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Chapter 2

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This section of the study presents the discussion of results on the data gathered

based on variables considered in this study. The order of presentation is sequenced

after the specific problems raised in this study as indicated in Chapter I.

RESPONDENTS PROFILE

The respondents of the study are Grade V, Grade VI pupils and the HE !"I

teachers of Guadalupe Elementary "chool, #ivision of Cebu City. They provide

pertinent data to unfold the problems accounted for in this study.Teachers Profile

The teachers$ personal and professional profiles %ere ta&en as variables of the

study. It %as analysed as to its effects in HE !"I instruction.

The data sho% that teachers %ere young having ages of '( and belo% %ith

frequency of three )*+ or **.** percent. emale teachers dominated the respondents

%ith frequency of si- ) + or . / percent. emales preferred to ta&e up teaching than

males did. 0ost of the schools are female 1 dominated as these trend started from the

tertiary level up to the %or&place %here female teachers outnumbered male teachers.

0ost of them %ere married %ith frequency of seven )/+ or //./2 percent. These

teachers had been %ell e-posed to responsibilities big and small both in home and in

school. They are e-pected to be %ell ad3usted in addressing crisis in the family and in

the %or&place.

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In terms of professional advancement eight )2+ or 22.2( percent had earned masters$

units. 4hile they have started ta&ing up advanced studies, nobody among them had the

desire to finish masters$ degree or they are still %or&ing to%ards finishing the degree.

Table 2Teachers Profile

Age Frequency Percentage45-above 1 11.11

40-44 2 22.22 35-39 2 22.22 30-34 1 11.11

29-below 3 33.33TOTAL 9 100.00

Gender Male 3 33.33

Female 6 66.67

TOTAL 9 100.00 Civil Status

Single 2 22.22 Married 7 77.7 TOTAL 9 100.00

Highest Educational Attainment F!ll Fledged #o$%or& 0 0.00

'i%( do$%oral !ni%& 0 0.00 F!ll Fledged Ma&%er& 1 11.11

'i%( ma&%er&) !ni%& . 9*a$(elor& #egree +older 0 0.00

TOTAL 9 100.00 Field o S!eciali"ation

,ngli&( 4 44.44So$ial S$ien$e 3 33.33Ma%(ema%i$& 1 11.11

+,L, 1 11.11TOTAL 9 100

#elevant Trainingsa%ional Level 0 0.00 egional Level 0 0.00 #ivi&ion level 2 10.00 #i&%ri$% Level 9 45.00 S$(ool level 9 45.00

Latest Per ormance #atingsO!%&%anding 0 0.00

/er Sa%i& a$%or 9 100.00 Sa%i& a$%or 0 0.00 n&a%i& a$%or 0 0.00

oor $ 0.00 TOTAL 9 100.00

urthermore, the respondents$ area of concentration had high frequency four )5+

or 55.55 percent in English. There %ere only three )*+ or **.** percent %hose area of

concentration %as "ocial "cience.

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6n the aspect of training, all respondents had attended trainings both in the

school and district levels. This means that "chool 1 7ased 0anagement has been

implemented in school addressing the immediate needs of the teachers in every school.

8erformance rating, on the other hand, obviously sho%ed that teachers had er!

Satisfactor! rating %ith frequency of nine )(+ or 9:: percent.

P"pils Achie#e$e%t

8upils$ achievement rec&ons %ith the scholastic ratings of pupils in HE !"I as

found in their report cards. They %ere analysed to establish %hether or not relationshipe-isted bet%een their scholastic achievement and the teachers$ assessment on the

variables herein considered.

7elo% is the list of pupils$ scholastic achievements in HE !"I as distributed into

a si- scale classification matri-.

Table &8upils$ !chievement

Grades requency 8ercentage

(;

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)fair+/5

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the respondents$ characteristic in HE !"I is for conformity to the sub3ect and passed

the sub3ect.

School Factor

"chool facilities can be defined as those things that enable the teacher to do

his@her %or& very %ell and helping the learners to learn effectively. The chal&board for

e-ample, facilitates the imparting of information on the learner. "chool facilities also

include school building e.g. classrooms, assembly halls, laboratories, %or&shops,

libraries e.t.c. They also include teaching aids, chairs, tables, devices such as moderneducational hard%are and soft%are in the form of computers, audioE 9.*( >E 9.5 >E

5. The school has museum andother learning equipment related

9.*2 >E 9.92 >E 9.'2 >E

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to HE !"I instruction.;. The school includes in the

curriculum local events in theplace for authentic learning.

'.9/ 4E '.:' 4E '.9: 4E

. The school participates in socioE 9.29 4E

. Community has documents for localheroes and events ready for use in theindigeniAation of curriculum.

