i
Republic of the Philippines
Tarlac State University
COLLEGE OF EDUCATION
Lucinda Campus, Tarlac City
Tel. No. (045) 611-0082; Fax No. (045) 982-0110
Re-Accredited Level 2 by the Accrediting Agency of Chartered Colleges
and Universities of the Philippines (AACCUP), Inc.
APPROVAL SHEET
This thesis of Janice T. Bognot entitled “MAPEH Instruction Among Public
Secondary Schools in Tarlac City: An Analysis,” which is prepared and submitted in
partial fulfillment of the requirements for the degree Master of Arts in Education Major
in Educational Management, is hereby accepted.
ANTONIO L. SANTOS, Ed.D.
Adviser
THESIS COMMITTEE
MARIA AGNES P. LADIA, Ed.D.
Chairman
NICANOR C. CAINGAT, Ph.D.
Member
LEODIVINA P. TAGAMA, Ed.D.
Member
JASPER JAY N. MENDOZA, MA
Member
Accepted and approved in partial fulfillment of the requirements for the Degree
Master of Arts in Education Major in Educational Management.
Comprehensive Examination passed.
MARIA AGNES P. LADIA, Ed.D.
Dean, College of Education
Date: _____________
2
MAPEH INSTRUCTION AMONG PUBLIC SECONDARY SCHOOLS
IN TARLAC CITY: AN ANALYSIS
_______________
A Thesis
Presented to the
Faculty of the College of Education
Graduate Studies Program
Tarlac State University
Tarlac City
_______________
In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Education
Major in Educational Management
________________
by
JANICE T. BOGNOT
October 2012
iii
ABSTRACT
Title:
MAPEH INSTRUCTION AMONG PUBLIC
SCHOOLS IN TARLAC CITY: AN ANALYSIS
Researcher:
JANICE T. BOGNOT
Institution:
Tarlac State University, Tarlac City
Degree:
Master of Arts in Education
Major:
Educational Management
SECONDARY
The study aimed to conduct an analysis of the MAPEH instruction among public
secondary schools in Tarlac City school year 2012 – 2013.
Descriptive research design was used to obtain information concerning the current
status of the phenomena to describe “what exists” with respect to variables or conditions
in a situation.
All the forty (40) MAPEH teachers of the ten (10) different public secondary
schools in the City Schools Division of Tarlac served as respondents of this study.
Almost half of the teacher respondents who were being assigned to teach subjects which
do not match their field of specialization. In general, the usability, adequacy and
availability of the facilities and equipment depend on the priority of student’s activities.
The most effective teaching methods and strategies used in MAPEH came out to be the
lecture method and playing games. Moreover, there were various instructional materials
used by the teachers in teaching MAPEH.The component music and arts were the weak
components while physical education and health on the other hand were the strong
components. The time allotment for each component of Music, Arts, Physical Education
were all satisfactory to the teacher respondents.
iv
ACKNOWLEDGEMENT
The researcher would like to extend her sincere thanks and deepest gratitude to
the following people who have extended their generous support and assistance for the
successful completion of this research work.
To Dr. Antonio L. Santos, her adviser, for his concern, motivation,
encouragement and “real push” that propelled the researcher complete the study;
To the members of the panel, Dr. Maria Agnes P. Ladia, Dean of the College of
Education, Dr. Nicanor C. Caingat, Dr. Leodivina P. Tagama and Mr. Jasper Jay N.
Mendoza for their comments and recommendations for the improvement of the study;
To Dr. Lilia Santiago, Tarlac City Schools Division Superintendent for allowing
the researcher to conduct the study in City schools;
To all the Principal and MAPEH Supervisors of Tarlac City Schools, for without
their approval to float questionnaires, this research has not gone this far;
To all the MAPEH teachers of Tarlac City Schools Division, the respondents of
the study, for their cooperation during the conduct of the study.
To her beloved parents, Mr. Ernesto G. Bognot and Mrs. Julieta T. Bognot, the
trust and “You can do It” words that made the researcher confident.
To her brother Erwin and sisters Evelyn Joyce and Jeanette, for their prayers,
love, understanding and financial support which made the researcher self-assured in
pursuing the degree. To her nieces, Gabrielle Farrah and Mikaela Jean for their hugs and
sweet kisses that served as strength and inspiration to the researcher.
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To her co-teachers, Teresa, Ludy, Alicia, Venus, Oliver, Butz, Frank, Jocel and
Zandra, for their support extended to the researcher.
To her boyfriend Chaps, for his help, concern, commendation, encouragement and
certitude that the researcher will eventually be done with the study;
And above all, to the Almighty God, the source of everything, who made all
things possible and the one who provided the needed strength and wisdom.
JANICE T. BOGNOT
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DEDICATION
This piece of work is wholeheartedly
dedicated to my beloved
Ma, Tang, brother, sisters,
Nieces and boyfriend…
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TABLE OF CONTENTS
Title
Page
APPROVAL SHEET ........................................................................................................... i
TITLE PAGE………………….. ...................................................................................... ii
ABSTRACT ………. ......................................................................................................... iii
ACKNOWLEDGEMENT ................................................................................................. iv
DEDICATION………………………………………………………………….................vi
TABLE OF CONTENTS…………………………………………………………..……..vii
LIST OF TABLES ............................................................................................................. ix
LIST OF FIGURE................................................................................................................x
Chapter
1 THE PROBLEM AND ITS BACKGROUND ....................................................1
Introduction ........................................................................................................1
Statement of the Problem ...................................................................................5
Significance of the Study ...................................................................................6
Scope and Delimitation of the Study .................................................................7
Definition of Terms............................................................................................7
2
REVIEW OF RELATED LITERATURE AND STUDIES ..........................11
Related Literature.............................................................................................11
Related Studies………………………………………………………………..20
Foreign Studies…………………………………………….………………….20
Local Studies………………………………………………….…….................26
Conceptual Framework…. ………………………………………………...….32
3
METHODS OF STUDY AND SOURCES OF DATA ...................................34
Research Design...............................................................................................34
Respondents of the Study.................................................................................35
Data Gathering Instrument……………………………………………………36
Statistical Treatment of Data ..........................................................................37
Quantification of Variables .............................................................................38
viii
4
PRESENTATION, ANALYSIS AND
INTERPRETATION
OF DATA ......................................................................................................41
Teachers’ Profile ………………………….…………………………………41
Facilities …………………………... ………………………………….….....48
Methodologies and Strategies …………………………………………...…..51
Instructional Aids and Devices ……………………………………………...55
Learning Content …………………………………………………………....61
Learning Experiences ………………………………………………….….....65
Time Allotment ……………………………………………………………...71
Strong or Weak Components of MAPEH …………………………………...72
Proposed Instructional Plan to Improve MAPEH Instruction ……………....74
Implication of the Study to Educational Management ……………………...76
5
SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS...............................................................................80
Summary of Findings ......................................................................................80
Conclusions
..................................................................................................86
Recommendations ............................................................................................87
BIBLIOGRAPHY ...........................................................................................................89
APPENDICES…………. .................................................................................................94
A.
Letter of Permission……………………………………………………….….94
B.
Letter of Request for Content Validation………………… ……………..…..95
C.
Letter of Request for Dry Run Purposes ……………………………….…….97
D.
Letter to the Principal …………………………………………………..….....98
E.
Questionnaire/Checklist …………………………………………………….108
F.
PSSLC ………………………………………………………………………116
CURRICULUM VITAE. …………………………………………………..................152
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LIST OF TABLES
Table
Page
1.
Distribution of the Respondents by School ........................................................35
2.
Distribution of Respondents According to Field of Specialization ...................42
3.
Distribution of Respondents According to Highest Educational
Attainment ..........................................................................................................43
4.
Distribution of Respondents According to Status of employment .....................45
5.
Distribution of Respondents According to Position or Rank .............................46
6.
Competency based Performance: Appraisal System for Teachers .....................48
7.
Usability, Adequacy and Availability of Facilities .............................................49
8.
Methodologies Used in Teaching by the respondents………………………….52
9.
Strategies Used by the Respondents……………………………………………54
10.
Availability of Teaching Aids and devices……………………………………..56
11.
Frequency of Use of the Instructional Aids and Devices
Sports/Equipment/Sports Facilities……………………….…………………….58
12.
Learning Content of Instruction in MAPEH……………………………………62
13.
Learning Experiences in MAPEH Instruction………………………………..…66
14.
Time Allotment in MAPEH Instruction…………………………………………72
15.
Strong or Weak Components of MAPEH……………………….……………….73
16.
Proposal to Improve MAPEH Instruction……………………………….…..…...74
x
LIST OF FIGURE
The Paradigm of the Study. .........................................................................................33
Chapter 1
THE PROBLEMS AND ITS BACKGROUND
Introduction
An effective teacher must have a command of the content they teach which means
having knowledge of a broad range content is sufficient depth to convey the information
in meaningful ways to the students (Kizlik 2010). According to Zevin (2007), good
teachers have aims for teaching, they lead and guide their students and do not do the
work for them. It is very important for students to be aware of the fact that the teacher is
not the sole provider of information. Searching for information makes students curious to
learn about issues, more especially current and controversial events emerging in their
society.
Moore (2004) claimed that one of the most important qualities of a teacher to
have is knowledge. A good teacher should understand the central concepts and have an
understanding of the subject that they teach and be able to demonstrate a vast knowledge
of the subject matter. Knowledge enables the students to approach head-on the topic at
hand and bring forth from those topics a variety of perspectives, interest and point of
view. In addition a teacher needs to communicate with accurate knowledge of the subject
matter in a language and style appropriate to the learner.
―Learning is complex activity that puts student’ motivation and physical condition
to the test‖ (Lyons, 2002). It has been a long held assumption that curriculum and
teaching have an impact on learning. However, it is becoming more apparent that the
physical condition of our schools can influence student achievement.
2
Teachers agree that the facilities in which they teach can deter from the quality of
their performance of the physical environment is substandard (Schneider 2003). The
performance of a facility depends on several factors that are related to: quality, activity
and users.
Olajide (2007) sees sports facilities as the physical structures constructed for the
use of sports and are generally the immovable structures like pitches swimming pools,
courts, halls etc and that facilities has quality which makes learning or doing things easy
and simple. In the same vein, Butcher and Krotee (2002) also observed that in physical
education and sports instructional domain, all types of equipment and supplies like the
balls, apparatus nets, standard implements etc. will be needed for the conduct of
individual and team sports as well as for other physical activities (considering the
increase number of enrolment and also increase in the number of sport lovers) sport
programs use supplies and equipment that cost a lot of money.
Even if facilities and equipment are available, the increasing enrolment of
pupils/students into schools and increasing number of sport lovers amidst static or
decreasing facilities and equipment still pose the problem of insufficiency of facilities
and equipment. Improvisation is an answer to the problems associated with storage,
repair, replacement, replenishment of consumable components of commercially available
materials and also a solution to the problem of intensive training of teachers and students
who will use the facilities and equipment. The qualities of improvisation – talents include
creativities or resourcefulness and rich imagination that are transformable into realities.
The local resources can be remolded and used to satisfy the quest for knowledge in the
3
schools, improvisation is also the adoptive ability of a resourceful teacher to produce
facilities and equipment locally at low profile for teaching-learning processes (Lawan
2005).
MAPEH teachers of the Public Secondary Schools of Tarlac City must be
conscious of employing a variety of methods, techniques and instructional materials in
order to encourage more students to participate actively in class activities. There is not
just one way to teach MAPEH nor is there one way to learn it. A wide range of
techniques and instructional materials used by the teacher can elicit an equally varied set
of responses and involvement. Through different methods which will be used in the
study, the researcher would be able to share to her colleagues the importance of coming
out a variety of techniques and instructional materials which would promote involvement
of students in the different methods and techniques of teaching. In the process, everyone
will be enlightened as to the various methodologies, techniques and instructional
materials used and those that are effective in encouraging students to be more interested,
participative and active, thus making MAPEH more enjoyable and challenging.
Teaching can only be effective when adequate and relevant instructional materials
are used (Afolabi et. al. 2006). Many educators and researchers have reported the
importance of instructional materials in teaching. Oyeniran (2003) posited that pupils
learn best if they given the opportunity to make observation on what they are taught. He
said, a good instructional material might be a substitute for real life objects in the
classroom as against the use of exploratory method.
4
Instructional materials are print and non-print items that are designed to impart
information to students in the educational process. Instructional materials play a very
important role in the teaching-learning process. It enhances the memory level of the
students. At this time, education has spread wide and the entirely oral teaching cannot be
the key of successful pedagogy; therefore, the teacher has to use instructional material to
make teaching-learning process interesting (Nicholls, 2000; Raw, 2003). The use of
instructional material can enhance the learning achievement.
Instructional materials is used efficiently and actively to facilitate the teachinglearning process. However, the situation is not good in most of the Public Schools. First,
only the lower quality and the less quantity of instructional material are provided to
schools. In this way, the availability of instructional material is very less. Secondly,
teachers are not trained properly for using instructional. Thirdly, teachers do not take
interest in using the instructional material.
Lack of use of appropriate materials for the intellectual level of the students
denies them active participation in their learning. Jotia (2006) has observed this and
posits that, ―lack of student involvement in the teaching process makes teachers the
subject of the learning while students are dissolved to the level of object that are just
receiving deposits and their critical awareness is compromised‖.
The aforementioned factors play a very significant role in the achievement of the
set mission, goals and objectives of the MAPEH curriculum. These are the same
components that the study will be focused to deal on. Each will be described profoundly
so that a clear picture of the delivery of MAPEH instruction among the public high
5
schools in the city of Tarlac will be achieved. Furthermore these will be also be utilized
to identify which among the inputted components is strong or weak.
It is in this light that the researcher, being a specialist and a teacher in this
particular field, is anxious to conduct this study which focuses on the MAPEH instruction
among public secondary schools in Tarlac City that will lead towards an Enhancement
Proposal with the end in view of providing vital information that would serve as means to
draw implications that could possibly be used as references to sustain, enhance or alter
programs and activities relating to MAPEH. The expected outcome are the adoption of
very effective teaching methods used in MAPEH, appropriate use of instructional
materials and the solutions to many problems encountered in the teaching of MAPEH.
Statement of the Problem
The main aim of this study was to make an objective description of the MAPEH
Instruction among Public Secondary Schools in Tarlac City.
Specifically, it sought answers to the following:
1. How is the instruction of MAPEH described in terms of:
1.1 Teachers
1.2 Facilities
1.3 Teaching methodologies and strategies
1.4 Instructional aids and devices
1.5 Learning Content
1.6 Learning experiences
1.7 Time allotment?
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2. Which among the components is strong or weak?
3. What instructional plans can be proposed to improve MAPEH instruction?
4. What is the implication of the study to educational Management?
Significance of the Study
This study will serve as a springboard for MAPEH development planners to come
out with ways of improving the MAPEH curricula. It is also important for school
administrators that they may initiate teacher education and teacher training programs
where potentials of MAPEH teachers coming from different regions are tapped.
Allocating adequate budget and time can wheel-up MAPEH teachers for greater heights.
Also that these administrators further enhance the improvement and upgrading of
MAPEH in their respective schools.
The teacher plays a major role in the teaching learning process. This study may be
helpful to all MAPEH teachers who are willing to improve their teaching. They will be
able to cultivate a sense of ingenuity and attitude of keeping abreast with the changes of
times sharpening their teaching and research skills. On the other hand, teacher education
institutions can utilize the findings of this study in training student teachers who major in
MAPEH.
The researcher being a MAPEH teacher herself believes that this study will
increase her awareness of her role as a mentor in ensuring optimum learning by teaching
MAPEH better and enhancing more positive responses from the students through their
involvement.
7
Scope and Delimitation of the Study
This study focused on the MAPEH Instruction of the forty (40) Music, Arts,
Physical Education and Health (MAPEH) teachers among public secondary schools in
Tarlac City namely: Maliwalo National High School-Main(MNHS-MAIN), Maliwalo
National High School-Annex (MNHS-ANNEX), San Manuel High School Main (SMHSMAIN), San Manuel High School-Annex (SMHS-ANNEX), Amucao High School-Main,
Amucao High School – Annex, Aguso High School, Balibago Integrated School and
Central Azucarera De Tarlac (CAT) High School.
The respondents of this study were the MAPEH teachers of the ten (10) Tarlac
City Schools. All teachers of MAPEH were taken as respondents.
It aimed to find out which among the component of MAPEH instruction like the
teachers, facilities and equipment, methods and techniques, the instructional materials,
learning competencies, and time allotment is weak or strong, and an instructional plan to
enhance the instruction is proposed.
Definition of Terms
For clarity, some terms are defined in this section in the context in which they
were used in this study.
Adequacy. It refers to the ability of facilities, equipment and instructional
materials in MAPEH as very adequate, adequate, moderately adequate, and less adequate
and not adequate.
Effectiveness. It refers to how the methods and techniques in MAPEH teaching
are usable and functional.
8
Enhancement measures. Suggestions and recommendations need to be adapted
for the benefit of the learners; the augmentation or improvement of learners’ attributes,
knowledge, ability, skills and potential.
Ethnicity. Refers to the indigenous cultural communities or cultural groups the
respondents belong.
Facilities. Include school buildings, furniture, tools and all other materials used as
means to make teaching-learning processes easy, convenient and effective which
contribute to maximum teaching-learning outputs.
Instructional Aids and Devices. Anything that the teacher uses in order to aid or
enhance her teaching as well as students’ learning.
Instructional Plan. Is lesson planning and reflects current research that
instruction should be data driven, and that both teachers and students should have access
to the expected outcomes and to the individual student progress toward meeting the
outcomes. It includes long range (a scope & sequence), unit, weekly, and daily plans.
Learning Content. The knowledge, skills, attitudes and values needed by
everyone across a variety of life contexts. In this study, it refers to set of objectives based
on the K to 12 Curriculum for first year. Secondary Education Curriculum (SEC) for
second year students and Basic Education Curriculum (BEC) for third and fourth year.
Learning Experiences. Are those events and activities from which students
learned by experience and can identify, to a certain extent, what they have learned.
MAPEH. It refers to a subject consisting of Music, Arts, Physical Education and
health which is taken from first year to fourth year in the secondary level. Music is an art
9
that deals with sound. Arts are the creation or expression of something beautiful in
painting, sculptor, music, literature and dance etc. Physical Education is the study
connected with the human body. Health is the state of well being and free from illness.
MAPEH Instruction. These are instructional approaches in MAPEH in which
the teacher structures lessons in a straightforward sequential manner. The teacher is
clearly in control of the content or skill to be learned and the pace and rhythm of the
lesson. Generally, direct strategies allow the teacher to introduce new skills or concepts
in a relatively short period of time. The teacher closely monitors student understanding
and provides feedback to student on their performance.
Methodologies. These are organized systematic procedure employed by a teacher
in making students learn.
Practice. This involves going over materials/activities just learned, intended to
consolidate, clarify and emphasize what the students have already learned.
Regional Achievement Test. It is the assessment given annually to monitor the
public education system and schools for public accountability; provide information for
better identification of instruction policies; measure achievement; evaluate students’
mastery skills.
Strategies. A carefully devised plan of action to achieve a goal, or the art of
developing or carrying out such a plan.
Strong Components. It refers to a characteristic of a component of MAPEH
instruction which promotes maximum development and achievement of expected
competence among the students.
10
Student performance.
It refers to the amount of learning exhibited by the
student (Mazur 2007). In this study the bases of students’ performance was the result of
CLRAA sports competition.
Teachers. Is a person who provides education for pupils (children) and students
(adults). In this study, the MAPEH teachers of the City Schools Division of Tarlac were
taken as respondents.
