SAN PASCUAL SENIOR

HIGH SCHOOL I

Teachers’ Seminar during School Days and Its Effects to Students of

San Pascual Senior High School I

A Research Paper Presented to

San Pascual Senior High School I

Poblacion, San Pascual, Batangas

In Partial Fulfillment of the Requirements

in Practical Research 2

Researchers:

Blanco, Nerissa

Dalawangbayan, Julius Ian

Espeleta, Glenda

Nagpala, Roi Vincent

Rejano, Briona

March 2018
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ABSTRACT
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Table of Contents
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List of Tables and Figures

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Acknowledgement

Foremost, the researchers would like to express their gratefulness to the

family of the researchers for giving support and understanding throughout the

making of the study.

To the Practical Research teacher, Mr. Chris B. De Jesus, as well as our

Principal, Mrs. Czarina Portia Villalobos who gave them the chance to do this

study entitled “Teachers’ Seminar during School Days and Its Effects to Students

of San Pascual Senior High School I”.

To Mrs. Jennielyn P. Caraig, who helped us in correcting our grammar in

this study.

To the students, who gave their full collaboration in answering the survey

questionnaires.

To their friends, who gave their support to finalize this study within the

given time.

Most of all, the Almighty God for the gift of life, wisdom, strength and

love.
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Dedication

There are numbers of people without whom this study might not have

been written, and to whom we are greatly indebted.

To our families, for giving us the whole support throughout the conduct of

the study.

To our friends, who prayed and motivated us in the process of the

research.

To Almighty God, for his overflowing love, patience, support and

gratitude. For giving us the strength and wisdom in the success of the study.
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CHAPTER 1

INTRODUCTION

Background of the Study

The teachers being the focal figure in education must be competent

and knowledgeable in order to impart knowledge to their students. Good

teaching is a personal manner. Likewise, it is always a fact that as

educators, they play varied and vital roles in the classroom. However,

teaching students to learn requires a variety of teaching styles or

techniques just to capture student’s interest. Thus, teachers need to

undergo professional development to further enhance their capability in

teaching.
The teacher must come him/herself into possession of adequate

knowledge of the objectives and standards of curriculum, skills in teaching

interests, appreciation and ideals. Based on SafeStop Inc. (2016),

professional development helps the teacher stay current in their

profession. Professional development is the process of improving staff

skills and competencies needed to produce outstanding educational

results for students. Although, the number of school days and instructional

hours varies from state to state, professional days are built into the

district’s school calendar, so the students do not end up missing any

school days.
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Since 2013, many foreign professional teachers particularly from

the Philippines came to New York to teach with little knowledge of

American School settings. Filipino teachers have distinct styles and

expressions of teaching. They expect that education is interactive and

spontaneous; students learn through participation and interaction. As has

been said, what happens in the classroom depends on the teacher’s

ability to maintain the relationship and student’s interest. Hardin-Bartley

(2017) stated, “We know that the quality of the classroom teachers are

essential to the quality of instruction. When that teacher is not in front of

those students, learning is lost.”

Moreover, teachers being out of the class are also affected aside

from the students because their lessons that are planned for the particular

days are interrupted. They might have a lack of time to discuss all those

missed lessons once they come back to their classes. So, when the

students got confused about some points, teachers may not be able to

focus in it and will think about the remaining missed lessons that are

needed to be discussed. In connection to this, learning quality and

achievements of the students may also be affected.

This study will take place in San Pascual Senior High School I. This

is the perfect school where to conduct this study because currently, senior

high school students encountered school days without almost all of their

subject teachers. Teachers attended the seminars where they spend half a

month of December, 2017 for them to complete their professional

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development. As a result, students had been greatly affected by this set

up. Some students took their time to do some activities sent by their

subject teachers and also reviewed some points about their missed

lessons. This lead the researchers to conduct a study regarding the effects

of teachers’ seminars during school days to students of San Pascual

Senior High School I.

Statement of the Problem

General Problem
This study is conducted to determine the effects of teachers’ seminars

during school days to the students of San Pascual Senior High School I.
Specific Problem
In this study, the researchers proposed the following questions that will be

answered in further study.

1. How many subject/s was/were taken by the students each day

when the seminars started?

2. How do seminars affect the students?
3. What are the different effects that are greatly affecting the STEM

students and other strands’?

4. Which among the academic performance, behavior, and interests is

greatly affected by the absence of teachers due to the seminars

during school days?

5. What proposed activities can be made by the researchers based on

the effects of teachers’ seminars to students?

Scope and Limitations

This study is focused on the effects of teachers’ seminars during school

days to students of San Pascual Senior High School I.

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This study covers only the effects of teachers’ seminars during school

days to students of San Pascual Senior High School I. It only covers the students

of San Pascual Senior High School I.

This study does not cover the cause of teachers’ seminars during school

days. It does not cover the students who are not studying at San Pascual Senior

High School I.

Hypotheses
1. The strand with the higher numbers of teachers taking the seminar will

show greater effect than the others.

