DACITY UNIVERSITY OF PASAY COLLEGE OF EDUCATION
CHAPTER 1 THE PROBLEM AND ITS BACKGROUND
INTRODUCTION Modern day education, to be responsive to the
changing and ever-increasing challenges of life, constantly moves
towards the improvement of the quality of academic and work life in
the current millennium. In todays era, the teaching profession has
been struggling to keep pace with the changes in society and the
accompanying challenges of the technological world. This is the
reason why competencies are set and incorporated to the training of
student teachers. However, problems are still emerging and
encountered by student teachers worldwide. Teachers have become the
main focus of much research in education as there is evidence
suggesting that teacher factor is one of the most influential
factors in the success of any educational institutions. This is
because the quality of instructions depends on the quality of
teachers the institution possesses and this has a direct impact on
students learning and achievement in school. The researchers
believe that two of the most crucial dynamic factors in determining
the quality of academic and work life of schools and institutions
are the quality of student teachers who are trained to be best and
successful teachers and their strategy making abilities. Practice
Teaching can boost performance and productivity and motivate
students to achieve their goals of being successful someday as a
teacher and help establish a community of people where quality of
work and academic life is something they can be proud of and
satisfied with. Teaching is a crucial factor that shapes the vital
structure of an individual as well as the academic life in an
institution like the school, for without the teachers, there would
be learning process will take place and students will tend to go on
their own separate individualistic ways of learning and doing their
lessons. Effective teachers are the way for an institution to be
successful in their mission. Without the proper direction and
supervision of the teachers, the whole society would be in chaos or
disorder and improvement of lives would not be possible. The study
of the problems faced by student teachers is important and
warranted for it is in that crucial time when future educators
establish their identity as teachers and build their own ways of
teaching and those problems that they could encounter may affect
them as teachers in the future.
BACKGROUND OF THE STUDY Practice Teaching (or more popularly
known as the practicum) is recognized as one of the most important
aspects of a teacher education (Farrell, 2008). Teacher education
institutions worldwide, including Philippines, are under increasing
pressure to prepare their student teachers better for the actual
world of teaching, and the practicum provides an avenue by which
this expectation may be addressed. During practicum, the student
teachers are given the opportunity to experience and experiment
their knowledge and skills in an authentic teaching and learning
environment (Kennedy, 1996). And during the practicum, student
teachers like History Majors experience and encounter various
problems as they complete student teaching or practice teaching.
More than two decades ago, Lock (1977) suggested that more
attention be given to the types of concerns student teachers face,
which would help to improve the preparation of teachers. A decade
later, Doebler and Roberson (1987) wrote that negligible research
had been conducted on the perceived problems of student teachers.
These assertions still hold true. The study of problems faced by
student teachers is important and warranted. The more known about
the difficulties which student teachers encounter and the sources
of their concerns, the better the chances for eliminating the
problems and enhancing every student teacher's chance for success
(Doebler & Roberson, 1987; Roberson & Doebler, 1989). In
addition, many problems faced by student teachers could possibly be
an omen of future conflicts (Briggs & Richardson, 1992). And
this can be prevented if those problems are to be known and studied
upon and given possible solutions as early as possible before it
could be worse.
RESEARCH PARADIGMProblems Encountered in Practice Teaching
Post-deploymentPre-deployment
During Deployment
GradesFinal DemoCooperating TeachersSchedule of deploy-ment
LessonPlanning
Students behavior
Critique TeachersCooperating Schools
ClassroomManagement
The concept diagram shows the problems encountered by the 4th
year History major students on their practice teaching, such as the
following: Pre-deployment- A. Schedule of the Deployment B. The
Cooperating Schools C. The Cooperating Teachers During deployment-
A. Lesson Planning B. Students behavior C. Classroom Management
Post-deployment- A. Critique Teacher B. Final demo C. Grades After
the study, the researchers will have an assessment on the different
problems encountered by History Majors in Practice Teaching.
THEORETICAL FRAMEWORK Teaching is based upon: Assumptions that the
teacher possesses all knowledge and information which student does
not possess. That each individual has the capacity to discover new
knowledge with mutual inquiry. It implies that a teacher has a
model in his mind to use in specific situation and student himself
selects the model for mutual inquiry. A set of propositions stating
the relationship between, on the one hand, measures the outcome of
education and on the other hand, measure both the conditions to
which the learner is exposed and variables representing
characteristics of the learner. The individual difference among
students at a given age, structure of knowledge with a topic to be
taught, flexibility of sequencing, rate of learning, interests and
so on. Those acts that the teacher performs typically in the
classroom in order to induce-learning. The relationship consists of
certain activities to be performed by the teacher such as analyzing
teaching task, determining learning goals, identifying entering
behavior and selecting teaching strategy. When we acknowledge that
students interpretand do not automatically absorbthe information
and ideas they encounter in the world through the experiences and
theories they bring to school, the links between learning and
teaching become more complicated.
