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ILOILO STATE COLLEGE OF FISHERIES - SAN ENRIQUE CAMPUS

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CHAPTER I
INTRODUCTION
Background of the Study

The success of learners depends on teachers. They

greatly influence the students. They make extraordinary and

lasting impact on their lives (Stronge,2007)because they

are the ones who transfer knowledge and skills to the

students (Maslow and Zimmerman,2007) using their creativity

in applying the best instructional methods and materials

(Danielson, 2007).

Effective teachers are committed to make a difference

in the lives of their students. They allow students to

enjoy some power and freedom to experience success (Wong,

2011). According to Cruickshank, Jenkins, and Metcalf

(2003) effective teachers are enthusiast, have warmth and

possess a sense of humor, and they are generally positive

minded individuals who believe in the success of their

students as well as their own ability to help students

achieve.

Effective teacher has different qualities in terms of

planning, communication, instructional strategies, and

classroom management. Planning is how teachers design,

clear and well organized, sequential lessons that build on


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students' prior knowledge, in which they effectively

communicate goals, expectations, and objectives to help all

students reach high levels of achievement. Communication is

the way teachers communicate clearly and accurately, engage

students in a manner that encourages their persistence and

best efforts.

Instructional strategies using discussion allow the

teachers to practice their thinking and communicating in

the subject/discipline, evaluate positions, arguments, or

designs, defend own position, identify problems, conflicts

and inconsistencies, get feedback from students, draw on

students’ experience and prior knowledge.

Classroom management is an act where teachers are

maintaining a physically and emotionally safe, supportive

learning environment that is characterized by efficient and

effective routines, clear expectations for students’

behavior, and organization that maximizes student learning.

Therefore, teachers should work towards being an

"effective teacher”, for teacher is a stranger by means of

keeping students at healthy emotional distance through

continuous reflection, employ greater objectivity in her

ability to balance the needs of individuals (Maxine,2003).


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Statement of the Problem

This study aimed to find out the effectiveness of the

teachers as perceived by teacher education students at

Iloilo State College of Fisheries-San Enrique Campus.

Specifically, this study sought to answer the

following questions:

1. How effective are the teachers as perceived by the

respondents in terms of planning, instructional strategies,

communication, and classroom management?

2. How effective are the teachers as perceived by the

respondents when taken as an entire group and when

classified as to sex, age, curriculum year, and program?

3. Is there a significant difference on the

effectiveness of the teachers in terms of planning,

instructional strategies, communication and classroom

management as perceived by the respondents when classified

as to sex, age, curriculum year, and program?

Hypothesis

In view of the preceding statements, the null

hypothesis set at 0.05 alpha level of significance was

advanced:
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There is no significant difference on the

effectiveness of the teachers in terms of planning,

instructional strategies, communication and classroom

management as perceived by the respondents when classified

as to sex, age, curriculum year, and program.

Theoretical Framework

This study is anchored on Gagne’s theory of

Instruction (1996). Gagne’s theory is put into practiced as

follows. First of all, the instructor determines the

objectives of the instruction. These objectives must then

be categorized into one of the five domains of learning

outcomes. The instructor uses the conditions of learning

for the particular learning outcome to determine the

conditions necessary for learning.

The events of instruction necessary to promote the

internal process of learning are chosen and put into the

lesson plan. The events in essence become the framework for

the lesson plan or steps of instruction.

Another theory which this study was anchored is the

social learning theory of Freedman (1982). This theory

focuses on the concepts underlying in social learning

theory- expectancy and value. The concept of expectancy

states that individuals are socialized to expect certain


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outcomes in certain situations and that these expectations

lead to certain behaviors. There is always an expectation

on the part of the students to regard their teachers as

those who have the mastery of the subject matter, as a

role-model and concerned with students’ well-being. On the

other hand, the value concept states that individuals are

socialized to value certain things more than the others and

that these values lead to certain behaviors. Through the

years, students learn to value certain qualities on their

teachers which have made them to perform well in the past.

These values which the students’ have formed directly

influence their preference or perception of an effective

teacher.

Conceptual Framework

The framework presents the interplay of the variables

of the study. The independent variables of the study were

the students’ classification into: sex, age, curriculum

year, and program, while the dependent variable of the

study was the effectiveness of the teachers in terms of:

planning, instructional strategies, communication, and

classroom management. The researchers believed that the

effectiveness of the teachers may be influenced by their

sex, age, curriculum year, and program.


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The conceptual framework of the study is presented in

Figure 1.

Independent Variables Dependent Variables

Profile Effectiveness of the


teachers in terms of:
 Sex
 Age  Planning
 Curriculum Year  Instructional
Strategies
 Program
 Communication
 Classroom
Management

Figure 1.Schematic Diagram of the Study.

Significance of the Study

The result of this study will be beneficial to the

following:

Students. As respondents of this study, they will be

aware of the effectiveness of the teachers and thereby

inspire them to become one.

Teachers. The result of this study will make the

teachers realize their attitude and character as a teacher,

and they would be able to know if they are truly proficient

as a teacher in terms of planning their lessons, using

different instructional strategies, how they interact with

their students, and how well they manage their classroom.


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Parents. This study will give them insights of what

kind of teachers does their child have, and they will be

able to understand why their child wants to learn.

Scope and Limitations of the Study

This descriptive study was limited to find out the

effectiveness of the teachers as perceived by teacher

education students at the Iloilo State College of

Fisheries-San Enrique Campus.

The respondents of the study were the Teacher

Education students of the Iloilo State College of

Fisheries- San Enrique Campus, enrolled during the Academic

Year 2015- 2016. The effectiveness of the teachers were

classified through their ability in planning, instructional

strategies, communication, and classroom management. The

research design used was descriptive survey method. The

instrument used was adopted from Maranan (2013). The

statistical tools applied were mean, t-test, ANOVA, and

Tukey test set at 0.05 level of significance.

This study was conducted at the Iloilo State College

of Fisheries- San Enrique Campus.


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Definition of Terms

For the purpose of clarity and understanding, the

following terms were defined operationally and

conceptually:

Age. The length of time that a person has lived or has

existed (Merriam Webster Dictionary, 2006).

In this study, the term was used as independent

variable of the study, it was the age of the Teacher

Education Students classified into 17 & below, 18-19, and

20 & above.

Classroom Management. This term refers to describe the

process of ensuring the classroom lessons to run smoothly

despite disruptive behavior by students (Merriam Webster

Dictionary,2006).

In this study, the term refers to how teacher plans a

well-organized classroom procedure, disciplines on a quiet

and positive manner, structures the use of time to

facilitate maximum student learning, implements an easy

effective classroom management for positive student

behavior, conveys the impression of knowing what to do.

Moreover, it is how the teacher maintains an environment in

which students are actively involved, and adjust components


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of the physical learning environment over which the teacher

has control to facilitate learning.

Communication. The process by which people exchange

information or express their thoughts and feelings(Oxford

American Dictionary 2005).

In this study, the term refers to how the teacher

accepts varied students’ view points, motivates students to

ask questions, give clear directions and explanations, uses

a variety of functional verbal and non-verbal communication

skills, asks students to extend ideas, uses questions that

lead students to analyze and think critically, and provides

opportunities for group communication and interaction to

maximize learning.

Curriculum Year. As used in this study, this is the

classification of the students involved in the study for

Academic Year 2015-2016 from 1st year to 4th year.

Effectiveness. The term refers in producing a result

that is wanted: having an intended effect (Merriam- Webster

Dictionary 2006).

In this study, the term refers to how proficient the

teacher in delivering their lessons and how they manage the

learning environment and the responses were categorized


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into; Very Effective(5), Effective(4), Moderately

effective(3), Ineffective(2) and Very ineffective(1).

Iloilo State College of Fisheries-San Enrique Campus

(ISCOF-SEC).

In this study, ISCOF-SEC refers to a tertiary school

in the Municipality of San Enrique, Iloilo and it is where

the study was conducted.

Instructional Strategies. This term refers to the

techniques or approaches use by the teachers to help

students become independent (Merriam Webster Dictionary

2006).

In this study, the term refers to how teacher uses a

variety of instructional strategies, uses a variety of

materials for instruction, demonstrates exceptional problem

solving skills, communicates with the learners using oral

expressions, demonstrates ability to work with individuals,

provides assignments appropriate to the level of the

students, and provides learning experiences outside of the

school.

