Republic of the Philippines

Bulacan State University-Sarmiento Campus

City of San Jose Del Monte Bulacan

Factors Underlying Poor Classroom Instruction in Six Secondary Schools

in San Jose Del Monte, Bulacan

In Partial fulfillment of the requirements in

Social Dimensions of Education

Research by:

Nerissa Aquino Nicasio

BSed (English) 3a

Submitted to:

Atty. Ma Perpetua Arcilla Serapio

Instructor
 ABSTRACT

The study concerns with the “Factors Underlying Poor Classroom Instruction”. The researcher
would like to find out the area where the students are having difficulties in terms of academic field. To
measure the gathered data of this study, the researcher used the frequently and percentage
interpretation. The methods used by the researcher are descriptive method, observation method and
interview method to gather data in the form interview and observation.

This research study aims to evaluate the different difficulties that occur inside the classroom.
Poor classroom instruction and management results in a distracting or negative environment that makes
it difficult for students to learn. Setting clear expectations and addressing misbehavior in a positive ways
are fundamental of classroom management.

There are many reasons why poor classroom instruction occurs. And this research can help
the teachers, students, parents and even the future researcher to identify what are those different
factors.

It also wants to help the students and teachers to have a better understanding in terms of
classroom instruction that can be a hindrance to teaching and learning process. The researcher believes
that through this research paper, the students, teachers, parents and also the future researcher will be
more knowledgeable and capable in terms of understanding this matter.

3
 TABLE OF CONTENTS

Title Page
Abstract
Chapter I
THE PROBLEM AND ITS BACKGROUND
I. Introduction …………………………………………………………………………………………………………………….………… 1
II. Statement of the Problem……………………………………………………………………… …………………….……………2
III. Significance of the Study……………………………………………………………………………………………….…………..3
IV. Scope and Delimitation…………………………………………………………………………. …………………….…………..4
V. Definition of Terms………………………………………………………………………………… …………………….…………..5
VI. Conceptual Framework…………………………………………………………………………. …………………….…………..7
Chapter II
REVIEW OF RELATED LITERATURE AND STUDY
I. Review related Literature;
a. Foreign Literature………………………………………………………………………………………….8
b. Local Literature…………………………………………………………………………….……………..10
II. Review related Study
a. Foreign Study……………………………………………………………………………..……………....13
b. Local Study……………………………………………………………………………….…………………16
Chapter III
METHODOLOGY STLYE
I. Methodology……………………………………………………………………………………………………………………………..21
II. Data Collection………………………………………………………………………………………………………………………….23
III. Interpretation…………………………………………………………………………………………………………………………..24
IV. Statistical Treatment………………………………………………………………………………………………………………..25
V. Data Analysis and Interpretation……………………………………………………………………………………………….27
Chapter IV
ANALYSIS PRESENTATION AND INTERPRETATION OF DATA
I. Cross Classification…………………………………………………………………………………………………………………….31
II. Different Types of tables and Charts………………………………………………………………………………………...33
III. Implication of the Findings……………………………………………………………………………………………………….36
Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
I. Summary………………………………………………………………………………………………………………………………..…37
II. Conclusion………………………………………………………………………………………………………………………………..39
III. Recommendation…………………………………………………………………………………………………………………….41

Biography

Chapter I
4
 The Problem and its Background

Introduction

This study is based on one central idea, which I need to spell out in advance, though its force may only

apparent when we proceed. We confront various phenomena in society-depending, of course, partly on what

sort of society we live in. Misbehavior causes disturbances in the classroom and makes it difficult for students

to enjoy the educational process.

Skilled teachers make running a classroom look easy. However, every teacher knows that countless

factors can disrupt a classroom's learning environment, such as behavioral issues or ineffective classroom

design. Anticipating potential classroom problems before they arise and being prepared with solutions helps a

class run more smoothly.

Some students who misbehave are expressing a desire for more control in the classroom, and acting

inappropriately makes them feel powerful. These students are not content to go along with the general plan and

make it known they want things their way. Signs of a power-seeking student include constant arguing and a

refusal to follow basic rules intended for everyone. Some children lash out in the classroom as a response to

hurt feelings they experience. By misbehaving, they feel they are getting back at those responsible, whether it

involves the students, the teacher or both. Students who misbehave as a motive for revenge may enjoy acting

cruelly or even violently towards others. Revenge seekers are likely to perform bullying acts, such as shoving

and excessive teasing.

Statement of the Problem

5
 A poorly designed classroom makes it hard for students to learn. For example, students who

can't see the teacher or the board from their seats may not understand a concept being taught, while students

who are overly cold or warm may not be able to concentrate

a. What are the reasons why poor classroom instructions occur?

b. Is lack of school facilities can be a hindrance through teaching and learning process?

c. Are poor classroom management results in a distracting or negative environment?

