complements the reform
initiatives on teacher quality
from pre-service education to
 12

Respondents Profile Teachers’ Instructional

extent of teachers’
interactions about instruction. teacher self-preparation

perception about being a teaching methods and

teacher strategies

status of teaching-related teacher-student interaction

task.
classroom activities

Action Plan

Figure 1 Figure 1 Theoretical Framework

 13

National Adoption and Implementation Of The Philippine Professional Standards For

Teachers

The Philippine Professional Standards for Teachers, which is built on NCBTS,

complements the reform initiatives on teacher quality from pre-service education to in-service

training. It articulates what constitutes teacher quality in the K to 12 Reform through well-

defined domains, strands, and indicators that provide measures of professional learning,

competent practice, and effective engagement. This set of standards makes explicit what

teachers should know, be able to do and value to achieve competence, improved student

learning outcomes, and eventually quality education. It is founded on teaching philosophies of

learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The

professional standards, therefore, become a public statement of professional accountability

that can help teachers reflect on and assess their own practices as they aspire for personal

growth and professional development. The following describes the breadth of 7 Domains that

are required by teachers to be effective in the 21st Century in the Philippines. Quality teachers

in the Philippines need to possess the following characteristics: recognize the importance of

mastery of content knowledge and its interconnectedness within and across curriculum areas,

coupled with a sound and critical understanding of the application of theories and principles of

teaching and learning. They apply developmentally appropriate and meaningful pedagogy

grounded on content knowledge and current research. They display proficiency in Mother

Tongue, Filipino and English to facilitate the teaching and learning process, as well as exhibit

the needed skills in the use of communication strategies, teaching strategies and technologies

to promote high-quality learning outcomes. Provide learning environments that are safe,

secure, fair and supportive in order to promote learner responsibility and achievement. They
 14

create an environment that is learning-focused and they efficiently manage learner behaviour

in a physical and virtual space. They utilize a range of resources and provide intellectually

challenging and stimulating activities to encourage constructive classroom interactions geared

towards the attainment of high standards of learning. establish learning environments that are

responsive to learner diversity. They respect learners’ diverse characteristics and experiences

as inputs to the planning and design of learning opportunities. They encourage the celebration

of diversity in the classroom and the need for teaching practices that are differentiated to

encourage all learners to be successful citizens in a changing local and global environment.

Interact with the national and local curriculum requirements. They translate curriculum content

into learning activities that are relevant to learners and based on the principles of effective

teaching and learning. They apply their professional knowledge to plan and design, individually

or in collaboration with colleagues, well-structured and sequenced lessons that are

contextually relevant, responsive to learners’ needs and incorporate a range of teaching and

learning resources. They communicate learning goals to support learner participation,

understanding and achievement. apply a variety of assessment tools and strategies in

monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement.

They use assessment data in a variety of ways to inform and enhance the teaching and

learning process and programs. They provide learners with the necessary feedback about

learning outcomes that informs the reporting cycle and enables teachers to select, organize

and use sound assessment processes. Establish school-community partnerships aimed at

enriching the learning environment, as well as the community’s engagement in the educative

process. They identify and respond to opportunities that link teaching and learning in the

classroom to the experiences, interests and aspirations of the wider school community and
 15

other key stakeholders. They understand and fulfil their obligations in upholding professional

ethics, accountability and transparency to promote professional and harmonious relationships

with learners, parents, schools and the wider community. They must value personal growth

and professional development and exhibit high personal regard for the profession by

maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and

integrity. They value personal and professional reflection and learning to improve their

practice. They assume responsibility for personal growth and professional development for

lifelong learning

An interesting tool that may contribute to student learning performance is instructional

technology, which was widely implemented in all levels of educational systems in recent

decades. For example, clicker is such an instructional instrument that is designed to promote

student engagement and learning experience in class. By using clickers, instructors are able to

mobilize their lectures by asking students to vote for correct answers for the presented

questions. Some studies show that clickers not only engage more students in learning

process, but also make students more comfortable to participate and gauge their

understandings on the presented materials promptly (Mohr, 2013)

Cho et al.(2012)evaluate the influences of class size on the test scores of 3rd and 5th

graders in Minnesota. While they found that smaller class size improves mathematics and

reading test scores in Minnesota, its contribution is very limited. As a conclusion, they don't

believe that it is likely to enhance student learning performance by reducing class size.

