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Introduction
This research was conducted by the researchers who was interested about
expectations and perception on Senior High School towards Senior High School
Program. The researchers choose this study to know the expectations of Senior High
The researchers wanted to make this study to show the expectations and perceptions
on Senior High School towards Senior High School Program. Researchers were
interested on the relevance of Senior High School Program. The other reason why are
researchers wanted to conduct this study is to know the expectations and perceptions of
the students regarding Senior High School Program. That is why researchers conducted
The contribution of the researchers finding is to show the expectations and perceptions
on the Senior High School towards Senior High School Program. By the used of the
findings, researchers answered all the questions they searching by the used of this
study.
1
The study gives a solution to the problem data they got from the respondents who
are the Grade 11 Senior High School Students. This study solved the problem by data
Those data result who find that solved the question of the study and answer will
solved the main problem or the general problem of the study. By the used this data
researchers knew the expectations and perceptions of Grade 11 Senior High School
Theoretical Framework
theory describes about the mental processes regarding choice or choosing. It explains
the processes that an individual undergoes to make choices. The theory is related to the
present study because it talks about the expectations and perceptions of individual to
make choices based on the estimates of how well the expected results of a given
behavior are going to match up with or eventually lead to the desired results.
Conceptual Framework
gender and strand, for SOP 2, it compose of the expectation and perception of Senior
High School in terms of subject taught, delivery of instructions, school activities and
2
outcome and for SOP 3, it is compose of the perceive of SHS program Perception on
Senior High School . For the process, we used the methods like survey questionnaire,
interview, and data analysis and for the output plan of action to address the expectations
1. Profile of the
respondents in terms:
>Gender;
>Strand;
Survey Questionnaire
2. Expectations and
Plan of Action to
perceptions on Senior Hig
addressed the
h School in terms of:
Interview expectations and
>Subject taught; perceptions on Senior
High School
>Delivery of instructions;
Data Analysis
>School activities;
>Outcome
3. Perceptions on Senior
High School
School
3
This study aims to find out the perception and expectation of senior high school. The
following questions will be answered:
1.2 strand;
2.4 outcome
profile variables?
different strands like HUMSS, TVL, GAS, STEM and ABM of Dr. Juan A. Pastor
4
Memorial National High School about expectations and perceptions of SHS. It limits the
study in one secondary or Senior High School. Scope of this study is taking the variables
like subject taught, delivery of instructions, school activities and outcome and other
relevant in the study. Further limiting through taking respondents from selected
students of strands like HUMSS, TVL, GAS, STEM and ABM in the Grade 11.
Senior High School Students. This study is important to them because it enhance their
Teacher of SHS. This study is important to them in guiding and more clearly their
The Future Researchers. This study is important to them because they know more
Parent. This study is important to them because for they to know the expectation and
Department of Education. This study is important to them because DepEd is the one
who will help the children and the future servants of government.
Definition of Terms
5
For ease understanding, the following terms are defined conceptually and
operationally.
Expectation. It refers to a strong belief that something will happen or be the case in the
Gender. This refers to the either of the two sexes (male and female), especially when
considered with reference to social and cultural differences rather than biological ones
(oxforddictionaries.com). In this study, this refers to the one of the profile variables and
was measured using a checklist of gender categories.
Outcome.It refers to the way a thing turns out(Filipino/English Dictionary). In this study,
ths refers to the main variables. In this study, this refers to the main variables.
Perception. It refers to the ability to see, hear, or become aware of something through
the senses(Filipino/English Dictionary). In this study, this refers to the main variables.
Sex. It refers to either of the two major forms of individuals that occur in many species
and that are distinguished respectively as female or male especially on the basis of their
reproductive organs and structures (Merriam-Webster, 2001). In this study, this refers to
the one of the profile variables and was measured using a checklist of sex categories.