2. The academic performance of a student will be greatly affected by the

absence of teachers due to seminars.

Significance of the Study

This study entitled “Teachers’ Seminars During School Days and Its

Effects to Students of San Pascual Senior High School I” will be beneficial to

the following:

To the administrators, this study will serve as an information that the

school could use to know the effects of teachers’ seminars to the students. This

will help them to have a better plan in doing training and seminars.

To the teachers, this study can be used as a guide for them to improve

their understanding towards their students. This can help them to produce ways

on how to enhance student’s ability even though there are seminars.

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To the students, this study will help them to be aware and understand the

effects of teachers’ seminar to them. This will serve as a tool for them to know

how to react on such scenario.

To the future researchers, this study can be their guide as they discover

new more things related to this study. They can also improve this research paper

and study about this topic deeper.

Theoretical and Conceptual Framework

For better understanding to the study, the researchers provided a

theoretical framework. This study is conducted to provide the students of San

Pascual Senior High School I a better knowledge about the effects of teachers’

seminars during school days.

Bidwell (2014) stated that there is a significant decrease in students’

outcome when the teacher is gone for 10 days. Teachers’ absence in the

classroom can hurt student’s achievement.

According to SafeStop Inc. (2016), it makes sense that skills and

technique development occur during the school day. It is best that training

courses, focus sessions, and other skill developments occur during the

professional working day when teachers are most likely to gain insight from their

experience. The skill development in a corporate environment usually takes

place during the normal work week, too -- rarely on weekends or after hours.
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Also Dove (2017) stated that it is also a better time to get support from

mentor teachers. Unfortunately, allowing time for training activities during the

school day creates a logistical dilemma. Along with in-service days, some

districts opt for early-release or late-start days, so teachers can learn new skills

without their students around.

The conceptual paradigm that is included in this study will discuss the

input, process and output of this study. Input frame states the effects of teacher’s

seminars to students. The process frame refers to the method used by the

researchers to collect data. Output frame deals with the expected outcome of the

researchers.

Input Process Output

The researchers The researchers The researchers

made a study will distribute are expecting to
about the questionnaires identify the
effects of to collect effects of
teachers’ information. teachers’
seminars during seminars to
school days to students and to
the students of produce a study
San Pascual to be a guide to
Senior High the future
School 1. researchers.

Figure 1.
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Teachers’ Seminars during School Days and Its Effects to Students of

San Pascual Senior High School I

Definition of Terms

For better understanding of the study, the following terms were

defined conceptually and operationally.

Absence. It is the state of being away from a place or person. It is also

the lost of presence (The free dictionary, 2018). In this study, absence was used
to describe teachers who are on leave and were not visible in the classroom.
Academic performance. It is the extent to which a student, teacher or
institution has achieved their short or long-term educational goals (Wikipedia,
2018). In this study, the researchers obtained the effects of teachers’ seminars to
students’ academic performance.

Achievement. It is a thing done successfully, typically by effort, courage,

or skill (https://fonddulac.uwex.edu/achievement-a-thing-done-successfully-
typically-by-effort-courage-or-skill/). In this study, the researchers used this word
as the learning that has been achieved by the students.

Behavior. It is the way one acts or conducts one self, especially toward
others (Oxford Dictionary, 2018). In this study, the researchers determined the
effects of teachers’ seminars to students’ behavior.

Interests. It is the state of wanting to know or to learn something or

someone (Oxford Dictionary, 2018). In this study, the researchers observed the
effects of teachers’ seminars to students’ interests.

Strand. It is a single thin thread of something (Cambridge Dictionary,

2018). But in this study, it was designed for students so they can easily pick a
room for themselves.
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Teaching. It imparts knowledge of or skill in (Dictionary.com, 2018). In this

study, it is defined as a personal manner

CHAPTER 2

REVIEW OF RELATED LITERATURE

For better understanding in this study, the researchers performed further

research. They read and analyzed related literature from blogs, case study and

more. This study provides information about the effects of teachers’ seminars

during school days to students.

According to Dove (2017), teachers are granted five in-service days during

the school year, but an equal number of professional development days must

take place in August before the school year starts. While this district-sponsored

training will not come out of a teacher's paycheck, completing an individualized

professional development plan probably will. Workshop or conference

attendance can range from a few hundred dollars to a few thousand, depending
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on transportation arrangements and additional books and materials. Despite the

effect on the bottom line, professional development can boost teachers' careers,

preparing them for supervisory positions and helping them get pay increases.

And, when teachers participate in professional development, it can be good for

the students, too. Students of national board-certified teachers who completed

additional professional development courses have been shown to score higher

on achievement tests. For many teachers, accomplishments like this make the

investment in professional development well worth the effort. It is also a better

time to get support from mentor teachers. Unfortunately, allowing time for training

activities during the school day creates a logistical dilemma. Along with in-service

days, some districts opt for early-release or late-start days, so teachers can learn

new skills without their students around. In addition to rescheduling buses and

employees, and in some cases before- and after-school child care programs, it

can be a challenge for teachers to have an in-depth lesson in only an hour or

two. School districts' pay scales often include increases for teachers with higher

education and licensure levels, and those both require the expense of

professional development. Teachers with national board certification, for

example, can expect a salary increase for the life of the certificate (10 years

before renewal). Plus, a National Research Council report found that teachers

with national board certification take on other school leadership roles, stay in the

classroom longer and support new or struggling teachers.

