Escolar Documentos
Profissional Documentos
Cultura Documentos
A researcher paper
Taal Batangas
The researchers
Marquez Rosalyn
October 2017
Table of contents
Acknowledgement
The researchers whole heartedly acknowledge and appreciate the support that they
receive along the way. First, they want to God for giving them enough strength during the
They wanted to express their deepest gratitude to the librarians of Rizal College
of Taal for the assistance they have given as the researchers conduct information in their
library. The researchers were thankful to the senior students of Taal Senior High School
who become their respondents and played a big part of this research paper.
They are also thankful to Dr. Simeona Rechie C. Ojales, their instructor in
Practical Research 2, for her words of wisdom, guidance and patience during the process
of doing their research paper. They are grateful for their instructor believed that they can
do it.
F.J.M.P
R.T.M
R.M.R
Dedication
To Mr. and Mrs. Fortunato Punzalan, Mr. and Mrs. Virgilio B. Marquez and Mr.
and Mrs. Venerando Ramos for their support especially financially. For your
understanding everytime we leave our house for this requirement and going home late.
For the days that we used to be doing household chores and during school days that we
supposed to go home early. Without you, maybe we werent able to finish this. Thank
To Nelmar Marrquez, for giving concerned and for raising us as dedicated and
responsible people.
F.J.M.P
R.T.M
R.M.R
CHAPTER I
THE PROBLEM
Introduction
improves the life of the students since it helps them develop their skills and enhance their
academic performance. As of now, there has been a high rate of students who failed in
their examinations. Some even blame the teachers for the failure of students and that they
are not being committed to their duties. On the other hand, teachers blame the goverment
for not providing enough facilities. It is because most of the reason are regarding the lack
of facilities and instructional materials. This problem is a big issue for public institutions.
Instructional materials are the tools used in educational lessons that includes
active learning and assessment. It is a resource used by the teachers to deliver knowledge.
Each teacher requires a range of tools to draw upon in order to assist and support student
learning. It can increase student's success. There are lots of instructional materials that
every teacher may use. It includes the use of visual aids, blackboards, chalks, books and
regarding the materials but there's a problem when it comes to their availability.
skill oriented teaching and learning activities. Teaching and learning resources are
instructional materials and devices through which teaching and learning are facilitated in
schools
change in behavior through active participation and critical thinking of the learner. This
cannot take place without the availability of instructional materials (Arework and Asfaw,
2014).
motivation. A good school environment and adequate school facility have a significant
positive effect on teacher's motivation and student's achievement. The main aim of this
study is to address the issues that affect school building conditions of the Philippines
because only a few studies have been conducted and therefore the understanding of the
Facilities in schools are also a big help for the understanding of students. It
is provided by schools for the purpose of enhancing teaching and learning. School
furnitures, tools and machines. It is important for the achievement of the student's
the students. There is a relationship between the academic perfomance of students and the
availability of facilities. It is said that student's learning takes place faster and better in an
environment with high level of facilities than in an environment where these items are
lacking.
Facilities have a great impact on academic perfomances of students and
the facilities, that were provided to students with special educational need in
education by improving the quality of teaching and learning. When properly used, they
help again and hold the attention of students. Audio or visual aids can be ever useful in
supporting a topic, and the combination of both and visual stimuli is particularly effective
since the two important senses are involved. These are teaching machines like radio,
television and radio programmes provide another useful geography teaching and learning
provision from the ministry of education. It reduced the level of teaching and learning
when the positive impacts of facility improvement on teachers and students are translated
into dollar figures, the rewards of such investment for outstrip the cost of the investment.
There are three primary facets of school facilities. First, accoustics or noise. Accoustics
or noise greatly affect teachers and student's performance. In fact, excessive noise causes
dissatisfaction and stress in both teachers and students. Research has found that schools
that have classroom with less external noise are positively associated with greater student
engagement and achievement compared to schools with classrooms that have noiser
environments.
Second, the air quality. Poor air quality is a major contributor to absenteeism for
students with asthma. Research also indicates that many schools suffer from sick building
syndrome which affect the absenteeism and performance of all students. The third one is
lighting. Before the advent of cheap electricity, schools often relied on natural lighting.
As electric power cost declined, the amount of artificial light used in school increased.
That artificial lighting has negative impacts to those in schools while natural lighting has
positive impacts.