6
Chapter II
This chapter presents the related literature and studies which were reviewed and
Related Literature
Engagement and Related Terms is related to our topic which is Expectations and
Campos, and Jennifer L. Grief California, Santa Barbara this article provides an
overview of definitions and measures related to school engagement. They want to offer
of literature. They are also exploring school engagement to addressed school bonding
School Engagement and Related Terms have five associated terms that are addressing
school engagement and other related terms because this associated terms are
emphasize the importance of school engagement. And for them to know and understand
how this related terms measured and defined. Then what school engagement is.
7
Understanding this associated terms and other related terms is a advancing or practice
Engagement and Related Terms the authors review and summary the extant literature.
While their reviewing this various terms, they extract the three elements. They used this
three characteristic elements to discussed and indicated in the table, based on this
understanding about various terms. The dimensions based on their reviewed in varied
school engagement and related terms. Reviewed the varied associated terms.
And in the end of the process they found that this three elements of three dimensions
are the way to addressed this various terms in school engagement. They exploring in the
internet, but in the end they found what is related from those various terms. As they
following the reviewed, the three dimensions is included and related to various terms.
associated terms. But in other articles examined 31of this are not delineate an explicit
definition of terms. Because other terms are examined and best to understood. Then
In the article entitled defining School engagement. According to Film and Rock,
Giordano,(1992), school bonding is important role. Like for example, some researchers
have good grades, that is a indicator of School bonding. School bonding is a degree of
conventional school goals. The definition of school bonding is also called an attachment.
Engagement and Efficacy that the different level of schools, their expectations to
perceptions and expectations of students to the teachers. Some of the other students
reported their perceptions for their teachers expectation and performance. Some of them
are discussed.
Weinstein, (1999). Some of the studies are typically unaccounted for the teacher
expectations and academic performance. They suggested that the cognitive factors
precede academic performance and preceded various contextual factors. This two
9
factors are associated with cognitive antecedents of student performance or are
According to Gill and Reynolds (1999), the article entitled Linking Black Middle
Efficacy, some of the academic difficulties are linked to perceptions of low teacher
expectations and the teacher-student relationship. According to them, it's likely that the
performance. They argue that the examine reveals the struggle of those African
Related Studies
interrelationships among the role of teacher in shaping students schooling outcomes, the
experiences at U.S and other developed countries aimed to fill this gap by analyzing
longitudinal data from rural China. It was found that in general teachers tend to have
lower educational expectations for students from low income families as compared with
their peers from higher income families and for students from minority groups. In this
abilities and achievement levels, as well as study habits and behaviors in school.
10
In this study reciprocal relationship between child educational expectations and
school achievement at school by Diego (2001) and Bui (2007), they sought to
disentangle these relationship. They found that the impact of school achievements on
educational expectations is stronger than in the opposite direction. The study shown that
achievements are likely to have high expectations while their early high expectations
Jussim and Barber (2005), in their research study entitled academic expectations
and judgements for Maori students at New Zealand intended to that self-full filling
prophecies do occur. But these effect are typically small they found that the result of
some empirical studies have shown that these assumptions are not valid. Teacher
expectations may predict student outcomes specifically because these expectations are
accurate rather than self -fulling effects. The conclusion of this study that teacher have
obvious lower academic expectations and judgements for Maori students than students
of other ethics group. Although the Maori students had madAghe least Gain's of all
groups.
Chinese government and at rural China student school aimed to policy changes impact
student educational attainments and achievements. They found that the student school
factors that influence student school drop - out rates . They also have found that student
11
engagement at school, academic achievement, teacher quality, teacher educational
expectations of children and school and classroom environment all matter for school
Xiao and Lieu (2001 ), in Gansu survey of children and family of 2,000 children
aged 9 to ,12 at 100 villages in rural Gansu intended to use two waves collected in rural
gansu province, China, in 2000 and 2004.The first wave of data will collected in 2000
and the second wave in 2004,findings showed that the teachers and children, reported
their educational expectations. They also found that the child questionnaire regarding
child perceptions of their own efforts in school work, levels of achievement and feelings
of disengagement from school. The teachers reported evaluations of the child learning
abilities and levels of achievement as well as efforts in school work and behaviors at
school. The conclusion is the GSCF longitudinal data makes it possible to investigate
the changes of both groups in their expectations and achievements as well as providing
Jussim and Harber (2003) aimed to provide support for the argument in his study
U.S. He found that future studies on educational stratification in China should go beyond
the cost to pay more attention to child scheduled experiences. The result is current
teacher expectations and evaluations of children are closely tied with child achievements
as well as China own current expectations and their academic self- concept.