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In addition, Wells and Herald (2017) stated that teachers who miss a lot of

school days interrupt class routines, relationship building and class discussions.

it’s best for students when the teachers are there, and it is more work for the

teachers to plan for a substitute and have the class catch up the day after a

teacher absence. While it is best for teachers to be in the classrooms, Nicholl

said students are resilient and understand that teachers have families and

responsibilities outside of work. “If you are in a classroom with a teacher that is

chronically absent, it will affect your child’s achievement,” said Robert A. Martin,

visiting assistant professor of education at Oakland University.

Hardin-Bartley (2017) stated, “We know that the quality of the classroom

teachers is essential to the quality of instruction. When that teacher is not in front

of those students, learning is lost.”

McKenzie (2017) said, “It is always a disadvantage for students when

teachers are not in the classrooms. We want our teachers to come to school to

provide instruction to students.”

Based on SafeStop Inc. (2016), professional development helps your

child’s teacher stay current in their profession. Professional development is the

process of improving staff skills and competencies needed to produce

outstanding educational results for students. Although the number of school days

and instructional hours varies from state to state, professional days are built into

your district’s school calendar, so the students don’t end up missing any school
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days. Because the professional development (PD) of teachers impacts the

educational success of your children. The addition of professional development

time near a holiday break or the end of term is not a coincidence. PD is included

in the school schedule because of negotiations between teachers and the school

district. For many districts, it makes sense to schedule development time when

testing is concluded, or right before a break begins and instructional time is

winding down. Other variations include PD time before the school year starts, or

after school — which all depends on the teaching contracts in your school

district. Well-designed personal development increases the capability of teachers

to respond to the unique educational needs and interests of your child.

Professional development for teachers means your child gets the most from their

educational experience. While parents may sigh at the addition of half-days for

professional development, it makes sense that skills and technique development

occur during the school day. Although it means that parents may have to find

childcare for the day, it’s best that training courses, focus sessions, and other skill

developments occur during the professional working day when teachers are most

likely to gain insight from their experience. If you think about it, the skill

development in a corporate environment usually takes place during the normal

work week, too -- rarely on weekends or after hours.

According to Tan et.al (2015), responsibility to stay current versus being

there for students’ learning. This dilemma is the most obvious one mentioned by

all the teachers. They seemed to be constantly torn between developing (or not
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developing) themselves for the students. Their main concern is that being away

from the classroom will have a negative impact on students’ learning. Hence, the

question raised here is whether a teacher should be taken out of classroom so

that they can attend to their professional development. What is the balance to

achieve between disruption to students’ learning and teachers’ professional

development? Research is also not able to offer any solutions to this issue since

it is difficult to establish the cause-and-effect relationship between the inputs of

TPD and the resultant change in teachers (Nicol & Turner-Bisset, 2006). As such,

it is often difficult to justify taking teachers away from classes to attend TPD since

the evidence for effectiveness is often weak. The discussion of this dilemma

ultimately points to the timing of TPD activities. However, the teachers in the

interview also were not able to agree on when TPD will be ideal. Teachers cited

tiredness after school hours or need to spend time with family members during

school vacations as reasons for not having TPD activities during these times. “I’ll

look at time, as well as whether it fits into my schedule. There are many many

courses and workshops which I am interested in but unfortunately it doesn't fit

into my schedule, alright, because you know, you can’t be away for too long and I

don't want to miss too many classes otherwise, you know, you have problems

with catching up with students.”(Mr XR) “Let’s face it, a teacher cannot teach well

if he or she is away from class.”(Mr J) “…but if you attend too many hours of

training at the expense of your students, I think a teacher needs to draw the line

somewhere.”(Mr XR)
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Bidwell (2014) stated that there is a significant decrease in students’

outcome when the teacher is gone for 10 days. Teachers’ absence in the

classroom can hurt student achievement. School leaders should look for ways to

reduce the amount of time teachers are out of the classroom for important

reasons – such as professional development or other kinds of trainings –

because it still takes time away from students.

Based on Speas (2010), administrative/Mandated Leave (Absence with

No Deduction) is used for professional development and federal, state, and local

program meetings. Administrative/mandated leave absences accounted for a

large proportion of teacher absences in 2007-08, compared to the results of the

earlier statewide study. Clotfelter et al.(2007) in their study of NC teacher

absence rates over a seven-year period, observed that administrative/mandated

leave, used chiefly for professional development activities, was “rarely held at a

time that conflicts with classroom instruction” and varied little across schools.