Teaching Methodologies. Comprises the principles and methods used for
instruction. The choice of teaching method or methods to be used depends largely on the
information or skill that is being taught, and it may also be influenced by the aptitude and
enthusiasm of the students.
Teaching strategies. Are generalized plan for a lesson or lessons which includes
structure, desired learner behavior, in terms of the goals of instruction, and an outline of
tactics necessary to implement the strategy.
Time Allotment. The prescribed time given for teaching the MAPEH (Music,
Arts, and Physical Education and Health).
Weak Components. Components of MAPEH instruction that do not promote
maximum development of competence of the students.
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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
Music, Arts, Physical Education and Health (MAPEH) is a part of school
curriculum (elementary and high school) designed to meet the fast considerable changes
that are brought
about in the adolescents’ lives and to meet or achieve thrust for
education and for the improvement of quality of life of our people.
This chapter presents the review of literature that serves as a source of
information and guidance toward the attainment of the researcher’s study.
Related Literature
Achievement test are exams that are designed to determine the degree of
knowledge and proficiency exhibited by an individual in a specific area or set of areas.
An achievement test is something administered as part of the acceptance process into an
educational program or to quantify an individual for employment or a promotion with a
current employer. In other applications, the achievement test serves as a tool to measure
current knowledge levels for the purpose of placing students in an educational
environment where they have the chance to advance at a pace that is suitable for their
abilities.
Achievement tests are used to determine a student’s academic strengths and
weaknesses. When compared to intelligence test scores, achievement scores tell whether
or not a child has the severe difference in ability performance that indicates a learning
disability diagnosis. The scores also provide important information to help develop the
12
child’s individual education program. Achievement testing can also plan role in an
alternative means of diagnosis called Response to Intervention.
Music teaching, just like teaching all the other subjects, demands sufficient
knowledge, skills and experiences as well as ounces of patience, discipline, motivation
and creativity. Music educators have to acquire enough skill and character to inspire
students not just to attend their classes but also adopt and practice their learning into their
real lives.
H. Robert Reynolds (2000) states, ―As music educators, our primary purpose is to
help individual students receive a music education through experiences and information‖.
With this statement, Dr. Reynolds seems to not only promote musical performance but
also a more complete education for music students. Reynolds maintains this view by
contending that, along with attention to performance goals, directors should be, ―fostering
a greater awareness of the deeper meaning of the music. Focusing primarily on technical
skill will tend to defeat this greater purpose,‖ which he says, ―is to present the music‖.
The arts have long been identified as highly demanding cognitive activities
(Eisner, 2002; Perkins, 1994). Recognizing this, recent research in arts education
explores the cognitive development of students engaged in arts learning, and attempts to
unpack the cognitive processes employed and developed in creating, performing, and
responding to works of art. Research summarized in Critical Links, for example,
identifies a range of cognitive capacities engaged in and nurtured by learning in the arts,
including focused perception, elaboration, problem solving, and elements of creative
thinking including fluency, originality, and abstractness of thought (Deasy, 2002).
13
Research might continue to examine both how students develop these skills and their
inclinations and dispositions to use them, as they grapple with ideas, materials, and
meanings in the arts (Fiske, 2000).
Existing research in arts education suggests that arts learning experiences provide
opportunities for youth to practice and further develop these types of cognitive skills
(abstract thinking, critical thinking, reflection) and that learning in the arts often both
demands, and provides vehicles for, alternative ways of examining and communicating
important ideas, information, feelings, and understandings (Deasy, 2002).
The arts may thus provide important opportunities for adolescents to hone their
skills for exploration and analysis and direct them inward, and to develop a positive selfidentity and understanding of themselves in relation to the world around them. In
addition, the arts often include a strong component of self-assessment, which may also
support identity development.
While the place of the arts in the development of young children requires no
justification, it does merit deeper understanding. Many have asserted a constructive
relationship between arts experiences and benefits such as increased motivation, skill in
symbol manipulation, and even enhanced skill in building social relationships among
young children (Deasy, 2002).
According to Monohar (2008) Physical Education, which is commonly a part of
the curriculum at school level, includes training in the development and care of the
human body and maintaining physical fitness. Physical Education is also about human
body and maintaining physical fitness. Physical Education is also about sharpening
14
overall cognitive abilities and motor skills via athletics, exercise and various other
physical activities like martial arts and dance. Therefore, physical fitness is one of the
most important elements of leading a healthy lifestyle. Physical education promotes the
importance of inclusion of regular fitness activity in the routine. This helps the students
to maintain their fitness, develop their muscular strength, increase their stamina and thus
stretch their physical abilities to an optimum level. Physical fitness helps to inculcate the
importance of maintaining a healthy body, which in turn keeps them happy and
energized. Sound physical fitness, increased absorption of nutrients, better functioning of
digestion and all other physiological process and hence result in all round fitness.
Physical Educators believe that Physical Education plays a vital role in the
development of a person. It takes great responsibilities in shaping the mind and body of
an individual into a realistic one. The physical educator stated that main goal of Physical
Education in the field of education is to promote the total fitness and skills development
of the students. In connection with this program, they endorsed physical outdoor
activities that are suited to the needs of the students in all levels (Berja, 2007).
Health education should be recognized as an important part of general education.
It makes clear to the teacher that administrator in charge of the school must expect health
education to be part of the school program. Every teacher is expected to teach health and
take the necessary time to do it. Children enter school, each with his own combination of
hygienic habits developed in the patter of family living established by his parents. The
teacher recognizes these differences and the school allies itself with the home in the
health education of the child (Wanjek, 2005). Health is wealth. Good health does give an
15
attractive appearance to an individual but also helps him live a longer and happier life. A
person needs to be healthy if he wants to be successful in life. A healthy person can work
and serve others well. Keeping one’s body strong and healthy is his responsibility not
only for himself but also to his family, and to his community nation.
Harrison (2010) pointed out that there is a need for teachers’ specialization for
teaching profession is not just about standing in front of the classroom imparting
knowledge. It requires a variety of skills ranging from organization, good communication
skills and the power to influence and motivate. Teachers are responsible for not just
teaching but helping people to become solvers in the real world. Hence there are various
levels of specialization in teaching, such as early childhood, elementary, secondary and
post-secondary. Seshadri (2004) stresses that specialization of teachers in various skills
should be promoted for parents would like to have schools tailored to their needs and,
thereby, move closer to the desired level of education for their children. Since teachers
play the central role in producing human capital hence they should acquire the skills that
students wants and needs. This allow for teachers and students to be matched together
better, hence promotes growth.
Both Harrison (2010) and Seshadri (2004) pointed out the need for specialization
in the teaching profession with mirror the subject of this study.
The teacher carries out as well as creates his own instructional strategies. In his
interaction with students, he must organize them for learning, help them identify
objectives, spur them inquiry, lead them to evaluate their own progress. In short bring his
strategy to life in the classrooms. Furthermore, he must change and adapt his strategies as
16
he teaches. If one approach to the students seems to be failing, he must readily adopt
another strategy. As he gains knowledge about his strategies before he hits on the
combination that open minds to learning. The reason why the teacher must possess a
range of teaching strategies is simply for different educational purposes and every teacher
seeks educational ends that demand more than one way of teaching.
Panayon (2001) stated that, Learning and achievement increases when
instructional strategies are planned according to student performance outcomes.
Moreover, the study can help solve the many problems encountered in the teaching of
MAPEH by the use of varied teaching materials and techniques, use of appropriate
instructional materials and self-motivation and initiative of teachers in using equipment
and facilities that the school can offer.
Baumert et al. 2000, interpret instruction as an opportunity structure for insightful
learning. ―This means that instructional materials, task selection, and instructional
processes are analyzed from the perspective of whether they foster or obstruct active
individual knowledge acquisition. Dimensions of this opportunity structure include the
safeguarding of the social action framework by means of appropriate classroom
management; pacing and range of learning opportunities (quantity of instruction); general
instructional quality, in particular the didactical quality of the structure and realization of
the instruction; and the quality of teacher-student and student-student relations.‖
Killen (2006) has made an observation on the shortage of instructional materials
in schools by indicating that; ―the issue of resources may not be easy to resolve, but the
important thing is that teachers should not use lack of resources as an excuse for not
17
teaching well‖. The implication here is that alternatives are out there and teachers should
refrain from being solely dependent on the local council for ready-made materials, they
should reach out for local materials and improvise whenever need arises.
Glatthorn (2001) stated that some qualities of a good teacher that are crucial for
determining one as a good teacher are the teacher’s sound knowledge in his major and its
related fields, certain devotion to work and a great love for his/her students.
Stronge (2002) mentioned that beyond the issue pedagogical preparation the
question of content knowledge and its relevance to effective teaching remains a
legitimate concern. He further stated that in addition to educational coursework, content
knowledge is important as a strong prediction of teaching performance. A teacher subject
matter expertise support students’ learning. He confidently stated that both content
knowledge and pedagogical skills are vital aspects of teachers’ effectiveness. Teachers
with expertise on the subject taught demonstrate strong classroom management skills and
can better relate content to the needs and interest of the students.
Lacuesta (2005) reported among the recommendations given by various group
like teachers’ alumni and parents, one that has important implications for the
improvement of education programs particularly teacher’s performance is that teachers
should be assigned to teach their major or minor subject only.
In order to assess the teacher’s knowledge of the subject matter the performance
measurement in teachers’ evaluation can be applied.
Haertel (2002) commented that one of the most widely used practices in teacher
evaluation is classroom observation of teaching performance. Alternative form of
18
teaching performance measurement might requires teachers to plan a lesson, discuss the
use of particular instructional materials, critique of students paper in which a set of topic
might be taught and justify that ordering.
A Permanent teacher is defined as a person who is employed full-time on an
ongoing basis to educate students at a school.
MAPEH permanent teachers are more
confident to teach the subject and were more likely to assign routine activities, such as
singing and using instruments in music classes and playing sports activities, while
substitute and contractual teachers experienced difficulty implementing lesson plans
especially when assigned classes outside their area of specialization. Substitute and
contractual were perceived as being less committed to the profession compared with
permanent teachers. Cardon 2002 found that some school administrators perceived
contractual to be undedicated because they roved between schools and districts in search
for better pay.
Permanent, substitute and contractual were assumed to be similar because they
have similar roles and responsibilities. Substitute teachers are employed on a temporary
basis when a permanent teacher is unavailable to perform his or her routine duties. Like
permanent teachers, Substitutes typically do have an appointment as their contracts and
working arrangements are usually short term. Like permanent teachers, substitute and
contractual are assumed to experience moderate to high levels of work-related stress,
which are comparable to permanent teaching.
Non-permanent teachers are known by a multitude of titles: substitute teachers,
supply teachers, occasional teachers, and teachers on call. In Canada, one-fifth of the
19
teacher labor force works in non-permanent teaching positions. In a child’s schooling
from Kindergarten through Grade 12, he or she will be taught by a non-permanent
teacher the equivalent of one full year.
In 2007, teachers were absent an average of 12 days per year as a result of illness,
disability, and personal or family responsibilities. Teacher absence rates have been
growing steadily over the last decade and, consequently, the role on non-permanent
teachers has also been growing. In addition to absences due to illness and family
responsibilities, teachers are regularly away from the classroom in order to pursue
professional development opportunities. Educational policy changes have required more
professional learning for the teaching profession which, in turn, requires a greater
contribution from the non-permanent teacher workforce.
The non-permanent teacher workforce also plays a significant role within the
teacher supply and demand cycle. In times of teacher shortage, like the province of
Alberta is currently experiencing in specific subject areas and rural regions,11 education
systems turn to the pool of non-permanent teachers to fill vacancies. On the other hand,
in times of teacher surplus—such as Ontario is currently experiencing—more teachers
will work in the non-permanent teacher workforce and for longer time periods before
securing a full-time, permanent position.
In order for students not to lose precious time for learning, the work of nonpermanent teachers needs to be as seamless as possible. Non-permanent teachers need to
be able to move in and out of classrooms with minimal disruption so that all students can
receive the education that they deserve.
20
In most cases, recent graduates’ first teaching experience in the education system
will be a position as a non-permanent teacher. In such situations non-permanent teachers
new to the profession will be in working arrangements that require additional skills and
knowledge, yet they are often poorly supported and prepared for these positions.
Except for a few local initiatives, there is little preparation for non-permanent
teachers. Teacher education programs, school districts and school boards, and teacher
federations (unions and professional associations) might play a greater part in supporting
non-permanent teachers.
Related Studies
A.
Foreign
According to Akiri and Ugborugbo (2009) in their study on ―Teachers
Effectiveness and Students’ Academic Performance in Public Secondary Schools in Delta
State, Nigeria,‖ effective teachers produced better performing students. However the
observed differences in students’ performance were statistically not significant. This
could be to the influence of students and school environment related factors which were
not included in the study. It was concluded that teachers’ effect is not only determinant
on students’ academic achievement. This is similar to the present study because the
teacher is one of the factors that influenced students increased of their academic
achievement.
Maxwell (2005) conducted a study that examined the potential differences
between problem-based learning (PBL) and traditional instructional approaches in
building knowledge of macroeconomic concepts and principles in high school students.
21
Using data from 252 economic students and 11 high schools and controlling for
individual characteristics, most notably verbal ability, they found modest evidence that,
in the aggregate, PBL increased learning of macroeconomics at high school level as
compared with traditional classes. They found strong evidence of an instructional
interaction with teachers such that, for some teachers, students’ learning of
macroeconomics increased using PBL but, for others, learning increased using more
traditional instructional methods. Still other teachers saw no significant difference in
learning under the two instructional strategies. The results suggest that problem-based
instruction can improve student learning if instructors who are well trained in both the
PBL technique and economics implement it.
The above mentioned study was comparing teachers’ instruction which is related
to the present study. The two cited studies focused more on the difference of the teachers’
teaching method, strategies and mode of instruction while the present study focused as
well in the MAPEH instruction.
Cardarelli (2003) investigated the effects of instrumental music instruction on
standardized test performance of third-grade students. Students were divided into two
groups: those participating in an instrumental music training program and those not
participating. The music training actively designed for inner city students who could not
financially afford to take music lessons. She found statistically significant differences
between the mean scores of the two group, with a positive effect of the music program on
the students achievement levels.
Schneider & Klotz (2000) examined the relationship between enrollment in music
22
performance classes and athletic extracurricular activities on academic achievement.
Three hundred forty six subjects were divided into three groups: musicians (band or
choir), athletes, or non-participants. All three groups were statistically equivalent in fifth
and sixth grade. During seventh, eight, and ninth grades the musicians achieved
significantly higher academic achievement scores than the athletes but did not score
higher than the non-participants. The authors noted that the musicians showed a tendency
to maintain stabilized scores while the athletes and non-participants groups’ scores
dropped.
Only five experimental studies have been identified that tested the effects of
music instruction on academic achievement. Three of the five obtained results indicating
that music instruction did have a positive effect on academic achievement. Olson (2003)
affirmed parallel reading and math concepts through Kodaly music instruction with first,
second and third grade students. Female students at all three grade levels improved math
scores and males at the first and second grades improved reading scores. Barr, Dittmar,
Roberts, & Sheraden (2002) provided elementary students with 16 weeks of instruction
for the improvement of listening skills in addition to music instruction. Results indicated
improved academic performance.
In contrast to the positive effects on academic achievement found in the studies
mentioned previously, Hines (2000) found that neither reading nor mathematics
achievement was affected by the type of instruction students received. She had compared
the effects of two types of instruction-motoric music instruction (utilizing movement) and
non-motoric music instruction (excluding movement) on the academic achievement of
23
learning disabled students from kindergarten through ninth grades. Likewise, third, fourth
and sixth grade students who received music instruction did not show improved academic
performance over peers who did not receive similar music instruction (Legette, 1993).
Haley (2001) investigated the effects of participating in an instrumental music
program (band or orchestra) on the academic achievement of fourth-grade children. The
children were placed into three groups; Group A consisted of children who had studied an
instrument prior to the introduction of band and orchestra in fourth grade; Group B
consisted of children just beginning to study an instrument; and Group C consisted of
children with no experience in instrumental instruction. Data indicated that students who
had studied an instrument prior to fourth grade had higher scores in mathematics
achievement than did students in the other groups.
A study by Rauscher and Zupan (2000) investigated the effects of classroom
music instruction on spatial-temporal tasks than the no music group. The researchers
found that after eight months of treatment, the keyboard group still scored significantly
higher than the no music group and the difference between groups was much greater.
Both Marzano (2003) and Wenglinsky (2002) found that studies strongly support
collaborative learning as an effective instructional practice. Studies on cooperative
learning indicate a strong impact on student achievement as well as increased motivation
and improved social interactions with adults and peers (Leonard, 2001). Positive effects
have been demonstrated for students at all grade levels (Vaughan, 2002; Stockdale &
Williams, 2004; Peterson & Miller, 2004; Janes, Koutsopanagos, Mason & Villarand,
2000). However, to make the strategy most effective, teachers should group students
24
heterogeneously and eliminate competition among groups (Yu, 2000).
Oludhe (2003) carried out an exploration of creative performance of secondary
school students and the implication for the teaching of art in Kenya. Although his study
was designed to explore the relationship between the domains of creativity which is a key
value to art and design curriculum, the study used in this articles looked at environmental
curriculum and administrative factors which have contributed to attitudes towards art and
design curriculum.
A case study was conducted in Finland by Tarja (2005) on girls, boys and gender
play. The aim was to study art education from gender perspective in the everyday
processes of art lesson in school. It brings to view, describes and interprets the
dimensions and ways of constructing differences and how gender meanings attached to
interpretation, picture making and the students works, processes where mutually
contesting meanings arise and are dealt with. Gender become significant in the classroom
as differences in style and doing, aesthetic values, subject matter and craft of student
work were observed. This study is similar to the present study because they both
discussed how gender works in students’ performance.
Oreck (2004) found that teachers in general—regardless of their own personal
knowledge or experiences in the arts—believe that arts experiences are valuable for
students. A strong motivation for non-arts teachers to integrate the arts into their
classrooms, he found, was the desire to increase their own enjoyment of teaching.
Similarly, teachers involved in studies summarized in Critical Links reported a new
enthusiasm and commitment to the teaching profession, and also reported that their roles
25
in arts programs and instruction positively changed their perceptions of, and attitudes
toward, students (Deasy, 2002). Burton and others have also found that teacher-student
relationships are improved in arts-rich schools (2001).
In the Oreck study, teachers cited three conditions crucial to incorporating the arts
into their teaching: adequate time to plan and deliver these new instructional approaches,
support from direct supervisors, and appropriate space. They want and respond to
professional development programs that strengthen their self image and self-efficacy
relative to the arts, programs that develop their understanding and art-making capacities.
―Surprisingly,‖ Oreck reports, ―neither prior formal arts instruction nor current artistic
practice outside of schools were found to be significant predictors of arts use in
teaching.‖
Hickson and Fishburne (2002) in a study comparing elementary school preservice
teachers’ and experienced elementary school teachers’ perceptions of successful physical
education teaching compared to other curriculum areas, found that in physical education
teaching the trend of busy, happy, and good was evident for both students teachers and
experienced teachers, with student learning receiving a low priority. However, when
considering successful teaching in other curriculum areas, both student teachers and
experienced teachers, rated student learning as the highest indicator of successful
teaching.
This present study is somewhat similar to researches conducted by Cardarelli
(2003), Schneider & Klotz (2000), Olson (2003), Hines (2000), (Legette, 1993), Haley
(2001), Raucher and Zupan (2000), Marzano (2003) and Wenglinsky (2002), Oludhe
26
(2003), Tarja (2005), Oreck (2004), Hickson and Fishburne (2002) because it is through
the proper mode of instruction where the students provide a positive output of what they
learned.
