3. Statement of the Problem
The main thrust of the study was to determine the significance of the
relationship between decision-making skills of school heads and learning
environment in public elementary schools in the Municipality of Malungon,
Sarangani Province. Specifically, the study aimed to answer the following
questions:
1. What is the level of decision-making skills of school heads in
reference to;
1.1 charismatic
1.2 thinkers
1.3 Skeptics
DECISION-MAKING SKILLS OF SCHOOL HEADS AND
LEARNING ENVIRONMENT IN PUBLIC
ELEMENTARY SCHOOLS
4. 2. What is the status of learning environment in public elementary schools
in terms of;
2.1 school Culture
2.2 student, Family and Community Support
2.3 professional Growth, Development and
Evaluation?
3. Is there a significant relationship between decision–making skills of
school heads and learning environment in public elementary schools in
the Municipality of Malungon?
5. DECISION-MAKING SKILLS OF SCHOOL HEADS IN REFERENCE
TO CHARISMATIC
ICATORS
RESPONDENTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 TOTAL
MEAN
AVERAGE
RANK
head:
g fascinated
deas
4 3 4 3 4 5 4 3 4 5 3 4 3 4 5 4 4 4 4 5 79 3.95 1.5
ng simple and
orward
nts
3 4 3 4 3 3 3 4 3 3 4 2 3 3 3 4 2 2 2 4 62 3.10 5
sing the
on on results
3 4 3 3 4 4 4 4 3 4 4 4 3 4 4 3 3 4 3 4 72 3.60 3
ng final
s based on
d
mation
4 4 3 3 4 3 4 4 3 3 4 3 4 4 3 3 4 3 4 3 70 3.50 4
visual aids in
g the features
its of
s proposal
4 4 5 3 4 4 4 5 5 3 4 3 5 4 3 4 5 4 3 3 79 3.95 1.5
18 19 18 16 19 19 19 20 18 18 19 16 18 19 18 18 16 17 16 19 360
GE 3.6 3.8 3.6 3.2 3.8 3.8 3.8 4 3.6 3.6 3.8 3.2 3.6 3.8 3.8 3.8 3.2 3.4 3.2 3.8
6. INDICATORS MEAN RANK DESCRIPTION
School head:
1. Being fascinated by new ideas
3.95 1.5
HIGH
2. Making simple and straightforward arguments 3.10 5
HIGH
3. Focusing the discussion on results 3.60 3 HIGH
4. Making final decisions based on balanced
Information
3.50 4
HIGH
5. Using visual aids in stressing the features and
benefits of teacher’s proposal
3.95 1.5
HIGH
average: 3.62 HIGH
Table 1.
LEVEL OF DECISION-MAKING SKILLS OF SCHOOL HEADS IN TERMS OF CHARISMATIC
LEGEND:
4.1-5.0 VERY HIGH
3.1-4.0- HIGH
2.1-3.0- MODERATE
1.1-2.0 – LOW
0.1-1.0- VERY LOW
Table 1 presents the data on decision making skills of school heads in terms of
charismatic. Mean and ranking was utilized to treat the data gathered.
It could be seen from the table that the description of the five indicators were all
high. The highest were being fascinated by new ideas and using visual aids in stressing the
features and benefits of teacher’s proposal with the mean of 3.95. it is followed by focusing the
discussion on result with the mean of 3.60. While the lowest is making simple and
straightforward arguments with the mean of 3.10. Generally, in terms of decision making of
school’s head in reference to charismatic the over-all means of 3.62 which indicate high.
This implied that successful charismatic leaders are also compassionate. Charisma
alone may not be enough, because there’s a very real possibility that it can disintegrate into
7. Statement of the Problem
The main thrust of the study was to determine the significance of the
relationship between decision-making skills of school heads and learning
environment in public elementary schools in the Municipality of Malungon,
Sarangani Province. Specifically, the study aimed to answer the following
questions:
1. What is the level of decision-making skills of school heads in
reference to;
1.1 charismatic
1.2 thinkers
1.3 Skeptics
ACTIVITY
8. DO IT # 1 : DATA ON DECISION MAKING SKILLS OF SCHOOL HEAD IN
REFERENCE TO SKEPTICS
INDICATORS
RESPONDENTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
TOTA
L
MEAN
AVERA
GE
RAN
K
School head:
