1

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction:

The world of education is constantly changing in terms of technology,

morality, competitiveness, and curriculum. The teachers of these days are facing

many problems because of this fast changes in education. New learning strategies

and system of teaching and needed by a teacher to become skillful and competitive

enough to go along and cope in this modern trend in education. This is the reason

why a student must undergo through practice teaching, for them to develop their

skills and be a well train, dynamic, and productive teacher in the future. A teacher

is not only seen merely as a worker or an employee but a builder of this nation that

molds the future of these individual learner, for this reason a practice teacher is

expected to gain the knowledge and skill to face the challenges and difficulties

while completing their practice teaching requirements.

Furthermore, practice teaching is an important component towards

becoming a teacher. It provides experiences to student teachers in the actual

teaching and learning environment. During teaching practice, a student-teacher is

given the opportunity to try the art of teaching before actually getting into the real

world of the teaching profession. Student-teachers also know the value of teaching
 2

practice and they perceive it as the important aspect of their preparation for the

teaching profession since it provides for the

Real interface between student hood and membership of the profession

(RakeshRanjan, 2013).

Moreover, off-campus observation in teacher education offers opportunities

for development, but there are also limitations. During this field activity, pre-service

teachers have lots of experiences that are meaningful and challenging. These

include both bad or undesirable and good or desirable experiences throughout the

duration of field observation in their cooperating schools. Though such field

observation proves to be a learning ground, there are constraints along the way

expressed through undesirable experiences of pre-service teachers. For these

reasons, studying the pre-service teachers’ experiences could be very helpful in

their aspiration to succeed in off-campus observation and be useful in improving

the roles of Teacher Education Institutions (TEIs) and cooperating schools. The

study focused on the experiences of student teachers towards practice teaching

that will serve as a guidelines and basis for the student teachers.

Practice teaching is defined as working as a student teacher to gain

experience. In relevance to this, a student teacher must surpass or take over the

challenges and difficulties that they will encounter during the practice teaching.

Also, teaching of English as a Second/Foreign language is always a challenging

 3

task. When it comes to the places where English serves a very limited purpose, it

becomes more crucial and painstaking to teach and learn. Practice teaching is

commonly believed to be an indispensable component of teacher education

programs. According to McIntyre and Hagger (1993), whatever other kinds of

learning are involved in initial teacher education, few would question the necessary

centrality of learning through practice. They also maintain that however clear,

however thorough, however sophisticated or simple the learner-teacher's

understanding of classroom teaching, it is only by putting these understandings

into practice, by putting them to the test of practice, and by developing them

through practice that he or she can become a competent classroom teacher.

Practice teaching is use to gain the right knowledge, strategies, and

creativeness to became a professional teacher. As stated by ( Julianes, 2000 )

“The teacher create a path on which education can have a powerful influence upon

who are in bondage of ignorance and lacking of knowledge: and it is important for

the student practice teacher to attain and be greater than to what is expected from

them in education mastery. This challenges and experiences that they have

accomplish will bring them the virtue of reality.

“Student teacher involves a way of roles and responsibility. For the reason, the

student teachers are trained to observed the application of instruction and

management techniques as modeled by the master teacher”, make the transition

 4

from the role of the student to that of the daily activities; the organization structure,

and the respective roles of the administration, faculty, and staff of the elementary

or secondary school (Buanafe, 1989).

Experiences and challenges include:

 Preparations.

 Classroom management.

 Knowledge about the subject matter.

 Evaluation of learning outcomes.

Experiences and learning through this type of challenges will be beneficial for

the students who are in practice teaching, for this will make their own vision and

goal to be a respective and effective future teacher. These challenges will make

the inspired enough to be more competitive in the field of education.

This study will focus on the concern of what are the challenges and experiences

that the students will be facing in the latter part of their school days before

graduating, especially in education course. Principles, guidelines, and basis that

will be beneficial for other education course in the future.

 5

Theoretical Framework

This study is anchored to the article of Talebi (2015) entitled “John Dewey

– Philosopher and Educational Reformer” (2015) Dewey believed that “the

students thrive in an environment where they are allowed to experience and

interact with the curriculum, and all students should have the opportunity to take

part in their own learning”. Likewise, the learning that the student teacher will

achieve while doing the practice teaching will give an idea on solution to the

problem. Dealing up with the challenges and experiences will make the student

teacher prepared. To learn a new strategy that will enhance the skills and make

the student teachers more knowledgeable in their profession. The researcher of

this study will focus on the theory on how the learning by doing of John Dewey can

help the student teacher to overcome the challenges and experiences during their

practice teaching.

Conceptual Framework

In conducting the study, the researcher presents the input, the process and

the output. The figure 1.0 shows the illustration of the table.
 6

INPUT

1. What is the profile of the

respondents in terms of? PROCESS
1.1. Sex OUTPUT
1.2. Courses

2. What are the challenges

encountered by the Bachelor of
Survey
Secondary education Graduating  Questionnaire
students of Polytechnic University and interview.
of the Philippines in the year
2018-2019 in their practice
Analyses of the Basis for Developing
teaching.
2.1. Knowledge about subject responses. Guidelines to Prepare
matter the Education
2.2. Classroom management
 Frequency Students before their
2.3. Preparations
2.4. Evaluating of learning  Percentage practicum
outcomes  Weighted Mean
 Likert Scale
3. How do the respondents
describe their lived experiences  Interview
during practice teaching?

a. What are the preparations

made by the respondents before
entering into practice teaching?
b. What are the challenges you
have experienced during
practice teaching and how do
you handle it?

c. What are the skills do you

need to improve before you
become a teacher?

d. What do you think are the

subjects that contributed most
to your practice teaching?