Poor classroom management results in a distracting or negative environment that makes it difficult for

students to learn. Setting clear expectation and addressing misbehavior in a positive ways are fundamentals in

classroom management. For example, addressing students misbehavior in a personal, sarcastic or negative way

builds resentment and leads to further misbehavior, while setting clear expectations and looking for ways to

praise students encourages good behavior. First impression from students are difficult to change, so its

important to present your suggestion in a positive light from the beginning of the class.

Hypothesis

There is a significant factors underlying poor classroom instruction in six secondary schools in san jose

del monte, bulacan.

Significant of the Study

Teacher

This study can help the teachers to know and improve their classroom instruction and the way they

deliver their lessons. As a teacher we had the rights to know the difficulties of our students in learning.

Student

6
 Improving student’s relationship with the teacher has an important effect, positive and long-lasting

implications for student’s academic and social development. Solely improving student’s relationship with their

teachers will not produce gains in achievement. However, those students who have close, positive and

supportive relationships with their teachers will have higher levels of achievement than those students with

more conflict relationship.

Parent

This study is not just for the teachers and students, the parents also play a big role in teaching and

learning process. A good parent is not just giving what his/her child wants and needs. Indeed, a parent must also

be vigilant to what is happening to their children’s.

Future Researcher

Issues about poor classroom instruction is not a new problem in the classroom, it is a public knowledge

that a lot of public even private schools all the world has experienced or experiencing these issues, so this

research can be guide to the future researcher that wants to make a study about the factors underlying poor

classroom instruction.

Scope and Delimitation

Some children lash out in the classroom as a response to hurt feelings they experience. By misbehaving,

they feel they are getting back at those responsible, whether it involves the students, the teacher or both.

Students who misbehave as a motive for revenge may enjoy acting cruelly or even violently towards others.

Revenge seekers are likely to perform bullying acts, such as shoving and excessive teasing.

Some students may not feel challenged enough to behave properly. If the information taught is not

appropriate for the learning abilities of an individual, she may mentally withdraw out of boredom or frustration,

resulting in behavior problems. Additionally, a particular teacher's instruction style may cause conflicts with a

student, disrupting the learning process.

Definition of Terms
7
Classroom Management-describes the processes you use to keep a classroom organized, lessons running

smoothly, and students engaged in the lesson.

Classroom Instruction-A room or place especially in a school in which classes are conducted: a second-floor

classroom; an outdoor classroom.

School Administration-The act or process of administering, especially the management of a government or

large institution.
The activity of a government or state in the exercise of its powers and duties.
Discipline-is systematic instruction given to disciples to train them as students in a craft or trade, or to follow a

particular code of conduct or "order".

Teacher-are those who teach students or pupils, often a course of study or a practical skill. There are many

different ways to teach and help students learn. When deciding what teaching method to use, a teacher will need

to consider students' background knowledge, environment, and their learning goals.

Students-a person formally engaged in learning, especially one enrolled in a school or college; pupil: a student

at Yale. Any person who studies, investigates, or examines thoughtfully: a student of human nature.
Learning-is acquiring new or modifying existing knowledge, behaviors, skills, values, or preferences and may

involve synthesizing different types of information. The ability to learn is possessed by humans, animals and

some machines. Progress over time tends to follow learning curves.

School-is an institution designed for the teaching of students (or "pupils") under the direction of teachers. Most

countries have systems of formal education, which is commonly compulsory. In these systems, students

progress through a series of schools.

Delimitation
To draw or trace the outline of; sketch out.
To represent pictorially; depict.
To depict in words or gestures; describe.
Self-Confidence-Self-confidence is a term that is used to describe how secure a person is in his decisions,

actions and abilities. It describes the amount of faith a person has in him. Self-confidence reflects how a person

views himself. A person's level of confidence is often apparent in every aspect of his being. Confidence shows

in a person's speech, body language and mannerisms.

Mannerisms-a habitual or characteristic manner, mode, or way of doing something; distinctive quality or style,

as in behavior or speech.
Variables-are anything that might impact the outcome of your study. An operational definition describes exactly

what the variables are and how they are measured within the context of your study. For example, if you were

doing a study on the impact of sleep deprivation on driving performance, you would need to operationally

define what you mean by sleep deprivation and driving performance.

8
Teaching-learning process-is the heart of education. On it depends the fulfillment of the aims & objectives of

education. It is the most powerful instrument of education to bring about desired changes in the students.

Teaching learning are related term.

9
Conceptual framework
 INPUT PROCESS OUTPUT

School Environment All the Causal Understanding the

Factors that had students and their
The Ability of the mentioned has only needs can be a good
Teachers one effect to the
way on solutioning the
students and to the
Lack of Schools problems of Poor
teacher as well and
facilities Classroom Instruction.
that is Learning-
Misbehavior of the Teaching process can’t
students occur.