STATEMENT OF THE PROBLEM The major objective of the study is to
find out the problems of History majors during practice
teaching/practicum. Specifically, it aims to answer the following
questions: 1. What are the problems encountered by History majors
in: 1.1. Pre-deployment 1.2. During deployment 1.3. Post-deployment
2. What solutions may be offered to solve the problems of student
teachers? 3. What are the perceptions of critique or cooperating
teachers and student teachers to those problems encountered? 4. Is
there any difference between the perceptions of the Student
Teachers and Critique Teachers to those problems encountered?
NULL HYPOTHESIS There is no significant difference between the
perceptions of student teachers and resource teachers to the
problems encountered during Practice Teaching by History
majors.
SIGNIFICANCE OF THE STUDY This research study was on the
problems encountered by History majors in their practice teaching,
and the researchers wanted to investigate the topic widely from
different perspectives and levels, both from students and teachers
perspectives, as well as from their concerns and experiences.
Furthermore, the result of the said study is significant to the
following: 1. The History Majors. This study would help the future
student teachers, particularly the History majors, gain valuable
information and insight about the student and classroom related
problems. This study may serve as guideline to help them prepare
for their practice teaching and to use good preventive management
strategies and principles for the improvement of students and
classroom management. 2. The Cooperating or Resource Teachers. This
study would help the cooperating teachers to have better way of
understanding, handling and supervising the student teachers.
Through its findings, they will also be in a better position to
provide the appropriate experience for the student teachers. 3.
Cooperating Officials. This study will also benefit the cooperating
officials (Principal, Head Teachers, and Supervisor) to further
strengthen their support to the cooperating teachers as well as to
help student teachers by laying down guidelines to ensure learning,
proper training and safety.
SCOPE AND LIMITS OF THE STUDY The study focuses only on the
problems encountered by student teachers in their pre-deployment,
during deployment and post-deployment of their practice teaching.
The study covers only the History major students of the College of
Education at City University of Pasay who are undergoing practice
teaching this Academic Year 2013-2014.
DEFINITION OF TERMS The following terms are being defined either
conceptually or operationally as used in the study. Advisers-They
are the one who cooperates with the student teachers and the school
for the deployment of the student teachers. Cooperating School- The
school which cooperates in the deployment and serves as a field of
practice for the purpose of teaching by the student teacher. During
Deployment- Refers to the time span wherein the student teachers
experience practice teaching or practicum. History Major- A student
who takes up history subject as their subject of mastery.
Post-Deployment- Refers to the time span where the student teachers
finish their practicum. Practice Teaching- This may also refer to
student teaching, teaching practicum or practicum and pre-service
teaching. Practice teaching is the culmination of the professional
education and wherein student teachers experience actual teaching
in the learning environment. Pre-Deployment- Refers to the time
span wherein student teachers are prepared for their practicum.
Problem- An inquiry starting from given conditions to investigate
or demonstrate a fact, result, or law. It is the aspect the
researcher worries about, thinks about, and wants to find a
solution for. Resource Teacher- It may also refer to cooperating
teacher or critique teacher. He handles field study students and
student teachers in the field. Student Teacher- A college student
who is teaching under supervision of a professional teacher in
order to qualify for a degree in education.
CHAPTER 2REVIEW OF RELATED LITERATURE AND STUDIES
This chapter describes several researchers and studies that have
been made similar to the presented problems in this research. It
deals specifically about foreign and local literature and foreign
and local studies. The following information was taken from books,
journals, unpublished materials and the internet in order to
distinguish what has been studied and what have not yet been
studied.
FOREIGN LITERATURE Research is valued in education. Research was
classified as needed in areas like teacher training (Good et.al.
1941). Practice Teaching is an important component of becoming a
teacher. It grants student teachers experience in the actual
teaching and learning environment (Ngidi & Sibaya, 2003; Marais
& Meier, 2004; Perry, 2004). Students must spend several months
teaching in a high school under the supervision of an experienced
teacher. (Summerfield, 1993). During practice teaching, a student
teacher is given the opportunity to try the art of teaching before
actually getting into the real world of the teaching profession
(Kasanda, 1995). Perry (2004) also points out that, on the one
hand, student teachers should experience the excitement of being a
part of a real classroom setting, of getting to know learners, of
planning and organizing the classroom tasks. On the other hand,
student teachers could have doubts about their ability to cope with
unfamiliar situations, controlling and managing learners or
establishing a working relationship with the mentor or supervisor.
