“TEACHERS’ TEACHING PROFICIENCY AND ITS INFLUENCE ON

GRADE-11 STUDENTS’ ACADEMIC PERFORMANCES IN

SAN PABLO NATIONAL HIGH SCHOOL”

An Undergraduate Thesis Presented to the

SENIOR HIGH SCHOOL DEPARTMENT
San Pablo National High School
Poblacion, San Pablo

In Partial Fulfilment of the Requirements for the

PRACTICAL RESEARCH II
Submitted to:
JUVY MAY A. SOJERO

By:

HANA RIA M. PONCE

IMIE BACSAN
MARY MAE LEMOSNERO
RODEL QUERING
ARGIE MAHINAY
LITO F. ANOBA

January 2018
 CHAPTER I
THE PROBLEM

Introduction

The importance of teaching, and of how teachers teach in their classrooms, is

being recognised as of key importance in many ways. It is clear that teaching their

classes is the most important thing that teachers do, an importance that is recognised in

contemporary educational policies in the Philippines concerning ‘teachers workload’ that

are aimed at making it easier for teachers to teach well. It is shown in the increased

involvement of government in actually trying to determine how teachers teach, either

through more prescriptive approaches such as the Philippine Government’s Literacy.

Current research has emphasized the importance of proficiency of a teachers as

the most critical factor in determining school and student success (Goldhaber, Anthony,

& Urban Inst, 2005; Marzano, 2000, 2003; Mathers & Olivia, 2008; Wright, 1997).

Thus, it would logically follow, that schools should focus on developing teachers to

enhance their effectiveness in order to increase student achievement. (Donaldson, 2009),

a potential exists to develop teachers through an effective supervision and evaluation

process. The importance of effective supervision and evaluation is well summarized in

this statement. (Scriven, 1995).

Teachers play a central role that fosters student learning. The multiple roles of

teachers in the teaching process are the key to effective teaching. The school, being an

educational organization is dependent upon teachers’ proficiency of teaching. There is

ample evidence that proficient teachers are the most important in school contributors to

student learning in classrooms. A teacher believes that circumstances such as socio-

economic status of the students or availability of resources are significantly more

powerful influences over student learning and achievement than his or her teaching that

reflect his or her low teaching efficacy. Importantly, high efficacy teachers produce

higher student achievement. Teachers’ proficiency can impact their ability to be

responsive and effective in teaching. They should have self-efficacy on their skills.

Teacher proficiency and teacher quality have become the focus of intense

international attention and national concern. Dozens of nations are implementing a

diverse set of strategies that aim to improve the quality of education by improving the

quality of teachers. These efforts have not been well coordinated, and as the researchers

in this study show, core constructs of quality have not been well defined. In this

introductory chapter, we discuss why teachers are now “under the microscope” of

policymaker’s attention and elaborate how the chapters in this volume identify

particularly fruitful avenues for further study.

 THEORETICAL FRAMEWORK

The main theoretical frameworks which have been developed in order to describe

effective education are presented. Specifically, it is argued that by moving from Carroll’s

model of school learning to the comprehensive model of educational effectiveness and,

ultimately, to the dynamic model of educational effectiveness, the complex nature of

educational effectiveness can be described more precisely. Moreover, the latter

theoretical model takes into account the dynamic perspective of education and

incorporates the results of research on differential teacher effectiveness into a generic

model describing effective teaching practice. Furthermore, it is acknowledged that

previous studies on teacher effectiveness have not been able to make a significant impact

upon teacher training and professional development, whereas the establishment of the

dynamic model of educational effectiveness may contribute significantly to addressing

the main weaknesses of the field.

