PROBLEMS ENCOUNTERED IN TEACHING SOCIAL STUDIES IN JUNIOR

HIGHSCHOOL: BASIS FOR IMPROVING INSTRUCTIONS

SCHOOL YEAR 2017-2018

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education
(Major in Social Studies)

BALISTOY, ANGELIKA C.
BIONG, MENEILA TWIN
DOMIN, JENECIL V.
ELLORICO, ANGELU
KINDICA, EDEN S.
LADION, DARWIN L.
MONTEROLA, ELLEN T.
MUAÑA, RELIA MAE D.
TUBAL, MADEL A.
VALENDEZ, MARK ANTHONY C.

March, 2018
 APPROVAL SHEET
This thesis titled, “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL
STUDIES IN JUNIOR HIGH SCHOOL: BASIS FOR IMPROVING
INSTRUCTIONS SHOOL YEAR 2017-2018, prepared and submitted by
ANGELIKA C. BALISTOY, MENEILA TWIN BIONG, JENECIL V. DOMIN,
ANGELU ELLORICO, EDEN S. KINDICA, DARWIN L. LADION, ELLEN T.
MONTEROLA, RELIA MAE D. MUAÑA, MADEL A. TUBAL, MARK ANTHONY
C. VALENDEZ, has been examined and is recommended for oral examination.

DR. FREDERICK W. GOMEZ

Adviser

PANEL OF EXAMINERS

Approved by the Committee on Oral examination with the grade of __________.

Hon. Heckert Hernando Jude V. Emano

Chairman

Accepted and approved in partial fulfillment of the requirements for the degree

BACHELOR OF SECONDARY EDUCATION major in SOCIAL STUDIES.

March, 2018 MARY KOREN A. WITTING PhD.

Dean, College of Education

 ACKNOWLEGEMENT

Profound gratitude and sincere appreciation are expressed by the

researchers to the following persons who helped in the preparation and

completion of this study.

Above all, to almighty God, for His love, inspiration, protection and

guidance, without Him, this work would not be made possible.

Hon. Heckert Hernando Jude V. Emano, President, Tagoloan Community

College, for his unselfish and unceasing support for academic excellence during

the period of the researcher’s academic studies and thesis writing.

Dr. Frederick W. Gomez, researcher adviser, for his efforts and valuable

assistance in giving the right path towards the full completion of this study and for

his dedication in giving his time and effort for Social Studies students.

To all the Social Studies Teachers in Tagoloan National High School, who

are the respondents of this study for giving us all the informations that we need to

make our research valid and reliable.

To the families of the researchers for supporting them morally and

financially towards the study.

 DEDICATION

to

Our Beloved Parents,

Friends and Classmates

Our Relatives, Teachers and

Most especially to

The School where our future lies

TAGOLOAN COMMUNITY COLLEGE

This humble piece of work is dedicated.

Above all to Our Almighty God

who gave us strength to accomplish this study.

BALISTOY, ANGELIKA C.
BIONG, MENEILA TWIN
DOMIN, JENECIL V.
ELLORICO, ANGELU
KINDICA, EDEN S.
LADION, DARWIN L.
MONTEROLA, ELLEN T.
MUAÑA, RELIA MAE D.
TUBAL, MADEL A.
VALENDEZ, MARK ANTHONY C.
1. Title: “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL STUDIES IN

JUNIOR HIGH SCHOOL: BASIS FOR IMPROVING INSTRUCTIONS School

Year 2017-2018”.

Total number of pages:

Text number of pages:

2. Authors: BALISTOY, ANGELIKA C.

BIONG, MENEILA TWIN

DOMIN, JENECIL V.

ELLORICO, ANGELU

KINDICA, EDEN S.

LADION, DARWIN L.

MONTEROLA, ELLEN T.

MUAÑA, RELIA MAE D.

TUBAL, MADEL A.

VALENDEZ, MARK ANTHONY C.

3. Type of Document: Thesis

4. Type of Publication: Unpublished Material

5. Host Institution, Address of Host Institution, Region:

TAGOLOAN COMMUNITY COLLEGE, BALUARTE, TAGOLOAN MISAMIS

ORIENTAL, REGION X

6. Key Words: “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL

STUDIES”.
7. Abstract

7.1. Summary

The main objective of the study is to determine the problems encountered

in teaching Social Studies in Junior High School: Basis for improving instructions,

School year 2017-2018. To accomplish this purpose, it endeavored to gather

data profile which includes age, sex, civil status, monthly income, and years of

service. This study sought to find out problems encountered by the Social

Studies teachers in Tagoloan National High School (TNHS) in the areas of

problems relating to planning and preparation, classroom management,

instructional delivery, professional growth and assessment. This study aims to

answer the following questions: What is the profile of the respondents in terms of

age, sex, civil status, monthly income, and years of service; what are the

problems encountered in teaching Social Studies in terms of planning and

preparation, classroom management, instructional delivery, professional growth,

and assessment; and is there a relationship between problems encountered in

teaching Social Studies in terms of age, sex, civil status, monthly income, years

of service, planning and preparation, classroom management, instructional

delivery, professional growth, and assessment.

Descriptive method of research, specifically survey method was employed

in the study using the questionnaire as the main data gathering tool. The eleven

(11) Social Studies teachers in Tagoloan National High School (TNHS) served as

respondents of the study. Based on the findings that can be found on table

eleven (11), there is significant difference between problems encountered in

teaching Social Studies in terms of age specifically in planning and preparation,

instructional delivery, professional growth and assessment. The weighted mean

was used to determine the problem situation in which Social Studies teachers are

likely to meet while they are teaching. The Analysis of Variance was used to

determine the significant difference between the problem encountered of Social

Studies teachers in Tagoloan National High School (TNHS) according to age,

sex, civil status, monthly income, and years of service.

7.2. Methodology

In order to gather the necessary data for the attainment of the primary

objective of this study, the researchers used the descriptive survey method

specifically the survey method. It answers the questions who, what, where, when,

and how. The research designed as a purpose to collect, verify, synthesize

evidences to establish facts. It uses primary, secondary and lots of qualitative

data source such as logs, diaries, official records and reports. The method was

deemed appropriate ethnographic notes, description of facts, environment and

recording. The same time it uses documentary analysis technique which

describes the data and characteristics about what happened. It also gives

analysis and interpretation of data gathered.

7.3. Findings

All of the respondents are female. In terms of the civil status, two (2)

respondents are single, one (1) respondent is separated, and eight (8)

respondents are married. In terms of age, group of 32-37 there are two (2)

respondents, range 38-43 there is one (1) respondent, range 44-49 there are
three (3) respondents, range 50-55 there are four (4) respondents, and 56 above

is (1). In terms of monthly income, 21,000-25, 000 there are five (5) respondents,

26 000-30 000 there are three (3) respondents, and 40,000 above there are three

(3) respondents. In terms of the years in service, 1-5 yearsone (1) respondent,

11-15 years there are four (4) respondents, 16-20 years there are three (3)

respondents and 21 years above are three (3) respondents.

Based on the gathered data there is only significant difference between

problems encountered in teaching Social Studies in terms of age (table 11).

According to the F calculated values on planning and preparation (18.885), on

classroom management (3.419), on instructional delivery (11.761), on

professional growth (30.135) and on assessment (16.301) were higher than F

critical value (4.5337). This implies that there are significant differences between

problems encountered in teaching Social Studies in terms of age specifically in

planning and preparation, instructional delivery, professional growth and

assessment.

7.4. Conclusions

Based on the findings of the study, the researchers arrived at the following

conclusions. All of the respondents are female. All of them are capable to teach

social studies subject hence in terms of experience, out of eleven respondents

only one is in 1-5 years in service, four respondents are 11-15 years in service,

three respondents are 16-20 years in service and three respondents are in 21

years above in service. The respondents are also active participants of seminars

and trainings in this field, to acquire professional growth wherein they can
increase and enhance their teaching skills, communication and develop their

teaching personality especially on Problems Encountered in Teaching Social

Studies in Junior High School: Basis for improving instruction in terms of planning

and preparation, classroom management, instructional delivery, professional

growth and assessment has nothing to do with sex, civil status, monthly income

and years of service. Table twelve, thirteen, fourteen and fifteen will support this

statement. There is significant difference between problems encountered in

teaching Social Studies in terms of age. According to the F calculated values on

Planning and Preparation (18.855), on Classroom Management (3.419), on

Instructional Delivery (11.761), on Professional Growth (30.135) and on

Assessment (16.301) were higher than the F critical value (4.5337). This implies

that there are significant differences between problems encountered in teaching

Social Studies terms of age specifically in Planning and preparation, Instructional

Delivery, Professional Growth and Assessment. However, the F calculated value

on Classroom Management (3.419) was lower than the F critical value (4.5337).

This implies that there is no significant difference between problems encountered

in teaching Social Studies in terms of age.

7.5. Recommendations

Based from the finding and conclusion of the study, the researchers

recommend the following; the respondents must keep themselves updated with

the teaching strategies for them to cater the needs of the students. The

respondents from all ages must equip themselves with new learning techniques

for them to have smooth sailing relationship with their students. The respondents
should have mastery of the subject matter in order to achieve the learning

objectives. If teachers know the subject matter it will tackledown to the students

thus, having a successful teaching and learning process. The respondents

should give feedbacks or genuinepraises to their students such as “very good,

good job, and etc.” to motivate them in their studies. The respondents must use

authentic way of teaching such as experiments, role playing, oral, and to make

the teaching and learning process more meaningful.