Perceive. To notice or become aware of something

(Merriam Webster Dictionary, 2006).

As used in this study, this is to understand or

apprehend the effectiveness of teachers in terms of


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planning, instructional strategies, communication, and

classroom management.

Planning. The term refers on the act or process of

making a plan to achieve or do something (Merriam Webster

Dictionary 2006).

In this study, the term refers to how teacher

maintains the class records, how she collects instruments

like test or quizzes, identifies the learning problems of

students, develops the appropriate assessment techniques,

has realistic expectations for the learning process,

organizes and evaluates pertinent information about

students, and knows how to select instructional materials

and equipment.

Program. In this study, program refers to the two

courses of the School of Education, namely Bachelor of

Elementary Education (BEEd) and Bachelor of Secondary

Education (BSEd).

Sex. The character of being male or female (Merriam

Webster Dictionary 2006).

In this study, sex refers to the biological identity

of the respondents, either male or female.

Teacher Education Student. This term refers to the

students’ enrolled in Bachelor of Elementary Education and


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Bachelor of Secondary Education who served as the

respondents of the study.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the literature and studies

relevant to the present research. It includes the

following:(1)Effective Teacher, (2) Qualities of an

Effective Teacher, (3) Roles of an Effective Teacher, (4)

Effective Teacher Attitudes, (5)Factors that Affect

Effective Teaching, and (6) Summary.

Effective Teacher

According to Clark (1993), effective teacher is the

one who can increase student knowledge, Vogt (1984) related

effective teaching to the ability to provide instruction to

different students of different abilities while

incorporating instructional objectives and assessing the

effective learning mode of the students. Collins (1990,

while working with the Teacher Assessment Project

established five criteria for an effective teacher: (a)

were committed to students and learning, (b) knows the

subject matter, (c) will be responsible for managing

students, (d) can think systematically about their own

practice, and (e) was a member of the learning community

Swank, Taylor, Brady, and Freiberg (1998) created a model


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of effectiveness that was based upon teacher actions. For

them, effective meant increasing academic questions and

decreasing lecture and ineffective practices, such as

negative feedback and low-level questions. The authors

believed that these factors become easily identifiable in

the assessment of performance. Million (1999) based

effectiveness on the lesson design and method of delivery.

If teachers met a preset list of criteria during their

evaluation, they were deemed effective.

Qualities of an Effective Teacher

Teacher must have their own qualities in motivating

the students. First in line is: Effective teacher loves to

teach. This is the single most important quality that every

teacher should possess, the love and passion for teaching

young people. Teachers who do not enjoy their job cannot

possibly be effective day in and day out. There are too

many discouraging factors associated with teaching that is

difficult enough on a teacher who absolutely loves what

they do, much less on one who doesn’t have the drive,

passion, or enthusiasm for it. Next quality is: Effective

teacher demonstrates a caring attitude, even teachers who

love their job can struggle in this area, not because they
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don’t care, but because they get caught up so much in the

day to day routine of teaching that they can forget that

their students have lives outside of school. Taking the

time to get to know a student on a personal level takes a

lot of time and dedication. There is also a line that no

teacher wants to cross where their relationship becomes too

personal. Elite teachers know how to balance this without

crossing that line and once a student believes the teacher

truly cares for them, then there is no limit to what that

student can achieve.

The third quality that teachers need to possess is:

effective teacher can relate to his or her students, the

best teachers work hard to figure out how to relate to each

of their students. Common interest can be hard to find, but

exceptional teachers will find a way to connect with their

students even if they have to fake it. The fourth one is:

effective teacher is willing to think outside the

box. There is no one set of cookie cutter way to teach. A

cookie cutter approach would likely be boring for both

teachers and students. What makes teaching so exciting is

that kids learn differently, and we have to find and

utilize different strategies and differentiated learning to

reach every student. What works for one student, will not
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work for every student. Teachers have to be willing to be

creative and adaptive in their lessons, thinking outside

the box on a continual basis. If you try to teach every

concept in the same manner, there will be students who miss

the out on key factors because they aren’t wired to learn

that way.

Moreover, the fifth is: effective teacher is an

excellent communicator. In order to be the best possible

teacher, teacher must be an effective communicator. If

there is a difficulty communicating with any of the three

groups, you will limit your overall effectiveness as a

teacher. The sixth quality is: effective teacher is

proactive rather than reactive. This can be one of most

difficult aspects for a teacher to conquer. Intense

planning and organization can ultimately make the job all

the more less difficult. Teachers who plan ahead, looking

for aspects that they might have issues with, and

proactively looking for solutions to solve those problems

will have less stress on them, than those teachers who wait

until a problem arises and then tries to address it. Being

proactive does not replace being adaptive. No matter how

well the teacher plan, there will be surprises. However,

being proactive can cut down on these surprises


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tremendously, thus making you more effective overall. An

effective teacher strives to be better. A teacher who has

grown complacent in what they do is the most ineffective

kind of teacher. Any teacher who is not looking for new and

better teaching strategies isn’t being an effective

teacher.

Every year there is new research, new technology,

and new educational tools that can make a better teacher.

Seek out professional development opportunities and try to

apply something new in class every year. Another quality

that the teacher needs to possess is: effective teacher

uses a variety of media in their lessons, we are in the

21st century, and the generation of students was born in

the digital age. The students have been bombarded

by technological advances unlike any other generation. An

effective teacher challenges their students, the

most effective teachers, are often the ones that many

students’ think are the most difficult. This is because

they challenge their students and push them harder than the

average teacher does. These are the teachers who are often

students’ least favorite teachers at the time, but then

later on in life they are the ones that they all remember

and want to thank. Being an effective teacher does not mean


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you are easy. It means that you challenge every one of your

students and maximize the time with them so that they learn

more than they ever thought they could learn.

Effective teacher understands the content that they

teach and knows how to explain that content in a manner

that their students understand. There are teachers who do

not know the content well enough to effectively teach it.

There are teachers who are truly experts on the content,

but struggle to effectively explain it to their students.

The highly effective teacher both understands the content

and explains it on level. This can be a difficult skill to

accomplish, but the teachers who can, maximize their

effectiveness as a teacher.

Roles of an Effective Teacher

According to Dominique Broomfield (2010), an effective

teacher has a lot of roles inside and out of school(a)

Facilitator, the teacher’s purpose is to welcome learners

to learn. The best teachers make learning very inviting.

Facilitating means to open-up the class with a learning

environment that safe and conducive to learning. Setting

the right tone in class is facilitating learning. It’s not

about lecturing all the time. Teacher takes into

consideration a child’s prior knowledge, and uses it to


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build on a student skill is also facilitating. This is

about pulling out of kids something you can use to put

knowledge back into them, (b) Coach, the coach does not

except excuses. A coach strategizes and work’s with a

student’s strengths and also works to minimize weaknesses,

(c) Guider, The teacher must help the students to move down

the right path to achieve success, (d)Encourager, just like

great parents who motivate the children, teachers have the

same role.

Teachers can plea with the hearts of children, and

have a heart to discern their needs, and when they need to

hear kind words to help them along teachers should be

there,(e)Model/Example: leading by example is always the

way to be. Showing actions will motivate students to be

well mannered and calm, and (f)Engager, much of teaching

has to do with how content is presented and introduced.

Engaging means to know the students with unique and

different ways to discover. It is about providing mind

stimulating learning, allowing students to get out of their

desk, move around, ask thought provoking questions, race

to complete task, choose their strategies, open their eyes

with technology, and show them what they are capable of.
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Effective Teacher Attitudes

A teacher must possess a good attitude in letting the

students learn and be comfortable in learning. According to

Pianta(2002), there are attitudes that the effective

teacher possess;(a)Demonstrating caring and kindness, this

attitude pertains to the persona of the teachers. The

effective teachers willingly shared emotions and feelings

(enthusiasm, affection, patience, sadness, disapproval) as

well as a sincere interest and care about their

students,(b)Sharing responsibility, this attitude focuses

on the ability of the teacher to establish a shared

environment, an effective teacher must not be overly

possessive or need complete control of the children and

environment. It is important to allow students both

responsibility and freedom within the classroom

community,(c)Sensitively accepting diversity, this attitude

deals with empathy and the importance of understanding the

students. The teacher candidates identified sensitivity,

acceptance, and encouragement as critical when approaching

the issues associated with the diversity of the

children,(d)Fostering Individualized Instruction, this

attitude discusses the ability to provide meaningful

learning opportunities for all students. Others teachers


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used intimidation in front of the class which resulted in a

reluctance to volunteer, and(e)Encouraging Creativity, this

attitude stresses the importance of stimulating the

student’s creativity.

