Qualities of Teachers and students achievements in Mathematics under the secondary Education Curriculum in selected school

1. QUALITIES OF TEACHERS AND
STUDENTS’ ACHIEVEMENT IN
MATHEMATICS UNDER THE SECONDARY
EDUCATION CURRICULUM IN SELECTED
SCHOOLS IN THE FOURTH
CONGRESSIONAL DISTRICT OF LAGUNA
Presented by:
Jena Marie Ann R. Velasquez- Gamez

2. Chapter I
THE PROBLEM AND ITS BACKGROUND
-Introduction
-Background of the Study
-Theoretical Framework
-Conceptual Framework
-Research Hypothesis
-Statement of the Problem
-Significance of the Study
-Scope and Limitation of the Study
-Definition of Terms

3. Chapter II
REVIEW OF RELATED LITERATURE
-Related Literature
-Foreign literature
-Local literature
-Related Studies
-Foreign Studies
-Local Studies

4. Chapter III
METHODOLOGY
-Research Design
- Subjects of the Study
- Research Instrument
-Research Procedure
-Statistical Tool and Treatment

5. Introduction
In 2010, the Department of Education implemented a
new curriculum in replace of the existing Basic Education
Curriculum; this is the Secondary Education Curriculum. Prior
to the implementation of the said curriculum in the school
year 2010- 2011, vast numbers of national, regional, and
division wide orientation, seminars, and workshops are
conducted and also, selected teachers are assent to
demonstrate each phases of the curriculum to make the
teachers ready before they are set off to the schools to teach,
as it is their mission.

6. This newly implemented 2010 Secondary Education
Curriculum is based on an outline—UbD or also known as the
Understanding by Design. On this new curriculum, teachers
are not the chalk and talk type of teachers anymore; instead,
the teachers here are plain and simple facilitators of learning.
The lessons are divided into topics and sub-topics where in
these sub- topics are divided into phases, which are intended
to assess the students’ background knowledge on a particular
topic before they are exposed to the main topic. Teachers are
given limited time to discuss some important details and to
clarify things that may seem to be a little unclear.

7. This school year 2012- 2013 will be the third year of the
2010 Secondary Education Curriculum, and within this year,
the researcher is determined to find out if the change in the
role of the teacher has an effect on their students.
Particularly, to find out if the Mathematics teacher’s qualities
has an effect to the performance of the students’ in the said
subject.

8. Background of the Study
In the fields of education, every learner has his own
favorite subject. But more likely, not most of them will say that
it is Mathematics. Some due to the fact that it is a subject
where each topic is not that easy to understand, and to
others, probably is credited also to their teachers, whom we
consider one of the factors which have a great effect on
students’ performance.

9. Since, vast numbers of students are having a hard time
gaining knowledge of Mathematics. This was due to the fact
that the subject do not only involves number and operations,
but it also includes analysis, reasoning, problem solving and
of course, reading comprehension. These difficulties were
most often brought about by their misconception of the
subject matter and moreover, for some reason, their
misleading false impression of their mentors. This indeed is
credited to the lack of capability to bring the subject more
closely to the students.

10. Regularly, these qualities and behavior portrayed by the
instructor play a significant impact in the learning of the
students, especially now that Secondary Education
Curriculum was implemented in 2010, wherein teachers act
as facilitators and not the traditional chalk and talk type of
teacher. The students find themselves annoyed and irritated
of the subject not because of its complicatedness with
regards to the other subjects, but because they do not find it
appealing on how the teacher deliver the lesson and control
the class atmosphere.

11. In turn, the students, having trouble with the lecture, are
anxious to give question to the teacher feeling worried and
uneasy. This dilemma becomes another challenge to the
academic community, aside for discovering the significance of
learning Mathematics in everyday life. Certain patterns have
to be followed to find out what is yet to be discovered. In this
outlook, Mathematics may not really be the problem. The
problem may be cored to the teachers, themselves.

12. The qualities of teachers and how the students
perceived them, is the main factor which affect their
performance, and because of this, the researcher was
determined to show the significant relationship between the
perception of students to the qualities of their Mathematics
teacher and its effect on their academic performance.

13. The study will mainly focus on the research regarding
the perception of students. The researcher’s objective is to
determine the significant relationship between the qualities of
teachers and students’ achievement in Mathematics under
the Secondary Education Curriculum in selected schools in
the Fourth Congressional District of Laguna.