 TABLE OF CONTENTS

TITLE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF TABLES vii

LIST OF FIGURES viii

Chapter

1 THE PROBLEM

Introduction 1

Conceptual Framework 4

Hypothesis 6

Significance of the Study 6

Statement of the Study 10

Scope and Limitation of the Study 11

Definition of Terms 12

2 REVIEW OF RELATED LITERATURE AND STUDIES 13

3 METHODOLOGY 25
 Design 25

Respondent 25

Sampling Procedure 26

Locale 27

Instrument 28

Reliability and Validity of the Instrument 30

Data gathering procedure 30

Scoring Procedure 31

Statistical Tool Used 31

4ANALYSIS, INTERPRETATION AND PRESENTATION 33

OF DATA

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 54

BIBLIOGRAPHY

APPENDICES

Cover

Letter

Questionnaire

Curriculum Vitae
 LIST OF TABLES

Tables Pages

1 Distribution of Respondents in terms of Age 33

2 Distribution of Respondents in terms of Sex 34
3 Distribution of Respondent in terms of Civil Status 34
4 Distribution of Respondent in terms of Monthly Income 35
5 Distribution of Respondents in terms of Years of Service 36
6 Problems Encountered in Teaching Social Studies in terms of 37
Planning and Preparation
7 Problems Encountered in Teaching Social Studies in terms of 39
Classroom Management
8 Problems Encountered in Teaching Social Studies in terms of 41
Instructional Delivery
9 Problems Encountered in Teaching Social Studies in terms of 43
Professional Growth
10 Problems Encountered in Teaching Social Studies in terms of 45
Assessment
11 Test of Difference between problem encountered in Teaching 47
Social Studies in terms of Age
12 Test of Difference between problem encountered in Teaching 48
Social Studies in terms of Sex
13 Test of Difference between problem encountered in Teaching 49
Social Studies in terms of Civil Status
14 Test of Difference between problem encountered in Teaching 50
Social Studies in terms of Monthly Income
15 Test of Difference between problem encountered in Teaching 51
Social Studies in terms of Years of Service
 LIST OF FIGURES

Figure Page

1 The Schematic Diagram showing the relationship between 9

the dependent variable and independent variables.

 Chapter 1

THE PROBLEM

Introduction

Social studies are the integrated study of the social sciences and

humanities to promote civic competence. Within the school program, social

studies provides coordinated, systematic study drawing upon such disciplines as

anthropology, archaeology, economics, geography, history, law, philosophy,

political sciences, religion, and sociology, as well as appropriate content from the

humanities, mathematics and natural sciences (Fau & Manalili, 2012). Social

Studies is a key tool in this changing world. It serves as the foundation of social

development across the country and will develop the learner ‘literate and

effective participation as a citizen of the country (Crisolo et, Al. 2017). The

primary purpose of social studies is to help young people make informed and

reasoned decisions for public good as citizens of a culturally diverse, democratic

society in an independent world (Babu, 2017). The social studies are concerned

with man and his interaction with social and physical environment. It deals with

human relationships; the central function of the social studies is identical with the

central purpose of education – the development of the democratic citizenship

(Michaelis, 2012).

The aim of social studies is the promotion of civic competence –

knowledge, intellectual processes and democratic disposition required of

students to be active and engaged participants in public life (NCSS, 2012) Social
 2

Studies students are given opportunities to become engaged in their own

education, to take responsibility for learning and develop concerns that transfer

beyond the confines of the classroom (International School Manila, 2015).

There are challenges facing teachers in delivering the social studies

curriculum appropriately, and there are both experiential and gender differences

in teachers ability to deliver the social studies curriculum. It also revealed that not

all the teachers are social studies specialists. Teachers need to be aware of the

some problems encountered against the effective teaching in order to create

positive learning environment for all students to learn. (Rafael, 2014)

1. Classroom management, if a teacher loses control of

classroom, even for a few minutes during a transition from one

activity to the next, chaos can result, it can be difficult to gain

students attention and get back on the track forward meeting

learning objectives. Teacher should maintain an organized

classroom (Mulvahill, 2018).

2. Communication, when it is effective both the student and the

teacher benefits. Communication makes learning easier, helps

students achieve goals, increases opportunities for expanded

learning, strengthens the connection between student and

teacher, and creates an overall experience (Ministry of

education, Guyana, 2015)

3. Teacher should have clear learning goals for students to

achieve, and it should communicate with the students need.

 3

Keeping this distinction in mind will give direction to day-to-day

activities and assignments that you design for students and

provide a clear intention for students learning (Marzano, 2017).

4. Disruptive behaviour may differ between classes, and you can

never guarantee a disruption-free class. Generally, it is as well

to give any sort of disruptive student the minimum attention

necessary because time focused on disruptive behaviour is time

that is not being spent on facilitating learning. The golden rule of

dealing with disruptive behaviour is never to do anything that will

make the situation worse (University of Hawai’I, 2018).

Drawing on contemporary research literature, recently developed

curriculum guides, and blue-ribbon reports, this Digest reviews ten contemporary

trends in K-12 social studies in the United States; History, History, and More

History, More Geography, too, Using Literature to Teach Social Studies, Focus

on the Multicultural Nature of American Society, Renewed Attention to Western

Civilization, Renewed Attention to Ethics and Values, Increased Attention to the

Role of Religion, Attention to Contemporary and Controversial Issues, Covering

Issues in Depth, andWriting, Writing and More Writing (Risinger, 2019).

The teachers in Tagoloan National High School are using different teacher

strategies to implement inside the four walls of the classroom. Teaching

strategies, institution of higher learning across the nation are responding to

political, economic, social and technological pressure to be more responsive to

students needs and more concern about how will students are prepared to
 4

assume future social roles, that’s why there are appropriateness of teaching

strategies utilizing by the Social Studies in Junior Secondary School: Basis for

improving instruction during the school year 2017 – 2018 at Tagoloan National

High School.

Conceptual Framework

This study anchored on the study made by Yange (2017) on the Problems

Encountered against Effective Teaching of Social Studies in Primary Schools in

Gboko Metropolis. This study investigated problems encountered against the

effective teaching of social studies in primary school in Gboko Metropolis. The

investigation was based on three (3) variables namely lack of appropriate

teaching methods, lack of enough trained teachers and lack of teaching aids/

instructional materials on the teaching of social studies. They are considered the

basic problems which face the teacher since teachers complain about mastering

the ordered inside the classroom, and it consumes much effort in time, and they

are considered as sensitive, important in critical factors for the teachers’ success

or failure in his tasks.

Teachers with good professional competent and interpersonal skills are

more effective in their classroom in terms of student behaviour, better

understanding of concept by students and disposition of positive and mental

alertness by learners (Agnes, 2013). Existence obscurity in the subject concepts.

Although, some of the subject teachers in Social Studies are not competent

enough since it is not their line of expertise. They are just teaching the subject

because of having less supply of Social Studies teachers. Teachers that are
 5

expert in the subject teach abstract facts without any reference to context that

might give meanings and clarity to the concepts. Furthermore they hide important

information and beneficial discussions.

Teachers prevent students from knowing how interesting the subject is

and how beneficial they could derive if they fully direct their attention towards the

lessons. Limited and swallow textbooks content- lack of teaching materials like

textbooks or workbooks for both teachers and students is also affecting teacher’s

attitudes towards teaching the subject. The teachers do not have access to

appropriate textbooks in the available ones are not even relevant to new

curriculum. Since the curriculum is always changing, the availability of the books

is limited. Also, most social study textbooks have been written by people with

superficial knowledge of the subject, and hence sub-standard, a situation which

seriously undermines the effective teaching and learning of social studies

concepts (David, 2013). There are textbooks that contains same topic but they

differ with the content especially with dates and places which lead students

confused.

The holistic nature of social studies – the sweeping and complimentary

relationship it shares with other disciplines—naturally creates more explicitly and

varied opportunities for students to engage in and with the content at hand

(Integrative strategies for K-12 social studies classroom, 2013).

 6

Independent Variables Dependent Variables

Teacher Competencies

 Age  Planning and Preparation

 Sex  Classroom Management

 Civil Status  Instructional Delivery

 Monthly Income  Professional Growth

 Years of Service  Assessment

Figure No.1This framework shows the independent and dependent variables of

the respondents in problems encountered in teaching Social Studies in Junior

High School.
 7

Hypothesis

On the basis of the preceding problem, the null hypothesis was tested

at 0.05 level of significance.

There is no significant relationship between sex, civil status, monthly

income and years of service in teaching Social Studies in Junior High School.

Significance of the Study

Provide research – based information which this study is would be useful

to the following:

Teachers. The result of the study is to know the problem that the teacher

encountered in teaching Social Studies in Junior High School. How they cope up

and give an answer to build a basis for improving instruction.

Students. The findings of the study will benefit the students the most. If

the teacher could find solution in the militating problems in teaching Social

Studies and improve their instruction it is much easier for the students to

understand and learn the lesson.

School Administrators. The result of the study will also benefit the

school administrator because the improvement of teaching and learning

specifically in Social Studies will give impact to the success of the school. That

means the school will be acknowledge and the funds of the school will also

increase.

Parents. The findings of the study will encourage them to develop their

trust and confidence towards the school in giving their children an effective
teaching and learning. They will be confident enough for them to send their

children to school because the good competency of the teachers.

Community. The result of this study also have a good indicator in the

community. If teachers have an effective teaching and learning skills they will

mold a globally competitive graduates that will help the community to increase

their morale and income that they can from the taxes in the people in that area.

Future Researchers. This study will provide basis of information for future

researchers who may have the interest to conduct in-depth study on the topic

using different variables.