1. Being highly
suspicious of
every information
presented
5 3 3 4 4 5 5 4 5 5 4 5 4 3 4 4 4 5 4 5
2. Liking an
aggressive and
confrontational
style of decision-
making
4 3 4 3 3 1 2 3 4 4 3 3 4 4 4 3 5 3 4 4
3. Considering
arguments of
credible teacher
2 3 3 4 4 3 3 3 3 3 4 4 3 3 3 4 4 4 3 3
4. Wanting
proposal from
people they fully
trusts
4 3 4 3 2 2 2 2 2 1 1 1 2 3 2 2 1 1 1 4
5. Making
decisions quickly
4 5 5 4 2 3 1 1 1 1 4 5 3 2 1 4 4 5 4 5
TOTAL
AVERAGE
RANK
9. DO IT 2.
INDICATORS MEAN RANK DESCRIPTION
School head:
1. Being highly suspicious of every
information presented
2. Liking an aggressive and
confrontational style
of decision-making
3. Considering arguments of credible
teacher
4. Wanting proposal from people they
fully trusts
5. Making decisions quickly
Average:
LEGEND:
4.1-5.0 VERY
HIGH
3.1-4.0- HIGH
2.1-3.0-
MODERATE
1.1-2.0 – LOW
0.1-1.0- VERY
LOW
DECISION MAKING SKILLS OF SCHOOL HEAD IN
REFERENCE OF SKEPTICS
10. DO IT 3.
INTERPRETATION: (WRITE YOUR
INTERPRETATION)
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
______________________
11. ANSWER DO IT # 1: DATA ON DECISION MAKING SKILLS OF SCHOOL HEAD IN
REFERENCE OF SKEPTICS
INDICATORS
RESPONDENTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
TOTA
L
MEAN
AVERA
GE
RAN
K
School head:
1. Being highly
suspicious of
every information
presented
5 3 3 4 4 5 5 4 5 5 4 5 4 3 4 4 4 5 4 5 85 4.25 1
2. Liking an
aggressive and
confrontational
style of decision-
making
4 3 4 3 3 1 2 3 4 4 3 3 4 4 4 3 5 3 4 4 68 3.4 2
3. Considering
arguments of
credible teacher
2 3 3 4 4 3 3 3 3 3 4 4 3 3 3 4 4 4 3 3 66 3.3 3
4. Wanting
proposal from
people they fully
trusts
4 3 4 3 2 2 2 2 2 1 1 1 2 3 2 2 1 1 1 4 43 2.15 5
5. Making
decisions quickly
4 5 5 4 2 3 1 1 1 1 4 5 3 2 1 4 4 5 4 5 64 3.2 4
TOTAL
AVERAGE
RANK
12. ANSWER FOR DO IT # 2.
INDICATORS MEAN RANK DESCRIPTION
School head:
1. Being highly suspicious of every
information presented
4.25 1 Very High
2. Liking an aggressive and
confrontational style
of decision-making
3.4 2 High
3. Considering arguments of credible
teacher
3.3 3 High
4. Wanting proposal from people they
fully trusts
2.15 5 Moderate
5. Making decisions quickly 3.2 4 High
Average:
LEGEND:
4.1-5.0 VERY
HIGH
3.1-4.0- HIGH
2.1-3.0-
MODERATE
1.1-2.0 – LOW
0.1-1.0- VERY
LOW
DECISION MAKING SKILLS OF SCHOOL HEAD IN
REFERENCE OF SKEPTICS
13. ANSWER FOR DO IT # 3.
INTERPRETATION:
Table 2, presents that data on Decision making skills of
school head in reference to skeptics. Mean and Ranking was
utilized to treat the data gathered.
Data revealed that of the five (5) indicators, only one got a
descrptive rating of very high with the mean of 4.25 about the four
(4) of them was described high and among this indicators the
highest is being highly suspicious of every information presented,
with the mean of 4.05 described is highly decision skills of school
heads in terms of skeptic. It is followed by Liking an aggressive and
confrontation style of decision-making, with the mean of 3.4,
described as high. While the lowest among the indicator is wanting
proposal from people they fully trusts, with the mean of 2.15,
described as moderate.
