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Statement of the Problem

This undertaking aims to determine the impact of the field technical assistance

1. What is the demographic profile of the multigrade teachers in the Division of Quezon

along:

1.1. Age
1.2. Sex
1.3. Civil Status
1.4. Highest Educational Attainment
1.5. Length of Service
1.6. Grade Level Assignment
1.7. Attendance to Multigrade Trainining
2. What is the quality of effectiveness of the visitation program for multi-grade teachers

in the Division of Quezon along:

2.1. Preparing Instructional Materials

2.2. Instructional Practices and Strategies

2.3. Feedback from pupils

2.4. Classroom environment

3. What are the current problems and issues identified by the school heads in conducting

Field Technical Assistance for the multigrade teachers?

4. What Enhanced Field Technical Assistance program can be formulated by the

researcher based on the results of the study?


Dear Respondent:

I am AIVY ALJHEAN P. UMALI, a Master in Education Management student at


Polytechnic University of the Philippines-Open University System and currently
undertaking a research entitled, THE QUALITY OF TEACHERS’ VISITATION
PROGRAM AMONG THE MULTIGRADETEACHERS IN THE DIVISION OF QUEZON:
BASIS FOR ENHANCED FIELD TECHNICAL ASSISTANCE PROGRAM

Please help me by answering the herein attached questionnaire. Rest assured that the
information you will provide will be taken with utmost confidentiality and shall be used for
research purposes only.

Very truly yours,

Aivy Aljhean P. Umali


Researcher

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Questionnaire

THE QUALITY OF TEACHERS’ VISITATION PROGRAM AMONG THE MULTIGRADE


TEACHERS IN THE DIVISION OF QUEZON: BASIS FOR ENHANCED FIELD
TECHNICAL ASSISTANCE PROGRAM

Direction: Please put a check mark () in the provided box beside the appropriated data
for you.

Part I. Direction: Please put a check mark (√) in the box which corresponds to your
answer.

Age: □ 20-25 □ 26-30 □ 31-35 □ 36-40 □ 41-45


□ 46-50 □ 51-55 □ 56 and above

Sex: □ Male □ Female

Civil Status: □ Single □ Married □ Widowed


□ Annulled

Highest Educational Attainment:


□ MA Units earned □ CARMA □ Bachelor’s Degree
□ Doctoral Units earned □ CARDE □ Master’s Degree
□ Doctor’s Degree

Length of service: 5yrs and below


□ 6 – 10yrs □ 26 – 30yrs
□ 11 – 15yrs □ 35 – 40yrs
□ 16 – 20yrs □ 41 years above
□ 21 – 25yrs

Grade Level Assignment: □ Kindergarten and Gr. 1 □ Gr. 1 and Gr. 2


□ Gr. 2 and Gr. 3 □ Gr. 3 and Gr. 4
□ Gr. 4 and Gr. 5 □ Gr. 5 and Gr. 6

□ Kinder, Gr. 1 and Gr. 2 □ Gr. 1, Gr. 2 and Gr. 3


□ Gr. 2, Gr. 3 and Gr. 4 □ Gr. 3, Gr. 4 and Gr. 5
□ Gr. 4, Gr. 5 and Gr. 6

Attended Multigrade Training

Yes No

Part II. Quality of Implementation of Visitation Program

Please indicate the level of quality of the multigrade visitation program on multigrade
teaching based on your own perception. Put a check () mark on the numbers that
corresponds to your answer based on the provided legends below.

4 – VME –High Quality


3 – ME – Medium Quality
2 – E – Low Quality
1 – SE – Very Low Quality

Preparing Instructional Materials 4 3 2 1


Lesson Plan/Lesson Organization is…
1 parallel from objectives to the evaluation
2 Integrated with informative examples from other
subject areas
3 patterned on the models of LP for multigrade
specifically the teacher-made LP
4 Considering the allotted budget of work for
multigrade lesson planning
5. Using activities which are parallel to the
objectives of the lesson.
Lesson Plan Objectives are:
1. In behavioral terms
2. Suitable to the different grade level
3. Appropriately according to the experiences and
capabilities of the learners
Setting of teaching and learning activities are:
1. Aligned with the objectives of the lesson
2. Adequate for each grade level to achieve the
objectives
3. Presented in a logical sequence
Preparing of the lessons that are adapted to the specific
context of the learners and are differentiated according to:
Each grade level
1. The needs/abilities/interests of pupils across
grade levels (literacy lesson, cross-age, peer
grouping, others)
2. The process e.g. activities or exercises vary
from simple to complex
3. The product/output (e.g., products or outputs
vary depending on the learning competency per
grade level)
Setting the differentiated assessments that are aligned with
the objectives of the lessons, such as:
1 paper-and-pencil test
2 oral recitation
3 performance-based assessment
4 peer assessment
5 project-based assessment
6 pupil self-assessment
7 portfolio assessment
Providing the differentiated assignments/agreements
(home stretched activities)are according to:
1 grade levels
2 abilities
3 interests
4 needs
5 ethno-linguistics
It covers the appropriate content in the curriculum