14. Theoretical Framework
Instruction is an important activity in all aspects of
education. According to Keegan (2003), instruction makes no
sense if what is to be taught is not true. Therefore, teacher
must have the knowledge, since they are mainly, the
important instructional variable affecting student learning.
They are expected to guide their students, for them to learn
more.

15. When the 2010 Secondary Education Curriculum was
carried out, orientations and seminar were conducted. This is
to train teachers to be facilitators of learning. And since, being
the facilitator of learning is not an easy task; the teacher must
master the art of setting the students’ mind focus on a goal
and achieve it, or simply, motivate them.
And the students, being the beneficiary of the new
curriculum, are the ones who can undoubtedly rate the
effectiveness of their facilitators; if they understand what is
being taught, if they have learned what the teacher has
explain to them, and if their teacher is an effective transmitter
of knowledge since they are the primary source of it.

16. Conceptual Framework
INPUT
- Students profile and
their performance in
Mathematics
- Teacher's Qualities
PROCESS
- Evaluation of the
student respondents
towards their teachers’
qualities in terms of:
* Personal Qualities
* Instructional Skills
* Guidance and Counseling
Skills
* Time Management Skills
* Evaluation Skills
* Social and Human Relation
Skills
* Non- Instructional
Competencies
* Work Values
and its effect on their
classroom performance
OUTPUT
- Teachers’ qualities will
be improve
- Learners’ higher
achievement in
Mathematics
- Better teaching- learning
process
- Evaluation of the 2010
Secondary Education
Curriculum

17. Inputs will be the student respondents profile and their
Mathematical ability, and the qualities of teachers. The effect
of the teachers’ performance to the classroom performance
will be verified through assessment of the respondents of
their teacher’s qualities in terms of Personal Qualities,
Instructional, Guidance and Counseling, Time Management,
Evaluation, and Social and Human Relation Skills, Non-
Instructional Competencies, and Work Values.

18. It is assumed that after the evaluation students towards
their teachers under the new curriculum there will be an
improvement in the qualities of teachers, higher achievement
in Mathematics of the student respondents and better and
more enhance teaching- learning process.

19. Research Hypothesis
The hypothesis to be tested is given as:
There is no significant relationship between the qualities
manifested by the Mathematics teacher as perceived by the
student respondents and their academic achievement.

20. Statement of the Problem
This study was an attempt to assess the qualities
possessed by the secondary Mathematics teachers in
selected schools in the Fourth Congressional District of
Laguna, as perceived by the students under the Secondary
Education Curriculum.
Moreover, it also aimed to determine the relationship
between the students’ perception of their teacher and their
achievement in Mathematics.

21. Specifically, the study sought to answer the following
questions:
1. What is the profile of the student respondents in terms of the
following:
◦ Age;
◦ Gender;
◦ Performance in Mathematics?

22. 2. What is the perception of the student respondents to their
Mathematics teachers qualities in terms of the following
◦ Personal Qualities;
◦ Instructional Skills;
◦ Guidance and Counseling Skills;
◦ Time Management Skills;
◦ Evaluation Skills;
◦ Social and Human Relation Skills;
◦ Non- Instructional Skills;
◦ Work Values?

23. 3. Is there a significant relationship between the qualities
manifested by the Mathematics teacher as perceived by the
student respondents and their academic achievement?

24. Significance of the Study
The researcher conducted a study “Qualities of Teachers
and Students’ Achievement in Mathematics under the
Secondary Education Curriculum in Selected Schools in the
Fourth Congressional District of Laguna” which will be
significant to Mathematics teachers, for them to improve their
personal and professional qualities. This study can also be a
way to encourage students that they should study
Mathematics for them to obtain higher grades.

25. The findings of the study may also be a guide for a new
and improved classroom atmosphere and teaching- learning
process. Through this study also, the school administrators
will as well be aware of the students’ academic achievement,
and how the qualities of teachers affect their performances.
And finally to future researchers and the Department of
Education (Division and District Office), this study will be
more of a feedback on the newly implemented 2010
Secondary Education Curriculum.