According to Gerencer (2020), relevant information is
needed in the organization to harmonize the operation, if the
members of the organization are will inform about the activity
14. DATA ON STATUS OF LEARNING ENVIRONMENT IN PUBLIC ELEMENTARY SCHOOLS IN TERMS OF PROFESSIONAL
GROWTH, DEVELOPMENT AND EVALUATION
INDICATORS
RESPONDENTS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
TOTA
L
MEAN
AVERAGE
RAN
K
The School:
1. Supporting the
long-term
professional
growth
needs of
teachers
1 2 2 2 2 2 2 1 5 5 4 5 4 3 4 4 4 5 4 5
2. Aligning
teachers
development
priorities and
individual
growth plans
4 3 4 3 3 1 2 3 4 2 1 1 1 2 2 3 5 3 4 4
3. Improving
teaching
performance
based on
feedback from
mentor, students,
peers,
superiors and
others
2 3 3 3 3 3 3 2 1 3 4 4 3 3 3 4 4 4 3 3
4. Adopting
clearly defined
monitoring and
evaluation
process
4 3 4 3 2 2 2 2 2 1 1 1 2 3 2 2 1 1 1 4
5. Using
effectively the
teacher’s
evaluation and
individual
professional
growth plan to
improve
proficiency
4 5 5 4 2 3 1 1 1 1 4 2 2 2 2 2 3 3 1 3
TOTAL
15. DO IT
3.
INDICATORS MEAN RANK
DESCRIPTIO
N
The School:
1. Supporting the long-term professional
growth
needs of teachers
2. Aligning teachers development priorities
and
individual growth plans
3. Improving teaching performance based on
feedback from mentor, students, peers,
superiors and others
4. Adopting clearly defined monitoring and
evaluation process
5. Using effectively the teacher’s evaluation
and
individual professional growth plan to
improve proficiency
Average:
17. Is there a significant relationship between decision–
making skills of school heads and learning
environment in public elementary schools in the
Municipality of Malungon?
SOP 3.
20. Variable DF
𝒓𝒔 𝒗𝒂𝒍𝒖𝒆 Decision
a=.05
COMPUTED TABULAR
Level of decision
making skills
Versus
Status learning
environment
19 0.36 0.38 NOT SIGNIFICANT
21. Sample of experimental research
Title: Effectiveness of Self Learning Modules (SLM) in Teaching
Mathematics 3
Statement of the Problem
The purpose of this study is to determine whether the used of self learning modules is effective in
improving the academic performance of grade 3 pupils ____________ in ____________ __________
for the school year 2020-2021. School District Division
Specifically, this study sought answers to the following sub problems:
1. What are the pre-test scores in mathematics of grade 3 pupils?
2. What are the post-test scores in mathematics of g grade 3 pupils?
3. Is there a significant difference in the pre-test and post test scores of grade 3 pupils
in mathematics?
22. SOP 1
1. What are the pre-test scores in mathematics among grade 3 pupils?
Score F % Description
25-30 0 0 Very good
19-24 4 13 good
13-18 9 30 Average
7-12 15 50 Low
1-6 2 7 Very Low
Total 30 100
Scores of 30 grade 3 learners during the pre-test
Frequency counts and Percentage Distribution of Pre-test Scores
of grade 3 Pupils in Mathematics
1 14
2 8
3 16
4 20
5 9
6 7
7 17
8 10
9 5
10 7
11 12
12 14
13 3
14 13
15 10
16 9
17 18
18 7
19 11
20 20
21 20
22 21
23 14
24 15
25 17
26 8
27 9
28 10
29 10
30 12
23. SOP 2
2. What are the post-test scores in mathematics among grade 3 pupils?
Score F % Description
25-30 10 34 Very good
19-24 15 50 good
13-18 4 13 Average
7-12 1 3 Low
1-6 0 0 Very Low
Total 30 100
Scores of 30 grade 3 learners during the post-test
Frequency counts and Percentage Distribution of Post-test Scores
of grade 3 Pupils in Mathematics
1 28
2 23
3 18
4 27
5 15
6 19
7 24
8 29
9 25
10 26
11 22
12 26
13 12
14 24
15 20
16 20
17 27
18 24
19 19
20 23
21 26
22 27
23 28
24 19
25 19
26 20
27 20
28 21
29 13
30 15
24. SOP 3
3. Is there a significant difference in the
pre-test and post scores of grade 3
pupils in mathematics?