It is such mixed feelings that can contribute to the making or
breaking of a student teacher. Student teachers also know the value
of practice teaching and as remarked by Menter (1989), they
perceive it as 'the crux of their preparation for the teaching
profession' since it provides for the 'real interface' between
studenthood and membership of the profession. It is inevitable to
observe some problematic cases in any teaching. Veeman (1984)
focuses on classroom discipline, motivating students, dealing with
individual differences, assessing students works, relationships
with their parents, the organization of class work, insufficient
and/or inadequate teaching materials and supplies, and dealing with
problems of individual students. Towards the end of teaching
practice, the student teachers were asked about their experiences
during teaching practice and whether these experiences may have
influenced their perception of the teaching profession (Kiggundu
and Nayimuli, 2009). LOCAL LITERATURE Student teaching is the
culmination of the professional education. This experience which is
provided by education course in the last year of pre-service
education serves as the transitional phase between the past roll of
a full-time student and the future role of full-time teacher
(Bustos, 1982). Teaching is a student teachers mission meaning it
is the task entrusted to you in this world and must got prepare
ones self for it. The four years of pre-service preparation will
equip one with the knowledge, skills and attitude to become an
effective teacher (Bilbao et.al. 2006). During the period of
student-teaching, one will be playing a dual role at the same
timethat of teacher and student. One will serve as an apprentice
teacher who will first observe cooperating teachers, participate a
little in the routine teaching tasks, and eventually begin to teach
on ones own under the guidance of a cooperating teacher (Bustos,
1982). During the student-teaching period, one will be opened to
various ideas, forces, and activities operating within a school. To
profit most from student teaching, one should seek out as many
experiences as possible, involving ones self more in those areas
that one is weakest and most likely to encounter difficulty (or
problems) as a full-time later. Student teaching will help one
become a better teacher and gives one the opportunity to synthesize
all that you have learned and to translate them into professional
skills (Bustos, 1982). The opportunities and experiences embedded
in the practice teaching course will enable student teachers the
chance to experience the life in actual learning environment and to
meet the challenges of the real learning environment (Teacher
Education Council, DepEd, 2007). Bernardo and Marso (2005) cited
inherent patterns of behavior the teachers manifest in handling a
multicultural classroom, the factors that affect them as well as
the unique dynamics that play out in the interactivity between
teachers from a developing country to a more economically affluent
nation. Mentors (or referred to as cooperating teachers) are guide,
supporter, friend, advocate and role model. They need to accept
their mentees (student teachers) as they are. They can offer advice
and suggestions to provide student teachers with ideas and
encouragement that will extend their skills (T.E.C., DepEd, 2007).
While learning environment has extended beyond the classroom alone,
the demands of the diversity of learners are great, the complexity
of learning becomes very challenging, and the role of the teacher
has extended to a global community (T.E.C., DepEd, 2007).
FOREIGN STUDIES Teaching practicum or Practice Teaching is the
time for students who are learning to become teachers to experiment
with the different things they learn in school. Various studies
have admitted the importance of the practicum in teacher education
program. As suggested by Schulman (2009), certain knowledge is
necessary for a student teacher to become effective teacher later.
Besides content knowledge, teachers are also required not only
pedagogical knowledge but also pedagogical content knowledge.
Shulman (as cited in Tuli and File, 2009) further elaborated that
teaching is a combination of an art, a craft and a science. Knowing
what to teach, how to teach it and what methods to use with
particular topics, particular kinds of students and in particular
settings all combine to form the knowledge and skills that define
teaching expertise. All of these knowledge is important for
teachers especially teachers to be to develop. Putnam (1996)
stressed the importance of teaching practicum as he believed that
learning process needs to be grounded in classroom practice.
Nevertheless not all learning to teach process can be generalized
to all situations, across the board. For this, Calderhead and
Shorrock (cited in George and Worrell, 2002) identified three
specific contexts that provide different experience to the student
teachers. Among them are; the fact that learning to teach is person
specific in which novice and practicing teachers bring different
experience with them to the learning process and the other one is
called context specific. In this case, the different contexts the
student teachers are in will generally produce different
experience, perhaps because of the influence from the cooperating
teacher, university supervisor and others surrounding them. In many
teacher education programs, teaching practicum is a compulsory
course to be taken by all the students as it an important part of
teachers professional development (Richard & Crookes, 1988)
although the nature, length and frequency of the practicum varies
from one institution to another. As this is a central and most
important component of teacher education, a lot of time and
attention needs to be spent and given to ensure that student
teachers undergoing the course are well prepared physically and
mentally. This is because the quality of teaching practicum depends
very much on the quality of the experience gained during teaching
practicum. Since teaching practicum is the time when student
teachers practically have the opportunity to experiment with their
knowledge outside their classroom for the first time, a lot of
challenges are expected to arise. This is because learning to teach
is a very complex activity as there are so many unexpected and
unknowns. Research (e.g. Kyraicos & Stephen, 1999) has
suggested the need to pay attention to those concerns and
challenges for future development in teacher education. If the
challenges are not taken care of, they could aggravate more
problems to the already complicated teaching activity. The support
is needed since working with cooperating teachers gives student
teachers opportunity to develop their teaching skills because the
cooperating teachers provide models to be observed and/ or
emulated. Their influence ranges from attitudes to classroom
practices (Zahorik, 1988). Other important roles of cooperating
teachers include providing immediate feedback regarding their
teaching through lesson observation and discussion. Guidance from
cooperating teachers is very much needed; therefore, lack of it can
pose problems to the student teachers. As Md Yunos et.al,(2010)
found in their study, their informants encountered problems with
both their supervisors and cooperating teachers because they were
not able to communicate with both of them due to busyness.