This was not the case in Wake County Public School System (WCPSS) in 2007-

08, when a quarter (24.8%) of all teacher absences from the classroom was

administrative/mandated leave.The range among all schools was from 1.1 to 8.3

days of administrative/mandated leave, with an average of 2.6 days. By school

level, the average number of administrative leave absences was 2.8 days for

elementary schools, 2.9 days for middle schools, and two days for high schools.

In summary, the district average number of administrative leave days (2.6) was

comparable to the findings of previous studies, but the large range of school
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averages (1.1 days up to 8.3 days) did not exist in the earlier study of NC

schools, nor was there such a large proportion (25% of all leave days) found in

other studies.Clotfelter et al. (2007) examined seven years, 1994-95 to 2003-04,

of North Carolina teacher absence and student achievement data. The first part

of the study, using almost 500,000 observations, examined types and frequency

of 4th- and 5th-grade teacher absences across time, while the second part of the

study explored whether teacher absences—across all districts in the state—

influenced student academic growth as measured by state end-of-grade tests in

reading and mathematics at grades four and five. Their findings imply that having

a teacher with 10 sick days in a year would be associated with a small but

measurable impact: reduced test scores equivalent to 2.3% of a standard

deviation in mathematics and 1.0% of a standard deviation in reading. A similar

but more recent study, by Miller et al. (2008), examined the impact of teacher

absence on students’ fourth-grade test scores in a large unidentified northern,

urban school district over a three-year period beginning in 2002. Researchers

focused on 285 fourth-grade teachers and their students. Those teachers

averaged 10 days of absence per year. Study results were similar to those of

Clotfelter et al., indicating that 10 teacher absences (two weeks) within a school

year were associated with a significant loss in mathematics achievement (about

3.3 percent of a standard deviation) but no significant differences in reading on

annual state tests taken in May. Although small, the mathematics effects were

50% greater than those found in the Clotfelter et al. study, with Miller et al.
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attributing the difference to the much higher proportion (80%) of FRL students in

the unnamed urban district. Their reasoning was that, compared to parents of

other students, parents of FRL students may be less likely to compensate for

lapses in school instruction. Therefore, the aim of this portion of the study is to

examine whether, and to what degree, teacher absenteeism may influence

student academic growth in grades 3-8 reading and mathematics and in six

courses at the high school level.

SYNTHESIS

The researchers provide the synthesis to summarize the different studies

that were included in the literature review.

Wells & Herald (2017), Hardin-Bartley (2017), McKenzie (2017), Tan et.al

(2015), Bidwell (2014), and Speas (2010) sharedthe same thought about the

effects of teachers’ seminars during school days to students. They all stated that

teachers’ absence in the classroom can hurt students’ achievement and might

cause students’ failure. In general, they think that seminars that were done during

school days have negative impacts to students.

On the other hand, Dove (2017) and SafeStop, Inc. (2016) said that

professional development can help the students to improve themselves. This will

also help students to gain more knowledge.

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CHAPTER 3

METHODOLOGY

This chapter presents methods and procedures to be used in the study. It

includes research design, respondents of the study, data gathering instruments,

data gathering procedure and statistical treatment of the data.

Research Design

The descriptive quantitative research was used in this study. Descriptive

research simply aims to describe the variables you are measuring (Lund

Research Ltd, 2012). So, this research is descriptive because it will explain the

effects of teachers’ seminars during school days to students.

Respondents of the Study

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In this study, the researchers used stratified random sampling method to

obtain 100 students out of 1,220 from different strands including Science,

Technology, Engineering and Mathematics (STEM), Humanities and Social

Sciences (HUMSS), Accountancy, Business and Management (ABM), Technical

Vocational (Tech-Voc)-Electrical Installation and Maintenance (EIM) and Food

and Beverages Services (FBS) of San Pascual Senior High School I. Using the

formula , the researchers got the number of respondents each

strand represented by the table below.

Number of Respondents each Strand

TOTAL SAMPLE

STRANDS POPULATION POPULATION PERCENTAGE

STEM 193 16 16%

ABM 250 20 20%

HUMSS 252 21 21%

EIM 438 36 36%

FBS 87 7 7%

TOTAL 1220 100 100%

Data Gathering Instruments

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Questionnaires were used by the researchers as an instrument to gather

data. The researchers used a matrix type of questionnaire or wherein the

respondents will choose their response to a given question. The questionnaire

was composed of three tables containing the effects of teachers’ seminars to

students in different aspects. The first table had the effects of teachers’ seminars

on the academic performance of students. The second table had the effects of

teachers’ seminars on the behavior of the students. While, the third table had the

effects of teachers’ seminars to the interests of students. The questionnaire can

be answered by putting a check mark on the number corresponding the

respondents’ answers.