FEEDBACK

Figure 1.0 shows the Paradigm of the study

The feedback from the student teachers on their practice teaching program

based on their experiences and challenges are considered the input. The process

contains the method and procedure will determine the variables by making
 7

questionnaire. The result from the respondents will be tally using Likert Scale

method, in which every answer will be recorded. The basis for developing

guidelines for graduating students is the output of the study.

Statement of the Problem:

The purpose of the study is to determine the challenges and lived

experiences encountered by the bachelor of Secondary Education graduating

students of Polytechnic University of the Philippines in the year 2018-2019 in their

practice teaching:

1. What is the profile of the respondents in terms of:

1.1. Sex

1.2. Courses

2. What are the challenges encountered by the Bachelor of Secondary education

Graduating students of Polytechnic University of the Philippines in the year

2018-2019 in their practice teaching.

a. Knowledge about subject matter

b. Classroom management

c. Preparations

d. Evaluating of learning outcomes

3. How do the respondents describe their lived experiences during practice

teaching?
 8

a. What are the preparations made by the respondents before entering into

practice teaching?

b. What are the challenges you have experienced during practice teaching and

how do you handle it?

c. What are the skills do you need to improve before you become a teacher?

d. What do you think are the subjects that contributed most to your practice

teaching?

Scope and Delimitation

The study focused only on the challenges and lived experiences that they

encountered during the practice teaching of the Bachelor of Secondary Education

of Polytechnic University of the Philippines Santa Maria Campus.

The respondents of the study were limited to Bachelor of Secondary Education

student teacher who took their practicum during the School Year 2018-2019.

Significance of the Study

This study will provide a guideline on how to deal with the problem regarding

with the challenges and experiences encountered during the practice teaching

program.
 9

To the School. It will be a guide for the school to avoid misunderstanding with

the cooperating schools. Also, it could help the school to know the

reason why a student has to stop in their practicum.

To the Teachers. The result of the study will help the teachers to be aware of

what they should do if they were the cooperating teacher of the

student practice teachers.

To the Students. The result of the study will be a guide to the students that will

undergo in the process of practice teaching. Also, it will help the

students to be ready for the challenges that they will encounter

during their practicum.

To the Researchers. The result of this study could help to prepare the researchers

for their practice teaching. Also, it will be a basis for the challenges

and experiences that they will encounter during their practicum.

To the Future Researchers. The findings of the study could help the future

researcher to know what they might encounter if they became a

student teacher.

Definition of Terms

The following terms that used in this study are defined conceptually and

operationally.

Assessment –the evaluation or estimation of the nature, quality of ability of

someone or something (Villamor, 2009).In operation procedure, it is the measuring

term for the quality of teaching education program in a chosen university.

 10

Challenges – in operation, it refers on how the student teacher struggle the day

to day routine of practice teaching.

Cooperating teacher – In operation, the one that will supervise the student

teacher and guide base on the program. An experience teacher, teaching training

institution assigned to work and supervise the students during the internship of

student teaching (Gimeno, 2010).

Cooperating school – a school which provide facilities for professional laboratory

experiences for college students, but neither controlled nor supported by the

college. It is usually refers to the public schools which recede student teachers

under some agreement with the college (Repotulla, 2004).

In operation, this is where the student practice teacher will perform and complete

their practice teaching.

Enhancement –The act of developing and improving the performance of the

student teachers (Lorenzo, 2006). In operation, it was the core of the study,

purpose is to uplift the level of teaching capacity of a student teacher program; it

planned the series of future events, items or performance (Jimenez, 2009).

Experience – In operation, it refers to the unusual event that the student teacher

encountered during practice teaching.

Guidelines – in operation, it refers to the instruction that are used on the actual

students’ practice teaching.

Participation –Refers to the actual teaching experiences of the student teacher,

under the direction and supervision of the cooperating teacher. It also includes the
 11

experiences of the college students in which he or she is assisting and working

with the regular classroom teacher in teaching (Jimenez. 2007).

In operation, this is the actual doing of what a teacher does during classes.

Practice Teaching – in operation, it is the actual performing of teaching.

Program – a plan or series of activity, items or performance (Jimenez, 2009).

1
In operation, it is the flow of the whole teaching program.

Student teacher – preferably a college student that engaged in teaching

experience. The term was often used to refer to any student preparing to teach

(Lorenzo, 2006).In operation, this are the graduate students of Bachelor of

Secondary Education that undergo this type of program, a required program in the

college curriculum which student teacher will preformed individually as a real

professional teacher inside the classroom.

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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Presented in this chapter are foreign and local literatures and studies that

would be a great help in the pursuit of this undertaking. This helped the researchers

to have a better understanding and a wider perspective on this study.

Foreign Literature

Practice teaching is an exercise that is carried out by all schools of

education in Kenyan universities and the rest of the world. Practice teaching in the

21st century is considered to be one of the most influential aspects of pre-service

teacher education indicate that term “Practice Teaching” has been accepted

almost universally and uncritically by all concerned with the preparation of teachers

and its use has embraced all the learning experiences of student teachers in

schools, (Haigh 2001 and Ezewu et al. 1994).