LOCAL STUDIES Ravena (1978) studied the program of student
teaching at the Iloilo School of Arts and Trade. His investigation
revealed varied policies and practices adopted in the program of
student teaching. Some of them were substitute teaching, student
teachers were left alone to report and to introduce themselves to
the cooperating teachers and school officials of different schools
and limited supervisory visits by trainers and advisers. Solomia
(1982) undertook a study which attempted to identify the problems
of student teachers in Iloilo School of Arts and Trade. The
problems are categorized into: (1) administrative (leadership in
studying, improving and evaluating teaching-learning situations);
(2) supervisory (those tasks/activities performed by the student
teachers in keeping up with specific functions); (3) instructional;
and (4) student teaching work problems (related to the adjustment
in the classroom). Donasco (1968) studied on the evaluation of
student teaching based on the problems set by cooperating teachers
who were guiding the student teachers from private teacher training
institutions in Iloilo City. His investigation revealed that
majority of the cooperating teachers considered instructional
skills a definite problem in their work of guiding the student
teachers. On the study which is distinctly similar to the
particular study is the investigation led by Madamba (1972), who
made a survey of student teaching problems encountered by student
teachers from private colleges in Ilocos Norte and categorized
those problems as: (1) professional preparation (observation,
participation, instructional materials, teaching technique); (2)
relationship with students, other student teachers, cooperating
teachers, administration and school officials; and (3) personal
problems (physical, social, emotional, financial, family, moral).
As cited in Journal of Instructional Psychology by Jenny Reyes,
quality sequence in the student teaching is of utmost importance.
The student teachers needs to observed students/pupils carefully in
teaching and learning situations to a certain suitable, ordered
experience for students.
SYNTHESIS OF REVIEWED LITERATURE AND STUDIES The studies of
Ravena, Solomia, Donasco and Madamba are related to the present
study as they revealed variables and factors that contribute to the
development of student teachers on their practice teaching. Also,
the work of Bustos contributes to better gain knowledge about the
realities of practice teaching. Likewise, the foreign studies of
Schulman, Putnam, Zahorik and other foreign literature relatively
similar with the present study, provides valuable data for the
completion of the study.
CHAPTER 3RESEARCH METHODOLOGY
This chapter presents a detailed discussion of the method and
designed used in the research study, the respondents of the study,
the research instruments, and data gathering procedures.
RESEARCH METHOD According to Best and Kahn (1989), this kind of
design is best to be used when the researcher intends to describes
and interpret what is. It is also known as non-experimental
research as it deals with relationships between variables, the
testing of hypothesis and the development of generalizations,
principles or theories that have universal validity. For this
reason researchers used this descriptive method. In this study, the
descriptive method of research is used in a fact finding study with
an adequate systematic and accurate interpretation of the findings.
The data gathered were collected, tallied and interpreted to come
up with the final result of this study.
SOURCES OF DATA The data came from the questionnaire assessed by
the student teachers, particularly History Majors, of City
University of Pasay and their respective critique or cooperating
teachers. The following are the list of sources: College of
Education Kalayaan National High School- Araling Panlipunan Dept
Pasay City West High School- Araling Panlipunan Dept Pasay City
East High School- Araling Panlipunan Dept Pasay City North High
School (Tramo Campus)- Araling Panlipunan Dept Pasay City North
High School (Main Campus)- Araling Panlipunan Dept
RESPONDENTS OF THE STUDYTable 1Distribution of Respondents
RespondentsStudent TeachersCooperating
TeachersTotalPercentage
Kalayaan Natl H.S.551022%
Pasay City West H.S.991839%
Pasay City East H.S.44817%
Pasay City North H.S. (Main)44817%
Pasay City North H.S. (Tramo)1125%
TOTAL232346100%
For the purpose of the study, twenty-three (23) students of
History Majors of the College of Education, City University of
Pasay and twenty-three critique or cooperating teachers from
Araling Panlipunan Department of different High schools of Division
of Pasay comprised the respondents of the study.SAMPLING For the
study, a purposive sample of 46 respondents was taken. In purposive
sampling the organizers of enquiry purposively chose the particular
unit of a universe for constituting a sample on the basis that the
small mass that they so selected out of huge one will be typical of
representative of the whole The study is focused on the student
teachers and cooperating teachers of different secondary schools in
the Division of Pasay. The student teachers is the one group and
cooperating teachers is the other, eager to know the assessment of
this two groups on the problems encountered by History Majors in
Practice Teaching.