 9

Schematic Diagram

Independent Variables Dependent Variables

Dependent Variables

Teacher Competencies

 Age  Planning and Preparation

 Sex  Classroom Management

 Civil Status  Instructional Delivery

 Monthly Income  Professional Growth

 Years of Service  Assessment

Figure 1 The Schematic Diagram showing the relationship between the

dependent variable and independent variables.
 10

Statement of the Problem

This study will focus on problems encountered in Teaching Social

Studies in Junior Secondary School: Basis for improving instructions. During the

school year 2017 – 2018 at Tagoloan National High School.

Specifically, this study aims to answer the following questions:

1. What is the profile of the respondent in terms of:

1.1 Age

1.2 Sex

1.3 Civil status

1.4 Monthly income

1.5 Years of service

2. What are the problems encountered in teaching Social Studies in junior

high school: basis for improving instructions school year 2017-2018:

2.1 Planning and Preparation

2.2 Classroom Management

2.3 Instructional Delivery

2.4 Professional Growth

2.5 Assessment

3. Is there a significant relationship between problems encountered in

teaching Social Studies in terms of:

3.1 Age

3.2 Sex

3.3 Civil Status

 11

3.4 Monthly income

3.5 Years of Service

3.6 Planning and Preparation

3.7 Classroom Management

3.8 Instructional Delivery

3.9 Professional Growth

3,10 Assessment

Scope and Limitation

This study investigates problem encountered in teaching Social Studies in

Junior Secondary School: Basis for improving instructions specifically in

Tagoloan National High School.

The investigation is based on the five (5) variables in teaching

competencies namely; planning and preparation, classroom, management,

instructional delivery, professional growth, and assessment.

The relationship of the independent and dependent variables may vary in

the results of the study. The independent variables that includes age, sex, civil

status monthly income, and year of service will have a significance in the

dependent variables namely, planning and preparation, classroom management,

instructional delivery, professional growth, and assessment.

The respondents of the study will be the Social Studies Junior High school

teachers of Tagoloan National High School. With one and above years of service
 12

as an Social Studies junior secondary school teachers included on the study. The

school head will identify the Social Studies teachers.

Definition of Terms

Assessment - refers to wide variety of methods or tools that educators

used to evaluate, measure, and document academic readiness, learning

progress skill acquisition educational needs of students.

Classroom Management - refers to the wide variety of skills and

techniques that teachers use to keep students organized, orderly, focused,

attentive, on task, and academically productive during a class. 

Instructional Delivery - is an instructor’s personal approach to teaching

based on his/her own professional identity helping to create a unique classroom

culture.

Planning and Preparation - one of the most (principle of good teaching)

is the need for planning far from comprising spontaneity, planning provides a

structure and context for both teacher and students as well a framework for

reflecting and evaluation.

Professional Growth - professional growth means the career-long

learning process whereby a teacher annually develops and implements a plan to

achieve professional learning objectives or goals that are consistent with the

“Teaching Quality Standard” and is a critical component that all teachers must

embrace in order to maximize their potential.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This study contains review of literature relevant to problems encountered

in teaching Social Studies in Junior High School: Basis for improving instruction.

The researchers conducted abroad and in the Philippines which provides

impetus to the present study are briefly discussed.

Local Setting

On Planning and Preparation. In line with the implementation of

Republic Act (RA) No. 10533 or the Enhanced Basic Education Act of 2013, the

Department of Education (DepEd) issues the enclosed Policy Guidelines on

Daily Lesson Preparation for the K to 12 Basic Education Programs. Planning

lessons is fundamental to ensuring the delivery of teaching and learning in

schools. These guidelines aim to support teachers in organizing and managing

their classes and lessons effectively and efficiently and ensure the achievement

of learning outcomes (DepEd, 2016).

Teachers are responsible for organizing time and resources meaningfully

planned, it is necessary to look back and take stock of what we have so that

what students do actually leads to learning. Knowing “the point” of instruction

been able to achieve our objectives, and what have been helps in managing this

work. Yet, what it takes to “teach to the point, that is, to have the major problems

faced. A clear understanding of the goals of instruction and use those goals to

manage the In-service education for teachers consists of those programs of

professional study work, not well understood in which teachers be involved in In-

service activities on a regular and continuing basis (Tubon, 2017).

Failing to plan is planning to fail. A lesson plan is an essential component

in the teaching learning process and should be developmentally sequenced to

meet curriculum requirements and varied teaching contexts (Yumul, 2018).

Lesson planning in the Philippines teaching practice has been an isolated work.

Designing and preparing a lesson is usually an individual teacher’s task and

responsibility to decide how the lesson will be delivered, what materials to be

used and how students be evaluated. This indicates that the efficiency and

effectivity of the learning experience is dependent on the teacher’s ability and

quality (Lomibao, 2016).

On Classroom Management. The classroom is the centerpiece of a

school's education. Inside each room is a teacher and pupils engaging with one

another. The main purpose is to create a climate suited for learning. Classroom

management could be a challenging task to any teacher. Teacher creates a

conducive atmosphere where the learner enjoys learning takes part in

meaningful learning experiences (Dios, 2012).

Teachers play various roles in a typical classroom, but surely one of the

most important is that of classroom manager. Effective teaching and learning

cannot take place in a poorly managed classroom. If students are disorderly and

disrespectful, and no apparent rules and procedures guide behavior, chaos

becomes the norm. In these situations, both the teacher and students suffer.
Teachers struggle to teach, and students most likely learn much less than they

should. In contrast, well-managed classrooms provide an environment in which

teaching and learning can flourish. But a well-managed classroom doesn’t just

appear out of nowhere. It takes a good deal of effort to create – and the person

who is the most responsible for creating it is the teacher (Marzano et. al, 2013).

On Instructional Delivery. As stipulated in DepEd Order # 31, Series of

2013.Clarifications on the policy and guidelines on the implementation of the

language learning areas and their time allotment in grade 1 and 2 of the K to 12

Basic Education Program. In view of the implementation of the K to 12 Basic

Education Program, the department of Education (DepEd) through the Bureau of

Elementary Education (BEE) issues the following clarifications on the policy of

guidelines on the implementation of language learning areas and their time

allotment in the grades 1 and 2 of DepEd order No. 31, s. 2012.

A mother tongue is used as a medium of instruction (MOI) for grades 1

and 2 in the teaching mathematics, Araling Panlipunan (AP), Music, Arts,

Physical Education, and Health (MAPEH) and Edukasyon sa Pagpapakatao

(EsP). Mother tongue is taught as a separate learning area in grades 1 and 2.

Filipino, as a learning area, is first introduced in grade 1 during the second

grading. English as a learning area is first introduced in grade 1 during 3 rd

quarter. Time allotment for learning areas specified (DepED, 2013).

Teachers, on the other hand, can choose a variety of instructional

strategies such as cooperative and collaborative work in small groups,

opportunities for safe risk taking, hands – on work, and opportunities to integrate
 16

knowledge and skills. This will become an initial step to transform schools into

caring communities where students feel that they belong, valued can make

decisions and be part of a democratic community (Tantengco, 2014).The

review’s main claim is that teachers’ use of communicative strategies

encourages pedagogic practices that are interactive in nature, and is more likely

to impact on student learning outcomes and hence be effective. This claim for

teachers’ use of communicative strategies is not something that is reported

consistently in those terms in the literature reviewed, but it has emerged from an

interpretation of the overall body of evidence (Westbrooke, et. Al, 2013).

On Professional Growth. In the secondary level of education, a great

deal is needed and even more is expected to know the society, be conversant

with the recent developments. It is a comprehensive study of the origin, society

and lives of the people in the largest continent which also touches on current

events, adhering to the K-12 curriculum. Teachers play a crucial role in nation

building. Through quality teachers, the Philippines can develop holistic learners

who are steeped in values, equipped with 21 st century skills, and able to propel

the country to development and progress (Mercado, 2018).

For the school system, Araling Panlipunan teachers and administrators

are looking forward for answers in solving the issues of learning, for it is a core of

understanding current issues. Araling Panlipunan teachers have the difficult task

of bringing together diverse elements and blend them into a harmonious whole.

Teacher should try something new in her classroom. This is must because of the

frequent revisions of course outlines in the school which are based on the fact
 17

that people are now living in fast changing world. This constant change makes

Araling Panlipunan teaching difficult. It requires constant additions and revisions

(Zamora, 2016).

On Assessment. Ministries of Education around the world set specific

standards for teachers’ competency. The teachers’ standards set specific

expectations on how teaching is supposed to be practiced and in order to

produce good effects especially on improving students’ learning (Magno, 2013).

Enhancing the quality of basic education in the Philippines is urgent and

critical. Thus, we have to come up with a proposal to enhance our basic

education program in a manner that is least disruptive to the current curriculum,

most affordable to government and families, and aligned with international

practice. The poor quality of basic education is reflected in the low achievement

scores of Filipino students.The Department of Education aims to lead young

Filipinos in thus discovery of their own potential through the academe provided

for every Filipino enabling them to create their own destiny to the globally

community.

To achieve the vision, DepEd reaches out efforts for the students’

educational and worthwhile needs. One way is to determine the students’

capacity of learning. There comes, National Achievement Test. The examination

designed to determine the students’ academic strengths and weaknesses

though the five key - major subjects, Mathematics, Science, English, Filipino,

HeKaSi (Heograpiya, Kasaysayan, at Sibika) in elementary and Araling

Panlipunan in High School. Rating obtained from NAT for grade VI and Fourth
 18

Year serves also as a tool to measure the school’s competency and

effectiveness as well as students’ aptitude and mastery towards the basic

learning areas. The nationwide exam is taken in every near – end of the school

year basically every first week of March. The National Achievement Test were

originally designed and administered for Grade Six and Fourth Year students.