The effective teachers were open to students’ ways of

being imaginative and also utilized many approaches to

learning. The students appreciated and were personally

motivated when teachers designed lessons that considered

their interests, skills, and needs.

Factors That Affect Effective Teaching

According to (Ketchum, 2002), there are number of

factors that can affect how effective the teacher and how

successful the students in mastering subjects, (a)The

Appropriate Training, having the appropriate training to

teach a specific subject is an important factor in being

able to teach that class effectively. For teaching in the

public school system, teachers should have taken courses in

the subject they wish to teach. For teaching college level

courses, a PhD in the discipline or a related field is

normally required, although community colleges accept a

master’s degree and some universities allow someone with a

master’s to teach while pursuing a PhD,(b)The Clear and

Concise, good communication skills must in order to


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effectively teach;(c)Learning Environment, schools that

offer students a positive learning environment, including

the use of technology in the classroom and a quality

library, give students an edge in mastering math, English,

science and other subjects

Moreover, (d)The Innovative Teachers, teachers who are

good at sparking the imagination of students through hands-

on learning activities or other creative approaches draw

students into the joy of learning. Students no longer see

new ideas as something to dread. For example, Jaime

Escalante, a math teacher portrayed in the movie “Stand and

Deliver,” show that regardless of the economic

disadvantages of many students and school districts, a

teacher who uses a creative approach can make a difference,

and(e)Student Behavior, managing student behavior and

maintaining discipline in classroom is vital to creating a

learning environment where each student feels that they

share their thoughts and ideas with teachers and with their

peers. It also helps the teacher to stay on track in

presenting materials on schedule, and enables to fulfill

the required curriculum for that academic year, semester or

quarter.
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Summary

The review of related literature discussed the

effective teacher, qualities of an effective teacher, the

effective teacher roles, effective teacher attitudes, and

the factors that can affect effective teaching. According

to Clark(1993), effective teacher is the one who can

increase students’ knowledge, committed to students’

learning, knows the subject matter, responsible for

managing students, and a member of learning community.

Effectiveness can be based on lesson design and methods of

delivery.

Teachers also have the qualities they need to possess.

The best quality is that teachers love to teach. The love

and passion for teaching young people, they need also to

demonstrates a caring attitude, when teacher truly care for

their students’ there is no limit to what the student can

achieve. Effective teacher can relate to his or her

students’ and students’ experiences can affect the teacher.

Quality is not only a tool for effectiveness but also

roles are needed. Teachers have lots of roles to play

inside and out of the school, and according to(Broomfield,

2010) effective teacher is a facilitator , a coach, a

guider, an encourager, and a model example, who will show


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action and engager who needs to know the students with

unique and different ways to discover.

According to Pianta (2002)teacher must possess good

attitudes, demonstrating caring and kindness, sharing

responsibility sensitively accepting diversity, fostering

individualized instruction, and encouraging creativity.

Teaching is not an easy task to accomplish, it has factors

that will affect effective teaching. The appropriate

training, the clear and concise, learning environment, the

innovative teachers, and the student behavior. Teaching is

an intensely psychological process. In short, teacher’s

ability is to maintain productive classroom environment,

motivate students, and make decisions depends on her

personal qualities and the ability to create personal

relationships with the students’(Watson, 2003).


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CHAPTER III

METHODOLOGY

This chapter presents the (1) Research Design (2)

Locale of the Study (3) Respondents of the Study, (4)

Sample Size, (5) Sampling Techniques, (6) Research

Instrument, (7) Data Gathering Procedures, and (8) Data

Analysis Procedure.

Research Design

The study used the descriptive research design.

Descriptive study was usually the best method for

collecting information that demonstrate relationships and

describe the world as it exists. This type of study was

often done before an experiment to know what specific

things to manipulate and include in an experiment.(Bickman

and Rog,1998) suggest that descriptive study can answer

questions such as “what is” or “what was.” Experiment can

typically answer “why” or “how.”

Locale of the Study

The study was conducted at the Iloilo State College of

Fisheries-San Enrique Campus located at Garrido Street, San

Enrique, Iloilo. The School is four and a half kilometers

away from Passi City. It is adjacent to San Enrique


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National Comprehensive High School and Northside of San

Enrique Central School. The reason for the selection of the

venue of the location of the study is the accessibility, an

easy access to the respondents and data.

Respondents of the Study

The respondents of the study were the 142 Teacher

Education Students from 1st year to 4th year at the Iloilo

State College of Fisheries- San Enrique Campus.

Sample Size

The total population of Teacher Education Students at

the Iloilo State College of Fisheries-San Enrique Campus

was 213 and using the Slovin’s formula, out of 213

Education Students, 142 were taken as the sample of the

study.

The formula is:

N=__N___
1+Ne2

Where:

n = sample size

N = population size

e = desired margin of error (.05)


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Sampling Technique

In order to determine the sample of the study,

sampling was done using the stratified random sampling

technique. Stratified random sampling is a probability

sampling technique wherein the researchers divides the

entire population into different subgroups or strata, then

randomly selects the final subjects proportionally from the

different strata. It gives chance to all the members of the

population to be selected as respondents of the study.

The selection of individual respondents from each strata

was done using the random sampling technique.

According to Hill and Kerber (1969), random sampling

is choosing the limited number of individual from a large

population in a manner that every individual in the

population has an equal independent chance of being

included in the sample. The names of the respondents were

written in small pieces of papers, rolled, placed in the

box and only the number of respondents based on the sample

size were drawn and included as respondents of the study.

Research Instrument

The instrument used was adopted from Maranan (2013) in

gathering the needed data.

The research instrument was divided into two parts.


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Part 1 included the student’s personal data and Part

II was a questionnaire checklists on domains of an

effective teacher. It was divided into four areas such as

planning, instructional strategies, communication, and

classroom management. Each areas has seven (7) statements.

The respondents were asked to check the column that

corresponded to their answers as indicated in the

descriptive scale with the corresponding weight:

5- Always

4- Very Often

3- Often

2- Seldom

1- Never

“Always” meant that the respondents believed that

their teacher all the time performs the situation addressed

by the statements.

“Very Often” meant that the respondents believed that

their teacher very frequently performs the situation

addressed by the statements.

“Often” meant that the respondents believed that their

teacher frequently performs the situation addressed by the

statements.

“Seldom” meant that the respondents believed that


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their teacher do not perform the situation addressed by the

statements.

“Never” meant that the respondents believed that their

teacher do not always perform the situation addressed by

the statements.

Data Gathering Procedure

The researchers asked permission to conduct the study

from the Campus Administrator of the Iloilo State College

of Fisheries-San Enrique Campus, the Dean of the School of

Education, and the Adviser of the Education Students per

curriculum year. When permission was granted, the

researchers set the date to conduct the study.

During the scheduled date, the researchers first

oriented the respondents of what the study was all about.

Instructions were discussed to clarify areas where the

respondents find difficulty in understanding. The

respondents were encouraged to ask questions pertaining to

the procedure that they have to go through. The

researchers made sure that all queries were properly

addressed. When everything was ready, the data gathering

instruments were distributed among the 1st year to 4th year

Teacher Education Students who were selected as respondents

for them to answer.


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The questionnaires were personally administered by the

researchers to the respondents to ensure that they were

properly guided. Upon finishing the task, the researchers

then gathered all the instruments and check it to ensure

that the items were properly answered. The researchers

thanked the respondents and their advisers for their

cooperation. The data collected were recorded,

statistically processed, analyzed and interpreted.

Data Analysis Procedure

Descriptive and inferential statistical tests were

employed in this study and the procedure adapted in the

analysis of the research data involved the application of

mean, t-test, ANOVA, and Post Hoc Test using Tukey test set

at 0.05 alpha level.

Mean. Mean was used to determine the level of

effectiveness of the teachers.