The Diagram explains the facts on why poor classroom instruction occur in San Jose del Monte, these
factors, effects and outcomes are based on the survey that I made in this city. Out of 6 secondary schools that
I’ve conducted the interview they only have the same answer and outcomes. This topic will be further discussed
as we proceed.
 Chapter II

Review of Related Study and Literature

 I-Review of Related Literature

Foreign Literature

Learning disabilities continue to rise at alarming rates, while violence and aggressive behavior become

more intense. Teachers are faced with myriad issues every day they enter the classroom, yet they are expected to

meet curriculum standards and educational guidelines that do not always factor in these distractions.

Overcrowding

Continual budget cuts, along with rising populations, have resulted in overcrowding in the American

classrooms. This is especially true in major cities and urban areas where job growth is attracting people in large

numbers. School infrastructures are often not equipped to deal with the onslaught of new students, resulting in

an increased number of mobile or temporary classrooms outside the main building. Student-teacher ratios are

often a factor in decreased student achievement, as evidenced in standardized testing scores. Overcrowded

classrooms also present logistics issues for scheduling, field trips and teaching techniques

Diversity

America continues its reputation as the melting pot as more citizens from other nations relocate here.

The result is a diverse mix of cultures, languages, religious beliefs and behaviors in American classrooms.

Teachers are tasked with presenting lesson plans that accommodate these differences among their students.

Language barriers are the most crucial issue and have resulted in a rise in the need for ESL, or English as a

Second Language, educators. Teachers must ensure that lesson plans do not discriminate against or offend

students of different cultures. Holiday celebrations in the classroom must often be limited to those that are

homogeneous and not based on a particular religion. Teachers must also be very aware of instances of

discrimination by other students and spend time resolving these issues.

Learning Disabilities
 Learning disabilities come in many forms and require different resolutions. Unless the disability is

diagnosed early, students lose valuable learning time as they deal with the unknown affliction. A common

example is dyslexia. Students encounter difficulty reading and comprehending material. Language-based

learning disabilities cause problems for the student in both the written and spoken word. These students

experience trouble in learning the alphabet and numbers when younger, and in learning new vocabulary as they

grow older. Attention deficit disorder manifests in outbursts as well as impaired comprehension.

Student Aggression

An aggressive student poses a threat to teachers and to fellow students. This creates a tone of fear and

anxiety, and the result is a distraction from learning. Teachers are faced with determining what triggers the

aggression and, subsequently, methods to avoid those triggers. Lesson plans and classroom activities dealing

with conflict resolution help students learn the tools and skills for negotiating conflicts.

Local literature

During the period of governance of Spain and the United States, education in the Philippines changed

radically, and modeled on of both educational systems of Spain and the United States. But after the liberation in

1946, those systems were no longer tied into the already independent educational system of the Philippines,

which has since moved in various directions of its own.

Filipino children should start schooling by entering preschool until the age of 6, where the kindergarten

commences. At the ages of six to seven, children should now enter elementary school for six years. This is

followed by the high school, for four years. Students may then sit for the College Entrance Examinations (or

CEE), after which they may enter tertiary schools.

Under the Spanish colonizers, education of indigenous population was initially left to religious orders,

with primary education being overseen by parish friars who generally tolerated the teaching of only religious

topics.The friars, recognizing the value of a literate indigenous population, built printing presses to produce

material in baybayin.The friars, made tremendous efforts to educate the native population by them learning the
local languages and the baybayin script to better communicate with the locals. The Spanish missionaries

established schools immediately after reaching the islands and wherever they penetrated, church and school

went together. There was no Christian village without its school and all young people attended.

The Augustinians opened a school in Cebu in 1565. The Franciscans in 1577 immediately took to the

task of teaching the natives how to read and write, besides industrial and agricultural techniques. The Jesuits in

1581 also mainly concentrated on teaching the young. They were followed by the Dominicans in 1587, which

they started a school in their first mission at Bataan

In 1590, the Universidad de San Ignacio was founded in Manila by the Jesuits, and after the suppression

of the Jesuits was incorporated into the University of Santo Tomás as the College of Medicine and Pharmacy.

The Chinese language version of the Doctrina Christiana (Christian Doctrine) was the first book

printed in the Philippines in about 1590 to 1592. A version in Spanish, and in Tagalog, in both Latin script and

the commonly used baybayin script of the Manila Tagalogs of the time was printed in 1593.