, “The aim of phenomenology is to transform lived experience into a textual

expression of its essence”. Like a river beginning at the base of a mountain,

beginning teachers face monumental challenges as they meander through the

difficulties of peer and student relationships, the challenges of lesson planning and

grading, and the obstacles of compliance and evaluation that often overwhelm

them. Too often, these struggles lead beginning teachers to focus more on
 13

surviving than on thriving, unable to return to the source of their pedagogical

identity to reach their Being in the classroom. (Frank 2013 and Manen 1997)

“The only way in which one can really learn to teach is by teaching”. This is

the primary reason why student – teaching experience usually comes near the end

of the undergraduate program for academic preparation of teacher, Devor (2005).

Nearly every study of retention in the teaching profession identifies the first

three years as the riskiest on the job, the years in which teachers are most likely

to leave. The dropout rate is highest among teachers in hard-to-staff, urban

schools, which have the most difficulty both attracting and the retaining fully

certified teachers (Ingresol, 2001: Urban Teacher Collaborative, 2000).

Teaching practice exposes the trainee teacher to the realities of effective teaching

and helps them to try out methods of teaching and gain practical classroom

experience under experts. Osuala (2004)

Performance during teaching practice provides some basis for predicting

the future success of the teacher and the quality of teacher education programs,

Ajoku (2003).

The term teaching practice is an experience of guided teaching in which the

trainee teacher assumes increased responsibility for directing the learning of a

group for over a period of time, Emerole (2000).

 14

Trainee teachers who receive appropriate support from mentors or

cooperating teachers during teaching practicum tend to have a stronger

commitment to teaching (Guarino, Santibanez, and Daley, 2006).

Teaching practice enables student teachers to understand the real world of

teaching and let them know about problems and difficulties of teaching that may

face them in the future. Hence, student teachers understand their students

“environment and accept students diversity”. Moreover, teaching practice enables

the student teacher transit from the role of students to the role of beginning

teachers (Marais & Meier, 2004:220; Perry, 2004:2).

Local Literature

Today’s teachers come to the profession through an increasing range, and types

of preparation programs. Consequently, it is important for those who plan the

induction experience to know what understandings and skills the new teacher

brings to that initial teaching experience. Many teachers, primarily those we call

“early deciders”, take the traditional route to teaching, preparing to teach while they

are in college, either in four- or five year programs of study. They study the subject

matter they will teach, earning equivalent of a major or a minor in at least 38 states

(National Association of State Directors of Teacher Education and Certification

[NASDTEC], 2002).
 15

Effective teaching is a rewarding result of guided transition from theory to

practice. They further explained that it is imperative that would –be an effective

and efficient mentor, (Rivera and Sambrano, 2003).

The most outstanding positive experience of the trainee teachers was the

professional support offered to them by school staff. Co-operating teachers are

responsible for maintaining a level of expectations of the trainee teacher in terms

of professionalism, appearance, attendance and effort. This was echoed by a

trainee teacher who had informally established a positive relationship with a

teacher in the school, according to the study of Marais & Meier (2004).

Teaching practice is the most vital part of trainee teacher’s training career,

this is because it is during this practice that trainee teachers applies the methods,

even the philosophy of education which he/she was taught theoretically in the

classroom, mentors to student teachers during teaching practice, (Itejere, 1998).

The teacher who wishes to be successful in his teaching should grasp of

the science of teaching and should adopt scientific attitude. He must be able to

make objective results of teaching or certain phases of teaching which can be

expressed in an objective manner. The teacher must know how to gather facts and

information about his work and get them correct interpretation of the status of this

teaching, (Gregorio, 2008).

The problems faced by the students at the Faculty of Education in Gaza

during their teaching practice and established the following: the long distance
 16

between the assigned schools and the students “houses, lack of guidance

provided by school principals regarding the school systems, regulations, and the

participation in the school activities, and lack of respect showed from the

cooperating teachers towards student teachers, (Yassin, 2004).

Foreign Studies

It is a period which provides opportunities under typical school conditions in

selecting cooperating schools for trainee teachers to secure experience in

observing and participating actively in diverse educational activities of teaching in

the school as asserted by Hassan (2000).

Nothing defines the complexities of the teaching experience better than one’s

first year on the job. The numbers are widely publicized in the media: 14% of

beginning teachers leave the profession after their first year of teaching; 33% leave

after their third year of teaching, and an astounding 46% leave after only five years

in the classroom (Ingersoll, 2003)

The statement of Edem (2003) explains that, during teaching practice,

working with students in schools provide a high degree of emotional involvement

of a mostly positive nature. Student teachers will feel that they grow through

experience, and begin to link to the culture of teaching. In this case student

teachers develop a positive attitude towards the profession and the student. Edem

(2003) further asserts that, during teaching practice, student teachers feel

engaged, challenge and even empowered.

 17

Efficacy can be defined as a teacher’s self-perceived ability to perform

effectively in a classroom setting (Woolfolk-Hoy, 2000). Efficacy has been related

to student motivation, student achievement, student behavior, teacher

management skills, and teacher stress. Teacher stress often comes from a lack of

confidence induced by a lack of experience (Fives, 2003).