School facilities can have profound impacts on both teachets and student's
retention, commitment and effort. With respect to the students, school facilities affect
On the other hand, school facilities play a vital role in the actualization of
educational goals and objectives by satisfying the physical and emotional needs of the
staffs and students of the school. Hence, school facilities can be briefly regarded to as the
items which makes teaching and learning possible in a school. In other words, school
facilities can be referred to as the human and physical resources that are needed or used
in the school to ensure learning. It is important that a school must have facilities or place
for instructional, recreational and residential activities. An instructional activity must take
Recreational activities such as games and sports include facilities with equipments
for different activities. Indoor games take place in a residential facility such as dining and
administrative building. Effectiveness can only be realized if the materials available are
in use. This shows that effective learning and teaching cannot take place without enough
instructional facilities and materials. It is also because teachers cannot teach them
Instructional materials and school facilities are powerful. They serve as the
academic need of students and address the education, recreational and personal needs of
the number of community. The availability of these items will also increase the teacher's
In the case of Taal Senior High School, the available facilities and instructional
materials are insufficient. Faculty member and students are experiencing the of these
items. The goverment needed to implement buildings for Taal Senior High School since
it has a growing population. While it is on the process of constructing buildings, all of the
grade 12 students were studying under the same roof. They are currently using the
The researchers believe that the noisy environment is one of the factors affecting
the performance of the students. Since it is a problem of having lack of facilities in order
to teach the students well, the researchers therefore decided to make an assessment of
school facilities and instructional materials in public school particularly the Taal Senior
High School.
Statement of the problem
of Taal Senior High School. Specifically, it sought answers to the following questions:
1.1 Gender
1.2 Age
1.4 Track
2. What are the available facilities and instructional materials used by teachers at Taal
3.What is the relationship between the instructional materials and academic performance
of the students?
4.Based on the findings of the study, what improvements to the instructional materials
The main focus of this study was about the different school facilities and
instructional materials of Taal Senior High School. Taal Senior High School is the only
public school in the municipality of Taal. This study used the current school year 2017-
2018 as its base for data gathering. A sample population of 80 students which represents
the ten percent (10%) of the total student population were randomly selected as the
respondents.
different variables- instructional materials, school facilities, age, gender, grade level and
track. This study delimited itself to assessment of school facilities and instructional
teacher or institution has achieved their educational goals (Annie, Howard and Mildred,
1996)
understanding of facts, ideas, and skills through the completion of instructor directed
Facilities- an environment where the teaching and learning process takes place. Student
find it comportable to study with a safe and well constructed facilities. (Hugo, 1964)
Instructional Materials- are meant to improve the quality of education for effective
1997)
flows from a feeling of well being and satissfaction. (Gray and Pelegrino, 1973).
information, provides some means for the learner to respond to the information and also
provides feedback about the correctness of the learner's responses. (Ludy, 1988).
CHAPTER II
Related studies
Instructional materials are contents that convey the essential knowledge and skills
psychomotive processes that are determined by relationship with people and instructional
and assimilation.
Ema (2004) assert that, teaching equipment and materials have changer over the
years, not only to facilitate teaching learning situation but also to address the instructional
needs of individuals and groups. Instructional materials are made up of objects such as
printed, audio, visual that aid in the successful delivery of lesson, Chuba (2000).
To this end, instructional materials are said to be objects or things the teacher can use in
the classroom while teaching in order to ease off his teaching activities. However,
instructional materials cannot address all the teaching-learning problems but it can go a
long way in solving them, simply because, they are additional apparatus that can
communication and educational technology. This tells us that instructional materials are
not just objects ot equipments used during teaching-learning process but there are objects
improvised by the teacher to make conceptual abstraction more concrete and practical to
the learners.
Learning materials are important because they can significantly increase student
student with important opportunities to practice a new skill gained in class. This process
aids in the learning process by allowing the student to explore the knowledge
Learning materials can also add important structure to lesson planning and the
delivery of instruction. Particularly in lower grades, learning materials act as a guide for
utilized by a teacher during instructional process for the purpose of making the contents
of the instructions more practical and less vague. Oladejo et al. (2011) referred
instructional materials as objects or devices, which help the teacher to make a lesson
much clearer to the learner. Instructional materials are also described as concrete or
advantages that make them unique in teaching. For one thing, they provide the teacher
with interesting and compelling platforms for conveying information since they motivate
learners to want to learn more and more. Also, by providing 10 opportunities for private
study and reference, the learners interest and curiosity are increasingly stimulated.
Further, the teacher is assisted in overcoming physical difficulties that could have
hindered his effective presentation of a given topic. They generally make teaching and
learning easier and less stressful. They are equally indispensable catalysts of social and
Muthamia (2009) opined that, teachers can only be effective and productive in
their work if they have adequate and relevant instructional materials. Likoko et al. (2013)
reiterated that for effective teaching and learning, textbook and other instructional
materials are basic tools, in absence or inadequacy makes teachers handle subjects in an
and reference books, maps and globes. These are key ingredients in learning and teaching
thus enhance students' academic achievement (Wiggins, 1998) cited in (Afework and
Asfaw, 2014).