However due to the changes indicated in the enclosure of DepEd Order No. 28,

s 2011 an DepEd Memorandum No. 266, s 2011, instead of the sophomores,

our seniors shall take the National Achievement Test in absence of the National

Career Assessment Exam which will be determined now for the Juniors (Cuevas,

2012).

Foreign Setting

On Planning and Preparation. Preparation and planning are a critical

component of effective teaching. Lack thereof will lead to failure. If anything,

every teacher should be over prepared. Good teachers are almost in a

continuous state of preparation and planning. They are always thinking about the

next lesson. The impact of preparation and planning is tremendous on student

learning (Meador, 2015).

Teaching is not something you can do effectively on the fly. It requires a

healthy blend of content knowledge, instructional strategies, and classroom

management tactics. Planning and preparation play a critical role in the

development of these things. It also takes some experimentation and even a little

luck. It is important to note that even well - planned lessons can quickly fall apart.

Planning is a vital component of the teaching – learning process. Proper

 19

classroom planning will keep teachers organized and on track while teaching,

thus allowing them to teach more, help students reach objectives more easily

and manage less. The better prepared the teacher is, the more likely she/he will

be able to handle whatever unexpectedly happens in the lesson (Alshehhi,

2015).

On Classroom Management. Classroom setup is an important

component in a learning environment because it is an essential piece of

classroom management to support both teaching and learning. The physical

atmosphere of the classroom can help prevent behavior issues as well as

promote and improve learning. When classroom-management strategies are

executed effectively, teachers minimize the behaviors that impede learning for

both individual students and groups of students, while maximizing the behaviors

that facilitate or enhance learning. Generally speaking, effective teachers tend to

display strong classroom-management skills, while the hallmark of the

inexperienced or less effective teacher is a disorderly classroom filled with

students who are not working or paying attention (Glossary of Education Reform,

2014).

Classroom management and management of student conduct are skills

that teachers acquire and hone over time. Skills such as effective classroom

management are central to teaching and require “common sense”, consistency

an often undervalued teacher behavior, a sense of fairness, and courage (Kizlik,

2018). The structuring of the learning environment is essential for teachers and

students. In fact, studies show that the physical arrangement of the classroom
 20

can affect both student and teacher behavior, and that a well - structured

classroom management plan of design has the ability to improve learning and

behavior (Cox, 2017).

Classroom management can affect the understanding and focus of

students in learning process. Social Studies classroom is an ideal platform which

students can establish a foundation of critical thinking, problem solving, decision

making, global awareness, civic knowledge and empathy (Abu - Hamdan, et. al

2014).Creating a positive learning environment is essential for success in the

classroom. Teachers should create a welcoming atmosphere where student feel

safe and willing to share. Classrooms should represent the students equally and

everyone should know each other’s name. Teachers who use humor in the

classroom also create more positive environments (Ministry of Education

Guyana, 2016).

It makes sense that students would do better when they learn in positive

environments. After all, most people would agree that some environments are

more conducive to learning and academic performance. A student taking a test

in a quiet, peaceful room will almost certainly do better than a student taking the

same test in a loud, chaotic room (Learning Liftoff, 2014).

On Instructional Delivery. Instructional competencies are essential

practices that teachers must master for effectively instructing students to

maximize knowledge and skill acquisition. Research reveals that not all

instruction is equal in producing results. Unfortunately, many popular

instructional practices are not supported by rigorous research and have

contributed to 40 years of stagnant performance on achievement tests such as

the National Assessment of Educational Progress (NAEP). For generations, the

teacher lecture has been the preferred method of instruction, but studies show it

is far less effective than more stimulating active learning practices. We now

know that better learning happens in dynamic settings in which teachers offer

explicit active instruction that emphasizes student participation and

demonstrates the content taught. An explicit approach focuses on well -

designed and sequenced lessons linked to “big ideas,” offers ample

opportunities for students to respond and practice the lesson content, and

includes mastered knowledge or skills in subsequent lessons to maintain

learning (Wing Institute, 2017).

Building student engagement through Learning by Doing. Beyond teacher

training, rapport with students, and skills in classroom management and

organization, what do effective teachers actually do in the classroom?

Undoubtedly, a teacher’s preparation, relationships with students, and classroom

management techniques are inextricably linked with classroom success. When it

comes to assessing a teacher’s effectiveness, however, there is nothing more

important to consider than the act of teaching. Example Kaz used his artistic

talent to transform the appearance of the school from his classroom, to the halls,

the walls, and the ceiling. He even helped transform the bus loop and parking

lots, making them both more functional and attractive (Stronge,2019).

On Professional Growth. Professional growth refers to the change in

knowledge, skills, abilities or perspectives resulting from the continuous

 22

professional learning that teachers intentionally pursue with the goal to further

understand the nature of teaching (STF Governance Handbook, 2016). Teaching

is a complex profession that requires teachers to integrate both the science and

the art of their craft in order to impact learning. The science of teaching

necessitates understanding learning theory and how the brain functions. The art

of teaching requires teachers to synthesize content, process, products, and

environmental resources to create engaging learning experiences that promote

achievement among diverse learners. Moreover, teachers must perfect the art

and science of teaching in a world that is characterized by rapid change,

increased cultural diversity, and significant progression and application of

knowledge.

Social studies is a very challenging subject which requires only well

trained and intellectual teachers for its handling. Most of the available teachers

are not competent enough to teach the subject. This makes it difficult for such

teachers to give detail explanations about the required concepts. Also, poor

mastery of the subject by the teacher causes students’ loss of interest in learning

the subject. An intelligent and sound teacher with good mastery of his subject

matter always commands respect and gains students’ attention during teaching

learning process (Omolara, 2015). Educators and policymakers are increasingly

looking to teacher professional learning as an important strategy for supporting

the complex skills students need to be prepared for further education and work in

the 21st century. Effective professional development is key to teachers learning

 23

and refining the pedagogies required teaching these skills (Hammond, et. Al,

2017).

In practice, professional development for educators encompasses an

extremely broad range of topics and formats. Example, professional –

development experiences may be funded by districts, school, or state budgets

and programs, or they may be supported by foundation grant or other private

funding source. They may range from a one – day conference to a two - week

workshop to a multiyear advanced – degree program. They may be delivered in

person or online, during the school day or outside of normal school hours, and

through one–on–one interactions or in group situations. And they may be led and

facilitated by educators within a school or provided by outside consultants or

organizations hired by a school or district. The list of possible formats could go

on; furthering education and knowledge, training or mentoring in specialized

teaching techniques, earning certification in a particular educational approach or

program, developing technical skills, learning technologies, improving

fundamental teaching techniques, working with colleges (Glossary of Education

Reform, 2013).

On Assessment. Learning is generally assessed in increments over time

to evaluate the efficacy of the teaching methods used. Pre- and post-project

assessments determine how much knowledge the student possessed going into

the learning experience and how much was actually gained by the experience. It

is important to remember that a student may fail to achieve a set standard but
 24

can still make great strides that demonstrate learning (Ministry of Education,

Guyana, 2017).

A specious argument or statement is one that is superficially plausible, but

actually wrong. It’s misleading in appearance, and misleading attractive. From

day one, public education in America has been siege. Among the first to

establish common schools, many Americans, since the middle decades of the

19th century, have championed widespread learning for our people.

Standardized testing in U.S is as old as it is controversial. How did we get

into this current standardized testing mania? It has an interesting history. Prior to

be 1950s, use of standardized test in public schools was haphazard, with the

exception of the army using them to test recruits during World War II.

International standardized testing has succeeded in providing benchmarks that

American educators and legislator have used to identify strengths and

weaknesses in student learning but they have also created the possibility for

American students’ to scores to be held up against their counterpart in the other

countries. In the recent international comparisons using the standardized test,

U.S students have done remarkable poorly. The argument that the U.S lags

behind other countries in education is a routine headline, most often trumpeted

immediately after the test results comes out (Bodi, 2017).

 Chapter 3

METHODOLOGY

This chapter deals with the basic elements of the research process. It

includes the research method used, research design, research respondents,

sampling procedure, research locale, research instrument, reliability and validity

of the instrument, data gathering procedure, scoring procedure and statistical

treatment.

Design

This study used the descriptive method of research, specifically survey

method. In survey method research, participants answer questions administered

through interviews or questionnaires. After participants answer the questions,

researchers describe the responses given. In order for the survey to be both

reliable and valid it is important that the questions are constructed properly.

Questions should be written so they are clear and easy to comprehend. Another

consideration when designing questions is whether to include open-ended, close-

ended, partially open-ended, or rating-scale questions. In this study we consider

the rating-scale questions modeling the likert-type scale because it is easy to

analyze statistically (Hale, 2018).

Respondents

The respondents are the teachers of Tagoloan National High School

specifically the teachers of Araling Panlipunan in the school year 2017-2018 of

Tagoloan National High School.

 26

Procedure

This study used the blackout sampling .Blackout sampling is used in

research especially if the number of respondents are very limited. Since there are

only eleven (11) Social Studies teacher in Tagoloan National High School. For us

to identify them we ask permission to the principal to conduct a survey and ask

the names of teacher in-charge in teaching Social Studies. The researcher will

give questionnaire exclusively to the Social Studies teachers. The respondents

will answer the questionnaire honestly by checking it. There are two (2) parts of

the questionnaire the first one is the profile of the respondents and the second

part is the problems encountered against effective teaching and learning of

Social Studies. The data will be formulated according to Likert - Type Scale to

come up with a more reliable and valid information.

 27

Locale

This study will be conducted in Tagoloan National High School. Thus,

Tagoloan National High School is located at Baluarte, Tagoloan,Misamis

Oriental, Region X, Mindanao Philippines. It is only few meters away from the

Tagoloan National Highway.