B.
Local
San Diego (2008) assessed the Physical Education I curriculum of La Salle
University Ozamis. The findings of the study asserted that physical activities were
considered as good to one’s health when taken regularly and an activity that builds up
self-confidence. Majority of the respondents had very positive attitudes towards physical
activities. It noted that the attitudes of the students and also the teachers’ effectiveness in
teaching affected the students’ physical activities performance and the teachers’
effectiveness in teaching influenced the students’ physical activities performance.
The above study has a relationship with the present study. San Diego (2008) noted
that the attitudes of the students and also the teachers’ effectiveness in teaching affected
the students’ physical activities performance and the teachers’ effectiveness in teaching
influences the students’ physical activities performance
Umayat (2004) sought to determine the status test results of the Practical Arts
Education Program in the Public Schools in Baguio City. The study revealed that the
equipment, tools and facilities, students could not afford to provide materials to the
projects, no Practical Arts building, negative attitudes of the students and lack of support
from administrators. The study revealed that the competencies expected of students were
relatively low in their performance in the examination given to them.
The thesis study of Umayat (2004) is comparable to the present study in the
27
sense that it determined the performance level of pupils in the examination given to
them. Nevertheless, this study is different in its scope such as its focal point is students’
academic performance in music, arts, physical education and health while the previous
was concentrated in the performance of Practical Arts Education Program. The literature
and studies reviewed provided the researcher with a meaningful source of information
and insights, which was made this study more comprehensive. The quoted and cited
discussions are relevant to the present investigation in the sense that all are derived in
related factors on MAPEH instruction. Circumstantial presentation of concepts along the
various determination of related factors considered in this study also provided the needed
information as her point of reference in analyzing and interpreting data.
In the study conducted by Gacusan (2003) in Students Tests and Measurement
Practices in terms of learning outcomes and acceptability of results, findings of the study
reported that the teacher considered the test content would always represent the curricular
objectives; in the items presented the emphasis in the curriculum; and likewise free from
the irrelevant factors for the purpose of validating the test.
Soriano (2001) did a study on determining the methods and techniques in teaching
success in Social Studies in Manila public secondary schools, as an analysis. She used the
normative survey method, supplemented by interviews on the varied methodologies and
techniques used in teaching the subject, questionnaire were also distributed to secure
responses about the use or the different and techniques utilized in teaching social studies.
With regard to teaching effectiveness, the researcher reported that one’s teaching
effectiveness may greatly increase depending on his ability to make the most out of the
28
different teaching methods. Preparation, organization and presentation of subject matter,
classroom management and personal and local qualities are very useful indicator toward
effective teaching learning process.
Rocero (2001) surveyed the effectiveness of science instruction in high schools of
Negros Oriental. His survey revealed that teachers were fairly qualified, the method and
procedure used the teachers were fairly effective, judging from the achievement test
results, they considerably yielded fair category. It was further found out that in-service
training of science teacher was adequate while the schools were inadequately equipped
with instructional facilities.
Tugade (2000) found that the level of adequacy of instructional materials in the
vocational elective courses of the University of Southern Philippines Laboratory High
School was partly adequate. She conducted that it was very significant to make a study
competencies expected of students were relatively low in their performance in the
examination given to them.
He also found that the level of adequacy of instructional
materials in the vocational elective courses of the University of Southern Philippines
Laboratory High School was partly adequate. She concluded that it was very significant
to make a study or a continuing assessment of the various aspect of the curriculum
program with the end view of identifying some constraints in its promotion and
successful implementation in order to increase examination results of the learners.
The studies of Gacusan (2003) ,Soriano (2001), Rocero (2001), Tugade (2000) is
somehow similar to the present study as far as curriculum, methods, techniques in
teaching and instruction and instructional material is concern.
29
Lucila (2000) found out in her study that programmed material approach and
development method are effective in teaching concepts on music theory and notation.
The developmental method though showed greater superiority in teaching concepts. This
study concluded that the learning performance of pupils is affected by the type of
instruction provided to them.
Yasay (2002) conducted a study on the evaluation of the music program in the
elementary schools at Tarlac East District. The study aimed to determine how prepared
were the teachers to teach music. The data were gathered from 54 elementary music
teachers through a rating scale. Her findings revealed that the teachers did not have
enough training for music teaching. The respondents themselves rated instructional
materials, devices, course of study and musical instrument as inadequate. The method
they most commonly employed in their teaching is rote teaching. As a result, pupils’
participation and learning was only moderate. She concluded that teacher competency in
music instruction needed to be updated.
She recommended that the upgrading of teachers competencies through taking
additional units in music aside from the existing 6 units in the general curriculum and
through a well-planned in-service training should be done. Instruction should be enriched
with more books, references, teaching aids and devices.
The studies of Lucila (2000) and Yasay (2002) are evaluation on the status of
music education and problems encountered by music teachers such as inadequate
knowledge of teaching music: lack of instructional materials, book;: inability to apply
effective methods and techniques; inability to read notes, interpret note values an
30
inadequacy to play musical instruments while the present study focused also on the
teachers, availability of instructional materials and teaching methodologies and strategies.
Gumilet (2009) in his thesis study entitled ―Factors Related to the performance of
College Students in Physical Education 3 (Individual and Dual Sports)‖ made a study in
some aspects of the Physical Education Program. His study revealed that the teacher’s
greatest problem in the Physical Education Program is on facilities, equipment and
supplies.
Gumilet (2009) opined that a school may have the best-designed facility, the most
advanced equipment and the finest supplies money can buy, but the teacher can make or
break the organization. The teachers are the agent of change in the said institution.
Blanza (2001) as cited by Gumilet (2009) stated that, in classroom, the teacher
greatly influences the behavior of his students. The teacher with low energy level may
result in poor performance among his students. He needs to communicate to his students
that academic work is worthwhile and that his performance in teaching should encourage
them to develop tolerance and understanding through his daily routine in the classroom.
Gumilet (2009) in his study found out that the teachers teaching Physical
Education were not educationally qualified, most schools have spacious site but lacked
the necessary equipment, facilities and supplies.
Gumilet (2009) identified two weakness of the program, namely, (1) Physical
Education teachers who handle the subject are not well acquainted with the requirements
in teaching the methods and strategies since they are no Physical Education Specialist
and
(2)insufficient facilities and equipment needed for proper implementation of
31
Physical Education program.
This present study is somewhat similar to the one conducted by Gumilet (2009)
on his Unpublished Master’s Thesis MAED-MAPEH at NVSU entitled ―Factors Related
to the performance of College Students in Physical Education 3 (Individual and Dual
Sports)‖. However this study differs in the local and subject of the study since the
previous study used college students while the present study used third year students
among the Public Tarlac City Schools on the four components of the subject: Music,
Arts, Physical Education and Health (MAPEH).
Fronda (2001) in his thesis study entitled ―The Status of Music Instruction Among
Public Elementary School in Aritao District‖ revealed that; 1) on the scope and sequence
of musical instructions, music teachers find them to be moderate in nature; 2) using
different modalities, music is very effective in the use of demonstration; 3) instructional
materials, tools, facilities are inadequate.
Likewise, this study is comparable to the one conducted by Fronda (2001). The
present study is broadened and enhanced previous studies in the sense that it did not
mainly concentrated in Music Instruction alone but rather, it include the whole aspect of
MAPEH.
Piendad (2000) in his thesis study entitled ―Proposed Sourcebook of Physical
Education for Grade VI at Solana North District‖ revealed that majority of the P.E
teachers prefer to use the school playground as to where they hold their P.E classes. The
study further stated that majority of the respondents used demonstration method in
presenting lesson, followed by lecture method to command method, and part by part
32
method respectively.
Some factors directly met by students to engage in physical activities According
to Volger (2002) as cited by Hermoso 2008 in her thesis study entitled ―Participation and
Performance of Nueva Vizcaya State University Athletes in Sports Competitions‖,
parental encouragement would be a major factor in the individual’s sports participation.
Sage (2000) stated that parents are the major sports socialization agents as over 90% of
the athletes reported that their parents ere somehow very important in their involvement
in sports by seeing her mother or older female siblings participated/compete in sports.
Hermoso (2008) claimed that the concept of sports is a good thing for the people
for their image and success in keeping them in power. The world’s leading competitors
can become rich through their talents and incentives who demonstrate the best of their
abilities.
The studies of Piendad (2000), Volger (2002), Hermoso 2008, Sage (2000) have
a relevance to the present study because they all dealt with the MAPEH subject and used
students studying the subject as the respondents.
Conceptual Framework
Guided by the input-output-process continuum, the conceptual framework in
figure 1 illustrates the research paradigm of the study. The input refers to the MAPEH
instruction in terms of teachers, facilities, methodologies, instructional materials used,
learning competencies and time allotment. The process component involves the
identifying weak and strong components of MAPEH Instruction and Enhancement
33
measures that can be proposed. The expected outputs are the adoption of very effective
instruction used in MAPEH and the implication of the study
to Educational
Management.
MAPEH Instruction
described in terms of:
1. Teachers
2. Facilities and
equipment
3. Teaching
methodologies and
strategies
4. Instructional aids
and devices
5. Learning content
6. Learning
experiences
7. Time Allotment
Strong
Components
Proposed
Implication
to
Instructional
Educational
Plan
Weak
Components
Figure 1. The Paradigm of the Study
Management
34
Chapter 3
METHODS OF STUDY AND SOURCES OF DATA
The research design, methodology of the study, the respondents and the data
gathering instrument used are presented in this chapter.
Research Design
Descriptive research design was used to obtain information concerning the current
status of the phenomena to describe what exists with respect to variables or conditions in
a situation.
The main goal of this type of research is to describe the data and characteristics
about what is being studied. The idea behind this type of research is to study frequencies,
averages, and other statistical calculations. Although this research is highly accurate, it
does not gather the causes behind a situation. Descriptive research is mainly done when a
researcher wants to gain a better understanding of a topic.
The status of instruction in MAPEH in the secondary schools of the City Schools
Division of Tarlac is determined in terms of teachers’ profile, facilities and equipment,
teaching methodologies and strategies, instructional aids and devices, learning content,
learning experiences, and time allotment. This method is fact-finding, and with adequate
interpretation.
According to Best, this method is concerned with conditions or
relationships that exists, practices that prevail and processes that are going on. ―It
involves the description, recording, analysis and interpretation of conditions that exist.
35
Respondents of the Study
All the forty (40) MAPEH teachers of the ten (10) different public secondary
schools in the City Schools Division of Tarlac were taken as respondents of this study.
The nine (9) public secondary schools are: Maliwalo National High SchoolMain(MNHS-MAIN), Maliwalo National High School-Annex (MNHS-ANNEX), San
Manuel High School Main (SMHS-MAIN), San Manuel High School-Annex (SMHSANNEX), Amucao High School-Main, Amucao High School – Annex, Aguso High
School, Balibago Integrated School , Central Azucarera De Tarlac (CAT) High School
and Central Azucarera De Tarlac (CAT) High School– Annex.
Presented in table 1 is the distribution of the MAPEH teachers in the different
public secondary schools.
Table 1
Distribution of the Respondents by School
School
Maliwalo National High School-Main(MNHSMain)
Maliwalo National High School-Annex (MNHSAnnex)
San Manuel High School Main (SMHS – Main)
San Manuel High School Main (SMHS – Annex)
Amucao High School – Main
Amucao High School – Annex (Baras Baras)
Aguso High School
Balibago Integrated School
Central Azucarera de Tarlac (CAT) High School
Central Azucarera de Tarlac (CAT) High School
–Annex
Total
Male
3
3
5
1
0
0
4
1
2
0
19
%
7.5
7.5
Female
7
2
12.5
2.5
0
0
10.0
2.5
5.0
0
0
2
3
2
1
0
3
47.5
21
1
%
17.5
Total
(%)
10
25.0
5
12.5
0
5.0
7.5
5.0
2.5
0
7.5
2.5
5
3
3
2
5
1
5
12.5
7.5
7.5
5.0
12.5
2.5
12.5
1
2.5
52.5
40
100
5.0
A total of forty teacher respondents served as the respondents of the study. There
were nineteen (19) male teachers and twenty one (21) female teachers.
36
Data Gathering Instrument
The data gathering tool used in this study was the questionnaire checklist. Three
supervisors of MAPEH from the City Schools Division of Tarlac were asked to validate
and evaluate the questionnaires that assessed the appropriateness of the questionnaires for
the study and the relevance of the instrument in gathering data for the attainment of the
objectives of the study. The questionnaire was dry-run among 10 MAPEH teachers from
Tarlac National High School before it was actually distributed to the respondents of this
study.
The questionnaire checklist for the teacher respondents was divided into eight (8)
parts. Part I of the questionnaire generated data on teachers’ profile: major course
finished highest educational attainment, employability, teachers’ rank/position and CBPAST rating. Part II deals with the common sports equipment and sports facilities in
teaching MAPEH subject. The respondents just checked if the facilities/equipments were
usable/adequate/available. Part III was on the common teaching methodologies and
strategies in teaching MAPEH.
Part IV focused on the availability of instructional aids and devices. Part V was
concentrated on the frequency of use of instructional materials.
Part VI focused on the learning competencies. Part VII was concentrated with the
learning experiences and Part VIII was on time allotment.
Data Gathering Procedures
The researcher drafted request letter addressed to the Tarlac City Schools
37
Division Superintendent, Dr. Lilia M. Santiago, for approval. After the approval, the
researcher drafted again a request letter addressed to the school principal of the 10 City
Schools of Tarlac with the attached approval letter from the Division Superintendent for
approval of conducting the study through distribution of the validated questionnaire.
After the request letters were approved, the researcher personally distributed the survey
questionnaires to all the forty (40) MAPEH teachers. The survey questionnaires were
collected after one week and one hundred percent retrieval was achieved. Personal
interviews were also conducted to gather more pertinent information about the study.
After the successful data gathering was done, data processing was undertaken by the
researcher.
Statistical Treatment of Data
Frequency and percentage distributions were used to facilitate the analysis of data.
Tables were used for the presentation of data to facilitate understanding.
Frequency distribution is a systematic listing of all values on a variable with the
number of times (frequency) each values is observed.
It is one of the most basic
techniques for simplifying a large data set (Polit, Beck, & Hungler, 2001).
Percentage "represents a proportion multiplied by 100, thus it represents how
many for every 100 of something" (Gillis and & Jackson, 2001, p. 710). It also describes
the relationship of a part to its whole (Adanza and Martinez, 2002).
The formula is
%=
38
Frequency and percentage distribution, therefore, summarizes the information
gathered from computations (Adanza & Martinez, 2002). The Weighted Mean was used
to describe the level of effectiveness of MAPEH instruction and the degree by which the
components of teaching in MAPEH is weak or strong. The formula of weighted mean is:
WM =
Where: ∑X = summation of scores
W = weight
N = number of respondents
Quantification of Variables
The teachers’ profile and the availability of instructional devices were guaged
through the use of frequency and percentage.
To describe the level of usability, adequacy and availability of the facilities used
in Music, Arts, Physical Education and Health, the Likert Scale Technique (Cabading,
2003) was used, with corresponding scale and qualitative measure. For the five-point
Likert Scale, the following scale and qualitative descriptions were used:
Numerical
Verbal Description
Equivalence
4.20 – 5.00 The MAPEH facilities/equipment had been useable/adequate/available at
all times or 100% of the time.
3.40 – 4.19 The MAPEH facilities/equipment had been useable/adequate/available
most of the time or 67%-99% of the time.
2.60 – 3.39 The MAPEH facilities/equipment had been useable/adequate/available
every now and then or 33% -66% of the time.
1.80 – 2.59 The
MAPEH
facilities/equipment
had
not
been
useable/adequate/available or seldom or 1% to 32% of the time.
1.00 – 1.79 The
MAPEH
facilities/equipment
had
not
been
useable/adequate/available or zero percent (0%) of the time.
39
To describe the frequency of the common teaching methods and strategies in the
teaching of MAPEH, the frequency of Instructional materials used in teaching MAPEH
and to describe the time allotment in each area of MAPEH subject, the five point Likert
scale with the following scale value and qualitative descriptions were used:
Numerical Equivalence
Verbal Description
4.20 – 5.00
-
Always
-
Very Much Satisfied
3.40 – 4.19
-
Often
-
Much Satisfied
2.51 – 3.29
-
Sometimes
-
Satisfied
1.80 – 2.50
-
Seldom
-
Moderately Satisfied
1.00 – 1.79
-
Never
-
Dissatisfied
The teachers were provided with the list of learning competencies to be able to
know if these competencies were taught/discussed/demonstrated or not. To measure the
level of teaching/discussion/demonstration of the prescribed competencies in the different
areas of MAPEH, below scale were used:
Numerical
Verbal Description
Equivalence
4.20 – 5.00 The Learning competencies had been 100% taught/discussed/demonstrated.
3.40 – 4.19 The Learning competencies had been 67% - 99%
taught/discussed/demonstrated.
2.60 – 3.39 The Learning competencies had been 33% - 66%
taught/discussed/demonstrated.
1.80 – 2.59 The Learning competencies had not been attained or 1% - 32%
taught/discussed/demonstrated.
1.00 – 1.79 The Learning competencies had not been taught/discussed/demonstrated or
zero percent (0%) of the time.
To measure the learning experiences provided for the MAPEH students the
following scale were used:
40
Numerical Equivalence
Verbal Description
2.6 – 3.0
-
Always
1.6 – 2.5
-
Sometimes
1.0 – 1.5
-
Never
41
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the interpretation and analysis of the data according to the
sub-topics stated in the problem of this study.
1.
Description of MAPEH Instruction
The researcher’s main objective was to describe MAPEH instruction in terms of
the teachers’ profile, facilities and equipment, teaching methodologies and strategies,
instructional aids and devices, learning content, learning experiences, and time allotment.
1.1
Teachers’ Profile
The teachers’ profile were gauged through the teacher’s major or field of
specialization in the undergraduate degree, highest educational attainment, status
of employment and position or rank.
1.1.1
Teachers’ Field of Specialization
For the teachers’ profile, the researcher looked into the teachers’
undergraduate degree. Presented in table 2 was the teachers’ undergraduate
degree.
If we treated teaching as a highly valued profession, one that requires
expertise and skill in a specialty, there would be no problem attracting and
retaining more than enough excellent teachers. And there would be little problem
ensuring that all classrooms were staffed with qualified teachers.
42
Table 2
Distribution of the Respondents According to
Field of Specialization
Field of Specialization
PEHM
PE and Health
Music
Other subject not related to MAPEH
Total
F
20
2
1
17
40
Percentage (%)
50.0
5.0
2.5
42.5
100
It can be seen from the table that twenty (20) or 50.0% of the respondents were
PEHM majors, two (2) or 5.0% were PE and Health majors while there is only one (1) 0r
2.5% music major. There are seventeen (17) or 42.5% of the respondents who are
teaching MAPEH but are not major in any MAPEH related subject.
It is worth taking note that there were twenty three (23) or 57.5% who are at least
MAPEH related majors. It only means that these teachers are expected to cover what has
to be taught in MAPEH subjects because it is under their specialization and their field of
expertise. Teaching a subject with much background can make the students learn more
and teachers can discover potential students who can do better with the subject and also
who could be the pride of the school as well.
