Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data in tabular form, followed by their

corresponding analysis and interpretation.

Problem 1 How do the respondents perceive the selected variables along:

1.1 structure;

1.2 culture;

1.3 process;

1.4 practices;

1.5 strategies;

1.6 communication;

1.7 innovation; and

1.8 technology?

Table 2 presents the respondents ratings on structure as a variable

contributive to the knowledge management of Science and Technology teachers.

As seen on the table, all the descriptors of structure were rated by the respondent

teachers and students as “much evident” with average weighted values within the

range of 3.41-4.20. This means that structure is very much evident in the

respective organizations in the national high schools of the first congressional

district of Zamboanga del Norte. This further explains that there is clear

presentation of the ladder of command from the highest in rank to the lowest level.
Each of this position in hierarchy has a corresponding job description where no

overlapping of functions can be seen from the highest to the lowest in rank. There

is really a specified chain of command which takes place in their respective school

organizations. Interdependence exists among the teachers within each department

or subject area. Teachers are given equal workloads according to their field of

specialization.

This proves the fact that in the national high schools today particularly in

the first congressional district of Zamboanga del Norte, there are enough teachers

to handle the subject, more specifically in Science and Technology. Teachers are

well-utilized according to their field of specialization. Based on the educational

attainment or degree of the respondents, teachers do not teach subjects that are not

within their discipline making them more effective, knowledgeable and well-

versed in teaching the subject.

This reveals that structure is well-utilized in their respective schools as

proven in the weighted values, obtained along the 3.41-4.20 range. This means

that structure is not just much evident. It is also well-utilized by both teachers and

administrators in the school, thus affording better education to the students as

manifested by the observance of proper functions and assignments. There are no

two functions, for one person. Each of the teachers and administrator has a clear

specified function based on the hierarchy of positions reflected in the structure.

The weighted means were 3.73 and 3.64 for the extent of evidence from the

teachers and students respectively while on the extent of utilization, the means
were 3.77 and 3.94, giving a qualitative description of well-utilized. This shows

that as to structure, everything is almost there for both the administrators and the

teachers to utilize. Communication is well-facilitated because there is a clear

indication on the hierarchy of positions and staying away from confusions. There

is also a clear superior subordinate relationship thus, everyone knows where to

turn to and seek for help at certain times. All they need to do is to follow that is

written on the structure and do their corresponding job, making their workplace a

better place to work and a better organization to live in.

Table 2 Respondents’ Perception on the Structure Affecting Knowledge

Management of Teachers

Evidence Utilizations
Items Teachers Students Teachers Students
AWV D AWV D AWV D AWV D
Has a clear
presentation of the
ladder of command 4.02 ME 3.46 ME 3.90 WU 3.95 WU
from the superior to
subordinates.
Has workloads that are
equally divided among 3.90 ME 3.57 ME 3.71 WU 3.99 WU
members of the group.
Interdependence exists
properly among
3.63 ME 3.87 ME 3.70 WU 3.75 WU
teachers within the
department.
Has a clear indication
to the hierarchy of
3.50 ME 3.41 ME 3.68 WU 3.98 WU
position from top to
bottom.
Has a clear job
description of each
member of the group 3.61 ME 3.90 ME 3.87 WU 4.02 WU
organization.

Weighted Mean 3.73 ME 3.64 ME 3.77 WU 3.94 WU

Table 3 shows the data on the respondents’ perception on culture as a

variable affecting knowledge management among teachers in Science and

Technology. A closer look at the table shows that as to evidence, all the average

weighted values fall within the category much evident with computed values fall

within category much evident with computed values ranging from 3.41-4.20. The

weighted means were 3.95 and 3.80 for teachers and students respectively, having

a qualitative description of much evident. This shows that culture is well practiced

and adopted in the national high schools covered in the study.

The result means that the schools have existing and clear vision, mission

and objectives, which are shared by everybody. Everybody in the organization is

working towards the accomplishment of these vision, mission and objectives.