RESEARCH INSTRUMENT USED The instrument used to collect data was
the answers from the questionnaire for a faster gathering of data.
The respondents are the History Major student teachers of College
of Education, C.U.P. and their respective cooperating
teachers.QUESTIONNAIREGuided by the questions and objectives, the
researchers formulated a questionnaire. It is prepared with enough
directions to answer the questions. These printed questionnaires
will serve as a data collection tool that will gather the needed
data for the research. The questionnaires were distributed to
student teachers and their cooperating teachers. It was divided
into four parts mainly part 1 which aims to gather the respondents
profile, part 2 which is designed to judge whether the respondents
have to agree or disagree with the problems possibly encountered by
History Majors. The third part aims to find out the problems
encountered by the respondents in the implementation of the
program. The last part also includes queries that will give
suggestions/solutions on the problems encountered by History Major
student teachers. Cure was taken to avoid ambiguous, incorrect and
biased questions while preparing the preparing the questions. The
questionnaire is then distributed to students and teachers. The
sample questionnaire:For Student teachers:City University of
PasayPasadea Street, F. B. Harrison, Pasay CityCollege of
Education
Problems Encountered by History Majors in Practice Teaching,
A.Y. 2013-2014SURVEY
1. PERSONAL DATA
NAME: (optional) ___________________________GENDER: ( ) MALE ( )
FEMALE
AGE: ( ) 11-15 ( ) 16-20 ( ) 21-25 ( ) 26 and above
School Deployed: _____________________________
1. QUESTIONNAIRE PROPER
Direction: Below are the possible problems encountered by
student teachers;before, during and after practice teaching. Put a
check on the number opposite the items that describes your answer
using the scale below. 5 STRONGLY AGREE4 AGREE3 UNDECIDED2
DISAGREE1 STRONGLY DISAGREE54321
54321
PRE-DEPLOYMENT
1. The schedule of deployment does not interfere to my class
hours.
2. The deployment schedule is implemented in time.
3. The adviser or one of the cooperating teacher cooperate with
us for the deployment.
4. The department head in the school cooperates to us in an
orderly way.
5. The payment for practice teaching is affordable at reasonable
price.
DURING DEPLOYMENT
1. The student teachers lesson plan jives on the teaching
proper.
2. The student teacher implements proper classroom
management.
3. The cooperating teacher or resource teacher cooperates with
me.
4. The student teacher implements active student participation
and proper discipline.
5. The student teacher is comfortable during travel from house
to the school deployed.
POST-DEPLOYMENT
1. The final demo was finished in time.
2. The grades received are justifiable.
3. The critique teacher was cooperative during the final
demo.
4. The student teacher met all the requirements before the end
of practice teaching.
5. The student teacher has no deficiencies in the subjects taken
in school.
III. 1. What are the solutions do you think may be offered to
help the student teachers?
______________________________________________________2. What are
your perceptions to the problems encountered in practice teaching?
______________________________________________________---Thank you
for cooperating! God Bless! --- For Cooperating teachers:City
University of PasayPasadea Street, F. B. Harrison, Pasay
CityCollege of Education
Problems Encountered by History Majors in Practice Teaching,
A.Y. 2013-2014SURVEY
1. PERSONAL DATA
NAME: (optional) ___________________________GENDER: ( ) MALE ( )
FEMALE
AGE: ( ) 11-15 ( ) 21-30 ( ) 16-20 ( ) 31-40 ( ) 41-50CIVIL
STATUS: ( ) Single ( ) Married ( ) Widow ( ) Separated
( ) 51 and above TEACHING EXPERIENCE: ( ) 1-5 years ( ) 6-10
years ( ) 11-15 years ( ) 16-20 years ( ) 20 years above
1. QUESTIONNAIRE PROPER Direction: Below are the possible
problems encountered by student teachers; before, during and after
practice teaching. Put a check on the number opposite the items
that describes your answer using the scale below. 5 STRONGLY AGREE4
AGREE3 UNDECIDED2 DISAGREE1 STRONGLY DISAGREE54321
54321
PRE-DEPLOYMENT
1. The schedule of deployment does not interfere to the Student
Teachers class hours.
2. The deployment schedule of the student teacher is implemented
on time.
3. The adviser or a school representative cooperates with our
school for the deployment of the Student Teachers.
4. The student teacher. cooperates with us in a nice and
pleasant way.
5. The student teacher was prepared before the deployment.
DURING DEPLOYMENT
1. The student teacher does not encounter difficulty in lesson
planning.
2. The student teacher comes on time.
3. The student teacher has good classroom management.
4. The student teacher has good communication skills.
5. The critique or cooperating teacher always supervises the
student teacher during and after his classroom teaching.