It was almost half or 42.5% of my teacher respondents who are being assigned to
teach subjects which do not match their field of specialization. The most popular
explanation of the school principal to this problem is teacher shortages. The shortfalls in
the number of available teachers, caused by a combination of increased student
enrollments and a ―graying‖ teaching force, have lead many school systems to resort to
lowering standards to fill teaching openings. Beginning teachers are usually assigned in a
43
subject which do not match their majors than experienced teachers. Many teachers are
assigned by their principals to teach classes that do not match their training in education.
1.1.2
Teachers’ Highest Educational Attainment
For the highest educational attainment of the teacher respondents, the data
gathered for the study were shown in table 3.
Table 3
Distribution of the Respondents According to Highest Educational Attainment
Highest Educational Attainment
Doctorate Degree
Master’s Degree
PEHM
MEM
MAED-EDMA
MAT-MATH
College Degree
Total
F
0
5
1
1
2
1
35
40
Percentage (%)
0
12.5
2.5
2.5
5.0
2.5
87.5
100
The table reveals that all the teacher respondents were college degree holders, a
great number of the respondents in fact, thirty five (35) or 87.5% while five (5) or 12.5%
of the teachers were master’s degree holder. Among the five master’s degree holder,
there was only one respondent whose major is PEHM which is basically related with the
teaching of the MAPEH subject. It is noticeable that not one of the teacher respondents
has finished a doctorate degree.
Teacher education and experience are not strong predictors of teacher
effectiveness, as measured by student achievement gains. In one study of Chicago Public
School teachers, Aaronson, Barrow, and Sander (2007) found that 90 percent of the
variance in teacher effects on student learning was not explained by teacher
44
characteristics such as highest level of education, experience, credentials, and selectivity
of the college that the teacher attended.
The preponderance of evidence suggests that teachers who have completed
graduate degrees are not significantly more effective at increasing student learning than
those with no more than a bachelor’s degree. Five studied review by Rice (2003), which
examined student achievement in a wide variety of grades and subject areas, found that
teachers having completed an advanced degree had no significant effect on student
performance (Summer & Wolfe, 1977:Link & Ratledge, 1979; Murnane & Phillips,
1981, Harnisch, 1987; Monk, 1994). Clotfelter, Ladd & Vigdor (2007) also found that on
average, elementary teachers who had completed master’s degrees were no more no less
effective than others at raising student achievement, with one exception. Elementary
teachers with master’s degrees appeared to be less effective, on average, than those
without advanced degrees if they earned the degrees more than five years after they
started teaching. Only one study Rice examined found a significant relationship between
teacher completion of a master’s degree and student achievement, and the relationship
was significant for black students only (Ehrenberg & Brewer, 1994). Moreover, four
more studies that she reviewed found a negative relationship between teacher completion
of advanced degrees and student achievement.
And Rowan, Correnti, and Miller (2002) found that students assigned to a teacher
with a degree in mathematics actually performed worse than students whose teacher had
no mathematics degree. A more recent meta-analysis of a larger number of studies also
45
found no consistent relationship between holding a graduate degree and a teacher’s
ability to increase student learning gains (Aos, Miller, & Pennucci, 2007).
Holding some types of advanced degrees may have a positive effect on student
achievement at the secondary level, however, Clotfelter, Ladd and Vidgor (2007) found
that in contrast to findings that emerged from their earlier research on elementary school
teachers, high school teachers who have completed a master’s degree were more effective
at increasing student achievement than those with advanced degrees.
1.1.3 Teachers’ Status of Employment
Table 4 presents the status of employment of the MAPEH teachers in public
secondary schools in Tarlac City. The statuses of employment were the following:
Permanent, Substitute and Contractual. Table 4 shows the data gathered for this study.
Table 4
Distribution of the Respondents According to Status of Employment
Status of Employment
Permanent
Contractual
Total
F
32
8
40
Percentage (%)
80.0
20.0
100
A great majority of the teacher respondents were on a permanent status, that is,
thirty two (32) or 80.0% while eight (8) or 20.0% were on a contractual basis
appointment. A permanent teacher has a better compensation and benefits as compared
with the contractual appointment teacher. The reason why a lot of teachers would like to
have a permanent position in teaching public school was the job security plus the benefits
that other schools might doesn’t have. The contractual basis falls under LSB (Local
46
School Board) where the City Government of Tarlac was the one paying for their
compensation.
1.1.4
Teachers’ Position or Rank
Table 5 is on the teachers’ position or rank. The teachers’ position or rank can go
up depending on the number of years in teaching as well as the teachers’ achievement
and the yearly rating
in the competency-based performance: appraisal system for
teachers (CB-PAST). The data are shown in table 5.
Table 5
Distribution of the Respondents According to their Position or Rank
Position/Rank
Master Teacher III
Master Teacher II
Master Teacher I
Teacher III
Teacher II
Teacher I
Total
F
0
0
0
4
1
35
40
Percentage (%)
0
0
0
10.0
2.5
87.5
100
The table revealed that most of the teacher respondents were Teacher I, thirty five
(35) or 87.5% of them are just on the first step of the rank, one (1) or 2.5% was Teacher
II, and four (4) or 10.0% were Teacher III. There were no teacher respondents who are
Master Teachers.
There is no distinction between the duties of one teaching position and those of
other teaching positions. All are involved in classroom teaching. Hence, teaching
positions are classified based on the personal qualifications of the incumbents thereof
rather than based on the preponderant duties and responsibilities and qualification
requirements of the positions. This concept deviates from existing standards that work
47
assignments determine the classification and pay levels of positions. The deviation is
made in the case of teachers to encourage and reward initiatives for professional growth
which are vital in a dynamic educational system. The progression to a higher position
level, which does not entail an increase in duties and responsibilities, recognizes the
increase in the academic preparation level.
The teacher I has a salary grade of 10 while the teacher II and III has a salary
grade of 11 and 12. As the position goes up, the salary will increase as well which drives
the teachers to strive harder for a higher position. There are four (4) teachers under
teacher III which means they are more experienced that is why in every school, they are
most often appointed as the MAPEH leaders. There are thirty five (35) teachers who are
teacher I which means that majority of the respondents are still on the process of going up
the ladder to seek for a higher position.
1.1.5
Competency-Based
Performance:
Appraisal
System
for
Teachers
For the highest CB-Past rating of the teacher respondents, the data gathered for
the study were shown in table 6.
Good evaluations identify excellent teachers of all skill levels understand how
they can improve. Teachers are commonly promoted on the basis of a rating given by the
principal.
Evaluation should provide all teachers with regular feedback that helps them grow
as professionals, no matter how long they have been in the classroom. All teachers are
almost the same, and that the primary purpose of evaluation is to identify the strength and
weaknesses of the teachers that are needed to be developed and improved.
48
Table 6
Competency-Based Performance: Appraisal System for Teachers (CB-PAST)
Description of Overall
Performance Ratings
Outstanding
Very Satisfactory
Total
Male
%
Female
%
Total
(%)
2
17
19
5.0
42.5
47.5
4
17
21
10.0
42.5
52.5
6
34
40
15.0
85.0
100
It can be seen from the table that out of forty (40) respondents there were 6 or
15% who were rated outstanding while there were 34 or 85% who were being rated as
very satisfactory. The respondents were given an outstanding rating because of the job
well done in the entire school year, especially if the teachers trained a student who moved
to regional contest or national competition plus if the teachers are dedicated enough in
their profession and willing to perform some jobs beyond what are required for them. The
respondents who got very satisfactory indicate that their performance consistently
exceeds expectations as well. They display a high level of competency related skills,
abilities, initiatives and productivity plus exceeding requirements in many of the areas.
1.2
Facilities
The researcher determined if the respondent schools have available, useable and
adequate facilities.
The facilities must be well planned, carefully developed, made sufficient and
appropriately utilized to suit the needs of the students in sports activities. The usability,
availability, adequacy of facilities were necessary conditions for running a good and
meaningful programme in sports and related fields. For the facilities, table 7 reveals the
findings of this study.
49
Table 7
Usability, Adequacy, and Availability of the Facilities
Facilities
Mean
Volleyball Court
3.33
Basketball Court
3.30
Badminton Court
3.03
Grandstand/Gymnasium
2.06
Audiovisual Room
1.60
Track Ovals
1.55
Baseball/Softball Diamond
1.50
Horizontal Bars
1.50
Music Room
1.45
Dance Room
1.45
Grand Mean
2.08
Usability/Adequacy/Availability
Usable/adequate/available every now and then or
33% - 66% of the time
Usable/adequate/available every now and then or
33% - 66% of the time
Usable/adequate/available every now and then or
33% - 66% of the time
Seldom Usable/adequate/available 1% - 32% of
the time
Not been Usable/adequate/available or zero
percent (0%) of the time
Not been Usable/adequate/available or zero
percent (0%) of the time
Not been Usable/adequate/available or zero
percent (0%) of the time
Not been Usable/adequate/available or zero
percent (0%) of the time
Not been Usable/adequate/available or zero
percent (0%) of the time
Not been Usable/adequate/available or zero
percent (0%) of the time
Seldom Usable/adequate/available 1% - 32% of
the time
It can be seen from the table that volleyball court, basketball court and badminton
court are usable/adequate/available every now and then or 33% - 66% of the time of
respondent schools. This means that the above-named facilities are not available 100 %
of the time because not all the school respondents have a covered court which can be
used as volleyball, basketball and badminton court all at the same time. It is not 100% all
the time because if the covered court is being used as a volleyball court then it cannot be
used as a basketball court or badminton court and vice versa. That is why it is only
50
usable, adequate and available 33% to 66% because the usability, adequacy and
availability of such facilities depend on the priority of student’s activities.
Grandstand/Gymnasium was seldom usable/adequate/available or 1% - 32% of
the time because only few of the school respondents have a covered court. Open space is
being used whenever there is an activity that requires a wider space.
An audiovisual room had not been usable/adequate/available or zero percent (0%)
of the time, this means that majority of the respondent schools doesn’t have an
audiovisual room usable, adequate and available.
Likewise,
track
oval
and
baseball/softball
diamond
had
not
been
usable/adequate/available or zero percent (0%) of the time because most of the
respondent schools do not have track ovals and baseball/softball court also. However
when a track oval and baseball/softball court is badly needed for sports competitions,
they convert some spaces of the school to serve as track oval or they go to other schools
that have track ovals.
Same is true also with music room, dance room and horizontal bars which were
not usable/adequate/available or zero percent (0%) of the time because most of the time
MAPEH classrooms are used as music and dance room as well. Moreover, Horizontal
bars are not available to all the school respondents.
The grand mean of 2.08 equivalents to seldom usable, adequate and available 1%
to 32% of the time means that the schools may have incomplete facilities and since not all
of the school respondents have a covered court, they can play the ball games one at a time
using vacant spaces inside the campus.
51
There are many reasons why school buildings are crucial factor in student
achievement. Facilities are very much the rising tide that lifts all boats — well-designed
learning environments have demonstrable impacts on student health, student achievement
and even teacher performance.
Students surely deserve nothing less. Students and staff in more comfortable
learning environments — whether that’s a result of day lighting or thermal comfort or
cleaner air — tend to perform better, because they have their basic needs met and at that
point they’re able to focus on more complex tasks (DeFranco, 2003).
The facility makes a difference. The kids take a great deal of pride in being here.
They’ve taken a pride not only in the facility, but there’s more pride in their academic
performance (Emmert, 2005).
1.3
Methodologies and Strategies
The researcher also looked into the teachers’ methods and strategies as indicators
for this study.
1.3.1
Methodologies
To achieve the goal of teaching, the teacher must adopt effective teaching
methods in education. The teacher has many options to choose from different teaching
techniques designed specifically for teaching and learning. The teaching method should
be adopted on the basis of certain criteria like the knowledge of the students, the
environment and the set of learning goals decided in the academic curriculum.
52
Data collected as to the methodologies used by the teachers are presented in table
8.
Table 8
Methodologies Used in Teaching by the Respondents
Methodologies
Lecture Method (teaching procedure for clarifying or
explaining a major idea)
Practice and Drill Method (involves going over
materials/activities just learned, intended to
consolidate, clarify and emphasize what the
students has already learned)
Demonstration Method (an explanation accompanied
by action or the use of materials and equipment)
Direct Instructional/Expository Method (teacher
structures lesson in a straight forward sequential
manner)
Grand Mean
Mean
Verbal Description
4.30
Always
4.03
Often
3.93
Often
3.70
Often
3.99
Often
The result reveals that there were different methodologies often being used in
teaching MAPEH subject. The grand mean of 3.99 with a verbal description means often
was an indication that the above methodologies are applicable in teaching MAPEH in the
sense that teachers knew that the use of common methodologies in the learning process
were effective.
Based on the table 8, the lecture method was always the method being used by
almost all of the teacher respondents with a mean of 4.30. The lecture method may be
used for the purpose of introducing, informing, explaining, demonstrating and
summarizing lessons. They added that the most effective use of the lecture occurs when it
serves to heighten the interest of students to further inquiry and when it compliments a
variety of instructional materials. When the teacher is supplemented with discussions and
teaching aids it can lead to a very good learning experience. However, problems arise
53
when this method or approach is not executed well or when it is done with students
whose learning objectives and styles do not fit this method of teaching.
Practice and drill method, demonstration and direct instructional/expository
method had a mean of 4.03, 3.93 and 3.70 in the teaching of MAPEH. During the
lessons, the teacher must provide guidance to the students to ensure they learn
effectively. To do this, the ―practice and drill‖ and ―demonstration‖ of the new skill will
be manipulated by the teacher to beat suit the individual, skill and situation. In
demonstration method, students can perfectly execute and drill a certain activity if well
demonstrated by the teacher compared to just lecturing without a concrete example. Thus,
the lecture method was rated as always because most activities are more valued and
appreciated when demonstrated. It would mean then that it is always best to demonstrate
after the lecture. The least used method was the ―direct instructional/expository method
with a mean of 3.70. In this method, the teacher plays a major role in directly teaching
what the learners will learn and how they will learn it.
The choice of teaching method/methods to be used depends largely on the
information or skill that is being taught and it may also influence by the aptitude and
enthusiasm of the students.
1.3.2
Strategies
Learning strategies are the thoughts and/or actions that students used to complete
learning tasks. We all know that good teachers use numerous teaching strategies to help
students learn. We use visuals to introduce new ideas, direct students' attention to
54
important elements, and we activate students' background knowledge before introducing
a new concept.
For the strategies used by the teacher respondents, the data gathered are revealed
in table 9.
Table 9
Strategies Used by the Respondents
Strategies
Games (activities with goals, rules and rewards)
Cooperative Learning (students working together in
groups to complete academic task)
Simulation (simplified representation of real activities
where the students play themselves in a situation
Role Playing (the spontaneous acting out of problems or
situation)
Multisensory (involving several bodily senses)
Grand Mean
Mean
4.28
Verbal Description
Always
4.03
Often
3.75
Often
3.55
Often
3.45
3.81
Often
Often
It can be gleaned from the table that playing games was the topmost strategy
being used by the teacher respondents. Needless to say, playing games is a common
strategy in the teaching of MAPEH.
The grand mean of 3.81 means that all the other strategies were being used by the
teacher respondents, that is why the grand mean is equivalent to often since from time to
time different strategies are being used by the teacher respondents.
The fundamental importance of teaching strategies is to make it easier to
implement a variety of teaching methods and techniques. Here you will find a variety of
teaching strategies to help students take more responsibility for their own learning and
enhance the process of teaching for learning. The key is to create learning environments
55
that are more interactive, to integrate technology where applicable into the learning
experience, and to use collaborative learning strategies when appropriate.
1.4
Instructional Aids and Devices
As the saying goes, ―a picture worth a thousand words‖ applies. In teaching
MAPEH, visual aids illustrate the presentation that usually reinforce the main point and
directly improves one sense of mastery and self-esteem on the part of the teacher. On the
other hand, it leads and guides students to clearer and better understanding.
The researcher also considered the availability of instructional aids and devices
used by the teacher respondents in teaching MAPEH and how often the instructional aids
and devices were being used.
1.4.1
Availability of Instructional Aids and Devices
The instructional aids considered in this study are the audio, the visual, and the
audiovisual aids. Presented in table 10 are the instructional aids available in the
respondent schools.
Various multisensory instructional aids and devices can subscribe for firsthand
experience and enhance understanding, so they are an integral part of the learning
activity. Instructional aid and devices should be adequately provided to have an effective
instruction in MAPEH.
56
Table 10
Availability of Teaching Aids and Devices
Instructional Aids and Devices
Printed Materials
Textbooks
Supplemental materials
Reference books
Pamphlets
Magazines/newspapers
Audio Aids
Radio
Tape Recorder
Pitch Pipe
Whistle
Megaphone
Drums
Visual Aids
Chalkboard
Still pictures
Photographs
Illustrations
LCD Projector
Weighing Scale
Chess Set
Balls
Basketball Ring
Spirit Level
Different Costumes
Visual Aids (Graphic Materials)
Charts
Posters
Drawings
Pictures
Diagrams
Sketches
Audiovisual Aids
Television
Motion Pictures
F
Available
Percentage (%)
F
Not Available
Percentage (%)
35
29
35
18
15
87.5
72.5
87.5
45.0
37.5
5
11
5
22
25
12.50
27.50
12.50
55.0
62.5
24
16
12
35
31
10
60.0
40.0
30.0
87.5
77.5
25.0
16
24
28
5
9
30
40.0
60.0
70.0
12.5
22.5
75.0
40
29
31
32
28
30
33
31
29
10
10
100
72.5
77.5
80.0
70.0
75.0
82.5
77.5
72.5
25.0
25.0
0
11
9
8
12
10
7
9
11
30
30
0
27.5
22.5
20.0
30.0
25.0
17.5
22.5
27.5
75.0
75.0
30
32
33
32
18
15
75.0
80.0
82.5
80.0
45.0
37.50
10
8
7
8
22
25
25.0
20
17.5
20
55.0
62.50
26
10
65.0
25.0
14
30
35.0
75.0
57
It is revealed in table 10 that all or 100% of the respondent schools have
chalkboard always available and ready to use by the teachers. Most of the respondent
schools have a 75% to 87.5% of the following instructional materials available, namely:
textbooks (35 or 87.5%), reference book (35 or 87.5%), photographs (31 or 77.5%),
illustrations (32 or 80.0%), weighing scale (30 or 75%),chess set (33 or 82.5%), Balls (31
or 77.5%), whistle (37 or 87.5%), megaphone (31 or 77.5%), charts (30 or 75.0%),
posters (32 or 80.0%), drawings (33 or 82.5%) and pictures (32 or 80.0%).
However, few of the respondent schools have some of the instructional aids and
devices. Only twenty nine (29) or 72.5% of the respondent schools have supplemental
materials and still pictures. Twenty eight (28) or 70% have LCD projector, twenty nine
(29) or 72.5% have basketball ring, ten (10) or 25% have spirit level, different costumes
and drums, twenty six (26) or 65.0% have televisions, twenty four (24) or 60% have
radio, eighteen (18) or 45% have pamphlets and diagrams, sixteen (16) or 40% have tape
recorder fifteen (15) or 37.5% have magazines/newspaper and sketches, twelve (12) or
30% have pitch pipe, and only ten (10) or 25% of the respondents have motion pictures
available in their school.
Teaching aids play a very important role in Teaching- Learning process.
Importance of Teaching aids are as follows: motivation - teaching aids motivate the
students so that they can learn better; clarification - through teaching aids , the teacher
clarify the subject matter more easily; discouragement of cramming - teaching aids can
facilitate proper understanding to the students which discourage the act of cramming;
increase the vocabulary - teaching aids helps increase the vocabulary of the students more
58
effectively; saves time and money; classroom live and active - teaching aids make the
classroom live and active: avoids dullness; and direct experience - teaching aids provide
direct experience to the students.
