THE EFFECTIVENESS OF TEACHERS INSTRUCTIONAL COMPETENCE AS PERCEIVED BY SELECTED SECONDARY STUDENTS

A Study Presented to Dr. Ramil Larino and to the Faculty of LAGUNA COLEGE OF BUSINESS AND ARTS

In partial fulfilment of the requirements of STAT 101

By: ABION, CECILIA B. DESALESA, HONORATA C. LAT, KAREN CLARISSA U. MACAHIA, MONETTE M.

October 2011

STATEMENTS OF THE PROBLEM: This study attempted to determine the effectiveness of teachers instructional competence as perceived by selected secondary students.

Specifically, this study sought to answer to the following questions:

1. How do the student respondents perceived the teachers performance in the following areas; 1.1 1.2 1.3 1.4 1.5 instructional skills; instructional methods; instructional materials; classroom management and; evaluation techniques?

2. Is there any significant difference on the responses of the four clusters of respondents on the five cited areas of considerations? 3. Give your conclusions and recommendations. 4. What title is suited for this study and why?

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This deals with the presentation, analysis and interpretation of data. The data are presented in tabular form with analysis and interpretation.

Table 1.1

As manifested in Table 1.1, the students respondents from First to Fourth year level perceived the teachers instructional competence in instructional skills as outstanding. Implication: It implies that all teachers from first to fourth year level possesses all the personality characteristics of an effective teacher in instructional skills as the table clearly shows that the student perceived their teacher as outstanding.

Table 1.2

As shown in Table 1.2, the students respondents from First to Second year level perceived the teachers instructional competence in instructional methods as outstanding while the students respondents from Third and Fourth year level perceived the teachers instructional competence in instructional methods as very good . Implication: It implies that the first year and second year teachers emphasizes and recognizes outstanding students through inclusion in honor roll and extracurricular activities. The teacher also incorporated instructional strategies and techniques that will keep students interested and motivated. Some techniques include the following: Making activities meaningful through active involvement of students. Making the content as relevant as possible. Challenging students by pointing out problems, inconsistencies and contradictions throughout the lessons. While the third year and fourth year teachers should ask questions that are clear and simple although there are instances that the teacher needs to ask HOTS questions for those who belong to pilot sections. Moreover, teachers must see to it that instructional methods are designed to develop students analytical and critical thinking by providing various individual and group activities which encourage students to think, to investigate and to formulate ideas on their own with the proper guidance of the teacher.

Table 1.3

As manifested in Table 1.3, the students respondents from First to Third year level perceived the teachers instructional competence in instructional materials as very good while the students respondents from Fourth year level perceived the teachers instructional competence in instructional materials as outstanding.
Implications: It implies that fourth year teachers possess instructional competence in instructional materials as the students rated their teacher as outstanding. First year to third year teachers are required to use and utilize all the multimedia instructional materials most especially if it is accessible.

Table 1.4

As manifested in Table 1.4, the students respondents from First to Fourth year level perceived the teachers instructional competence in classroom management as outstanding. Implication: It implies that the teachers from first year to fourth year organize classrooms and manage the behavior of the students that made the teaching effective. The teacher builds an environment where students want to participate and cooperate with the teacher and each other to achieve the goals of the class.

Table 1.5

As manifested in Table 1.5, the students respondents from First to Fourth year level perceived the teachers instructional competence in evaluation technique as outstanding. Implication: It implies that the teachers in four levels personally rate examination paper and other requirements of the students and the teacher gives evaluation such as recitations, board work, easy test appropriate to the lesson and the level of the students.

Table 2.1 Instructional Skills

Interpretation: Since the computed x value of 0.2911 is less than the tabular value of 21.026, there is no significant difference on the responses of the four year levels on instructional skills, hence accept Ho and reject Ha. Implication: The student respondents from first year to fourth year level have similar responses in instructional skills which they rated as outstanding consequently there is no significant difference on their responses. It implies that the students observed the teachers performances in teaching with regards to instructional skills, that the teacher explain the subject matter clearly, the teacher communicate ideas effectively and also the teacher conducts review and drill before proceeding to the new lesson and therefore they find their teacher effective.

Table 2.2 Instructional Methods

Interpretation: Since the computed x value of 0.5702 is less than the tabular value of 21.026, there is no significant difference on the responses of the four year levels on instructional materials, hence accept Ho and reject Ha. Implication: Students from first to second year level have perceived their teachers performance as outstanding while the third and fourth year students rated their teacher as very good. It implies that teachers from third year and fourth year level should exert more effort in instructional methods like asking questions that are clear and simple, as well as encouraging outstanding students through inclusion in honor roll and extra-curricular activities.