Chingos (2012) analyzes both the district- and school-level data under the mandated class-

size-reduction policy in Florida and found no evidence of its positive effects on student

achievement. King and Datu (2017) find that, although college student and faculty efforts
 16

account for majority of the variance in students' perceived learning outcomes, class size still

plays a negative role to affect perceived student learning. Monks and Schmidt (2011) find that

both class size and instructor's teaching load negatively influence student perceptions on

courses and instructors. As a result, large classes and heavy teaching loads appear to make

instructors to change their courses in ways that are not favorable to students.

Janssen, E. M., Meulendijks, W., Mainhard, T., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., van

Peppen, L. M., & van Gog, T. (2019) Research on CT highlights the crucial role of the teacher,

yet research on teachers' CT and attitudes towards teaching it is scarce. This study was the

first to investigate what teacher characteristics are associated with teachers’ CRT

performance, which assesses an important aspect of CT, and their attitudes towards teaching

CT more generally. Our findings can inform future research on how to better equip higher

education teachers for teaching CT.

Hidalgo-Cabrillana, A., & Lopez-Mayan, C. (2018). As a novelty, we explore whether that

relationship is different if we use teachers or students as source to measure in–class work. We

find that who reports the practices matters. Teamwork and class discussions—modern

practices—are strongly related to better achievement, while rote learning and individual work—

traditional practices—to lower achievement. But that association is only significant when using

students’ reports. Teaching styles are differently related to achievement along several

dimensions—math and reading, boys and girls, public/private students—but again basically

when we rely on students’ reports. The analysis of the differences in the perspectives does not

show conclusive evidence about the student and teacher characteristics that explain those

differences. Only being girl or high achiever predicts a lower use of modern practices.
 17

Janssen, E. M., Mainhard, T., Buisman, R. S. M., Verkoeijen, P. P. J. L., Heijltjes, A. E.

G., van Peppen, L. M., & van Gog, T. (2019). In line with previous studies with students, our

study provides evidence for the trainability of teachers’ CT-skills, but it also shows that the

skills and attitudes needed for teaching CT do not improve automatically. Our findings highlight

the importance of supporting teachers in their challenging but crucial role of fostering students’

critical thinking skills and ask for further research into the best ways to promote teachers’

ability to transfer trained skills to other CTtasks and their ability to explain students’ reasoning

and to foster their attitudes towards teaching CT.

Liu, J., Zhang, R., Geng, B., Zhang, T., Yuan, D., Otani, S., & Li, X. (2019). It is widely

understood that both communication mode and students' knowledge state contribute to the

teaching effectiveness (i.e., higher students' scores), but the nature of the interplay of these

factors and the underlying neural mechanism remain unknown. In the current study, we

manipulated the communication modes (face-to-face [FTF] communication mode/computer-

mediated communication [CMC] mode) and prior knowledge states (with vs. without) when

teacher–student dyads participated in a teaching task. Using functional near-infrared

spectroscopy, the brain activities of both the teacher and student in the dyads were recorded

simultaneously. After teaching, perceived teacher–student interaction and teaching

effectiveness were assessed. The behavioral results demonstrated that, during teaching with

prior knowledge, FTF communication improved students' academic performance, as compared

with CMC. Conversely, no such effect was found for teaching without prior knowledge.

Accordingly, higher task-related interpersonal neural synchronization (INS) in the left prefrontal

cortex (PFC) was found in the FTF teaching condition with prior knowledge. Such INS

mediated the relationship between perceived interaction and students' test scores.
 18

Furthermore, the cumulative INS in the left PFC could predict the teaching effectiveness early

in the teaching process (around 25–35 s into the teaching task) only in FTF teaching with prior

knowledge. These findings provide insight into how the interplay between the communication

mode and students’ knowledge state affects teaching effectiveness. Moreover, our findings

suggest that INS could be a possible neuromarker for dynamic evaluation of teacher–student

interaction and teaching effectiveness.

Fischer, E., & Hänze, M. (2019). Cited we refrain from deducing this kind of prescription.

However, the empirical data suggest that there might be a disadvantage in using student-

activating methods, whereas teacher-guided learning formats seem to be beneficial. We

therefore do call into question the blind plea for activating methods in higher education and

stress the need for a stronger empirical basis – and as such, for additional meaningful studies.

The results presented cast doubt on the quality of activating methods currently employed in

university teaching. Any advances towards increased use of activating methods in higher

education would need to be accompanied by concrete recommendations concerning measures

of quality assurance.