12
The study of Crano and Mellon (1978), entitled Educational Research of
students in school aimed to identified many factors that could influence student school
achievements and attainments. It was found that there are numerous studies on the
Including teacher educational expectations and evaluations of student abilities and school
behaviors as well as student educational expectations and their own interpretations of school
experiences.
Ferguson (2003), in his research study entitled self-fulfilling prophecy at U.S. intended to
achievements. They found that another line of research examines more closely the
achievements. They also found that student perceptions of school experiences as reflected in
self - evaluations of academic abilities and four achievements and feelings of disengagement
are closely related to educational outcomes. Empirical studies testing this theory have reported
different conclusions.
The study of Farkas et.all (1990), entitled interrelationship among the role of
knowledge about how each factor influences and is influenced by other factors when all
are taken into consideration time. The role of students as reflected in their own
13
determinations and interpretations of school experiences, and how these impact student
academic achievements.
Brophy (1983) aimed to two aspects and this aspects are the child self-
evaluations of their achievement levels and efforts in school work. In his study entitled
child perceptions of school experiences at U.S. He found that another line of research
expectations and evaluations of student abilities, behaviors and perceptions. The study
intended to examine in detail whether there are changes in both teacher and student
educational expectations and in student achievements across time. He found that the
role of both teachers and students will reveal more in sights into the mechanism through
which the child school experiences influences educational outcomes. The result of the
study is the teacher role in shaping student feelings. About school and the neighborhood
perceptions at U.S. aimed to that teachers may lead to differences in their behavioral
interaction with students. Findings showed that teacher and student behaviors might be
regarding achievements. They also shown that the teacher perceptions, expectations
and behaviors interact with student beliefs, behaviors and work habits in ways that help
14
to perpetuate and even to expand the black - White a test score gap. The result of the
experiences.
Synthesis
The related literature focused on school engagement and related terms. It also
talks about the associated terms which are the school bonding, school attachment, and
school commitment. This study also wants to offer foundation to become advance or
related terms. And the authors used three characteristic elements to discussed this
related terms.
expectations and school achievements. It also talks about the teacher expectations and
student outcomes. In this study , the student school experiences, relationships with
teachers and engagement in schooling are important factors. And in this study, those
authors have different sayings about school expectations and academic achievements
but they are connected to each other and have a same meaning.
The related literature and related studies is related to the current study because
they are both focused on school expectations and perceptions and perceived of
students. However, they are different because related literature focused on school
15
engagement, bonding, attachment and commitment and related studies focus on
Chapter III
Research Methods
This chapter presents the procedures and methods the researchers underwent to
Research Design
This study was used mixed method approach or the combination of qualitative
The respondents of the study was the Grade 11 enrolled during school year
2018-2019.They are the respondents because there are new students of Senior High
Sampling Procedure
16
Instrument
A survey questionnaire was used. It was a researcher made. The parts are the
profile of the respondents and the expectations and perceptions of Senior High School.
The contents of survey questionnaire are the variables which is the gender and
strands, and the variables to be answered of grade 11 students which are the subject
taught, delivery of instructions, school activities, and outcome through strongly agree,
agree,strongly disagree and disagree and the items are 1-10 in each variables, and the
The researchers drafted a letter of consent to ask for permission to conduct the
study. The researchers went personally to the local of the study. Senior High School
Data Analysis
The information was gathered and treated statistically using the various formulas. The
researchers used the following statistical tools such as:
17
Weighted Mean. It is an average calculated by taking into account not only the
frequencies of the values of a variable but also some other factor such as their variance.