There is a concerted effort among members of the organization in attaining their

goal. In other words, teachers have clear focus on what to achieve and how to

achieve them. Even with some interventions, teachers still manage to go on in

attaining the stated vision, mission and objectives and they see to it that they are

acting in accordance with the vision, mission and goals of the Department of

Education.
 As to the extent of utilization, the weighted means obtained were 3.76 for

the teachers and 3.90 for the students, both described as well-utilized. This means

that cultures in the respective organizations of the national high schools under

study are well utilized by the teachers in teaching Science and Technology. They

are guided by the vision, mission, goals and objectives on what to teach and how

to teach the students so that the maximum accomplishment of the objectives and

the targeted goals are attained. Moreover, teachers are well guided with what to do

because of these goals, vision and mission which eventually turn out to be a

tangible performance for the future.

Table 3 Respondents’ Perception on Culture Affecting Knowledge

Management of Teachers

Evidence Utilizations
Items Teachers Students Teachers Students
AWV D AWV D AWV D AWV D
Has a clear vision,
mission and objectives 4.09 ME 3.72 ME 3.80 WU 3.80 WU
Shares the same vision,
mission and objectives 3.95 ME 3.82 ME 3.76 WU 3.92 WU
in the organization.
Works towards the
accomplishment of
3.96 ME 3.85 ME 3.77 WU 4.01 WU
these vision, mission
and objectives.
Accomplishes clear
unity of purpose
3.83 ME 3.77 ME 3.69 WU 3.92 WU
towards the vision,
mission and goals
Follows the work
routine strictly even
with some
interventions from 3.91 ME 3.84 ME 3.77 WU 3.85 WU
inside and outside
forces.
Weighted Means 3.95 ME 3.80 ME 3.76 WU 3.90 WU

Presented in Table 4 are the data on the respondents’ perception on process

as variable of the knowledge management of teachers in the national high schools

of the first congressional district of Zamboanga del Norte. Process includes

facilitating activities, lessons and other related ones.

As to this indicator, both the teachers and student-respondents’ ratings were

as “much evident” with average weighted values and weighted means obtained

along the range of 3.41-4.20. This shows that process is much evident among the

national high school covered in this study. This means that process is observed in

facilitating activities, lessons in training the students. There is a clear and

systematic method of facilitating activities such as sports, conferences, meetings,

academic competitions and non-academic competitions and the like. These

activities are also geared towards the accomplishment of the planned vision,

mission and objectives.

In terms of lesson presentation, the teachers help the students review

lessons and learned skills through training during contests in academic and non-

academic competitions. They also allocate resources for students’ training

purposes. Finally, almost all of the lessons presented are directed towards the
accomplishment of the planned goals and objectives of the Department of

Education.

As to the level of utilization, all these descriptors were perceived by the

respondents as well-utilized. The average weighted values and means were obtain

within the range of 3.41-4.20, described as well utilized. This shows that teachers

are carefully utilizing a correct process that is geared towards the accomplishment

of the planned goals. They do not divert their attention from the planned goals.

Everybody is working towards one common direction because there is a clear

process observed by each and everyone in the organization, particularly the

teachers.

Table 4 Respondents’ Perception on Process Affecting Knowledge

Management of Teachers

Evidence Utilizations
Items Teachers Students Teachers Students
AWV D AWV D AWV D AWV D
Follows a systematic
method of facilitating
activities such as
sports, conferences,
meetings, academic 4.94 ME 3.60 ME 3.50 WU 3.72 WU
competitions, non-
academic competitions
and others.
Helps students review
lessons and learned
skills through training
during contests in 3.96 ME 3.79 ME 3.77 WU 4.10 WU
academic and non-
academic competitions
and the relative ones.
Aims the activities
towards the
4.06 ME 3.71 ME 3.91 WU 3.97 WU
accomplishment of the
planned vision, mission
and objectives.
Allocates resources of
the school evenly to the
3.66 ME 3.65 ME 3.69 WU 3.86 WU
students for training
purposes.
Directs lessons towards
the accomplishment of
the planned goals and 4.02 ME 3.49 ME 3.87 WU 4.04 WU
objectives of the Dep-
Ed.
Weighted Mean 3.93 ME 3.65 ME 3.75 WU 3.94 WU

