EFFECTIVENESS OF PRACTICE TEACHING IN ENHANCING THE TEACHER SKILL

THE GRADUATING STUDENT OF LANAO AGRICULTURAL COLLEGE

A THIRD YEAR COLLEGE THESIS

peesented to

The College Department of Lanao Agricultural College

In partial Fulfillment of the requirements for the Third Year College Bachelor of Elementary
Education

DAYONDONG, AISAH C.
LOMONDOT, JANIFA M.

JUNE 2022

Chapter 1
THE PROBLEM AND ITS SCOPE

Introduction

It is the complete immersion of the prospective teacher in the realities of teaching. During practice
teaching, the pre-service teacher learns the fundamentals of teaching via a cyclical process of planning,
delivering instruction, and assessing learning. Nowadays, teaching is one of the most difficult occupations
available. It requires passion, expertise, a caring attitude, and a variety of other characteristics associated
with this career. In practice, persons who teach may identify needs and challenges that students may have
or encounter throughout the learning process based on their capabilities. Certainly, a person is capable of
comprehending the opposing perspective or that of another student. Teachers must be patient and impartial
in some instances in order to maintain the teaching process. It is a person who devotes time to others and is
content doing so.

Traditional approaches, which reward work, effectively employ class time, and insist on clear rules
to regulate child conduct, are more likely to succeed. Due to the advent of the covid19 epidemic,
many people are debating between "progressive" and "conventional" best practice teaching. The
lack of professional training for potential teachers is due to the limitations of doing practical
teaching. In these difficult times, it is primarily the responsibility of the school administration and
instructors to promote resilience within the student community.
Traditional teaching techniques have changed dramatically over the previous century as a result of social,
cultural, and technical advancements. The Authority Style, The Delegator Style, The Facilitator Style, The
Demonstrator Style, and The Hybrid Style have emerged as the major teaching techniques employed by
modern instructors in the classroom. It is an important aspect of becoming a future educator since it is
regarded as a critical component of teacher education and training because it allows student teachers to
learn from real-world experience. Lack of achievement of Practice Teaching objectives leads to poor
teaching methods and approaches.

John Hattie, an educator and author of Visible Learning for Teachers: Maximizing the Impact on
Learning. One of his aims with his study is to assist instructors in seeing and comprehending
learning through the perspective of their students. Hattie has spent more than 15 years studying
the factors that affect children's success in grades K-12. His results established a correlation
between student outcomes and a variety of very successful teaching approaches. I'd like to
highlight five of those practices in this section: 1. Educator Clarity When a teacher introduces a new
unit of study or project to students, she emphasizes the aim and learning objectives and
establishes concrete criteria for student success. It's important to additionally show pupils models
or samples of the final result. 2. Discussion in the Classroom Teachers usually need to walk away
from the podium and guide complete class discussion. This enables pupils to benefit from one
another.

It's also an excellent chance for instructors to test students' knowledge of new topics and
ideas in a structured manner (via observation). 3. Reactions Without constant, consistent feedback,
how can learners know they are progressing? They often will not. Along with individual (written or
spoken) feedback, instructors must offer whole-group feedback on the patterns they see in the
collective class's development and areas of need. Additionally, students must be provided chances
to submit feedback to the instructor in order for her to make necessary adjustments to the learning
process, resources, and teaching. 4. Formative Evaluations To offer students with useful and
accurate feedback, instructors must often and routinely evaluate students' progress toward the
unit's learning objectives or end result (summative assessment). Hattie suggests that instructors
devote the same amount of time to formative and summative assessment. 5. Metacognitive Efforts
Students are encouraged to plan and arrange their own work, assess their own progress, guide their
own learning, and self-reflect throughout the process. When we provide students time and space to
reflect on their own knowledge and ideas, we improve student ownership. Furthermore, evidence
indicates that metacognition may be taught. (Alber, 2015)

The learner then engages in reflective observation; in which they reflect on their own experience.
They reflect on what this event means via the prism of their own experience and understanding.
Based on the experience and their reflection on it, the learner develops new concepts or modifies
their thinking. Active experimentation occurs when a student applies new concepts to the
environment around them to discover whether any changes are necessary. This procedure might
take place in a short amount of time or over an extended length of time. The Purpose of this
proposed study is to determine the effectiveness of practice teaching in enhancing the teaching
skills among the graduating students of Lanao Agricultural College.