 CONCEPTUAL FRAMEWORK

TEACHERS’
ASSESSMENT LEARNING INSTRUCTIONAL
PERSONAL
FOR STUDENTS ENVIRONMENT DELIVERY
QUALITY

TEACHERS’ TEACHING PROFICIENCY

ACADEMIC PERFORMANCE

Figure 1. Schematic Diagram of the Conceptual Framework

This study, with its formulated title, “TEACHERS’ TEACHING PROFICIENCY

AND ITS INFLUENCE ON GRADE-11 STUDENTS’ ACADEMIC PERFORMANCES IN
SAN PABLO NATIONAL HIGH SCHOOL” has considered twin variables - the
independent and dependent variables and sub variables which considered the factors of
the independent variables
The independent variable of the study is the “TEACHERS’ TEACHING
PROFICIENCY” which is expected to ascertain its link to the “STUDENTS’ ACADEMIC
PERFORMANCES” of the Students, the dependent variable which is also link to the sub
variables “Assessments for students, Teachers’ Personal Quality, Learning Environment
and Instructional Delivery.”
With the information on the variables and meeting the essentials for the research
site, the researchers, then, proceeded to the field to gather the needed data with the nod
given by the research instructor.
 STATEMENT OF THE PROBLEM

This study aimed to determine the influential factors of teachers’ teaching

effectiveness to the students’ learning in San Pablo National High School and to
determine the relationship between the sub variables to the academic performances of
the respondents.

.
Specifically, this study sought answers to the following questions:

1. What is the level of Teachers’ Teaching Proficiency?

2. What is the level of the respondent’s academic performances?
3. Is there a significant relationship between Teacher’s Teaching Effectiveness and
Grade-11 students’ Academic Performance?

RESEARCH HYPOTHESIS

This study established the null hypothesis below which was tested at 0.05 level of
significance for Acceptance or Rejection.

Ho1: There a significant relationship between Teachers’ Teaching Proficiency and

Students Academic Performances.
 SIGNIFICANCE OF THE STUDY

This study shall give benefits to the following individuals.

Students. From the findings, the students will benefit if their teachers can focus

more on areas of teaching competence that needs improvements and will provide them

with a higher quality of education. Students will have a lighter ease in acquiring

information from added equipment that will be provided by the school, resulting to a

maximum learning opportunity and higher academic performance.

Teachers. this study will serve as a guide for a more effective teaching of a teacher

in San Pablo National High Schools. Likewise, it will provide insights as their strengths

and weaknesses as facilitators of learning. Furthermore, the result of the study will make

them aware of the factors that contribute to the success in the learning of all subjects

academically.

Principal . The findings of this study may provide principal with vital information on the

needs concerning classrooms, teachers and students in order to improve the teachers’

teaching proficiency, the learning of students and the effectiveness of the schools, thus

making them better supervisors and colleagues for teachers.

Researchers. The finding of this may add insights to other researchers who desire to

explore the proficiency and teaching proficiency of a teacher in San Pablo National High

School. This may also serve as a reference for further study.

 SCOPE AND LIMITATION

This study will be considered selected students as the respondents of this study.

As a total of 117 students where are all in Grade-11 level, specifically Grade 11- STEM,

Grade 11 – HE, Grade 11- GAS and Grade 11-ICT students in San Pablo National High

School. This group of students was considered to be under the observation about the

research and the survey question will be delimited on the research study entitled

“Teacher’s Teaching Proficiency and its influence on Grade-11 students’ Academic

Performances.

This study covered the various features leading to the research study conducted

in San Pablo National High School. This study has been able to cover the possible

features that contribute to some factors in Teacher’s Teaching Proficiency and its

influence on Grade-11 students’ Academic Performances which may have been

responsible for their poor and high performances. These studies include, factual

information from the teachers regarding with the performance of the respondents related

to the study. It is needed to give weight on the result from the conducted survey before

proceeding to next chapter.

Therefore we ask them the data gathered will seek to answer what is the probable

effect of Teacher’s Teaching Proficiency and its influence to the academic performances

of the respondents, and what are the achievements on them.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents the review of related literature and related studies which the

researchers believe to have relevance on the study. This includes data from different

resources such as the internet, some theses output and other materials which truly helped

in shedding light to the present inquiry.