The formula for mean is:

Where:

X = Mean

Σ = Summation
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X = Observations

n = Number of cases

In determining the effectiveness on the four domains

the responses from the research instrument were transformed

into effectiveness using the following scale:

Response Mean scale Description Interpretation

5 4.50-5.00 Always Very Effective

4 3.50-4.49 Very Often Effective

3 2.50-3.49 Often Moderately


Effective

2 1.50-2.49 Seldom Ineffective

1 1.00-1.49 Never Very Ineffective

Mean was also used when the respondents were taken as

a whole and grouped according to: sex, age, curriculum

year, and program.

t-test. t-test was utilized to compare two different

set of values or variables, when the respondents were

classified to sex and program.

The formula for t-test is:

Where:
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x1 = Mean of first set of values

x2 = Mean of second set of values

S1 = Standard deviation of first set of values

S2 = Standard deviation of second set of values

n1 = Total number of values in first set

n2 = Total number of values in second set.

ANOVA. ANOVA was used to determine the significant

difference on the four domains as perceived by the

respondents when classified as to age and curriculum year.

The formula for ANOVA is:

F=MST
MSE

Where:

F = ANOVA Coefficient

MST = Mean sum of squares due to treatment

MSE = Mean sum of squares due to error.

Tukey. This Post Hoc Test was applied when the result

of the ANOVA was significant.


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CHAPTER IV

PRESENTATION, ANALYSES AND INTERPRETATION OF DATA

This chapter discusses the analysis and interpretation

of the data gathered from the Teacher Education Students of

the Iloilo State College of Fisheries-San Enrique Campus

(ISCOF-SEC). The study aimed to find out the effectiveness

of the teachers as perceived by the Teacher Education

Students at Iloilo State College of Fisheries- San Enrique

Campus. The presentation follows the sequence in the

statement of the problem.

Effectiveness of Teachers as Perceived by the Teacher


Education Students in terms of Planning

Table 1 presents the effectiveness of the teachers in

terms of planning as perceived by the Teacher Education

Students. Generally, the result shows that the teacher

education students’ perception on the effectiveness of the

teachers in terms of planning resulted to “effective” as

indicated by the grand mean of 4.45.

Among the seven (7) statements used to assess the

effectiveness of teachers in terms of planning, the

respondents rated the teachers “very effective,” (M=4.50)

in maintaining accurate, neat and orderly class records.

The remaining six (6) statements were rated “effective”


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in collecting, quantifying, and interpreting data from

appropriate assessment instruments like tests or quizzes

(M=4.49),gathering, organizing, and evaluating pertinent

information about students for instruction (M=4.49) and

knowing how to select (or construct) organizing, and use

appropriate instructional materials and equipment to

facilitate maximum learning (M=4.49). The lowest mean value

of 4.35 and also interpreted as “effective” was on

selecting, developing and adopting appropriate assessment

techniques and instruments for instructional activities.

The result shows that the effectiveness of the

teachers in terms of planning as perceived by the

respondents was “very effective” in accuracy and

orderliness in class records and “effective” only in other

aspects especially in the selection of appropriate

assessment techniques. This further shows that orderliness

of record should be attained once the teacher has time to

do the task but in terms of selection of assessment

techniques the teacher needs training.


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Table 1. Effectiveness of teachers as perceived by the
Teacher Education Students in terms of planning
Area Mean Description

Maintains accurate, neat and 4.50 Very Effective


orderly class records.

Collects, quantifies, and 4.49 Effective


interprets data.

Identifies and evaluates the 4.39 Effective


learning problems of the students

Selects/develops/adopts appropriate 4.35 Effective


assessment techniques and
instruments

Has realistic expectations for the 4.44 Effective


learning process and readiness for
learning.

Gathers, organizes, and evaluates 4.49 Effective


pertinent information about
students for instruction.

Knows how to select (or construct) 4.49 Effective


organize, and use appropriate
instructional materials and
equipment to facilitate maximum
learning.

Grand Mean 4.45 Effective

Legend:
4.50-5.00- Very Effective
3.50-4.49- Effective
2.50-3.49- Moderately Effective
1.50-2.49- Ineffective
1.00-1.49- Very Ineffective
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Effectiveness of Teachers as Perceived by the Teacher
Education Students in terms of Instructional Strategies

Table 1a shows that as perceived by the Teacher

Education Students, the teachers were “effective” in terms

of instructional strategies as supported by a grand mean of

4.44.

They were “very effective” (M=4.57) in communicating

with the learners using acceptable oral expressions and

only “effective” in the rests of the areas such as; using

variety of instructional strategies (M=4.49),

demonstrating ability to work with individuals, small

groups and large groups (M=4.47) and provides

assignment/learning activities that are interesting

(M=4.47). The lowest means was on demonstrating exceptional

problem skills (M=4.26).

The result shows that the teachers’ instructional

strategies using oral expression was very effective but not

on problem solving.
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Table 1a. Effectiveness of teachers as perceived by the
Teacher Education Students in terms of instructional
strategies

Area Mean Description

Uses a variety of instructional 4.49 Effective


strategies.

Uses a variety of resources and 4.40 Effective


materials for instruction.

Demonstrates exceptional problem 4.26 Effective


solving skill.

Communicates with the learners 4.57 Very Effective


using acceptable and oral
expressions.

Demonstrates ability to work with 4.47 Effective


individuals, small groups, and
large groups.

Provides assignment/learning 4.47 Effective


opportunities that are interesting
and appropriate to the level of
the students.

Provides learning experiences 4.39 Effective


which enhance students’ situations
outside of the school.

Grand Mean 4.44 Effective

Legend:
4.50-5.00- Very Effective
3.50-4.49- Effective
2.50-3.49- Moderately Effective
1.50-2.49- Ineffective
1.00-1.49- Very Ineffective
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Effectiveness of Teachers as Perceived by the Teacher
Education Students in terms of Communication

Table 1b reflects the effectiveness of teachers as

perceived by the teacher education students in terms of

communication. The data revealed that the teacher education

students’ perception on the effectiveness of teachers in

terms of communication resulted to “very effective” with a

grand mean value of 4.52. This result shows that the

teacher is very effective in giving clear directions and

explanations (M=4.64).In motivating students to ask

questions (M=4.63) and using question that lead students

analyze, synthesize and think critically and provides

opportunities for group communication, cooperation, and

interaction to maximize learning are the two area in

communication were rated “very effective” (M=4.54). On the

other hand, in using a variety of functional verbal and

non- verbal communication skills with students got a lowest

mean value of 4.37 and equivalent to “effective” only.

This finding supports the statement of Swank, Taylor,

Brady and Freiberg (1998) that in creating a model of

effectiveness it was based upon teacher action. For them,

effective meant increasing academic questions and

decreasing lecture and ineffective practices such as

negative feedback and low-level questions.


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Table 1b. Effectiveness of teachers as perceived by the
Teacher Education Students in terms of communication

Area Mean Description

Accepts varied students view point. 4.50 Very Effective

Motivates students to ask questions. 4.63 Very Effective

Gives clear directions and explanations. 4.64 Very Effective

Uses a variety of functional verbal 4.37 Effective


and non-verbal communication skills
with students.

Asks students to extend or elaborate 4.42 Effective


answers or ideas.

Uses questions that lead students 4.54 Very Effective


analyze, synthesize and think critically.

Provides opportunities for group 4.54 Very Effective


communication, cooperation, and
interaction to maximize learning.

Grand Mean 4.52 Very Effective

Legend:
4.50-5.00- Very Effective
3.50-4.49- Effective
2.50-3.49- Moderately Effective
1.50-2.49- Ineffective
1.00-1.49- Very Ineffective

Effectiveness of Teachers as Perceived by the Teacher


Education Students in terms of Classroom Management

Table 1c presents the effectiveness of teachers as

perceived by teacher education students in terms of

classroom management. The data shows that the teachers at

the Iloilo State College of Fisheries-San Enrique Campus


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were generally “effective” in classroom management as

reflected by the grand mean value of 4.47.

In maintaining an environment in which students are

actively involved, and working on task, the teachers are

“very effective” as reflected by the highest mean of 4.51

while, structuring the use of time to facilitate maximum

student learning got the lowest mean value of 4.40 and

interpreted as “effective”. The result shows that the

teachers are more effective in upholding an environment in

which students can actively engaged in learning but less

effective in managing the time to facilitate students’

maximum learning.

According to Pianta (2002), sharing responsibility is

one of the effective teacher attitude. This attitude

focuses on the ability of the teacher to establish a shared

environment, effective teacher must not be overly

possessive or need complete control of the children and

environment, it is important to allow students both

responsibility and freedom within the classroom community.


