This study will be using the Input Process Output (IPO) as shown in the framework below.

Conceptual Framework

Input Process Output

Figure 1.​ The Paradigm of the Study

The illustration shows the Paradigm of the study using the Input-Process-Output approach. The

basis of conceptualizing this study is to acknowledge the instructional delivery problems

encountered by the Junior High School English teachers in District II – A and B who serve as

respondents in the improvement of many abilities and skills among the learners.

The arrow originating from the input means that the data collected are subject to statistical

treatment and the arrow from the process which would determine the acceptance or rejection of
the hypothesis based on the findings is directed towards the output which is the improved

instructional delivery.

The inputs are the demographic profile of the Junior High School English teachers such as the

age, gender, teaching position, number of years teaching English, highest educational attainment,

and seminars/trainings attended related to teaching English. Also included are indicators such as

the instructional delivery problems encountered by the Junior High School English teachers such

as Materials, Facilities, Work Loads, Supervision, and Student’s characteristics. The output of

this study is the improved instructional delivery of the Junior High School English teachers in

District II – A and B, Schools Division of Olongapo City.

Research Questions

This action research determines the instructional delivery problem encountered by the Junior

High School English teachers in District II – A and B, Schools Division of Olongapo City.

Specifically the study seeks to answer the following questions:

1. What is the profile of Junior High School English teachers in District II – A and B

in terms of the following:

1.1. Age;

1.2. Gender;

1.3. Teaching Position;

1.4. Number of years teaching English;

1.5. Highest educational attainment; and

1.6. Seminars/trainings attended related to English?

 2. How may the instructional delivery problem encountered by the Junior High

School English teachers in District II – A and B be described in terms of:

2.1. Materials;

2.2. Facilities;

2.3. Workloads;

2.4. Supervision; and

2.5. Student’s characteristics?

3. Are there significant differences in the instructional delivery problems when grouped

according to the profile of Junior High School English teachers in District II – A and B?

4. What are the implications of the findings of the study towards improved instructional

delivery of the Junior High School English Teachers at District II – A and B?

Hypothesis

The following null hypothesis will be tested for rejection or acceptance:

There are no significant differences between the instructional delivery problems encountered by

the Junior High School English teachers and their personal profile.
 SURVEY-QUESTIONNAIRE
Instructional Delivery Problems Encountered by the Junior High School English Teachers
in District II – A and B, Schools Division Office of Olongapo City

Dear Respondents:

I would like to ask your valuable assistance on identified aspects regarding instructional delivery
among English teachers to provide me the needed data to be used to complete my action research. You are
assured that all your responses will be treated with utmost confidentiality and will be used for the purpose
of this study.

Respectfully yours,

(Sgd.) Corskie M. San Jose

Researcher
Part I. Profile of the English Teachers

Directions: ​Fill out the blanks with necessary data. This information is important in the conduct of the
study and this shall be treated with utmost confidentiality.

Name of Teacher: ​(Optional) _____________________________________

1.1 Age

​__6__ 20-30 years old __0__ 31-40 years old __4_ 40-50 years old _6___ 50-64 years old

1.2 Gender

_​_3__ Male __13__ Female

1.3 Teaching Position

__14__ Teacher I __0__Teacher II __2__ Teacher III __0__ Master Teacher I

1.2 Length of Experience Teaching English

__6__ 0 -3 years _4__ 4- 6 years __0__ 7- 10 years __6__ 10 years -
above

1.3 Highest Educational Attainment. ​Please check the appropriate space and supply appropriate answer
for the specialization.
__10__ Bachelor’s Degree
Please indicate specialization _________________
 __6__ Master’s Units
Please indicate specialization _________________
____ Master’s Degree
Please indicate specialization _________________
____ Doctoral Units

1.4 Relevant Training/Seminars Attended Related to Teaching English. ​Please accomplish the table
by supplying the needed information. Use another sheet if necessary.

LEVEL NO. OF
TOPIC/TITLE ( District/Division, Regional, DAYS
National , International)
Mostly in regional level

Part II. Teachers’ Instructional Delivery

Directions: ​Put a check below the number to rate the level of your agreement on the instructional delivery
problems you encountered.