In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is sometimes referred as the

"Patriarch of Filipino Printing", wrote his famous Librong Pagaaralan nang mga Tagalog nang Wicang Castila,

which was meant to help Filipinos learn the Spanish language. The prologue read:

Let us therefore study, my countrymen, for although the art of learning is somewhat difficult, yet if we are

persevering, we shall soon improve our knowledge. Other Tagalogs like us did not take a year to learn the

Spanish language when using my book. This good result has given me satisfaction and encouraged me to print

my work, so that all may derive some profit from it.

In 1640, the Universidad de San Felipe de Austria was established in Manila. It was the first public

university in the Philippines. The Colegio de San Ildefonso was founded in Cebu by the Society of Jesus in

August 1, 1595 but was closed down after the expulsion of the Jesuits in 1769. On April 28, 1611, the

University of Santo Tomas was founded in Manila as the Colegio de Nuestra Señora del Santísimo Rosario.
 By the end of the 16th century, several religious orders had established charity hospitals all over the

archipelago and provided the bulk of this public service. These hospitals also became the setting for

rudimentary scientific research work on pharmacy and medicine. The Jesuits also founded the Colegio de San

José in 1601 and took over the management in what became Escuela Municipal in 1859 (later renamed as

Ateneo Municipal de Manila in 1865). The Dominicans on their part had the Colegio de San Juan de Letrán in

1620 in Manila.

Access to education by all Filipinos was later implemented through the enactment of the Educational

Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each

town under the responsibility of the municipal government; and the establishment of a normal school for male

teachers under the supervision of the Jesuits. Primary education was free and available to every Filipino

regardless of race or social class. Contrary to what the propaganda of the Spanish–American War tried to depict,

they were not religious schools, but schools established, supported and maintained by the Spanish

Government.and free and the teaching of Spanish was compulsory. In 1866, the total population of the

Philippines was only 4,411,261. The total public schools was 841 for boys and 833 for girls and the total

number of children attending these schools was 135,098 for boys and 95,260 for girls. In 1892, the number of

schools had increased to 2,137, 1,087 of which were for boys and 1,050 for girls.By 1898, enrollment in schools

at all levels exceeded 200,000 students.

As a result of the implementation of public education, a new social class of educated Filipinos

arose, that came to be known as the ilustrados. This new enlightened class of Filipinos would later lead the

Philippine independence movement, using the Spanish language as their main communication method.

Review of Related Study

Foreign Study

There are many reasons why poor classroom instruction occurred it can be a problem in your

classroom. One of the reasons could be your teaching style. If you aren't reaching every one of your students,

they can become bored, disinterested and restless. As mentioned in the section on instruction, every student has
their own learning style and an area where they excel. If you are reaching these students by using a variety of

methods, they are motivated and less likely to cause trouble.

Another reason for discipline issues is that you may be dealing with students with many personal

problems. I have personally dealt with students who witnessed their fathers being gunned down, their mother

throwing them out of a moving car on the expressway, their fathers beating them so much they were

hospitalized, a family member (usually a step-father) molesting them, being forced into the drug trade by their

parents, and rape. How can a student learn when all they can think about is what they are going home to later

that afternoon? Will their rage transfer to the classroom?

abuse you discover must be reported to the proper authorities. In most states, the department of child protective

services are overworked and understaffed. You will probably get little help from them. What can you do to

address the issues? Will you have time to act as counselor in addition to your regular teaching duties? Following

are a few strategies to deal with troubled students:

Refer them to the school counselor. If your counselor is unable to squeeze the student in or is relegated

to performing administrative duties by the principal, go to step 2.

Refer them to a local social services agency. There are many that are either free or low in cost. For

example, the Fan Free Clinic offers low cost substance abuse services, affordable housing, medical treatment,

and a food pantry. Many local churches also provide free services.

Contact your local United Way agency. They distribute their money to many social organizations and

can give you a list of potential agencies. The Salvation Army is one of the largest social care providers in the

world. They can also give you important advice.

In larger urban areas, gang activity affects discipline. As part of initiation, students who become

members are forced to perform a crime. This crime may occur in your school. Students involved in gangs

should be immediately referred to the school administrator. There are ways to recognize students involved in

gangs and head off problems early. Following are helpful websites:
 National School Safety and Security Services- The have information about gangs and managing them.

National Youth Violence Prevention Resource Center- This site includes violence prevention, urban

networks, best practices and effective programs.

ERIC Digest- This site includes many articles on gang activity in the schools. There are also articles on

how violence affects children.

School News- They have a great page of organizations and resources devoted to gang activity.

Additional ideas and information about classroom management.

Your principal will expect you to take care of discipline problems and only send students who either have

severe misbehavior or habitual offenses. Gum chewing and talking out are not reasons to send a student to the

office. I have heard many principals say, "I knew that this student must have been a big problem because Mrs.

___ rarely sends students to the office and when she does it's for a good reason." You will get much more

support from your principal if you take care of the vast majority of your

discipline problems.