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Table 1c. Effectiveness of teachers as perceived by the
Teacher Education Students in terms of classroom
management

Area Mean Description

Plans a well-organized classroom 4.50 Very Effective


procedure.

Disciplines on a quiet, dignified 4.43 Effective


positive manner.

Structures the use of time to 4.40 Effective


Facilitate maximum student learning.

Implements an effective classroom 4.49 Effective


management system for positive
student behavior.

Conveys the impression of knowing 4.49 Effective


what to do and how to do it.

Maintains an environment in which 4.51 Very Effective


students are actively involved and
working on tasks.

Adjust components of physical learning 4.46 Effective


environment over which the teacher
has control to facilitate learning.

Grand Mean 4.47 Effective

Legend:
4.50-5.00- Very Effective
3.50-4.49- Effective
2.50-3.49- Moderately Effective
1.50-2.49- Ineffective
1.00-1.49- Very Ineffective

Effectiveness of Teachers as Perceived by the Teacher


Education Students when classified as to Variables in terms
of Planning

Table 2 shows the effectiveness of teachers as

perceived by the teacher education students when classified


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42
as to variables in terms of planning. The data revealed

that when taken as an entire group, the teachers were

“effective” in planning as reflected on the mean of 4.45.

In terms of sex, male respondents perceived the teachers as

“very effective” with a mean of 4.57 while female

respondents viewed their teachers as “effective (M=4.43).

As to age, 17 years old and below got the highest mean of

4.66 or “very effective” compared to 18-19 years old and 20

years old and above with ratings of “effective” only.

The first year students got a highest mean value of

4.63 as they perceived the planning qualities of an

effective teacher as “very effective” while, the fourth

year respondents rated “effective” and had the lowest mean

of 4.24. Among the two programs of education, Bachelor of

Elementary Education students perceived the planning

qualities of the teacher as “very effective” as indicated

by the mean value of 4.56.

Of the 142 total respondents, male, youngest, first

year, second year and Bachelor in Elementary Education

perceived the planning qualities of an effective teacher as

“very effective”.
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Table 2. Effectiveness of teachers when classified as to


variables in terms of planning

Classification Frequency Mean Description

Entire Group 142 4.45 Effective


Sex
Male 18 4.57 Very Effective
Female 124 4.43 Effective

Age
17 and Below 45 4.66 Very Effective
18 and 19 61 4.41 Effective
20 and Above 36 4.23 Effective

Curriculum Year
First Year 38 4.63 Very Effective
Second Year 40 4.52 Very Effective
Third Year 37 4.34 Effective
Fourth Year 27 4.24 Effective

Program
BEED 78 4.56 Very Effective
BSED 64 4.31 Effective

Legend:

4.50-5.00- Very Effective


3.50-4.49- Effective
2.50-3.49- Moderately Effective
1.50-2.49- Ineffective
1.00-1.49- Very Ineffective

Effectiveness of Teachers as Perceived by the Teacher


Education Students when classified as to Variables in terms
of Instructional Strategies

Table 2a presents the effectiveness of teachers as

perceived by the teacher education students when classified

as to variables in terms of instructional strategies. The


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44
data revealed that when taken as an entire group, the

students perceived the teachers as “effective” on

instructional strategies with a mean of 4.44.

Male respondents perceptions were “very effective”

(M=4.55) while the female were “effective (M=4.42. As to

age, 17 years old and below got the highest mean of 4.59,

or “very effective” while those with ages 18-19 years old

and 20 years old and above were “effective”. First year

students perceptions on the instructional strategies

qualities of an effective teacher was “very effective” as

indicated by the highest mean value of 4.56 while second

year, third year and fourth year were lower and “effective”

only. The Bachelor of Elementary Education students got a

higher mean of 4.52 or “very effective” compared to

Bachelor of Secondary Education Students with “effective”

perception.

The effectiveness of teachers in terms of

instructional strategies were perceived as “very effective”

by male, 17 years old and below, first year and Bachelor of

Elementary Education respondents.


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Table 2a. Effectiveness of teachers when classified as to
variables in terms of instructional strategies

Classification Frequency Mean Description

Entire Group 142 4.44 Effective

Sex
Male 18 4.55 Very Effective
Female 124 4.42 Effective

Age
17 and Below 45 4.59 Very Effective
18 and 19 61 4.38 Effective
20 and Above 36 4.32 Effective

Curriculum Year
First Year 38 4.56 Very Effective
Second Year 40 4.41 Effective
Third Year 37 4.39 Effective
Fourth Year 27 4.35 Effective

Program
BEED 78 4.52 Very Effective
BSED 64 4.33 Effective

Legend:
4.50-5.00- Very Effective
3.50-4.49- Effective
2.50-3.49- Moderately Effective
1.50-2.49- Ineffective
1.00-1.49- Very Ineffective

Effectiveness of Teachers as Perceived by the Teacher


Education Students when classified as to Variables in terms
of Communication

Table 2b reflects the effectiveness of teachers as

perceived by the Teacher Education Students when classified

as to variables in terms of communication. The data


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46
revealed that when taken as an entire group the respondents

perception was “very effective” (M=4.54).

When classified as to sex male and female perceptions

on the effectiveness of teachers in terms of communication

was “very effective” with a mean value of 4.53 and 4.52

respectively. In terms of age, “very effective” were the

perceptions of 17 years old and below (M=4.68). For

curriculum year, first year and fourth year students

perceptions were both “very effective” with means of 4.70

and 4.51 respectively. Bachelor of Elementary Education

students got the highest mean of 4.58 or “very effective”.

The effectiveness of teachers in terms of

communication were “very effective” according to male,

female, first year, fourth year, and Bachelor of Elementary

Education students.
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Table 2b. Effectiveness of teachers when classified as to
variables in terms of communication

Classification Frequency Mean Description

Entire Group 142 4.52 Very Effective

Sex
Male 18 4.53 Very Effective
Female 124 4.52 Very Effective

Age
17 and Below 45 4.68 Very Effective
18 and 19 61 4.47 Effective
20 and Above 36 4.39 Effective

Curriculum Year
First Year 38 4.70 Very Effective
Second Year 40 4.49 Effective
Third Year 37 4.37 Effective
Fourth Year 27 4.51 Very Effective

Program
BEED 78 4.58 Very Effective
BSED 64 4.40 Effective

Legend:
4.50-5.00- Very Effective
3.50-4.49- Effective
2.50-3.49- Moderately Effective
1.50-2.49- Ineffective
1.00-1.49- Very Ineffective

Effectiveness of Teachers as Perceived by the Teacher


Education Students when classified as to Variables in terms
of Classroom Management

Table 2c presents the effectiveness of teachers as

perceived by the teacher education students when classified

as to variables in terms of classroom management.

Generally, the results shows that teachers have “effective”

classroom management as reflected in the mean of 4.47.


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In terms of sex, male respondents got a higher mean of

4.56 or “very effective” compared to female respondents

which was “effective” only. As to age 17 years old and

below got a highest mean of 4.62 or “very effective”

compared to 20 years old and above which got the lowest

mean of 4.31. First year students’ perception on the

classroom management qualities of an effective teacher was

“very effective” as indicated by the mean value of 4.63,in

which first year students got the highest mean value

compared to other year levels. The Bachelor of Elementary

Education students got a higher mean of 4.52 or “very

effective while the Bachelor of Secondary Education

students were only ‘effective”.


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Table 2c. Effectiveness of teachers when classified as to
variables in terms of classroom management

Classification Frequency Mean Description

Entire Group 142 4.47 Effective

Sex
Male 18 4.56 Very Effective
Female 124 4.41 Effective

Age
17 and Below 45 4.62 Very Effective
18 and 19 61 4.39 Effective
20 and Above 36 4.31 Effective

Curriculum Year
First Year 38 4.63 Very Effective
Second Year 40 4.47 Effective
Third Year 37 4.35 Effective
Fourth Year 27 4.37 Effective

Program
BEED 78 4.58 Very Effective
BSED 64 4.31 Effective

Legend:
4.50-5.00- Very Effective
3.50-4.49- Effective
2.50-3.49- Moderately Effective
1.50-2.49- Ineffective
1.00-1.49- Very Ineffective

Difference on the Effectiveness of Teachers as Perceived by


the Teacher Education Students when Grouped According to
Variables in terms of Planning

Table 3 gives the result on the difference on the

effectiveness of teachers as perceived by the Teacher

Education Students when grouped according to variables in

terms of planning. The result shows that the perception of

the students on the effectiveness of teachers when


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classified as to sex was not significantly different as

shown by the significance value of 0.768 which is higher

than 0.05. Both male and female respondents have the same

level of perceptions on the planning effectiveness of an

effective teacher. The null hypothesis which states that

there is no significant difference on the perception of the

teacher education students in terms of planning

effectiveness of an effective teacher when classified as to

sex was not rejected.