Table 5 depicts the data on the respondents’ perception on practices as a

variable in knowledge management among teachers in the national high school of

the first congressional district of Zamboanga del Norte. As seen on the table, the

respondent teachers and students generally rated practices as very much evident

and much evident with a weighted means of 4.34 and 3.86 respectively. The

students rating is a little bit lower than that of the teachers, thus they fall on the

different level. Specifically looking at each of the item, items two and three

“maintains discipline in the class and avoids disturbing other classes and

implements policies of the school so that goals and objectives are strictly

followed” obtained an average weighted values of 4.39 and 4.36 respectively,

qualitatively described as very much evident. This means that these items are very

much evident according to the teachers. These shows that teachers extremely

imposed discipline inside the classroom and they strictly implement policies of the
school so that the goals and objectives could be strictly followed. They show

adherence on school policies and procedures and in achieving the goals and

objectives of the organization. They maintain a classroom which is generally

conducive to learning. They also evaluate students’ performance properly, without

showing favoritism nor showing special treatment to students of special kind. On

the other hand, the students observed that observance of a clean and conducive

classroom, maintaining quality of instruction and proper observance of students’

performance evaluation are much evident with weighted values which fall within

the range of 3.41 to 4.20, described as much evident. These mean that as seen by

the students, the teachers along these descriptors show more than enough expertise

and much effort in order to facilitate learning and evaluate students’ performance

in accordance with the standards of the Department of Education.

On the other hand, as to its level of utilization, it was found out that all of

the descriptors were rated by the teachers and students as well-utilized with

weighted values and weighted means within the range of 3.41 to 4.20. This means

that the teachers follow a certain process and they exhibit practices relative to

classroom discipline and facilitating students’ learning and evaluating their

performances.
Table 5 Respondents’ Perception on Practices Affecting Knowledge
Management of Teachers

Evidence Utilizations
Items Teachers Students Teachers Students
AWV D AWV D AWV D AWV D
Observes a clean and
conducive classroom
intended for learning 4.35 VME 3.63 ME 4.24 VWU 4.00 WU
of students.
Maintains discipline
in the class and
avoids disturbing 4.39 VME 3.89 ME 4.34 VWU 4.04 WU
other classes.
Implements policies
of the school so that
goals and objectives 4.36 VME 3.90 ME 4.16 WU 4.14 WU
are strictly followed.
Maintains quality of
instruction by
adhering to the 4.24 VME 3.90 ME 4.13 WU 4.13 WU
standards of the
department of
education.
Observe evaluation
of students’ 4.37 VME 3.82 ME 4.24 VWU 3.91 WU
performance.
Weighted Mean 4.34 VME 3.83 ME 4.22 VWU 4.04 WU

Disclosed in Table 6 are the data on the students’ and teachers’ perception

on strategies as variable of knowledge management among teachers in Science and

Technology.

As presented in Table 6, there were two items which were rated by the

teachers as very much evident with respective average weighted values of 4.23 and

4.38 respectively. These were involved students’ interaction in development of the

lesson and encouraging students’ participation in the discussion of the lesson. This
showed that the teacher really made it a strategy to involve students in the

development and discussion of the lesson. Teachers were really after of a concrete

learning by the students. They wanted to utilize the knowledge of the students in a

manner that would be brought even when the students have finished taking the

subject. The students also rated these items on the level of much evident with

weighted values quite values quite a bit lower than the teachers’ ratings.

The rest of the items were rated by both the teachers and the students as

much evident with average weighted values falling within the range 3.41 to 4.20.

This means appropriate strategies that are applicable to the different types of

lesson are evident and the focus student-centered activities in lesson discussion to

afford actual classroom experiences relative to the lesson presented and adapting

to the current trends and strategies in teaching the subject.

The reason behind these ratings can be attributed to the teacher, by the key

person inside the classroom could very well explore different strategies however,

they could not at all times use the appropriate strategies because they may have

other ways of presenting the lesson in which they believe would be much better

compared to a strategy most likely preferred by the students.