It is used where there are some variations in relative contribution of individual data
values to the mean. Each data value has a weight contribute less to the weighted mean.
variables differ from one another. It is sometimes also used to test the differences
between the two or more observed data. Its value can be calculated by using the given
Chapter IV
This chapter presents the results of the data gathered and the discussions for
The data include the demographic profile of the respondent in terms of sex, and
strand.
Table 1.1
18
In table 1.1 which is Profile of the Respondents in terms of gender concluded that
the frequency of male is 171 and the frequency of female is 128.For the percentage of
Table 1.2
HUMSS 92 31℅
GAS 23 8℅
STEM 23 8℅
TVL 92 31℅
ABM 69 23℅
In table 1.2 which is profile of the respondents in terms of Strand, presented that
the frequency of HUMSS is 92 and the percentage is 31℅, while the frequency of GAS
is 23 and the percentage is 8℅.For the STEM, the frequency is 23 and the percentage is
19
8℅,while the frequency of TVL is 92 and the percentage is 31℅ and for the frequency of
The data include role of information technology in health literacy as to (1) subject
taught, (2) delivery of instructions (3) school activities and (4) outcome.
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
Table 2.1 summarizes the expectation and perception on senior high school in
Table 2.1
20
1.Gives the meaning to 3.37 8 Agree
ng kahulugan sa mga
aralin)
paksa ng kawili-wili)
kasanayan at kakayahan
ng mag-aaral)
mga gawain)
(Gumagawa ng mga
21
paksa na nasisiyahan
acquire knowledge.
bagong kaalaman sa
paksang itinuro sa
pamamagitan ng mga
guro)
aralin ng wasto)
to participate in
discussion. (Mahikayat
upang lumahok sa
pagtatalakay)
22
9. Prepares lesson 3.52 1 Strongly Agree
thoroughly. (Ipaliwanag
lubusan)
In the table 2.1, which is expectation and perceptions in terms of subject taught ,
shows that the weighted mean is 3.52 implies that the respondents strongly agreed that
the teacher prepares lesson easier. Second in rank, the weighted mean of 3.51 indicated
that the respondents strongly agreed that the teachers improved the skills and
competencies of the students. Third, the weighted mean of 3.5 implies that the
respondents agreed on the teacher explained the lesson well and the teacher helped the
students acquired knowledge. Fifth in rank, the weighted mean of 3.45 indicated that the
discussion. Sixth in rank, the weighted mean of 3.43 implies that the respondents agreed
on the teachers discussed the lesson properly and the teachers make the subject
interesting. Eight in rank, the weighted mean of 3.37 indicates that the respondents
agreed that the teacher gives the meaning to the lesson. Ninth in rank, the weighted
23
mean of 3.25 implies that the respondents agreed on the teachers make the students
satisfied to the subject. Lastly, the weighted mean of 3.17 indicated that the respondents
The composite mean of 3.409 implies that the respondents agreed on the
Instructions
Table 2.2 Summarizes the expectation and perception on senior high school in terms
of delivery of instructions
Table 2.2
Teacher...
materials.(paggamit ng
edukasyonal na mga
kagamitan).
24
properly.(Maihatid ang
aralin ng wasto)
ng mahusay)
instruction.(Bigyang
sistematiko ang
pagtuturo)
easy to understand.
maintindihan)
lesson.(Magkaroon ng
pagwawagi sa kanilang
aralin)
instruction.(Binibigyang
25
linaw ang pagtuturo)
(Mararating)
(Pagsasalita ng
malinaw)
classroom activities
well.(Pamahalaan ang
Gawain)
instructions , shows that the weighted mean is 3.55 implies that the respondents strongly
agreed that the teacher deliver the lesson properly. Second in rank, the weighted mean
of 3.46 indicated that the respondents agreed that the teachers uses instructional
materials. Third, the weighted mean of 3.43 implies that the respondents agreed on the
teacher manages the classroom activities well. Fourth in rank, the weighted mean of
3.42 indicated that the respondents agreed on the teacher gives systematic instruction.