When grouped as to age, the planning effectiveness of

an effective teacher differed significantly as supported by

a significance value of 0.000 which was lower than 0.01,

thus the null hypotheses which states that there is no

significant difference on the perception of the teacher

education students on the effectiveness of teachers in

terms of planning when classified as to age was rejected.

This result means that younger and older respondents varied

on their perception on the planning effectiveness of an

effective teacher.

The effectiveness of teachers in terms of planning

when subjected to the Analysis of Variance resulted to

highly significant as shown by the significance value of

0.004 which was lower than 0.01, when grouped as to


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curriculum year. The null hypothesis which states that

there is no significant difference on the perception of the

teacher education students in the effectiveness of teachers

in terms of planning when classified as to curriculum year

was rejected. This result means that curriculum year

influenced the perceptions of the respondents.

The planning effectiveness of an effective teacher

when grouped as to program resulted to not significant as

shown by the significance value of 2.990 which was higher

than 0.05. The null hypothesis which states that there is

no significant difference on the perception of the teacher

education students in the effectiveness of teachers in

terms of planning when classified as to program was not

rejected. The finding revealed that both BEED and BSED

students’ perception of the planning effectiveness of an

effective teacher were comparable.

Of the variables included in the study, age and

curriculum year had significant effect on the perception of

the respondents.
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Table 3. Difference on the effectiveness of Teachers as
perceived by the Teacher Education Students when grouped
according to variables in terms of planning

Classification t-computed/ Sig. Interpretation


ANOVA V

Sex 0.382 0.768 Not Significant


Age 8.331** 0.000 Highly
Significant

Curriculum 4.736** 0.004 Highly


Year Significant
Program 0.086 2.990 Not Significant

Not Significant = SV > 0.05


* Significant = SV ≤ 0.05
** Highly Significant = ≤ 0.01

Post Hoc Test using Tukey on the Effectiveness of Teachers


in terms of planning when classified as to Age and
Curriculum Year

Table 3a reflects the result of Post Hoc Test using

Tukey on the effectiveness of teachers in terms of planning

when classified as to age and curriculum year.

As to age, 17 years old and below and 20 years old and

above respondents varied in their perception on the

planning effectiveness of an effective teacher as supported

by a significance value of 0.000 (p<0.01). This result

could be attributed to the fact that first year do not have

enough knowledge as to the planning effectiveness of the

teachers wherein they rated higher while fourth year have


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53
taken more education subjects which have given them idea on

the planning effectiveness that the teacher must possess.

In terms of curriculum year, first year respondents’

perception differed significantly from third year as

supported by a significance value of 0.039 (p<0.05). This

result means that year level was a factor in the perception

of the respondents. Likewise, first year respondents

perception differed significantly from fourth year as

proven by a significance value of 0.006 (p<.01).

Table 3a. Post Hoc Test using Tukey on the effectiveness of


teachers in terms of planning when classified as to
curriculum year and age

Variable Significance Decision


Value
Age
17 and below VS 0.000** Highly Significant
20 and above

Curriculum Year
1st yr. vs. 3rd yr. 0.039* Significant
1st yr. vs. 4th yr. 0.006** Highly Significant

* Significant = SV ≤ 0.05
** Highly Significant = ≤ 0.01

Difference on the Effectiveness of Teachers as Perceived by


the Teacher Education Students when Classified as to
Variables in terms of Instructional Strategies

Table 4 gives the result on the difference of the

effectiveness of teachers as perceived by the Teacher

Education Students when grouped according to variables in


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terms of instructional strategies. The result shows that

the perception of the students on the effectiveness of

teachers in terms of instructional strategies when

classified as to sex was not significant as proven by the

significance value of 0.789 which was higher than 0.05.

The null hypothesis which states that there is no

significant difference on the perception of the teacher

education students on the effectiveness of teachers in

terms of instructional strategies when classified as to sex

was not rejected. This means that both male and female

respondents have the same level of perception on the

instructional strategies effectiveness of the teachers.

When grouped as to age, the perception of the

respondents on the instructional strategies effectiveness

of the teachers was not significant as justified by the

significance value of 0.100 which was higher than 0.05,

thus the null hypothesis which states that there is no

significant difference on the perception of the teacher

education students in the effectiveness of teachers in

terms of instructional strategies when classified as to age

was not rejected. This result means that respondents whose

ages are 17 years old and below, 18-19 years old, and 20
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years old and above have the same perceptions on the

instructional strategies effectiveness of the teachers.

When classified as to curriculum year, all 1st year to

4th year Teacher Education Students have comparable

perceptions on the instructional strategies effectiveness

of teachers as shown by the significance value of 0.206

which was higher than 0.05. The null hypothesis which

states that there is no significant difference on the

perception of the teacher education students in the

effectiveness of teachers in terms of instructional

strategies when classified as to sex was not rejected.

The instructional strategies effectiveness of the

teachers when grouped as to program resulted to not

significant as shown by the significance value of 0.075

which was higher than 0.05, thus the null hypothesis which

states that there is no significant difference on the

perception of the teacher education students in terms of

instructional strategies effectiveness of teachers when

classified as to program was not rejected. The finding

means that both BEED and BSED students’ perception of the

instructional strategies effectiveness of teachers was

comparable.
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Table 4. Difference on the effectiveness of Teachers as
perceived by the Teacher Education Students when grouped
according to variables in terms of instructional
strategies

Classification t-computed/ Sig. Interpretation


ANOVA V

Sex 0.376 0.789 Not Significant

Age 4.763 0.100 Not Significant

Curriculum 1.544 0.206 Not Significant


Year

Program 0.0784 0.075 Not Significant

Not Significant = SV > 0.05

Difference on the Effectiveness of Teachers as Perceived by


the Teacher Education Students when classified as to
variables in terms of Communication

Table 5 presents the result on the difference of the

effectiveness of teachers as perceived by the Teacher

Education Students when grouped according to variables in

terms of communication. The result shows that the

perception of the respondents on the communication

effectiveness of the teachers when classified as to sex was

not significant as shown by the significance value of 0.103

which was higher than 0.05. The null hypothesis which

states that there is no significant difference on the

effectiveness of teachers in terms of communication when

classified as to sex was not rejected. This result means


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that both male and female respondents have the same level

of perception on the communication effectiveness of

teachers.

When grouped as to age, the perception of the students

in terms of communication was significantly different as

proven by a significance value of 0.012 which was lower

than 0.05, thus the null hypothesis which states that there

is no significant difference on the effectiveness of

teachers in terms of communication when classified as to

age was rejected. The respondents irrespective of age have

a different perception on the communication effectiveness

of the teachers.

The perceptions of the respondents on the

communication effectiveness of teachers were comparable as

shown by the significance value of 0.019 which was higher

than 0.05, when grouped as to curriculum year.

The null hypothesis which states that there is no

significant difference on the perception of the teacher

education students in the effectiveness of teachers in

terms of communication when classified as to curriculum

year was not rejected.

Program was not a factor on the perception of the

respondents as to the communication effectiveness of


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teachers as shown by the significance value of 0.905 which

was higher than 0.05, thus rejecting null hypothesis which

states that there is no significant difference on the

perception of the teacher education students in terms of

communication effectiveness of the teachers when classified

as to program.

The findings mean that both BEEd and BSEd students

have the same level of perceptions on the effectiveness of

teachers in terms of communication.

Table 5. Difference on the Effectiveness of Teachers as


perceived by the Teacher Education Students when grouped
according to variables in terms of communication

Classification t-computed/ Sig. Interpretation


ANOVA V
Sex 0.748 0.103 Not Significant

Age 4.546* 0.012 Significant

Curriculum 3.408* 0.019 Significant


Year

Program 0.170 0.905 Not Significant


Not Significant = SV > 0.05
* Significant = SV ≤ 0.05
** Highly Significant = ≤ 0.01

Difference on the Effectiveness of Teachers as Perceived by


the Teacher Education Students when classified as to
Variables in terms of Classroom Management

Table 6 reflects the result on the difference of the

effectiveness of teachers as perceived by the Teacher


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Education Students when grouped according to variables in

terms of classroom management. The result shows that the

classroom management effectiveness of the teachers when

classified as to sex was not significant as shown by the

significance value of 0.229 which was higher than 0.05. The

null hypothesis which states that there is no significant

difference in the perception of the students on the

effectiveness of the teachers in terms of classroom

management when classified as to sex was not rejected.