1.4.2
Frequency of Use of the Instructional Aids and Devices/Sports
Equipment/Sports Facilities
The researcher also looked into how frequent are the instructional aids and
devices are used in their teaching of MAPEH. Table 11 shows the findings.
Table 11
Frequency of Use of the Instructional Aids and Devices
Instructional Aids and Devices
A. Printed Materials
Textbooks
Supplemental materials
Reference books
Pamphlets
Magazines/newspapers
B. Audio Aids
Radio
Tape Recorder / CD Player
Pitch Pipe
Whistle
Megaphone
Drums
C. Visual Aids
Chalkboard
Still pictures
Photographs
Illustrations
LCD Projector
Weighing Scale
Chess Set
Balls
Basketball Ring
Mean
Verbal Description
4.18
3.48
4.15
2.35
2.63
Always
Often
Often
Seldom
Sometimes
2.75
2.33
2.03
3.48
3.15
1.48
Sometimes
Sometimes
Sometimes
Often
Sometimes
Never
5.00
2.90
3.13
3.30
2.73
3.55
3.40
3.10
2.85
Always
Sometimes
Sometimes
Often
Sometimes
Often
Often
Sometimes
Sometimes
59
Spirit Level
Different Costumes
D. Audiovisual Aids
Television
Motion Pictures
E. Visual Aids (Graphic Materials)
Charts
Posters
Drawings
Pictures
Diagrams
Sketches
F. Sports Equipment
Basketball
Badminton
Table Tennis
Baseball/Softball
Sepak Takraw
Balance Beam
G. Sports Facilities
Basketball court
Sepak Takraw court
Volleyball court
Swimming pool
Baseball/softball ground
Badminton court
Table tennis court
Gymnasium
Track & field
1.88
1.65
Seldom
Never
2.78
2.15
Sometimes
Seldom
3.08
3.30
3.48
3.45
2.85
2.63
Sometimes
Sometimes
Often
Often
Sometimes
Sometimes
3.23
3.28
3.08
2.68
3.10
1.35
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Never
3.20
3.00
3.50
1.1
1.45
3.30
2.68
1.88
1.65
Sometimes
Sometimes
Often
Never
Never
Sometimes
Sometimes
Seldom
Never
It can be gleaned from the table that the following instructional aids and devices
are always used by the teacher respondents in their teaching of MAPEH: textbooks and
chalkboard are the number one in the list with a 5.0 and 4. 18 mean.
Other instructional aids and devices were used often namely: weighing scale,
whistle,supplemental materials, chess set, reference book, illustrations, drawings,
60
pictures, volleyball court, with a mean of 3.55, 3.48, 3.48, 3.40, 4.15, 3.30, 3.48, 3.45,
and 3.50 respectively.
The following instructional aids and devices have a mean equivalent to sometimes
namely: magazines/newspaper, radio, tape recorder, pitch pipe, still pictures,
photographs, LCD projector, megaphone, balls, basketball ring, spirit level, charts,
posters,
diagrams,
sketches,
television,
basketball,
badminton,
table
tennis,
baseball/softball, sepak takraw, basketball court, sepak takraw court, badminton court,
and table tennis court with a mean of 2.63, 2.75, 2.33, 2.03, 2.90, 3.13, 2.73, 3.15, 3.10,
2.85, 1.88, 3.08, 3.30, 2.85, 2.63, 2.78, 3.23, 3.28, 3.08, 2.68, 3.10, 3.20, 3.00, 3.30 and
2.68.
Seldom used are the following: Pamphlets having a mean of 2.35, motion pictures
of 2.15 mean and gymnasium with a 1.88 mean.
The results further reveal that the teacher respondents by no means used a balance
beam, swimming pool, baseball and softball ground and track and field. This is so since
these are not available in their respective schools.
Instructional aids and devices are highly important in teaching, especially for
inexperienced teachers. Teachers rely on instructional materials in every aspect of
teaching. They need materials for background information on the subject they are
teaching. Young teachers usually have not built up their expertise whenever they enter
into the field. Teachers often use instructional materials for lesson planning. These
materials
are
also
needed
by teachers to
assess
the
knowledge
of
their students. Teachers often assess students by assigning tasks, creating projects, and
61
administering exams. Instructional materials are essential for all of these activities.
Teachers are often expected to create their own lesson plans. This can be difficult,
especially if the teacher has limited background knowledge on the subject. Teachers are
expected to have a wide variety of expertise in many different fields. Often, they
need instructional aides to supplement their knowledge. Instructional materials can help
provide background knowledge on the subject the teacher is planning for and offer
suggestions for lesson plans. Lesson planning is often the most stressful aspect of
teaching.
Teachers are usually dependent on them to do their job properly.
Assessing students correctly can sometimes be a challenge. There is some
controversy
about
the
effectiveness
of
exams
in
assessing
the
ability
of students. Instructional materials can offer some insight into the best methods of
creating exams. These materials can also help teachers create assignments and project
ideas for students. Teachers are required to use several different methods to assess their
students in order to provide the most accurate assessments. Instructional materials often
provide innovative and creative ways to assess students’ performance. It is hard to
imagine any teacher who is capable of teaching effectively without the accompaniment
of instructional materials. In addition to this, any teacher who is deprived
of instructional materials most likely experiences stress and anxiety on a daily basis.
1.5
Learning Content
Another component of instruction considered in this study is the learning content.
Learning content can be thought of much more broadly and inclusively. This could mean
that learning content could actually include not only the ―whats‖ but the ―hows‖ of
62
learning. The teachers’ has the copy of the all the learning competencies given by the
Department of Education supposed to be taught to the students for the whole school year.
The Philippine Secondary School Learning Competencies (PSSLC) is a curriculum guide
which complies the competencies set by the Department of Education in all levels from
first to fourth year high school in all learning areas.
The learning content is sub-divided into music, arts, physical education, and
health since they are the components of MAPEH.
Table 12, shows the result of the data gathered for the learning content in Music,
Arts, Physical Education and Health.
Table 12
Learning Content of Instruction in MAPEH
Learning Component
Music
Arts
Physical Education
Health
Grand Mean
Mean
2.78
2.90
4.23
4.20
3.53
Verbal Description
The learning content had been 33% to 66% covered
The learning content had been 33% to 66% covered
The learning content had been 100% covered
The learning content had been 100% covered
The learning content had 67-99% covered
The first and second component of MAPEH considered by the researcher is the
teaching of music and arts in MAPEH classes. It is shown in the table that the learning
content for music and arts had been 33%-66% attained. This means that there are those
teacher respondents who have covered the learning competencies in Music and Arts;
however, there are teacher respondents who have not covered the learning content as was
seen by the researcher in the responses of the teacher respondents. This is because out of
40 respondents 17 of them were not MAPEH related majors and others do not have any
background about teaching music and arts. It was also because of the limited instructional
63
aids and devices available that makes the teaching dull; that is why the result comes out
as 33% to 66% attained.
The third and fourth component of MAPEH is the Physical Education and Health.
A mean of 4.23 in physical education and 4.20 in health was an excellent result which
means that learning competencies had been 100% attained. This implies that the teacher
respondents are very much concerned with their students learning all about physical
education and health that are supposed to be taught to their students.
The Performances of the students’ based on the most recent 2012 Central Luzon
Regional Athletic Association (CLRAA) result was good because the Tarlac City Schools
went 6th placer. It was a great fight because out of the 18 provinces who participated in
the said sports competition, the Tarlac City spot the 6th place. This is one of the proof that
the hard work of the teachers in teaching the students all the learning content plus the
effort of the teachers in training the students in sports make the Tarlac City Schools
proud that we are not left behind by the other school provinces participating in the
CLRAA competition.
Music
education
is
a
field
of
study
associated
with
the
teaching and learning of music. It touches on all domains of learning, including the
psychomotor domain (the development of skills), the cognitive domain (the acquisition of
knowledge) and in particular and significant ways, the affective domain, including music
appreciation and sensitivity. The incorporation of music training from preschool to
postsecondary education is common in most nations because involvement in music is
considered a fundamental component of human culture and behavior. Music, like
64
language, is an accomplishment that distinguishes us as humans.
The arts are essential to every child's education, which is why the arts are one of
the core academic subjects in the No Child Left Behind Act (NCLB). In addition to
studying the arts for their own sake, experiencing and making works of art benefits
students in their intellectual, personal, and social development, and can be particularly
beneficial for students from economically disadvantaged circumstances and those who
are at risk of not succeeding in school. Research studies point to strong relationships
between learning in the arts and fundamental cognitive skills and capacities used to
master other core subjects, including reading, writing, and mathematics.
Physical education is, quite literally, education through the physical. A quality
physical education program will provide a variety of well-planned activities for all
children while acknowledging the importance of developing a physically literate
individual capable of sustaining an active and healthy lifestyle. There are three learning
domains covered in physical education: psychomotor, cognitive, and affective. It is
through a positive movement experience that a physical educator can address the
development of the whole child.
The grand mean of 3.53 equivalents to learning competencies had been 67%-99%
attained which means that learning content were covered by almost all the teacher
respondents.
Competencies within different contexts may require different bundles of skills,
knowledge and attitudes. The challenge is to determine which competencies can be
bundled together to provide the optimal grouping for performing tasks. Another challenge
65
is designing learning experiences that support students as they practice using and
applying these competencies in different context. Continual refinement of defined
competencies is necessary so that enhanced performance in a variety of contexts can be
assessed.
1.6
Learning Experiences
Learning experiences were designed by the teachers teaching the subject
depending on the students’ interests and on the lesson being taught by the teacher.
Learning experiences are a way to think about what a learning intervention might
be in the context of desired end goals and outcomes. They are largely student-centered
and can be used in variety of ways. Some activities are clearly designed for use with the
whole class. Other tasks could be undertaken by pairs or individuals. Teachers are
encouraged to use this resource flexibility and to adapt activities to their local context.
The learners analyze their experience by reflecting, evaluating and reconstructing it
individually or collectively in order to draw meaning from it in the light of prior
experience. In every situation, someone finds themselves in as a learning experience.
Learners are experiencing something that, hopefully, results in a change in thinking,
understanding, or behavior afterwards.
Another indicator of instruction in MAPEH that is considered by the researcher is
learning experiences. Table 13 shows the result of the study.
66
Table 13
Learning Experiences in MAPEH Instruction
Learning Experiences
Music Activities
Singing folk songs
Clapping/tapping/marching while singing
Singing and clapping the beat and rhythm of the song
Conducting the song
Singing the notes or sight reading
Listening classical music
Singing game songs
Playing musical instruments
Reciting rhythm names of the notes
Singing the songs of other countries
Compose simple song
Grand Mean
Arts Activities
Drawing
Recycling
Painting
Collage
Sculpture
Photography
Grand Mean
Physical Education Activities
Volleyball
Basketball
Badminton
Athletics
Guessing Game
Parlor Games
Relay
Sack Race
Tug of War
Throwing
Softball
Baseball
Cheering
Obstacle race
Soccer
Lawn Tennis
Mean
Verbal Description
2.30
2.25
2.18
2.05
2.13
2.00
1.98
1.98
1.93
1.90
1.90
2.05
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
2.60
2.48
2.30
2.13
2.00
1.73
2.21
Always
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
2.63
2.60
2.60
2.20
2.13
2.13
2.00
2.00
1.75
1.73
1.60
1.60
1.60
1.50
1.33
1.18
Always
Always
Always
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Sometimes
Never
Never
Never
67
Learning Experiences
Physical Education Activities
Cycling
Hiking
Kite Flying
Climbing
Swimming
Golf
Surfing
Grand Mean
Health Activities
Proper hygiene and sanitation
Role Playing
Giving first Aid
Grand Mean
Mean
Verbal Description
1.08
1.05
1.05
1.05
1.1
1.0
1.0
1.65
Never
Never
Never
Never
Never
Never
Never
Sometimes
2.70
2.45
2.38
2.51
Always
Sometimes
Sometimes
Sometimes
In music activities, all the indicators were sometimes experienced by the students
as
taught
by the
teacher
respondents.
These
were
singing folk
songs,
clapping/tapping/marching while singing ,singing and clapping the beat and rhythm of
the song, conducting the song, singing the notes or sight reading, listening classical
music, singing game songs, playing musical instruments, reciting rhythm names of the
notes, singing the song of other countries and compose simple song with mean of 2.30,
2.25, 2.18, 2.05, 2.13, 2.00, 1.98, 1.98, 1.93, 1.90 and 1.90.
Music refers to the component of MAPEH learning area that focuses on the basis
elements including sound and its basic properties, the rhythm and melody, harmony and
texture and the form and style. Incorporated with varied activities, the students are
expected to develop concepts that would enhance their skills in singing, playing,
listening, reading, moving and creating. This would also develop their appreciation of the
world’s music and would help them to become musically sounded individuals.
68
The findings in art activities have a grand mean of 2.21 with a verbal description
means sometimes. It implies that MAPEH teachers make use of different art activities to
display the creativity of the learners. Drawing was the number one in the list with a mean
of 2.60 with a verbal description means always. There are activities that were only taught
sometimes. These are: Recycling, Painting, Collage, Sculpture and Photography with a
mean of 2.48, 2.30, 2.13, 2.00 and 1.73 respectively.
The opportunities open to art education are many, enhancing the value structure
of the students and more effectively fostering conviction and action of the Filipino
ideology in improving the quality of their work through an infusion of the artistic
sensitivity and standards, enabling the student to realize full potential and of teaching
personal traits through the discipline and thinking process involved in artistic creation
and participation. The therapeutic potential of art cannot be overemphasized. It is through
free expression that the individual’s character blossom and bear fruits and the man in the
person emerges. The creative potential of man comes to the fore in an atmosphere of
freedom. The function of providing, guiding, entertaining activities which are therapeutic
living freedom for expression should permeate in the classroom of fast, average and slow
learners.
Art refers to the component of MAPEH learning area which provide the student
an opportunity to access/encounter with the arts, specifically those that were created by
Filipinos themselves either influences or without influences that develop the student
capacity to perceive, understand and appreciate works through the study of the
organization of various elements, mediums, techniques and develop also a critical and
69
analytical mind which are vital to his judgment of a work of art, and at the same time
enjoying them. The art provides balance in the curriculum that is particularly important
for the development of the whole person. It assists the child in realizing his full potential
by providing answer for self-discovery and for harmonizing the mind, body and spirit.
As to Physical Education activities, the following were always experienced by the
students since they are always taught by the teacher respondents: volleyball, basketball,
badminton with means of 2.63, 2.60 and 2.60. Majority of the teacher respondents are
always including these activities in their lessons in MAPEH.
Other activities taught only sometimes by the teacher respondents were the
following: Athletics, Guessing game, parlor games, relay, sack race, tug of war,
throwing, softball, baseball, cheering with means of 2.20, 2.13, 2.13, 2.0, 2.0, 1.75, 1.73,
1.60, 1.60, 1.60 respectively.
There are activities that were never taught by the teacher respondents. These are
obstacle race, soccer, lawn tennis, cycling, hiking, kite flying, climbing, swimming, golf,
and surfing with respective means of 1.50, 1.33, 1.18, 1.08, 1.05, 1.05, 1.05, 1.1, 1.0 and
1.0. These were never taught because these activities need equipment that are not
available in the schools.
Outdoor education, training and recreation promote active learning though direct
personal experience and offer excitement, fun and adventure within a framework of
safety.
Active learning and outdoor adventures can take place in a variety of
environments; rural and urban, local and more remote. Outdoor education, training and
70
recreation involve both young people and adults in a wide range of experiences, including
adventurous activities on land and water and activities with an environmental focus.
Methods used include skills-focused learning, problem solving, team building and selfreliant journeys and activities.
Challenging outdoor experience impacts powerfully upon a young person’s
intellectual, physical, spiritual, social and moral development.
Use of the outdoors makes a major contribution to physical and environmental
education and enhances many other curriculum areas. It contributes to personal growth
and social awareness and develops skills for life and the world of work. Qualities such as
a sense of responsibility and a purpose in life are nurtured. There is also a great deal of
intrinsic enjoyment and satisfaction to be experienced from participation in outdoor
activities.
With regards to health activities the result comes out that ―Proper hygiene and
sanitation‖ was always taught to the students because hygiene is a habit that needs to be
focused on and inculcated in children at an early age. And it need not be restricted to our
bodies alone; it needs to be maintained in our surroundings as well. Role playing and
giving first aid were taught only sometimes with a mean of 2.45 and 2.38.
Role-playing is a teaching strategy that fits within the social family of models
(Joyce and Weil, 2000). These strategies emphasize the social nature of learning, and see
cooperative behavior as stimulating students both socially and intellectually. Roleplaying as a teaching strategy offers several advantages for both teacher and student.
First, student interest in the topic raised. Research has shown that
―integrating
71
experiential learning activities in the classroom increases interest in the subject matter
and understanding of the course content‖ (Poorman, 2002). Fogg (2001) tells of a college
professor who felt that his history classes were boring and not involving the students.
After trying our role-playing type game one semester, he observed that students were
much more interested in the material. Secondly, there is increased involvement on the
part of the students in a role-playing lesson. Students are not passive recipients of the
instructor’s knowledge. Rather, the take an active part. Poorman (2002) observes that
―true learning cannot take place when students are passive observers of the teaching
process‖. A third advantage to using role-playing as a teaching strategy is that it teaches
empathy and understanding of different perspective (Poorman, 2002). A typical roleplaying activity would have students taking on a role of a character, learning and acting
as that individual would do in the typical setting. Poorman (20002) found ―a significant
increase among students in feeling another’s distress as their own‖. On the other hand, it
is important to teach First Aid to the students so that it could help them or others that may
be injured in case of emergency. The chances of someone recovering more easily, or even
surviving an accident or injury can be greatly improved if someone immediately uses first
aid knowledge to help assist them.
1.7
Time Allotment
The last indicator as gauge of instruction in MAPEH is time allotment. Table 14,
shows the result of the study.
72
Table 14
Time Allotment in MAPEH Instruction
Time Allotment
The sixty (60) minutes per week time allotment is enough
to achieve the objectives of the lesson in music.
The sixty (60) minutes per week time allotment is enough
to achieve the objectives of the lesson in arts.
The sixty (60) minutes per week time allotment is enough
to achieve the objectives of the lesson in physical
education.
The sixty (60) minutes per week time allotment is enough
to achieve the objectives of the lesson in health.
Grand Mean
Mean
Verbal Description
3.33
Satisfied
3.30
Satisfied
3.55
Much Satisfied
3.56
Much Satisfied
3.44
Much Satisfied
The time allotment for each component of MAPEH, music, arts, physical
education and health were all satisfactory to the teacher respondents. Accordingly, the
sixty minutes per week per component is enough to achieve the objectives of the lessons
in the four (4) different components of MAPEH.
Principals and teachers are responsible for ensuring that a reasonable and
productive balance of time exists among all subject areas to enable students to achieve
designated curriculum outcomes. In each curriculum area, some outcomes and clusters of
outcomes require discrete allotment of instructional time, while others may be integrated
effectively with those of other subject areas. Integrated curriculum units reflect and
illuminate connections among the outcomes in various subject areas.
2.
Strong or Weak Components of MAPEH
Based upon the findings of the study, the component music and arts are the weak
components while physical education and health are the strong components. Table 15
presents the grand means of the different components.