26. Scope and Limitation of the Study
This study will be conducted in selected schools in the
Fourth Congressional District of Laguna during the school
year 2012- 2013. The students under the Secondary
Education Curriculum will be the respondents in this study,
wherein a questionnaire will be used to gather the necessary
information and for them to be able to present how they
perceive the qualities of their Mathematics teacher, and to be
supplemented by the teacher’s record of their Mathematical
ability.

27. The students mathematical ability will be limited to the
grade they obtained from their current grading period as to
assess their performance. Furthermore, the researcher will
limit the study only to what the student respondents foresee
towards their Mathematics teacher and not what the teachers
see for themselves.

28. Definition of Terms
For better understanding of the study, the following terms are
hereby defined:
 Evaluation Skills. This is an assessment of Mathematics
teachers to their students.
 Fourth Congressional Districts of Laguna. This includes the
towns of Pagsanjan, Lumban, Kalayaan, Paete, Pakil, Pangil,
Siniloan, Famy, Mabitac and Santa Maria.
 Guidance and Counseling Skills. A quality possess by a
teacher, showing interests in students' problems and needs and
helps them solve it as a leader of the learning group.

29.  Instructional Skills. This refers to the mastery of the subject
matter and being able to provide varied learning experiences.
 Non- Instructional Skills. This pertains to out of the classroom
duties and activities of the teacher.
 Perception. This refers to the student respondents’ opinion of
their Mathematics teachers’ qualities.
 Personal Qualities. The personal attributes of teachers that the
student respondents will assess.
 Secondary Education Curriculum. The curriculum
implemented in 2010 by the Department of Education.

30.  Social and Human Relation Skills. This refers to the quality of
teachers to set as an example in moral and ethical behavior to
pupils, peers,
 Students’ Performance in Mathematics. The grade obtained by
the student respondents during the Third Grading period.
 Teachers’ Qualities. This refers to the character of teachers that
can affect the students’ performance.
 Teacher Qualities Inventory. This is a checklist of teachers’
qualities that will serve as a questionnaire for the evaluation of the
teacher’s performance.
 Time Management Skills. This concerns the ability of a teacher to
manage the time well.
 Work Values. This is the over- all ethics and principles of the
teacher towards his job.

31. RELATED LITERATURE

32. Foreign Literature
Across America in state after state, a decade of major
education reform failed to produce this expected change in
quality of education. The reform debate has intensified
regarding the controversial on such issues that represents a
major role in achieving a high standard caliber of education.

33. The notably unpronounced and un-discussed topic has
been the participation and the motivation of the students
themselves. It is a fact that even if the school succeed in
improving their standards and raise the competence of their
teacher, results would be minimal or no significant
improvement at all, unless the student upgraded the level of
their effort because it is they who most do the work.
Questions arise such as: What part should students play
in learning? What are their responsibilities? What can we do
to raise the amount of quality of student effort to the levels
that excellence requires?

34. Office of Educational Research and Improvement (1990)
held a National Conference to help answer these questions.
The principle of the conference was the mounting imperative
all America’s students most raise to the challenge of higher
standard achievement. One conclusion cannot be ever
emphasizing unless the untapped power of student effort and
engagement and activated and harnessed to learning, we are
unlike to realize the benefits to achievement that the new
reforms aim to make possible.
Popular opinion has it that students’ achievements rely
purely on the quality of textbooks and their teacher. An
answer from them might give you a different view.

35. Here is how they account for their academic achievement:
◦ Most students believe their ability and effort are the main reasons for school
achievement. However, most of the time, they prefer to be called smart rather
than hard- working because they are embarrassed to be considered either
excessively ambitious or of limited ability.
◦ To avoid in popular labels, students- especially the brightest- believe they
must strike a balance between the extreme of achievement. They give
importance to hard work, negative attitude that end up in doubting their
abilities that might obstruct their success.
◦ Many low- achieving students denies the importance of learning and withhold
its effort in order to avoid being typecast as a “failure”.

36. These are the beliefs, voiced by educational researchers that limit
student effort and academic achievement. Among these
conditions, the following four emerged;
1. Students have few incentives to study.
Most educators believe that as an ideal, that fill student should
learn as much as their ability and effort will permit. Yet, most schools
assume that the lure of high grades and cores will inspire effort
because high ability students usually seize high grades, the labors of
less- talented students is seldom acknowledge and receive grades that
do not inspire effort. Thus, the opportunity of having high grades only
knocks to those high ability students and the less- talented, but hard-
working student is left behind.

