PRACTICAL RESEARCH 2_SESSION 2 C CONTENT 5.ppt

SESSION 2C: INPUT OF
CONTENT 5
Finding Answers through
Data Collection

• introduce the content and
competencies in the Curriculum Guide
•Suggest Budget Time and adjustment
in content
•Suggest application/strategies

Content Standard Learning Competencies Code Budget of
Time
Adjustment on
Content
The learner demonstrates
understanding of:
The learner:
Order of Topics
1. data collection
procedures
and skills using
varied
Instruments
2. data
processing,
organizing, and
analysis
1. Presents (gathers) data
using appropriate instruments
CS_RS12-IId-g-1 2 1
2. Presents and interprets data
in tabular and
graphical forms
CS_RS12-IId-g-2 8 3
3. Uses statistical techniques
to analyze data—
study of differences and
relationships limited
for bivariate analysis
CS_RS12-IId-g-3 6 2
Total 16 hrs
(4 weeks)
16 hrs

• Performance Standard
• The learner is able to
gather and analyze data with
intellectual honesty, using suitable
techniques

1. Explaining key concepts and providing guidelines (by slides or blackboard)
Giving examples and format
2. Workshop: sample data to be treated (parts and format)
3. Group Dynamics: Exchange of ideas and critiquing and presentation of
output
4. Show format samples

➢The small groups write and present (as needed, through
their representatives, for critiquing and big group
consensus): appropriate research design, clear and
adequate description of the sample, suitable instrument,
and data collection and analysis procedures.
➢Scoring of small group written outputs using rubrics for
appropriateness, clarity, and adequacy

PRACTICAL RESEARCH 2_SESSION 2 C CONTENT 5.ppt

TREATMENT OF DATA
A. Profiling – Simple Percentage
- presenting the data through frequency and percentage
- usually presents a ready-made or available information
- use Simple Percentage
- results should be presented in table or figure
- Follow the order of presentation in the sub problems

1. The profile of the fourth year high school students in terms of
their:
1.1. age;
1.2. gender;
1.3. exposure to English language materials in the
home; and
1.4. language use at home?

Profile Frequency Percentage
I. Age
15 years old 23 24
16 years old 27 27
17 years old 24 24
18 years old 10 10
19 years old 10 10
1 1
21 years old 3 3
22 years old 1 1
Total 99 100
II. Gender
Male 46 47
Female 53 53
Total 99 100
III. English Materials At Home Rank
Books 99 1st
Story Books/Comics/Bible 52 2nd
Newspaper 32 3rd
Magazines 24 4th
Pocket Books 21 5th
Reader’s Digest 12 6th
IV. Language/Dialect Use at Home Rank
Visayan 99 1st
Tagalog 26 2nd
English 0 3rd
Table 1
PROFILE OF THE FOURTH YEAR HIGH SCHOOL STUDENTS

1. What is the academic performance of the
students?

Grade Range Letter Grade Equivalent Frequency Percentage
97-100 A+ Excellent 0 0
94-96.99 A Excellent 2 2
90-93.99 A- Very Good 6 4
87-89.99 B+ Very Good 7 5
84-86.99 B Good 6 4
80-83.99 B- Good 12 8
77-79.99 C+ Fair 24 16
74-76.99 C Fair 20 13
70-73.99 C- Failed 23 15
67-69.99 D+ Failed 12 8
64- 66.99 D Failed 9 6
60-63.99 D- Failed 10 7
0-59.99 F Failed 18 12
Total 149 100
TABLE 2
ACADEMIC PERFORMANCE OF THE STUDENTS IN A MULTI-MEDIA
INTEGRATED CLASS – FIRST SEMESTER

Table 2 presents the academic performance of the grade six pupils in
science subject. Based on the data, none of the pupils got an advance
grade from 95-100; 3 (7%) got an advance grades from 90-94; 21
(50%) gained a Proficiency rating grades from 85-89; 12 (29%) got
an Approaching Proficiency grades from 80-84; 6 (14%) got a
developing grades from 75-79 and none gained a failed grade o
progressing. This means that majority of the pupils got a Proficient
and good grades during the final grading period. Although the grades
are based on different criteria, it is noted that the pupils had a good
performance in passing science subject. This is probably expected for
the students to get good grades in science for the final grading period
because of two factors: one, pupils are acquainted of the class and the
pupils are well adjusted to the learning outcome.