The male and female respondents have the same level of

perception on the classroom management effectiveness of

teachers.

When grouped as to age, the effectiveness of teachers

in terms of classroom management was highly significant as

proven by the significance value of 0.002 which was lower

than 0.01, thus the null hypothesis which states that there

is no significant difference on the perception of the

teacher education students in terms of classroom management

effectiveness of teachers when classified as to age was

rejected.

When classified as to curriculum year, all 1st year to

4th year Teacher Education Students have the same perception

on the effectiveness of the teachers in terms of classroom


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management as supported by a significance value of 0.056

which was higher than 0.05. The null hypothesis which

states that there is no significant difference on the

perception of the teacher education students in terms of

classroom management effectiveness of the teachers when

classified as to curriculum year was not rejected. This

finding means that regardless of year level their

perceptions on the classroom management effectiveness of

teachers were the same.

The effectiveness of teachers in terms of classroom

management when grouped as to program resulted to not

significant as shown by the significance value of 4.871

which was higher than 0.05. The null hypothesis which

states that there is no significant difference on the

perception of the teacher education students on the

effectiveness of teachers in terms of classroom management

when classified as to program was not rejected. The data

revealed that BEEd and BSEd students did not differ in

their perception on the classroom management effectiveness

of teachers.
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Table 6. Difference on the effectiveness of Teachers as
perceived by the Teacher Education Students when grouped
according to variables in terms of classroom management
Classification t-computed/ Sig. Interpretation
ANOVA V
Sex 0.633 0.229 Not Significant

Age 6.791* 0.002 Significant

Curriculum 2.587 0.056 Not Significant


Year

Program 0.029 4.871 Not Significant

Not Significant = SV > 0.05


* Significant = SV ≤ 0.05

Post Hoc Test using Tukey on the Effectiveness of Teachers


in terms of Classroom Management when classified as to Age

Table 6a reflects the result of Post Hoc Test using

Tukey when the respondents were classified as to age. The

result showed that 17 years old and below and 20 years old

and above respondents differed significantly in their

perceptions on the effectiveness of teachers in terms of

classroom management as supported by a significance value

of 0.002 (p<0.01). This further means that age was a

factor in the perceptions of the respondents in terms of

classroom management effectiveness of teachers.


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Table 6a. Post Hoc Test using Tukey on the perception of
the students on the effectiveness of Teachers in terms of
classroom management when classified as to age

Variable Significance Decision


Value

Age
17 and below Vs 0.002** Highly Significant
20 and above

** Highly Significant = ≤ 0.01


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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings,

conclusions and recommendations.

Summary

This descriptive study was conducted to find out the

effectiveness of teachers as perceived by the Teacher

Education Students at the Iloilo State College of

Fisheries-San Enrique Campus. It further sought to

determine if there were significant differences on the

perception of the respondents on the effectiveness of

teachers when grouped as to variables.

The respondents were the 142 Teacher Education

Students of the Iloilo State College of Fisheries-San

Enrique Campus enrolled during the academic year 2015-2016.

A stratified random sampling technique was used in choosing

the respondents. The respondents rated their teacher using

the questionnaire checklist adopted from (Maranan, 2013) to

determine the effectiveness of the teachers at Iloilo State

College of Fisheries-San Enrique Campus. The data gathered

were tabulated, analyzed and interpreted using the mean, t-

test, ANOVA, and Tukey test. The significant difference was

tested at 0.05 alpha level.


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Findings

The salient findings of the study were the following:

1. The effectiveness of teachers in terms of planning

as perceived by the teacher education students were

“effective” (M= 4.45) in terms of maintaining accurate and

orderly class records, collects, quantifies and interprets

data, “effective” (M=4.44) in instructional strategies

effectiveness in using variety of instructional strategies

and demonstrating ability to work with others.

They were “very effective” (M=4.52) in communication

such as giving clear directions and explanations and

motivating students to ask questions and “effective” (M=

4.47) classroom management in implementing classroom

management system and conveying the impression of knowing

what to do and how to do.

2. The perceptions of the respondents on the

effectiveness of teachers in terms of planning,

instructional strategies, and classroom management as a

whole was effective, and ranges from effective to very

effective as to sex, age, curriculum year and program.

In terms of communication effectiveness, as a whole

was very effective while as to variables it also ranges

from
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effective to very effective.

3. The perceptions of the respondents on the

effectiveness of teachers in terms of planning

significantly differed when grouped as to age and

curriculum year. Significant difference also existed in

classroom management when classified as to age. No

significant differences in the instructional strategies and

communication effectiveness of the teachers.

Conclusions

In view of the results and findings, the following

conclusions were made:

1. Effective teachers maintained accurate and orderly

records, use varieties of instructional strategies, give

clear directions and explanations, and implements classroom

management system.

2. They are very effective in communication and

effective in planning, instructional strategies, and

classroom management.

3. Age influenced the perceptions of the respondents

on the effectiveness of teachers in terms of planning and

classroom management. Curriculum year was a factor in the

perceptions of the respondents on the effectiveness of

teachers.
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Recommendations

Based on the findings and conclusions of the study,

the researchers arrived at the following recommendations:

1.The teachers should improve their effectiveness in

planning in terms of selecting and developing appropriate

assessment techniques, instructional strategies by

enhancing their problem solving skills, and classroom

management by structuring the use of time to facilitate

maximum students’ learning.

2. The teachers should expose the students

to varied learning experiences outside the school.

3. The School of Education should conduct seminars to

further enhance the teachers and students skills in

identifying and evaluating the learning problem of the

students.

4. Disciplinary action should be observed appropriate

to the learners.

5. Younger teacher education students may be expose

to varied activities that will develop their skills in

identifying teacher’s effectiveness.

6. The researchers strongly recommend to validate this

study.
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REFERENCES

http://www.edutopia.org/discussion/11-habits-effective
teacher

http://teaching.about.com/od/pd/a/Qualities-Of-An-
Effective-Teacher.htm

http://hepg.org/her-home/issues/harvard-educational-review-
volume-77-issue-4/herbooknote/qualities-of-effective-
teachers,-second-edition

http://jupiter.plymouth.edu/~lsandy/effective.html
http://mason.gmu.edu/~epeters1/Qualities_of_Effective_Teach
ers.htm

http://www.ehow.com/info_7959193_factors-affecting-
effective-teaching.html

http://hubpages.com/education/What-are-the-roles-of-an-
effective-teacher

https://my.methodistcollege.edu/ICS/icsfs/Attitudes_of_Effe
ctive_Teachers

https://www.questia.com/library/117934941/qualities-of-
effective-teachers

Million (1999). Effective Teacher.


https://cndls.georgetown.edu/atprogram/twl/effective-
teacher/

Broomfield, Dominique (2010).


http://hubpages.com/education/What-are-the-roles-of-an-
effective-teacher

Pianta (2002). Qualities of an Effective Teacher


https://my.methodistcollege.edu/ICS/icsfs/Attitudes_of_Effe
ctive_Teachers
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A P P E N D I X E S
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APPENDIX A

Letter to Conduct the Study

Republic of the Philippines


Iloilo State College of Fisheries- San Enrique Campus
San Enrique, Iloilo

September 8, 2015

REGINA P. CLAVEL, Ed. D.


Campus Administrator
ISCOF- San Enrique Campus
San Enrique, Iloilo

Madam:

We, the undersigned BEED 4th year students would like


to conduct our research study entitled, “Effectiveness of
the Teachers as Perceived by the Teacher Education Students
at Iloilo State College of Fisheries- San Enrique Campus”.
In line with this, we would like to ask permission
from you to allow us to conduct and gather data from the
first year to fourth year Teacher Education Students who
will be the respondents of our research study on September
10, 2015.
We are hoping for your favorable action regarding this
request.

Thank you very much.