Becker, E. S., Waldis, M., & Staub, F. C. (2019). The study showed that brief CFC-training-

sessions, which are feasible even in CTs' busy schedules, can significantly change CTs'

practices: With the suggestion of pre-lesson conferences, a quite simple but obviously helpful

tool could be implemented. In addition to positive effects on the occurrence, duration and

quality of exchange between CTs and STs, we found small effects on STs’ development of

instructional quality. Hence, the implementation of pre-lesson conferences based on the

approach of CFC can be recommended for practice. The implementation of core issues seems

to be more demanding. We did not find consistent or significant positive intervention effects for
 19

the training sessions on core issues (groups CI and PCI), which might be explained by the lack

of practicing components in the training sessions. Further studies are needed to research the

conditions in which core issues effectively improve lesson planning and reflection.

Ding, H., & Rubie-Davies, C. M. (2019). The current study explored differing effects of a

teacher expectation intervention for students for whom their teachers had high, medium, and

low expectations. The study was conducted in Grade 8 English as a Foreign Language

classrooms in China, with 8 teachers and their 229 students. The intervention involved teacher

training on three strands of behaviors characterizing high teacher expectations: challenging

tasks, detailed feedback, and personal regard (immediacy). Repeated measures ANOVAs and

a multivariate ANOVA revealed that the intervention led to increases in the year-end

achievement of all students and self-concept of low and medium expectation students, with low

expectation students having most gains on both measurements. The differing gains are

discussed and the educational implications presented.

Sandilos, L. E., Sims, W. A., Norwalk, K. E., & Reddy, L. A. (2019). This study examined the

convergent validity of three widely used measures of teaching effectiveness, the CLASS, the

FFT, and the Tripod, across two developmental levels (i.e., elementary and middle school

grades) and content areas (i.e., mathematics and ELA). We also assessed whether mean

scores versus variability in scores on assessments of teaching quality predicted gains in

student mathematics and ELA test scores via VAM estimates. Overall, findings offer some

promising evidence for convergence among measures of teacher effectiveness and score

inferences of direct classroom observation and student ratings to student achievement.

Palali, A., van Elk, R., Bolhaar, J., & Rud, I. (2018). Teaching quality is measured both

by student grades and by student evaluations of the teachers. Exploiting the random allocation
 20

of students to different teachers, and the fact that students with different teachers make the

same exam, we find that master students who are taught by teachers with high quality

publications score higher grades. However, we do not find any effect for having any

publications or of the total number of publications. This shows that quality matters for student

performance and that quantity matters only if the quality is good, because only for A

publications the number of publications has a significant positive effect on student grades.

Moreover, we believe that the stronger results for master students strengthen our interpretation

of the findings. The vast majority of the courses in the bachelor programs are mandatory

courses on introductory level. Master courses on the other hand more often are elective ones

and are much more specialized on certain topics, generally in the interest areas of teachers,

and followed by students who are more interested and motivated. This can increase the effect

of skill transfers and the interactions between teachers and students in the classrooms.

Canales, A., & Maldonado, L. (2018).

In Chile, research on teacher quality has predominantly relied on cross-sectional data,

and largely focused on identifying teacher attributes related to teaching quality. Only have few

studies addressed the problem of non-random assignment of students to teachers. This paper

attempts to fill these gaps. On the basis of pseudo-longitudinal data for 2011 from the

Education Quality Measurement System and teachers’ administrative records, we employed

value-added and fixed-effect models correcting for sorting-bias, to assess the overall

contribution of teachers to student achievement and identify which teacher characteristics

enhance teacher effectiveness. We find that teacher contribution to students’ learning in

mathematics and language is very significant. In addition, teaching experience has a

significant nonlinear impact on test scores in math but not in reading. Both junior and senior
 21

teachers are effective in the educational system. We discuss the policy implications and

limitations of these results.

Frunză, V. (2014). Teaching styles represent a constant concern in the area of

education and communication and through teaching behaviours they encompass are designed

to create an atmosphere of emulation, reliable and productive cooperation within the teaching

staff. Starting from this statement it is interesting to see how possible teacher behaviours

potentially emerge and structure and what relevant features with a greater impact on teaching

communication process may have.

Pishghadam, R., Rahmani, S., & Shayesteh, S. (2017). Building upon the prominent role of

emotions in various domains of language teaching and learning, it was assumed that the

emotions generated in the classroom may play an important role in culture learning as well. To

this end, we employed the recently-developed hierarchical model of emotioncy as the

underlying basis for our framework aiming at offering a hierarchy of teaching culture.