Instructional materials are very important in the whole process of teaching and
learning to any subject. They make learning more pleasant to the students because they
offer a reality of experience, which stimulates self-activity and imagination on the part of
the students. They also supply concrete basis for conceptual thinking and hence, reduce
meaningless word responses from students (Nyamubi, 2003). It enhances the teaching-
textbooks: syllabi modules and manuals, reference books, charts and maps, newspapers,
journals and encyclopedias, posters, fliers, photographs, booklets and brochures. On the
writing boards, weather stations, and samole of actual materials, printers and scanners
(URT 2013).
Owoeye and Yara (2011) succinctly said that school buildings are very vital input
to educational system; emphasizing that even though they do not teach but their use may
facilitate or impede learning. However, he did not see school building as one of the
achievement.
On the other hand, with the used of instructional materials through learning
process having evidence shows that instructional materials have large effects on student
materials, and very little systematic information has been collected on which materials
teaching, to make teaching and participation effective, the Instructional materials must be
appropriately selected and used. ECE teachers must, therefore become familiar with the
device is to serve as a more concrete reference to meaning than spoken or written word.
hel p the teacher to make a lesson much clearer to the learner. Instructional materials are
also described as concrete or physical objects which provide sound, visual or both to the
books, maps and globes. These are key ingredients in learning and teaching thus enhance
Instructional materials are very important in the whole process of teaching and learning
to any subject. They make learning more pleasant to the students because they offer a
reality of experience, which stimulates self-activity and imagination on the part of the
students. They also supply concrete basis for conceptual thinking and hence, reduce
skills.
UNESCO (2000) reported that the provision of teaching and learning materials
especially books is an effective way of improving results. Howev er, the World
Education Report (1998) reveals out that in many countries, conditions are difficult,
whether they relate to the physical states of schools and the availability of instructional
support of this idea points out that, sufficient supplies of teaching materials and up to date
student textbooks augment the teaching and learning process. Schools with sufficient
infrastructure, laboratory space, electricity, water supply and sanitary facilities provide a
Hakielimu (2008) and Laddunuri (2012) concur with ADEA (2003) that, most of
secondary schools hav e an acute shortage of teaching and learning materials such as text
books, classrooms as well as laboratory equipments and this is due to insufficient fund
received from the Government aimed to carter for the same, hence limiting the improved
Also Walklin (2000) clarify that, instructional materials enhance perception and
conveying new concepts are greatly minimized by the use of relevant teaching and
learning materials. Materials which involve many senses are the most suitable.
Moreover, Kiveria (1993) advises that potential peopl e should be requested to hel
p with the provision of learning materials. These include the community, resource
persons, and education stakeholder. All these are teaching and l earning materials used by
both teachers and students to facilitate the teaching and learning process.
using of instructional materials. He argued that . . . while some educators have been
teachers lagged behind in using instructional materials during teaching and learning.
Others expressed doubts that instructional materials will ever incite teaching reform on
situations; it is not just to supplement learning but to complement its process. It then
physical facilities in Kenya found out that some schools lacked enough classrooms, desks
and chairs leading to overcrowding. Such conditions frustrated students during learning
It is also proven that school facilities greatly affects the academic performance of
students. Ogunmoyela (2009) amented that school physical facilities like classrooms of
public schools have no roofs, windows and doors, some walls are cracked, instructional
facilities are lacking while teachers are frustrated consequent upon lack of
fundamental factors in better learning and achievements of the students (Saeed and Wain,
2011). All facilities must be provided to the schools for the students better, concrete, and
real experiences.
Physical facilities help to enhance the l earning of the students. Research shows
boundary wall, toilets, furniture, play grounds, libraries, and dispensaries have a
significant positive influence on the performance of the students and their achievement.
Okomolate and Adesua (2016) refer to physical facilities as the school plant, that
is, the school buildings, classrooms, library, laboratories, toilet facilities, offices and
other materials and infrastructures that would likely motivate students towards learning.
Schools exist for the purpose of teaching and learning. Human and material resources are
School physical facilities are the material resources provided for staff and students to
libraries, ICT facilities, dormitories, health and kitchen facilities, as well as facilities for
students with disabilities. Physical facilities provide and maintain, safe, clean, and
they work and learn. In developing countries like Tanzania, low levels of learning Int. J.
Educ. Pol. Res. Rev. 106 among children can partly be attributed to poor or inadequate
classrooms for instance, students hold their lessons outside or under trees. During bad
weather such lessons are postponed or are never held altogether. This interferes with
syllabus coverage and students from such schools do not perform well in examination.