Tagoloan National High School offers Social Studies subject. Morning

classes starts from 6:30 am to 12:30 am (Grade 9 and Grade 10) and the

afternoon classes starts from 12:30 pm to 6:30 pm (Grade 7 and Grade 8).
 28

Instrument

The researchers will use a survey questionnaire to achieve the purpose of

the study. The questionnaire is one of the most common or practices of which the

respondents are presumed to have knowledge. The questionnaire is composed

of two parts. First part, contains the respondents profile; sex, age, monthly

income, and years of service. (McKee, 2015) The second part covered problems

encountered in teachingSocial Studies in Junior Secondary School: Basis for

improving instruction and based on five variables: Planning and Preparation,

Classroom Management, Instructional Delivery, Professional Growth, and

Assessment.

The question poses 15 distinct statements for each dependent variable for

a total of 75 items and will be rated by the teachers using Likert - type scale. This

type of research instrument is a psychological measurement device that is used

to gauge attitudes, values, and opinions. It functions by having a person

complete a questionnaire that requires them to indicate the extent to which they

agree or disagree with a series of statements.The respondents are asked to

indicate their responses by checking the appropriate statements for each item

whethernever, seldom, often, frequently, or always. The research instruments are

based on the ideas found by the researchers from the readings of journals,

internet blogs, articles, and magazines. The questionnaire - checklist is self -

administering. Simple directions are printed on the form.

 29

Scale:

( 5 ) Always ( 4 )Frequently ( 3 ) Often ( 2 ) Seldom (1 ) Never

A. Planning and Preparation 1 2 3 4 5

1. I prepare my lesson plan ahead of time.

2. I use to keep my previous Instructional Materials

(IM's) for my future purposes.

3. I make sure that the materials that I am using are

appropriate with my lesson.

4. I make my instructional materials ahead of time.

5. I am ready for any alternative materials in case there

are unpredictable happenings (e.g. the written IM’s are
ready if the projector isn’t functioning).

6. I make my test paper ahead of time to refrain from

cramming.

7. I mastered the teacher’s guide and teacher’s manual

for easy application.

8. I make my curriculum to be guide in the duration of

teaching.

9. I post announcements on bulletin board on what are

the activities for the students to be prepared.

10. I thoroughly study my lesson before discussing it in

the class

11. I am prepared from lesson plan to daily lesson log

to instructional material down to applying it in the class.

12. I tend to read many references on my lesson for

better access of intelligence.

13. I read different books with same content on my

lesson.
14. I make sure that my intended learning outcomes
are connected to my lesson and process.

15. I make sure to cover the entire learning task.

30

Reliability and Validity of the Instrument

A panel of experts will validate the instruments. They are from Tagoloan

Community College composed of the President, Dean of the College of

Education and instructors. The experts are to examine the relevance, clarity, and

content of the different indicators of the questionnaires. Furthermore, a reliability

test is to be facilitated to validate the questionnaire since it is designed for the

study only and will be done after the researchers will personally administer and

retrieve the questionnaires from the respondents.

Data Gathering Procedure

The researchers will secure a letter of permission from the principal of

Tagoloan National High School to conduct a study about problems encountered

in teaching Social Studies in Junior Secondary School: Basis for improving

instruction S.Y. 2017-2018. The questionnaires will be personally administered

by the researcher to the teachers during their vacant time.

Great care will be done to ensure the anonymity of the respondents

answer on the survey items. Before they distribute, it is made clear to the

respondents that the results would be utilized for the purpose of knowing their

problems in administrating teaching in the classrooms. After the questionnaires

had been distributed and the respondents had read the instructions silently and
answered it. The questionnaires will be retrieved immediately after the

respondents answer all items.

31

Scoring Procedure

After all the questionnaires will be collected, gathered data will be subject

to statistical treatment. The scale range of interval and qualitative description

used in the study are patterned after Likert-Type Scale.

The survey questionnaire sheet rating scale was scored using the

following system:

Scale Range of interval Qualitative Descriptions

5 4.5 – 5.0 Always

4 3.5 – 4.49 Frequently

3 2.5 – 3.49 Often

2 1.5 – 2.49 Seldom

1 1.0 – 1.49 Never

Statistical Treatment

The following statistical techniques and procedures were used to answer

the specific problems:

Problem 1. Frequency counts and average mean will be used to

determine the profile of the respondents in terms of age, sex, monthly income,

and years of service.

 Problem 2. Weighted mean and the standard deviation will be used to

determine the relationship the levels of problems that encountered in Social

32
Studies in Junior High School that affects the effective teaching and learning in

terms of Planning and Preparation, Classroom Management, Instructional

Delivery, Professional Growth, and Assessment.

Problem 3. Analysis of variance (ANOVA) will be used to determine the

significant difference between the result Problems Encountered in Teaching

Social Studies in Junior Secondary School: Basis for improving instruction in

terms of the following indicators: Planning and Preparation, Classroom

Management, Instructional Delivery, Professional Growth, and Assessment.

 Chapter 4

ANALYSIS, INTERPRETATION AND PRESENTATION OF DATA

This chapter deals with the presentation, analysis and interpretation of the

data gathering. The presentations of the findings follow the order of the specific

problems presented in Chapter 1.

Problem 1. What is the demographic profile of the respondents?

Table 1

Distribution of Respondents in terms of Age

AGE Frequency Percentage

30 – 37 2 18.2

38 – 43 1 9.1

44 – 49 3 27.3

50 – 55 4 36.4

56 above 1 9.1

Total 11 100.0

Table 1 shows that there are eleven respondents who were involved in

the study. It can be seen in the table that 2 or 18.2 % of the respondents are 30-

37 years old, 1 or 9.1 % is 38-43 years old, 3 or 27.3 % are 44-49 years old, 4 or

36.4 % are 50-44 years old and 1 or 9.1 % is 56 years old and above. It indicates
that majority of the Social Studies teachers in Tagoloan National High School are
34
50-55 years old. It implies that age is often associated with a decline in cognitive

abilities that are important for maintaining functional independence, such as new

learning new skills (Clark, 2015).

Table 2

Distribution of Respondents in terms of Sex

SEX Frequency Percentage

Female 11 100.0

Table 2 shows that the eleven respondents are all female. This findings

may imply that females are more superior in this filed. Per observation, only few

males take education as their career. In mid-19 th century a critical need for school

teachers arose as public education expanded throughout the country. Women-

based on the popular belief that they were more nurturing than men-were seen

as the ideal candidates to fill the needs (Maurer, 2017).

Table 3

Distribution of Respondents in terms of Civil Status

CIVIL STATUS Frequency Percentage

Single 2 18.2

Separated 1 9.1

Married 8 72.7

Total 11 100.0
 Table 3 shows that the total population consisted of 11 respondents. It can
35
be gleaned from the table that 2 or 18.2% of the respondents are single, 1 or

9.1% is separated and 8 or 72% are married. It indicates that majority of the

respondents are married. This implies that despite their busy schedule they still

manage to balance their career and family life. Research revealed that marital

status had no statistically significant influence on teacher’s self-efficacy

(ResearchGate, 2015).

Table 4

Distribution of Respondents in terms of Monthly Income

MONTHLY INCOME Frequency Percentage

21,000 - 25,000 5 45.5

26,000 – 30,000 3 27.3

40,000 above 3 27.3

Total 11 100.0

Table 4 shows that there are 11 total numbers of respondents were

included in the study. It can be gleaned from the table that 5 or 45% of the

respondent’s monthly income are 21,000-25,000, 3 or 27% of the respondent’s

monthly income are 26,000-30,000 and 3 or 27.3% of the respondent’s monthly

income are 40,000 above. It indicates that majority of the respondents had low

monthly income. However the salary of the respondents is not enough to

compensate to their needs and their family and that made President Duterte
wants to give public school teachers their due by doubling their pay (Inquirer.Net,
36
2018).

Table 5

Distributions of Respondents in terms of Years of Service

YEARS OF SERVICE Frequency Percentage

1-5 years 1 9.1

11-15 years 4 36.4

16-20 years 3 27.3

21 years above 3 27.3

Total 11 100.0

Table 5 shows that there are eleven total numbers of the respondents

were involved in the study. It can be gleaned from the table 1 or 9.1% is 1-5

years in service, 4 or 36.4% are 11-15 years in service, 3 or 27.3% are 16-20

years in service and 3 or 27.% are 21 years above in service. It indicates that

majority of the respondents were 11-15 years of service. This implies that the

respondents had wide experience in teaching. More experienced teachers

support greater student learning for their colleagues and the school as a whole,

as well as for their own students (Kini, et Al., 2016).

Problem 2. What are the problems encountered by the teachers in

teaching Social Studiesin terms of: Planning and Preparation, Classroom

Management, Instructional Delivery, Professional Growth, and Assessment?

 37

Table 6

Problems encountered by the teachers in teaching Social Studies in terms

of Planning and Preparation

Statements Mean Std. Interpretation

Deviation

Q1 4.7273 .64667 Always

Q2 4.0909 1.04447 Frequently

Q3 4.7273 .64667 Always

Q4 4.3636 .80904 Frequently

Q5 3.9091 1.13618 Frequently

Q6 4.4545 .68755 Always

Q7 4.3636 .67420 Frequently

Q8 4.6364 .80904 Always

Q9 4.0000 .89443 Frequently

Q10 4.7273 .46710 Always

Q11 4.4545 .93420 Always

Q12 4.7273 .64667 Always

Q13 4.1818 .87386 Frequently

Q14 4.7273 .64667 Always

Q15 4.5455 .68755 Always

Overall Mean 4.4424 Frequently

 38

Table 6 Shows that (I am ready for any alternative materials in case there

are unpredictable happenings (e.g. the written IM”s are ready if the projector isn’t

functioning) has been the problem of the respondents in terms on planning and

preparation.