5 = Strongly Agree 4 = Agree 3 = Moderately Agree 2 = Disagree 1 = Strongly Disagree

2.1 Materials 5 4 3 2 1
1. Materials are age-appropriate and designed to meet the needs of 3 9 4 0 0
individual learners from various skills levels.
2. Materials are aligned with curriculum and standards, and are 4 9 2 1 0
current, valid and reliable with real-world examples.
3. Materials promote manipulation of data and digital information, 2 9 4 0 1
and encourage personal responsibility for learning.
4. Materials are durable, easily stored, transported and are 2 7 2 3 2
accessible.
5. Materials are easily updated, adaptable and customizable to 4 7 4 1 0
match the resources of the school.
6. Materials can be used by students without extensive supervision 4 6 5 1 0
or special assistance.
7. Materials to build-up language proficiency are enough and 3 6 5 1 1
readily available.
8. Materials are interactive and provide high quality sensory 4 7 5 0 0
experiences for all users.
9. Materials have readily available assistance at any point in the 3 8 5 0 0
website and many supplemental resources are available.
10. Materials’ content and directions are clear and understandable. 4 8 4 0 0

2.2 Facilities 5 4 3 2 1
1. There are conducive classrooms for the students. 5 4 5 2 0
2. The Reading Resource Center has current and relevant materials. 3 6 5 2 0
3. The school has adequate number of chairs to accommodate the 4 7 3 2 0
students.
4. The school’s library has sufficient number of reference and 3 5 7 1 0
textbooks.
5. The school has internet connection. 3 6 7 0 0
6. The Reading Resource Center is open to students, teachers and 4 5 5 1 0
others.
7. The rooms are well-ventilated and well-lighted. 3 7 4 1 1
8. There is appropriate space outside the classroom for 2 9 4 1 0
presentation and performances.
9. The school’s library has computer and internet connection. 3 5 2 5 1
10. There is suitable area for film viewing, symposium and 2 4 5 3 2
seminar.

2.3 Work Loads 5 4 3 2 1

1. My work load is in accordance with the ratio of teacher to 4 8 4 0 0
students, which is 1:50.
2. My total hours of workday is eight hours, as stipulated in the 9 4 3 0 0
Republic Act 1880.
3. My work load allows me to pursue my professional growth in 7 9 3 0 0
graduate school.
4. My work load changes every grading or anytime my head 2 7 3 4 0
decides.
5. My work load is commensurate to my position. 6 5 5 0 0
6. My work load allows me to do other responsibilities outside the 4 9 3 0 0
classroom like checking of papers and preparation of instructional
materials.
7. My work load allows me to have home visitation, counseling, 4 9 3 0 0
mentoring and coaching of students.
8. My work load caters my abilities and capabilities. 6 7 3 0 0
9. My work load permits me to have conferences and consultations 6 7 3 0 0
with parents.
10. My work load requires double preparation of teaching 6 6 2 2 0
materials.

2.4 Supervision 5 4 3 2 1
1. The supervision is done periodically, based on the guidelines for 4 10 2 0 0
public school’s supervision.
2. The supervision is done by competent and qualified people. 7 6 3 0 0
3. The supervision allows me to enhance my effectiveness in the 4 10 2 0 0
teaching of the English language.
4. The supervision provides direct and constructive feedback about 5 8 3 0 0
my professional practice.
5. The supervision helps me to acquire techniques and strategies for 4 10 2 0 0
my effective delivery of instruction.
6. The supervision foster collaboration between me and my 4 9 3 0 0
superiors.
7. The supervision updates me to current trends in language 3 9 4 0 0
teaching.
8. The supervision follows the set process with utmost honesty. 4 9 3 0 0
9. The supervision identifies professional behaviour and practices 4 10 2 0 0
that should be recognized as exemplars.
10. The supervision supports school improvement and staff 5 6 5 0 0
development

2. 5 Students’ Characteristics 5 4 3 2 1
1. My students adapt to any new learning situation. 2 9 4 1 0
2. My students take responsibility for their own learning, and they 4 4 7 1 0
create opportunities to use the language outside the class.
3. My students come to grips with the language as a system. They 3 5 6 2 0
pay attention to form and look for patterns. Likewise, they find
ways for improving pronunciation, learning grammar and
vocabulary.
4. My students welcome mistake and accept corrections about 3 9 4 0 0
language.
5. My students pay attention to meaning. Thus, they have good 1 7 7 1 0
techniques to practice listening, speaking, reading and writing and
viewing.
6. My students are interested to join contest in English like speech 3 9 3 1 0
choir, declamation, reader’s theatre, jazz chants,
wear-what-you-read, etc.
7. My students participate actively during our discussion and/or 4 7 5 0 0
class activities.
8. My students overcome their feelings of frustrations and their 3 9 4 0 0
lack of confidence in the use of English language.
9. My students guess and ask people to correct them if they are 4 7 5 0 0
wrong in the use of English language.
10. My students know that practice is very important towards 6 7 3 0 0
learning the English language.

Part III. Comments and Suggestions

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Thank you very much.