4 - Strongly Agree

3 - Agree

2 - Disagree

1 - Strongly Disagree

Data Gathering Procedures

In order to collect data, the researchers asked for the approval of the

school principal of San Pascual Senior High School I through the letter of

approval that was given before the survey was conducted. To know the effects of

teachers’ seminars to students, the researchers used questionnaires that have

been disseminated to 100 randomly selected students of San Pascual Senior

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High School I. The researchers counted and analyzed the gathered data for the

analysis and interpretation using these:

TABLE 2

Effects of teachers’ seminar to academic performance of students

3.25 – 4.00 – Strongly Agree

2.50 – 3.24 – Agree

1.75 – 2.49 – Disagree

1.00 – 1.74 – Strongly Agree

TABLE 3

Effects of teachers’ seminar to the behavior of students

3.25 – 4.00 – Strongly Agree

2.50 – 3.24 – Agree

1.75 – 2.49 – Disagree

1.00 – 1.74 – Strongly Agree

TABLE 4

Effects of teachers’ seminar to the interests of students

3.25 – 4.00 – Strongly Agree

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2.50 – 3.24 – Agree

1.75 – 2.49 – Disagree

1.00 – 1.74 – Strongly Agree

TABLE 5

Effects of teachers’ seminar to students

3.25 – 4.00 – Strongly Agree

2.50 – 3.24 – Agree

1.75 – 2.49 – Disagree

1.00 – 1.74 – Strongly Agree

Then, the researchers draw the findings, conclusions and

recommendations.

Statistical Treatment

In this study, the researchers used descriptive statistics such as frequency

count, mean, weighted mean and rank to summarize the data.

To get the frequency count, simply count the number of times that each

variable occurs (Korb, 2013).

According to Sarkissian, mean is the ratio of their sum to the total

numbers of values in the set. Hence,

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Based on Organisation of Economic Co-operation and Development

(OECD), the rank of a single observation among a set is its ordinal number when

the set is ordered according to some criterion such as values of a variate borne

by the individuals.

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data that the researchers gathered, and

analyzed. It answers the entire question from the statement of the problem. It will

explain the different category that explains the data that the researchers

collected.

TABLE 1

GRADE STRAND NUMBER OF SUBJECTS THAT WERE

TAKEN BY THE STUDENTS DURING

THE SEMINARS
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STEM 4
ABM 3

HUMSS 3
11
EIM 3

FBS 4

STEM 2

ABM 4

HUMSS 4
12
EIM 3
FBS 3

n1  n2 ...  nn 3.3 ≈ 3
X=
N
Table 1 shows the number of subjects that were taken by the students

each day during the seminars. The based on the table, the average number of

subjects that were taken by the students each day during the seminars were

three (3).

TABLE 2

Effects of teachers’ seminar to academic performance of students

Effects of Teachers’ Seminar to the WEIGHTED VERBAL RANK

Academic Performance of Students MEAN INTERPRETATION

1. I had a hard time understanding the 2.71 Agree 4

lessons.
2. I learned how to do self study. 3.08 Agree 2
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3. I had more time doing research about a 2.89 Agree 3

lesson.
4. I think I will get lower grades than the 2.59 Agree 5

previous semester.
5. I had more time doing my activities. 3.16 Agree 1
Average Mean 2.9 Agree

Table 2 shows the effect of teacher's seminar to the Academic

Performance of students. This table includes the hard time of understanding the

lesson of the students, students learned how to do self study, more time doing

research about a lesson, getting lower grades than the previous semester and

had more time doing their activities. These effects of teachers’ seminars to the

academic performance of students got an average mean of 2.9 with a verbal

interpretation of Agree.

The statements in table 2 were ranked according to their obtained

weighted mean. Based on the table above the last statement, "I had more time

doing my activities" got the highest rank with a weighted mean of 3.16 and has

an interpretation of Agree. On other hand; the fourth statement, "I think I will get

lower grades than the previous semester" got the lowest rank with a weighted

mean of 2.59 and has an interpretation of Agree. In addition, the second

statement, "I learned how to do self study" got the second highest rank with a

weighted mean of 3.08 and has an interpretation of Agree. Furthermore, the first

statement, "I had a hard time understanding the lessons" got the second lowest
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rank with a weighted mean of 2.71 and has an interpretation of Agree while the

third statement, "I had more time doing my research about a lesson" git the third

rank with a weighted mean of 2.89 and has interpretation of Agree. All in all, the

effects of teacher's seminar to the academic performance of students has an

average mean of 2.73 with an average interpretation of Agree.

Moreover, the statement that got the highest rank supported the theory of

SafeStop, Inc (2016) that professional development of teachers impacts the

educational success of a student. Meanwhile, the statement that got the lowest

rank does not agree in Hardin-Bartley’s (2017) statement that they know that the

quality of the classroom teachers is essential to the quality of instruction. When

that teacher is not in front of those students, learning is lost.

TABLE 3

Effects of teachers’ seminar to the behavior of students

Effects of Teachers’ Seminar to the WEIGHTED VERBAL RANK

Behaviour of Students MEAN INTERPRETATION

1. I learned how to manage my time 3.29 Strongly Agree 1

properly.
2. I had second thought if I will attend the 2.09 Disagree 3

class or not.
3. I did procrastination. 2.41 Disagree 2

4. I got worried if I can pass the 2.02 Disagree 5

examination.
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5. I had a lot of absences since the 2.03 Disagree 4

seminars began.
Average Mean 2.4 Disagree

Table 3 shows the effect of teacher's seminar to the behavior of students.