Theoretical Framework

The Experiential Learning Theory of David Kolb, Albert Bandura's Social Learning Theory, Jean Piaget's
Theory of Cognitive Development Stages, Theory of Multiple Intelligences and Zone of Proximal
Development (ZPD) and Scaffolding are the foundations of this suggested research. Learning through
doing is referred to as experiential learning. The Experiential Learning hypothesis is built on this
foundation. Experiential learning is based on the notion that the best way to learn something is to actually
do it. Those experiences get imprinted in your mind, aiding in the retention of knowledge and the recall of
facts. It is critical for teachers to provide chances for pupils to have experiences related to the topics they
are studying.
Teachers can assist in the creation of situations in which students may learn while also having experiences.
If you're a current teacher or planning to become one, it's critical to obtain a degree that will provide
you with the necessary credentials and expertise for your profession, as well as assist you prepare
to be licensed. It's also critical to
comprehend how different pupils learn and how different learning theories influence schooling.
Teachers that are knowledgeable about learning theories might better optimize their classrooms
and assist more students in learning in ways that are beneficial to them. Being a great teacher
entails concentrating on how to best assist pupils in achieving their goals.
If you're a current teacher or planning to become one, it's critical to obtain a degree that will provide you
with the necessary credentials and expertise for your profession, as well as assist you prepare to be
licensed. It's also critical to comprehend how different pupils learn and how different learning theories
influence schooling. Teachers that are knowledgeable about learning theories might better optimize their
classrooms and assist more students in learning in ways that are beneficial to them. Being a great teacher
entails concentrating on how to best assist pupils in achieving their goals.
Albert Bandura's Social Learning Theory emphasizes the significance of observing, modeling, and
mimicking others' behaviors, attitudes, and emotional reactions. Environmental and cognitive variables
interact to impact human learning and behavior, according to social learning theory. In social learning
theory, Albert Bandura (1977) agrees with the behaviorist learning theories of classical conditioning and
operant conditioning. He does, However, two essential aspects need be added: the first is that mediating
processes occur between inputs and responses, and the second is that behavior is learned through
observational learning from the environment.

Models are people who have been observed. Children are surrounded by numerous important models in
society, such as their parents, characters on children's television, friends from their peer group, and
instructors at school. These models show how to observe and mimic different types of conduct, such as
masculine and feminine, pro and anti-social, and so on.
Some of these persons (models) attract children's attention and influence their conduct. They may
subsequently mimic (i.e., duplicate) the conduct they have witnessed. Future educators will be able to
monitor classroom practice in order to avoid being inexperienced in teaching approaches.
Jean Piaget's theory of cognitive development stages It is determined that youngsters must learn about
his notion of four phases of mental growth. His theory also focuses on understanding the nature of
intelligence, as well as how children receive and retain the knowledge they acquire in school. There are
four levels: sensorimotor, preoperational, concrete operational, and formal operational. Children, according
to Piaget, play a dynamic part in the learning process, and they act like tiny scientists as they conduct
experiments, make observations, and learn about the environment. Teenagers regularly acquire new
knowledge, expand upon current knowledge, and get used to previously held notions in order to accept new
information as they interact with the world around them. This simply means that by grasping the ideas of
practice teaching, instructors will be able to improve their methods of attracting students' attention by
practicing their chosen profession, which is teaching.

The theory of multiple intelligences developed by Howard Gardner, posits that humans can possess eight
different types of intelligence: musical-rhythmic, visual-spatial, verbal-linguistic, bodily-kinesthetic,
interpersonal, intrapersonal, and naturalistic. These eight types of intelligence represent the varied ways
individuals process information.
The theory of multiple intelligence transformed the world of learning and pedagogy. Today,many
teachers employ curriculums that have been developed around eight types of intelligence. Lessons are
designed to include techniques that align with each individual student's learning style.
Lev Vygotsky developed a number of important pedagogical theories, but two of his most important
classroom concepts are the Zone of Proximal Development and scaffolding. According to Vygotsky, the
Zone of Proximal Development (ZPD) is the conceptual gap between what a student is and is not able to
accomplish independently. Vygotsky suggested that the best way for teachers to support their students is by
identifying the Zone of Proximal Development and working with them to accomplish tasks just beyond it.
For example, a teacher might choose a challenging short story, just outside of what would be easily
digestible for the students, for an in-class reading assignment. The teacher would then provide support and
encouragement for the students to hone their reading comprehension skills throughout the lesson.
The second theory, scaffolding, is the act of adjusting the level of support provided in order to best
meet each child's abilities. For example, when teaching a new math concept, a teacher would first
walk the student through each step to complete the task. As the student begins to gain an
understanding of the concept, the teacher would gradually reduce the support, moving away from
step-by-step direction in favor of nudges and reminders until the student could complete the task
entirely on her own.
Conceptual Framework

