Research Paper As Whole

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Chapter 1
INTRODUCTION
Situation Analysis
Lesson planning is very challenging task for pre-service teachers around the
world. For the most part, the Technical Curriculum Planning in England and Wales has
been the dominant model underpinning student teachers' lesson planning for a generation
or more. In the field of education, teacher-preparation curriculum requires lesson
planning (Abernathy, Forsyth & Mitchell, 2001; Furlong & Maynard, 1995). There were
problems faced by University of Botswana’s Post Graduate Diploma in Education
(PGDE) student-teachers with respect to their pedagogical practices during school
placements. It highlights the strengths and weaknesses of behavioral objectives,
particularly the focus on the input—output process model of teaching and learning.
Lesson planning is one way of planning instruction and one way of preparing a
lesson before it is taught. It is used by supervisors of student teachers in pre-service and
supervisors of teachers in service as a means of promoting good teaching (Tanner &
Tanner 1987). It is set for an instructional activity for each day or also referred to as daily
plan. Teachers need dedication and trials to improve planning lessons and learning
activities, as well as handling classroom actions. According to Scrivener (2005), planning
a lesson contains “prediction, anticipation, sequencing, and clarifying.” Education system
follows trends.
Spratt, Pulverness, and Williams (2005) pointed out that lesson planning is a
series of course plan which provides direction for a teacher of what kind of materials of
study to be taught and how to teach them. Students are expected to get bored during the
teaching process. The way to overcome this problem is in teachers’ hand. Teacher proper
decision-making and planning seemed to be crucial in avoiding students’ reluctance
during teaching materials. Lesson plan is one option for teachers to manage the class
properly.
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The core of being an efficient teacher is lesson planning. In relation to the thought
to be taught, lesson planning process let teachers to evaluate their own knowledge (Reed
& Michaud, 2010). A teacher with a plan is more self-assured teacher (Jensen, 2001). The
teacher is coherent on what needs to be accomplished, when and how. Lesson planning
takes practice. Your learners will know more efficiently if you plan for it carefully. If you
have lesson plan as a teacher, your lesson will flow clearly because you’ve prepared for
your lesson beforehand.
As a pre-service teacher, he or she must need to carry out to expend the several
times in this trial. It is also important to find out that a best planned lesson is valueless if
involving procedures with a long well with classroom handling.
As a pre-service teacher, they should develop their lesson planning skills and
learn to plan ahead in advance according to different methods and media, and to plan
activities, and materials for use. Pre-service teachers need to consider his or her style of
teaching and students’ abilities and interest. The difficulties when planning the lessons
are parallel to the experiences of a pre-service teacher. The aim of lesson planning needs
to be reflective to its purpose and content. There are challenges of aligning each part on
the objectives down to how the objectives to be attained. Lesson planning is a great help
for pre-service teachers to arrange content, materials, and approaches.
According to the Department of Education of the Philippines, there is a policy that

is meant to support teachers in upholding quality education standards by affirming the
importance of instructional planning through Daily Lesson Log or (DLL) or Detailed
Lesson Plan (DLP) preparation.
The Philippine Education System embraces the aim of globalization that leads in
the adaption of Kinder to Grade 12 Curriculum (K-12). Writing effective K-12 Detailed
Lesson Plans is one of the main problem. Today, teacher education ponders on the
training of becoming a teacher.
In Don Mariano Marcos Memorial State University- South La Union Campus,

teacher education programs focus on training. Before creating a lesson plan, student
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teachers must learn how to create one. Student teachers must visualize what will be the
outcome of his or her lesson plan and the materials to be used if it is applicable or
effective to the learners. Different methods, strategies, and approaches will be used in
creating a lesson plan for an effective and efficient teaching and learning process.
This research investigation aims to know the lesson planning skills of Education
Students in Don Mariano Marcos Memorial State University- South La Union Campus,
specifically selected fourth year students of each major will be the correspondents.
In this study, the researchers used qualitative method. The outcome of the study
shows that pre-service teachers encountered dilemma in creating lesson plan. It
emphasizes the advantages and disadvantages of planning lessons that centers on the
skills of every pre-service teacher.
This research focus on the study of creating lesson plans particularly on the skills
of pre-service teachers.
Framework of The Study
This section presents some theories and concepts that helped in the development
of the study. This study determined the Analysis of Lesson Planning Skills of Pre-Service
Teachers. This research study grounded on eight theories of learning. The theories exist
to facilitate the development of meaningful lesson plans.
Behaviorism assumes a learner is essentially passive, and will be shaped in

through positive or negative reinforcement. Learning is therefore defined as a change in
behavior. Skinner (1974) believed that behavior is a function of its consequences, i.e.
learners will repeat the desired behavior if positive reinforcement is given. The behavior
should not be repeated if negative feedback is given. Giving immediate feedback,
whether positive or negative, should enable learners to behave in a certain way. Positive
reinforcement or rewards can include verbal feedback, through to more tangible rewards
such as a certificate at the end of the program or a promotion or pay rise at work.
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Cognitivism focuses on what happens in the mind such as thinking and problem-
solving. New knowledge is built upon prior knowledge and learners need active
participation in order to learn. Changes in behavior are observed, but only as indication of
what is taking place in the learner’s mind. Cognitivism uses the metaphor of the mind as
a computer: information comes in is processed, and learning takes place.
Another theory is the Constructivism by Lev Vygotsky, which asserts that

learning is being an active, contextualized process of constructing knowledge rather than
acquiring it. The learner brings past experiences and cultural factors to a current situation
and each person has a different interpretation and construction of the knowledge process.
Lev Vygotsky’s (1978) theory is one of the foundations of constructivism. It asserts three
major themes: (1) social interaction plays a fundamental role in the process of cognitive
development, (2) The More Knowledgeable Other (MKO), and (3) The Zone of Proximal
Development (ZPD).
Experiential learning is about the learner experiencing things for themselves in

learning from them. Kolb (1984) proposed a four stage model known as the experiential
learning cycle. It is a way by which people can understand their experiences and, as a
result, modify their behavior. It is based on the idea that the more often a learner reflects
on a task, the more often they have the opportunity to modify and refine their efforts. The
process of learning can begin at any stage and its continuous, i.e. there is no limit to the
number of cycles which can be made in a learning situation. This theory suggests that
without reflection, people would continue to repeat their mistakes.
Humanism is an approach that believes learning is seen as a professional as to