Consequently, a number of classroom activities were suggested as ways to make better use of

learners' emotions.

Stollman, S., Meirink, J., Westenberg, M., & van Driel, J. (2019) The results show that the

interactive cognitions of the teachers in our study were mainly directed at the student

characteristic readiness, whether or not in combination with the interest or learning profiles of

their students. They took the readiness of their students into account in a number of different

ways. Within the different categories of teacher-student interactions, variation was observed in

the learner-centeredness of the interactive cognitions. At the level of the subcategories

identified in the types of teacher student interactions, we found variation in: (a) the aim of the

interaction (teachers wanted to meet the students' needs as and when they arise or they also
 22

wanted to anticipate and meet future needs); and (b) who the interactive cognitions during the

interactions were directed at (class, groups, individual students). It also emerged from the

interactive cognitions that teachers rarely if ever saw it as their role to challenge their students

or get them to exceed themselves.

Fogo, B.(2014) High leverage practices reflect Instructional decision making that is optimal for

student learning.

McCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018) Findings

indicate that one of the most important factors when deciding whether to use technology was

how well it aligned with the goals of a lesson. The range of technology used spanned

mathematical action tools, collaboration tools, assessment tools, and communication tools.

When selecting particular tools teachers most heavily considered ease of use for both

themselves and their students. These findings suggest that when considering how to infuse

technology into teacher education programs we suggest that it is important to focus more

broadly on types of tools, ways teachers can position them, and how particular activities align

with specific mathematics learning objectives.

Towers, J., Martin, L. C., & Heater, B. (2013). Our analysis reveals teaching practices that

value, capitalize upon, and promote group cognition, our discussion positions such work as

teaching a way of being with mathematics, and we close by offering implications for teaching,

educational policy, and further research.

Lazarides, R., Dietrich, J., & Taskinen, P. H. (2019). Latent profile analysis identified

four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability
 23

in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning

predicted changes in profile membership.

Lord, K. M., Noel A. M.,& Slevin, B. (2016) Found the concepts of conceptual

understanding I the assessment, but the test alignment with state standards was inconsistent.

For optimal teaching conditions, which promote learning for all students, policymakers need to

develop socio-cultural and learner consciousness when considering school organization,

curriculum, teacher placements, classroom= assignment, and resource allocations, Moreover,

further research is needed to examine the extent of which test like NAEP-US4 reflect how and

what students learn in elementary history.

Lampert, M.(2010) If history teaching and learning in the U.S. recognize the necessity of

knowledge and basic skills measured in NAEP-US4, then result from this study support

delivery of instruction emphazising reading primary source material, discussing content and

debating isseus in elementary classrooms. These practices are well established in the U.K.

and, altgough the aims of elementary grades history differ.

THE PROBLEM

Statement of the Problem

This research assesses the instructional quality of the elementary teachers in relation to

the performance of the learners at the identified schools of Dumanjug District 1, Cebu during

the S.Y. 2019-2020 as basis for an action plan.

Specifically, it seeks answers the following questions:

1. What is the teachers’ profile as to:

1.1 extent of teachers’ interactions about instruction.

 24

1.2 perception about being a teacher

1.3 status of teaching-related task.

2. As perceived of the teachers and administrators, what is the teachers extent of

instructional quality in terms of :

2.1 teacher self-preparation

2.2 teaching methods and strategies

2.3 teacher-student interaction

2.4 classroom activities

3. What are the issues and concerns in teaching elementary instruction

4. Is there a significant difference between the teachers and administrators ratings based

on the aforementioned variables?

5. Is there a significant relationship between the respondents’ level of perception and

instructional quality and their profile.

6. Based on the findings, what action plan can be proposed.

Significance of the Study

This study is conducted to determine the level of teachers teaching styles and teaching

practices as basis for an action plan thus the output of this study will benefit the following:

Cebu Province Division. The main goal and job of the Division office is to ensure that

the DepEd vision and mission will be carried out. The output of the study will shed some idea

as to the current teaching practices and extent of teachers’ instructional practices vis-à-vis

learner performance. They could use it as basis for policy adjustment, further monitoring and

provision of technical assistance. They could also allocate budget for further training of school
 25

heads and master teachers, the very people in charge of monitoring of teacher performance

and learner progress in the frontier of the schools. They are also in charge of mentoring and

coaching and extending technical assistance as needed so they have to be capacitated. The

result of this study could give them the idea as to teachers’ capability level and level of priority.