Therefore in planning and preparation the only problem and difficulty of

the respondents is the statement number 5 (I am ready for any alternative

materials in case if there are unpredictable happenings (e.g. the written IM’s are

ready if the projector isn’t functioning) has garnered a mean of 3.9091 and is

frequently practiced.

Teaching materials are the resources a teacher uses to deliver instruction.

Each teacher requires a range of tools to draw upon in order to assist and

support student learning. These materials play a large role in making knowledge

accessible to a learner and can encourage a student to engage with knowledge

in different ways. Examples are text books and journal. Flexibility in teaching

materials and the use of multimedia make it possible to reach out all learning

styles (University College Cork, Ireland, 2018).

Teaching materials can refer to a number of teacher resources; however,

the term usually refers to concrete examples,such as worksheets or

manipulative. Teaching materials are different from teaching “resources”, the

latter including more theoretical and intangible elements, such as essays or

support from other educators, or places to find teaching materials (Ministry of

Education, Guyana, 2016).

 39

Table 7

Problems encountered by the teachers in teaching Social Studies in terms

of Classroom Management

Statements Mean Std. Interpretation

Deviation

Q1 4.6364 .50452 Always

Q2 4.3636 .67420 Frequently

Q3 4.0909 .53936 Frequently

Q4 4.6364 .67420 Always

Q5 4.0000 1.34164 Frequently

Q6 4.5455 .68755 Always

Q7 4.6364 .50452 Always

Q8 4.3636 .80904 Frequently

Q9 4.5455 .68755 Always

Q10 4.5455 .68755 Always

Q11 4.7273 .46710 Always

Q12 4.6364 .50452 Always

Q13 4.6364 .50452 Always

Q14 4.3636 .92442 Frequently

Q15 4.3636 .92442 Frequently

 Overall Mean 4.4727 Always
40

Table 7 shows that out of fifteen (15) questions, nine (9) of them were

answered in always and the rest were frequently. The question that got the

lowest percentage in terms of mean was (I make sure to have a mini-library

inside my classroom) has been the problem of the respondents in terms on

classroom management.

Therefore, the respondents have no problem on classroom management.

So the question that got the lowest percentage of the mean was number 5 which

was 4.0000 (I make sure to have a mini-library inside my classroom).

To foster and encourage a love of reading, texts need to be readily

accessible to students. Having students wait a week or two for their scheduled

class library visit does not meet the needs of all the students. Although your

faster readers will be done their books in days and have nothing new to read if

this is the system at your school. Classroom libraries provide students with

immediate access to books and keeps reading as a class priority (2 Peas and

Dog Middle school teaching resources, 2017).

Classroom libraries-- physical or virtual play a key role in providing access

to books and promoting literacy; they have the potential to increase students

motivation, engagement, coma and achievement and help students become a

critical thinkers, analytical readers, and inform citizens. We know that no books is

right for every students, and classroom libraries offer ongoing opportunities for

teachers to work with students as individuals to find books that will ignite their
love for learning, calm their fears, answer their questions, and improve their lives
41
in any of the multiple ways that only literature can (NCTE,2017).

Table 8

Problems encountered by the teachers in teaching Social Studies in terms

of Instructional Delivery

Statements Mean Std. Interpretation

Deviation

Q1 4.4545 .68755 Always

Q2 4.1818 .87386 Frequently

Q3 4.2727 .90453 Frequently

Q4 4.5455 .68755 Always

Q5 4.9091 .30151 Always

Q6 4.1818 .75076 Frequently

Q7 4.6364 .67420 Always

Q8 4.4545 .68755 Always

Q9 4.7273 .64667 Always

Q10 4.2727 .64667 Frequently

Q11 4.3636 .67420 Frequently

Q12 4.3636 .92442 Frequently

Q13 4.6364 .92442 Always

Q14 4.3636 .92442 Frequently

Q15 4.4545 .93420 Always

Overall Mean 4.4545 Always

 42

The table 8 shows that there were no problems in terms of instructional

delivery. It is stated that the overall rating was 4.4545 which was interpreted as

always.

Therefore, the respondents have no problem in instructional delivery. In

delivering lesson to the students, the respondents must had planned and have

objectives in the teaching process because the distribution of respondents

Preferences in Terms of Instructional Delivery has garnered an overall mean

4.4545 and it has been always.

Instructional strategies include all approaches that a teacher may take to

engage students in the learning process actively. These strategies drive a

teacher’s instruction as they work to meet specific and ensure that their students

are equipped with the tools they need to be successful. Effective instructional

strategies meet all learning styles and the developmental needs of all learners.

Teachers must be equipped with a well-rounded arsenal of effective instructional

strategies to maximize their effectiveness and to increase student learning

opportunities (Meador,2018).

Instructional competencies are essential practices that teachers must

master for effectively instructing students to maximize knowledge and skill

acquisition. Research reveals that not all instruction is equal in producing results.

Unfortunately, manly popular instructional practices are not supported by

rigorous research and have contributed to 40 years of stagnant performance on

achievement tests such as the National Assessment of Educational Progress
43
(NAEP) (The Wing Institute, 2019).

Table 9

Problems encountered by the teachers in teaching Social Studies in terms

of Professional Growth

Statements Mean Std. Interpretation

Deviation

Q1 4.4545 .52223 Always

Q2 4.2727 .64667 Frequently

Q3 4.4545 .68755 Always

Q4 4.0909 .94388 Frequently

Q5 3.1818 1.40130 Often

Q6 4.5455 .93420 Always

Q7 3.8182 1.32802 Frequently

Q8 4.3636 .92442 Frequently

Q9 4.0000 1.18322 Frequently

Q10 3.7273 1.00905 Frequently

Q11 4.4545 .68755 Always

Q12 4.4545 .93420 Always

Q13 4.0909 .83121 Frequently

Q14 4.0909 .94388 Frequently

Q15 4.2727 .90453 Frequently

Overall Mean 4.0933 Frequently

 44

The table 9 shows that there were no problems in terms of Professional

Growth. It is stated that the overall rating was 4.0933 which was interpreted as

frequently.

Therefore, the respondents have no problem in professional growth. In

terms of professional growth there are many seminars and scholarships offered

for teachers to continue their studies, the respondents must had planned their

career. In Terms of professional growth has garnered an overall mean 4.0933

and it has been frequently.

In the Philippines, the DepEd has recognized the importance of acquiring

the 21st century skills through the integration of information and communication

technology (ICT) in the educational process. However, the study of Maligalig and

Albert showed that the contributing factor for low quality basic education in the

country is the lack of competent teachers. This result is in the consonance to the

reforms stipulated in the Basic Education Reform Agenda (BESRA). As a result,

the enhanced professional development model was developed by using the

following results: student’s performance, teachers’ perception and satisfaction of

INSET programs, level of teaching efficacy, level of job satisfaction, and attitude

towards the teaching profession (Alvior, 2014).

The DepEd recognizes the importance of professional standards in the

continuing professional development and advancement of teachers based on the

principle of lifelong learning. It is committed to supporting teachers, and taking

cognizance of unequivocal evidence that good teachers are vital to raising

student achievement (Llego, 2018).

 45

Table 10

Problems encountered by the teachers in teaching Social Studies in terms

of Assessment

Statements Mean Std. Interpretation

Deviation

Q1 4.3636 .67420 Frequently

Q2 4.3636 .67420 Frequently

Q3 4.6364 .67420 Always

Q4 4.3636 .67420 Frequently

Q5 4.4545 .68755 Always

Q6 4.3636 .67420 Frequently

Q7 4.3636 1.12006 Frequently

Q8 4.3636 .67420 Frequently

Q9 4.5455 .68755 Always

Q10 4.3636 .67420 Frequently

Q11 4.4545 1.03573 Always

Q12 4.0000 .89443 Frequently

Q13 4.4545 .93420 Always

Q14 4.1818 .87386 Frequently

Q15 4.3636 .67420 Frequently

Overall Mean 4.32 Frequently

 46

The table 10 shows that there were no problems in terms of assessment.

It is stated that the overall rating was 4.32 which was interpreted as frequently.

Therefore in assessment the only problem and difficulty of the

respondents is the statement number 7 has garnered a mean of 4.321 and is

frequently.

Assessment is an integral part of instruction, as it determines whether or

not the goals of education are being met. Assessment affects decisions about

grades, placement, advancement, instructional needs, curriculum, and, in some

cases, funding. Today students need to know not only the basic reading and

arithmetic skills, but also skills that will allow them to face a world that is

continually changing. They must be able to think critically, to analyze and to

make inferences (George Lucas educational Foundation,2019).

Assessment is a key component of learning because it helps students

learn.When students are able to see how they are doing in a class, they are able

to determine whether or not they understand course material. Assessment can

also help motivate students. If students know they are doing poorly, they may

begin to work harder(Study.com,2019).

 47

Table 11

Difference between problems encountered on effective teaching in terms of

Age

Sum of Mean
4.5337 Df F Sig.
Squares Square

PLANNINGANDPREPARATI Between Groups 3.222 4 .805 18.855 .002

ON Within Groups .256 6 .043

Total 3.478 10
CLASSROOMMANAGEMEN Between Groups 1.374 4 .344 3.419 .087
T Within Groups .603 6 .100
Total 1.977 10
INSTRUCTIONALDELIVERY Between Groups 3.412 4 .853 11.761 .005
Within Groups .435 6 .073
Total 3.847 10
PROFESSIONALGROWTH Between Groups 4.412 4 1.103 30.135 .000
Within Groups .220 6 .037
Total 4.632 10
ASSESSMENT Between Groups 3.437 4 .859 16.301 .002

Within Groups .316 6 .053

Total 3.754 10

Table 11 shows the test on difference between problems encountered on

effective teaching and learning in terms of age. There is significant difference

between problems encountered in teaching Social Studies in terms of age.