37. 2. Many school policies discourage student efforts.
Many well- intended education policies and practices are
against the goal of higher achievement. To increase graduation
rates, most school offered credits that can somehow out the needs
for them to make more effort and tolerate he unacceptable stance
that the student possesses towards academic achievement.
3. Peer pressure may discourage effort and
achievements.
Peer pressure profoundly influences the academic behavior of
students. Peers may actually define the stance of them take toward
academic achievement and effort. As the peer is prone on failure
they also restrain from high achievement.

38. 4. Good intentions open backfires.
Most of the teacher attempt to be fair and want to protect their
self- esteem. However, in attempt to minimize the burden of the less-
talented student, the teacher unconsciously excuses the children from
effort that learning requires. This practice obscures this connection an
accomplishment and restricts children from consequences which may
also sets the stage for later failure.

39. One writer, Popolo (1996) in his article mentioned that:
the need to recognize the rapport between the personality of
a teacher and his attitude and understanding of children are
of paramount importance for the holistic growth and
adjustment of the pupil. He pointed out that the quality of
leadership personality of a teacher of today is primarily
concerned; and the educational significance of the direct
influence of adult personality of teacher upon the
impressionable personality of children is worthy of careful
consideration.

40. According to Alban Thompson (1994), The Nature, effect
and relief of mathematics anxiety, he stated the examination of
the relationship between conceptions and practice showed that
teacher’s belief, views and preferences about Mathematics and
its teaching played a significant role in shaping their behavior.
According to Rig Dzin Dorje (2002), dangerous friend is a
story about the largely misunderstood and crucial relationship
between a teacher and a student as to the paramount
importance in Tibetan Buddhist practice. The story discussed
topics about meeting and recognizing an appropriate teacher,
and understanding the gravity of entering the teacher-student
relationship.

41. According to Mitch Albom (1996), Tuesday with Morrie, a story
of an intimate relationship between a student and his mentor, after
years of separate living the two found themselves meeting each
other due to the severe sickness of Morrie, the teacher. As they
have made their final “lessons”, the student realized that there is
more to learn than in the lessons in school which is more valuable
and fulfilling, the lessons in life.
According to William Heart (2002), Never Fade Away, is a story
about corruption in the California University System in the way
immigrant students are treated. It is also about the use and abuse
of power in higher education, where all the faculty members have
all the power while the students have none.

42. In Muriels Spark’s “The Finishing School” (2004), the story is
about the nine free- spirited teens, with different views on their
lives, and how the university challenges them in their role in their
lives, but in the end, the school’s existence continued but is
unstable.
According to Gwendolyn U. Lloyd (2004) two teacher
conception of a reform- oriented curriculum implications for
Mathematics teacher development, stated that discussions of
such similarities in the teacher’s conception emphasizes the
dynamic, humanistic nature of curriculum implementation and
gives rise to important implications for Mathematics teacher
development in the context of reform.

43. According to Thomas S. Popkewitz (2004), institutional
issues in the study of school Mathematics, curriculum
research, he stated that Mathematics cannot be treated solely
as a logical construction or a matter of psychological
interpretation.

44. Local Literature
Ong (1995) on his novel, ABNKKBSNPLA AKO, has
presented the life of being a Filipino public school student;
experiences in his years in school, elementary to high school.
He well then presented the traits of the teachers he has been
with. He handed his experiences with teachers of different
traits. In his novel, the achievements he had, varies with the
personality of each teacher he has been with.

45. According to Raja Homaba (2000) on Books versus
Classroom Teaching as Source of Knowledge, that the
government, radio, talk show, forums should talk more about
the problems regarding the improvement of the students’
fluency in reading and learning, in access to books instead of
discussing about the improvement of child education through
improving the teacher’s teaching skills and providing more
funding for buildings, preparing more classroom facilities and
replenishing of book supplies.

46. According to Zablan (2007), Teacher Lang, unfolds are
considered high school student to be. The one who understands
the situation of teachers, the greatest profession in the world, is
suffering from deprivation of rights and benefits. Yet, they are the
one who molds the successful professionals, who are popular to
the country.
According to Hicap (2005), special report on history loses its
structure. He stated that a Filipino student- teacher has lost his
interest in studying Araling Panlipunan not only for the reason that
teacher has low salary, but also because of the haste, without
further study, of implementing the 2002 curriculum classified in the
said subject.