If your principal doesn't ask you for a copy of your discipline plan, give

him/her a copy of your plan so they know exactly what a student has to do

to be sent to the office. Sending a student to the office should be a last

resort.

Unfortunately, there are many philosophies and styles of discipline and it can be hard to decide

what works best for you. What works for one teacher may not work for another. The best thing to do is

to pick one that you think will be successful and make adjustments later if you have problems. Most

experts will say it is better to error on the side of being too strict because it is much more difficult to

later raise the bar.

Local Study

MANILA — when Irene Mendevil, a high school English

teacher, shouts at her students, she said, she gets a sore throat. So she has

begun to use an amplifier.

Luis Liwanag for The International Herald Tribune

Grade school students read inside a dimly lit classroom at a public school situated near The Payatas garbage

dump in Quezon City suburban Manila

Classroom Shortage in the Philippines

Luis Liwanag for The International Herald Tribune

Students of the Justice Cecilia Muñoz-Palma High School in a halved classroom fitted to accommodate 40-70

high school students.

“I had the experience of losing my voice completely,” she said of her constant shouting. “No sounds came out

of my mouth. I had to write on paper to tell my students what to do.”

(Luis liwanag.2001)

Ms. Mendevil, 33, shouts because her class is so big that just getting the students to listen is a

challenge. There are 100 of them, more or less the same number as in the other classes here in Justice Cecilia

Muñoz-Palma High School.

And the school itself is not unusual in a country whose population of 92 million is exploding so fast,

and whose education budget is so small, that it cannot find space to teach its children.
 More children are also coming into the public schools as the economy tightens and families cannot

afford the haven of private schools, with their smaller classes. This school year opened with a nationwide

enrollment of 21 million students from elementary through high school, almost exactly a million more than in

the previous year.

Although the government began a classroom-building program three years ago, the schools are still

27,124 classrooms short, according to Juan Miguel Luz, a former under secretary of education who works with

the National Institute of Policy Study, which advocates better education policies.

To squeeze in all the students, many classrooms have been divided into two by partitions. Stairwells and

corridors have been converted into miniature classrooms. In 2006, double sessions were introduced to take off

some of the pressure.

Toilets are a problem of their own, with 62 percent of schools suffering shortages, Bashir Rasuman,

under secretary for public works, said recently. In the capital, Manila, Education Department figures show an

average of one toilet for every 143 high school students and one for every 114 elementary school students.

Here at Muñoz-Palma High School, some lavatories have been converted into claustrophobic faculty

lounges, while the lounges have been put to use as classrooms.

“I have 106 students in my class and 90 seats,” said Rico Encinares, 34, a chemistry teacher.

“Everybody has seats if some of them are absent. But if they all come, there are not enough seats. They have to

share seats.”

Only about 10 percent of his students — the truly motivated ones — get a quality education, he said.

Individual attention is almost impossible.

“I don’t know the names of all my students, even at the end of the school year,” he said. “You only

remember the ones who are very noisy or very good. But the silent ones who just sit there listening, you can’t

recall their names.”

 He said he planned to buy an amplifier to reach the ones in the back rows as soon as he had the money.

(Jessi Lapus.2001)

According to the World Bank, the Philippines spends $138 per student per year. By comparison,

Thailand spends $853 per student, Singapore spends $1,800 and Japan spends $5,000. The Philippine

government spends 2.19 percent of its budget on education, according to official figures, well short of the 6

percent that educators say is optimal — despite a constitutional mandate to make education a priority.

At the start of the decade, educators talked of a radical overhaul of the education system, but the main

change since then has been increasingly intense overcrowding, Mr. Luz, of the policy study institute, wrote in a

recent paper.

“Sadly, today, we have the same overcrowded structure, the same processes and the same low education

standards but with millions more children to attend to,” he said.

In her state of the nation speech last month, President Gloria Macapagal Arroyo called education a priority and

said the government was building new classrooms.

(President Gloria Macapagal Arroyo.2002)

Education Secretary Jesli Lapus said in a report that the department planned to build 1,908 new

classrooms and renovate 2,513 classrooms. He said 6,322 toilets would be installed, though only 194 were to be

completed this year. Not long ago, Mr. Lapus also announced that schools would be collecting scrap material to

build and repair furniture.

In the Department of Education, a certain amount of manpower was used working out the alliteration of

a new program called Operation 10 R — recycle, repair, refurbish, rehabilitate, restore, remodel, repaint, renew,

redistribute and reuse.

 “We are just waiting for our salary, the other teacher and me,” said Mr. Miguel, who earns 9,000 pesos,

or $187, a month. “We will make it a beautiful classroom. We will make it a classroom conducive to learning.”

His classroom is a narrow passageway with a tin roof and no windows where 62 children ages 8 to 12

sit crammed together at tiny desks. It floods during monsoon season.