Lack of support in terms of materials, audio and visual equipment, the

course book that is considered to include communicative tasks and activities,

students’ interests and their background in English as a foreign language (EFL) all

affect the outcome of the learning and teaching process. In addition, foreign

language teachers as well as others should encompass language, content area,

and pedagogy courses (Watze, 2007).

As indicated during practice teaching by Kasanda (1995), a student teacher

is given the opportunity to try the art of teaching before actually getting into the real

world of the teaching profession. Thus they develop their professional and

personal competencies.

During the investigation of the challenges that the student teachers

encounter during teaching practice in South Africa Bechuke et al (2013) revealed

that most mentors are not well informed about their responsibilities as mentors to

student teachers during the practicum. Mentors consider their responsibility as

being a university assignment to supervise.

Local Studies
 18

Education industry is one of the business organizations that offer services

in terms of molding and crafting youngsters into good citizens of the country. It is

the kind of business where individuals learned good values and various techniques

and strategies that they can use as they start their own personal endeavor in life,

Julieta Remedios, Betonio (2015).

In order to help a teacher perform better, supervisors should not forget to

consider the personal atmosphere of the teacher itself so that she/ he feels that

she is a part of the family being cared and protected, Zoraida Gavino (2010).

Teachers play a very important role in the teaching-learning process. Their

person as an educator made a significant impact in the total development of the

learners. As Saint John Baptist De La Salle advocated, teachers teach minds,

touch hearts, and transform lives. With this, the role of the teachers in the

classroom is multifaceted and dynamic, according to the study of Flordelis J.

Ejercito, PhD (2010).

The apex of all Experiential Learning Courses is Practice teaching. Practice

Teaching is the total immersion of the prospective teacher in the real life of

becoming a teacher. During practice teaching, the pre-service teacher experiences

the rudiments of teaching in a cyclical process of planning, actual teaching and

evaluating learning. The pre-service teacher or a student teacher walks the whole

process of teaching with a mentor, called the cooperating teacher. Here, the pre-

service teacher puts into actual practice the content and theory courses, strategies

or methods of teaching as well as the pedagogical content knowledge acquired in

 19

related courses prior to Practice Teaching according to the study of Ganal and

Andaya (2015).

Inexperienced newly hired teachers were facing many challenges. The

neophyte teachers strongly expressed their need of instruction in classroom

management in order to learn how to keep time and how to maintain good order

and discipline in the classroom. Some of these teachers found the challenges so

overwhelming that they decided to quit. This phenomenon implies that for

neophyte teachers to remain in the profession, they need full support during the

early phase of their teaching career. A study conducted in a state university in

Mindanao, Philippines (Dinagsao, 2013).

The problems and difficulties student teachers encountered during their off

campus. These are: Personal Problems, Teachers Preparation Problems, Class

Participation Problems, Class Management Problems, Instructional Problems,

Problems on Evaluation, Emotional Problems, Problems on Adjusting to Pupils and

students, Problems with School Adjustments, Over Extended and Work Load

Problems and Problems in Guidance, stated by Laruan (2006).

The success of the teaching depends largely on the student teachers

personal and social qualities. The success also relies on how well cooperating

teachers trained student teachers how to teach effectively, manage classroom

discipline and other related functions. During the student teaching phase, the

student teacher develops either a genuine love for or an aversion of teaching. This

explains why cooperating teachers who are assigned to assist the student teacher
 20

should possess competencies necessary for the development of teaching skills of

student teachers, further more explained by Laruan (2006).

Synthesis of the Reviewed Literature and Studies

According to Hassan (2000), Edem (2003), Betenco (2015), experiences by

actual teaching in school develop the high degree of emotional, values and

techniques including positive attitudes towards the student teacher profession.

According to their studies they agreedinone conclusion that a practice teaching is

a process on which the students are being molded to become high valued and

highly motivated individual.

According to Kasandra (1995), Dinagsao (2013), a student teacher must

give opportunity in trying to teach before getting to the actual teaching profession.

The other is implying for the student teacher to remain in profession one must be

supported and give their needs during their early training

As long as teacher educators advocated new pedagogies without modeling

them, trainee teachers would have difficulties implementing such innovation.

Consequently, trainee teachers juggle their lessons in order to cover the syllabus,

while at the same time, struggling to implement a partially understood pedagogical

theory. This tends to be a challenge considering that the school environment does

not provide adequate resources and conditions for experimenting with an

unfamiliar pedagogy, according to Russell (2002)

 21

The research study that is being conducted is aim to make a concrete basis

guidelines to overcome the challenges and experiences that the student teacher

is undergo during their practice teaching program. As guidelines that will direct the

student teacher to become more effective and efficient in the future.

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Chapter III

Research Methodology

This chapter presents the method in which the research was made. The

respondents were identified, how sources of date were gathered, and what

instrument was used and how were they realized.

Method of Research

The researcher used the descriptive survey research method. It attempts to

analyze and show the challenges and lived experiences encountered by the

student teacher in the school year 2018-2019 of the Bachelor of Secondary

Education Students of P.U.P. Santa Maria Campus.

The researchers used this kind of method because it is designed to develop,

test, and evaluate research instruments and methods. And to know the in-depth

information during their practice teaching. Common data gathering methods used

are questionnaire and interview.

Population

The population of this study are the student teachers of Bachelor of

Secondary Education who undergo practice teaching program of Polytechnic

University of the Philippines Santa Maria Bulacan Campus from School Year 2018

to 2019. A total one hundred eighty (180) student teachers composed the

population wherein, the Math Major students have a total population of ninety five
 23

(95) student teacher. The English Major students have a total population of eighty

five (85) student teacher.