fulfill potential, Humanists believe that it is necessary to study a person as a whole,
particularly as they grow and develop over their lifetime. Rogers (1983) and others
developed the theory of facilitative learning based on a belief that people have a natural
human eagerness to learn and that learning involves changing your own concept of
yourself. This theory suggests that learning will take place if the person delivering it acts
as a facilitator. The facilitators should establish an atmosphere in which her learners feel
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comfortable, are able to discuss new ideas and learn from their mistakes, as long as they
are not threatened by external factors.
John Dewey (1859-1952) believed that formal schooling was falling short of its
potential. He emphasized facilitating learning through promoting various activities rather
than by using a traditional teacher-focused method. He believed that learners learnt more
from guided experiences than from authoritarian instruction. He subscribed to a
pragmatist theory which placed the learner as the focus rather than the teacher. Dewey
argued that learning is life, not just preparation for life. Using different delivery
approaches, combined with practical activities, will help reach the different learning
preferences of the individuals you are teaching.
Laird (1985) suggests that learning occurs when the senses of sight, hearing,
touch, smell, and taste are stimulated. This is easy if you are teaching a practical session,
but not so if you are teaching theoretical subjects. However, if you are willing to try
something different, you can make your sessions really interesting and memorable.
Whenever possible, link theory to practice, and use practical activities based around the
subject and areas of interest of your learners. If you can make your session fun and
interesting, relating to all the senses, it will help your learners remember the topics better.
Don’t forget wo other senses you can use as a teacher: a sense of humor and common
sense.
Gardner (1983) contended that a variety of mental operations are associated with
intelligence. First, he stated that theory is an account of human cognition in its fullness.
He promoted the intelligences as a new definition of cognitive human nature. He said
there are many different types of intelligences, although the society tends to focus on
verbal of linguistic factors. He has described human beings as organisms who possess a
basic set of seven, eight, or a dozen intelligences. Gardner proposed seven relatively
independent forms of competence: linguistic, logical-mathematical, spatial, musical,
bodily-kinesthetic, interpersonal, and intrapersonal. He later added the eight intelligence,
the naturalist.
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Using these theories, the study was woven following the Independent and
Dependent variable scheme. The paradigm as shown in the next page shows the
independent variable which includes the respondent’s demographic profile. These data
were used to describe the respondents and their lesson planning skills and problems, as
surveyed using a questionnaire-checklist.
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Research Paradigm
Dependent Variable Independent Variable
Demographic Profile of Pre-Service

Teachers
a. Age
b. Sex
c. Civil Satus
d. Specialization
Lesson Planning Skills of Pre-Service

Teachers: An Analysis
Survey
Gathering Data
Questionnaire
Interpretation
Analysis of Data
Presentation of Research
Findings
FIGURE 1. Research Paradigm of the Study which involves the Dependent and
Independent Variables
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Statement of the Problem
This study sought to find out the skills of pre-service teachers towards lesson
planning skills of Education Students in Don Mariano Marcos Memorial State
University- South La Union Campus, specifically fourth year students of each
specialization.
Specifically, the study answered the following questions.
1. What is the profile of pre-service teachers as to:

a. Age;
b. Sex;
c. Civil Status; and
d. Specialization
2. What are the lesson planning skills of the pre-service teachers in terms of:
a. Objectives
b. Motivation
c. Discussion
d. Application
e. Evaluation
3. What are the problems encountered by the pre-service teachers in creating
lesson plan?
4. What is the significant relationship between profile of pre-service teachers and
their lesson planning skills?
Definition of Terms
The following terms are defined operationally as used in the study.
Lesson Planning. A writing noting the method of delivery, and the specific roles and
timelines associated to the delivery of lesson content.
Skills. The ability to do something that comes from training, experience, or practice.
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Pre-Service Teachers. Also known as teacher candidates, used to describe student

teachers who are enrolled in a teacher preparation program and working toward teacher
certification.
Analysis. A careful study of something to learn about its parts, what they do, and how
they are related to each other.
Problem. Something that is difficult to deal with.

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Chapter 2
METHODOLOGY
Research Design
This study made use of mix-methods research design. In this study, the researcher
applied a quantitative descriptive-survey type of research method because it is intended to
provide accurate representation and analysis of phenomena and unstructured interviews
in the qualitative part. According to Adanza et al. (2002), descriptive method of research
refers to the condition and relationships that exist, practices that prevail, beliefs and
practices and processes that are going on, effects that are being felt and trends that are
developing; whereas according to qualitative according to Creswell (2002), Pope & Mays
(1995), Denzin & Lincoln (1994) is intended to deeply explore, understand and interpret
social phenomenon within its natural setting.
Sources of Data
The study included the pre-service teachers of Don Mariano Marcos Memorial
State University-South La Union Campus. Representative samples were chosen to
represent samples of pre-service teachers per specialization.
In the sampling, Slovin's formula is used and is written as:
𝑁
𝑛=
(1 + 𝑁𝑒 2 )
In the formula,
n = the number of samples needed;
N = total population; and
e = error tolerance.
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Table 1. Distribution of Respondents per Specialization
SPECIALIZATION Total Percentage Sample size

GENED 95 36.54 47
PSED 30 11.54 15
SPED 25 9.62 13
FILIPINO 20 7.69 9
TLE 15 5.77 8
MATH 15 5.77 8
SCIENCE 20 7.69 9
ENGLISH 10 3.85 5
MAPEH 15 5.77 8
SOCIAL STUDIES 15 5.77 8
TOTAL 260 100 130
The sample size based on Slovin’s formula is 130 pre-service teachers. The
researcher used a simple random sampling technique to collect data from the sample
selected for the study.
Instrumentation and Data Collection
A set of survey questionnaires on the lesson planning skills was prepared for the
respondents to answer. The poll was developed based on skills and problems of pre-
service teachers towards lesson planning. The survey questionnaire consisted of the
following:
Part I. It dealt with the profile of the pre-service teachers. Pre-service teachers'
personal profile includes age; gender; civil status and specialization.
Part II. This part of the questionnaire tried to identify lesson planning skills of
the pre-service teachers.
The questionnaire checklist was subject to skills and problems of pre-service
teachers in formulating objectives, motivation, discussion, application, and evaluation.
The suggestions were incorporated in the final draft. The questionnaire-checklist was
finalized after its approval by the thesis proposal committee.

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Validation of the Instrument
The instrument was validated by one professor which is the adviser of the
researchers. The objective of the validation is to ascertain that every question is clearly
understood and within the experience of the actual respondents of this study. This is to
ensure that the respondents will not find difficulty in answering the questionnaire and the
data to be gathered would be valid and reliable.
To determine the validity of the assessment instrument, the following scale was
used:
Point Value Statistical Range Descriptive Equivalent

5 4.20 – 5.00 Highly Valid
4 3.40 – 4.19 Valid
3 2.60 – 3.39 Moderately Valid
2 1.80 – 2.59 Fairly Valid
1 1.00 – 1.79 Not Valid
The questionnaire was finalized after the pooled judgment of the adviser. Copies
of the final form were reproduced for distribution to the respondents. A cover letter was
prepared to invite the attention and to arouse the interests of the respondents on the
purpose of the questionnaire. All responses were treated with confidentiality.
Administration of Questionnaire
The researchers asked permission from the adviser to allow them to conduct the
questionnaire to pre-service teachers. Through the results of the questionnaire, the

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researchers were able to determine the lesson planning skills and problems of the
respondents.
The researchers personally administered and distributed the questionnaire-
checklist to the pre-service teachers concerned, then finally retrieved the same
questionnaires.
Administration of Interview
The researchers developed the interview questions as an open conversation.
During the semi-structured face-to-face interview session, the pre-service teachers
talked about their skills and problems towards lesson planning. This part included the
effects as well.
Interviews were conducted on 26 selected pre-service teachers. Pre-recorded
interview data was transcribed into word files and analyzed using a qualitative thematic
analysis approach. All transcripts were validated by the interviewees. The information
obtained was broken down into units of simple, sensible and well-understood
information. Each unit of information was codified then grouped into categories.
Data Analysis
The data gathered were coded, tabulated, organized, computed, analyzed and
interpreted following the stated problems of the study.
The statistical tools used were frequency counts, percentages, average weighted
means, and Pearson- r correlation analysis.