This section discusses the interplay of variables in determining the Effectiveness of practice teaching in
enhancing the teaching skills among the graduating students of Lanao Agricultural College. the variables
are reflected in the schematic diagram of the conceptual framework of this study. The attributes cited along
the boxes under independent variables are of three aspects such as: (i) Respondents profile about age, sex,
civil status, Seminars you attended, Number of Hours experienced in Practice Teaching, Grade Level you
want to teach after graduation; (ii) the strategies in determining the effectiveness of the Practice Teaching in
enhancing the teaching skills by the respondents? The Outcome of Practice Teaching Effectiveness by the
respondents. The flow of the study is shown on Figure 1.

Independent Variables Dependent Variables Output

Figure 1.

Schematic Diagram of the Conceptual Framework of the Study

Statement of the Problem

This study focuses in determining the effectiveness of practice teaching in enhancing the teaching skills
among the graduating students of Lanao Agricultural College, Specifically, it sought to answer the
following questions:
1. What is the demographic profile of the respondents in terms of?

1.1 Age;
1.2 Sex;
1.3 Civil Status;
2. What are the effectiveness of Practice Teaching enhancing the teaching skills of the respondents?
3. In there a significant relationship between the profile of the respondents and effectiveness of practice
teaching in enhancing the teaching skills among the graduating students of Lanao Agricultural College.
4. From the findings and conclusions of the study, what recommendation can be drawn?
Research Hypotheses
The following research hypotheses were tested at 0.05 level of significance.
Ho1: There is no relationship between the respondents profile and the effectiveness of practice teaching
in enhancing the teaching skills among the graduating students of Lanao Agricultural College.

Significance of the Study

This research hopes to be valuable information in addition to the growing number of studies
regarding effectiveness of practice teaching by the respondents. It is hoped that results derived from the
study will specifically benefit the following stakeholders.

School Administrators. The results of the study will help the school administrators to conceive and
implement measures or programs designed to help children and adolescents to understand the importance
of performing the practice teaching to enhance the teaching skills.
Teachers. The results of this study may help teachers find ways to provide support and
understanding to learners in practice teaching effectiveness.
Students. While they may not be able to read the results of this study, this research may help them
become better in terms of emotional, academic and societal well-being because their teachers and their
schools understand them better and would like to help them on their journey to know that effectiveness of
practice teaching to the future educators in the society.
Parents. This research will help parents realize that it is their responsibility to guide and monitor
their childrens progress at home especially amidst this covid19 pandemic.
Future Researchers. This study will hopefully serve as a handy reference for those who wish to
conduct similar studies.

Scope and Limitations

This study focuses on determining the impact of the effectiveness of practice teaching in
enhancing the teaching skills among the graduating students of Lanao Agricultural College. Other
Departments of students studying at the said school are not included. Limitations for this study include
time,
resources and other factors which are beyond the control of the researchers, as well as the respondents
honesty in answering completely the indicators describing every variable in the research instrument. The
survey questionnaire used in the study is the sole source of data.

Definition of Terms
To facilitate greater understanding, the following terms were operationally and conceptually
defined.
Experiential learning theory. It is defined as the four stages namely concrete learning, reflective
observation, abstract conceptualization and active experimentation (www.wgu.edu). In this study, it is
defined as learning through action because in experiencing practice teaching will enhance the skills of the
learners.
Social learning theory. It is a theory of learning process and social behavior which proposes that new
behaviors can be acquired by observing and imitating others (Wikipedia). In this study, it refers to the target
respondents of this propose study to find out how effective practice teaching in enhancing their capacity in
teaching.
Practice teaching. It is the total emersion of the prospective teacher in the real life of becoming a teacher
(www.dlsud.edu.ph). In this study, it refers to a part of most teacher education programs in enhancing
teaching skills.
Effectiveness. The degree to which something is successful in producing a desired result (oxford
dictionary). In this study, it is to determine the

effectiveness of practice teaching to enhance the teaching skills by the respondents.