B. Profiling through Weighted Mean
- presenting the level or extent of a unit, characteristics,
behavior or performance of the respondents or observed group
- usually presents responses through the rating scale
- use Mean
- results should be presented in table or figure
- Follow the order of presentation in the sub problems

2. To what extent are the following areas of the
universal kindergarten education program
implemented in Bayawan East District:
2.1 Understanding Child Development;
2.2 Teacher-Child Interactions?

Table 2
Extent of Implementation
(Understanding Child Development)
I. Understanding Child Development Weighted
Mean
Interpretation
1. The School adapts philosophy of teaching
and learning based on knowledge of how
children within a given age span typically
develop and learn;
3.48 Very Good
2. Kindergarten teachers are thoroughly
trained in child development, with an
emphasis on the early years;
2.92 Good
3. Kindergarten teachers receive on-going
support to ensure that the daily learning
environment, learning experiences, and
teacher-child interactions reflect the
children’s developmental stage;
2.98 Good
4. School administrator and staff associated
with kindergarten are provided with some
training in child development specific to
kindergarten-age children.
2.90 Good
5. The school Fosters Social Development
and Learning through Teacher-Child
Relationships
3.90 Very Good
Average 3.24 Good
Legend:
3.26 4.00 – Very Good
2.51-3.25 – Good
1.76- 2.50 – Fair
1.00-1.75 - Poor

Table 3
Extent of Implementation
(Teacher-Child Interactions)
II. Teacher-Child Interactions Weighted
Mean
Implementation
1. Teachers foster children’s trust, security,
and social development through warmth,
caring, and responsiveness to individual
children’s interests and feelings;
3.59 Very Good
2. Teachers recognize that academic
learning occurs in a social context;
3.70 Very Good
3. Teachers use space and materials,
encouragement for socio-dramatic play,
cooperative work experiences, problem-
solving activities, conversations, and group
discussions as on-going opportunities for
children to practice social skills;
3.50 Very Good
4. Teachers accentuate children’s pro-social
behavior while actively supporting self-
regulation and learning;
3.64 Very Good
5. Teachers maximize positive behavior and
social interactions through careful design of
schedules, activities, and classroom space.
3.59 Very Good
Average 3.61 Very Good
Legend:
3.26 4.00 – Very Good
2.51-3.25 – Good
1.76- 2.50 – Fair
1.00-1.75 - Poor

3.What is the performance of the teachers in
the aspects:
3.1 Mastery of Subject Matter
3.2 Teaching technique
3.3 Classroom Management?

INDICATORS WEIGHTED MEAN INTERPRETATION
I. MASTERY OF SUBJECT MATTER
a. Mastery of lesson 3.40 VERY GOOD
a. Ability to relate to other fields 2.60 GOOD
II. TEACHING TECHNIQUE
a. Use of lecture method in explaining lesson 3.60 VERY GOOD
a. Provide practical work 2.30 FAIR
a. Use of experiments 2.20 FAIR
a. Develop HOTS question 2.40 FAIR
a. Develop question technique 2.30 FAIR
a. Use of Collaborative teaching and learning 2.40 FAIR
a. Use of audio-visual aids and charts 2.30 FAIR
a. Develop abstract reasoning 2.30 GOOD
III. CLASS ROOM MANAGEMENT
a. Ability to control class 3.40 VERY GOOD
a. Manage class attention and response 3.50 VERY GOOD
a. Maintain rapport between teacher and students 3.50 VERY GOOD
a. Develop class room routine 3.60 VERY GOOD
AVERAGE WEIGHTED MEAN 3.20 GOOD
TABLE 2
PERFORMANCE OF SCIENCE TEACHERS

Table 1 presents the extent of the teaching competence of science
teachers in the aspect of classroom management. The grand mean is
4.14 which is interpreted as Very Good. This means that the science
teachers have efficient classroom management. According to
Alejandro (1997), classroom management is necessary to establish
organization in the class. Harmony and efficiency can only be attained
if the teacher is a good classroom manager.

The lowest rated item in the aspect of Teaching Technique is
“The use of experiments,” with a weighted mean of 2.20
interpreted as Fair. This means that the use of experiments to
enhance the teaching is seldom use. Based on in-depth
interview, one of the key informants said “We don’t have a
laboratory in the school and equipment as well, so we are not
using anything.” This implies that the lack of experiment delimits
the teacher in teaching science.