73
Table 15
Strong or Weak Components of MAPEH
Learning Component
Music
Arts
Physical Education
Health
Grand Mean
Mean
2.78
2.90
4.23
4.20
3.53
Verbal Description
The learning content had been 33% to 66% covered
The learning content had been 33% to 66% covered
The learning content had been 100% covered
The learning content had been 100% covered
The learning content had 67-99% covered
It can be gleaned from the table that the learning competencies of physical
education and health were all covered by majority of the teacher respondents but there are
some who have slightly covered them. On the other hand, the learning competencies of
music and arts were slightly covered by the teacher respondents. This means that only
few teacher respondents have covered them while most of the teacher respondents have
slightly covered the prescribed competencies.
There were many reasons why the weak component of MAPEH subject were the
Music and Arts. First, some schools had teachers who have no music backgrounds but
were teaching music and arts. In doing so, they may actually be putting their students at a
disadvantage not only in music, but in other areas of the curriculum as well. The teacher
respondents find themselves more comfortable teaching Physical Education and Health
than Music and Arts subjects. The fact that it was almost half of the respondents who
were teaching MAPEH but not MAPEH related majors was one of the main reasons why
some of the prescribed learning competencies were not covered. Many of them had an
insufficient background and having a hard time teaching Music and Arts subject that is
why it turned out that Music and Arts were the weak components. Second, the
availability of the instructional aids and devices in teaching Music and Arts were limited.
74
Lastly, when schools experience budget constraints, the music and arts are often the first
areas to feel the pinch. Public Schools cannot afford to purchase musical instruments for
the teachers’ and students’ use because the prices of the musical instruments nowadays
are very expensive. When the students hear the subject ―MAPEH‖ nevertheless the first
thing that always comes out their minds was ―playing‖ but this perception has changed
since all of the components Music, Arts, Physical Education and Health were given
equal time to develop the students in all aspects of MAPEH.
Proposed Instructional Plan to Improve MAPEH Instruction
The following are suggestions to improve the teaching of MAPEH. These are
based on the weaknesses found in this study.
Table 16
Proposal to Improve MAPEH Instruction
Weak Areas
A. The Teachers
Objectives
Strategies
MAPEH
teachers’
weak performance in
teaching music and
arts subject.
- Encourage the
MAPEH teachers to
attend
seminars/workshops
on Music and Arts
subject.
- Improve the
- Request MAPEH achievement level
department heads of the students in
and master teachers MAPEH
in the MAPEH
department
as
resource person
Distributing MAPEH - Minimize teachers
loads to teachers not handling a subject
MAPEH related major not within their area
of specialization to
improve
students
level performance
- Convince the not
MAPEH majors to
upgrade themselves
and qualify them
more
to
their
handled subjects.
Success Indicators
- Increase the
confidence of the
students and build
positive attitudes
towards MAPEH
and Sports
75
B. Instructional Aids and Devices
Limited Instructional Teachers can use
materials available
instructional
materials which are
relevant
and
attractive to the
present breed or
learners.
- Purchase more
audio-visual
materials. If budget
is
inadequate,teachers,
administrators and
parents could join
hands to generate
funds.
- Teachers use
modern teaching
materials such as
TV,DVD,CD and
computers.
- Looks for the
public agencies or
private individuals
for donations.
- There is a place
in
the
school
where instructional
materials are kept
so that everyone
can use them by
taking turns.
- Link with private
institutions whose
advocates include
helping secondary
elementary schools
with facilities such
as computers being
given
by
TV
networks.
C. Facilities and Equipment
1. Lack of Equipment - Acquisition of -Fund Raising
and Facilities
Sports Equipment - Donations
and Facilities
2. Limited school
space for Sports
activities.
- Seek alternative - Ask permission/
place for physical assistance
to
education activities. Government
Officials
- Acquired sports
equipment
and
facilities
A
marked
increase
in
performance and
achievements
76
3. Difficulty of
availing facilities
outside of the
school that can be
used for sports
activities
- Avail facilities - Request assistance
outside
of
the to
Municipal
School
Government
Officials
- Availed facilities
outside of the
school that could
be
used
for
physical activities.
D. Learning Experiences
Failure to strengthen - Increase students
the
Learning maximum
experiences due to participation in
lack of resources MAPEH activities.
available.
- Conduct trainings
for sports clinic,
Intramural,
exposure trip to
actual games, music
festival, and art
exhibits.
- 100% increased
in
students’
participation have
been achieved
- Motivate
the
students to show
their
potential/
skills in Music,
Arts,
Physical
Education
and
Health Activities
The above proposal is for the implementation of improved MAPEH instruction.
It is with high hopes that the above proposal may help improve the weaknesses of
MAPEH instruction and weaknesses will be improved and become strengths as well, thus
improving students’ performance level.
4. Implication of the Study to Educational Management
On the basis of the findings, the division Supervisors and Principals should
provide more intensive MAPEH in-service trainings and seminar-workshops for teachers
especially with the new curriculum of the K to 12 program. They should conduct rigid
follow-up of the carry-over of implementation of knowledge and skills developed in-
77
service trainings program.
Quality instruction is one of the primary concerns of every
learning institution. The front liners in the realization of this objective are the teachers for
they are in control in the learning of objective-oriented activities that dictate the flow of
pedagogical process. School administrators should take a closer look into the end result
of this study and realize the need of improving their utilization and management of
human resources. Caution in meeting the guidelines and standards in teachers to their
area of specialization and proper load distribution should be given importance. Relevant
to the situation, as always believed, prevention is better than cure, it is therefore
imperative to start the correction from the hiring phase for if newly hired teachers are no
difference with the existing stock of teachers and be given loads not within their
specialization the very purpose of aiming for academic excellence will just be defeated.
As for the teachers already in the circumstances, effort should be made in order to
upgrade themselves and qualify them more to their handled subjects for the benefit of the
learners. It is therefore significant for school administration to persuade the teachers to
undergo training or better yet offer them appropriate opportunities for their professional
development that will really address the specific needs, knowledge, and priorities
expressed by them.
There were significant gains derived from the different use of methodologies and
strategies in teaching. This means that the strategy is one of the many methods which can
be used in teaching. This is possible because the teacher has to exert effort to prepare for
class instruction. The teacher has to prepare all the materials to be used to make learning
successful. It is its novelty and extra preparation done by the teacher that makes the
78
teaching meaningful. This is what makes the difference, the teacher exert much effort in
teaching and improvising instructional materials, and when the students get more
motivated, they themselves will learn to appreciate the things they see and do in class
aside from the traditional things they are used to. The extra effort pays. The reward is the
improved results in students learning. In addition, the chalk and board was found to stand
as the most used instructional materials but teachers have to be careful in using it since
according to Trudeau (2005) presentations overflowing with verbiage keep students too
busy along to listen to what the teacher is saying, which is detrimental, especially if the
teacher adds additional notes. Irrelevant or anecdotal information can confuse the
students. A rule of thumb is to display the amount of worlds on the board that would fit
on a T-shirt. Teachers should refer to the notes throughout the lecture to keep students on
track. Utilization of variety of instructional needs is required to ensure effective delivery
of instruction in the field necessary to bring out the best in teaching and learning process.
Music, Arts, Physical Education and Health components are part of the curriculum and
each component has its own set of concepts and strategies. All lessons have been
designed to complement, relate with and enhance one another. Learning experiences are
a way to think about what a learning intervention might be in the context of desired end
goals and outcomes. This can then inform our choices about how communication
channels and modes, learning activities, and resources come together to best support the
end goals and outcomes, and also how these channels and activities may evolve over
time. Certainly in this context, a learning intervention is something that is much more
than what has traditionally been thought as ―content‖.
79
The finding of this study would give vital information to educational managers in
setting up in-service programs that will sustain, enhance or develop the teaching abilities
of the teachers for more effective teaching. Identifying the strengths and weaknesses of
the MAPEH instruction may provide essential information in the crafting of the
Individual Professional Development Plan (IPDP) of teachers or even Professional
Development Programs that may assist the teachers enhance and improve their teaching.
80
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings, the conclusions drawn from
the results of the study and the recommendations derived from the conclusions of the
study.
Summary of Findings
The salient findings of the study were:
1.
Description of MAPEH Instruction
The researcher’s main objective was to describe MAPEH instruction in terms of
the teachers’ profile, facilities and equipment, teaching methodologies and strategies,
instructional aids and devices, learning content, learning experiences, and time allotment.
1.1
Teachers’ Profile
The teachers’ profile described the teacher’s major or field of specialization in the
undergraduate degree, highest educational attainment, status of employment and position.
1.1.1
Teachers’ Undergraduate Degree
For the teachers’ profile, the researcher looked into the teachers’ undergraduate
degree.
Twenty (20) or 50.0% of the respondents were PEHM major, two (2) or 5.0%
were PE and Health majors while there is only one (1) 0r 2.5% music major. There were
seventeen (17) or 42.5% of the respondents who were teaching MAPEH but are not
major in any MAPEH related subject.
81
It is worth taking note that there were twenty three (23) or 57.5% who were at
least MAPEH related majors.
1.1.2
Teachers’ Highest Educational Attainment
For the highest educational attainment of the teacher respondents, all the teacher
respondents were college degree holders, a great number of the respondents in fact, thirty
five (35) or 87.5% while there were five (5) or 12.5% of the teachers who were master’s
degree holder.
It is noticeable that not one of the teacher respondents has finished a doctorate
degree.
1.1.3
Teachers’ Status of Employment
For the status of employment, most of the teacher respondents were on a
permanent status, that is, thirty two (32) or 80.0% while eight (8) or 20.0% were on a
contractual basis appointment. There were no substitute teachers among the respondents.
1.1.4
Teachers’ Position or Rank
As to the teachers’ position or rank, it was revealed that most of the teacher
respondents were Teacher I, thirty five (35) or 87.5% of them were just on the first step
of the rank, one (1) or 2.5% were Teacher II, and four (4) or 10.0% were Teacher III.
There were no teacher respondents who were Master Teachers.
1.1.5
Competency-Based
Performance:
Appraisal
System
for
Teachers
For the CB-PAST result, there were 6 or 15% who were rated outstanding while
there were 34 or 85% who were being rated as very satisfactory.
Good
evaluations
82
identify excellent teachers of all skill levels understand how they can improve. Teachers
are commonly promoted on the basis of a rating given by the principal.
1.2
Facilities
The researcher determined if the facilities of the respondent schools were usable,
adequate and available.
For the facilities, volleyball court, basketball court, badminton court were usable,
adequate and available every now and then or 33% - 66% of the time. The usability,
adequacy and availability of such facilities depend on the priority of the student’s
activities.
Grandstand/Gymnasium was seldom usable/adequate/available or 1% - 32%.
An audiovisual room, track ovals, baseball/softball diamond, horizontal bars, music room
and dance room had not been usable/adequate/available or zero percent (0%) usable,
adequate and available.
The grand mean of 2.08 equivalents to seldom usable, adequate and available 1%
to 32% of the time means that the schools may have incomplete facilities and since not all
of the school respondents have a covered court, they can play the ball games one at a time
using vacant spaces inside the campus.
1.3
Methodologies and Strategies
The researcher also looked into the teachers’ methods and strategies as indicators
for this study.
83
1.3.1
Methodologies
The lecture method was always the method being used by almost all the teacher
respondents with a mean of 4.30. Practice and drill method, demonstration and direct
instructional/expository method had a mean of 4.03, 3.93 and 3.70 which means often
for the reason that in the teaching of MAPEH, students can perfectly execute and drill a
certain activity if well demonstrated by the teacher compare to just lecturing without a
concrete example.
The grand mean of 3.99 with a verbal description means often is an indication that
there were different methodologies applicable in teaching MAPEH in the sense that
teachers knew that the use of common methodologies in the learning process were
effective.
1.3.2
Strategies
For the strategies used by the teacher respondents, the data gathered revealed that
playing games was the topmost strategy being used by the teacher respondents. The grand
mean of 3.81 means that all the other strategies were being used by the teacher
respondents that is why the grand mean was equivalent to often since from time to time
different strategies were being used by the teacher respondents.
1.4
Instructional Aids and Devices
The researcher also considered the availability of instructional aids and devices
used by the teacher respondents in teaching MAPEH and how often these instructional
aids and devices were being used.
84
1.4.1
Availability of Instructional Aids and Devices
The instructional aids considered in this study were the audio, the visual and the
audiovisual aids. The findings revealed that 100% of the respondent schools have
chalkboard always available and ready to use by the teachers. Most of the respondent
schools have a 75% to 87.5% of the following instructional materials available, namely:
textbooks (35 or 87.5%), reference book (35 or 87.5%), photographs (31 or 77.5%),
illustrations (32 or 80.0%), weighing scale (30 or 75%),chess set (33 or 82.5%), Balls (31
or 77.5%), whistle (37 or 87.5%), megaphone (31 or 77.5%), charts (30 or 75.0%),
posters (32 or 80.0%), drawings (33 or 82.5%) and pictures (32 or 80.0%).
1.4.2
Frequency of Use of the Instructional Aids and Devices
The researcher also looked into how frequent were the instructional aids and
devices being used in their teaching of MAPEH. The results showed that the following
instructional aids and devices were always used by the teacher respondents in their
teaching of MAPEH: chalkboard and textbooks were the number one in the list with a
5.0 and 4. 18 mean.
Other instructional aids and devices were used often namely: supplemental
materials, reference book, illustrations, weighing scale, chess set, whistle, drawings,
pictures, volleyball court, with a mean of 3.48, 4.15, 3.30, 3.55, 3.40, 3.48,3.48, 3.45, and
3.50 respectively.
The results further revealed that the teacher respondents by no means used a
balance beam, swimming pool, baseball and softball ground and track and field. This is
so since these were not available in their respective schools.
85
1.5
Learning Content
Another component of instruction considered for this study was the learning
content. The learning content were sub-divided into music, arts, physical education, and
health since these are the components of MAPEH.
The first and second component of MAPEH considered by the researcher was the
teaching of music and arts in MAPEH classes. The data gathered for this study revealed
that the learning content for music and arts had been 33%-66% attained.
The third and
fourth component of MAPEH is the Physical Education and Health. A mean of 4.23 in
physical education and 4.20 in health was an excellent result which means that learning
competencies had been 100% attained by almost all of the teacher respondents. The grand
mean of 3.53 equivalents to learning competencies had been 67%-99% attained which
means that learning content were covered by almost all the teacher respondents.
1.6
Learning Experiences
Another indicator of instruction in MAPEH that is considered by the researcher
was the learning experiences.
In music activities, all the indicators were sometimes experienced by the students
as taught by the teachers.
The findings in art activities had a grand mean of 2.21 with a verbal description
means sometimes. Drawing was the number one in the list with a mean of 2.60 with a
verbal description means always.
As to physical education activities, the following were always experienced by the
students since these were always taught by the teacher respondents:
volleyball,
86
basketball, badminton with means of 2.63, 2.60 and 2.60. Majority of the teacher
respondents were always including these activities in their lessons in MAPEH.
With regards to health activities the result comes out that ―Proper hygiene and
sanitation‖ was always taught to the students. Role playing and giving first aid were
taught only sometimes with a mean of 2.45 and 2.38.
1.7
Time Allotment
The last indicator as gauge of instruction in MAPEH was time allotment. The
time allotment for each component of MAPEH, music, arts, physical education and
health were all satisfactory to the teacher respondents. Accordingly, the sixty minutes
per week per component was enough to achieve the objectives of the lessons in the four
(4) different components of MAPEH.
2. Strong or Weak Components of MAPEH
Based upon the findings of the study, the component music and arts were the
weak components while physical education and health were the strong components.
Conclusions
Based on the salient findings of the study, the researcher draws the following
conclusions:
1. Almost half of the respondents were not MAPEH related Major.
2. Not one of the teacher respondents has finished a doctorate degree and majority of the
respondents are on a permanent status and on a teacher I position.
3. The teachers were one in the use of teaching methods and strategies in MAPEH.
87
4. There were minimal available instructional materials used by the teachers in teaching
MAPEH.
5. The teachers, facilities, instructional aids and devices and learning experiences were
the weak components of MAPEH.
6. Learning experiences were designed by the teachers for the students first hand
experiences.
7. The time allotment for each component of Music, Arts, Physical Education were all
satisfactory to the teacher respondents.
Recommendations
Based on the conclusions drawn for the study, the researcher highly recommends
the following:
1. The school administration should provide avenue for workshops and trainings
so that MAPEH teachers will trained, enhanced and motivated in the use of various
teaching methods and strategies of teaching MAPEH.
2.
The principals should have intensive classroom observation of MAPEH
teachers to upgrade and improve the teaching of MAPEH.
3. For the administrators to give opportunities for MAPEH teachers to attend
workshop-seminar/in service trainings, to be able to improve and upgrade skills. New
instructional aids and devices, facilities and instructional materials be provided to aid
teachers in the teaching of MAPEH. These will also help in giving the students the
learning experiences they need for the better learning and retention.
4. Incentives should be given to teachers for the job well done in any sports or
88
musical competition so that teachers will be motivated to do well.
5. Encourage teachers to avail of scholarship grants in the field of Music and Arts
since these were the considered weak components of the MAPEH subject.
6. Identification of the strengths and weaknesses of the teachers will serve as
basis for training and professional developments so that the strengths will be enhanced
and the weaknesses will be improved and become strengths as well.
7. It is highly recommended that a regular Learning (LAC) sessions in every
school should be conducted for the improvisation of sports facilities and instructional
materials.
8. It is also recommended that further research on the subject be conducted on a
wider scale so that status of teaching Music, Arts, Physical Education and Health
(MAPEH) will be better appraised and enhanced.
89
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94
Appendix A
Letter of Permission
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
DR. LILIA M. SANTIAGO
City Schools Division Superintendent
Tarlac City Division
Tarlac City
Dear Madam:
Greetings in the name of the Lord!
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in the public secondary schools of the division by asking the
MAPEH teachers to answer the questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed. D.
Adviser
Approved:
(Sgd) LILIA M. SANTIAGO, Ed. D.
City Schools Division Superintendent
95
Appendix B
Letter of Request for Content Validation
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
ESTRELLA L. VALDEZ
Education Supervisor I – MUSIC & ARTS
Tarlac City Schools Division
Dear Madam:
It is worth considering your expertise in the field of educational management.
In this connection, I would like to request your comments and suggestions on the
content and validity of the questionnaire attached.
The study being conducted is entitled “MAPEH Instruction among Public
Secondary Schools in Tarlac City:An Analysis” as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
Your recommendations will be considered vital inputs to the study being
conducted.
Thank you very much for your consideration on this request.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) ESTRELLA L. VALDEZ
Education Supervisor I – MUSIC & ARTS
Tarlac City Schools Division
96
Appendix C
Letter of Request for Content Validation
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
DR. ROBERT O. OSONGCO
Education Program Supervisor I
Science and Private Schools
Physical Education & School Sports
Tarlac City Schools Division
Dear Sir:
It is worth considering your expertise in the field of educational management.
In this connection, I would like to request your comments and suggestions on the
content and validity of the questionnaire attached.
The study being conducted is entitled “MAPEH Instruction among Public
Secondary Schools in Tarlac City:An Analysis” as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
Your recommendations will be considered vital inputs to the study being
conducted.
Thank you very much for your consideration on this request.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) DR. ROBERT O. OSONGCO
Education Program Supervisor I
Science and Private Schools
Physical Education & School Sports
97
Appendix D
LETTER OF REQUEST FOR DRY RUN PURPOSES
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
YOLANDA M. GONZALES
Secondary School Principal IV
Tarlac National High School
Tarlac City
Madam:
I am in the process of distributing research questionnaire for my thesis entitled
―MAPEH Instruction Among Public Secondary Schools in Tarlac City: An
Analysis‖ as partial fulfillment of the requirements of the degree Master of Arts in
Education major in Educational Management.
In this connection, I am requesting your kind consideration of allowing me to
distribute questionnaires to 10 MAPEH teachers for dry-run purposes.