World Bank publication (1990) cited in Owoeye and Yara (2011) linked
on academic tests when they had adequate classrooms, desks and chairs.
Owoeye and Yara (2011) succinctly said that school buildings are very vital input
to educational system; emphasizing that ev en though they do not teach but their use may
facilitate or impede learning. However, he did not see school building as one of the
achievement.
Physical facilities help to enhance the l earning of the students. Research shows
boundary wall, toilets, furniture, play grounds, libraries, and dispensaries have a
significant positive influence on the performance of the students and their achiev ement
affecting students academic achievement. These include internal and external class room
factors. He mentioned the classes size as a factor that can affect academic performance,
with enough infrastructures, the smaller the class, the better the performance. In addition,
particularly those in rural areas are at disadvantaged because they lack adequate physical
facilities and human resources. Most of the community secondary schools do not have
enough classrooms.
Kenya acknowledged that, factors teachers postulated included lack of adequate physical
facilities to enhance their teaching, inadequate learning materials and resources to the
extent that some schools lacked totally in such important facilities as laboratories.
physical facilities such as classrooms, desks, chairs, libraries, laboratories and students
academic achievement.
that, the academic performance of schools with adequate physical facilities has been
improving ov er the years steadily while performance in schools that have inadequate
physical facilities, in K.C.S.E fluctuated with time despite new reforms and innovations
that hav e been designed and introduced to make education relevant to socio-economic
laboratories, quality teachers, etc., are variables that affect students academic
well managed to enhance students academic performance. The issue of poor academic
performance of students in Nigeria has been of much concern to the government, parents,
The extent to which student learning could be enhanced depends on their location
within the school compound, the structure of their classroom, availability of instructional
facilities and accessories. It is believed that a well-planned school will gear up expected
outcomes of education that will facilitate good social, political and economic
emancipation, effective teaching and learning process and academic performance of the
students.
Relating this study to international occurrences are the assertions of Williams and
Turner (2008), which reported that safe and orderly classroom facilities (aspect of
asserting that a comfortable and caring environment among other treatments helped to
teachers, students, and the learning process. Poor lighting, noise, high levels of carbon
difficult.
Poor maintenance and ineffective ventilation systems lead to poor health among
students as well as teachers, which leads to poor performance and higher absentee rates
Frazier, (2002). These factors can adversely affect student behavior and lead to higher
levels of frustration among teachers, and poor learning attitude among student.
Beyond the direct effects that poor facilities have on students ability to learn, the
combination of poor facilities, which create uncomfortable and uninviting workplace for
creates a stressful set of working conditions for teachers. Because stress and job
the aforementioned characteristics of school facilities have an effect upon the academic
performance of students.
temperatures in the classroom with student health problems, student behavior, and
student achievement Crandell, (2000). To complement these studies, the present research
will examine the aforementioned areas of school learning facilities as it affect students
Such an observation concurs with Mungai (2004) who declared that schools in
Tanzania suffer from amenities such as water, electricity and proper buildings,
learner should possess the appropriate materials during the lesson if at all improved
that, the academic performance of schools with adequate physical facilities has been
improving ov er the years steadily while performance in schools that have inadequate
physical facilities, in K.C.S.E fluctuated with time despite new reforms and innovations
that have been designed and introduced to make education relevant to socio-economic
physical facilities such as classrooms, desks, chairs, libraries, laboratories and students
academic achievement
A study by Karue and Amukowa (2013) in Embu day secondary schools in Kenya
facilities to enhance their teaching, inadequate learning materials and resources to the
extent that some schools lacked totally in such important facilities as laboratories.
Okomolate and Adesua (2016) refer to physical facilities as the school plant, that
is, the school buildings, classrooms, library, laboratories, toilet facilities, offices and
other materials and infrastructures that would likely motivate students towards learning.
Schools exist for the purpose of teaching and learning. Human and material resources are
deployed for this purpose. School physical facilities are the material resources provided
for staff and students to optimize their productivity in the teaching and learning process.
libraries, ICT facilities, dormitories, health and kitchen facilities, as well as facilities for
students with disabilities. Physical facilities provide and maintain, safe, clean, and
they work and learn. In developing countries like Tanzania, low levels of learning Int. J.
Educ. Pol. Res. Rev. 106 among children can partly be attributed to poor or inadequate
well organized, ventilated, clean and spacious classroom will help student to settle and
concentrate both physically and mentally when instruction is been passed by the teacher.
process. Evidences show that student achievement lags in Shabby school buildings, those
The condition of learning facilities inthe school is also important during learning.