Skills. It is the learned ability to perform an action with determine results. (https//en.m.wikipedia.org). In
this study, this are the skills that are in relation to practice teaching by the respondents.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter talk over the various related literature and studies which the researcher has resolute to be
pertinent to the study. There are two main coverage of this chapter to wit: Related literature and related
studies. These are presented in thematic approach.

Related Literature

According to a published article, a teacher's clarity is important. When a teacher starts a new unit of study
or project with pupils, she explains the objective and learning goals, as well as the criteria for success. It's
also a good idea to show kids models or examples of the final result so they can see what it looks like.
Discussion in the Classroom Teachers must regularly leave the stage to promote class discussion. This
permits pupils to benefit from one another's experiences. It's also a fantastic chance for teachers to
formatively assess (through observation) how effectively students comprehend new information and ideas;
Without constant, regular feedback, how can students know if they are progressing? They frequently do
not. Teachers must offer whole-group feedback on trends they detect in the collective class' development
and areas of need, in addition to individual input (written or spoken). Students must also be provided
opportunities to submit feedback to the teacher so that the learning process, resources, and instruction may
be adjusted as needed. Formative Assessments - In order to give students with effective and accurate
feedback, teachers must assess students' progress in relation to the unit's learning goals or end result on a
regular basis (summative assessment). Metacognitive Strategies - Students are provided opportunities to
plan and organize, monitor their own work, control their own learning, and self-reflect along the way,
according to Hattie. Student ownership rises when we give them the time and space to be conscious of their
own knowledge and thoughts. (Kahn et.al, 2021).
 Practice teaching is a type of program set aside by the Nigerian federal government to increase the
efficiency and effectiveness of teacher education in Nigeria. Undergraduate students who want to be
teachers should make good use of their time during their teaching practicum since it will benefit them much
in terms of understanding how to use instructional materials in the classroom. It will also assist students in
developing appropriate undergraduate project ideas that are relevant to their course of study as well as areas
among the courses they taught during their teaching practice. Teachers' confidence grows as a result of their
teaching experience, which allows them to effectively deliver their seminar projects and to handle larger
courses after graduation.
Teacher education is considered as a critical idea for educators at all levels. Pre-primary, primary,
elementary, secondary, upper secondary, and tertiary are the levels of education. At all levels, the
educational system is unique. The levels of education are the primary emphasis of teacher education.
Students' demands and requirements, on the other hand, differ at each level. The needs and requirements of
students must be taken into account in teacher education.