This table includes the students learned to manage their time properly, had

second thought if students will attend the class or not, students did

procrastination, students got worried if they can pass the examination, and had a

lot of absences since the seminars began. These effects of teachers’ seminars to

the behavior of students got an average mean of 2.4 and has a verbal

interpretation of Disagree.

The statements on the table were ranked according to their obtained

weighted mean. Based on the table above the first statement, "I learned how to

manage my time properly" got the highest rank with a weighted mean of 3.29 and

has an interpretation of Strongly Agree. On other hand; the fourth statement, "I

got worried if I can pass the examination" got the lowest rank with a weighted

mean of 2.02 and has an interpretation of Disagree. In addition the third

statement, "I did procrastination" got the second highest rank with a weighted

mean of 2.41 and has an interpretation of Disagree. Furthermore, the fifth

statement, "I had a lot of absences since the seminars begin" got the second

lowest rank with a weighted mean of 2.03 and has an interpretation of Disagree

while the second statement, "I had second thought if I will attend the class or not"
 SAN PASCUAL SENIOR
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got the third rank with a weighted mean of 2.09 and has interpretation of

Disagree. All in all, the effects of teacher's seminar to the Behaviour of students

has an average mean of 2.37 with an average interpretation of Disagree.

Moreover, the statement that got the highest rank in table 2 negates

Bidwell’s theory that there is a significant decrease in students’ outcome when

the teacher is gone for 10 days. Teachers’ absence due to trainings taught

students on managing their time properly showing a good outcome of the

teachers’ seminars. On the other hand, the statement that got the lowest rank

contradicts on Dove’s statement that students of national board-certified teachers

who completed additional professional development courses have been shown to

score higher on achievement tests.

TABLE 4

Effects of teachers’ seminar to the interests of students

Effects of Teachers’ Seminar to the WEIGHTED VERBAL RANK

Interests of Students MEAN INTERPRETATION

1. I had more time joining extracurricular 2.71 Agree 2

activities.
2. I had more time chatting. 2.59 Agree 5
3. I learned more things just by myself. 3.03 Agree 1
4. I used my vacant time visiting my social 2.67 Agree 3.5

media accounts.
5. I used my gadget/s more often. 2.67 Agree 3.5
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Average Mean 2.7 Agree

Table 4 shows the effect of teacher's seminar to the Interest of students.

This table includes the students had more time joining extra curricular activities,

students had more time chatting, students learned more things just by self,

students used their vacant time visiting their social media accounts, and

students used their gadget/s more often. These effects of teachers’ seminars to

the interests of students got an average mean of 2.7 with a verbal interpretation

of Agree.

The statements on table 4 were ranked according to their obtained

weighted mean. Based on the table above the third statement, "I learned more

things just by myself" got the highest rank with a weighted mean of 3.03 and has

an interpretation of Agree. On other hand; the second statement, "I had more

time chatting" got the lowest rank with a weighted mean of 2.59 and has an

interpretation of Agree. In addition, the first statement, "I had more time joining

extra-curricular activities" got the second highest rank with a weighted mean of

2.71 and has an interpretation of Agree. Furthermore, the fourth statement, "I

used my vacant time visiting my social media accounts" and the fifth statement, "I

used my gadget/s more often" got the third rank with a weighted mean of 2.67

and has an interpretation of Agree. All in all, the effects of teacher's seminar to

the Interest of students has an average mean of 2.73 with an average

interpretation of Agree.
 SAN PASCUAL SENIOR
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Furthermore, the statement that got the highest rank in this table rebut Tan

et.al (2015)’s theory that the main concern is that being away from the classroom

will have a negative impact on students’ learning. Also, the statement that got

the lowest rank on this table deviates Wells and Herald (2017) in their statement

that teachers who miss a lot of school days interrupt class routines, relationship

building and class discussions.

TABLE 5

Effects of teachers’ seminar to students

Effects of Teachers’ Seminar to the WEIGHTED VERBAL RANK

Students MEAN INTERPRETATION

Academic Performance 2.9 Agree 1

Behaviour 2.4 Disagree 3
Interest 2.7 Agree 2
Average Mean 2.7 Agree

Table 5 shows the effects of teacher's seminar to the students. Based on

the table above, Academic Performance got the highest rank with a weighted
 SAN PASCUAL SENIOR
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mean of 2.9 and has an interpretation of Agree. On the other hand, the Behavior

got the lowest rank with a weighted mean of 2.4 and has an interpretation of

Disagree. While, Interest got the second rank with a weighted mean of 2.7 and

has an interpretation of Agree. To sum up, this table got an average mean of 2.7

with a verbal interpretation of Agree. This table also implies that academic

performance is greatly affected by the absence of teachers due to seminars.