For example, noisey equipment will distract the learner's rather than attract their
attention. Also, faulty equipments will not give optimum results when used to carry out
furniture will inconvinient the learners and the desired objective will not be achieved
afterwards.
has a relatively small effect on student performance. But some size impacts remain
uncertain. While studies gener ally agree about the advantages of smaller schools,
there is no standardised definition of what constitutes a small or large school. And despite
the relative concensus on the impacts of school size, the debate on classroom size
remains unresolved. The condition of school facilities may also indirectly affect student
performance. Their work suggested that school climate, which can influence teacher
Citizens that care about students might come to a consensus that safe and healthy school
According to Webster's Dictionary, safety is the condition of being safe and from
undergoing or causing hurt, injury, or loss and healthy is good for and conducive to
health. Looking at the importance of school environments through the lens of Maslow's
theory of motivation, there may be some evidence that without meeting basic needs it
developing academic patterns and digesting the academic materials they are being
presented.
crumbling roofs or walls that are falling down. However, some conditions that affect
health and safety are less obvious such as poor indoor air quality and/or mold, toxic
building materials from years ago or in some instances inadequate climate control.
Uline and Tschannen-Moran (2007) said that if students are too cools or too hot,
they may not be able to focus. If the classroom is not well lighted, is overcrowded or
unsafe in anyway, the focus of the students may not be on the lessons. If a building even
feels unsafe to the students because of broken figures, graffiti, and others, the students
moment motivation. Students shouldn't be in survival mode. If they are, we cannot expect
them to thrive. Keeping the work of Maslow in mind, designing and maintaining schools
for safety and health must be high priorities. These are the most basic needs of our
students and crucial to their learning environment. The motivation and academic
review in 2002, Schneider concluded that school facilities affect learning. Spatial
configurations, noise, heat, cold, light, and air quality obviously bear on students' and
Some schools have elements that are in need of repair and some even have
elements that are beyond repair. This should not be the case. We need to do better for our
students. Parents should be confident that the buildings where their children learn and are
designed or redesigned in line with best practices for safety and health. Outside of the
initial concerns for safety and health is the idea that these poor conditions can affect
Davis (2006) stated that school facilities have to be monitored not only to ensure
compliance with recommended standards but also minimize differences across the
country and provide its citizens equal access to education. To measure the quality and
effectiveness of school facilities, some studies utilized specific variables such as building
age, building cost accrued overtime, classroom temperature, noise, lighting, ventelation,
infrastructure, laboratory space, electricity, water supply and sanitary facilities provide a
Davis (2006) stated that school facilities have to be monitored not only to ensure
compliance with recommended standards but also minimize differences across the
country and provide its citizens equal access to education. To measure the quality and
effectiveness of school facilities, some studies utilized specific variables such as building
age, building cost accrued overtime, classroom temperature, noise, lighting, ventelation,
infrastructure, laboratory space, electricity, water supply and sanitary facilities provide a
Adeyanju (2002) did a study on the importance of teaching resources and found
that teachers whether those on training or those who are qualified, perceive the use of
learning aids in teaching as advantageous to both teachers and students since their use
reduces the talk and chalk method of teaching. On the same line of thought, Thompson
(1996) notes that electronically related teaching- learning materials are expensive to
secondary schools. It determined the relationship between the availability of facilities and
academic performance of students with special educational needs and also compare the
academic performance of male and female students with special educational needs. The
results showed that essential facilities and materials like hand railings, heaeing aids,
instructional materials, and lower toilets were not available, although the few that were
academic performance of students with special educational needs. However, there was no
significant difference between the academic performance of male and female students
with special educational needs. The study concluded that inadequate provision of school
facilities and materials to mainstreamed public schools would lead to poor academic
would help to overcome the problem of provision and maintenance of special equipment
and materials for the use of students with special educational needs.
Unsurprisingly, the results also suggested that the quality of teachers played a role
in student achievement. In this context, teacher quality reflected how their performance
qualifications, etc. Studies worldwide have identified factors that drive primary and
secondary student performance. In general, researchers agree that the choice of school
impacts on student performance-but to what degree, and via what root cause, is less clear.
instructional materials cannot create change and progress, the only time it begins to make
impact is when the teacher begins to make use of it and allows it to take over its values".