As a result, teacher preparation tailored to each level and stage is critical. Teacher education has a
considerable impact on the development of students' teaching abilities. Teachers at professional institutions
are knowledgeable in terms of both practical and theoretical understanding of their disciplines. It is critical
for them to make use of specific teacher training inputs in order to prepare students who are just starting out
in their careers. (Donald Lukman, 2021)
Practice teaching is a part of most teacher education programs in language teaching and is intended to
provide a link between the academic courses you study in your university or Other Institutional TESOL
Program and the real world of teachers and students in language learning classrooms, many teachers
consider their teaching experience to be one of the most valuable courses they completed as part of their
teacher training. An excellent teacher is someone who can explain and teach any subject, language, or
issue.
It is capable of recognizing pupils' needs and issues as they arise during the learning process. Teachers
must be patient and impartial in certain situations in order to keep the teaching process running well. It is a
person who enjoys volunteering their time to help others. (Jack C. Richards and Thomas Farrel, 2013)
According to Peter Jarviz' book, "Few individuals have written about the educational society, Kidd
(1961) being a prominent exception," and "No one has written about a teaching society, as far as the author
of this book can uncover," even if the information society includes echoes of it. Teaching has long been
associated with the idea that there is a truth proposition (knowledge) or an accepted theory that can be
disseminated through the teacher's agency but in late modernity, the idea that there is a truth or an
indisputable theory to be taught is becoming more difficult to accept, even if many people still believe what
they are taught is true. This is what Foucault (see Sheridan, 1980) referred to as a "will to truth."
Nonetheless, the existence of a range of teaching techniques didactic, Socratic, facilitative, and
experiential demonstrates that instructors have realized that there are a growing number of approaches to
their work. Nonetheless, in the face of epistemological shifts, this offers teachers with a degree of
flexibility that may have been more often used. Effective planning is the foundation of successful teaching
when it comes to being an effective teacher to your students and your surroundings. Planning begins with
the goals of a specific teaching-learning scenario, includes methods of achieving those goals, such as
resources and activities, and concludes with effective processes for assessing the degree to which the
instructors' and future educators' instructional goals have been met. It also has the ability to boost your self-
assurance and help you feel more confident in your lesson delivery (Teaching 2014).
Creating an Environment That Facilitates Learning, Differentiating for Different Learning Styles,
Helping Students Make Connections From Prior Knowledge, Teaching for Long-Term Memory,
Constructing Knowledge Through Higher-Level Thinking Processes, Fostering Collaborative Learning,
Bridging the Gap Between All Learners is Donna Walker Tileston's book that identifies the ten best
teaching practices. These learning types will be the techniques used in practical teaching and to offer the
greatest possible information to a Maranao teacher's future students. (Tilestone, 2011)
There is no ideal result in which we can teach learners all they need to know in order to be successful.
First and foremost, educators do not know what they will need to know in order to be successful throughout
their lives. Teachers must provide prospective educators in Marawi City and other countries with the tools
to develop knowledge, problem-solving frameworks, and other relevant skills that will help them improve
their teaching abilities and become better teachers.
Related Studies

This major thematic area contains the referenced studies by academics and individuals who have
conducted research both overseas and in the Philippines. These researches are based on Master's theses,
doctorate dissertations, and abstracts from research papers and journals issued by universities and
government organizations. The authors' identities are properly credited when their individual research are
addressed.
In the Study of Bietenbeck, J.-C. 2011 entitled Teaching Practices and Student Achievement despite
widespread agreement among researchers and practitioners that teachers matter to student performance in
schools, the specific drivers of teacher quality remain difficult, It analyzes the influence of diverse teaching
techniques on student test results in the United States, as part of a current line of research. It does so against
the backdrop of a number of suggested teaching changes that call for a greater use of "modern" teaching
techniques at the expense of more "traditional" ones, implying that the former are better at improving
student success.
Using data from the 2007 wave of the Trends in International Mathematics and Science Study, as well as
an estimating method that allows me to adjust for the subject invariant component of unobserved student
aptitude, I found evidence to the contrary. While conventional teaching has a considerable beneficial
influence on student success, the projected benefit of modern teaching is significantly less and statistically
negligible. A set of robustness checks show that this result is valid.
According to the study of Yalin Ucar, M. (2012) entitled A Case Study of How Teaching Practice Process
Takes Place A wide range of research looking at the influence of instructors on student outcomes have
come to this conclusion. However, it is unclear whether teaching characteristics in particular create the
difference between a successful and failed instructor. Teacher education and experience, which are
frequently seen in data sets, are typically shown to have just a minor influence on student success
(Hanushek, 1986). This is concerning, not least since these qualities are frequently used to determine
teacher salaries and recruiting choices (Hanushek and Rivkin, 2006). A recent line of study moves the focus
from teacher characteristics to teaching practices, that is, what instructors really do in the classroom, in an
attempt to extract what makes a successful teacher (as in Lavy, 2011). (Lavy, 2011; Schwerdt and
Wuppermann, 2011). The premise is that differences in teaching techniques might explain the huge
empirically observed range in teacher quality. If this is the case, simple and possibly cost-effective policy
adjustments, such as ordering instructors to educate in a specific manner, might aid in improving student
success in schools.
The process of "learning" plays a vital part in the teaching practice, providing professional growth for
teacher candidates. Being in charge of the students' learning experiences at that level, as well as
cooperating teachers, teacher candidates, mentors, and practice schools, are all essential factors in
determining the quality of teaching practice. Mentors, teacher candidates, and school administrators who
supervise teaching practice play a critical role in achieving the course's goals.
In order to understand how the process of teaching practice takes place, qualitative data is gathered
through face-to-face interviews and group discussions with a total of 145 participants, including 22
administrators of practice schools, 86 mentors, and 37 mentees. According to the findings of a descriptive
study of data collected from seven distinct locations across Turkey, instructional practice has failed to meet
its objectives. According to the participants, the process failed to achieve its goal due to issues such as
"theoretical understanding, the time and duration of the practice, scheduling the practice, affective
variables, rules and regulations, communication, quantity-related and practical challenges."