Administrators. The findings of the study will give administrators an idea on what kind

of technical assistance they would give to teachers, they will be guided on what topics are they

going to implement during the in-service training (INSET). It could also be used as a scale on

providing technical assistance to teachers.

Teachers. Teachers will be guided by the implications and they can make use of the

interventions to be proposed by the researcher to enhance students’ performance. They will be

likewise the recipient of whatever improvements taken by administrators and division

personnel in response to the findings of the study.

Students. The students will find it easier to grasp and comprehend on the skills directed

to them by teachers as a by-product of the improvements made upper hand as a result of the

findings revealed in the study. Skills will be digested efficiently through enhanced pedagogies

and strategies thereby making them readier for the next phase of educational undertakings.

Researchers. The findings of this study may supplement future researchers in their

respective field of works and endeavours.

RESEARCH METHODOLOGY

Method

This study used descriptive-normative research method in finding out the extent of

teachers’ instructional practices as well as the learners’ academic performance. Descriptive-

 26

normative in the sense that it utilized survey questionnaires adapted from Mathematics

Teacher Questionnaire Main Survey (TIMSS 1999) and teacher Questionnaire (TIMSS 2015)

to find out the extent of teachers’ instructional practices. The learners’ academic performance

will be gathered through data mining using their Second rating General Average as point of

preference.

Flow of the Study

The study used the INPUT, the PROCESS, and the OUTPUT model approach. As

could be seen from figure 2, the input has data on the teachers’ profile which includes highest

educational attainment, field of specialization, years of experience and relevant trainings

attended. It also comprises the learners’ academic performance as to the general average of

the second quarter and the extent of the teachers’ instructional practices. The process

included data which were gathered, tabulated, organized, analyzed and interpreted by using

the following statistical tool: percentage, weighted mean and Chi-Square of Independence.

The output of this study could be an action plan that could help improve the learners’ academic

performance.

INPUT PROCESS OUTPUT

* Respondents’ Profile
* Instructional Practices
Data will undergo:
A. extent of teachers’
interactions about A
Tabulation
instruction C
Organization
B. perception about being a
T
teacher Analyzing
C. status of teaching-related I
Interpretation using
 27

Figure 2 Flow of the Study

 28

Data Gathering Procedure

Before administering the instruments to the target respondents, a permission

letter was sent to the Schools Division Superintendent to inform about the purpose of the

study. Once the letter was signed, the district supervisor made a letter addressed to the school

principals directing their teachers of intermediate level to allow the researcher to distribute and

administer the survey questionnaires during their free periods however they will be fully

oriented of the nature and purpose of the study. The school principals were also included as

respondents to validate the responses of the teachers. They were ensured about the total

confidentiality of their responses. The researcher asked the respondents a copy of their pupils’

grades from first quarter to fourth quarter to determine the general average of the learners in

order to assess their academic performance.

Environment

This study will be conducted in Camboang Elementary School district of Dumanjug.

Dumanjug is a progressive third-class municipality of Cebu south. Dumanjug is the biggest

town in the newly-created seventh congressional district of Cebu province. The major sources

of livelihood are fishing and farming while some are working in commercial establishments in

the area. Others are also working in various offices and industries both in the locality and in the

nearby cities. Expectedly, seasonal sources of income are the most dominant ones. Poverty is

inevitable in places with such sources of livelihood. Camboang Elementary School is located

near the high-way and coastline. Identified pupils belonging to families with very low incomes

are members of the 4Ps however poverty usually have deeper impacts to the learners’

performance and motivation for schooling.

 29

Location Map of Research Environment

 30

Respondents

The respondents of the study were the school principals, teachers and intermediate

learners of identified schools of Camboang Elementary School. The data below shows the

distribution of the respondents.

Table 1 Distribution of Respondents

Respondents Frequency Percentage

School Principals 3 2.70

Teachers 18 16.22

Learners 90 81.08

Total 111 100.00

As gleaned on the table, there were a total of one hundred eleven (111) respondent

groups composed of three (3) school principals comprising 2.70 percent of the respondent

groups. They validated the teacher responses as regards teaching style practices in various

aspects. Eighteen (18) or 16.22 percent were teachers and ninety (90) or 81.08 were learners

whose General Average was correlated with the teaching styles

 31

Instrument

The instrument utilized in this study was an adapted questionnaire from Mathematics

Teacher Questionnaire Main Survey (TIMSS 1999) and teacher Questionnaire (TIMSS 2015)

to find out the extent of teachers’ instructional practices. The learners’ academic performance

will be gathered through data mining using their Second rating General Average as point of

preference. Significant difference and relationship between variables are tested using

appropriate statistical tool.