This portrays thae professional attributes of the teacher and general knowledge or his
creativity selecting, developing and use instructional materials effectively. Teaching and
learning materials design, production and their use facilitate the teaching and learning
outcomes.
observed. Muthamia (2009) stated that, teachers can only be effective and productive in
their work if they have adequate and relevant instructional materials. Likoko et al. (2013)
reiterated that for effective teaching and learning, textbook and other instructional
materials are basic tools, in absence or inadequacy makes teachers handle subjects in an
Makori and Onderi (2013) noted that students academic performance is the
product of evaluation after instruction has been passed by the teacher. Students' academic
performance is an aspect of education that has been and still is of great concern to
parents, school managers, educational researchers and policy makes in the developing
Tanzania Institute of Education (TIE) (2007) outlined that, apart from teachers,
instructional materials are the most important resources needed at classroom level. If the
be handled with utmost care. The Ministry of Education and Vocational Training is
responsible for putting in place criteria for evaluating and ensuring that only quality
instructional materials are selected to support the teaching and learning in the classroom.
cannot be separated from the context and circumstances that are found in schools. A
materials (Sumra and Rajani, 2006) are understaffed, and some teachers are
that inadequacy of teachers reference books and guides, students text books, maps and
affecting students academic achievement. These include internal and external class room
factors. He mentioned the classes size as a factor that can affect academic performance,
with enough infrastructures, the smaller the class, the better the performance. In addition,
particularly those in rural areas are at disadvantaged because they lack adequate physical
facilities and human resources. Most of the community secondary schools do not have
enough classrooms..
On the other hand, it is necessary to note that Instructional materials are important
instructions cannot be well accomplished without the use of instructional materials. The
especially the projected and electronic materials to the forefront as the most radical tools
of globalization and social development which have affected the classroom teaching
materials are important landmarks in knowledge transfer. With them both teaching and
Local Studies
K to 12 program is to train public school teachers. However, teachers noted that trainings
they have undergone were rushed and not well thought of.
On the other hand France Castro, secretary general of the Alliance of Concerned
Teachers (ACT) said the time spent for teachers training is not enough. There are lots
of new things for teachers to learn in order to implement the new curriculum. One to two
months training is not enough. Is this what the DepEd calls as in-depth training of
teachers?
Futhermore the DepEd will implement the K to 12 program for the incoming
g grade one and grade seven or first year high school students in all public schools
nationwide. The mandatory kindergarten, which is part of the said program, was already
and Araling Panlipunan teacher in Godofredo M. Tan Memorial School in Nueva Ecija
said their training was in haste. We underwent training for only 10 days for a subject
that we will teach for one year, Verdera told Bulatlat.com. He is a teacher for the
incoming grade seven students. He called the training half-baked. We have a thick
training module, about 300 pages, that we have to study. During our training, we were up
until midnight just to study the module. That is not good because we were cramming. We
were forcing ourselves to learn something that takes time to learn, he said.
Not only that, Castro added, teaching guidelines and learning modules have not
yet been distributed to teachers. Supposedly teaching guidelines and learning modules
are given to teachers while they are on training. But, according to the teachers who
underwent the training, some of them have yet to receive the said materials.
Education and Health) in Navotas National High School said they received their module,
but it is still incomplete, up to the second grading period only. Our training was rushed,
and the materials they distributed are not even complete. What are we going to use for the
third and fourth grading periods? Itll be difficult to teach without a reference material,
and fourth grading periods and they told her that the department would just act on it when
the time comes. Lolita Rubante, grade one teacher at Western New Elementary School
also lamented, The program is good, but it is much better if the materials are also
complete. If they (government) really want a good outcome and they want our education
system to be like other countries, they should provide us with the complete materials.
She said they already foresaw the problems even before the trainings began. We
already predicted that there would be a lack of materials, lack of preparation. They
revised the curriculum but they did not provide us with the materials, Rubante told
Bulatlat.com. Flody Hernandez, Filipino teacher for grade seven at the Ramon
Magsaysay High School Cubao also said, Trainers from DepEd discussed the program
and how we are going to implement it. However, the problem lies in the lack of materials.
use the mother tongue language as medium of instruction in grades one to three.
However, the implementation of the said program is not well-planned. Teachers were
trained at a very short time and teaching guides are not massively distributed. Ramos,
together with other public school teachers, believe that to properly implement the
flagship program of President Benigno Noynoy S. Aquino III, enough time for
may be in textual or non-tual type. Textual type is composed of printed materials while
boards. School Facilities on the other hand refer to place where students settle and meet
the environmental factors like temperature, light and air quality. The construction of
Instructional Material
>Textual ASSESSMENT
Textbooks and Modules >Improving the academic
Charts and Maps performance of students.
Newspaper,journals,encyclo
pedia >Enhancing the perception and
>Non-textual effiency of learning.