Thus, the results supported the theory of McKenzie (2017) that it is always

a disadvantage for students when teachers are not in the classroom. Also, It

confirmed the study of Speas (2010) that their findings imply that having a

teacher with 10 sick days in a year would be associated with a small but

measurable impact: reduced test scores equivalent to 2.3% of a standard

deviation in mathematics and 1.0% of a standard deviation in reading.

 SAN PASCUAL SENIOR
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Chapter 5

FINDINGS, CONCLUSION AND RECOMMENDATION

Findings

1. Based on the response of the respondents, the average number of

subjects that were taken by the students each day during the seminars were

three (3).

2. Based on the perspective of the respondents, the main effect of

teachers’ seminars to students’ academic performance was they had more time

doing their activities. On the other hand, they did not really think that they will get

lower grades than the previous semester.

 SAN PASCUAL SENIOR
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3. Meanwhile, the effect that affects students’ behavior was they learned

how to manage their time properly. However, some students think that they might

fail the examinations.

4. Furthermore, students learned to do things just by themselves was the

effect of teachers’ seminars on students’ interest. While, some students did not

have more time chatting when the seminars began.

5. In general, the Academic Performance is greatly affected by the

absence of teachers due to the seminars during school days.

B. Conclusion

Based on the findings, the following conclusions were drawn:

1. The average number of subjects that were taken by the students of San

Pascual Senior High School 1 during the seminars were 3.

2. The possible effects of teachers seminar during school days to students

have been identified in terms of Academic Performances, Behaviour, and

Interest.

3. Students in San Pascual Senior High School I proved that teachers’

seminar during school days had positive and negative effects on their Academic

Performances, Behaviour, and Interest.

 SAN PASCUAL SENIOR
HIGH SCHOOL I

4. The possible effects of teachers’ seminar during school days to

students on their academic performance, behaviour and interest includes

"Students have more time doing their activities", "Students learned how to

managed their time properly”, and “Students learned more things just by their

self”.

5. The problems that may be faced by the students during teachers’

seminar during school days includes “Students got worried if they can pass the

examination”, “Students had a lot of absences since the seminar begin”,

“Students had second thought if they will attend the class or not".

C. Recommendations

Based on the conclusions, the researchers had formulated the following

recommendations:

1. The students should understand the importance of teachers’ seminars

during school days to their educational, emotional and mental improvement.

2. The students should also be disciplined and responsible in handling the

absence of their teachers due to seminars.

3. The teachers should come up to a better way of teaching to cover the

lessons that they missed.

 SAN PASCUAL SENIOR
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4. The administrators should set the seminars date during the days that

the classes will not be interrupted.

5. Further research should be done in this study. Future researchers

should think of different activities that can improve the effects of teachers’

seminars.

BIBLIOGRAPHY

Electronic References

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question.php

Korb K. (2013). Conducting Educational Research Calculating Descriptive

Statistics retrieved from http://korbedpsych.com/R17bDescriptive.html

 SAN PASCUAL SENIOR
HIGH SCHOOL I

Sarkissian N. (2017). Arithmetic Mean: Definition, Formula and Example

retrieved from https://study.com/academy/lesson/arithmetic-mean-definition-

formula-example.html

Wikipedia (2018). Percentage retrieved from

https://en.wikipedia.org/wiki/Percentage

Wikipedia (2018). Academic Achievement retrieved from

https://en.wikipedia.org/wiki/Academic_achievement

Wikipedia (2018). Science, technology, engineering, and mathematics retrieved

from

https://en.wikipedia.org/wiki/Science,_technology,_engineering,_and_mathematic

Angelicum College - Quezon City (2013). Senior High School retrieved from

http://www.angelicum.edu.ph/Angelicum/index.php/senior-high-school

Dove (2017). How Professional Development for Teachers Works retrieved from

https://money.howstuffworks.com/business/professional-

development/professional-development-for-teachers3.htm

SafeStop, Inc. (2016). Professional Development for Teachers: What Happens

During a Teacher Work Day? retrieved from

http://blog.safestopapp.com/professional-development-teacher-work-

day
 SAN PASCUAL SENIOR
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Turner (2017). Teacher absences affect student achievement retrieved from

http://www.thetimesherald.com/story/news/local/2017/09/22/attendance-issue-

teachers-too/686236001/

Crouch (2016). Teacher absences hurt student learning retrieved from

http://www.stltoday.com/news/local/education/teacher-absences-hurt-student-

learning/article_cd9fec20-f129-545e-899a-7e7ff44f60eb.html

Bidwell (2014). Report: Teacher Absenteeism Can Hurt Student Achievement

retrieved from https://www.usnews.com/news/articles/2014/06/03/report-teacher-

absenteeism-can-hurt-student-achievement

Speas (2010). Teacher Absences: Types, Frequency, and Impact on Student

Achievement, Wake County Public School System, 2007-08 retrieved from

https://files.eric.ed.gov/fulltext/ED557405.pdf

Tan, et al (2015). Tensions and Dilemmas in Teacher Professional Development

retrieved from https://ac.els-cdn.com/S1877042815008605/1-s2.0-

S1877042815008605-main.pdf?_tid=3c2573c0-f513-11e7-9874-

00000aab0f26&acdnat=1515485043_11a2436ff9e88a3f05c87928aa8517fe

https://www.thefreedictionary.com/absence

https://fonddulac.uwex.edu/achievement-a-thing-done-successfully-typically-by-
effort-courage-or-skill/