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The first specific problem of the study covering the profile of the pre-service
teachers made use of frequency and percentage distribution.
Problem number two covered the lesson planning skills of the pre-service
teachers. The research utilized the frequency, and average weighted means (AWM). The
computed AWM was interpreted using the following scale:
5 4.20 – 5.00 Highly Skilled

4 3.40 – 4.19 Skilled
3 2.60 – 3.39 Moderately Skilled
2 1.80 – 2.59 Unskilled
1 1.00 – 1.79 Poorly Skilled
Problem number three dealt with the lesson planning problems of pre-service
teachers. The research utilized the frequency, and average weighted means (AWM). The
computed AWM was interpreted using the following scale:
5 4.20 – 5.00 Very Difficult

4 3.40 – 4.19 Difficult
3 2.60 – 3.39 Moderately Difficult
2 1.80 – 2.59 Not so Difficult
1 1.00 – 1.79 Not Difficult
Problem number four dealt on the significant relationship between the profile of
pre-service teachers and their lesson planning skills and problems.

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All data were encoded using the MS Excel Program and computed using the
Statistical Package for the Social Sciences (SPSS) version 20. An alpha level of .05 was
used as a decision point for statistical significance.

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Chapter 3
RESULTS AND DISCUSSION
Respondents’ Profile
The profile of the respondents included their age, gender, civil status, and
specialization. It was believed that these factors had a significant effect on the
performance of the respondents as included in other researches.
Table 3 presents the profile of the pre-service teachers of the College of
Education.
Table 2. Profile of Pre-service Teachers

Profile Factor Frequency Percentage
Age
16-20 213 81
21-25 43 17
26-30 4 2
30 and above 0 0
Total 260 100
Gender
Male 63 24
Female 197 76
Total 260 100
Civil Status
Single 257 99
Married 3 1
Others 0 0
Total 260 100
Specialization
GENED 95 36
PSED 30 12
SPED 25 9
Filipino 20 8
TLE 15 6
Mathematics 15 6
Science 20 8
English 10 3
MAPEH 15 6
Social Studies 15 6
Total 260 100
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Age. Regarding age, it is indicated on the table that most of the BSE and BEE
pre-service teachers are aged 16-20 years’ old which corresponds to 81.92%. There are
43 or 16.54% pre-service teachers whose age is 21-25 years old. There are also 4 or
1.54% whose age is 26-30 years old. It implies that most of the respondents are in the
normal age parallel to their year level. They follow the prescribed age of the curriculum.
Most of the pre-service teacher continued their schooling after graduating high school.
Some of the studies have shown that many students who go to college right after high
school could not miss out on some life-changing experiences that can shape who they are
and what they believe in. The habits and opinions they form as a young adult will stay
with them for the rest of their life- they could not miss out some significant opportunities
to grow and mature if they put off going to college until they are older.
Gender. As to gender, one hundred ninety-seven (197) or 75.77 percent are
female sixty-three and the remaining (63) respondents or 24.23 percent are male. It
implies that the female pre-service teachers are more dominant than the male pre-service
teachers. Females value more the privilege of obtaining higher education than the males.
This might have been influenced by the fact that teaching profession is more preferred by
females than males which may further shown by the large number of female teachers
teaching either in elementary level, high school level, or even in school level. Blumner &
Richards (2011) investigated that no significant sex difference were found for aptitude or
grades, but women scored higher on the compulsiveness study habits scale than men.
This means that girls have better study habit than boys.
Civil Status. As to civil status, two hundred fifty-seven (257) are single and the
remaining three (3) or 1.15 percent is married. This implies that most of the pre-service
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teachers want to pursue on their studies so that their family would have a better future.
Studies showed that there are many reasons why it is better to be single in college. There
is more time to hang out with friends, more time to study and focus on school work, have
more of an opportunity to just have fun, and learn that it’s okay to be alone and learn a lot
about yourself.
Specialization. In terms of specialization, a great number of students or 95
(36.54%) out of 260 respondents are specializing General Education, 30 students or
(11.54%) are from Pre-school Education, 25 students or (9.62%) are from Special
Education, 20 students or (7.69%) are Filipino majors, 15 students or (5.77%) are TLE
majors, 15 students or (5.77%) are Math majors, 20 students or (7.69%) are Science
majors, 10 students or (3.85%) are English majors, 15 students or (5.77%) are MAPEH
majors, and 15 students or (5.77%) are Social Studies majors. This implies that most of
the pre-service teachers enrolled and prefer to have General Education as their
specialization. According to a study conducted, specialization help demonstrate how a
student learn to focus and apply himself. Yet, the specialization does not actually prepare
a student for a specific job or position in the real world. Colleges and universities utilize
specializations as a means to segment instruction across a range of academic
departments.
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Lesson Planning Skills and Problems of Pre-service Teachers
Table 3. Lesson Planning Skills
Lesson Planning Mean Descriptive Interpretation

A. Skills
Objectives 4.34 HS
Motivation 4.3 S
Discussion 4.40 HS
Application 4.39 HS
Evaluation 4.35 HS
Mean 4.36 HS
Legend:
1.00 – 1.79 Poorly Skilled (PS) 3.40-4.19 Skilled (S)
1.80 – 2.59 Unskilled (U) 4.20 – 5.00 Highly Skilled (HS)
2.60 – 3.39 Moderately Skilled (MS)
Table 3 shows the lesson planning skills of pre-service teachers. Multiple
responses were used to indicate answers to the skills mentioned in this study. Thus, the
mean of lesson planning skills of the pre-service teachers is 4.36 mean which is highly
skilled. As to the skills, discussion had the highest mean of 4.40 which is higher that of
application and evaluation with 4.39 and 4.35 means. On the other hand, objectives and
motivation had means of 4.43 and 4.3 respectively which all correspond to. It implies that
pre-service teachers are preparing several different ways of explaining their lesson to
catch the attention of mote students and appeal to different learning styles. When
planning their lesson, pre-service teacher decide what kinds of activities will be
productive for their students. They determine their objectives before teaching because for
to them, it is vital part of teaching moment. It helps them detail their activities that must
be completed and done to achieve their intended goal for their students. According to one
respondent:
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“I communicate with my students by simply involving them, encouraging then to
share their ideas they have with the topic. I always build a positive and friendly
environment and I don’t forget to use reinforcement. I also let my students be involved by
accepting their ideas and opinion.”
Pre-service teachers are highly skilled to do a lesson plan because of knowing the
parts well. Koszalka et al. (1999) suggests to use variety of formats and components to
create lesson plans that will help manage classrooms and create effective learning
environments. Lesson plans assist teachers by documenting specific objectives,
motivational introductions, outlines or descriptions of the procedures, instructional
methods, assessment and evaluation strategies, and provisions for student interactions
such as assignments or homework.
Table 4. Lesson Planning Problems
Lesson Planning Mean Descriptive Interpretation