Thank you very much for your cooperation.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D
Adviser
Approved:
(Sgd) YOLANDA M. GONZALES
Principal IV
98
Appendix E
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
WILFREDO F. PARAS
Principal II
San Manuel High School (Main & Annex)
Tarlac City
Dear Sir:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in our school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) WILFREDO F. PARAS
Principal II
99
Appendix F
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
HELEN G. LAUS
Principal I
Maliwalo High School - Annex
Tarlac City
Madam:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in your school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed. D.
Adviser
Approved:
(Sgd) HELEN G. LAUS
Principal I
100
Appendix G
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
MARIA LINDA A. CAYABYAB
Principal II
Alvindia Aguso High School
Tarlac City
Madam:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in your school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed. D
Adviser
Approved:
(Sgd) MARIA LINDA A. CAYABYAB
Principal II
101
Appendix H
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
JESUSA S. BARTOLOME
Principal II
Amucao High School
Tarlac City
Dear Sir:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in your school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) JESUSA S. BARTOLOME
Principal II
102
Appendix I
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
BENJAMIN G. SALVATIERRA JR.
Principal I
CAT High School
Tarlac City
Dear Sir:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in your school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) BENJAMIN G. SALVATIERRA JR.
Principal I
103
Appendix J
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
MARIAN AGAPITA D. TIAMZON
Principal II
Maliwalo High School - Main
Tarlac City
Madam:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in your school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) MARIAN AGAPITA D. TIAMZON
Principal II
104
Appendix K
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
REBECCA K. SOTTO
Head Teacher III/OIC
Amucao High School -Annex
Tarlac City
Madam:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in your school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) REBECCA K. SOTTO
Head Teacher III/OIC
105
Appendix L
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
APHRODITE EDITHA O. DIZON
Principal I
Balibago Primero Integrated High School
Tarlac City
Madam:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in your school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) APHRODITE EDITHA O. DIZON
Principal I
106
Appendix M
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
PERLA C. PALMA
MT II/OIC
San Manuel High School - Annex
Tarlac City
Madam:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in our school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) PERLA C. PALMA
MT II/OIC
107
Appendix N
Letter for the Principal
Tarlac State University
Tarlac City, Philippines
School of Graduate Studies
LILYBETH B. MALLARI
Head Teacher I/OIC
CAT High School - Annex
Tarlac City
Madam:
Greetings in the name of our Lord.
The undersigned is conducting a research entitled ―MAPEH Instruction Among
Public Secondary Schools in Tarlac City: An Analysis‖ as partial fulfillment of the
requirements of the degree Master of Arts in Education major in Educational
Management.
In this connection, I would like to ask permission from your good office to allow
me to conduct my study in your school by asking the MAPEH teachers to answer the
questionnaire/checklist.
Rest assured that the responses of the respondents will be kept with utmost
confidentiality.
Hoping for your immediate and favorable action on this request. Thank you very
much.
Very truly yours,
(Sgd) JANICE T. BOGNOT
Researcher
Noted:
(Sgd) ANTONIO L. SANTOS, Ed.D.
Adviser
Approved:
(Sgd) LILYBETH B. MALLARI
Head Teacher/OIC
108
Appendix O
MAPEH TEACHERS’ QUESTIONNAIRE IN THE DIVISION OF CITY
SCHOOLS OF TARLAC
Name: _________________________________________________________________
School: ________________________________________________________________
I. Teacher’s Profile
A. Bachelor in Secondary Education Major in: (Please Check)
( ) PEHM
( ) Music
( ) PE and Health
( ) Others: Please specify ________
B. Highest Educational Attainment
( ) doctorate degree
Major: ______________
( ) master’s degree
Major: ______________
( ) college degree
C. Status of Employment
____ Permanent
____ Substitute
____Contractual/LSB
D. Teacher’s Rank/Position
____ MT1
____ T1
____ MT2
____ T2
____ MT3
____ T3
E. CB-PAST Rating
____ Outstanding
____ Satisfactory
____ Very Satisfactory
____ Below Basic
II.
Below is a list of facilities and equipments in Music, Arts, Physical Education
and Health. Please encircle the appropriate column the level of usability,
adequacy and availability of each.
5 – The MAPEH facilities/equipments had been useable/adequate/available at all
times or 100% of the time.
4 – The MAPEH facilities/equipment had been useable/adequate/available most of
the time or 67%-99% of the time.
3 – The MAPEH facilities/equipment had been useable/adequate/available every
now and then or 33% -66% of the time.
2 – The MAPEH facilities/equipment had not been useable/adequate/available or
seldom or 1% to 32% of the time.
1 – The MAPEH facilities/equipment had not been useable/adequate/available or
zero percent (0%) of the time.
109
A.
Facilities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Track Oval
Grandstand/Gymnasium
Basketball Court
Volleyball Court
Horizontal Bars
Baseball/Softball Diamond
Badminton Court
Music Room
Audio Visual Room
Dance Room
III.
Common Teaching Methods and Strategies in the teaching of MAPEH.
Encircle the frequency of the use of the common teaching methods and
strategies.
5
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
Refer to the following scale:
Scale
5
4
3
2
1
A.
1.
2.
3.
4.
-
Verbal Description
Always (A)
Often (O)
Sometimes (SO)
Seldom (SE)
Never (N)
Methodologies
Demonstration method (an explanation accompanied
by action or the use of materials and equipments).
Direct instructional/expository method (teacher
structures lesson in a straight forward sequential
manner)
Lecture Method (teaching procedure for
clarifying or explaining a major idea)
Practice and Drill Method (involves going over
material/activities just learned, intended to
consolidate, clarify and emphasize what the students
has already learned)
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
110
B.
Strategies
1.
Cooperative learning technique (students working
together in groups to complete academic task)
5
4
3
2
1
2.
Games (activities with goals, rules and reward)
5
4
3
2
1
3.
Role Playing (is the spontaneous acting out
of problems or situation)
5
4
3
2
1
Simulation (simplified representation of real
activities where students play themselves in a situation
5
4
3
2
1
Multisensory
5
4
3
2
1
4.
5.
IV. Instructional aids and devices in teaching MAPEH subject. Check if the
instructional aids and devices listed below are available or not available in
your school.
A. Printed Materials
1. Textbooks
2. Supplemental materials
3. Reference Books
4. Pamphlets
5. Magazines/Newspaper
Available
____
____
____
____
____
Not Available
____
____
____
____
____
B. Audio Aids
1. Radio
2. Tape recorder
3. Pitch Pipe
4. Whistle
5. Megaphone
6. Drums
7. others (please specify) _______________
____
____
____
____
____
____
____
____
____
____
____
____
____
____
C. Visual Aids
1. chalkboard
2. still pictures
3. photographs
4. illustrations
5. LCD projector
6. weighing scale
7. chess set
8. balls
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
111
V.
9. basketball ring
10. spirit level
11. different costumes
12. Others (Please specify) _______________
____
____
____
____
____
____
____
____
D. Graphic Materials
1. charts
2. posters
3. drawings
4. pictures
5. diagrams
6. sketches
7. others (please specify) ________________
____
____
____
____
____
____
____
____
____
____
____
____
____
____
E. Audio Visual Aids
1. Television
2. motion pictures
3. others (please specify) _________________
____
____
____
____
____
____
Instructional materials used in teaching MAPEH. Please encircle the
frequency of use of the instructional materials in the teaching of MAPEH.
Refer to the following scales:
Scale
5
4
3
2
1
A.
-
Verbal Description
Always
Often
Sometimes
Seldom
Never
Printed Materials
1.
Textbook
2.
Supplemental materials
3.
Reference books
4.
Pamphlets
5.
Magazines/newspapers
6.
Others (please specify) _____________
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
112
B.
Audio Aids
1.
Radio
2.
Tape recorder/CD Player
3.
Pitch Pipe
4.
Whistle
5.
Megaphone
6.
Drums
7.
Others (please specify) _____________
5
5
5
5
5
5
5
4
4
4
4
4
4
4
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
Visual Aids
1.
Chalkboard
2.
Still pictures
3.
Photographs
4.
Illustrations
5.
LCD projector
6.
Weighing scale
7.
Chess set
8.
Balls
9.
Basketball ring
10. Spirit Level
11. Different costumes
12. Others (please specify) ______________
5
5
5
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
1
1
D. Audiovisual Aids
1.
Television
2.
Motion pictures
3.
Others (please specify) ______________
5
5
5
4
4
4
3
3
3
2
2
2
1
1
1
E. Visual Aids (Graphic Materials)
1.
Charts
2.
Posters
3.
Drawings
4.
Pictures
5.
Diagram
6.
Sketches
5
5
5
5
5
5
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
1
1
1
1
1
1
F. Sports Equipment
1.
Basketball
2.
Badminton
3.
Table Tennis
4.
Baseball/Softball
5.
Sepak Takraw
6.
Balance Beam
7.
Others (please specify) ______________
5
5
5
5
5
5
5
4
4
4
4
4
4
4
3
3
3
3
3
3
3
2
2
2
2
2
2
2
1
1
1
1
1
1
1
C.
113
G. Sports Facilities
1.
Basketball court
2.
Sepak Takraw court
3.
Volleyball court
4.
Swimming pool
5.
Baseball/softball court
6.
Badminton court
7.
Table tennis court
8.
Gymnasium
9.
Track & Field
10. Others (please specify) ______________
5
5
5
5
5
5
5
5
5
5
4
4
4
4
4
4
4
4
4
4
3
3
3
3
3
3
3
3
3
3
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
1
1
1
1
VI.
What is the level of achievement of the prescribed learning competencies in
the different areas of MAPEH. Based on the following scale, please encircle
the level of attainment.
5 – The Learning competencies had been 100% attained.
4 – The Learning competencies had been 67% - 99% attained.
3 – The Learning competencies had been 33% - 66% attained.
2 – The Learning competencies had been 1% - 32% attained.
1 – The Learning competencies had not been attained or zero percent
(0%) of the time.
As to:
a. Music
5
4
3
2
1
b. Arts
5
4
3
2
1
c. Physical Education
5
4
3
2
1
d. Health
5
4
3
2
1
VII.
Learning Experiences: Place a check on the outdoor activities done in your
Physical Education classes. Place a check on the activities taught in your
MAPEH class.
Music Activities
Singing game songs
Singing and clapping the beat and
rhythm of the song
Conducting the song
Reciting rhythm names of the
notes
Singing folk songs
Clapping/tapping/marching while
singing
Singing the notes or sight reading
Listening classical music
Always
Sometimes
Never
114
Always
Playing musical instruments
Singing the songs of other
countries
Compose simple song
Others ,please specify
Arts Activities
Drawing
Painting
Sculpture
Collage
Recycling
Photography
Others, please specify
P.E Activities
Athletics
Badminton
Baseball
Basketball
Cheering
Climbing
Cycling
Golf
Guessing games
Hiking
Kite flying
Lawn tennis
Obstacle race
Parlor games
Relay
Sack race
Soccer
Softball
Surfing
Swimming
Throwing
Tug-of-war
Volleyball
Health Activities
Role Playing
Giving first aid
Proper hygiene and sanitation
Sometimes
Never
115
VIII. Time allotment. Please encircle the time allotment in each area of MAPEH
subject. Kindly indicate your assessment on the following statements using the
rating below.
Scale
5
4
3
2
1
1.
2.
3.
4.
-
Verbal Description
Very much satisfied
Much Satisfied
Satisfied
Moderately satisfied
Dissatisfied
The 60 minutes/week time allotment is enough
to achieve the objectives of the lesson in Music.
The 60 minutes/week time allotment is enough
to achieve the objectives of the lesson in Arts.
The 60 minutes/week time allotment is enough to
achieve the objectives of the lesson in Physical Education.
The 60 minutes/week time allotment is enough
to achieve the objectives of the lesson in Health.
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
116
K TO 12 MUSIC AND ART
MUSIC – GRADE 7
Content
Performance
Learning
Content
Standards
Standards
Competencies
Music Grade 7 - FIRST QUARTER/FIRST GRADING PERIOD
The learner...
The learner…
The learner…
Review of
demonstrates
elements and processes examples of
Elements and
understanding of Philippine music.
Philippine music
Processes
of musical
from Luzon and
Music of Luzon
elements and
describes how the
processes of
music to the Philippine musical elements
(Highlands and
Philippine
culture.
are used.
Lowlands)
music,
- Vocal Music
particularly the
- Instrumental Music
music of
of Philippine music,
distinguishing
- Cultural Context
Luzon
alone and with others,
characteristics of
(History and
highlands and in appropriate tone,
representative
Traditions)
lowlands.
pitch, rhythm,
Philippine music
- Composition
expression and style.
from Luzon in
- Social Functions
relation to history
- Performance
musical
and culture of the
Styles/Techniques
awareness and
area.
creativity in
expressing
oneself while
relationship of
doing the
functions of
fundamental
Philippine music
processes in
from Luzon to the
music.
lives of the people.
representative
Philippine music.
Luzon (highlands
and lowlands)
alone and/or with
others.
available
instruments from
117
Luzon, alone
and/or with others.
simple
rhythmic/harmonic
accompaniments
to selected
Philippine music
from Luzon.
of producing
sounds on a
variety of sources
that would emulate
instruments being
studied.
118
119
120
121
122
123
124
125
126
127
128
129
130
131
LEARNING COMPETENCIES
(Music, Arts, Physical Education, and Health)
THIRD YEAR
Music
First Grading Period
Music of India
1.
Demonstrate understanding of and sensitivity to the music of India
1.1 Explain the philosophical and religious aspect that influence the
music of India
1.2 Recognize the different musical elements in the music of India
1.2.1 raga
1.2.2 tala
1.2.3 drone
1.3 Perform examples of
1.3.1 raga
1.3.2 tala
1.3.3 drone
1.3 Sing examples of folk songs from India
1.4 Identify the distinguishing characteristic sound in the music of India
1.5 Recognize visually and aurally the different musical instruments
from India
1.6 Research materials from the environment that can produce sounds
similar to the musical instruments of India
1.7 Compose a piece demonstrating knowledge of the music of India
1.8 Compare the music of India and the Philippines
Second Grading Period
Music of Thailand
1.
Demonstrate understanding of and sensitivity to the music of Thailand
1.1 Listen to examples of Thai music
1.2 Sing examples of folk songs from Thailand
1.3 Describe the fundamentals of Thai music
1.4 Recognize aurally the different instrumental groups of Thailand
1.5 Recognize visually and aurally the musical instruments of Thailand
1.6 Research materials from the environment that can produce sounds
similar to the musical instruments of Thailand
1.7 Compose a piece demonstrating knowledge of Thai music
1.8 Identify the different factors that influenced the music of Thailand
1.9 Compare the music of Thailand and the Philippines
132
Third Grading Period
Music of Indonesia
1.
Demonstrate understanding of and sensitivity to the music of Indonesia
1.1 Listen to examples of Indonesian music
1.2 Recognize aurally the musical system of Indonesia
1.2.1 Slendro
1.2.2 Pelog
1.3 Sing examples of songs from Indonesia
1.4 Recognize visually and aurally the musical instruments of Indonesia
1.5 Research materials from the environment that can produce sounds
similar to the musical instruments of Indonesia
1.6 Compose a piece demonstrating knowledge of Indonesian music
1.7 Identify the different factors that influenced the music of Indonesia
1.8 Compare the music of Indonesia and the Philippines
Fourth Grading Period
Music of Africa and Latin America
1.
Demonstrate understanding of and sensitivity to the music of Africa
1.1 Listen to examples of African music following a musical score
1.2 Sing examples of folk songs from Africa
1.3 Identify the characteristics of African music
1.4 Recognize visually and aurally the musical instruments of Africa
1.5 Research materials from the environment that can produce sounds
similar to the musical instruments of Africa
1.6 Compose a piece demonstrating knowledge of the music of Africa
1.7 Identify the different factors that influenced the music of Africa
2.
Demonstrate understanding of and sensitivity to Latin American music
2.1 Listen to examples of Latin American music following a musical
score
2.2 Sing examples of folk songs from Latin American countries
2.3 Identify the characteristics of Latin American music
133
THIRD YEAR
Arts
First Grading Period
Arts and Culture in Various Eras
1.
Demonstrate understanding of and sensitivity to the arts in various eras
and culture and its relationship to the different aspects of life like







1.1
1.2
1.3
1.4
1.5
Art and Life
Art and Belief/Religion
Art and Economics
Art and Politics
Geography
Technology
Functions of Art
Identify the ways by which world art and culture is expressed
based on historical context
Discuss feelings expressed in a work of art
Explain the meaning of art based on how it is expressed in art
examples from Egypt, Greece, Europe during the Middle Ages
and Renaissance
Create examples of art, based on knowledge of World art and
culture
Distinguish the similarities and differences of World Art and
Philippine art
Second Grading Period
World Art (Painting, Sculpture, Architecture, Folk Art of Egypt, Greece, Middle
Ages and Renaissance in Europe)
1.
Demonstrate understanding of and sensitivity to World art and culture
during the Middle Ages and the Renaissance
1.1
Recognize the contributions made by the different civilization in
the field of arts


Egypt
Greece
134
1.1.1 Identify the title of the work of art
1.1.2 Explain the meaning or what the work of art symbolizes
1.2.3 Recognize the period when the art was created
1.2.4 Identify the importance and function of the said art work
1.2.5 Explain why it was created in that form and style
1.2
1.3
Identify some examples of art during the Middle Ages and the
Renaissance
Explain how the different elements of art were used during the
Middle Ages and the Renaissance






Line
Shape and Form
Space
Color
Value
Texture
1.4 Identify in a given example of art during the Middle Ages and the
Renaissance the
3.1.1
3.1.2
3.1.3
3.1.4
3.1.5
3.1.6
1.5
1.6
1.7
1.8
subject
composition
content
process and function
medium
symbol and meaning
Compare the characteristics of artworks in various cultures during
the Middle Ages and the Renaissance
Explain the importance of art in the general context of sociocultural development
Create examples of art (individual or group) based on knowledge
of world art during the Middle Ages and the Renaissance
Express appreciation of World art through discussion on how art
examples make them feel
135
Third Grading Period
World Art (Dance, Theater, Cinema, Photography, Printmaking)
1.
Demonstrate understanding of the different art forms (dance, theater,
photography, cinema, printmaking) in World culture
1.1
Express the importance of the different art forms in various
cultures
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2
1.3
dance
theater
cinema
photography
printmaking
Recognize that dance, theater, cinema, photography and
printmaking are forms of communication in world culture
Explain the elements of dance as seen in
1.3.1 Latin American dances
1.3.2 European ballets
1.4
1.5
1.6
1.7
Perform examples of Latin American dances
Discuss the characteristics of Latin American dances learned
Differentiate Latin American dances from European ballets
Recognize the importance of mask in the different cultures
1.7.1 Africa
1.7.2 Papua New Guinea
1.7.3 Greek Theater
1.8
View examples of theatrical works like
1.8.1 Greek Theater
1.8.2 Shakespearian Theater (Great Britain)
1.8.3 Bertolt Brecht Theater (German)
1.9
1.10
Discuss the characteristics of some examples of Theater forms from
other countries
View examples of movies from other parts of the world
136
1.11
Differentiate movies from other countries from Philippine movies
Fourth Grading Period
History and Style
1.
Demonstrate understanding of and sensitivity to the basic concepts of arts
in various eras and cultures
1.1
Identify the important events that happened during the
1.1.1
1.1.2
1.1.3
1.1.4
1.2
1.3
1.4
1.5
1.6
2.