Overview

Effective teachers are very important for students learning. However, teachers’

effectiveness is difficult to define since there has not been a consensus agreement on

what measured quality teacher (Stronge, Ward and Grant, 2011). However, it is possible

to measure some teachers’ attribute like interaction with student, teaching strategy,

motivation, pedagogical content knowledge and classroom management through

qualitative research approach. These teachers’ attributes could act in a long way to

determine teachers’ effectiveness. (Stronge, Ward and Grant , 2011) identified four

dimensions that were used to characterize an effective teacher as follows:

- Assessment for Students

- Teachers’ Personal Quality

- Learning Environment

- Instructional Delivery
Related literature and related studies

Over the past decade, research has confirmed that teachers have substantial

impacts on their students’ academic and life-long success (Chetty, Friedman, & Rockoff,

2014; Jackson, 2012; Nye, Konstantopoulos, & Hedges, 2004). Recent investigations

also have uncovered some characteristics of effective classroom environments, including

teachers’ organizational skills and interactions with students (Grosmman, Loeb, Cohen,

& Wyckoff, 2013; McCaffrey, Miller, & Staiger, 2013).

(Kane, McCaffrey, Miller, and Staiger, 2013) The largest and most ambitious

study to date to conduct these sorts of analyses is the Measures of Effective Teaching

(MET) project, which collected data from teachers across six urban school districts on

multiple observation instruments. By randomly assigning teachers to class rosters within

schools and using out-of-year observation scores, were able to limit some of the sources

of bias described above.

(Hanushek, 2009) Although improving the quality of the teacher workforce is

seen as an economic imperative, long-standing traditions that reward education and

training or offer financial incentives based on student achievement have been met with

limited success.

(Kane, 2013) has greatly expanded conversation in the economics of education

literature to include teaching quality when considering teacher quality; this work has yet

to coalesce around specific instructional dimensions that increase student outcomes.

Random assignment of teachers to students – and other econometric methods such as use

of school fixed effects, teacher fixed effects, and out-of-year observation ratings – likely
provide internally valid estimates of the effect of having a teacher who provides high-

quality instruction on student outcomes. This approach is useful when validating

different measures of teacher quality, as was the stated goal of many of the studies

described above including MET.

(Newcomb et al., 1986) classified teaching techniques into two groups namely

the group techniques which include discussion, demonstrations, field trips, role playing

and resource people. The individualized techniques include supervised study,

experiments and independent study.

On the other hand (Quina, 1989) conceptualized them as traditional (lecture,

recitation, one-on-one sharing, group work, brainstorming, the project method, role

playing) and nonverbal methods (the mandala,transitional objects, other-hand writing,

dreams as methods, sensory stimulation, humor as method, mind maps, visualization),

questions as methods (questions and Bloom's Taxonomy, questions and the teaching of

precision, questions as embedded world views), critical thinking as a method, self-

instructional packages, games and puzzles as method, integrative approaches.

(Tyler, 1969) proposed two general principles to guide teachers in selecting

learning experiences namely (1) for a given objective to be attained, a student must have

experiences that give him an opportunity to practice the kind of behavior implied by the

objective. For example, if one of the objectives is to develop skill in problem solving,

this cannot be attained unless the learning experiences give the student ample

opportunity to solve problems. (2) the learning experiences must be such that the student

obtains satisfactions from carrying on the kind of behavior implied by the objectives.
 (Yelon, 1996) strongly advised that teachers vary their teaching techniques in the

classroom when he said.

To gain and keep students' attention, vary your

instructional procedures. One simple thing to do within a
lesson is to break up explanations with examples,
demonstrations, practice, and feedback. That's enough
variation to keep anyone alert. Vary your program format
across lessons. Sometimes explain the idea to students;
sometimes have leamers discover the concept from
examples you provide; sometimes have students discuss
the meaning of a study; sometimes run a simulation. Have
students work individually and in groups. Use varied
techniques within a lecture. Use a series of short lectures
followed by exercises, intersperse short readings or videos
in the lecture, and ask students to briefly discuss a point
with a partner or write a reaction to an issue during a
lecture, (p. 154)

He went further, if teachers desire to use an instructional aid as a major teaching tool,

they should focus their students' attention on the aid for most of the lesson. He offered an

example of using an explicit statement of a task's steps as a major teaching tool in

describing that task (p. 138). He argued that using an aid as a major teaching tool is one

of the most valuable techniques in the teaching-learning process. Handouts,

transparencies, checklists and videotapes are good examples of instructional aids,

teaching devices or mechanisms designed to make learning more effective, more

efficient, and more satisfying (p. 133).