According to the F calculated values on Planning and Preparation

(18.855), on Classroom Management (3.419), on Instructional Delivery (11.761),

on Professional Growth (30.135) and on Assessment (16.301) were higher than

the F critical value (4.5337). This implies that there are significant differences

between problems encountered on effective teaching and learning in terms of

 48

age specifically in Planning and preparation, Instructional Delivery,Professional

Growth and Assessment. As a result, the null hypothesis was rejected.

However, the F calculated value on Classroom Management (3.419) was

lower than the F critical value (4.5337). This implies that there is no significant

difference between problems encountered on effective teaching and learning in

terms of age. As a result, the null hypothesis was accepted.

Table 12

Difference between problems encountered in teaching Social Studies in

terms of Sex

There are fewer than two groups for dependent variable

PLANNINGANDPREPARATION. No statistics are computed.
There are fewer than two groups for dependent variable
CLASSROOMMANAGEMENT. No statistics are computed.
There are fewer than two groups for dependent variable
INSTRUCTIONALDELIVERY. No statistics are computed.
There are fewer than two groups for dependent variable
PROFESSIONALGROWTH. No statistics are computed.
There are fewer than two groups for dependent variable
ASSESSMENT. No statistics are computed.

Table 12 shows the test on difference between problems encountered in

teaching Social Studies in terms of sex. The result shows that there is no

statistical computed.
 49

Table 13

Difference between problems encountered in teaching Social Studies in

terms of Civil Status

Sum of Mean
4.4590 df F Sig.
Squares Square

PLANNINGANDPREPARA Between Groups .298 2 .149 .375 .699

TION Within Groups 3.180 8 .398

Total 3.478 10
CLASSROOMMANAGEM Between Groups .882 2 .441 3.220 .094
ENT Within Groups 1.096 8 .137
Total 1.977 10
INSTRUCTIONALDELIVE Between Groups .427 2 .214 .500 .624
RY Within Groups 3.420 8 .428
Total 3.847 10
PROFESSIONALGROWT Between Groups .057 2 .028 .050 .952
H Within Groups 4.575 8 .572
Total 4.632 10
ASSESSMENT Between Groups .334 2 .167 .391 .689

Within Groups 3.419 8 .427

Total 3.754 10

Table 13 shows the test on difference between problems encountered on

effective teaching and learning in terms of civil status. There is no significant

difference between problems encountered in teaching Social Studies in terms of

civil status.

According to the F calculated values on Planning and Preparation (0.375),

on Classroom Management (3.220), on Instructional Delivery (0.500), on

Professional Growth (0.050) and on Assessment (0.391) were lower than the F

critical value (4.4590). This implies that there is no significant difference between
 50

problems encountered in teaching Social Studies in terms of civil status. As a

result, the null hypothesis was accepted

Table 14

Difference between problems encountered in teaching Social Studies in

terms of Monthly Income

Sum of Mean
4.4590 Df F Sig.
Squares Square

PLANNINGANDPREPARA Between Groups .660 2 .330 .936 .431

TION Within Groups 2.818 8 .352

Total 3.478 10
CLASSROOMMANAGEM Between Groups .046 2 .023 .096 .910
ENT Within Groups 1.931 8 .241
Total 1.977 10
INSTRUCTIONALDELIVE Between Groups .556 2 .278 .676 .536
RY Within Groups 3.291 8 .411
Total 3.847 10
PROFESSIONALGROWT Between Groups .362 2 .181 .339 .722
H Within Groups 4.270 8 .534
Total 4.632 10
ASSESSMENT Between Groups .351 2 .176 .413 .675

Within Groups 3.402 8 .425

Total 3.754 10

Table 14 shows the test on difference between problems encountered on

effective teaching and learning in terms of monthly income. There is no

significant difference between problems encountered in teaching Social Studies

in terms of monthly income.

According to the F calculated values on Planning and Preparation (0.936),

on Classroom Management (0.096), on Instructional Delivery (0.676), on

Professional Growth (0.339) and on Assessment (0.413) were lower than the F
 51

critical value (4.4590). This implies that there is no significant difference between

problems encountered in teaching Social Studies in terms of monthly income. As

a result, the null hypothesis was accepted.

Table 15

Difference between problems encountered in teaching Social Studies in

terms of Years of Service

Sum of Mean
4.3468 Df F Sig.
Squares Square
PLANNINGANDPREPARA Between Groups .810 3 .270 .708 .577
TION Within Groups 2.668 7 .381

Total 3.478 10
CLASSROOMMANAGEM Between Groups 1.035 3 .345 2.562 .138
ENT Within Groups .943 7 .135
Total 1.977 10
INSTRUCTIONALDELIVE Between Groups 1.827 3 .609 2.109 .187
RY Within Groups 2.021 7 .289
Total 3.847 10
PROFESSIONALGROWT Between Groups 2.697 3 .899 3.252 .090
H Within Groups 1.935 7 .276
Total 4.632 10
ASSESSMENT Between Groups 1.991 3 .664 2.635 .131

Within Groups 1.763 7 .252

Total 3.754 10

Table 15 shows the test on difference between problems encountered on

effective teaching and learning in terms of years of service. There is no

significant difference between problems encountered in teaching Social Studies

in terms of years of service.

According to the F calculated values on Planning and Preparation (0.708),

on Classroom Management (2.562), on Instructional Delivery (2.109), on

 52

Professional Growth (0.252) and on Assessment (2.635) were lower than the F

critical value (4.3468). This implies that there is no significant difference between

problems encountered in teaching Social Studies in terms of years of service. As

a result, the null hypothesis was accepted.

 Chapter V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

This section presents the summary of findings, conclusion and

recommendations based on the result of the study.

Summary

The main objective of the study was to determine problem encountered in

teaching Social Studies in Junior High School: Basis for improving instructions,

School year 2017-2018. To accomplish this purpose, it endeavored to gather

data profile which includes their age, sex, civil status, monthly income, and years

of service. This study sought to find out the problems encountered by the Social

Studies teachers in Tagoloan National High School (TNHS) in the areas of

problems relating to planning and preparation, classroom management,

instructional delivery, professional growth, and assessment. This study aims to

answer the following questions: What is the profile of the respondents in terms of

age, sex, civil status, monthly income, and years of service; what are the

problems encountered in teaching Social Studies in terms of planning and

preparation, classroom management, instructional delivery, professional growth,

and assessment; and is there a relationship between problems encountered in

teaching Social Studies in terms of age, sex, civil status, monthly income, years

of service, planning and preparation, classroom management, instructional

delivery, professional growth, and assessment.

 54

Descriptive method of research was employed in the study using the

questionnaire as the main data gathering tool. The eleven (11) Social Studies

teachers in Tagoloan National High School (TNHS) served as respondents of the

study. Simple percentage and frequency count were used to determine the

profile of the respondents. Based on the findings age has significance in planning

and preparation, classroom management, instructional delivery, professional

growth, and assessment. Table 11 shows the test on difference between

problems encountered on effective teaching and learning in terms of planning

and preparation, instructional delivery, professional growth and assessment has

a significant difference with age. Only classroom management has nothing to do

with age. While the remaining independent variables, Sex (Table 12) Civil Status

(Table 13) Monthly Income (Table 14) and Years of Service (Table 15) implies

that there is no significant difference between problems encountered against

effective teaching and learning. The weighted mean was used to determine the

problem situation and problem areas in which Social Studies teachers are likely

to meet while they are teaching. The Analysis of Variance was used to determine

the significant difference between problems encountered in teaching Social

Studies teachers in Tagoloan National High School (TNHS) according to age,

sex, civil status, monthly income, and years of service.

Findings

The following are the salient findings of the study:

1. All of the respondents are female. In terms of the civil status, two (2)

respondents are single, one (1) respondent is separated, and eight (8)
 respondents are married. In terms of age, range 32-37 there are two

(2) respondents, range 38-43 there is one (1) respondent, range 44-49

there are three (3) respondents, range 50-55 there are four (4)

respondents, and above 56 is one (1). In terms of monthly income,

21,000-25,000 there are five (5) respondents, 26,000-30,000 there are

three (3) respondents, and 40,000 above there are three (3)

respondents. In terms of the years in service, 1-5 years there is one (1)

respondent, 11-15 years there are four (4) respondents, 16-20 years

there are three (3) respondents and 21 years above are three (3)

respondents.

2. Based on the gathered data, among the independent variables only

the age implies significant difference between problems encountered

against effective teaching and learning in terms on Planning and

Preparation, Instructional Delivery, Professional Growth, and

Assessment. Table eleven (11), Table twelve (12), Table thirteen (13),

Table fourteen (14), Table fifteen (15) will support this statement.

3. There was no significant difference between the sex, civil status,

monthly income, and years of service in terms of dependent variables.

Conclusions

Based on the findings of the study, the researchers arrived at the following

conclusions:
 56

1. The respondents are in the capable in teaching Social Studies

subject.

2. The respondents have a wide experience in teaching Social Studies.

3. The respondents are active participants of seminar’s and trainings in

the field of Social Studies.

4. According to the F calculated values on Planning and Preparation

(18.855), on Instructional Delivery (11.761), on Professional Growth

(30.135), and on Assessment (16.301) were higher than the F

critical value (4.5337). This implies that there is significant difference

between problems encountered against effective teaching and

learning in terms of age.

5. There was no significant difference between Planning and

Preparation, Classroom Management, Instructional Delivery,

Professional Growth, Assessment, and Sex, Civil Status, Monthly

Income, and Years of Service.