Statistical Treatment

The tools that were used in analyzing and interpreting the data were the following:

To determine the respondents’ profile the simple percentage formula was used, to

ascertain the level of teachers’ instructional practices, the weighted mean computation was

utilized. Chi square of independence was utilized to get the significant relationship between

the teachers’ level of instructional practices and learners’ academic performance and T-test of

independent samples will be used to ascertain the significant difference between the

respondent groups level of perception.

Scoring Procedure

Scoring Procedures for Teachers’ Instructional Practices

RATING DESCRIPTIVE VERBAL DESCRIPTION

EQUIVALENT

3.25-4.00 Always This means that the item assessed had

met much more than what is required

 32

2.50-3.24 Sometimes This connotes that the item assessed had

met more than what is expected

1.75-2.49 Seldom This means that the item assessed was

lesser than what was expected

1.0-1.74 Never This means that the item assessed was

least than what was expected. It means it

was almost not done or employed by the

teacher.

DepEd’s Grading System for Learners’ Academic Performance

Scale Description Interpretation

90-100% Outstanding O This means that the learner

manifested the highest level of

mastery of the competencies.

85-89% Very Satisfactory VS This means that the learner

manifested above average

level of mastery of the

competencies.

80-84% Satisfactory S This means that the learner

manifested average level of

mastery of the competencies.

75-79% Fairly Satisfactory FS This means that the learner

manifested below average

level of mastery of the

 33

competencies.

Below-75% Did Not Met Expectation DNME This means that the learner

manifested very low level of

mastery of the competencies.

DEFINITION OF TERMS

Action plan. It refers to the output of the study which aims to improve learning.
Educational philosophy. It’s an explanation of your values and beliefs as they relate

to teaching. Your philosophy is often a combination of methods you studied in college or

graduate school and lessons learned during any professional experience.

Evaluation Techniques. It pertains to teachers’ different assessment techniques which

measures various learning abilities.

Instructional Practices It refers to the various methods and approaches used by the

teacher in instruction. In this study, there are given teaching style practices in which teachers

would rate according to the frequency they used.

Instructional Planning. The most basic requirement a teacher must have before going

into the classroom for any instructional activity is a lesson plan. It could be a detailed Lesson

Plan (DLP) or daily lesson Log (DLL) whichever is applicable. It makes the teacher anticipate

the results and processes occurring during learning process.

Learners ‘Academic Performance. This refers to the general average from first

quarter to fourth quarter.

 34

Student Groupings. Non-traditional ways of teaching often require various grouping

styles. It could vary the number of group members and assignments. It is crucial to promoting

social interaction among learners which is an enabler of learning transfer.

Teaching Characteristics and Classroom Management. It refers to the teachers’

classroom management techniques to maintain order in the classroom. Without proper

classroom management, learning would never take place.

Teaching Environment. In this study, it would refer as to how teachers maintain a

learning conducive classroom. It pertains to teachers’ classroom structuring.

Teaching Methods. It involves teacher’s choice of teaching strategies appropriate to

the kind of learners and day’s competency. Differentiated instruction is the latest trend in

teaching strategy, therefore the more frequent the teacher rated various strategies would mean