Very truly yours,

MA. ISAHBEL A. AGOLO


STELLA MARIE E. GREGORIO
MONICA P. LASTRELLA
Noted:

EMELYN B. LIGASAN, Ph. D.


Chair, Research and Development

Approved:

REGINA P. CLAVEL, Ed. D.


Campus Administrator
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APPENDIX B

Letter for Pilot Testing

Republic of the Philippines


Iloilo State College of Fisheries- San Enrique Campus
San Enrique, Iloilo

July 27, 2015

NOEL C. GENTURO, Ph. D.


Dean, School of Agriculture
ISCOF- San Enrique Campus
San Enrique, Iloilo

Sir:
The undersigned are presently conducting a study on
“Effectiveness of the Teacher as Perceived by the Teacher
Education Students at Iloilo State College of Fisheries-
San Enrique Campus”. This study is intended to determine
the level of perception of the students on the
effectiveness of the teachers in terms of planning,
instructional strategies, communication and classroom
management.
In this connection, we would like to request
permission to conduct pilot testing to the third year
Bachelor of Science in Agriculture students on July 30,
2015 at 9:00 a.m.
We are hoping for your favorable action regarding this
request.

Very truly yours,

MA. ISAHBEL A. AGOLO


STELLA MARIE E. GREGORIO
MONICA P. LASTRELLA
Noted:

EMELYN B. LIGASAN, Ph. D.


Chair, Research and Development

Approved:
NOEL C. GENTURO, Ph. D.
Dean, School of Agriculture
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APPENDIX C

Letter to the Registrar

Republic of the Philippines


Iloilo State College of Fisheries- San Enrique Campus
San Enrique, Iloilo

July 8, 2015

MS. JOMELDE PALMES


Registrar
ISCOF- San Enrique Campus
San Enrique, Iloilo

Madam:

Warm Greetings!

We the undersigned BEED 4th year students would like to


conduct our research study entitled, “Effectiveness of the
Teachers as Perceived by the Teacher Education Students at
Iloilo State College of Fisheries- San Enrique Campus”.
In this connection, we would like to request a list of
all Education Students from first year to fourth year for
the academic year 2015-2016.
We are hoping for your favorable action regarding this
request.
Thank you very much.

Very truly yours,

MA. ISAHBEL A. AGOLO


STELLA MARIE E. GREGORIO
MONICA P. LASTRELLA

Noted:
REGINA P. CLAVEL, Ph. D.

Approved:
MS. JOMELDE PALMES
Registrar
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APPENDIX D

Questionnaire

Republic of the Philippines


Iloilo State College of Fisheries- San Enrique Campus
San Enrique, Iloilo

Our Dear Respondents,

Warm Greetings!

We are working on our research study entitled,


“Effectiveness of the Teachers as Perceived by the Teacher
Education Students at Iloilo State College of Fisheries-
San Enrique Campus”. This is in partial fulfillment of the
requirements of the course Bachelor of Elementary
Education.

We would really appreciate if you could participate in


the study by answering the attached research instruments,
and thus help us gather data for our study.

Please be as accurate and honest with your responses.


It is only in that case that this study might have some
value!

All the responses will remain absolutely confidential.

Thank You for your time and God Bless.

Very truly yours,

MA. ISAHBEL A. AGOLO


STELLA MARIE E. GREGORIO
MONICA P. LASTRELLA

Noted:

REGINA P. CLAVEL, Ed. D.


Adviser
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QUESTIONNAIRE ON THE PERCEPTION OF TEACHER EDUCATION ON THE
EFFECTIVENESS OF TEACHERS

Part I: Personal Background

Name:(Optional)

Course & Year: Sex: Age:

Part II: Effectiveness of the Teachers

Direction: The following statements will determine


your personal perception regarding the effectiveness of
teachers. There is no correct or wrong answer here. Please
indicate your honest assessment by putting a checkmark on
the space provided using the following scale:

5-Always- your subject teacher all the time performs the

situation addressed by the statements.

4-Very Often- your teacher very frequently performs the

situation addressed by the statements.

3-Often- your teacher frequently performs the situation

addressed by the statements.

2-Seldom- your teacher sometimes perform the situation

addressed by the statements.

1-Never- your teacher do not perform the situation

addressed by the statements.


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Respondent’s Perception on the Effectiveness
of Teachers

Statements(Planning) 5 4 3 2 1
1. Maintains accurate, neat and orderly
class records.
2. Collects, quantifies, and interprets
data from appropriate assessment
instruments like tests or quizzes.
3. Identifies and evaluates the learning
problems of the students in the content
area being taught.
4. Selects/develops/adopts appropriate
assessment techniques and instruments
for instructional activities.
5. Has realistic expectations for the
learning process and students’
readiness for learning.
6. Gathers, organizes, and evaluates
pertinent information about students
for effective instruction.
7. Knows how to select (or construct),
organize, and use appropriate
instructional materials and equipment
to facilitate maximum learning.

Statements (Instructional Strategies) 5 4 3 2 1

8. Uses a variety of instructional


Strategies.
9. Uses a variety of resources and
materials for instruction
10.Demonstrates exceptional problem
solving skill.
11. Communicates with the learners using
acceptable and oral expressions.
12. Demonstrates ability to work with
individuals, small groups, and large groups.
13. Provides assignment/learning
opportunities that are interesting and
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appropriate to the level of the students.

14. Provides learning experiences which


enhance students’ situations outside of the
school.

Statements (Communication) 5 4 3 2 1

15. Accepts varied students view point.

16. Motivates students to ask questions.

17. Gives clear directions and explanations.

18. Uses a variety of functional verbal and


non-verbal communication skills with
students.
19. Asks students to extend or elaborate
answers or ideas.
20. Uses questions that lead students
analyze, synthesize and think critically.
21. Provides opportunities for group
communication, cooperation, and interaction
to maximize learning.

Statements (Classroom Management) 5 4 3 2 1

22. Plans a well-organized classroom


procedure.
23. Disciplines on a quiet, dignified, and
positive manner.
24. Structures the use of time to facilitate
maximum student learning.
25. Implements an effective classroom
management system for positive student
behavior.
26. Conveys the impression of knowing what
to do and how to do it.
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27. Maintains an environment in which
students are actively involved, and working
on tasks.
28. Adjust components of physical learning
environment over which the teacher has
control to facilitate learning.

Name and Signature of the Respondent


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Appendix E

Pictures during the conduct of the study


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APPENDIX F

Personal Data

Name : Stella Marie E. Gregorio

Date of Birth : February 22, 1996

Home Address : Brgy. Imbesad-an, San Enrique,Iloilo

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religious Affiliation: Roman Catholic

Family Background

Mother’s Name : Ma. Joma E. Gregorio

Father’s Name : Ernesto T. Gregorio Sr.

Educational Background

Elementary : Cubay Elementary School


Cubay, San Enrique, Iloilo
2007-2008

Secondary : San Enrique National Comprehensive


High School
San Enrique, Iloilo
2011-2012

Tertiary : ISCOF- San Enrique Campus


San Enrique, Iloilo
2015-2016

Degree : Bachelor in Elementary Education


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Personal Data

Name : Monica P. Lastrella

Date of Birth : September 22, 1995

Home Address : Brgy. Braulan, San Enrique, Iloilo

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religious Affiliation: Roman Catholic

Family Background

Mother’s Name : Elenita Lastrella

Father’s Name : Narciso Lastrella

Educational Background

Elementary : Catan-agan Elementary School


Catan-agan, San Enrique, Iloilo
2007-2008

Secondary : Passi National High School


Passi City, Iloilo
2011-2012

Tertiary : ISCOF- San Enrique Campus


San Enrique, Iloilo
2015-2016

Degree : Bachelor in Elementary Education


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Personal Data

Name : Ma. Isahbel A. Agolo

Date of Birth : October 10, 1995

Home Address : Brgy. Braulan, San

Enrique, Iloilo

Sex : Female

Civil Status : Single

Citizenship : Filipino

Religious Affiliation: Roman Catholic

Family Background

Mother’s Name : Merluna Agolo

Father’s Name : Rolan Agolo

Educational Background

Elementary : Catan-agan Elementary School


Catan-agan, San Enrique, Iloilo
2007-2008

Secondary : San Enrique National Comprehensive


High School
San Enrique, Iloilo
2011-2012

Tertiary : ISCOF- San Enrique Campus


San Enrique, Iloilo
2015-2016

Degree : Bachelor in Elementary Education


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