As to the level of utilization of strategies, the respondent teachers and

students firmly believe that these strategies are well-utilized by the teachers in the

management of knowledge. They concretized their beliefs by revealing weighted

means of 3.99 and 4.02, both described as well-utilized. This means that strategies

are well-utilized. They may not just be that most appropriate at times but these
strategies used by teachers may be the best as to their beliefs and that these

strategies would facilitate learning among the students. This further means that

teachers, who are teaching on their own field of specialization know what is the

best for the students. They know how to explore the strategies and they very well

know what strategy is the most fitting in the lesson presented, thus, their expertise

is unquestionable.

Table 6 Respondents’ Perception on Strategies Affecting Knowledge

Management of Teachers

Evidence Utilizations
Items Teachers Students Teachers Students
AWV D AWV D AWV D AWV D
Uses appropriate
strategies that are
applicable to the 4.13 ME 3.78 ME 4.12 WU 4.10 WU
different types of
lessons.
Involves students’
interaction in the
4.23 VME 3.71 ME 4.12 WU 3.90 WU
development of the
lesson.
Encourages students’
participation in the
4.38 VME 3.87 ME 3.97 WU 3.99 WU
discussion of the
lesson.
Focuses on student-
centered activities in
lesson discussion to
afford actual
4.04 ME 3.84 ME 3.87 WU 4.02 WU
classroom
experiences relative
to the lesson
presented.
Adapts to the current
rends and strategies
4.13 ME 4.07 ME 3.89 WU 4.10 WU
in teaching the
subject
Weighted Mean 4.18 ME 3.85 ME 3.99 WU 4.02 WU

Presented in Table 7 are the data on the teachers and students’ perception of

communication as variable of knowledge management among teachers in Science

and Technology. The results on the Table show that communication is much

evident it is well facilitated by the teachers in Science and Technology. This was

proven by the weighted means of 4.11 and 3.82 obtained by the teachers and

students respectively. This means that there is a smooth flow of communication

within the Science and Technology department of each school. Communication

between the students and the teachers is well facilitated especially during

classroom interaction. Teachers also train the students on how to communicate

properly to their teachers, towards their peers and other students. The students

were also trained by the teachers to use language that could be understood by

everybody.

As to the extent of utilization of communication, both groups reveal that

communication is well-utilized. It obtained the weighted means of 4.00 and 4.01,

both describe as well-utilized.

The results generally speaks that smooth flow communication is well

facilitated and it is much evident in the national high schools included in the study.

Teachers know well how to communicate and they utilized proper communication
effectively in training the students. They have the ability to train the students on

how to communicate properly by using the most appropriate language that could

be understood by everybody in the group. Without proper communication, the

school could be in chaos. Quite good enough since teachers know how to train and

facilitate those students on how to communicate effectively. In most cases, if

communication facilitates almost all of the other aspects of the organization, it

affords understanding among members of the group. Without proper

communication, the organization could not function well.

In school, it is very important for the teacher to be a good communicator.

With proper communication, there could be a smooth and strong limn between the

teachers and the students, between the administration and the students, as well as

between the administration and the teachers.

Table 7 Respondents’ Perception on Communication Affecting
Knowledge Management of Teachers

Evidence Utilizations
Items Teachers Students Teachers Students
AWV D AWV D AWV D AWV D
Has a clear and
smooth flow of
communication
4.06 ME 3.91 ME 3.87 WU 4.00 WU
within the
Department officials
down to the students.
Communication in
the classroom
between teachers’ 4.06 ME 3.62 ME 3.94 WU 4.09 WU
and students is well
facilitated.
Facilitates well the
communication
process during 4.08 ME 3.85 ME 4.04 WU 4.00 WU
classroom
interaction.
Trains students to
properly
communicate with
teachers and peers in
and outside the 4.10 ME 3.91 ME 4.01 WU 3.99 WU
classroom together
with the good virtues
such as being polite
and soft-spoken.
Communicates to the
students in a
language that is
4.26 VME 3.82 ME 4.16 VWU 3.97 WU
understood by
everybody in the
classroom.
Weighted Mean 4.11 ME 3.82 ME 4.00 WU 4.01 WU

Table 8 discloses the data on the teachers and students’ perception on the

evidence and utilization of innovativeness among teachers. As seen on the Table,

one item was rated by the teachers as just evident and utilized. This is on allowing

students to explore web-based information relative to Science and Technology. In

this sense, the teacher might have doubts on the students on whether they could

handle gathering of information in the website. They may be are in doubt as to the

capabilities of their students in exploring the website since most of the schools do

not have internet access on their own. They may have computers but not enough.