B. Problems
Objectives 3.47 D
Motivation 3.81 D
Discussion 3.23 MD
Application 3.7 MD
Evaluation 3.78 D
Mean 3.60 D
Legend:
1.00 – 1.79 Not Difficult (ND) 3.40 – 4.19 Difficult (D)
1.80 – 2.59 Not so Difficult (ND) 4.20 – 5.00 Very Difficult (VD)
2.60 – 3.39 Moderately Difficult (MD)
Table 4 shows the lesson planning problems of pre-service teachers. Multiple
responses were used to indicate answers to the problems mentioned in this study. Thus,
the mean of problems of students in lesson planning is 3.60 mean which is difficult.
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In line with problems, motivations had the highest mean of 3.81 which is higher
than that of objectives and discussion with 3.47 and 3. 32 means. Application and
evaluation had means of 3.7 and 3.78 which also correspond to difficult and moderately
difficult. This implies that it is better for the lesson to consider other motivational
techniques ranging from challenging questions audio visual aids, puzzles, songs, and
others. Some pre-service teachers want to give incentives or start the lesson with a very
interesting activity that would arouse their student’s interest. Pre-service teachers specify
what their students will actually do that can be observed.
They are not only summarizing the lessons, but they also preview their upcoming
lessons. They believe that this preview spur students’ interest and help them connect the
different ideas within a larger context. According to one respondent:
“I motivate my students through activities like games, music (related and will
direct them to the lesson) or even some motivating questions that would arouse their
interest to the topic to be discussed or learned.”
Moreover, the results imply that pre-service teachers really know how to create
lesson plan. Thus, it also affirms Yildirim’s (2003) statement that lesson planning is an
important process in pre-service teachers’ gaining experience since it forces them to
reflect on what to teach, how to teach, and how to evaluate. The result was also supported
Jensen (2001) that lesson planning gives opportunity to think deliberately about the
choice of lesson objectives, the types of activities that will meet objectives, the sequence
of activities, the materials needed, how long each activity might take, and how students
should be grouped.
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Significant Relationship between the Lesson Planning Skills and Problems and
Profile of Pre-service Teachers
To tell if there was a significant relationship on the respondent’s lesson planning
skills and problems and their profile, the Pearson product-moment correlation coefficient
of was used.
Table 5 reflects the computed r-value between the respondent’s profile, which
include age, gender, civil status, and specialization.
Table 5. Test of Significant Relationship between the Respondent’s Profile and

Lesson Planning Skills and Problems
Profile Skills Problems

Age r-value 1 -.034
Sig (2-tailed) .102 .585
Sex r-value .007 .077
Sig (2-tailed) .906 .215
Civil Status r-value .117 -.086
Sig (2-tailed) .059 .168
Specialization r-value -.102 .003
Sig (2-tailed) .102 .964
Lesson Planning Skills and Problems
Table 5 presents the significant relationship between the respondent’s lesson
planning skills and problems and profile as to age, gender, civil status, and specialization.
It can be gleaned that for both skills and problems are correlated with the personal profile
of the pre-service teachers. As to age, it has r-value of 1 and -.034. As to sex, it has r-
value of .007 and .077. As to civil status, it has r-value of .059 and -.086. As to
specialization, it has r-value of -.102 and .003. It can be noted that there is significant
23
relationship exist in the age, gender, civil status, and specialization and lesson planning
skills.
This implies that regardless of the different skills that a respondent possess is
more or less comparable with regard to performance in their lesson planning. Thus,
students with different lesson planning have different skills. According to O’ Bannon
(2002), teachers have to refer to the curriculum standards and develop lesson content that
matches the standards. This indicates that respondents with in motivation have capacity
to perform better and respondents with in application have lower capacity to perform.
Moreover, it implies that Pre-Service Teachers should develop these skills using an
appropriate strategy.
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Chapter 4
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary
This research aimed to determine the lesson planning skills of pre-service teachers
of DMMMSU-SLUC. This study made use of mix-methods research design. In this
study, the researcher applied a quantitative descriptive-survey type of research method
because it is intended to provide accurate representation and analysis of phenomena and
unstructured interviews in the qualitative part. At the end, it sought to answer the
following questions: problem number one (1) dealt with the profile of the pre-service
teachers regarding age, gender, civil status, and specialization; problem number two (2)
focused on the lesson planning skills and problems in terms of the following: a)
objectives, b) motivation, c) discussion, d) application, and e) evaluation. The main data
gathering instrument used in this study was a questionnaire-checklist and is categorized
into two parts which are (I) the respondent’s profile and (II) the respondent’s lesson
planning skills and problems.
The total samplings of respondents were 260 pre-service teachers of the Don
Mariano Marcos Memorial State University, South La Union Campus, College of
Education at Agoo, La Union.
The following are the findings in this study:
1. As to profile of the pre-service teachers 213 or 81.92% are aged 16-20, 43 or
16.54% are aged 21-25; and 4 or 1.54% are aged 26-30. In terms of gender, 63 or
24.33% are male and 197 or 75.77 are female. As to civil status, 257 or 98.55%
25
are single and 3 or 1.15% are married. As to specialization, 95 or 36.54% are in
General Education; 30 or 11.54% are in Pre-school Education; 25 or 9.625 are in
Special Education; 20 or 7.69% are Filipino majors; 15 or 5.77% are TLE majors;
15 or 5.77% are Mathematics majors; 20 or 7.69% are Science majors; 10 or
3.85% are English majors; 15 or 5.77% are MAPEH majors; and 15 or 5.77% are
Social Studies majors.
2. As to the lesson planning skills, discussion had the highest mean of 4.40 which is
higher than that of application and evaluation with 4.39 and 4.35 means. On the
other hand, objectives and motivation had means of 4.34 and 4.3 respectively.
3. In line with the lesson planning problems, all of the four indicators were affirmed
by the respondents as true of me. Motivation had the highest mean of 3.81 which
is higher than that of objectives and discussion with 3.47 and 3.23 means.
Application and evaluation had means of 3.7 and 3.78.
4. There is significant relationship between the respondent’s lesson planning skills
and profile. As to age, it has r-value of 1 and -.034. As to sex, it has r-value of
.007 and .077. As to civil status, it has r-value of .059 and -.086. As to
specialization, it has r-value of -.102 and .003. It can be noted that there is
significant relationship exist in the age, gender, civil status, and specialization and
lesson planning skills.