The Quality of Instructional Practices and Strategies 4 3 2 1


Lesson Delivery…
1 uses language that the pupils understand
2 reviews pre-requisite skills/concepts
3 demonstrates command of the subject matter
4 provides accurate and updated content/concept
5 engages and sustains learners’ interest through
use of meaningful activities
6 contextualizes the lesson according to pupils’
background
7 uses appropriate examples that are relevant to
pupils’ experience
8 initiates activities that promote “learning by
doing”
9 integrates across subject areas (e.g., language,
literacy skills, values others.)
10 presents lessons in a logical manner
11 asks questions within the level of pupils’
understanding
12 Asks questions requiring varying levels of
thinking (e.g. literal, inferential, evaluative,
application, etc.)
13 Responds to pupils’ questions and
comments for a deeper understanding of the
lesson
14 Gives clear directions for
differentiated activities
15 Speaks clearly with a modulated voice
Gives the same attention to boys and
girls in each grade level
In Using Instructional Materials /Technology teacher do:
1 Writes clearly and legibly on the board
2 Uses local resources in materials production
3 Utilizes helpful instructional technologies (e.g.,
ICT-based learning, etc)
4 Supports the lesson using appropriate
instructional materials (e.g., visual aids, flash
cards, charts, etc.) for diverse learners
5 Provides varied learning resources according to
pupils’ level (e.g. MG learning materials,
textbooks, concrete materials, story books, etc.)
6 Demonstrates use of innovative teaching /
learning resources
In Supporting Diverse Learners the teacher…
1 Paces the lessons appropriately to meet specific
needs and difficulties of the learners
2 Adjusts oral or written questions for students
with different needs
3 Utilizes activities that are relevant to the pupil’s
level and background
4 Addresses the needs of both boys and girls in
different grade levels
5 Shifts classes, when necessary to cater to the
needs of the other class (e.g., road mapping)
6 Provides appropriate support during class for
varying ability levels
7 Utilizes differentiated tasks and activities for
varied grade levels through flexible grouping
Learning Assessment 4 3 2 1
1 Provides appropriate formative assessment that
are aligned to the learning objectives for each
grade level
2 Affirms or commends correct responses by
giving general and specific feedback
3 Provides specific and useful feedback for an
incorrect, incomplete, or nonresponse (e.g.,
You need to review the verb you used.)
4 Provides timely and appropriate feedback to
pupils’ response/behavior
5 Gets feedback from the pupils regarding how
well they understand the lesson, e.g., asking if
there are clarifications
6 Elicits a pupil-stated generalization (learning
insight) at the end of the
lesson
7 Uses assessment strategies to address diverse
learners according to grade levels, abilities,
needs, ethno linguistics groups
8 Uses varied forms of assessment. Please mark
which of the following is used such as paper
and pencil, oral recitation, peer assessment,
project-based, performance-based, etc.

Learners Response and Behavior


1 Demonstrates interest/engagement in class
tasks
2 Listens to the teacher’s or classmates’ ideas
3 Asks questions for clarification
4 Expresses ideas during class
discussions
5 Performs learning tasks with some levels of
independence while the teacher is working with
other groups
6 Willingly takes part as a team member in
collaborative work
7 Shows understanding of the lesson through
different forms of accomplished outputs (e.g.
worksheet, group chart, etc.)
8 Demonstrates healthy competition in classroom
interactions

Classroom Environment and Culture


1 Uses the classroom space to facilitate various
forms of flexible seating arrangements for
different activities of pupils
2 Organizes the room so that learning
materials and resources are readily
available and accessible to pupils
3 The teacher Responds positively and sensitively
to pupils
4 The teacher shows fairness in dealing with
learners
5 The teacher gives the same attention to boys
and girls in each grade level
6 The teacher responds appropriately to non-
engaged learners
7. The teacher demonstrates passion for teaching
8. The pupils appear to be joyful and pleasant
9 The pupils show respect to the teacher and
classmates
10 The pupils get along well with each other
11 Uses positive discipline among pupils
12 Sets standards for pupils’ behavior
13 Class rules uses facilitate the management of
pupils’ behavior and conduct of class activities in
different grade levels
14 Pupils follow routine and procedures to maximize
instructional time for whole class activities and
differentiated tasks
15 The teacher is flexible in terms of time-
management

Part III. The Common Problems and Issues Encountered by the School Heads in
the Implementation of Field Technical Assistance in Multigrade Schools.

1. What is/are the problem/s or issue/s that you have encountered during the
implementation of FTA for multigrade?
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2. What is/are the reason/s behind the problem/s that you have encountered?
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3. What are the possible solutions that you can offer to address the existing
problems?
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