Teachers' training programs in the twenty-first century demand a scientific foundation of theory and
experience, as well as competent techniques and independent teacher-led training models (Shulman, 1987).
The goal of the teacher training program's teaching practice method, which is developed based on their
competency within the Higher Education Authority.
According to Rosales, M. B. (2015) entitled Mentors Perception on the Preparedness of Student
Teachers for Practice Teaching the importance of adequately prepared student teachers draws attention to
the need for teacher-educators to provide future teachers with sufficient and up-to-date subject content
knowledge, as well as skills in a full repertoire of instructional methodologies and the promotion of
acceptable values and attitudes. Practice teaching is seen as an important part of a student's preparation to
become a teacher. As a result, the purpose of this study was to find out how mentors or cooperating teachers
felt about the preparation of student teachers for practice teaching in elementary and secondary schools in
Cagayan Valley's second district.
This research used a questionnaire to collect data from 25 mentors in a descriptive, evaluative style. The
mentors' opinions and suggestions on the readiness of the student instructors assigned to them were also
investigated. Overall, the preparation of student teachers was found to be extremely good. When looking at
the specific attributes that were examined, it was discovered that student instructors' preparation in terms of
teaching abilities and techniques was merely adequate. Personal and professional qualities, as well as
classroom management and evaluation, were all excellent. The mentors also mentioned a few things to
think about when it comes to the success of practicing teaching. The results of this study may be used to
offer feedback not just to prospective teachers in terms of knowledge and abilities, but also to improve the
delivery of teaching during practicums.
According to the research of Michael Bobias Cahapay (2020) entitled Reshaping assessment practices in
a Philippine teacher education institution during the coronavirus disease 2019 crisis during the Coronavirus
Disease 2019 (COVID-19) crisis, it examines evaluation methods in a Teacher Education Institution (TEI)
in the Philippines. The findings revealed that assessment practices were reshaped in context, with classes
being halted when assessment evidence could not be computed, limited internet connectivity posing
logistical challenges in moving to online assessment, and institutional tradition of maintaining quality
drawing a major concern.
As a result, changes in the grading component focused solely on student attendance; the grading system
shifted to descriptive binary; the requirements for laboratory and research works were significantly
modified; and the exclusion of grades earned in the current semester from the computation of grade point
average were all noticeable. In light of the lessons learned from this case study, it is suggested that while
redesigning evaluation methods at this time, diverse circumstances should be carefully examined so that
appropriate adjustments may be made.

It has been implemented in a few schools in Marawi City's province. Since the COVID-19 outbreak in
Wuhan, China (Phelan, Katz, & Gostin, 2020), governments all around the globe have shut down their
systems, including education, in an attempt to halt the disease's communal propagation. The Global
Education Monitoring Report (2020) raised concerns about a variety of educational issues, including
assessment procedures. Schools have been seen to implement new assessment techniques such as using past
marks from mock examinations, employing instructor observational evaluations, and taking prior grade
expectations into account. However, these new evaluation techniques have left educators in a condition of
confusion, if not outright disagreement.
According to the study of Eduardo Carag (2016) entitled Problems and Motivational Factors of Student
Teachers During Their Practice Teaching was the study's proponent, Because this is their first encounter
with this type of learning activity, practice teaching at any school, whatever activities are performed, is sure
to bring some difficulties to student teachers. They go from being solely students to becoming both students
and instructors at the same time. The purpose of this study was to assess the issues faced by Cagayan State
University's Bachelor of Technical Teacher Education student teachers in Tuguegarao City, Cagayan. A
questionnaire was used to interview forty (40) student instructors. It incorporated descriptive research.