better teaching.
 35

Bibliography
Barton, K. (2011). Wars and Rumors of war: Making sense of history education in the United
States. In T. Taylor, & R. Guyver (Eds), History wars in the classroom:Global perspectives.
Charlotte, NC: Information Age Publishing.
Becker, E. W. (2019). Advancing student teachers’ learning in the teaching practicum through
Content-Focused Coaching: A field experiment. Teaching and Teacher Education, 83, 12–26.
doi:10.1016/j.tate.2019.03.007 .
Canales, A. &. (2018). Teacher quality and student achievement in Chile: Linking teachers’
contribution and observable characteristics. International Journal of Educational Development,
60, 33–50.doi:10.1016/j.ijedudev.2017.09.009 .
Chingos. (2012). The impact of a universal class-size reduction policy: Evidence from Florida's
statewide mandate, https://doi.org/10.1016/j.econedurev.2012.03.002.
Cho, H. G. (2012). Do reductions in class size raise students' test scores? Evidence from
population variation in Minnesota's elementary schools. Economics of Education Review,
31(3), 77–95. https://doi.org/10.1016/j.econedurev.2012.01.004.
Darling-Hammond, L. &. (2011). Teacher and leader effectiveness in high performing
countries. Washington DC: Alliance for Excellent Education & Stanford, CA: Stanford Centre
for Opportunity Policy in Education. DOI:
http://www.all4ed.org/files/TeacherLeaderEffectivenessReport.pdf.
Ding, H. &.-D. (2019). Teacher expectation intervention: Is it effective for all students?
Learning and Individual Differences, 74, 101751. doi:10.1016/j.lindif.2019.06.005 .
Do 42, S. –N. (2017).
Fischer, E. &. (2019). Back from “guide on the side” to “sage on the stage”? Effects of teacher-
guided and student-activating teaching methods on student learning in higher education. .
International Journal of Educational Research, 95, 26–35.doi:10.1016/j.ijer.2019.03.001 .
Frunza, V. (2014). Implications of Teaching Styles on Learning Efficiency. Procedia - . Social
and Behavioral Sciences, 127, 342–346. doi:10.1016/j.sbspro.2014.03.268 .
Hidalgo-Cabrillana, A. &.-M. ( 2018). Teaching Styles and Achievement: Student and Teacher
Perspectives. Economics of Education Review.doi:10.1016/j.econedurev.2018.10.009 .
Janssen, E. M. (2019). Identifying characteristics associated with higher education teachers’
Cognitive Reflection Test performance and their attitudes towards teaching critical thinking.
Teaching and Teacher Education, 84, 139–149. doi:10.1016/j.tate.2019.05.008 .
Janssen, E. M. (2019). Training Higher Education Teachers’ Critical Thinking and Attitudes
towards Teaching It. Contemporary Educational
Psychology.doi:10.1016/j.cedpsych.2019.03.007 .
 36

Lampert, M. (2010). Learning Teaching in, from, and for Practice: What Do We Mean? .
Journal of Teacher Education. https://doi.org/10.1177/0022487109347321 .
Lazarides, R. &. (2019). Student-perceived teaching quality: How is it related to different
achievement emotions in mathematics classrooms? . Learning and Instruction, 61, 45–
59.doi:10.1016/j.learninstruc.2019.01.001 .
Liu, J. Z. (2019). Interplay between prior knowledge and communication mode on teaching
effectiveness:. Interpersonal neural synchronization as a neural marker.
NeuroImage.doi:10.1016/j.neuroimage.2019.03.004 .
Lord, K. M. (2016). Social studies concepts: An analysis of the NAEP and states’ standards:
Journal of Research in Childhood Education., https://doi.org/10.1080/02568543.2016.1178674.
Mbugua, K. M. (2012). Factors Contributing To Students’ Poor Performance in Mathematics at
Kenya Certificate of Secondary Education in Kenya: A Case of Baringo County, Kenya,
American International Journal of Contemporary Research, Kenya ttps: //doi:
aijcrnet.com/journals/Vol_.
Mohr, T. M. (2013). Clickers and student performance. International Review of Economics
Education, .
Monks, J. &. (2011). The Impact of class size on outcomes in higher education. The B.E.
Journal of Economic Analysis & Policy, Boston 11(1), 1–19. DOI: https://doi.org/10.2202/1935-
1682.2803.
Nadeem. (2011). Teacher’s Competencies and Factors Affecting the Performance of Female
Teachers in Bahawalpur (Southern Punjab) Pakistan International Journal of Business and
Social Science, Pakistan https://doi.org/10.1016/j.jval.2017.05.005.
Palali, A. v. (2018). ). Are good researchers also good teachers? The relationship between
research quality and teaching quality. Economics of Education Review, 64, 40–
49.doi:10.1016/j.econedurev.2018.03.011.
PISA. (2012). https://www.oecd.org/pisa/49012097.pdf.
Pishghadam, R. R. (2017). Compartmentalizing culture teaching strategies under an
emotioncy-based model. Kasetsart Journal of Social Sciences, 38(3), 359–
367.doi:10.1016/j.kjss.2016.08.017 .
Sandilos, L. E. (2019). Converging on quality: Examining multiple measures of teaching
effectiveness. Journal of School Psychology, 74, 10–28. doi:10.1016/j.jsp.2019.05.004 .
students:, H. c. (n.d.). Classmates' well-being predicts individual student well-being, .
Hongkong Journal of School Psychology, https://doi.org/10.1016/j.jsp.2017.07.004 .
 37