School Facilities
>Environmental Factors
Temperature
Light
Air Quality
>Construction of Buildings
Theoritical Framework
Ausebel, learning is based upon the kinds of super ordinate, representational and
Organizers act as a subsuming bridge between new learnking material and existing
related ideas. Sangui (2002) pointed out some assumption in the instructional aid for
effective and efficient learning process. Providing materials is more effective for the
Alexanders theory tell that facilities are products of services that support an
organization to achieve its objectives. Within the context of education, such as school, it
is aimed to create supporting teaching and learning environment for students, teachers
and other users around the school. Occupants of inadequate school facilities may fail to
thought of as orderly and serious. Spatial configurations, noise, heat, cold, light and air
Aceboyeje and Ayodele (2004) have pointed out that the availability of adequate
chairs, desks and other facilities are necessary for the accomplishment of any educational
goals and objectives. They revealed that effective management of school facilities brings
This chapter presents the research design, respondents of the study, instrument
Research Design
The researcher used the descriptive method because it make use of explanation,
description and illustrations. The researchers believe that it is necessary to use this
condition. The purpose is to find new truth,to describe and interpret the prevailing
This study involved 80 senior high school students of taal Senior High
School,Taal Batangas during the school year 2017-2018.The respondents were randomly
selected.
Questionnaire
The researchers used the questionnaire as the major data gathering instruments
to gather the necessary data information about instructional materials and school facilities
and other references related to the present study. The researchers also went to libraries to
weight value with one as the lowest and four as the highest. Descriptive equivalents or
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
The researchers provided a letter seeking permission from the officer In charge
Weighted Mean. This was employed to determine the responses that were
typical to the respondents.Since the responses of the questionnaire was used and the
WM=
P= x 100
where: P=Percentage
X=Frequency
100=constant multiplier
CHAPTER 4
This chapter presents the findings, analysis and interpretation of data gathered
whose main objective is to found their perception about intructional materials and school
facilities.
19 and above 4 5% 3
17-18 47 58.75% 1
15-16 29 36.25% 2
Total: 80 100%
Table 1
15-16 while 4 or 5% were 19 and above. It can be interpreted that almost three fourths of
the respondents were 17-18 and 15-16 and one fourth in 19 and above.
Based on the percentage, the dominated age among the respondents is 17-18. This
shown that there are mostly 17-18 who have an interest in participating in this research
study.
Gender Frequency Percentage Rank
Male 39 48.75% 2
Female 41 51.25% 1
Total: 80 100%
Table 2
Table 2 also shows that 41 or 51.25% of the respondents were female while, 39 or
48.75% where male It can be interpreted that almost three fourths of the respondents
Based on the percentage, the dominated gender among the respondents is female.
This shown that there are mostly female who have an interest in participating in this
research study.
11 40 50% 1.5
12 40 50% 1.5
Total: 80 100%
Table 3
The number of the respondents in Grade 11 is fifty percent (50%) and the Grade
12 is fifty percent (50%) with the total of 40 for Grade 11 and 40 for Grade 12 this
means that the research results might be generalisable to students and also indicating that
ABM 25 31.25% 3
HUMSS 28 35% 1
TVL 27 33.75% 2
Total: 80 100%
Table 4
The range of values for numerical rating used for the level of instructional
materials and school facilities in TSHS were indicated by the descriptive rating of the
equivalent as follows.
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
TV2 = TV + TV+ TV + TV + TV
WM = TV/N
Where:
Part 1
1.1 Classroom
4 3 2 1 Weighted Verbal
mean Interpretation
number of students.
are quiet.
The table shows that the Taal Senior High School students agree about their
classroom (x=2.99) that the classroom are spacious. The respondents agree (x=2.81) that
Taal Senior High School have a classroom are well-ventilated. The respondents agree (x=
2.84) that Taal Senior High School have a classroom are sufficient to the numbers of
students. The respondents agree (x= 2.58) that the surrounding of the classroom is quiet.
1.2 Computer room
4 3 2 1 Weighted Verbal
mean Interpretation
available
internet connection.
The table shows that the Taal Senior High School students agree about their
computer room (x=3) that the computer room is spacious. The respondents agree
(x=2.79) that Taal Senior High School the computer room is always available. The
respondents agree (x= 3.13) that Taal Senior High School have a classroom is for
educational purpose only. The respondents agree (x= 2.6) that the computer room has a
4 3 2 1 Weighted Verbal
mean Interpretation
P.E class.
for programs.
constructed.
The table shows that the Taal Senior High School students agree about the
gymnasium (x=3.16) that their gymnasium is available for P.E class. The respondents
strong agree (x=3.36) that Taal Senior High School the gymnasium is always used for
programs. The respondents agree (x= 3.21) that Taal Senior High School gymnasium is
well-constructed.