Tyler (1969), in his study of different kinds of learning experiences useful for

attaining various types of objectives made the following observation:

Important changes in human behavior are not produced

overnight. No single learning experience has a very
 profound influence upon the learner. Changes in ways of
thinking, in fundamental habits, in major operating
concepts, in attitudes, in abiding interests and the like,
develop slowly. It is only after months and years that we
are able to see major educational objectives taking marked
concrete shape. In some respects, educational experiences
produce their effects in the way water dripping upon a
stone wears it away. In a day or a week or a month there is
no appreciable change in the stone, but over a period of
years definite erosion is noted. Correspondingly, by the
cumulating of educational experiences profound changes
are brought about in the learner, (p. 83)

(Phipps et al., 1988) defined "good teaching" or "effective teaching" as "the

direction of the learning process so that desirable changes of a relatively permanent

nature are brought about within the learner as a result of the instruction." He emphasized

that effective instruction should result in the development of desirable attitudes, interests,

ideals, appreciations, understandings, habits, and abilities, and then he listed eight basic

factors of good teaching as democracy, use, readiness, learning by doing, motivation,

structure, feedback, and discovery.

(Odubiyi, 1988), in her study regarding the level of effectiveness of teaching

methods and tools as perceived by teachers of vocational agriculture in Iowa, generated

data supporting the problem solving approach as the most effective teaching method in

secondary programs. Demonstration, individualized instruction, lecture-discussion, field

trips, and real-object approaches and tools also ranked highly in the same study while the

following tools and strategies magnetic boards, dramatic skits, opaque projectors, flip

charts, radio programs, seminars and learning centers were rarely used or not used at all.
 (Henson, 1988) The relationships between the teaching styles of teachers and the

learning styles of students have been extensively studied by many researchers in the

field. Among them, pointed out that matching teaching styles with learning styles give a

lot of clues to verifying teaching-learning achievement, and concluded that students who

were matched with their learning-style preferences had significantly higher reading

scores than their counterparts who were not matched with learning-style preferences (p.

157).

(Cox et al., 1996) Many studies have revealed that teachers' teaching styles,

beliefs, job satisfaction, age, gender, teaching experiences, incomes, school location,

school size and academic background and several other factors affect teaching-learning

outcomes. He observed that students, irrespective of age, gender, socioeconomic status,

or intelligence, learning differently (p.15).

(Anderson, 1994) stressed that student learning achievement may heavily depend

on the teacher's instructional planning, teaching method selection, and on a variety of

learning activities. On the other hand, there is an assumption that students learn with

different styles, speeds, levels of prior knowledge and environments when the subject

matter is given by way of a variety of teaching strategies.

(Carkhuff, 1981) Studies regarding teaching strategies show that teachers'

teaching attitudes and their preferences are critical to deciding their teaching strategies

and tools. He observed that some teachers emphasize the use of question and answer

methods while others use a lot of programmed instruction.

 (Newcomb et al., 1986) suggested that "thoughtful consideration of the factors

influencing decision making about instruction indicated in a model which reveals two

important ideas" (p. 4). First, it is clear that the five factors, while influencing

instructional strategies and techniques directly, are interrelated and mutually dependent.

A second idea that becomes evident when the five factors influencing decisions about

teaching are considered is that in any particular situation, four of the five factors are

relatively fixed (p. 4).

(Miller et al., 2001) noted that about 90% of the DEP.ED teachers had

computers in their departments but indicated that in teacher training is important to have

more effective utilization of computers in the classroom.

The review of the literature has provided a background and rationale for studying

the Assessments for students, Teachers’ Personal Quality, Learning Environment and

Instructional Delivery. It also provides an understanding of the principles and concepts

of teaching and learning, and instructional strategies and effectiveness in San Pablo

National High School.

The literature suggested a variety of teaching-learning principles that provide

various aspects of teaching approaches including teaching methods, techniques and

tools. These strategies are devices or mechanisms designed to make learning more

effective, efficient and satisfying.