47. According to Cruz (2007), Literature in Language Teaching,
he emphasize the comeback of literature as the instrument for
language teaching, which was removed in 1989, replaced by
“authentic text” for “specific purposes”, and up to the present,
some English language teacher in the country uses the “content
based instruction”.
Roxas (August, 2001) stated that the most important
equipment in education is the teacher which is the best visual aid
and facilitator in learning. He further stated that a teacher can
only be effective if there is discipline and proper classroom
management.

48. Duque (2003) stated that teaching Mathematics is a challenging
yet inspiring task because it deals with seemingly nebulous concerns
for formulas, principles, laws, axioms, postulates, and theorems that
relates exhaustively in human life.
The challenges and threats that confronts Mathematics teaching
require a new CROP (competent, relevant, objective and productive) of
teacher in basic education and in teacher education, teacher who is
imbued with idealism, educational philosophies and sound pedagogical
practices to nurture the culture with quality education from the context
of relevance, functionality and efficiency in delivery. He concluded that
the search for quality education will continue in all levels of the
educational system in different areas of discipline. Quality education will
be perceived and ventured at a global state.

49. RELATED STUDIES

50. Foreign Studies
Renaud and Murray (1994) have examined the extent to
which personality traits associated with teaching effectiveness,
mediate the relationship with teaching. They have found out
that personality traits identified were positively correlated with
teaching effectiveness.

51. Hammond (1996) analyzed the relationship between teacher
qualities and relationship to the students’ achievement in Stanford
University. She have discovered that the variables assessing the
qualities of the teaching force is strongly influential that of the
students’ demographic characteristics. When she aggregated at
the state level, teacher qualities variables has great relationship
to the student achievement than class size, overall spending
levels, teacher salaries, or such factors as the state wide
proportion of staff who is a teacher.
Wang (2003) stated that the quality of teachers’ relationship
with students is well- identified as one of the most significant
variable in a study, contributing to effective teaching.

52. Kyriacou (2003) has pointed out the creation of a classroom
climate conducive for learning is identified as a key teaching skill.
Hanlon (2002) stated that the closeness of student- teacher
relationship appears to impact upon the effectiveness of teacher
assessment, upon good order in the classroom, and upon development
of literacy skills.
Hopkins (2002) highlighted the importance of relationships as a
major determinant of student progress, where teacher establish
classroom as a safe and secure learning environment in which pupils
can expect acceptance, respect, and even warmth from their teacher,
without having to earn these—they are intrinsic rights which are
extended to pupils because they are there.

53. That in order to claim better learning environment, the quality
of the teacher, and how they relate to students should be put to
standards. This primarily shows that the students’ best respond to
teacher who shows an active interest in them as people as well
as learners. Therefore, teacher friendliness is immensely
important to them.
Scottish (2000) stated that secondary students in particular
show strong feeling for justice, respect and equity, and confirmed
that when teacher trust and respect young people as learners and
thinkers and as people, and let them see this, they are much
more likely to receive trust and respect in return.

54. Analyzing the behavior they have shown, honoring the feeling is
an important factor in the maintenance of the classroom order.
Morgan and Morris (2001) expressed those students’ feelings
about their teacher, molds their attitude toward teaching and
learning. They then on presented students learn best when:
1. They get on well with teacher;
2. They motivated by teacher;
3. They helped by teacher;
4. There is an element negotiation with teacher over the work they should do.

55. According to Cheng and Tsui (2000), the roles of the
teacher has become more demanding in complex is the
growth of educational changes rapidly. They have introduced
a multi- dimensional conception of teacher performance at
both individual and group levels. New conception extended
the idea of teacher performance to five dimensions namely,
technical, human, political and renewal. They later on stated
that the development of this conceptions of the multi-
dimensional teacher performance. It can also develop new
strategies for improving teacher effectiveness, thus improving
the education in the new century.

56. Local Studies
Peña (2000) gave the effect of teacher qualities on the
academic achievement of secondary pupils in Malabon.
Findings disclosed that academic achievement evidently by
the teacher qualities. Those teachers who posses’ positive
qualities tend to teach better than those who are not as much.