Table 6
Part 2
4 3 2 1 Weighted Verbal
mean Interpretation
understanding of students.
ability of students.
textbooks.
The table shows that the Taal Senior High School students strongly agree about
the printed materials (x=3.4) that the textbook enhance the understanding of students. The
respondents agree (x=3.4) that Taal Senior High School the textbook enhance the reading
ability of students. The respondents strongly agree (x= 3.29) that Taal Senior High
School have a textbook they learn better when their rely on textbook. The respondents
strongly agree (x= 3.36) that if they have a textbook they make an advance reading when
4 3 2 1 Weighted Verbal
mean Interpretation
provides examples.
The table shows that the Taal Senior High School students strongly agree about
the visual materials (x=3.59) that they learn more when the teacher provides examples.
The respondents strongly agree (x=3.54) that Taal Senior High School that they
understand well when the teachers shows pictures related to the lesson. The respondents
strongly agree (x= 3.4) that Taal Senior High School that they attracted when there are
charts that summarize data . The respondents strongly agree (x= 3.45) that they more
interested to listen when they read what the teacher is saying through visual aids.
2.3 Technologies
4 3 2 1 Weighted Verbal
mean Interpretation
vocabulary words.
clear.
The table shows that the Taal Senior High School students strongly agree about
the technologies (x=3.5) that they more interested when theres a use of audio visual
devices. The respondents strongly agree (x=35) that Taal Senior High School that they
understand the lesson well when theres a use of DLP. The respondents strongly agree (x=
3.39) that Taal Senior High School that theyfeel motivated when we are allowed to use
cellphones for vocabulary words. The respondents agree (x= 3.4) that they participate to
Findings
The results of the study were analyzed, interpreted and consolidated to come up
1. There were 39 male respondents and 41 female respondents. It shows that 48.75%
of the total respondents were male and 51.25% of the total respondents were
female.
The 5% of the respondents were 19 years old and above, 58.75%of the total
respondents were 17 to 18 years old and the remaining 36.25% of the total
The respondents from Grade 11 students were half of the total number of
The percentage of the respondents from ABM is 31-25, from HUMSS is 35 and
2. The classroom, computer room and gymnasium are the given available facilities
in school. For classroom, the respondents agreed that classroom are spacious, well
ventilated, sufficient to the number of students and their surroundings are quiet.
For computer rooms, the respondents agreed that it is spacious, always available
and it is for educational purpose only. They disagree that the computer room of
Taal Senior High School has a good internet connection. For gymnasium, they
agreed that it is available for P.E class and is well constructed and they are
technologies.
students and their reading ability. They strongly agree that they learn
better when they rely on textbooks and they make an advance reading
The respondents strongly agree that they learn more when the teacher
provides examples, shows picture related to the lesson, they are attracted
when there are charts that summarize data, and they are more interested to
listen when they can read what the teacher is saying through visual aids
The respondents agree that they participate to the discussions when the
more interested where theres a use of audio visual devices, use of DLP
and they are motivated when they are allowed cellphones for vocabulary
words.
Conclusions
1. Most of the respondents were female.They are from Grade 11 and Grade 12
students. Most of them were 17-18 years old and from the strand of Humanities
2. The Taal Senior High School has different facilities such as classrooms, computer
materials such as textbooks help them learn better, visual materials contribute to
their learning and understanding and technologies make them feel interested and
Recommendations
Based on the findings and conclusions of the study, the following are hereby
recommended:
1. The classrooms should remain spacious, well ventilated, sufficient to the number
2. The computer room should have a good internet connection but it should be sure
3. The Taal Senior High School should make sure that the gymnasium is really well
4. The government must implement the 1.1 ratio of textbook and students of public
schools.
5. The teacher of Taal Senior High School should provide visual materials during
6. The teachers of Taal Senior High School should use technologies in teaching and
provide the meaning of unfamiliar words for the better understanding of students.
Appendices
Bibliography
References
PUNZALAN FORTUNATO JR. M.
PERSONAL INFORMATION
Citizenship : Filipino
Sex : Male
Fortunato Punzalan
EDUCATIONAL BACKGROUND
(2012-2016)
Tulo Taal,Batangas
(2005-2011)
ROSALYN MARQUEZ
PERSONAL INFORMATION
Citizenship : Filipino
Sex : Male
Fortunato Punzalan
EDUCATIONAL BACKGROUND
(2012-2016)
Tulo Taal,Batangas
(2005-2011)
RHEYMARK RAMOS
PERSONAL INFORMATION
Citizenship : Filipino
Sex : Male
Fortunato Punzalan
EDUCATIONAL BACKGROUND
(2012-2016)
Tulo Taal,Batangas
(2005-2011)