POST-DEPLOYMENT
1. The cooperating teacher assists the student teacher during
his Final Demo.
2. The cooperating teacher contributes to the student teachers
learning to attract and plan solutions to his school problems.
3. The student teacher finished his Final Demo well and on
time.
4. The student teacher met the requirements for Practice
Teaching.
5. The cooperating teacher gave a justifiable and reasonable
grade.
III. 1. What are the solutions do you think may be offered to
help the student teachers? 2. What are your perceptions to the
problems encountered in practice teaching? ---Thank you for
cooperating! God Bless! ---
DATA GATHERING PROCEDURE In the conduct of the study, the
researchers prepared and printed the questionnaires, then
administered to the respondents. The results or data gathered were
tallied and analyzed, then, interpreted.
STATISTICAL TREATMENT OF DATA Descriptive and inferential were
employed to address the problem raised and to test the hypothesis
advanced in this research: 1. Frequency tables and percentages were
obtained to describe the demographic profile of the respondents.
The formula percentage is shown below:P= x 100 Where: P =
percentage f = frequency n = total number of respondent 2. The
weighted mean were computed to describe the problems encountered by
History Majors in practice teaching as observed from the
respondents responses using the formula, to wit;x = Where: X = mean
Summation f = frequency x = score n = number of casesThe criteria,
which served as bases for the interpretation on the mean scores,
were as follows:WeightQualitative Interpretation4.51-5.00Strongly
Agree (SA)3.51-4.50Agree (A)2.51-3.50Undecided (U)1.51-2.50Disagree
(D)1.00-1.50Strongly Disagree (SD)
3. To find out the significant difference in the assessment of
the two groups of respondents, the standard deviation and t-test
were used: SD = Where: SD = standard deviation n = number of
respondent = mean summation = square of frequency 4. To find out
the significant difference in the assessment of the two groups of
respondents, the t- test was also used:
Where: t = t-test = mean for students = mean for teachers =
number of students respondents = number of teachers respondents =
standard deviation for students = standard deviation for teachers
The response scale was based on a five point Likert-Type Scale
describing and assessing the problems encountered by History Majors
in Practice Teaching. 5 Strongly Agree4 - Agree 3 - Undecided2 -
Disagree 1 Strongly Disagree CHAPTER 4PRESENTATION, ANALYSIS
ANDINTERPRETATION OF DATA
Chapter Four showcases the results, analysis and interpretation
of data in pursuit to answering problem raised in Chapter 1. This
chapter presents the statistical analysis of data which the
corresponding interpretation of their results based on the
statement of the problem. It includes tables containing the data
extracted from the questionnaires and the analysis and
interpretation of it.
Distribution of RespondentsTable 2Distribution of Respondents
According to GenderGENDERSTUDENT-TEACHERCRITIQUE
TEACHERTotalPercentage
Male1451941 %
Female9182759 %
Total232346100 %
The data collected shows that 19 or 41 % of the respondents are
Male and 27 or 59 % of the respondents are Female.
Table 3Distribution of Respondents According to
AgeAGESTUDENT-TEACHERCRITIQUE TEACHERTotalPercentage
25 above0222248 %
24 below2312452 %
Total232346100 %
The data collected shows that 22 or 48 % of the respondents are
25 above of their age and 24 or 52 % of the respondents are 24
below of their age.
Problem No. 11. What are the problems encountered by History
majors in: 1.1. Pre-deployment 1.2. During deployment 1.3.
Post-deploymenta. Pre-deploymentTable 4Weighted Mean Responses of
the Student-Teachers in terms of
Pre-DeploymentINDICATORSTUDENT-TEACHER
WM VI
1. The schedule of deployment does not interfere to my class
hours.2.82 U
2. The deployment schedule is implemented in time.3.73 A
3. The adviser or one of the cooperating teacher cooperate with
us for the deployment.4.17 A
4. The department head in the school cooperates to us in an
orderly way.3.86 A
5. The payment for practice teaching is affordable at reasonable
price.2.95 U
Total3.51 A
The data reflected on Table 4 that the number 3 got the highest
weighted mean average which is 4.17 with verbal interpretation of
agree and the lowest weighted mean average is the number 1 which
2.82,means undecided.Table 5Weighted Mean Responses of the Critique
Teachersin terms of Pre-DeploymentINDICATORCRITIQUE TEACHER
WM VI
1. The schedule of deployment does not interfere to the Student
Teachers class hours.3.82 A
2. The deployment schedule of the student teacher is implemented
on time.4.17 A
3. The adviser or a school representative cooperates with our