26
Conclusions
Based from the findings and results of this study, the following conclusions are
made:
1. The respondents of the study are dominated by females who are in their early
twenties, enrolled in BSE and BEE programs.
2. Most of the respondents know how to create lesson plan using the five parts
which is objectives, motivation, discussion, application, and evaluation.
3. Most of the respondents do not have much difficulty when it comes to lesson
planning. They already have so much knowledge when it comes to these.
4. There is significant relationship between the respondent’s profile as to age, sex,
civil status, and specialization and lesson planning skills.
Recommendations
From the conclusions, the following recommendations are proposed:
1. Pre-service teachers construct their lesson plan with equal emphasis along the
different variables to have a quality lesson plan. Good lesson planning is
essential to the process of teaching and learning. The teacher who is prepared
is well on his or her way to a successful instructional experience. The
development of interesting lesson takes a great deal of time and effort.
2. Pre-service teachers should follow topics based on their syllabus to enhance
effective learning. Writing a lesson plan requires thinking about the skills to
be taught, the objectives, timing, and procedures for the class. Writing and
27
implementing a lesson plan takes practice and experience. It is important to be
a reflective instructor as you hone your teaching skills.
3. Planning a lesson is a complex process. The relationship between the quality
of a lesson plan and an effective teaching-learning process is widely
acknowledged by researchers and educators. Therefore, developing pre-
service teachers’ planning skills is considered key in raising effective
teachers.
4. In order to contribute to the development of the society, there is a need to
upgrade and to enrich the teaching methodologies to have more productive
results. Particularly in achieving changes in attitude and values which must be
reflected in a marked change in conduct and behavior of the products of the
school.
28
LITERATURE CITED
Brown, P., Roedeger, H. and McDaniel, M. (2014). Make it stick 1st ed. Cambridge, MA:
The Belknap Press of Harvard University Press.
Common Mistakes When Making Lesson Plans (2012). Retrieved September 28, 2018,
from http://www.teachnology.com/teachers/lessonplans/mistakes.html
De Leon, V. O. et.al (2001) Teaching Styles of Teachers in The College of Education

Farrell, T. S. (2002). Lesson Planning.
Fontana, F. &. (2000). “The Interview: From Structured Questions to Negotiated Text.
Retrieved September 12, 2018
Jacobs, C. M. (2008). A Science Lesson Plan Analysis Instrument for Formative and
Summative Program Evaluation of A Teacher Education Program. Science
Education(92), 1096-1126. Retrieved October 05, 2018
John, P. D. (2016). A Qualitative Study of British Student Teachers’ Lesson Planning

Perspectives. Retrieved September 14, 2018
Johnson, A. P. (2000). It's Time for Madeline Hunter to Go: A New Look at Lesson Plan
Design (1 ed.). Retrieved October 13, 2018
Kagan, D. M. (1992). The Evolution of Functional Lesson Plans Among Twelve

Elementary and Secondary Student Teachers. The Elementary School Journal
(94), 477-489. Retrieved September 17, 2018
Mangaoang, H. G. et.al (2002). Analysis of Lesson Plans Made by Secondary Schools

Science Teachers of Agoo, La Union
N. K. Denzin & Y. S. Lincoln, (. (2002). Handbook of Qualitative Research . Retrieved

September 17, 2018
Pashler, H. et al (2007). Organizing Instruction and Study to Improve Student Learning

(NCER 2007-2004) Washington, DC: National Center for Education
Richards, J. C. (2002). Methodology in Language Teaching: An Anthology of Current

Practice. Cambridge University. New York: Cambridge University Press.
Retrieved September 23, 2018
Technical Curriculum Planning in England and Wales underpinning Student Teachers'

Lesson planning (2016). Retrieved September 07, 2018, from
https://www.tandfonline/abs/10.1080/0260747910170307
29
The Important Role of Lesson Planning on Educational Achievement of Iranian EFL

Teacher's Attitudes. (2014). International Journal of Foreign Language Teaching
and Research, 3(5). Retrieved September 05, 2018
The Problems faced by Practice Teachers of English Department in Writing Lesson Plan.
(2016). Retrieved September 05, 2018,
https://www.researchgate.net/publication/49971307
The Theory into Practice Dilemma Lesson Planning Challenges Facing Botswana
Student-Teachers. (2014). Researchgate Publication. doi:/254098207
30
APPENDICES
31
APPENDIX A
LETTER TO THE RESPONDENTS
Don Mariano Marcos Memorial State University

South La Union Campus
COLLEGE OF EDUCATION
Agoo, La Union
October 23, 2018
Dear Respondent:
Greetings!
The undersigned are presently conducting their research entitled “LESSON PLANNING
SKILLS OF PRE-SERVICE TEACHERS: AN ANALYSIS”. This is in partial fulfillment of
the requirements for the subject- EDUC 115- Educational Research.
In this regard, please accomplish the questionnaire that follows completely and honestly. Your
answers will be very helpful in the completion of the study.
Please provide all pertinent information on the space provided. PLEASE DO NOT LEAVE ANY
ITEM UNANSWERED which will be dealt with strict confidentiality.
Thank you very much.
Respectfully yours,
FABIA, DENNIS A.
FABIA, JOHN PATRICK G.
COMAID, YVONNE DIANNE C.
MANIGUAY, ELOISA A.
TUPAZ, EVANGELINE P.
Researchers
Noted:
RAPHAEL JOB R. ASUNCION

Instructor
32
APPENDIX B
QUESTIONNAIRE-CHECKLIST

COLLEGE OF EDUCATION
Agoo, La Union
PART I: Profile of Pre-Service Teachers
Directions: In answering the questions, please be sincere. Your responses will be

treated confidentially and will at no time associated with you as individual. Please
answer the following questions carefully by filling the spaces provided for or by checking
(√) the category to which you belong.
Name__________________________________
(Optional)
1.. Student Teacher’s Profile

a. Age:
_____ 16 – 20 _____ 26 – 30
_____ 21 – 25 _____ 30 and above
b. Gender: _____ Male _____ Female
c. Civil Status: _____ Single _____ Married
others pls. specify ______________
d. Specialization
_____ General Curriculum _____ Math
_____ PSED _____ Science
_____ SPED _____ English
_____ Filipino _____ MAPEH
_____ TLE _____ Social Studies
33
2. Lesson Planning Skills of Pre-Service teachers
Direction: This is not a test but a questionnaire to the skills of pre-service teachers.
Below is the scale which you are going to indicate your most honest self-rating on the
skills on lesson planning as a pre-service teacher in any of the given scale as follows.
Please encircle the number that corresponds your answer.
Scale:
5- Strongly Agree
4- Agree
3- Undecided
2- Disagree
1- Strongly Disagree
I. Lesson Planning Skills

A. Objectives
As a Pre-service teacher, I know how to…
1. identify the things I want my students to learn. 5 4 3 2 1
2. identify the level of knowledge I want. 5 4 3 2 1
3. select verbs that are observable to describe the behavior at the 5 4 3 2 1
appropriate level of learning.
4. add additional criteria to indicate how or when the outcome will be 5 4 3 2 1
observable to add context for my student.
5. plan lesson objectives. 5 4 3 2 1
B. Motivation
1. stimulate my student’s curiosity. 5 4 3 2 1
2. set students’ minds and hearts. 5 4 3 2 1
34
3. bear on the new lesson itself. 5 4 3 2 1