Indicators
Average Weighted Mean (AWM) T-ratio
Decision
Interpretation
Male Female Difference
Computed
Value
Critical
Value at .05
1. Intonation 2.41 2.79 0.38
1.42 3.21
Failed to
Reject
Ho
Or
Do not reject
Ho
There is no significant
difference
Or
Not Significant
Or
Insignificant
2. Pronunciation 2.93 3.23 0.30
3. Fluency 2.41 2.64 0.23
Over-All 2.58 2.89 0.31
Table 5
Test of Difference IN THE Oral communication between
Male and Female Students

Table 2 presents the test of difference. The computed T is
1.42 which is lower than the table value of 3.21 and so the
null hypothesis is accepted. This means that there is no
significant difference in the male and female scores. This is
aligned with the findings of Vidal (2009) stating that female
could perform at par with male and that there is gender
based competency on the writing performance.

Table 1
Performance of Grade V Pupils Before the Implementation of
Computer Assisted Instruction
Score
Range
Description Experimental Control
Frequency % Frequency %
57-70 Excellent 0 0 0 0
43-56 Very Good 1 6 0 0
29-42 Good 6 33 6 33
15-28 Fair 11 61 12 67
1-14 Poor 0 0 0 0
Total 18 100 18 100
Weighted Mean 26.72 Fair 27.22 Fair

1. What is the academic performance of the Grade V pupils in
Science and Health before the integration of the Computer
Aided Instruction in the following groups:
1.1 Control
1.1 Experimental
2. What is the academic performance of the Grade V pupils
in Science and Health after the integration of the Computer
Aided Instruction based on the two groups?

Table 2
Performance of Grade V Pupils After the Implementation of
Computer Assisted Instruction
Score
Range
Description Experimental Control
Frequency % Frequency %
57-70 Excellent 6 33 0 0
43-56 Very Good 11 61 1 6
29-42 Good 1 6 9 50
15-28 Fair 0 0 8 44
1-14 Poor 0 0 0 0
Total 18 100 18 100
Weighted Mean 53.22 Very
Good
30.17 Good

Table 5
School Leadership Experience Level of School Heads on Professional
Development and Human Resource Management
Parameter of Limits:
Domain 4: Professional
Development and Human Resource
Management
Competency Rating Obtained from
Triangulation
Overall SLEL
Self
Assessment
Teachers Supervisor
Weighted
Mean of
SLEL
Ratings
SLEL
SLEL
50%
SLEL
25%
SLEL
25%
Creating a professional learning
community
3.90 L 4.10 L 3.75 L 3.91 Leading
Assessing the needs of faculty
members and collaboratively
designing and leading professional
development programs to meet
these needs
4.35 L 4.00 L 3.70 L 4.10 Leading
Aligning professional development
plans with strategic goals
3.95 L 3.30 P 3.60 L 3.70 Leading
Analyzing your career development
needs as a leader and learner and
seeking opportunities to address
those needs
4.00 L 4.25 L 3.60 L 3.96 Leading
Recruiting and Hiring 3.00 P 3.85 L 3.55 L 3.35 Practicing
Teachers Observation and
Instructional Supervision
4.40 L 4.15 L 4.45 L 4.35 Leading
Performance management of
Teachers and Staff
3.25 P 3.65 L 3.25 P 3.35 Practicing
Grand Mean 3.84 L 3.90 L 3.70 L 3.82 Leading

3. Is there a significant difference in the academic
performance in Science and Health of the Grade V
pupils after the implementation of Computer
Assisted Instruction based on two groups?

Table 3
Test of Difference between the Scores Before and After the
Implementation of Computer Assisted Instruction
Aspects Test Scores Computed
T
Critical
t
Decisio
n
Interpretation
Experime
ntal
Pre
Post
26.72
53.22 7.34 4.28 Reject
Ho
Significant
Control
Pre
Post
27.22
30.17 3.62 4.28 Accept
Ho
Not Significant

Table 4
Test of Difference between the Scores in Control and Experimental
Groups After the Implementation of Computer Assisted Instruction
Aspects Test Scores Compute
d
T
Critical
T
Decisio
n
Interpretatio
n
Experiment
al
Post 53.22
6.39 4.28 Reject Ho Significant
Control Post 30.17

4. Is there a significant relationship between
the academic performance of grade six pupils in
science and competence level of teachers;

TABLE 4.1
TEST OF RELATIONSHIP BETWEEN ACADEMIC
PERFORMANCE AND TEACHING COMPETENCE
Variables
Correlated
with
Academic
Performance
in Science
r Computed
Value or t
Table
Value
@0.05
Decision
on Ho
Interpreta
tion
Classroom
Management
0.77 4.645 3.64 Reject Ho Significant
(High)
Knowledge 0.26 3.893 5.84 Accept Ho Not
Significant
(Weak)
Skills 0.30 5.584 6.84 Accept Ho Not
Significant
(Weak)

Table 2 presents the test of relationship. The computed
value is 4.65 which is higher than table value of 3. 64 and
so the null hypothesis is rejected. This means that there is a
significant relationship between the teaching and academic
performance. This supports the idea of Tasna (2015) stating
that teachers are factors that will make or break the
students’ skills.