Sample Size

In determining the sample size, the researchers used the Slovin’s

formula to determine the minimum sample size to be surveyed. The formula and

computation of the sample size is presented below.

Figure 2. Sample Size

Slovin’s Formula

𝑁
n≥ 1+(𝑁𝑒 2 )

Computation:

𝑁
n≥ 1+(𝑁𝑒 2 )

180
𝑛≥
1 + (180)(.05)2

180
𝑛≥
1.45

𝑛 ≥ 124.13 ≈ 124
 24

Where,

𝒏 is the minimum sample

𝑵 is the total population

𝒆 is the margin of error

Sampling Technique

The researchers used convinience sampling technique in selecting

participants in the study. The researchers used this technique to ensure the

availability of the respondents and also to observe habits, opinions, and viewpoints

in the easiest possible manner.

 25

Description of the respondents

The respondents of our study are the student teachers of Bachelor of

Secondary Education who undergo practice teaching program of Polytechnic

University of the Philippines Santa Maria Bulacan Campus from School Year 2018

to 2019. There are 124 student teacher were the respondents of the study.

Research Instrument

The researcher will be using their own constructed questionnare that

where validated by Professor Kamille D. Legazpi, Practice Teaching Coordinator

of the Polytechnic University of the Philippines Santa Maria Bulacan Campus.

Professor Anabelle Del Rosario, Psychologist. Professor Allen Wisdom Alanis,

Grammarian. Dr. Marisa Baybay, Research adviser of the researcher, Campus

Director of Polytechnic University of the Philippines Santa Maria Bulacan Campus,

which is important for descriptive method to gather data needed. The researcher

used two types of instrument to gathered data. The first instrument that was used

was the survey questionnaire. The questionnaire is divided into two parts. The first

part concentrated on the profile of the respondent’s name which is optional, sex,

and their corresponding major. The second part target the challenges of the

respondents in terms of preparation, classroom management, knowledge about

the subject matter and evaluation of learning outcomes. Likert scale was used to

modify answers of the respondents considering five options with the corresponding

scale. The options are (5) Always: (4) Often: (3) Sometimes (2) Once and (1)
 26

Seldom. The respondents are requested to check the space provided for each

option. The second instrument that was used was the interview question. The

researcher facilitate the interview question to five respondents together with their

corresponding critic teacher and parents. The interview questionnaire consist of 4

question. The respondents answered all questions while the corresponding critic

teacher and parents answered only the first question.

Data Gathering Procedure

To gather the data needed in this study, the researchers will follow a

procedure to help get the desired data thoroughly. First, the researchers will

provide and then will present a letter to the Campus Director of Polytechnic

University of the Philippines Santa Maria Bulacan Campus, Dr. Marisa Baybay,

where the respondents are enrolled, seeking for the permission in conducting a

survey for the respondents. Upon the approval, the researchers will present the

letter with permission to the respondents, for the distribution of the instruments.

Next, the researchers will retrieve the questionnaires from the total number of the

respondents. And lastly, the researchers will tabulate and analyze the data that

they will gather.

Statistical Treatment of Data

 27

This section provides and enumerates the appropriate and statistical

measures that will be used in data gathering. The data were analyzed with the

data statistic such as percentage, weighted mean and Likert scale.

1. Frequency and Percentage – This is used to determine the proportion of

students who answered in a certain way.

Percentage

𝐑𝐒
𝐏𝐒 = 𝐱𝟏𝟎𝟎
𝐓𝐒

Where:

PS = Percentage score

RS = Raw score

TS = Total score

2. Weighted Mean – Weighted mean is used to determine the verbal interpretation

of different modes of adaptation that affect the respondents.

Weighted mean

∑𝒙
̃ =
𝒙
𝒏

Where:

̃ is the weighted mean

𝒙

∑ 𝒙 is the number of observations per classification

 28

n is the total number of respondents

In order to analyze the data gathered through the survey, the

researchers will use the scale below.

Table 1

Likert Scale

Mean Range Rate Verbal Interpretation

4.20-5.00 5 Always

3.40-4.19 4 Often

2.60-3.39 3 Sometimes
 29

1.80-2.59 2 Once

1.00-1.79 1 Seldom

CHAPTER IV

RESULTS AND DISCUSSION

Introduction

This chapter presents the data gathered from the respondents. The

data were processed and then presented in tables followed by its analysis and

interpretation.

Profile of the Respondents

 30

Table 2

Sex Frequency Percentage

Male 37 30%

Female 87 70%

Total 124 100%

Table 2 presents the distribution of the respondents profile in according to sex.

There are 37(30%) respondents who are male. There are 87 (70%) respondents

who are female. This table shows that there is a greater quantity of female

respondents compare to male respondents.

Profile of the Respondents

Table 3

Course Frequency Percentage

Male 23 19%
English
Female 43 35%

Math Male 14 11%

 31

Female 44 35%

Total 124 100%

Table 3 presents the distribution of the respondents profile in according to their

selected course. There are 66 (54%) respondents of English majors wherein there

are 23 male respondents and 43 female respondents. And, there are 58 (46%)

respondents of Math majors wherein there are 14 male respondents and 44 female

respondents. This table shows that there is a greater quantity of female

respondents compare to male respondents.