school for the deployment of the Student Teachers.3.13 U
4. The student teacher. cooperates with us in a nice and
pleasant way. 3.69 A
5. The student teacher was prepared before the deployment.3.82
A
Total3.73 A
The data reflected on Table 5 that the number 2 got the highest
weighted mean average which is 4.17 with verbal interpretation of
agree and the lowest weighted mean average is the number 3 which
3.13,means undecided.b. During DeploymentTable 6Weighted Mean
Responses of the Student-Teachers in terms of During
DeploymentINDICATORSTUDENT-TEACHER
WM VI
1. The student teachers lesson plan jives on the teaching
proper.4.34 A
2. The student teacher implements proper classroom
management.3.86 A
3. The cooperating teacher or resource teacher cooperates with
me.3.91 A
4. The student teacher implements active student participation
and proper discipline. 3.82 A
5. The student teacher is comfortable during travel from house
to the school deployed.3.95 A
Total3.98 A
The data reflected on Table 6 that the number 1 got the highest
weighted mean average which is 4.34 with verbal interpretation of
agree and the lowest weighted mean average is the number 4 which
3.82 which means agree. Table 7Weighted Mean Responses of the
Critique Teachersin terms of During DeploymentINDICATORCRITIQUE
TEACHER
WM VI
1. The student teacher does not encounter difficulty in lesson
planning.4.47 A
2. The student teacher comes on time.4.65 SA
3. The student teacher has good classroom management. 4.91
SA
4. The student teacher has good communication skills. 4.30 A
5. The critique or cooperating teacher always supervises the
student teacher during and after his classroom teaching.4.39 A
Total4.54 SA
The data reflected on Table 7 that the number 3 got the highest
weighted mean average which is 4.91 with verbal interpretation of
strongly agree and the lowest weighted mean average is the number 4
which 4.30 which means agree. c. Post-DeploymentTable 8Weighted
Mean Responses of the Student-Teachersin terms of
Post-DeploymentINDICATORSTUDENT-TEACHER
WM VI
1. The final demo was finished in time.4.39 A
2. The grades received are justifiable.3.91 A
3. The critique teacher was cooperative during the final
demo.3.69 A
4. The student teacher met all the requirements before the end
of practice teaching.3.65 A
5. The student teacher has no deficiencies in the subjects taken
in school.3.69 A
Total3.87 A
The data reflected on Table 8 that the number 1 got the highest
weighted mean average which is 4.39 with verbal interpretation of
agree and the lowest weighted mean average is the number 4 which
3.65 which means also agree.
Table 9Weighted Mean Responses of the Critique Teachersin terms
of Post-DeploymentINDICATORCRITIQUE TEACHER
WM VI
1. The cooperating teacher assists the student teacher during
his Final Demo.4.82 SA
2. The cooperating teacher contributes to the student teachers
learning to attract and plan solutions to his school problems.4.69
SA
3. The student teacher finished his Final Demo well and on
time.3.73 A
4. The student teacher met the requirements for Practice
Teaching.4.86 SA
5. The cooperating teacher gave a justifiable and reasonable
grade.4.30 A
Total4.48 A
The data reflected on Table 9 that the number 4 got the highest
weighted mean average which is 4.86 with verbal interpretation of
strongly agree and the lowest weighted mean average is the number 3
which 3.73 which means agree.
Table 10Grand Mean Scores of the Respondentsin terms of
Pre-Deployment, During Deployment, and
Post-DeploymentINDICATORRESPONDENTS
WM VI
1. Pre-Deployment3.62 A
2. During Deployment4.26 A
3. Post-Deployment4.18 A
Total4.02 A
The data reflected on Table 10 that the number 2, During
Deployment, got the highest weighted mean average which is 4.26
with verbal interpretation of agree and the lowest weighted mean
average is the number 1, Pre-Deployment, which 3.62 which means
also agree. Overall, the respondents have agreed, with total
weighted mean of 4.02 and means agree, with the same perceptions on
the problems encountered by History Majors in practice
Teaching.
Problem No. 22. What solutions may be offered to solve the
problems of student teachers? Data gathered through responses to
the questionnaires appeared that, the suggested solutions based on
the interpretation of the data recommends that the schedule of the
Deployment of the Student Teachers should adjust on much earlier
time span.Student Teachers should cooperate with their Critique
Teachers and should create a bond with each other to avoid
misunderstanding. Student Teachers should also observe school rules
and regulations.Students Teachers should also be ready on its daily
class and they should also prepare their daily lesson plan. Seeking
the help or advice of the Critique Teachers must be always
done.