'.95 4E '.: 4E '.9: 4E

A#era(e 2.27 1E 2.7 1E 2.07 1E

!s can be observed on the table 2 above, it has an average mean of '.9: having

a description of %ith e-tent implies that the community that the learners are d%elling has

significant impact on pupils$ performance. The communities activities, culture andattitude of people %hich includes the niche of their respective families has a note%orthy

effect in shaping pupils$ attitude to%ards learning the sub3ect, study habits and

perception to%ards success. The areas given respectively gained average mean of %ith

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e-tent definitely manifests note%orthy impacts of community to%ards pupils$

performance as perceived by both respondent groups. Invitation of community leaders

that %ould include leaders from the >G s, sanguniang &abataan having the average

mean of 9.29 %ith a description of %ith e-tent gained the least %eighted mean. It

manifests that teachers seldom invites community leaders as resource spea&ers in

activities related to HE !"I and in their daily lessons. Involving pupils in community

activities that e-poses them to actual life e-periences such as &no% your barangay and

involving in political parties related to student politics in the community is given least

importance. 8reservation of local historical places has the highest average mean of '.** %ith a description of %ith e-tent. 6ne can infer that to both respondent groups, the

community officials are actively preserving historic sites as a sign of cultural

preservation and in the hope of reestablishing the ilipino sense of national identity

S"$$ar! of Respo%'e%ts Perceptio%

The respondents$ perception in five areas is summed up on the follo%ing table. Table 2

contains the summary of the average mean of both pupil and teacher respondent

groups$ perception %ith their corresponding descriptions.

Table 8Co$$"%it! Factor

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Items

?espondents !verage)D 9/'*+Teachers)D (+

8upils)D 9/95+

40 # 40 # 40 #9. 8ersonal actor '.5* GE '.99 4E '.'/ 4E

'. "chool actor

.'.:9 4E 9.// 4E 9.2( 4E

*. amily actor '.'( 4E 9./: 4E '.:: 4E

5. Teacher actor '.*9 4E '.'' 4E '.'/ 4E

;. Community actor '.': 4E '.: 4E '.9: 4EA#era(e '.'; 4E 9.( 4E '.99 4E

!s can be observed on table 2 all the given areas generally sho%ed a description

of %ith e-tent. The average %eighted mean among these given areas that is '.99 %ith a

description of %ith e-tent li&e%ise signifies that the aforementioned areas are equally of

significant bearings in learning the sub3ect. Teacher factor and personal factor equally

gained an average mean of '.'/ %ith the description of %ith e-tent is perceived to have

the greatest effect on pupils$ performance in the sub3ect. Teachers must try their best to

inspire learners, establish friendly atmosphere and have an interactive learning

activities. Teachers must try their best to be a master of their sub3ect matter by

continued reading and further studies on specialiAation related to the sub3ect. "chool

factor has the least %eighted meanF one can infer that it has the most insignificant

bearings in pupils$ performance as perceived by both respondents.

TEST OF SI+NIFICANT DIFFERENCE

The test of significant difference %as employed using %

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The t%o

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8roblems are inevitable part of human e-istence. It is true to every situation that

%e are in much more in a learning situation. Teachers in the 8hilippine setting encounter

lots of problems much more in public schools.

Table 9: is the list of selected problems that are usually met by the teachers in

handling HE !"I sub3ect.

Table 07Proble$s -et b! the Teacher

%tems&eighted

- ean'escri!tion

1. La$ o %e %boo & and in&%r!$%ional

ma%erial&1.7 Serio!&

2. La$ o %raining or +,:AS; %ea$(er& 2.22 Serio!&3. 2.33 Serio!&1.00 > 1.66 Le&& Serio!&

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42

Table 9: sho%s about the usual problems met by the teachers handling the

sub3ect. It uses a three scale of classification. !ll the problems given scored serious and

less serious yet the congested classrooms, poverty and lac& of training for HE !"I

teachers are the most serious areas and the least is the poor supervision and

monitoring. The rest lies in the middle %hich is classified as serious.

Propose' I%ter#e%tio%

I. Ratio%ale

To achieve higher learning outcomes, the five areas mentioned above mustbe addressed at once. Improvement in pupils performance is highly e-pected if

development shall be noted on the various areas as it has been proven to have

significant bearings on pupils$ achievements.

II. +e%eral Ob@ecti#es

9. Improve the teachers$ &no%ledge and s&ills in HE !"I instruction

'. Enhance pupils$ performance in the sub3ect.*. !ddress common problems faced by teachers in instruction.

III. Strate(! of I$ple$e%tatio%

This proposal is to be implemented for the school year ':9;< ':9 . The

specific means and time frames are reflected on the matri-.

Chapter &

S --ARY, FINDIN+S, CONCL SION AND RECO--ENDATION

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This chapter e-hibits the holistic results of the data gathered. The flo% of thoughts is

guided on the sequence of the specific problems considered in this study as found in

Chapter 9.

S"$$ar!

The profile of the respondents %as first established in the study. It %as then

follo%ed by the identified variables affecting HE !"I performance. It %as classified as

personal factors, teacher factors, school factors, family factors and community factors

%hich are rated by t%o respondent groups using three scale category schemes. The

results %ere then tabulated and analyAe and statistically treated using the t%o tailed T