The most significant concerns mentioned by respondents were selected using a rating and percentage
system. The most prevalent issues encountered by student instructors were poor student discipline, a lack of
facilities and instructional resources, and a lack of financial assistance. Furthermore, the bulk of the issues
observed are related to management and the classroom environment. Students can get personal expertise in
the classroom by practicing teaching, but difficulties will always arise. This study, on the other hand, will
highlight the issues so that appropriate interventions may be implemented to help practice teaching students
in their off-campus exposure. The restriction of face-to-face classes, or so-called traditional learning, in the
Philippines is causing serious controversy among the country's future educators.
According to the study of Afalla, B. T., & Fabelico , F. L. (2020). entitled Pre-service teachers
pedagogical competence and teaching efficiency. Becoming a teacher is a complicated profession, full of
obstacles and enthusiasm, it starts with the numerous early contacts one has with his significant others and
continues as he sees teachers in the classroom through organized teaching. It includes specific training and
teaching experiences for individuals who want to make a career out of teaching. Training immersion
provides materials for pre-service teachers to practice coaching and teaching techniques. The impact of
pedagogical competence on the teaching efficacy of pre-service teachers at a State University in the
Cagayan Valley Region, Philippines, was thus identified in this study.

As a descriptive-inferential sample, this research was performed for three years at a Teacher Education
Institution (TEI) and the Department of Education (DepEd). Inferential statistics such as the t-test, F-test,
and correlation procedures were used to determine the relationship between the variables and between
them. Descriptive statistics were used to define the descriptive targets, while inferential statistics such as
the t-test, F-test, and correlation procedures were used to determine the relationship between the variables
and between them. The study discovered that pre-service teachers consistently exhibited a high level of
pedagogical skill. In the last three academic years, their teaching performance has differed substantially.
When pre-service teachers exhibited a low awareness order, it indicated that they had poor teaching
efficiency. As a result, when pre-service teachers exhibited a high knowledge order, they continued to
demonstrate exceptional teaching efficiency. The presence of a high level of pedagogical competence
distinguishes pre-service teachers' exceptional teaching performance. Due to the limited connections
between a teacher and a student, prospective educators have not met the prerequisite without experiencing
how to be a "teacher." In the Current Teacher Education Program, experiential learning is the most essential
training for preservice teacher preparation. It gives students the opportunity to learn how to teach in a real
classroom setting. A potential teacher's ability to improve their abilities with the help of their professors in
both private and public institutions is crucial.

According to the study of Catolos , L. C., & Catolos , F. G. (2017) entitled Teaching Performance of
Selected Public Secondary School Teachers in Tanay, Rizal during the school year 20132014, Leoncio C.
Catolos and Felicitas Gesilva Catolos (2017) reported on their study, which focused on the degree of
performance of chosen non-education graduates at public secondary schools in Tanay, Rizal as perceived by
the instructors. A descriptive survey of study design was used to collect the necessary information. The
study's participants are 42 instructors who possess a bachelor's degree other than a bachelor's degree in
education, but who have completed the requisite amount of units in education to qualify to teach. Age, sex,
educational achievement, duration of service, and noneducation bachelor's course were all used to define
them. Instructional capabilities, guiding skills, managerial skills, interpersonal skills, and leadership skills
are among the characteristics evaluated.
According to the findings, the majority of responders had excellent teaching abilities. Selected
instructors' teaching performance is influenced by their age, duration of service, and bachelor's degree
course, but not by their gender or educational achievement. Non-education graduates' teaching
effectiveness is excellent, regardless of their gender or educational background. Their teaching
performance, on the other hand, is linked to their age, duration of service, and bachelor's degree. Teachers
should pursue graduate education programs and attend more seminars and trainings, according to the
research, in order to maintain their professional growth and keep up with creative trends and approaches,
especially with the emergence of K-12 programs. It is suggested that a proposed plan of action be
implemented. Other factors may be included in parallel research. Future instructors must be offered
seminars to attend, and an implementation of seminars must be supplied.

Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses in detail the studys research design, population and sampling method,
research locale, research instrument and its validity, data gathering procedure and statistical tools used in
the treatment of data gathered.
Research Design
This study will use the descriptive-correlation research design, with the use of a survey. The
descriptive part will describe the effectiveness of practice teaching in enhancing the teaching skills among
the graduating students of Lanao Agricultural College, while the correlation part will seek to determine the
relationship between the profile of the respondents, the strategies by the respondents and their learning
outcomes in practice teaching.
Locale of the Study
The locale of the proposed study will be at Lanao Agricultural College, and Lanao del sur,
specifically from the selected students of the said school. The locale was chosen due to its number of
respondents and its accessibility to the researcher. The Founder of Lanao Agricultural College is Dr. Norma
Mangondato Sharief. Former Commissioner in Commission on Higher Education in Autonomous Region in
Muslim Mindanao.
The Lanao Agricultural College aims to be recognized as the premium educational institution in
Mindanao at excellence with countrys learning leading institution offering tertiary education. It is in its
ideology to
create the most effective, responsible and relevant educational system for Muslim in southern Philippines
by fostering the holistic growth of individual Muslim including her or his physical, intellectual, moral,
social and spiritual development goals and objectives. The said is the first private institution that has been
included on the list of topnotches in licensure examination for teachers in Lanao del sur.

Administrative Map of the Locale of the Study

Respondents of the Study

The respondents of the study will be the graduating students of Lanao Agricultural College. The
researcher intends to get thirty eight (38) respondents.

Respondents will be obtained using purposive sampling method, also known as subjective or
selective sampling. This is chosen because the respondents of the study are individuals with certain
characteristics; in this case, these are people who meet the inclusion criteria described earlier. This
sampling method also carries the advantage of being time and cost-effective.

Research Instrument and its Validity

An Instrument that will be used to gather the needed data for the study. This is a survey
questionnaire. The self-constructed survey questionnaire is structured to obtain the profile of the
respondents and effectiveness of practice teaching in enhancing the teaching skills among the graduating
students of Lanao Agricultural College. Part 1 of the questionnaire obtains the
respondents data in terms of age, sex, civil status, seminars you attended, number of hours attended in
practice teaching, grade level you want to teach after graduation. Part 2 of the said instrument will attempt
to obtain answers to questions regarding the strategies. Part 3 of the instrument obtains the learning
outcomes of the respondents. Modifications will be made in terms of structure, content and question
formulation.
To ensure the reliability of the survey instrument, a pilot testing will be carried out on non-
respondents to test the questionnaire for reliability; afterwards corrections will be done in order to obtain
reliable data needed for the research. The researcher, in order to validate the data and instruments
(questionnaires) used in the research, will consult the adviser and experts on their representativeness and
suitability. Corrections and additions will be made whenever necessary.
Data Gathering Procedure
Primary Data will be used to get pertinent information from respondents and other sources.
Primary data collection will be conducted by the researcher to obtain data from the field in which
questionnaires will be utilized.
A survey questionnaire will be used to obtain data from the respondents as to unveil the reasons,
and the effectiveness of practice teaching in enhancing the teaching skills by the respondents.
Data Analysis Methods
Data collected will be analyzed quantitatively. Quantitative data will be
summarized, coded and subjected to analysis using the Statistical Package for Social Sciences (SPSS).
Descriptive statistics will be applied using frequency distribution and percentage, weighted mean,
spearmans rho and Pearsons r were to describe major variables and to reveal significant relationships
between the respondents profile and the effectiveness of practice teaching in enhancing the teaching skills
among the graduating students of Lanao Agricultural College.
Statistical Tools Used

In order to interpret and analyze data, the following statistical tools were used:

Frequency and Percentage. This was used to describe the profile of the Students

The formula is:

P = 100

Where:

P = Percentage

F = Frequency

n = total number of respondents

100 = constant variable

Weighted Mean. This was used to determine the effectiveness of practice

teaching in enhancing the teaching skills among the graduating students of lanao

Agricultural College

The formula is:

n
fxi
Where:
x
i 1 n
f = frequency

n = total population

xi = number of responses

= weighted mean

Standard Deviation. This was used to tell how measurements for a group are spread out

from the average (mean), or expected value.

 The formula is:

Where:

= population standard deviation

= the size of the population

= each value from the population

= the population mean

Pearson Correlation Coefficient Formula. This tool was used to describe the

correlation of the respondents’ demographic profile and the effectiveness of

practice teaching in enhancing the teaching skills among the graduating students

of Lanao Agricultural College

Where;

N = number of pairs of scores

= sum of the product of paired scores
= sum of x score
= sum of y sc