Problem No. 3
3. What are the perceptions of critique or cooperating teachers
and student teachers to those problems encountered? Based on an
open-minded questionnaire, the perceptions of the respondents are
that the problems encountered in practice teaching by the History
Majors are normal and cannot be avoided but can be dealt with
accordingly and be given attention. These problems are just
hindrance that Student Teachers must overcome to become a good
teacher someday. Problems which a Student Teacher encounters during
practice teaching are just part of a Student Teachers life on which
they can learn from it.Problem No. 4 4. Is there any difference
between the perceptions of the Student Teachers and Critique
Teachers to those problems encountered?Table 11Results of T-Test in
Significant Difference betweenthe Respondents Perception of the
Problems Encountered by History Majors in Practice
TeachingASPECTSAlpha Level of
SignificanceCriticalValueDft-valueDecisionDescription
1.Pre-Deployment0.051.645580.25AcceptHoSignificant
2.During Deployment0.051.64558
0.35
AcceptHoSignificant
3.Post-Deployment0.051.645580.26AcceptHoSignificant
This assessment is collaborated by the computed obtained value
of 0.25, 0.35, and 0.26 respectively which are less than the
critical value of 1.645 at 0.05 level of significance with the
degree of 58 of freedom. It cannot be denied that the two group of
respondents have the same perceptions regarding the problems
encountered by History Majors in Practice Teaching to which they
have agreed.
CHAPTER 5SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter highlights the summary of findings, conclusions and
recommendations of the study on the Problems Encountered by History
Majors in Practice Teaching.
SUMMARY OF FINDINGS This study was undertaken in the realm of
descriptive research with the purpose of assessing and describing
the Problems Encountered by History Majors in Practice Teaching and
the perceptions of the respondents. Specifically, the study sought
answers to the following questions: 1. What are the problems
encountered by History majors in: 1.1. Pre-deployment 1.2. During
deployment 1.3. Post-deployment 2. What solutions may be offered to
solve the problems of student teachers? 3. What are the perceptions
of critique or cooperating teachers and student teachers to those
problems encountered? 4. Is there any difference between the
perceptions of the Student Teachers and Critique Teachers to those
problems encountered?
A null hypothesis was formulated to answer the question number 4
and stated as such: There is no significant difference between the
perceptions of student teachers and resource teachers to the
problems encountered during Practice Teaching by History
majors.
FINDINGS 1. The respondents assessment on the Problems
Encountered by History Majors during Practice Teaching, revealed
the following: 1.1 Pre-Deployment Both respondent groups accorded
that the problems encountered by History Majors in Practice
Teaching is Agree for Student Teachers and also Agree for Critique
Teachers with weighted mean scores of 3.51 and 3.73 of the
respondents groups respectively. The grand mean average is 3.62,
described as Agree. 1.2 During Deployment Under this aspect, the
respondents assessment were both at Agree as attested by grand mean
score of 4.26. 1.3 Post-Deployment Both respondents agreed on the
perceptions of problems encountered by History Majors in Practice
Teaching with grand mean score of 4.18 which means agree. 2.
Finding on the significant difference between the assessment of the
two groups of respondents on the problems encountered by History
Majors in Practice Teaching. Results of the t-test revealed that no
significant difference between the assessment of the Student
Teachers and Critique Teachers groups in terms of Pre-Deployment,
During Deployment and Post-Deployment.3. Problems Encountered Data
gathered through responses to the questionnaires appeared that, the
problems encountered seemed to border more on student teachers
themselves, time management, lesson planning, and classroom
management. It also revealed that Student Teachers are undecided on
whether the fee for Practice Teaching Deployment is agreeable or
not. 4. Suggestions may be offered. Among the suggestions are the
following: 1. Student Teachers should always observe proper time
management during class session. 2. In terms of lesson planning,
the Student Teachers should ask for an advice or help on their
respective Critique Teachers. 3. Critique teachers should always
give an advice to their Student Teacher particularly on formulating
daily lesson plan. 4. Student Teachers should observe their
respective Critique Teachers while they are teaching and they
should pick up those strategies on how to observe proper classroom
management. 5. Student Teachers should be allowed by their Critique
Teachers to be exposed earlier on the classroom environment to
experience implementing proper classroom management. 6. Critique
Teachers should always be there to guide and to mentor their
Student Teachers.
CONCLUSIONS In the light of the findings of the study, the
following conclusions are drawn: 1. The teachers and student groups
were both accorded with agree on the problems encountered by
History Majors in their Practice Teaching. 2. There is no
significant difference in the assessment of the two groups of
respondents in terms of Pre-Deployment, During Deployment and
Post-Deployment. 3. Problems encountered were more on the more on
student teachers themselves, time management, lesson planning, and
classroom management. 4. Suggestions mentioned by the respondents
focuses on mentoring and guiding the Student Teachers during their
practice teaching.
RECOMMENDATIONS In the light of findings of the study and
conclusions drawn the following recommendations are forwarded:1.
Student Teachers must be guided by their Critique Teachers to
enhance their self-esteem and they should be encouraged to seek the
help or advice of their Critique Teachers without hesitations. 2.
Critique Teachers must mentor and supervise regularly their Student
Teachers before, during and after class sessions. 3. The schedule
of the deployment must be adjusted earlier than the usual
deployment schedule and the payment for the Practice Teaching
should be properly explained and justified to Student Teachers. 4.
The college adviser should monitor the Student Teachers in every
cooperating school or conduct regular meetings with them.
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