Table 2.3 Instructional Materials

(Of-Ef) Of Ef Of-Ef (OfEf) 0.1780 0.0394 0.1612 0.0479 0.0008 0.0000 0.0031 0.0006 0.2131 0.0779 0.1302 0.1443 0.0855 0.0027 0.0023 0.0881 0.0507 0.0011 0.0011 0.0254 x= Ef 0.0536 0.0114 0.0466 0.0124 0.0002 0.0000 0.0009 0.0002 0.0670 0.0235 0.0392 0.0390 0.0263 0.0008 0.0007 0.0233 0.0154 0.0003 0.0003 0.0067 0.3679

3.74 3.66 3.06 3.64 3.14 3.3 3.36 3.66 2.72 3.04 3.68 4.08 3.54 3.44 3.34 3.48 3.06 3.46 3.46 3.98 68.84

3.3181 3.4615 3.4615 3.8589 3.1675 3.3044 3.3044 3.6837 3.1816 3.3191 3.3191 3.7001 3.2475 3.3879 3.3879 3.7768 3.2852 3.4271 3.4271 3.8205 68.8400

0.4219 0.1985 0.4015 0.2189 0.0275 0.0044 0.0556 0.0237 0.4616 0.2791 0.3609 0.3799 0.2925 0.0521 0.0479 0.2968 0.2252 0.0329 0.0329 0.1595 0.0000

Interpretation: Since the computed x value of 0.3679 is less than the tabular value of 21.026, there is no significant difference on the responses of the four year levels on instructional materials, hence accept Ho and reject Ha. Implication: Table 2.3 manifested that there is no significant difference on the resposes of students in instructional materials. First to third year teachers rated by the students as very good with the average weighted mean of 3.24, 3.38, 3.38 respectively while 3.768 in fourth year level with verbal interpretation of outstanding. It implies that the teachers from first to third year should improve their instructional materials, they can utilize OHP and other multimedia technologies to catch the interests of their students.

Table 2.4 Classroom Management

Interpretation: Since the computed x value of 0.5528 is less than the tabular value of 21.026, there is no significant difference on the responses of the four year levels on classroom management, hence accept Ho and reject Ha. Implication: Table 2.4 shows that the four clusters of respondents perceived the effectiveness of their teachers performance in terms of classroom management as outstanding. It implies that the teachers have an outstanding performance when regards to classroom management. Their teachers show good support with their students.

Table 2.5 Evaluation Technique

(Of-Ef) Of 3.48 3.54 3.74 3.96 3.46 3.08 3.38 3.48 3.18 3.44 3.9 3.34 3.84 3.34 3.12 3.54 3.8 4.06 3.34 3.58 70.6 Ef 3.7029 3.6404 3.6446 3.7321 3.3709 3.3139 3.3177 3.3975 3.4866 3.4277 3.4316 3.5141 3.4816 3.4228 3.4267 3.5090 3.7180 3.6552 3.6594 3.7473 70.6000 Of-Ef -0.2229 -0.1004 0.0954 0.2279 0.0891 -0.2339 0.0623 0.0825 -0.3066 0.0123 0.4684 -0.1741 0.3584 -0.0828 -0.3067 0.0310 0.0820 0.4048 -0.3194 -0.1673 0.0000 (Of-Ef) Ef 0.0497 0.0101 0.0091 0.0519 0.0079 0.0547 0.0039 0.0068 0.0940 0.0002 0.2194 0.0303 0.1285 0.0068 0.0940 0.0010 0.0067 0.1638 0.1020 0.0280 x= 0.0134 0.0028 0.0025 0.0139 0.0024 0.0165 0.0012 0.0020 0.0270 0.0000 0.0639 0.0086 0.0369 0.0020 0.0274 0.0003 0.0018 0.0448 0.0279 0.0075 0.3028

Interpretation: Since the computed x value of 0.3028 is less than the tabular value of 21.026, there is no significant difference on the responses of the four year levels on evaluation technique, hence accept Ho and reject Ha. Implication: Table 2.5 shows the perception of the four clusters of respondents on the effectiveness of their teachers performance in terms of evaluation technique. All the four clusters of respondents perceived it as outstanding. This means that the teachers have a wide knowledge on this area.

Summary of five areas of considerations of the four clusters

Areas of Considerations Instructional Skills Instructional Methods Instructional Materials Classroom Management X value 0.2911 0.5702 0.3679 0.5528 Tabular Value 21.026 21.026 21.026 21.026 Interpretation Interpretation: Since the computed x value is less than the tabular, there is no significant difference on the responses of the four year levels on five cited areas of considerations, hence accept Ho and reject Ha

SUMMARY OF FINDINGS
The significant findings which were grouped from the data gathered in the study were as follows: 1. Student respondents have similar responses with respect to the five cited areas of consideration in instructional competence showed by their teacher/s except for the instructional methods which rated as outstanding by first and second year respondents while very good by third and fourth year respondents. The instructional materials was rated as very good by first to third year respondents while outstanding by fourth year respondents. As manifested in the table, the student respondents perceived the teachers instructional competence in First year as outstanding in instructional skills, instructional methods, classroom management and evaluation technique while very good in instructional materials. The student respondents in second year perceived the teachers instructional competence as outstanding in instructional skills, instructional methods, classroom management and evaluation technique while very good in instructional materials. The student respondents in third year perceived the teachers instructional competence as outstanding in instructional skills, classroom management and evaluation technique while very good in instructional methods and instructional materials. The student respondents in fourth year perceived the teachers instructional competence as outstanding in instructional skills, instructional materials, classroom management and evaluation technique while very good in instructional methods.