Renaissance
Baroque Period
Classical Period
Romantic Period
Recognize the different art forms and artists in the different eras
Identify specific works of art as belonging to a particular culture,
time and place
Describe a variety of art objects in historical and cultural context
Explain how culture influence human’s emotional reactions to
works of art
Appreciate the aesthetic characteristic of the different art forms
and styles through creating and viewing art works
Demonstrate understanding of and sensitivity to the basic concepts of
impressionism in France and expressionism in Germany
2.1
Recognize the basic materials and techniques used in
2.1.1 Impressionistic style
2.1.2 Expressionistic style
2.2
2.2
2.3
3.
Differentiate impressionism from expressionism
Compare the artworks of French Impressionists and the artworks
of Philippine Impressionists
Describe how people’s experiences influence the development of
specific artworks
Show unity and diversity in arts and culture in different eras through
creative activities like drawing, painting
137
THIRD YEAR
Physical Education
First Grading Period
Physical Fitness
1.
2.
Participate actively in the conduct of the physical fitness pre test
Demonstrate fitness proficiency through active participation in fitness
related activities
2.1
2.2
2.3
3.
Identify fitness components for enhancement and improvement
Apply scientific concepts/strategies in enhancing and improving
identified strengths and weaknesses
Perform skill and health related fitness activities (i.e. aerobics,
isotonic exercises, gymnastics)
Set standards based on the personal level of fitness
Second Grading Period
Individual and Dual Sports
(Officiating Technique for Play Purposes)
1.
Identify basic rules of the identified sports in officiating technique and
playing strategies
1.1
1.2
1.3
Demonstrate knowledge and understanding of basic rule for play
and officiating counterpart
Recognize basic officiating signals specific for the identified sport
Perform the sport on actual situation with consideration of the
following:
1.3.1
1.3.2
1.3.3
2.
playing area
equipment and facilities
safety guidelines
Evaluate performance in a given criteria
138
Third Grading Period
Team Sports
(Officiating Technique for Play Purposes)
1.
Identify basic rules of the identified sports in officiating technique and
playing strategies
1.1
1.2
1.3
Demonstrate knowledge and understanding of basic rule for play
and officiating counterpart
Recognize basic officiating signals specific for the identified sport
Perform the sport on actual situation with consideration of the
following:
1.3.1
1.3.2
1.3.3
2.
playing area
equipment and facilities
safety guidelines
Evaluate performance in a given criteria
Fourth Grading Period
Foreign Folk Dances
1.
2.
3.
Recognize the foreign folk dance according to its history and background,
costume, music and properties
Perform the foreign folk dance in a given music, movement pattern and
dance skills
Demonstrate appreciation and respect of the cultural rights of other
countries through appropriate dance performance
3.1
3.2
4.
5.
Execute correct movement skills
Use of appropriate costume and music
Exhibit self confidence and good attitude through dancing
Evaluate performance in a given criteria
Physical Fitness
Participate in the conduct of the physical fitness test
Evaluate performance based on standards set
139
THIRD YEAR
Health
First Grading Period
Health Analysis and Community Health
(Prevention of Pollution)
1. Appreciate the importance of having regular health check-up/examination
1.1
1.2
Explain the importance of health examination
Perform regular health check-up/examination
2. Demonstrate a behavior of cooperation among home, school and community in
solving community health problems
2.1
2.2
2.3
Explain the importance of solving environmental problems for a
healthy community
Perform the duties of every member of the family in solving health
problems
Practice the proper ways of
2.3.1
2.3.2
2.3.3
2.3.4
2.4
2.5
storage
garbage disposal
recycling, and
garbology at home and in the community
Practice preventive measures against water, air, and noise pollution
Analyze the different causes and effects of noise, air, and water
pollution to one's health
Second Grading Period
Population Education (Reproductive Health)
1. Appreciate reproductive health relative to fertility, child birth and sterility
1.1
1.2
1.3
Explain the importance of reproductive health
Analyze the relationship of reproductive health,
infertility
Explain the factors that affect child birth
1.3.1Biological
1.3.2psychological
birth, and
140
1.3.3sociological
1.4
1.5
1.6
Analyze the causes of infertility
Evaluate the appropriate attitude towards infertility and other
causes of sterility
Explain the different ways of preventing and curing infertility
Third Grading Period
Disease Education (Communicable/ Non- Communicable Diseases)
1. Demonstrate personal value for good health through disease prevention
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
Differentiate communicable diseases from non-communicable diseases
Explain the benefits to health of advances in Science and Technology
like the use of laser beam
Analyze the factors that cause the transfer and spread of
communicable diseases
Undertake effective health measures to prevent and control
communicable diseases.
Identify the common non-communicable diseases that are often the
cause of death in the country
Use medicinal plants or herbs as a natural remedy for diseases
Recognize the significance of regulatory laws for the maintenance of
community health
Comments on the important to health of the services provided by
professional agencies
Fourth Grading Period
Drug Education (Barbiturates and Alcohol)
1. Manifest the right attitude towards depressant drugs like barbiturates and
alcohol
1.1
Discuss the following:
1.1.1
1.1.2
1.1.3
1.1.4
reasons for using barbiturates and alcohol
kinds of alcohol and their uses
effects of using barbiturates and alcohol to oneself,
family, community, criminality and accidents
false beliefs about using alcohol
141
1.2
Explain the provisions of the Comprehensive Dangerous
Drugs Act of 2002 regarding barbiturates
1.3 Engage in different recreational activities that will help
prevent alcohol abuse
1.4 Make right decisions when and when not to use barbiturates
and alcohol
FOURTH YEAR
Music
First Grading Period
Music of the 20th – 21st Century
1.
Demonstrate understanding of and sensitivity to the basic concepts of 20th
century music up to the present
1.1
Recognize aurally the new musical systems used in the 20th to the
21st century
1.2
Describe the music in today’s society
1.2.1
1.2.2
1.2.3
1.3
1.4
The Music Industry
Music and the Media
Music in the Community
Classify the musical style of today’s music such as popular, rock,
jazz, folk, country, western, classical
Recognize aurally the different musical styles in the 20th to the 21st
century
1.4.1 Popular
1.4.2 Broadway
1.4.3 New Sounds
Electronic Music
Chance Music
Minimalist Music
1.4.4 Impressionism
1.4.5 Expressionism
1.4.6 Neo-Classicism
142
1.5
1.6
1.7
1.8
1.9
Recognize aurally familiar compositions of great composers of the
20th century up to the present
Experiment with sounds using knowledge of 20th and 21st century
music
Discuss how context can change the acceptance of a musical work
as in an advertisement and as in a concert
Describe how musical style is influenced by culture, society and
technology
Express personal reactions or feelings about a musical work
Second Grading Period
Music of the Romantic Period – 1820-1910
1.
Demonstrate understanding of and sensitivity to the basic concepts of the
music of the Romantic Period
1.1
1.2
1.3
1.4
Identify the important events that happened during the Romantic
period
Illustrate how music during the Romantic period reflects social,
cultural and economic conditions
Identify the distinguishing characteristics of the music of the
Romantic period
Recognize aurally the different musical forms during the Romantic
period
1.4.1
1.4.2
1.4.3
1.4.4
1.1
Lied (art song)
Compositions for Piano
Program Music
The Romantic Opera
Sing examples of songs during the Romantic Period
1.1.1 art songs
1.5.2 theme of well known Romantic compositions
1.1.2 simple songs from an opera
1.1.3 songs that convey nationalism
1.2
1.3
Describe how sounds were used to create the images, mood or
feeling in a piece of program music
Discuss how nationalism in music flourished during the Romantic
period in Europe as well as in the Philippines
143
1.4
1.5
1.6
Recognize aurally familiar compositions of great composers of the
Romantic period
Relate a short biography of well known composers during the
Romantic Period
Show appreciation of Romantic music through
1.6.1
1.6.2
writing program notes for a work by a well known
composer of the time
listening, singing and other musical activities
Third Grading Period
Music of the Classical Period
1.
Demonstrate understanding of and sensitivity to the basic concepts of the
music of the Classical Period
1.1
1.2
1.3
1.4
Identify the important events that happened during the Classical
period
Illustrate how music during the Classical period reflects social,
cultural and economic conditions
Identify the distinguishing characteristics of the music of the
Classical period
Recognize aurally the different musical forms during the Classical
period
1.4.1
1.4.2
1.4.3
1.4.4
1.5
sonata allegro
symphony
concerto
opera
Recognize aurally the themes from Classical compositions
1.6 Sing examples of melodies during the Classical Period
1.6.1
1.6.2
1.7
1.8
theme of well known Classical compositions
simple songs from a Classical opera
Recognize aurally familiar compositions of great composers of the
Classical period
Relate a short biography of well known composers during the
Classical Period
144
1.9
Show appreciation of Classical music and Classical composers
through:
1.9.1
1.9.2
writing program notes for a work by a well known
composer of the time
listening and other musical activities
Fourth Grading Period
Music of the Baroque and Renaissance
1.
Demonstrate understanding of and sensitivity to the basic concepts of
Baroque music
1.1
1.2
1.3
1.4
Identify the important events that happened during the Baroque
period
Illustrate how music during the Baroque period reflects social,
cultural and economic conditions
Identify the distinguishing characteristics of Baroque music
Recognize aurally the different musical forms during the Baroque
period
1.4.1
1.4.2
1.4.3
1.4.4
1.4.5
1.5
1.6
1.7
1.8
1.9
2.
Cantata
Oratorio
Concerto Grosso
Fugue
Suite
Differentiate a cantata from an oratorio
Recognize aurally the sounds of basic instruments during the
Baroque like the harpsichord and the organ
Recognize aurally familiar compositions of great composers of the
Baroque period
Relate a short biography of well known composers during the
Baroque Period
Show appreciation of Baroque music by writing program notes for
a work by a well known composer of the time
Demonstrate understanding of and sensitivity to the basic concepts of
Renaissance music
2.1
Identify the important events that happened during the Renaissance
145
2.2
2.3
2.4
Illustrate how music during the Renaissance reflects social,
cultural and economic conditions
Identify the distinguishing characteristics of Renaissance music
Recognize aurally the vocal forms during the Renaissance
2.4.1
2.4.2
2.4.3
2.5
2.6
2.7
Motet
Mass
Madrigal
Recognize aurally the basic instruments like the lute during the
Renaissance
Relate a short biography of well known composers during the
Renaissance
Show appreciation of Renaissance music by writing program notes
for a work by a well known composer of the time
FOURTH YEAR
Arts
First Grading Period
Arts and Culture in the Modern Era
1.
Demonstrate understanding of and sensitivity to the arts and culture in the
20th and the 21st century and its relationship to the different aspects of life
like
 Art and Life
 Art and Belief/Religion
 Art and Economics
 Art and Politics
 Geography
 Technology
 Functions of Art
1.1
1.2
1.3
1.4
1.5
Identify the arts created in the 20th century up to the present
Recognize the modern artworks and artists in the Philippines and in
other countries
Discuss feelings expressed in a work of art
Explain the meaning of art based on how it is expressed in the 20th
and the 21st century art examples
Create examples of art, based on knowledge of modern art and
culture
146
1.6
Distinguish the similarities and differences of the arts from other
countries and Philippine art in the modern era
Second Grading Period
The Elements and Organization of Art in the Modern Era (Painting, Sculpture,
Architecture, Folk Art )
1.
Demonstrate understanding of and sensitivity to the elements and
organization of art during the 20th to the 21st century
1.1
1.2
1.3
Recognize the different media and processes of art in two dimension
(2D) and three dimension (3D)
Differentiate each medium and process in 2D and 3D art
Explain how the different elements of art were used in the given
example of 20th and 21st century art






Line
Shape and Form
Space
Color
Value
Texture
1.4 Identify in a given example of modern art the
4.1.1
4.1.2
4.1.3
4.1.4
4.1.5
4.1.6
1.5
1.6
1.7
1.8
subject
composition
content
process and function
medium
symbol and meaning
Recognize the artist and the title of some representatives of modern
artworks
Compare the characteristics of 20th and 21st century artworks in
various cultures
Explain the importance of art in the general context of socio-cultural
development
Create examples of art (individual or group) based on knowledge of
modern art
147
1.9
Express appreciation of modern art through discussion on how art
examples make them feel
Third Grading Period
Art in Modern Culture (Dance, Theater, Cinema, Photography and New Art Forms)
1.
Demonstrate understanding of and sensitivity to the different art forms
(dance, theater, photography, cinema and new art forms) 1n the modern
era
1.1
Express the importance of the different art forms in the modern era
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
dance
theater
cinema
photography
new art forms
Recognize that dance, theater, cinema, photography and the new
art forms are forms of communication in the 20th and 21st century
Explain the elements of dance as seen in dances in the 20th and 21st
century
Perform examples of 20th and 21st century dances
Discuss the characteristics of dances learned
Differentiate 20th and 21st century dances from dances of other eras
View examples of theatrical works in the 20th and 21st century
Discuss the characteristics of some examples of Theater forms in
the modern era
View examples of movies in the 20th and 21st century
Differentiate movies from other countries from Philippine movies
in the modern era
Recognize some new art forms like ―installation‖ and
―performance art‖
Fourth Grading Period
Arts and Social Issues in the Modern Era
1.
Demonstrate understanding of and sensitivity to the social issues in the
modern era through the arts
148
1.1
Identify examples of artworks in the modern era that symbolizes
social issues
1.1.1 Globalization
1.1.2 Environment
1.1.3 Human Development
1.2
1.3
1.4
1.5
1.6
1.7
Explain the message of some representative artworks
Describe the technique used in conveying the message of the
artwork
Explain how social trends influence our emotional reactions while
observing a work of art
Recognize the importance of Philippine artists and foreign artists
that convey social issues in the modern era through the arts
Describe a variety of art objects in historical and cultural context
Appreciate the aesthetic characteristic of the different works of art
that symbolizes social issues in the 20th and 21st century through
1.7.1 viewing art works
1.7.2 creating art that communicate social issues
FOURTH YEAR
Physical Education
First Grading Period
Physical Fitness
1.
2.
Participate in the conduct of the physical fitness pre test
Correct fallacies towards improvement and enhancement of fitness
2.1
2.2
3.
Identify facts related to fitness
Correct fallacies to improve one’s fitness
Develop a personal fitness program for lifetime use
3.1
3.2
Identify strengths and weaknesses through results of physical
fitness tests
Create personal fitness program for lifetime use
Second Grading Period
Recreational/Alternative Activities
149
1.
Engage oneself in useful recreational/alternative activities in the school or
in the community
1.1
1.2
1.3
1.4
Explain the importance of recreational/alternative activities in
promoting personality development
Identify indoor and outdoor activities within the school and
community resources
Engage in worthwhile activities that will improve the physical,
mental, social, emotional and spiritual aspects of an individual
Utilize skills learned to sustain personal recreational activities for
lifetime involvement
Third Grading Period
Management of School Sports Competition
1.
Demonstrate the knowledge and skills for management of school sports
competition
1.1
1.2
1.3
1.4
Identify the elements of management for school sports competition
Discuss the mechanics for managing a school sports competition
and its resources (material and human)
Exhibit capability for managing tournaments and sports league
(tournament guides)
Demonstrate skills and abilities on the creation and execution of
committees for competition and officiating officials
Fourth Grading Period
Social and Ballroom Dances
1.
Demonstrate ability to socialize through participation in social and
ballroom dancing
1.1
1.2
1.3
1.4
1.5
1.6
2.
Cite the significance of social and ballroom dance
Identify the classification of social and ballroom dance
Identify the basic dance steps of the dance
Perform the dance skillfully with a partner
Utilize skills in social dancing as socialization and recreation
Enhance social behavior and personality through social dancing
Develop presentation of social and ballroom dance for stage and for
entertainment
150
3.
Evaluate performance in a given criteria
Physical Fitness
1.
Participate actively in the conduct of the physical fitness post test
2.
Evaluate personal fitness program based on the results of the test
Finalize the program for lifetime use and participation
FOURTH YEAR
Health
First Grading Period
Health Analysis and Mental Health (Aging and Mortality)
1. Appreciate the importance of having regular health check-up/examination
1.1 Perform regular health check-up/examination
2. Value the importance of a healthy mind
2.1 Define mental-health
2.2 Describe the characteristics of a healthy mind
2.3 Explain the factors that affect mental health
2.4 Discuss the different mental diseases
2.5 Perform common preventive measures against mental
diseases
2.6 Observe proper way of dealing with mentally-incapacitated
individuals
2.7 Explain the importance of the different agencies,
associations and institutions that help promote mental health
2.8.1 Analyze the programs and services for the aged vis-à-vis their
needs
2.8 Accept as a fact of life, the changes brought about by aging, the loss of
valuables and the death of loved ones
Second Grading Period
Population Education (Responsible Parenthood & Family Planning)
1. Appreciate the importance of responsible parenthood in planning a family
1.1
1.2
1.3
1.4
Explain the purpose for getting married and having children
Justify the right to make a choice/plan the size of one's family
Identify the responsibilities of the parents toward their children and the
children toward their parents
Discuss the meaning of family planning
151
1.5
1.6
1.7
Analyze the importance of family planning within the context of
family, community, country and world
Relate family planning to physical, mental, emotional, social, moral,
spiritual and economic aspects
Explain the different population programs that will help achieve the
ideal population size
Third Grading Period
Consumer’s Health Education
1. Safeguard one's self and others in securing the right information, products and
health services
1.1
1.2
1.3
1.4
1.5
1.6
Identify the right sources of information about different products and
health services
Analyze the different ways of luring customers through fraudulent
advertisements of products and health services
Explain the possible effects of following medical quackery and health
fads
Discuss the importance of traditional medicine provided by herbal
medicine practitioners like ―hilot and albularyo.‖
Analyze the rights of every consumer
Give the importance of legal protection of consumers
Fourth Grading Period
Drug Education (Narcotics)
1. Demonstrate critical understanding of narcotics
1.1
1.2
1.3
1.4
1.5
Explain the medical use of narcotics
Analyze the ill effects of narcotics abuse to one's self, family,
community and society
Explain the meaning of
1.3.1 Tolerance
1.3.2 withdrawal syndrome
Discuss the importance of cooperation among the different government
and private agencies in solving problems related to prohibited drugs
Decide against using prohibited drugs
152
CURRICULUM VITAE
PERSONAL DATA
Name
:
JANICE TIANGSING BOGNOT
Home Address
:
# 63 zone 5 Maliwalo, Tarlac City
Date of Birth
:
January 15, 1985
Place of Birth
:
Tarlac
Civil Status
:
Single
Parents
:
Ernesto G. Bognot
Julieta T. Bognot
ACADEMIC RECORDS
Graduate Studies : MASTER OF ARTS IN EDUCATION
Major in Educational Management
Graduate School
Tarlac State University
Tarlac City
College :
BACHELOR OF SECONDARY EDUCATION
Major in Physical Education Health and Music (PEHM)
Tarlac State University
Tarlac City
2000-2004
Secondary : Maliwalo Nationalized High School
Tarlac City
1996-2000
Elementary : Maliwalo Central Elementary School
Tarlac City
1990-1996
153
Eligibility: Licensure Examination for Teachers (LET)
(PRC, Baguio – 2004)
EMPLOYMENT RECORD
From July 18, 2011 – to date
Classroom Teacher
San Manuel High School - Annex
Buno, Matatalaib Tarlac City
From June 2009 - July 17, 2011
Classroom Teacher
Maliwalo High School – Annex
Tibag Tarlac City
From June 2005- March 2006
Classroom Teacher
Tarlac Montessori School
La Puerta Del Sol Hi-Land Subdivision
Maliwalo, Tarlac City