THE PROBLEM
Statement of the Problem
This study aims to determine the Motivation and Performance of Secondary
School Teachers of Plaridel National High School, Baybay City Division, Baybay
City.
Furthermore, it seeks to answer the following sub-inquiries:
1. What is the profile of the respondents in terms of:
1.1 civil status;
1.2 highest educational attainment;
1.3 length of service; and
1.4 monthly income?

2. What is the extent of the intrinsic factors?

INTRINSIC FACTORS (5 likert scale)
1.Teaching gives me a great deal of job satisfaction.
2. I enjoy teaching as a profession.
3. The challenging nature of teaching has kept me in the profession
4. Teaching is a competitive profession in this school
5. Teaching gives me recognition and respect from the community
6. I have prospects for career development in the teaching profession
7. The responsibilities I perform In the school give me a sense of control over others
8. Teaching is one of my goals in life.
9. I am more useful to the community as a teacher than any other profession
10. Teaching enables me to interact and develop relationship with people from many
areas

3) What is the teacher’s teaching performance based
on the last year’s IPCRF:
2.1 teaching learning process;
2.2 pupils/students outcomes;
2.3 school and community involvement; and
2.4 professional growth and development?

4. Is there a significant relationship between intrinsic and
extrinsic factors of motivation and the performance of
Secondary Schools Teachers?

Decision Rule : Reject the Ho.
When the computed value (CV) > the critical
or table or tabular value.
When @(.05) > the p – value or Significant
value.

Gender Crush Courses/
TESDA
(6 month training
course)
Diploma Course
(two – year
course)
Bachelor
degree
(four Year
course)
Total
Male 123 172 230 525
Female 234 260 321 815
Total 357 432 551 1340
The table above shows the career preference of students after graduating senior
high school. With 525 males, 123 graduates would prefer to enrol in a 6 – month training
course, 172 prefer to enrol in a diploma course, and 230 prefer to enrol in a bachelor
degree. Likewise, among 815 females, 234 would prefer to enrol in 6 – month training, 260
females in a two – year diploma course and 321 would like to proceed in a four – year
course or a bachelor degree.

6 - month
course
2 - year
diploma
4 - year
course
total
Male 123 172 230 525
Female 234 260 321 815
total 357 432 551 1340
PREFERENCE OF PROFESSION
OBESERVED
FREQUENCY
GENDER
6 - month
course
2 - year
diploma
4 - year
course
total
Male A C E L
Female B D F M
total
X Y Z
GRAND
TOTAL
OBESERVED
FREQUENCY
PREFERENCE OF PROFESSION
GENDER
Cell
(Tcol X Trow)/
GRAND TOTAL
Expected
Frequency (O - E)^2/E
A 139.869403 284.5767571 2.03458906
B 217.130597 284.5767571 1.310624854
C 169.2537313 7.541991535 0.044560267
D 262.7462687 7.541991535 0.028704467
E 215.8768657 199.4629233 0.923966182
F 335.1231343 199.4629233 0.595192939
4.937637769
chi - square

X 2
Df ( refer to the table
)
Critical value (@=.05)
4.9376 df=(c-1)(r-1)
=(3-1)(2-1)
=2
5.99
The table above shows that the computed value (4.9378) is lesser than the critical
– value (5.99) (FINDINGS) which able the research to decide NOT TO REJECT THE NULL
HYPOTHESIS.(DECISION) There is no strong evidence that gender has an association of
the preference profession in college among the students (INTERPRETATION). According
to study of Moneva(2014), students consider their academic first over their choice of
profession. (SUPPORTING STUDY)

References
Calmorin, M. & Calmorin, L. (2007).Research methods and thesis writings. Manila.
Rex Book Store Inc.
Zulueta, F. & Costales, E.( 2004) Methods of research thesis – writing and applied
statistics. Mandaluyong City. National Bookstore

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