“When it rains, my shoes get wet, but I continue to teach the children,” Mr. Miguel said. “Sometimes

their notebooks fall in the water.”

This is a poor community, he said, and he sometimes buys notebooks and paper for the students. “So

each time we have a test,” he said, “I buy them a piece of paper.”

(Mr. Miguel.2001)
 CHAPTER III

Methodology

This chapter deals with the different methods and procedures used by the researcher in the study.

Research Instrument, statistical treatment of gathered data, analysis and interpretation and different graphics are

specified.

Method of Research

The researcher used the Observation Method because it is a familiar technique in schools, but this can

be used for research purposes too. The research team at Long dean School in Hertfordshire recruited seven staff

members to plan and teach lessons that predominantly used one of three learning styles (auditory, kinesthetic or

visual). In order to evaluate the effectiveness of focusing on specific learning styles, two core members of the

team observed each of the lessons and interviewed the teachers about how they felt the students had responded.

The researcher also used the interview method which gives the researcher the in formations that might

help to discuss and discover the different reasons why poor classroom instruction occurs. Using a questionnaire

is a good way of collecting information from large numbers of participants. They made a number of changes

which helped ensure their questionnaire provided the information they needed.

The descriptive method of research design helps researchers plan and carry out descriptive studies,

designed to provide rich descriptive details about people, places and other phenomena. This type of research is

often associated with anthropology, sociology and psychology, but researchers in other fields, such as education,

use it. The descriptive method often involves extensive observation and note-taking, as well as in-depth

narrative. Because it does not lend itself to in-depth analysis or hypothesis testing, some researchers regard the
descriptive method as unscientific. However, a descriptive research design can serve as a first step that

identifies important factors, laying a foundation for more-rigorous research.

Appendixes

III-Sampling Design

Name ___________________________________
School __________________________________

1. Public Elementary

Private High School

2. How many years you are in teaching?

___________

3. Do you consider lack of school facilities as a hindrance to teaching-learning process?

YES

NO

4. School Facilities

__Library
__Computer rooms
__Ventilation
__Speech Laboratory
__Science Laboratory
__Literary Center
__Bulletin Boards

5. What do you think is the reason why poor classroom occur?

6. What are the common problems that you encountered inside the classroom?

___________________

` Signature

Thank you!
 IV-Interpretation

The outlined below show and explain why the researcher make used of those question in her interview

questionnaire and its justification.

The first question; the respondent was asked to indicate whether he/she belongs to a public or private

and what sector he/she teaches.

Public Elementary

Private High School

The second question, How many years you are in teaching. The researcher make used of this question to

be able to know the span of time that the respondent is in on teaching.

The third question, Do you consider lack of school facilities as a hindrance to teaching-learning

process?

YES
NO

The forth question, the researcher asked the respondents of the different school facilities that can be

found in the school.

School Facilities

__Library
__Computer rooms
__Ventilation
__Speech Laboratory
__Science Laboratory
__Literary Center
__Bulletin Boards

The fifth question was more on the respondent personal opinion and schema.

What do you think is the reason why poor classroom occur?

 The sixth and final question, What are the common problems that you encountered inside the

classroom?
These question help the researcher to gathered more information about the topic, FACTORS

UNDERLYING POOR CLASSROOM INSTRUCTION IN SECONDARY SCHOOLS IN CITY OF SAN JOSE DEL MONTE,

BULACAN

V- Statistical Treatment of Data

Calculation of data, graphs and charts are presented in this part The researchers, with the used of

gathered data through sample survey are now to compute and interpret the result by using combined frequency

count and percentage method. This aims to analyze the total number of responses from 20 respondents. The

researchers preferred to use these methods because this formula would obtains a clear and well-presented data

Readers would understand the calculations effortlessly because of easy presentation of computation.

For the computation of data, the formula below was applied:

FORMULA: P=Fin x 100

where- F.= Frequency

n- total number of respondents

P. percentage

In the formula of combined frequency and percentage method, the total Percentage (P) will be

computed by dividing the frequency (F) over the number of respondents (n) and will be multiplied by 100.

Figure I-NUMBER OF CLASSROOMS

Name School Number of Classroom Percentage

TNHS 30 30%

SNHS 42 42%
 STO.HS 16 16%

MHS 40 40%

KHS 22 22%

PFNHS 38 38%

TNHS-Towerville National High School

MHS-Muzon High School

STO.HS-Sto. Cristo High School

PFNHS-Paradise Farms National High School

KHS-Kakawate High School

SNHS-San Jose National High School

The graph shows that San Jose National High School had the most number of classrooms out of 6

schools that the researcher had observed. SNHS with 26%, MHS with 23%, KHS with %, PFNHS with 21%

TNHS with 16% and STO.HS with the least percentage of 6% of classrooms.