4. arouse my pupils to maximum and sustained efforts. 5 4 3 2 1
5. take care in the preparatory step. 5 4 3 2 1
C. Discussion
1. establish a positive classroom environment. 5 4 3 2 1
2. begin lessons by giving clear instructions. 5 4 3 2 1
3. maintain my students’ attention. 5 4 3 2 1
4. use appropriate pacing. 5 4 3 2 1
5. develop positive teacher and student relationship. 5 4 3 2 1
D. Application
1. demonstrate the lesson. 5 4 3 2 1
2. formulate tests. 5 4 3 2 1
3. apply what my students’ learn. 5 4 3 2 1
4. test my students’ abilities. 5 4 3 2 1
5. create outputs. 5 4 3 2 1
E. Evaluation
1. summarize the lesson. 5 4 3 2 1
2. focus on positive gains made by my students. 5 4 3 2 1
3. use surprise reinforces as a direct result of their good behavior. 5 4 3 2 1
4. determine if the lesson was successful. 5 4 3 2 1
5. determine if the goals were accomplished. 5 4 3 2 1
35
II. Problems in Lesson Planning

A. Objectives
As a Pre-service teacher, I …
1. fail to state clear objectives. 5 4 3 2 1
2. fail to achieve objectives. 5 4 3 2 1
3. identify the type of lesson I wish to teach. 5 4 3 2 1
4. identify the outcome(s) and standards(s) I want to address. 5 4 3 2 1
5. identify that the desired outcome that should be observable and 5 4 3 2 1
measurable.
B. Motivation
1. give activities that are off-tangent from the intended lesson. 5 4 3 2 1
2. introduce an activity that has relation to the lesson for the day. 5 4 3 2 1
3. arouse enthusiasm for a lesson such that my students are prepared to 5 4 3 2 1
take up new topic.
4. use learning incentives. 5 4 3 2 1
5. arouse eagerness to find out something that appears interesting to my 5 4 3 2 1
students.
C. Discussion
1. have lack of communications to my student’s success in the course 5 4 3 2 1
as a whole.
2. have less time to plan and prepare the discussion. 5 4 3 2 1
3. encourage my students to express their own ideas openly with a 5 4 3 2 1
strong feeling of confidence.
4. have uncomfortable threatening environment. 5 4 3 2 1
5. have failure to give good feedbacks. 5 4 3 2 1
36
D. Application
1. help my students identify learning difficulties. 5 4 3 2 1
2. determine the effectiveness of my teaching strategy. 5 4 3 2 1
3. have tasks that is not appropriate for my students’ knowledge. 5 4 3 2 1
4. have instructions that is not clear. 5 4 3 2 1
5. have ability to apply what my students learned. 5 4 3 2 1
E. Evaluation
1. have group of students that have fallen behind their study. 5 4 3 2 1
2. have activity that doesn’t cover my students’ learning styles. 5 4 3 2 1
3. select the most appropriate activities to achieve my learning goals. 5 4 3 2 1
4. discover my students’ strengths and weaknesses through some 5 4 3 2 1
assessment procedures.
5. prepare activities that are suited for my students’ abilities and 5 4 3 2 1
intelligence.
37
APPENDIX C
INTERVIEW
III. Interview Question
1. As a Pre-service Teacher, is it important to create objectives?
If yes, what is/are the reason/s?
 Yes, of course. Determining the objectives before teaching is such a vital part of
teaching moment. They help us detail the activities that must be completed and
done to achieve our intended goal for our students.
 Yes, it is your guide to achieve your goals in teaching students effectively and
efficiently.
 Yes, of course, to know their abilities and also the outcome of the lesson.
 Yes, creating objectives is important. It is important to create objectives because it
is the purpose of the lesson that you will teach and also to help the student
increase/enhance their cognitive, affective, and psychomotor.
 Yes, for us to know f we achieved or reached our goal for them and it serves as
our guide.
2. How do you motivate your students? What strategies do you use?
 I motivate my students through activities like games, music, or even some

motivating questions that would arouse their interest to the topic to be discussed
or learned.
 I motivate my students by catching their attention until the end of the lesson.
 It is necessary to motivate my student to know and being active in class. I will use
games.
 By giving activities or games.
 There are so many strategies to use but one thing is for sure, at first, give
incentives or start your lesson with a very interesting activity.
3. During discussion, how do you communicate with your students? Do you establish a
positive learning environment?
 I communicate with my students by simply involving them, encouraging them to

share their ideas they have with the topic. Of course, I do build not just a positive
but an efficient learning environment.
38
 Yes, I communicate to the learners into positive way because learners nowadays
are sensitive.
 I communicate with my students through asking them and knowing their abilities.
 I communicate with my students through establishing positive learning
environment in my classroom.
 Yes, it is better if we establish a positive learning environment to gain more
attention coming from the student.
4. Is it effective to test your students’ ability to measure what they’ve learned?
 I think, yes, because they are useful tools for holding teachers, and schools
accountable for success and failure. Moreover, using tests (summative, narrative,
formative, etc.) helps us determine the needs of the students, have they learned,
and what to focus on teaching.
 Yes, for you to know if they’ve learned something.
 Yes, so that I will know what to improve and how I will deliver my lesson in the
way that they will understand it easily.
 Yes, it is important to test their abilities to be able to know what level their
learnings they gain.
 Yes, for us to know how many of your students understood the lesson and if most
of them didn’t understand, conduct a remedial class.
5. As a Pre-service Teacher, what is the importance of evaluating your students? How do

you evaluate them?
 Evaluating our students also serve important professional development purposes

since the information resulting from such evaluations provides us with valuable
feedback about their instructional effectiveness that they can use to develop and
prove their learning ability.
 For you to know the improvement and development of the learner.
 As a pre-service teacher, it is important to evaluate any students through their
abilities and to know them.
 The importance of evaluating the students is to know if they learned and to test
their learnings. I evaluate them by giving activities or quiz.
 It is important to evaluate your students to know if they are doing well or not in
class. Give them a question to be answered by them. You can also use the paper-
and-pencil method.
39
APPENDIX D
SUMMARY OF PROFILE
Profile of Pre-Service Teachers
CIVIL
RESPONDENTS AGE SEX STATUS SPECIALIZATION
Respondent 1 16-20 Female Single SPED

Respondent 4 16-20 Male Single SPED
40
Respondent 35 21-25 Female Married SPED

Respondent 56 16-20 Female Single GEN. ED
Respondent 57 16-20 Male Single GEN. ED
41

Respondent 118 21-25 Female Married GEN. ED
42

Respondent 151 16-20 Female Single SCIENCE
Respondent 152 16-20 Male Single SCIENCE
43

Respondent 171 16-20 Male Single FILIPINO
Respondent 172 16-20 Female Single FILIPINO
Respondent 191 16-20 Female Single MATHEMATICS
Respondent 192 16-20 Male Single MATHEMATICS
Respondent 206 16-20 Male Single SOCIAL STUDIES
44
Respondent 207 16-20 Female Single SOCIAL STUDIES