https://en.oxforddictionaries.com/definition/interest
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https://dictionary.cambridge.org/us/dictionary/english/strand

http://www.dictionary.com/browse/teaching

https://en.oxforddictionaries.com/definition/behaviour

https://stats.oecd.org/glossary/detail.asp?ID=3825

https://money.howstuffworks.com/business/professional-

development/professional-development-for-teachers3.htm

http://blog.safestopapp.com/professional-development-teacher-work-day

http://www.thetimesherald.com/story/news/local/2017/09/22/attendance-issue-

teachers-too/686236001/

http://www.stltoday.com/news/local/education/teacher-absences-hurt-student-

learning/article_cd9fec20-f129-545e-899a-7e7ff44f60eb.html

https://www.usnews.com/news/articles/2014/06/03/report-teacher-absenteeism-

can-hurt-student-achievement

https://files.eric.ed.gov/fulltext/ED557405.pdf

https://ac.els-cdn.com/S1877042815008605/1-s2.0-S1877042815008605-

main.pdf?_tid=3c2573c0-f513-11e7-9874-

00000aab0f26&acdnat=1515485043_11a2436ff9e88a3f05c87928aa8517fe
 SAN PASCUAL SENIOR
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CURRICULUM VITAE

 Dalawangbayan, Julius Ian

18 years old

Resplandor, San Pascual, Batangas

Science Technology Engineering and Mathematics 12-A

San Pascual Senior High School 1

 Nagpala, Roi Vincent

18 years old

Poblacion, San Pascual, Batangas

Science Technology Engineering and Mathematics 12-A

San Pascual Senior High School 1

 Blanco, Nerissa

17 years old

Sta. Rita, Batangas City

 SAN PASCUAL SENIOR
HIGH SCHOOL I

Science Technology Engineering and Mathematics 12-A

San Pascual Senior High School 1

 Espeleta, Glenda

17 years old

Banaba, San Pascual, Batangas

Science Technology Engineering and Mathematics 12-A

San Pascual Senior High School 1

 Rejano, Briona

18 years old

Poblacion, San Pascual, Batangas

Science Technology Engineering and Mathematics 12-A

San Pascual Senior High School 1

 SAN PASCUAL SENIOR
HIGH SCHOOL I

January, 2018

Dear Respondents,

Greetings!

The researchers are conducting a study entitled “TEACHERS’ SEMINARS DURING

SCHOOLDAYS AND ITS EFFECTS TO STUDENTS OF SAN PASCUAL SENIOR
HIGH SCHOOL 1” as a requirement in Practical research 2.

In connection to this, the researchers would like to ask your help to provide necessary
data for the said study. We hope you can help us by answering the instrument sincerely
and truthfully.

Thank you very much for your advance cooperation.

Respectfully yours,

Dalawangbayan, Julius Ian S.

Nagpala, Roi Vincent R.

Blanco, Nerissa E.

Espeleta, Gleenda I.
 SAN PASCUAL SENIOR
HIGH SCHOOL I

Rejano, Briona B.

Researchers

Noted:

Mr. Chris B. De Jesus

Research Adviser

Teachers’ Seminars during School days and Its Effects to Students of

San Pascual Senior High School 1

Name (Optional):
Strand:
Grade Level:

Directions: Put a check (/) on the column that corresponds to your answer.

1. During the teachers’ seminars, how many subject/s was/were you taking each
day?
1 subject 2 subjects 3 subjects 4 or more subjects

2. In your own perception, rate the following effects of teachers’ seminars during
school days to students.

4 - Strongly Agree
3 - Agree
2 - Disagree
 SAN PASCUAL SENIOR
HIGH SCHOOL I

1 - Strongly Disagree

A. Academic Performance 4 3 2 1
1. I had a hard time understanding the lessons.
2. I learned how to do self study.
3. I had more time doing research about a lesson.
4. I think I will get lower grades than the previous semester.
5. I had more time doing my activities.

B. Behavior 4 3 2 1
1. I learned how to manage my time properly.
2. I had second thought if I will attend the class or not.
3. I did procrastination.
4. I got worried if I can pass the examination.
5. I had a lot of absences since the seminars began.

C. Interests 4 3 2 1
1. I had more time joining extra-curricular activities.
2. I had more time chatting with my friends.
3. I learned more things just by myself.
4. I used my vacant time visiting my social media accounts.
5. I used my gadget/s more often.

Researchers: Dalawangbayan, Julius Ian; Nagpala, Roi Vincent; Blanco, Nerissa;

Espeleta, Glenda; and Rejano, Briona of STEM 12-A

Chris B. De Jesus
Research Adviser
SAN PASCUAL SENIOR
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