Figure II-Library, Literary Center and Ventilation including electric fans and comfort rooms

School Library/Literary Center Ventilation

 Towerville High School 1 Literary Center + Computer room N/A

Muzon Hgh School 1 Literary Center + Computer room Electric fans, Comfort Rooms

+ Library

Paradise Farms National High Library + Computer room + Library Electric fans, Comfort Rooms

School

Kakawate High School 1 Literary Center Library Electric fans, Comfort Rooms

San Jose National High School 1 Literary Center Library Electric fans, Comfort Rooms

Sto Cristo High School Library Electric fans, Comfort Rooms

VI- Data Analysis and Interpretation

The researcher through observation, interview and analyzing the data by conducting an interview for a

total of more 30 teachers and students and 6 public schools in city of San Jose Del Monte, Bulacan and also in

North Fairview High School in Quezon City.

The figure I shows graph shows that San Jose National High School had the most number of classrooms

out of 6 schools that the researcher had observed. SNHS with 26%, MHS with 23%, KHS with %, PFNHS with
21% TNHS with 16% and STO.HS with the least percentage of 6% of classrooms. And also the figure II but

this time it is in a pie form of showing data.

And the third figure show the total number of library, literary center and the ventilation including the

number of comfort rooms and electric fans. And it shows that the schools in especially in public school really

had a lack of instructional tools and ventilation.

CHAPTER IV

Analysis, Presentation and Interpretation of Data

I-Cross Classifications

Formulations of graphs are obtained through reliable interview and observation and its connection is

apparent as graphs are presented.

Question number 1. The respondent was asked to indicate whether he/she belongs to a public or private
and what sector he/she teaches.

Public Elementary
 Private High School

The second question, How many years you are in teaching. The researcher make used of this question to

be able to know the span of time that the respondent is in on teaching.

The third question, Do you consider lack of school facilities as a hindrance to teaching-learning

process?
YES
NO

The forth question, the researcher asked the respondents of the different school facilities that can be

found in the school.

School Facilities
Library Speech Laboratory
Computer rooms Literary Center
Ventilation Bulletin Boards

The fifth question was more on the respondent personal opinion and schema.

What do you think is the reason why poor classroom occur?

The sixth and final question, What are the common problems that you encountered inside the

classroom?
These question help the researcher to gathered more information about the topic, FACTORS

UNDERLYING POOR CLASSROOM INSTRUCTION IN SECONDARY SCHOOLS IN CITY OF SAN JOSE DEL MONTE,

BULACAN.

II-Different Charts

Table. 1

Respondent Year in Teaching

1 2
 2 3
3 9
4 6
5 11
6 1
7 6 months
8 3
9 14
10 4
11 2
12 1
13 9
14 7
15 7
16 3
17 6
18 3
19 2
20 11

Table 1 shows the number of years of teaching of the respondents. Out 21 respondent almost all of
them has the same years of teaching. 36 percent of the respondent had a total years of teaching of 1, 2 4 and 6
years 19 percent in 7 and 8 years, 20 percent in 9 and 10 years of teaching, 19 in 11, 12, 13 and 6% in 14, 15, 16
years of teaching.

Table. 2

Answer Percentage (%)

 YES 85%

NO 15%

Table 2 shows that 85 percent of the respondents believes that lack of school facilities can be a

hindrance through teaching and learning process and only 15 percent of the resondent answers no.

Graph 3

School Literary Center Ventilation

TNHS 1Literary Center+Computer Room Comfort Rooms

MHS 1Literary Center+Computer Room+Library Comfort Rooms+Electricfans

PFNHS 1Literary Center+Computer Room+Library Comfort Rooms+Electricfans

KHS Literary Center+Library Comfort Rooms+Electricfans

SJNHS Literary Center+Library Comfort Rooms+Electricfans

Sto.HS N/A Comfort Rooms+Electricfans

The graph 3 shows the number school facilities in the schools that the researcher observed. In shows
that the most school faciliteies and instructional materials that the respondents had was the Bulletin Board
fallowed by the Ventilation(comfort rooms, electricfans), literary center and so on.

III-Implication of the Findings

According to the study the resrcher found out that lack of school facilities was one of the main causue

why poor classroom instructions in public schools in san jose del monte occur. As a result the students will had

a difficulities in absorbing the information.

 Another factor is that when discipline strategies are needed, there is an underlying need that goes

deeper and lasts longer than a single strategy will satisfy. Philosophies will enable one to look at and analyze

whether there is a deeper need and will enable one to make the changes or adjustments necessary so that when

new strategies are used, they have a lasting benefit.