Variable df T Description Decision
Computed Tabular
Pre-test
Score
versus
Post-test
Score
n-1
29
10.89 1.699 With
significant
difference
at .05 level
Reject
H03
Effectiveness of Self Learning Modules (SLM) in Teaching Mathematics 3
27. ACTIVITY
TITLE: EFFECTIVENESS OF LEARNING MATERIALS UTILIZING
MARUNGKO APPROACH
The purpose of this study is to find out the effectiveness of
learning materials in improving the performance of grade 2 pupils in
English utilizing Marungko approach in teaching
SOP 1: What is the pre-test scores of grade 2 pupils in English before
utilizing Marungko approach in teaching.
SOP 2: What is the post-test scores of grade 2 pupils in English after
utilizing Marungko approach in teaching.
SOP3: Is there a significant difference in the pre-test and post-test
scores of grade 2 pupils utilizing the Marungko approach in teaching.
28. SOP 1: What is the pre-test scores of grade 2 pupils in English
before utilizing Marungko approach in teaching.
Data: pupil score
1 5
2 6
3 3
4 2
5 4
6 5
7 4
8 7
9 8
10 9
11 5
12 6
29. Do it 1
Make a table and write the interpretation
30. SOP 2: What is the post-test scores of grade 2 pupils in
English after utilizing Marungko approach in teaching.
Data:
Pupil Score
1 10
2 12
3 8
4 7
5 12
6 5
7 10
8 15
9 14
10 13
11 8
12 9
31. Do it 2
Make a table and write the interpretation
32. SOP3: Is there a significant difference in the pre-test
and post-test scores of grade 2 pupils utilizing the
Marungko approach in teaching.
Data:
Pre-test Scores Post-test Scores
5 10
6 12
3 8
2 7
4 12
5 5
4 10
7 15
8 14
9 13
5 8
6 9
33. Do it 3
Make a table and write the interpretation
34. Sample of table with interpretation
Score % Frequency % Description
98-100 0 0 Excellent
90-97 2 6.67 Very Good
80-89 2 6.67 Good
70-79 0 0 Satisfactory
69-below 26 86.67 Poor
Total 30 100
Pre-test scores
The pre-test of the respondents
Table shows the pre-test results of the respondents. The score range was divided into five
according to interpretation. The majority of Grade 3 students, 86.67 % of the overall sample, had
a score of 69 or below, which was considered passing. Two respondents interpreted it as good,
and two learners interpreted it as very good. There were no learners got 98%-100% (excellent)
and 70%-79% (satisfactory).
As the score range increased from 80, the number of students decreased. Most of
the learners got 69-below. The 26 learners belonged to the passing level, and it is the highest
number of students with 86.67%% of the total respondents. As the excellent level increases, the
number of students decreases. Thus, the pre-test result was inversely proportional to the number
of respondents.
35. Post- test scores
Score % Frequency % Description
98-100 0 0 Excellent
90-97 8 26.67
Very Good
80-89 12 40 Good
70-79 9 30 Satisfactory
69-below 1 3.33 Poor
Total 30 100
The post-test of the respondents
Table shows the post-test results of the
respondents. One learner got 69 and below, which is
interpreted as passing and is 3.33% of the total respondents.
Next was 30%, with nine respondents getting 70-79 score
percentage interpreted as satisfactory. And 12 respondents
got 80-89 score percentage in the test, which interpreted as
sound. Eight learners got a 90-97 score percentage. 26.67%
of the total respondents, which was interpreted as very good.
36. Significant difference between pre-test and post
test scores
Score Df U1-value Decision Analysis
Computed Tabular
Pre-test
vs
Post-test
30 14 27 Reject null
hypothesis
Mathematical
Game Worksheets
affect learners
It shows the significant effect of the Mathematical Game
Worksheets on performance in Mathematics 3 of Grade
three learners.
Table shows that the respondents obtained a computation of
the t-value of ± 5.269, higher than the critical value of 1.699 at
0.05 level of significance. Therefore, the null hypothesis was
rejected, indicating a positive effect of the Mathematical Game
Worksheets on the respondents.
37. Math worksheets based on the Multiple Intelligences
Theory have aided students in improving their overall
academic performance. Worksheets may feature activities
that need group participation. Students can benefit from
peer education in this way. Based on these findings,
tailoring Math worksheets to kids' various intellectual
sectors can positively impact their academic performance.
It has been noticed that children who have voiced their
opinions on Worksheet implementations should be
maintained in the classroom (İnan & Erkus, 2017).