26
Fifth in rank, the weighted mean of 3.41 indicated that the respondents agreed on the
teachers makes the lesson easy to understand. Sixth in rank, the weighted mean of 3.40
implies that the respondents agreed on the teachers has mastery of lesson and the
teachers gives clear instructions. Eight in rank, the weighted mean of 3.38 indicates that
the respondents agreed that the teacher is approachable. Ninth in rank, the weighted
mean of 3.36 implies that the respondents agreed on the teachers speak clearly. Lastly,
the weighted mean of 3.05 indicated that the respondents agreed on the teachers plans
The composite mean of 3.39 implies that the respondents agreed on the
Activities
Table 2.3 summarizes the expectations and perception on senior high school in
Table 2.3
Teacher ...
27
1. Makes the school 3.29 6.5 Agree
activities fun
mga mag-aaral).
participation.(Pagtawag
sa aktibong paglahok)
day activities.
(Makakatulong upang
kasanayan na kapaki-
pakinabang sa araw
araw na gawain)
their specialization.
aaral sa kanilang
pagdadalubhasa)
28
5. Aligns the school 3.36 2 Agree
activities to important
sa pag aaral)
(Tungulang maglakbay
bagong
pakikipagkaibigan sa
iba)
learn to be a
leader.(Pag-aralan
leader).
29
willing to follow.(Gawin
handang sumunod)
students to
mag-aaral na matuto).
activities, shows that the weighted mean is 3.42 implies that the respondents agreed that
the teacher makes the students willing to follow. Second in rank, the weighted mean of
3.36 indicated that the respondents agreed that the teachers aligned the school activities
to important learnings. Third, the weighted mean of 3.34 implies that the respondents
agreed on the teacher helps the students to build new friendship with others. Fourth in
rank, the weighted mean of 3.33 indicated that the respondents agreed on the teacher
calls for active participation. Fifth in rank, the weighted mean of 3.31 indicated that the
rank, the weighted mean of 3.29 implies that the respondents agreed on the teachers
makes the school activities fun learning and the teachers assist the students to explore
new things. Eight in rank, the weighted mean of 3.28 indicates that the respondents
30
agreed that the teacher helps to learn new skill that are useful in day activities. Ninth in
rank, the weighted mean of 3.23 implies that the respondents agreed on the teachers
prepare the students to learn. Lastly, the weighted mean of 3.22 indicated that the
The composite mean of 3.307 implies that the respondents agreed on the
Table 2.4
Teacher... Interpretation
improve self-esteem.
(Mapabuti ang
pagpapahalaga sa sarili)
iba)
31
3.Helps students to be a 3.04 10 Agree
professional.(Tulungan ang
maging propesyunal.)
know to follow.(Huwag
sumunod.)
know how to
respect.(huwag pabayaan
32
mga mag-aaral magbigay
at magbahagi ng mga
improve the
skills/capabilities.(Tulungan
mga kakayahan)
school strands(huwag
mga strands)
hinaharap).
33
In the table 2.4, which is expectation and perceptions in terms of outcome, shows that
the weighted mean is 3.56 implies that the respondents strongly agreed that the teacher
helps the students shared new ideas. Second in rank, the weighted mean of 3.55
indicated that the respondents strongly agreed that the teachers allows the students
know how to respect. Third, the weighted mean of 3.52 implies that the respondents
strongly agreed on the teacher allows the students to know to follow . Fourth in rank, the
weighted mean of 3.49 indicated that the respondents agreed on the teacher prepares
the students for the future .Fifth in rank, the weighted mean of 3.42 indicated that the
respondents agreed on the teachers help to build comradeship with others . Sixth in
rank, the weighted mean of 3.38 implies that the respondents agreed on the teachers
helps the students improve the skills/ capabilities. Seventh in rank, the weighted mean
of 3.33 indicates that the respondents agreed that the teacher helps the students
understand the important new things. Lastly, the weighted mean of 3.04 indicated that
The composite mean of 3.38 implies that the respondents agreed on the expectation and
34
4. Significant Relationship Between the Expectation and Perception on Senior
High School when Grouped According to Profile Variable
The data include the significant relationship between the expectation and
perception when grouped according to profile variable (sex, and strand).