1. Challenges – Preparation

Table 4

1. Preparation ̃
𝒙 Interpretation Ranking

1.1. I had difficulties in formulating 2.85 Sometimes

3.5
objectives for the lesson plan.
3.11 Sometimes
1.2. I had difficulties in providing budget
2
for the visual aids to be used.
 32

3.30 Sometimes
1.3. I had difficulties in choosing
1
appropriate motivation for the lesson.

1.4. I had difficulties executing the 2.31 Once

9
lesson.
1.5. I had a hard time designing the 2.82 Sometimes
5
visual aids.
1.6. I had a hard time writing my lesson 2.72 Sometimes
6
plan.
1.7. I have difficulty traveling from my 2.17 Once
house to the school where I attend my 10

OJT.
1.8. I had difficulty choosing the 2.60 Sometimes
7
appropriate activities for the lesson.

1.9. I had a hard time wake up early. 2.85 Sometimes 3.5

1.10. I have difficulty in providing safe 2.42 Once

8
and enriching materials.

Total weighted mean 2.72 Sometimes

The table 4 indicates the weighted mean of the student teachers response

in terms of Preparation. The item 1.3 “I had difficulties in choosing appropriate

motivation for the lesson plan” got the highest weighted mean 3.30 classified as

Sometimes. The item 1.2 “I had difficulties in providing budget for visual aids to be

used” is the second to the highest with the weighted mean 3.11 classified as

Sometimes. The item 3.5 “I had difficulties in formulating objectives for the lesson

plan” and 1.9 “I had a hard time to wake up early” both got the weighted mean 2.85

classified also as Sometimes is the third to the highest. Then followed by the items
 33

1.5, 1.6, 1.8, 1.10, 1.4, and last 1.7 with the weighted mean 2.82, 2.72, 2.60, 2.42,

2.31 and 2.17 respectively. The overall weighted mean of all items in table 3 is

2.72 classified as Sometimes. It means that the student teachers experienced

difficulties in terms of preparation classified as Sometimes. The item 1.3 which

stated that “I had difficulties in choosing appropriate motivation for the lesson plan”

is the one with the highest weighted mean among of all the items in table number

3. It shows that more student teachers experienced of having difficulties when

choosing appropriate motivation for the lesson plan that classified as Sometimes.

It anchors to the statement of Spaulding (1992) that “Motivation is a word heard

over and over again as crucial to a child’s learning, and is often heard as being a

major problem in schools today”. Choosing the appropriate motivation is difficult to

student teachers because it should always parallel in all parts of lesson plan to

achieve the target learning of the students. The student teachers as conducting

their practice teaching should act like a real teacher who is equipped to teach their

student. They should always put to their mind that the needs of the students as a

learner is important, that’s why student teacher try to do their best to provide the

necessity for learners. Because of eagerness of the student teacher to make their

discussion efficient and effective, they faced difficulties in terms of Preparation

specifically when it comes in choosing appropriate motivation for the lesson plan.
 34

2. Challenges – Classroom Management

Table 5

2. Classroom Management ̃
𝒙 Interpretation Ranking

2.1. I had difficulties in managing the

2.43 Once 7
classroom independently.
2.2. I had difficulties implementing
2.30 Once 8
classroom rules.
 35

2.3. I was worried about the student’s

2.76 Sometimes 1
response on how I teach the lesson.
2.4. I had a hard time getting the
2.48 Once 4
attention of the students.
2.5. I had difficulties managing
2.47 Once 5
students with different skills.
2.6. I had hard time controlling the
2.60 Sometimes 3
noise produced by the class.
2.7. I was anxious about incidents of
2.69 Sometimes 2
misbehavior in class.
2.8. I lacked confidence in
2.19 Once 9
implementing the classroom rules.
2.9. I ignored the needs of the
1.62 Seldom 10
students.
2.10 I had a hard time handling
2.46 Once 6
different students’ behavior.

Total weighted mean 2.4 Once

The table number 5 indicates the weighted mean of the student teachers

response in terms of Classroom Management. The item 2.3 “I was worried about

the student’s response on how I teach the lesson” got the highest weighted mean

2.76 classified as Sometimes. The item 2.7 “I was anxious about incidents of

misbehavior in class” is the second to the highest with the weighted mean 2.69

classified as Sometimes. The item 2.6 “I had a hard time controlling the noise

produced by the class” is the third to the highest with the weighted mean 2.60

classified as Sometimes. Then followed by the items 2.4, 2.5, 2.10, 2.1, 2.2, 2.8

and 2.9 with the weighted mean 2.48, 2.47, 2.46, 2.43, 2.30, 2.19 and 1.62
 36

respectively. The item 2.3 which stated that “I was worried about the student’s

response on how I teach the lesson” is the one with the highest weighted mean

among of all the items in table number 4. It shows that more student teachers

experienced of having difficulties thinking about the student’ response on how the

student teacher teaches the lesson during their practice teaching.

The overall weighted mean of all the items in table number four is 2.40 classified

as Once. It means that during practice teaching of the student teacher, they

encountered challenges in terms of classroom management but it is not really hard

for them to face. To manage the classroom became easier for them to execute the

lesson to their student in an easy, efficient and effective way.