Respondent 221 16-20 Female Single ENGLISH
Respondent 222 16-20 Male Single ENGLISH
Respondent 231 16-20 Male Single MAPEH
Respondent 232 16-20 Female Single MAPEH
Respondent 246 16-20 Male Single TLE
Respondent 247 21-25 Female Single TLE
45

Respondent 253 16-20 Female Married TLE
46
APPENDIX E
PEARSON-CORRELATION
Correlations
age sex civilstat specialization A1
Pearson Correlation 1 .007 .117 -.102 -.009
Age Sig. (2-tailed) .906 .059 .102 .891
N 260 260 260 260 260
Pearson Correlation .007 1 .061 -.122* .034
Sex Sig. (2-tailed) .906 .326 .050 .585
N 260 260 260 260 260
Pearson Correlation .117 .061 1 -.028 -.098
Civilstat Sig. (2-tailed) .059 .326 .655 .114
N 260 260 260 260 260
Pearson Correlation -.102 -.122* -.028 1 .000
specialization Sig. (2-tailed) .102 .050 .655 .995
N 260 260 260 260 260
Pearson Correlation -.009 .034 -.098 .000 1
A1 Sig. (2-tailed) .891 .585 .114 .995
N 260 260 260 260 261
Pearson Correlation -.034 .077 -.086 .003 .596**
B1 Sig. (2-tailed) .585 .215 .168 .964 .000
N 260 260 260 260 261
Pearson Correlation .040 -.057 -.043 -.061 .574**
C1 Sig. (2-tailed) .517 .358 .494 .324 .000
N 260 260 260 260 261
Pearson Correlation .065 .005 -.039 -.098 .592**
D1 Sig. (2-tailed) .298 .942 .526 .116 .000
N 260 260 260 260 261
Pearson Correlation .056 .026 -.109 -.035 .574**
E1 Sig. (2-tailed) .369 .676 .079 .574 .000
N 260 260 260 260 261
Pearson Correlation .133* -.051 .071 -.078 .072
A2 Sig. (2-tailed) .032 .414 .255 .212 .247
N 260 260 260 260 261
Pearson Correlation .153* -.015 -.019 .020 .253**
B2 Sig. (2-tailed) .014 .813 .760 .748 .000
N 260 260 260 260 261
Pearson Correlation .075 -.040 -.018 -.086 .048
C2 Sig. (2-tailed) .226 .521 .769 .166 .441
N 260 260 260 260 261
Correlations
B1 C1 D1 E1 A2
Pearson Correlation -.034 .040 .065 .056 .133
Age Sig. (2-tailed) .585 .517 .298 .369 .032
N 260 260 260 260 260
Pearson Correlation .077 -.057 .005 .026* -.051
Sex Sig. (2-tailed) .215 .358 .942 .676 .414
N 260 260 260 260 260
Pearson Correlation -.086 -.043 -.039 -.109 .071
Civilstat Sig. (2-tailed) .168 .494 .526 .079 .255
N 260 260 260 260 260
47
Pearson Correlation .003 -.061* -.098 -.035 -.078

specialization Sig. (2-tailed) .964 .324 .116 .574 .212
N 260 260 260 260 260
Pearson Correlation .596 .574 .592 .574 .072
A1 Sig. (2-tailed) .000 .000 .000 .000 .247
N 261 261 261 261 261
Pearson Correlation 1 .602 .630 .650 .050**
B1 Sig. (2-tailed) .000 .000 .000 .420
N 261 261 261 261 261
Pearson Correlation .602 1 .695 .695 .046**
C1 Sig. (2-tailed) .000 .000 .000 .458
N 261 261 261 261 261
Pearson Correlation .630 .695 1 .760 .045**
D1 Sig. (2-tailed) .000 .000 .000 .465
N 261 261 261 261 261
Pearson Correlation .650 .695 .760 1 .012**
E1 Sig. (2-tailed) .000 .000 .000 .843
N 261 261 261 261 261
Pearson Correlation .050* .046 .045 .012 1
A2 Sig. (2-tailed) .420 .458 .465 .843
N 261 261 261 261 261
Pearson Correlation .236* .196 .240 .177 .606**
B2 Sig. (2-tailed) .000 .001 .000 .004 .000
N 261 261 261 261 261
Pearson Correlation .016 -.034 -.003 -.071 .620
C2 Sig. (2-tailed) .797 .580 .958 .251 .000
N 261 261 261 261 261
Correlations
B2 C2 D2 E2
Pearson Correlation .153 .075 .156 .150
Age Sig. (2-tailed) .014 .226 .012 .016
N 260 260 260 260
Pearson Correlation -.015 -.040 -.085 -.144*
Sex Sig. (2-tailed) .813 .521 .171 .020
N 260 260 260 260
Pearson Correlation -.019 -.018 .014 -.042
Civilstat Sig. (2-tailed) .760 .769 .826 .500
N 260 260 260 260
Pearson Correlation .020 -.086* -.095 -.064
specialization Sig. (2-tailed) .748 .166 .127 .301
N 260 260 260 260
A1 Sig. (2-tailed) .000 .441 .000 .001
N 261 261 261 261
B1 Sig. (2-tailed) .000 .797 .002 .011
N 261 261 261 261
Pearson Correlation .196 -.034 .163 .242
C1 Sig. (2-tailed) .001 .580 .008 .000
N 261 261 261 261
D1 Sig. (2-tailed) .000 .958 .005 .012
N 261 261 261 261
48

E1 Sig. (2-tailed) .004 .251 .157 .019
N 261 261 261 261
Pearson Correlation .606* .620 .533 .527
A2 Sig. (2-tailed) .000 .000 .000 .000
N 261 261 261 261
Pearson Correlation 1* .572 .691 .663
B2 Sig. (2-tailed) .000 .000 .000
N 261 261 261 261
Pearson Correlation .572 1 .687 .596
C2 Sig. (2-tailed) .000 .000 .000
N 261 261 261 261
Correlations
age sex civilstat specialization A1
Pearson Correlation .156 -.085 .014 -.095 .215
D2 Sig. (2-tailed) .012 .171 .826 .127 .000
N 260 260 260 260 261
Pearson Correlation .150 -.144 -.042 -.064* .211
E2 Sig. (2-tailed) .016 .020 .500 .301 .001
N 260 260 260 260 261
Correlations
B1 C1 D1 E1 A2
Pearson Correlation .191 .163 .172 .088 .533
D2 Sig. (2-tailed) .002 .008 .005 .157 .000
N 261 261 261 261 261
Pearson Correlation .156 .242 .155 .145* .527
E2 Sig. (2-tailed) .011 .000 .012 .019 .000
N 261 261 261 261 261
Correlations
B2 C2 D2 E2
Pearson Correlation .691 .687 1 .753
D2 Sig. (2-tailed) .000 .000 .000
N 261 261 261 261
Pearson Correlation .663 .596 .753 1*
E2 Sig. (2-tailed) .000 .000 .000
N 261 261 261 261
*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).
49
DENNIS AQUINO-FABIA
Address: San Jacinto, Pangasinan
Age: 19 years’ old
Date of Birth: December 17, 1998
Place of Birth: San Jacinto, Pangasinan
Name of Father: Danilo P. Fabia
Name of Mother: Analiza A. Fabia
Contact No.:0910-285-4392
Email: fabiadennis@yahoo.com
EDUCATIONAL BACKGROUND
YEAR SCHOOL
2015– Present Bachelor of Elementary Education Major in General
Education
Consolacion, Agoo, La Union
RESEARCH: LESSON PLANNING SKILLS OF PRE-
SERVICE TEACHERS: AN ANALYSIS
2011- 2015 San Jacinto National High School