2. The analysis among the perceptions of four clusters of students showed that instructional competences of their teacher does not affect significantly the perception of each cluster of students as it clearly showed in Tables 2.1 to 2.5.

CONCLUSIONS
Based on the findings, the researchers were able to draw the following conclusions: 1. That the four clusters of respondents perceived the teachers performance on the cited areas of considerations, namely instructional skills, instructional methods, instructional materials, classroom management and evaluation technique as mostly outstanding. This study, The Effectiveness of Teachers Instructional Competence as Perceived by Selected Secondary Students, explores five indicators which are organized in five cited areas of consideration on effective teaching including instructional skills, instructional methods, instructional materials, classroom management and evaluation technique. The study shows that among the five cited areas of consideration on teachers instructional competence only on instructional skills, classroom management and evaluation technique are rated as outstanding by four clusters of respondents. On the other hand, instructional materials is rated very good by first year to third year level respondents and rated outstanding by fourth year level respondents. In instructional method, the students respondents from First year to second year level rated their teacher as outstanding while the students respondents from third and fourth year level rated their teachers instructional competence as very good. The conclusion from this study is that students always want their learning needs to be met. As such they know and can identify effective teaching whenever they are taught, implemented and observed. 2. That there is no significant difference on the perception of each four clusters of respondents on the five cited areas of considerations as shown in the results.

RECOMMENDATIONS
In the light of foregoing findings and conclusions of the study, the following recommendations are presented: 1. On each of the five cited areas of considerations, the following are suggested: In terms of instructional skills, it is recommended for the teachers to speak clearly with proper information and pronunciation because this will lead to better understanding of the topic and interaction between the teachers and learners. Teachers must always be prepared for class and shows evidence of mastery of the subject matter, it is observed that if the teachers expound the topic very well there will be more participation and cooperation among the students. It is also recommended that when it comes to instructional methods, teachers should ask questions that are clear and simple although there are instances that the teacher needs to ask HOTS questions to ensure their understanding about the topic. Moreover, teachers must see to it that instructional methods are designed to develop students analytical and critical thinking by providing various individual and group activities which encourage students to think, to investigate and to formulate ideas on their own with the proper guidance of the teacher. Utilization of multi-media instructional materials such as television, computer and OHP depends upon availability of such materials. It is the responsibility of the school administration to provide these multi-media materials and is recommended to solicit funds in other government or non government organizations within the community. Additional to instructional materials, visual aids must be written legibly and large enough for all to see even for those who seated at the back. In view of the importance of classroom management, the ability of teachers to organize classrooms and manage the behavior of the students is critical to achieving positive educational outcome. Although sound behavior management does not guarantee effective instruction, it establishes the environmental context that makes good instruction possible. Reciprocally, highly effective instruction reduces but does not eliminate classroom behavior problems (Emmer and Stough, 2001) The inability of teachers to effectively manage classroom behavior often contributes to the low achievement of at-risk students and to their excessive referrals for special education (Donovan and Cross, 2002) Effective Classroom Management Teacher: Preparation and Professional Development (Oliver and Reschly,2007) In view of the fact, that there were no significant difference on perceptions of student responses among the four clusters of respondents in terms of evaluation technique which they rated as outstanding. It is recommended for the teacher to give constructive feedback of students work and performance in class most of the time to motivate them to strive harder to increase their level of performance and work. Furthermore, teachers must practice giving surprise quizzes for it measures the retention of knowledge of students on previous lessons.

2. Teachers must devise varied teaching strategies to encourage or motivate students to exert a quality class performance. 3. Teachers must make an effective effort towards an excellent performance on the different instructional skills because they have a direct influence on students academic performance. 4. In a dynamic and competitive world with an ever increasing velocity of educational changes, teachers need to do a better job of identifying and nurturing their personal and professional competencies and should take steps to ensure that they have a well educated students.

Title: The Effectiveness of Teachers Instructional Competence as Perceived by Selected Secondary Students This title suite the study because each area of considerations namely instructional skills, instructional methods, instructional materials, classroom management and evaluation technique pertains to the instructional competence of teachers based on the perception of the selected secondary students.