It is similar to the study of Gordon (2011) that “Successful classroom management

can help create a favorable learning environment and, on a personal level, reduce

stress on the teacher”. If the educator know how to manage the classroom, it will

be easier for them to give meaningful learning to students. At the same time, it will

not give them another burden to think.

3. Challenges – Knowledge about the Subject Matter

Table 6

3. Knowledge about the Subject ̃

𝒙 Interpretation Ranking
Matter
3.1. I had difficulties discussing the
2.15 Once 7.5
lesson.
3.2. I had difficulties giving the
appropriate questions about the 2.27 Once 4

lesson.
 37

3.3. I had difficulties executing the

appropriate motivation for the 2.44 Once 1

lesson.
3.4. I had difficulties broadening the
2.35 Once 2
lesson.
3.5. I had difficulties mastering the
2.11 Once 9
lesson.
3.6. I had difficulties executing the
2.15 Once 7.5
activity for the lesson.
3.7. I had difficulties explaining the
2.19 Once 6
instructions for the lesson.
3.8. I had difficulties connecting the
2.21 Once 5
activity in the lesson.
3.9. I had difficulties explaining the
2.09 Once 10
lesson clearly.
3.10. I had difficulties connecting
2.32 Once 3
real life situations to the lesson.

Total weighted mean 2.22 Once

The table number 6 indicates the weighted mean of the student teachers

response in terms of Knowledge about the Subject Matter. The item 3.3 “I had

difficulties executing the appropriate motivation for the lesson plan” got the highest

weighted mean 2.44 classified as Sometimes. The item 3.4 “I had difficulties

broadening the lesson” with the weighted mean 2.35 is the second to the highest.

The item 3.10 “I had difficulties connecting real life situation to the lesson” with the

weighted mean 2.32 is the third to the highest. It says that more student teachers

encountered difficulties in executing appropriate motivation for the lesson plan

 38

classified as once. The overall weighted mean of all the items in table number five

is 2.22 which is classified as once. It illustrates that the student teacher

encountered difficulties in terms of Knowledge about the Subject Matter once

during their practice teaching. Most of the time, to understand the subject matter

is not really hard for the student teacher when their practice teaching is ongoing

According to Hattie’s (2011) discussion when he revisited the book “Visible

Learning for Teacher” that “Teachers can make use of their subject knowledge to

organize and use content knowledge more effectively for their students to

understand”. It means that if the teacher have mastery of the subject matter, it is

easier for the teacher to deliver the lesson in a way that the student really learn

from the discussion. Same to the response of the student teacher that they once

experience difficulties in terms of Knowledge of the Subject Matter. Indicator that

they had the mastery of the lesson during their practice teaching.

4. Challenges – Evaluation of Learning Outcomes

Table 7

4. Evaluation of Learning Outcomes ̃

𝒙 Interpretation Ranking

4.1. I had a hard time observing

2.40 Once 4
students learning progress.
4.2. I had a hard time of grading the
2.23 Once 7
student’s activities.
 39

4.3. I had a hard time making a quiz

2.34 Once 5.5
or formative test.
4.4. I had a hard time making
2.34 Once 5.5
questions appropriate to the lesson.
4.5. I had a hard time gaining the
2.52 Once 2
deep understanding of the students.
4.6 I had a hard time creating
academic notes about the progress 2.49 Once 3

of the students.
4.7. I had a hard time using different
2.53 Once 1
methods of assessment.
4.8. I had a hard time computing test
2.07 Once 9
results.
4.9. I had a hard time computing
2.17 Once 8
student's grade.
4.10. I had a hard time giving take
1.91 Once 10
home assignments.

The table 6 indicates the weighted mean of the student teachers response in terms

of Evaluation of learning outcomes. It reveals that the student teachers had

experienced once in terms of Evaluation of learning outcomes with a weighted

mean of 2.40, 2.23, 2.34, 2.34, 2.52, 2.49, 2.53, 2.07, 2.17 and 1.91 respectively.

This implies that most of the students were experiencing least difficulties in doing

Evaluation of learning outcomes.

 40

Table 8

Question Interpretation

What are the  Providing materials needed

preparations made  Preparing instructional materials

by the  Analyzing different strategies of teaching

respondents  Physical, mental and emotional preparedness

 41

before entering  Preparing lesson plan

into practice  Providing class records for output purposes

teaching?  Preparing how to communicate to critic teacher

 Preparing appropriate attire and necessities

 Analyzing the differences of the students

 Analyzing the learning capacities of the students

 Mastering the subject matter

 Preparing oneself to different classroom situation

 Building the confidence in teaching

Table 8 shows all the interpretation and preparation done by the respondents. In

terms of subject matter, pedagogy, learner’s profile, state of well-being of

respondents, and social before they go to their cooperating school for practice

teaching. For the incoming practice teaching, the respondents tried to prepare to

be ready when they are in the field of teaching, so that, they can overcome the

possible challenges that they may encounter during their practicum. The result of

the interview in table 7 anchors to the Tlokweng College of Education teaching

practice handbook (2011, p. 6) as stated that “Practice teaching is important for a

student teacher to enhance their ability in field of teaching to become an efficient

and affective teacher”. In respondent’s practicum, they are required to have

practicum so they need to prepare their selves in teaching.