Recommendations

Based from the findings and conclusions of the study, the researchers

recommend the following.

1. The respondents must keep themselves updated with the teaching

strategies for them to cater the needs of the students.

 57

2. The respondents from all ages must equip themselves with new

learning techniques for them to have smooth sailing relationship with

their students.

3. The respondents should have mastery of the subject matter in order

to achieve the learning objectives. If the teacher knows the subject

matter it will trickle down to the student thus, having a successful

teaching and learning process.

4. The respondents should give feedbacks to their students to motivate

them in their studies.

5. The respondents must use authentic way of teaching to make the

teaching and learning process more colorful and meaningful.

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 PROVINCE OF MISAMIS ORIENTAL
MUNICIPALITY OF TAGOLOAN
TAGOLOAN COMMUNITY COLLEGE
Baluarte, Tagoloan, Misamis Oriental

MRS. FE D. ARANCON
School Principal 2
Tagoloan National High School
Poblacion, Tagoloan, Misamis Oriental

Ma’am,
Praised be Jesus and Mary.
In partial fulfillment of the requirement for Research 101 and 102 in the
Degree of Bachelor of Secondary Education Major in Social Studies of Tagoloan
Community College, we would like to ask your good office for the approval to
float questionnaire to the Social Studies teacher in Tagoloan National High
School. This is in line with our research studyentitled “PROBLEMS
ENCOUNTERED IN TEACHING SOCIAL STUDIES IN JUNIOR HIGH
SCHOOL: BASIS FOR IMPROVING INSTRUCTIONS School Year 2017-
2018”.
The result of this study will serve as a basis of the development and
program of Social Studies in the future.
We will see to it that the data gathered will be taken with utmost
confidentiality.
We will be grateful for your approval of our request. Thank you.

Respectfully yours,

BIONG, MENEILA TWIN

Research Team Leader
Attested by:

FREDERICK W. GOMEZ, PhD.

Department ChairmanAraling Panlipunan

Approved by:

Mary Koren Witting, PhD.

Dean, College of Education
 REPUBLIC OF THE PHILIPPINES
PROVINCE OF MISAMIS ORIENTAL
MUNICIPALITY OF TAGOLOAN
TAGOLOAN COMMUNITY COLLEGE
Baluarte, Tagoloan, Misamis Oriental
_______________
Date

Dear Respondent
Greetings!
The undersigned are Bachelor of Secondary Education Major in Araling
Panlipunan Research 102 students of Tagoloan Community College (TCC) in
Baluarte, Tagoloan Misamis Oriental and are presently working on their Thesis 1
entitled “PROBLEMS ENCOUNTERED IN TEACHING SOCIAL STUDIES IN
JUNIOR HIGH SCHOOL: BASIS FOR IMPROVING INSTRUCTION OF
TAGOLOAN NATIONAL HIGH SCHOOL (School Year 2017-2018)”.
In this regard we would like to ask your cooperation in answering the
attached questionnaire. Your response will be of great help in the completion of
the study.
Please provide all information requested as honest and as accurate as
possible.
Rest assured that all information will be confidential
Thank you very much for your time and cooperation.

Very truly yours,

Balistoy, Angelika C.
Biong, Meneila Twin
Domin, Jenecil V.
Ellorico, Angelu
Kindica, Eden S.
Ladion, Darwin L.
Monterola, Ellen T.
Muaña, Relia Mae D.
Tubal, Madel A.
Valendez, Mark Anthony C
 QUESTIONNAIRE ON PROBLEMS ENCOUNTERED IN TEACHING SOCIAL
STUDIES IN JUNIOR SECONDARY SCHOOL: BASIS FOR IMPROVING
INSTRUCTION OF TAGOLOAN NATIONAL HIGH SCHOOL (School Year
2017-2018)

Direction: Please read each questions and provide an honest and accurate
answer to every question based on your assessment by putting a check ( ).
Please do NOT leave any item unanswered.

Part I. Profile of Respondent

Age:

____20 – 25 ____ 32 - 37 ____ 44 - 49 ____ 56 and above

____ 26 – 31 ____ 38 - 43 ____ 50 - 55
Sex

____ Male ____ Female

Civil Status

____ Single ____ Married ____ Widower

____Separated ____ Widow
Monthly Income

____ 15,000-20,000 ____ 26,000-30,000

____ 21,000-25,000 ____ 40,000 above
Years of Service

____ 1-5 years ____ 16-20 years

____ 6-10 years ____ 21 years and above
____ 11-15 years

Part II. Problems encountered in teaching Social Studies in Junior Secondary

High School: Basis for improving instructions.
Direction: Please use following scale for your response.
Scale:

( 5 ) Always ( 4 )Frequently ( 3 ) Often ( 2 ) Seldom (1 ) Never

B. Planning and Preparation 1 2 3 4 5

1. I prepare my lesson plan ahead of time.

2. I use to keep my previous Instructional Materials

(IM's) for my future purposes.

3. I make sure that the materials that I am using are

appropriate with my lesson.

4. I make my instructional materials ahead of time.

5. I am ready for any alternative materials in case there

are unpredictable happenings (e.g. the written IM’s are
ready if the projector isn’t functioning).

6. I make my test paper ahead of time to refrain from

cramming.

7. I mastered the teacher’s guide and teacher’s manual

for easy application.

8. I make my curriculum to be guide in the duration of

teaching.

9. I post announcements on bulletin board on what are

the activities for the students to be prepared.

10. I thoroughly study my lesson before discussing it in

the class

11. I am prepared from lesson plan to daily lesson log

to instructional material down to applying it in the class.

12. I tend to read many references on my lesson for

better access of intelligence.

13. I read different books with same content on my

lesson.
14. I make sure that my intended learning outcomes
are connected to my lesson and process.

15. I make sure to cover the entire learning task.

B. Classroom Management 1 2 3 4 5
1. The chairs are well arranged in a flexible manner.

2. I properly change my Bulletin Board according to

every month activities.

3. I frequently change my bulletin board according to

the month’s activities.

4. I make sure that my room have proper ventilation.

5.I make sure to have a mini-library inside my

classroom.

6. I assure that my classroom have a comfort room.

7. My classroom have a complete set of cleaning

materials

8.I put medicine kit in my classroom for emergency

purposes.

9. I have a designated area where I can put my

students’ activities.

10. My table is adjacent to the door.

11. I make sure that my classroom is clean before I

leave.

12. I follow the specific height and width of the black

board.

13. The teacher stand is place in front.

14. I make sure that all the bulbs are functional.

15. I make sure that my classroom has a complete set

of hygiene kit.
C. Instructional Delivery 1 2 3 4 5
1. I consider the different background of my students so
I use different teaching strategies.

2.I change my instructional strategies every now and

then to cater all the needs of the students.

3. I use instructional goals to show a recognizable

sequence, clear students expectations and for
individual needs.

4. I use questioning and discussion strategies to

encourage many students to participate.

5. I am integrating the discipline within educational

curriculum.

6. I give feedbacks to students on their learning.

7. I use different strategies and methods to mold the

different intelligences.

8. I consider my intended learning outcomes in

selecting strategies.

9.I make sure that the instructional goals will cater

flexibility and responsiveness in meeting the learning
needs of students.

10. I engage students in learning and adequate pacing

of instruction.

11. I make sure that the learning process and the

outcomes of learning have authentic bearing on
students’ life.

12. I use multiple levels (particularly higher cognitive

levels) of questioning to stimulate student thinking and
monitor student learning.

13. I provide in-depth explanations of academic content

and covers higher-order concepts and skills thoroughly.

14. I implement a variety of classroom techniques, and

strategies also enhances student motivation and
decreases discipline problems

15. I am supportive and persistent in keeping students

on task and encouraging them to actively integrate new
information with prior learning.

D. Professional Growth 1 2 3 4 5

1. I reflect on my previous discussion to improve what’s

lacking.

2. I engage myself join different seminar to get ideas.

3. I engage myself on teachers’ team building to

associate with my co-teachers.

4. I engage myself to take up Master’s Degree

5. I engage myself to take up Doctorate Degree

6. I tend to have an evaluation during the end of the

school year.

7. I engage myself on asking advices with my

administrator.

8. I equip myself with the newest educational trends.

9. I engage myself to earn advance degree in an area

of my specialization.

10. I tend to write journals that can provide learning

opportunities through self-reflection.
11. I find my first year of teaching experience helpful.

12. I encapsulate the moments, reflect on them and

make adjustments that can help me to become a better
teacher.

13. I find a plethora of terrific books and periodicals to

help me improve any area that I may find difficult.

14. I engage myself to read motivational books to

inspire me every time especially in teaching.

15. I love excellent content driven books that can

challenge me on how to teach critical concepts.

E. Assessment 1 2 3 4 5

1. I use my table of specification in making my test

questionnaire

2. I use to give diagnostic test.

3. I use test to improve the learning of my students.

4. I use informal assessment to meet learning goals

and to monitor students learning.

5. I give formative assessment during the discussion.

6. I consider the needs of the students when I make my

test questionnaire.

7. I keep on revising my test questionnaire so that it will

suit to the level of intelligence of my students.
8. I give summative assessment after finishing the
whole chapter for measuring the learning.

9. I make my test questionnaire or quiz simple but it

can develop their higher order thinking skills.

10. I always make my test questionnaire

understandable to my students.

11. I give anecdotal record for them to know their

change of behaviour

12. I make my test questionnaire in a Higher-thinking

skill (HOTS) format.

13. I facilitate reading of honors after the end of the

quarter.

14. I give standardize test to know learning of my

students.

15. I engage myself to conduct a diagnostic test to

know the weaknesses of my students.