San Jacinto, Pangasinan
2005 - 2011 East Central Elementary School

San Jacinto, Pangasinan
Educational Philosophy: “Counting all the blessings that you’ve received from God is the
hardest Mathematics that a person can’t solve.”
SEMINARS AND TRAININGS ATTENDED
DMMMSU-SLUC
Agoo, La Union
College of Education
SPECIAL SKILLS AND TALENTS
Computer Literate (MS Word, Excel, Powerpoint)

Good Communication
50
JOHN PATRICK GARAS-FABIA

Address: Don Benito, Pozorrubio, Pangasinan
Date of Birth: February 22, 1999
Place of Birth: Bautista Medical Center
Name of Father: Mario D. Fabia
Name of Mother: Cynthia G. Fabia
Contact No.:0918-759-9546
Email: fabiajohnpatrick@yahoo.com
YEAR SCHOOL
Education
2011- 2015 Don Benito Agro-Industrial High School

Pozorrubio, Pangasinan
2005 - 2011 Don Benito Elementary School

Pozorrubio, Pangasinan
Educational Philosophy: “In everything you do, let excellence be your signature.”
DMMMSU-SLUC
Agoo, La Union

Visual Literate (Visual Representations)
Good Communication
51
YVONNE DIANNE CASUGA-COMAID

Address: Brgy. Ambitacay, Sto. Tomas, La Union
Date of Birth: November 3, 1998
Place of Birth: Agoo, La Union
Name of Father: Melandro A. Comaid
Name of Mother: Rochelle C. Comaid
Contact No.:0927-672-0067
Email: comaidyvonnedianne@yahoo.com
YEAR SCHOOL
Education
2011- 2015 Sto. Tomas National High School
Sto. Tomas, La Union
2007 - 2011 Ambitacay Elementary School
Ambitacay, Sto. Tomas, La Union
2005 – 2007 Agoo West Central School
San Nicolas Norte, Agoo, La Union
Educational Philosophy: “Train up a child in the way he should go so when he did, he
will never depart from it.”
DMMMSU-SLUC
Agoo, La Union

Good Communication
52
ELOISA ABRIAS-MANIGUAY
Address: Poblacion West, Pugo, La Union
Date of Birth: March 16, 1999
Place of Birth: Bayambang, Nueva Viscaya
Name of Father: Rogelio T. Maniguay
Name of Mother: Joan A. Maniguay
Contact No.:0926-728-9484
Email: maniguayeloisa@yahoo.com
YEAR SCHOOL
Education
2011- 2015 Pugo Central National High School

Dacnap, Cares, Pugo, La Union
2005 - 2011 Pugo Central School

Cares, Pugo, La Union
Educational Philosophy: “Let be your success, introduce you.”
DMMMSU-SLUC
Agoo, La Union

Good Communication
53
EVANGELINE PANERGO-TUPAZ
Address: San Roque East, Agoo, La Union
Date of Birth: December 27, 1998
Place of Birth: Agoo, La Union
Name of Father: Robert T. Tupaz
Name of Mother: Josephine P. Tupaz
Contact No.:0910-966-2250
Email: tupazevangeline@yahoo.com
YEAR SCHOOL
Education
2011- 2015 President Elpidio Quirino National High School

San Agustin Sur, Agoo, La Union
2005 - 2011 San Joaquin Elementary School

San Roque West, Agoo, La Union
Educational Philosophy: “It is hard to fail, but it is worse never to have tried to succeed.”
DMMMSU-SLUC
Agoo, La Union

Good Communication

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1

According to the Department of Education of the Philippines, there is a policy that

In Don Mariano Marcos Memorial State University- South La Union Campus,

Framework of The Study

Behaviorism assumes a learner is essentially passive, and will be shaped in

Another theory is the Constructivism by Lev Vygotsky, which asserts that

Experiential learning is about the learner experiencing things for themselves in

Humanism is an approach that believes learning is seen as a professional as to

Dependent Variable Independent Variable

Demographic Profile of Pre-Service

Lesson Planning Skills of Pre-Service

Statement of the Problem

Specifically, the study answered the following questions.

1. What is the profile of pre-service teachers as to:

The following terms are defined operationally as used in the study.

Pre-Service Teachers. Also known as teacher candidates, used to describe student

Problem. Something that is difficult to deal with.

applied a quantitative descriptive-survey type of research method because it is intended to

provide accurate representation and analysis of phenomena and unstructured interviews

social phenomenon within its natural setting.

State University-South La Union Campus. Representative samples were chosen to

represent samples of pre-service teachers per specialization.

In the sampling, Slovin's formula is used and is written as:

n = the number of samples needed;

N = total population; and

Table 1. Distribution of Respondents per Specialization

SPECIALIZATION Total Percentage Sample size

selected for the study.

Instrumentation and Data Collection

personal profile includes age; gender; civil status and specialization.

the pre-service teachers.

The questionnaire checklist was subject to skills and problems of pre-service

teachers in formulating objectives, motivation, discussion, application, and evaluation.

finalized after its approval by the thesis proposal committee.

Validation of the Instrument

data to be gathered would be valid and reliable.

Point Value Statistical Range Descriptive Equivalent

purpose of the questionnaire. All responses were treated with confidentiality.

questionnaire to pre-service teachers. Through the results of the questionnaire, the

The researchers personally administered and distributed the questionnaire-

The researchers developed the interview questions as an open conversation.

During the semi-structured face-to-face interview session, the pre-service teachers

Interviews were conducted on 26 selected pre-service teachers. Pre-recorded

interpreted following the stated problems of the study.

means, and Pearson- r correlation analysis.

teachers made use of frequency and percentage distribution.

computed AWM was interpreted using the following scale:

Point Value Statistical Range Descriptive Equivalent

5 4.20 – 5.00 Highly Skilled

computed AWM was interpreted using the following scale:

Point Value Statistical Range Descriptive Equivalent

5 4.20 – 5.00 Very Difficult

pre-service teachers and their lesson planning skills and problems.

used as a decision point for statistical significance.

RESULTS AND DISCUSSION

performance of the respondents as included in other researches.

Table 3 presents the profile of the pre-service teachers of the College of

Table 2. Profile of Pre-service Teachers

Gender. As to gender, one hundred ninety-seven (197) or 75.77 percent are

Specialization. In terms of specialization, a great number of students or 95

(36.54%) out of 260 respondents are specializing General Education, 30 students or

specialization. According to a study conducted, specialization help demonstrate how a

specializations as a means to segment instruction across a range of academic