Table 4.1 below shows the significant relationship in the expectation and
perception on senior high school when grouped according to profile variable (sex
and strand).
interpretation
taught
instructions
activities
taught
35
Delivery of 281.014 .000 Significant Reject HO
instructions
activities
Based from table 4.1, there was a significant relationship between the profile of
the respondents in terms of strand and their expectation and perception on senior high
school.
The researchers based the result from the 95% level of confidence with 5%
margin of error.
5. Proposed Recommendation
Table 5.1
36
Time Frame
paper through
their
collaboration.
group expected
Paper
that the
Time outcome of their
Ballpen survey
questionnaire
and interview
can easily
finished through
the
collaboration of
each member.
37
Writing Collaboration Ballpen Whole grouo The outcome of
through their
collaboration,
they decision to
divide the
different parts
of their paper to
each member.
Chapter 5
This chapter presents the summary of the findings, the conclusions arrived at
Summary
The profile variables of the respondents that are grouped according to sex, 57 %
are male and 43 % are female while in terms of strand mostly are Humanities and Social
Sciences (HUMMS) and Tech-Vocational Livelihood (TVL) with 31 %, Accountancy and
38
Business Management (ABM) with 23%, General Academic Strand (GAS) and Science,
Technology, Engineering and Mathematcs (STEM) with 8%.
The expectation and perception on senior high school in terms of subject taught
shows that the composite mean of 3.409 implies that respondents agreed that the
respondents have expectation and perception on senior high school in terms of subject
taught. Then, expectation and perception on senior high school in terms of delivery of
instructions shows that the composite mean of 3.39 implies that the respondents agreed
that the respondents have expectation and perception on senior high school in terms of
delivery of instructions. Next, expectation and perception on senior high school in terms
of school activities shows that the composite mean of 3.307 implies that the respondents
agreed that the respondents have expectation and perception on senior high school in
terms of school activities. On the other hand, composite mean of 3.38 implies that
respondents agreed that the respondents have expectation and perception on senior
high school in terms of outcome.
The Chi-Square test values showed significant relationship valued at 0.000 which
was lower than the critical value of 0.05. Then, the formulated null hypothesis (there is
significant relationship between expectation and perception on senior high school in
terms of sex, and strand) was rejected.
The researchers based the result from the 95% level of confidence with 5%
margin of error.
Conclusion
Based on the findings, the following are the conclusions arrived at.
1. The profile of the respondents in terms of gender are male and female and the
39
2. The expectations and perceptions of SHS in subjects taught it gives more
meaningful to the lesson and makes the subject interesting. In delivery of instructions,
they expect that the lesson is delivered properly and makes the lesson easy to
understand. In school activities, they expect that makes school activities fun learning and
help students to lean to be a leader, and for the outcomes they expect that the teacher
help students to be a professional and to prepare the students for the future.
3. The respondents perceive that the SHS program is the same as the 2years in
college, and they perceive that if you graduate in senior high school ,you can easily find
a job.
4.
Recommendations
2.Teachers of SHS. To consider the strength and weakness of the students and provide
3. The Future Researchers. To use this study as a guide for further research.
40
4. Parent. To encourage and support their children regarding the importance if
education.
5.DEPED. To provide enough learning materials and facilities for effective teaching.
References
psychology, College of Education, University of Kentucky, 229 Dickey Hall ,Lexington, KY 40506
or Kenneth Tyler@uky.edu
41
•Definition of Perception.(n.d.).Retrieved from.
https://study.com >perception
APPENDICES
preparation din ito para sa college na makakatukong upang maenhance ang skills ng
estudyante."