CHAPTER V

Summary, Conclusion and Recommendation

I-Summary

The researcher had found out that there are many ways to overcome learning difficulties. Firstly, talk to

your school counselor or a teacher you trust about your difficulties’. They may be able to get you special help,
or encourage you to work with other people who understand your needs. Many schools have special sessions to

help people with their reading or other learning needs. Ask your counselor/teacher what is available.

Talking problems through with someone helps

Talk to someone you trust about how you feel. Once you get help it may be easy to overcome a learning

problem, but sometimes your feelings about it are hard to deal with. Make time to talk to your parents, friends,

counselor or teacher about the things that upset you, and how they can help you overcome them.

Trouble with teachers

Sometimes people don't get along with their teachers. Teachers can be demanding and expect a lot from

their students. They may expect a lot in terms of how much work you do in the classroom and at home.

Teachers might make it difficult for you, especially if a teacher doesn't understand your special needs or

learning difficulties. If one teacher in particular is giving you a hard time, you could ask the school counselor to

talk to them on your behalf.

Even after you have tried to make it better and you still find that the situation with a particular teacher does not

improve, there may be steps you can take to make a complaint about the way a teacher treats you.

Making school a better place to be. School can be a very unhappy place if you encounter any of these

problems. It is a good idea to talk about your concerns with someone you trust. You may find that once

you do, the situation improves and school becomes a more enjoyable place to be.

II-Conclusion

The researcher found out that even though lack of school facilities can be a hindrance in teaching and

learning process and everyone knows that attention, focus and physical comfort are important for a student to be

successful at school, and even more so for children who have special needs.
 Working as physical and occupational therapists in a school district, we have serviced classrooms with

diverse student populations whose seating needs are as different as their learning styles.

Our experience has shown that when the student is in an ergonomically correct position, the student's

performance will improve in the classroom. This concept can be applied to discipline. A teacher should not have

to fight any major battles. However, there may be other factors that affect a teacher's control of the outcome of a

classroom discipline situation. These factors need to consider -at the same time-.

First, teacher comfort determines whether or not discipline will be applied. The teacher will discipline

when a certain discomfort level is reached. That level is usually first determined by the teacher's view of what is

proper classroom conduct or behavior. This view is affected by what the teacher has been raised to think is

acceptable from the school system which he attended as a student, the institution that trained him, and what the

other teachers and the administrators of the school he is teaching at do and expect. For instance, a teacher may

think that certain behavior is acceptable but knows that the administration feels differently. Or perhaps the

reverse is true.

The teacher may have been formally trained in discipline techniques but that is often not the case. I

have not met a teacher who felt that their teacher training courses adequately equipped them to deal with

discipline issues in their classroom. Therefore, once teachers decide that discipline is necessary, most have to

rely on techniques which they saw used when they were students in school. Also, perhaps the teacher whose

classes they taught as student teachers gave them some advice.

III-Recommendation

The researchers open up their recommendation to the students and school teachers in different secondary school

in the city. These are as follows:

Students:

Students must be prepared in the school that they’re going to engage with.

Should vigilant to whatever the hindrance will be.

 Must have their own willingness and perseverance.

School Teacher

Should be fair in assessing the students.

Must be versatile in delivering their lessons.

Should be aware to what was happening to their students.

BIBLIOGRAPHY

 http://www.ehow.com/search.html?rs=1&s=Classroom+Behaviour&skin=family&t=all

 http://www.childrensbibleclub.com/drhobbs/goodofchild.htm

 Manila Bulletin: ARTICLE

 Peoples Journal: ARTICLE

 http://www.onlineocr.net/default.aspx

 http://www.ehow.com/how_7897197_do-classroom-behaviour-observation.html
 http://www.ehow.com/list_7307124_techniques-manage-behavior-classroom.html

 Mr. Michael A. Nazareth(North Fairview High School. Quezon city)

 Nerissa Aquino Nicasio

Block-3 Lot-5 Towerville Minuyan,

SJDM Bulacan

Mobile no.: 09263547784

E-mail add: nerissa_nicasio@yahoo.com

EDUCATION:

COLLEGE: Bulacan State University

Sarmiento Capus

HIGH SCHOOL: North Fairview High school

Graduated in 2008

ELEMENTARY: Fairview Elementary School

Graduated in 2004

PERSONAL QUALIFICATIONS: Hardworking, highly motivated, fast- learner, open to

constructive criticisms, proficient in MS Office, and punctual.

SEMINAR

Rules of Engagement: On Crossing November 26, 2011

the realms of Teaching Profession

Culture of Personal Excellence in Education July 11, 2011

English Literacy September 4, 2011

Personal Information
Age: 19 years old

Date of Birth: October 18, 1992

Place of Birth: Quezon City General Hospital

Civil Status: Single

Citizenship: Filipino

Weight: 43kilos

Height: 5’3
xli