APPENDICES

Teacher Self Preparation 4 3 2 1

1. preparing or grading student tests or exams
2. reading and grading other student work
3. planning lessons by yourself
4. meeting with students outside of classroom time (e.g.,
tutoring, guidance)
5. meeting with parents
6. professional reading and development activity (e.g.,
seminars, conferences, etc.)
7. keeping students’ records up to date
8. administrative tasks including staff meetings (e.g.,
photocopying, displaying students’ work).
9. other

Perceptions of being A Teacher 4 3 2 1

1. Mathematics is primarily an abstract subject
2. Mathematics is primarily a formal way of representing the real
world
3. Mathematics is primarily a practical and structured guide for
addressing real situations
4. If students are having difficulty, an effective approach is to
give them more practice by themselves during the class
5. Some students have a natural talent for mathematics and
others do not
6. More than one representation (picture, concrete material,
symbol set, etc.) should be used in teaching a mathematics
topic
 38

7. Mathematics should be learned as sets of algorithms or rules

that cover all possibilities. ....
h) Basic computational skills on the part of the teacher are
sufficient for teaching elementary school mathematics
8. A liking for and understanding of students are essential for
teaching mathematics

tatus of Teaching Related Tasks 4 3 2 1

1. preparing or grading student tests or exams
2. reading and grading other student work
3. planning lessons by yourself
4. meeting with students outside of classroom time (e.g.,
tutoring, guidance)
5. meeting with parents
6. professional reading and development activity (e.g.,
seminars, conferences, etc.)
7. keeping students’ records up to date
8. administrative tasks including staff meetings (e.g.,
photocopying, displaying students’ work).
9. other

teacher-student interaction 4 3 2 1

1. Discuss how to teach a particular topic

2. Collaborate in planning and preparing instructional
materials
3. Share what I have learned about my teaching experiences
4. Visit another classroom to learn more about teaching
5. Work together to try new ideas
6.Work as a group on implementing the curriculum
7. Work with teachers from other grades to ensure continuity
in learning
 39

Issues and Concerns 4 3 2 1

1. students with different academic abilities
2. students who come from a wide range of backgrounds, (e.g.,
economic, language)
3. students with special needs, (e.g., hearing, vision, speech
impairment, physical disabilities, mental or
emotional/psychological impairment)
4. uninterested students
5. disruptive students
6. parents interested in their children's learning and progress
7. parents uninterested in their children's learning and progress
8. shortage of computer hardware
9. shortage of computer software
10. shortage of other instructional equipment for students' use
11. shortage of equipment for your use in demonstrations and
other exercises
12. inadequate physical facilities
13. high student/teacher ratio
14. low morale among fellow teachers/administrators
15. low morale among students
16. threat(s) to personal safety or the safety of students

Classroom Activities 4 3 2 1
1. Take students’ prior understanding into account when
planning curriculum and instruction.
2. Develop students’ conceptual understanding of
mathematics
3. Provide deeper coverage of fewer mathematics concepts
4. Make connections between mathematics and other
disciplines
5. Lead a class of students using investigative strategies
6. Manage a class of students engaged in hands-on/project-
based work
7. have students work in cooperative learning group
8. Listen/ask questions as students work in order to gauge
their understanding
9. Use the textbook as the resource rather than the primary
instruction tool
10. Teach group that are heterogeneous in ability
11. Teach students who have limited English proficiency
 40

12. Recognize and respond to student cultural diversity

13. Encourage students’ interest in mathematics
14. Encourage participation of females in mathematics
15. Encourage participation of minorities in mathematics

Perception of Being A Teacher 4 3 2 1

1. Students learn mathematics best in classes with students of
similar abilities.
2. The testing program in my state/district dictates what
mathematics content I teach.
3. I enjoy teaching mathematics.
4. I consider myself “master” mathematics teacher.
5. I have time during the regular school week to work with my
colleagues on mathematics curriculum and teaching.
6. My colleagues and I regularly shares ideas and materials
related to mathematics teaching
7. Mathematics teachers in this school regularly observe each
other teaching classes as part of sharing and improving
instructional strategies.
8. Most mathematics teacher in this school contribute activity
to making decisions about the mathematics curriculum