-"Senior high school for me is a way to have another knowledge and skills as well as to
trend,because we are one of three countries that does not established.Senior high
school,so that we Filipinos,our try must also advocate the program,because how a days
company and business,abroad are seeking for the students who have NC2 and
graduated in SHS and for us to not look the opportunity to identify some areas that need
42
front of many people as well as showing their hidden talents and skills that may inspire
other.It also make us more familiar to the college life that will eventually help us to more
ready and aware to the next stage of life.It makes us develop my self as well as our
-"Ang SHS program ay isang magandang oportunidad para sa mga kabataan na tulad
natin dahil sa dagdag 2 taon na pag-aaral,dito natin mahahanap o mapipili ang tama at
-For me SHS is a additional 2 years for study in high school,which helps students to
develop their skills,it also helps students to be ready for college and also helps us to
43
Respondent 7.STEM,Gonzales,Jayseree S.
-"As one of the student who pursuing their dreams all I can say is its helpful.Helpful in
terms of being knowledgeable and ready enough to face our path to make our dreams
come true.This k-12 curriculum program helps us to realize and pursue what path do we
need to take".
-"Para sakin ang SHS Program ay ang tulay sa pagitan ng SHS at College, kung saan
dito sa programang ito nae-enhance ang isang mag-aaral sa nga gawaing maaaring
harapin sa nga susunod na taon. At nakakatulong rin ito para tayong nga mag-aaral at
kolehiyo."
banda, makakatulong into sa atin sa pagdedesisyon kung ano ang nararapat na kurso
para sa atin."
44
-"Bilang isang SHS Student, ang SHS Program o K-12 at isang programa ng
mga estudyante pagkatapos nilang mag-aral. Ang K-12 Program din ay isang daan o
instrumento upang mas mapalawak pa ang kaalaman ng bawat indibidwal higit ng nga
QUESTIONNAIRE
Teacher... (1)
the lesson(nabibigyan
ng kahulugan sa mga
aralin)
paksa ng kawili-wili)
and competencies of
ang kasanayan at
45
kakayahan ng mag-
aaral)
suited. (Mga
kagamitan upang
gawain)
(Gumagawa ng mga
paksa na nasisiyahan
acquire
knowledge.(Tulungan
ang mag-aaral na
kaalaman sa paksang
itinuro sa
pamamagitan ng mga
46
guro)
properly. (Talakayin
8.encourages students
to participate in
discussion.(Mahikayat
upang lumahok sa
pagtatalakay)
9.prepares lesson
10.explains the
lessons
thoroughly.(Ipaliwanag
lubusan)
47
2.2DELIVERY OF Strongly Agree Disagree Strongly
1.uses of instructional
materials.(paggamit ng
edukasyonal na mga
kagamitan).
properly.(Maihatid ang
aralin ng wasto)
mahusay)
4.gives systematic
instruction.(Bigyang
SSsistematiko ang
pagtuturo)
48
maintindihan)
lesson.(Magkaroon ng
pagwawagi sa kanilang
aralin)
7.gives clear
instruction.(Binibigyang
8.is approachable.
(Mararating)
9.speaks clearly.
(Pagsasalita ng malinaw)
activities well.(Pamahalaan
Gawain)
(4)
49
1.makes the school activities
mga mag-aaral).
participation.(Pagtawag sa
aktibong paglahok)
activities. (Makakatulong
bagong kasanayan na
kapaki-pakinabang sa araw
araw na gawain)
pagdadalubhasa)
50
6.assist students to explore
bagay)
(Bumuo ng bagong
pakikipagkaibigan sa iba)
be a leader.(Pag-aralan
leader).
sumunod)
mag-aaral na matuto).
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Teacher... Agree (3) (2) Disagree
(4) (1)
improve self-esteem.
(Mapabuti ang
pagpapahalaga sa
sarili)
iba)
3. Helps students to be a
professional.(Tulungan ang
maging propesyunal.)
52
to know to
follow.(Huwag
aaral na malaman
kung paano
sumunod.)
to know how to
respect.(huwag
mag-aaral kung
paano ang
paggalang)
share new
ideas.(Tulungan ang
mga mag-aaral
magbigay at
magbahagi ng mga
kanilang mga
kakayahan)
53
8. Helps the students
improve the
skills/capabilities.(Tulungan
kakayahan)
school strands(huwag
mga strands)
hinaharap).
54