 42

Table 9

Question Interpretation

What are the  Pressure cause by cooperating teacher

challenges you  Unpleasant classroom environment

 43

have encountered  Handling multiple grade level at the same time

during practice  Bunch of paper works and deadlines

teaching and how  Having different behaviors, attitudes and habit of

you handle it? different students

 Preparing multiple lesson plans at the same time

 Integration of different subjects

 Making visual and instructional materials for

diverse learners

 Allotting of time

 Gain respect as a teacher

Table 9 shows the challenges that a student teacher had encountered during their

practice teaching. It further identify the common challenge that they experience

like _____ of pressure, environment, attitude and behavior while teaching and

learning.

According to Davidson (2005) practice teaching is a system where a teacher is

training and expose to the actual classroom experience. The tables shows the

different challenges that they have to experience so that a student teacher will

come an actual learning and teaching knowledge that will systematically

________in them while in the process of practice teaching.

 44

Table 10

Question Interpretation

 Creativity
What are the skills
 English language fluency
do you need to
 Variation of teaching strategies
improve before
 Modulated voice
 45

you become a  Time management

teacher

The table 10 shows the kind of skills that a student teacher had to acquire into

becoming a teacher. The student teacher had to be creative with many variation

of strategies while teaching and have mastered the language they are using by

speaking it with fluency, modulated voice and consistency. As stated by Johnson

(2018), the ability to communicate positively and effectively is essential. Meaning

that, the student teacher have to understand the learner’s communicative skills

and a student teacher should develop a strategy that is effective enough to gain

knowledge and transfer clear and efficient to the learners.

Table 11

Question Interpretation

What do you think  Advance English Grammar

are the subjects  Values Education

that contribute  English and Values

 46

most to your  Speech Communication and History

practice teaching?  The Teaching Profession and Code of Ethics

 I’M and Principles of Strategies

 ICT

The table 11 shows the type of subject that contributed most while student teacher

is in the process of practice teaching. These table shows that in general, a student

teacher must learned to master their field of specification to become an effective

teacher similar to Smithers and Robinson (2005) subject knowledge has a very

important role, because high quality teaching rests on teachers understanding the

subjects they are teaching, knowing the structure and sequencing of concepts. It

is also clear that when there is a lack of subject expertise, the quality of teaching,

a student exam results are at risks. Referring to this, a student teacher had to be

knowledgeable on all subject matter during teaching for them to gain expertise in

the teaching profession.

Chapter 5

Summary of Findings, Conclusion and Recommendation

This chapter presents the summary of the research work undertaken. The

conclusion were drawn from the outcome of the research on the Challenges and
 47

Lived Experiences of the Bachelor of Secondary Education Graduating Students

in their Practice Teaching. Furthermore, the recommendations were based from

the findings and conclusions of the study.

Summary of Findings

This study was conducted to determine the Challenges and Lived

Experiences encountered by the Secondary Education Graduating Students in

their Practice Teaching.

Findings

The highlights of findings are the following:

 Table 3 shows that the result of the study falls to category of sometimes

with the general weighted mean of 2.72. this indicates that the student

teacher had difficulties in choosing appropriate motivation for the lesson

 The table 4 indicate that the student teacher was not worried about the

response on how they will teach the lesson as resulted with a general

weighted mean of 2.4 and place in the position of once.

 The table 5 projected that the student teacher are not having difficulties in

executing the appropriate motivation for the lesson. This was stated on the

table that has a general weighted mean of 2.22 which place to the category

of once.

 The table 6 with a general weighted mean of 2.3 falls in the category of once

in evaluation of learning outcomes. In terms of having a hard time in using

different methods of assessment, they had experienced it only once.

 48

Conclusions

Based on the findings derived from the study, the researchers arrived at

these conclusions.

 The result of the Table 4 as a conclusion shows that it is on choosing the

right motivation for the lesson that made the student teachers had difficulty

in their practice teaching.

 Table 5 conclude that most of the student teachers are not worried on how

the student will respond to their way of teaching.

 When falling to the rate of once category this conclude that a student

teacher that was undergoing on the process of practice teaching was not

having difficulties executing their motivation.

 As a conclusion on how a student teacher use different method and

assessing the students. They are not having a hard time doing it.

Based on the findings and conclusions presented, the following

recommendations are suggested.

 49

 In choosing and preparing an appropriate motivation, it is recommended

that a student teacher attend seminars, make a research, and consult an

expert person or teacher on how to choose a good motivation.

 For the table 5, since the student teacher experienced only once on

worrying the response of their students on how they are teaching. They can

improve more their strategies in teaching for them to make it more

competitive in terms of teaching.

 In table 6, the student teacher are not experiencing difficulties in executing

their motivation, improving and thinking of a more appealing and effective

process of motivation is recommended.

 The respondents student teacher as their experienced inly once having a

hard time using different methods of assessment, it is recommended that

they use one method off assessment per quarter of school year.

Table of Content

I. Chapter 1

Introduction - p. 1

Background of the study - p. 2

 50

Theoretical framework - p.4

Conceptual framework - p. 5

Statement of the problem -p. 7

Scope and limitation

-p. 8

Significance of the study -p. 8

Definition of terms -p. 9

II. Chapter II

Foreign literature -p. 12

Local literature -p. 13

Foreign studies -p. 15

Local studies -p.16

Synthesis of reviewed literature and studies -p. 18

III. Chapter III

Method of research -p. 19

Population -p. 19

Instrumentation -p. 20

Data gathering -p. 20

Statistical treatment -p. 21

IV. Bibliography

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 55