57. Research Design
To attain complete, reliable, and sufficient information for
the attainment of the objectives of the study, the researcher
will utilize the descriptive-correlation method to determine the
relationship between the teachers’ qualities and the students’
performance in Mathematics under Secondary Education
Curriculum in selected schools in the Fourth Congressional
District of Laguna.

58. According to Creswell (2002), a correlational research
design is used to describe the statistical association between
two or more variables.
The data that will be gathered from the survey
questionnaire will be analyzed to answer the research
problems, and to pose reliable and valid conclusions.

59. Subjects of the Study
The respondents of the study will be the high school
students of the Secondary Education Curriculum in selected
schools in the Fourth Congressional District of Laguna. The
list of secondary schools is given below:
CAVINTI
 Bukal NHS
 Lumot NHS
 Cavinti NHS
 Cavinti NHS- Calminue Ext.
FAMY
 Famy NHS
MABITAC
 Paagahan NHS
 Paagahan NHS- Matalatala Ext.
 Mabitac NHS (Alas- as NHS)

60. KALAYAAN
 San Juan NHS, Kalayaan
 San Juan NHS, San Antonio Annex
LUMBAN
 Lumban NHS ( Wawa NHS)
LUISIANA
 San Buenaventura NHS
 San Buenaventura NHS (Annex)
MAGDALENA
 Buenavista NHS
 Magdalena NHS- Buenavista Annex
MAJAYJAY
 Santa Catalina NHS
 Santa Catalina NHS Bakia- Botocan Ext.
 Suba NHS
 Suba NHS- Gagalot Annex

61. PAETE
 Poten and Eliseo M. Quesada Memorial NHS
 Poten and Eliseo M. Quesada Memorial NHS- Papatan Annex
PAGSANJAN
 Pagsanjan NHS (Maulawin NHS)
 Unson NHS
PAKIL
 Kabulusan NHS
 Kabulusan NHS (Extension)
PANGIL
 Balian NHS
 Balian NHS- Gagalan Ext.
 Dambo NHS

62. PILA
 Masico NHS
 Don Manuel Rivera Memorial NHS
 Linga NHS
SANTA CRUZ
 Pedro Guevarra Memorial NHS
 Pedro Guevarra MNHS- Annex
SANTA MARIA
 Santa Maria NHS
 Santa Maria NHS- Calangay Annex
 Santa Maria NHS- J. Santiago Annex
 Gaudencio Octavio NHS (SMNHS- Bagumbayan Annex)
SINILOAN
 Gov. Felicisimo T. San Luis National Agro- Industrial HS (Kapatalan NHS)
 Siniloan NHS

63. Research Instrument
In gathering the data required for this study, the researcher will
adapt the tool Teacher Qualities Inventory from the thesis of
Peña (2000) entitled “Teacher’s Qualities Effect on Students
Performance: An Assessment” in determining the effect of
teacher qualities on students’ performance in terms of
Personal Qualities, Instructional, Guidance and Counseling,
Time Management, Evaluation, Social and Human Relation
Skills, Non- Instructional Competencies, and Work Values.

64. SCALE VERBAL
INTERPRETATION
5 Strongly Agree
4 Agree
3 Somewhat Agree
2 Disagree
1 Strongly Disagree
The following scale and interpretation will be use to get the
qualities of teacher:

65. Research Procedure
The fact that validity and reliability of the questionnaire will be
ensured, the researcher will send letters addressed to the division
schools superintendent, administrators, supervisors, principals,
and teachers of the secondary schools in the Fourth
Congressional Districts of Laguna requesting permission to
conduct the study. Upon the approval of persons concerned,
questionnaires will be distributed to selected schools. Student
respondents will be instructed to use the TQI, and that their
answers will not affect their grades in Mathematics. Time allotment
for the answering of questionnaires is from 15- 20 minutes only.

66. Statistical Tools and Treatment
The researcher will use the following statistical
tools and methods for a valid and reliable
interpretation of data:
1. Percentage- to determine a part of a whole.
2. Mean- to find out the average of the responses of students on their
teacher’s qualities based on the TQI
3. Chi- Square Test- to test the significance in the correlation
coefficient relationships between the teacher qualities and the
Mathematical achievement of the respondents.