Internet access could nowhere be found especially in high schools located in far

flung barangays. This would lead even to computer literacy thus making it

impossible for the students to explore the web sites.

On the other hand, the rest of the item were said to be much evident and

well utilized. These are on developing the creativity of the students and in

developing apparatuses in the absence of the real one. Finally, teachers see to it

that they adhere to the new trends in Science and Technology by updating

themselves regularly. This may not be done through seminars alone but through

subscription of magazines and other forms of literature relative to Science and

Technology.

On the other hand, web-based update on Science and Technology could be

more advanced if these are done by the teachers. However, not all teachers are

computer literate, especially the older ones. They prefer to be traditional rather

than be on search for new innovations. However, older teachers could be more

creative compared to the young ones. The younger teachers may also be more

technology updated compared to the older ones.

 Generally, there is a clear evidence of the innovativeness among teachers in

the national high schools covered in this study. Innovation comes with creativity.

Along this line, teachers show that they have the eye for art as they go along with

their teaching jobs. They have that vision of creation in order to correct some

deficiencies found in terms of availability of some laboratory apparatuses. They

create on their own so that students would just have a worthwhile experience in

the laboratory room during the experiments. This manifestation of innovation is a

sign that teachers are really working hand in hand in order to come up with better

education for the students. They want to make the teacher-student interaction more

meaningful, maximized and unforgettable as they try to set themselves to project

that they are really knowledgeable with the subject they are teaching.

Table 5 Respondents’ Perception on Practices Affecting Knowledge

Management of Teachers

Evidence Utilizations
Items Teachers Students Teachers Students
AWV D AWV D AWV D AWV D
Develop apparatuses
together with the
students so that
deficiencies on the 3.60 ME 3.89 ME 3.52 WU 3.93 WU
need apparatus in
Science laboratory
could be corrected.
Develop the students
to be creative
through making 3.81 ME 3.86 ME 3.69 WU 3.89 WU
materials from local
resources.
Allows students to
explore to different
technological 3.59 ME 3.76 ME 3.57 WU 3.95 WU
resources especially
in researches.
Allows students to
explore to web-based
information relative 3.15 E 3.76 ME 3.19 U 3.83 WU
to Science and
Technology.
Adheres to the new
trend in Science and 3.64 ME 3.83 ME 3.47 WU 3.94 WU
Technology.
Weighted Mean 3.56 ME 3.82 ME 3.49 WU 3.91 WU

Presented in Table 9 are the data on the teachers and students’ perception

on technology as a variable in knowledge management among Science and

Technology teachers. Along this line, there is a great deal of difference between

the students and teachers’ perception as to evidence because the teachers revealed

a weighted mean of 3.15 which is described as evident while the students revealed

a weighted mean of 3.85, described as much evident. In this particular aspect, the

teachers and students’ perception do not meet at a common point. The teachers

may not have well manifested management of technology but the students are

quite adventurous enough that they tend to go beyond what the teacher is requiring

them. Even if the teacher did not ask them to browse in the internet, but the

students really wanted to make use of technology in making some researches, thus,

they made higher ratings on their teachers on this aspect. Students nowadays are

really fond of visiting the internet cafè because of different reasons, and may be
researches and exploration of web-based information in just a bit of their reasons.

One good things that is brought about by technology especially web-based

information is that, information comes in just a few seconds. The students need

not wait for some minutes in order for the information to be available. Unlike

when books are the sole sources of information the students need to scan over the

pages to look for these information. What all the students need to do in web-based

researches is type the topic and click and “ok” key, then everything comes in just a

few seconds.

As to the level of utilization, still the students and the teachers differ on

their perceptions. The teachers revealed that technology is utilized while the

students said, it was well utilized. Well, the same reason may be given as to the

level of evidence. But one thing is certain, “students are making it a point to go

into technological advancement even without prior instruction from the teachers.

This may be a product of the innovativeness done by the teachers, thus making

their students more enthusiastic, more motivated and more compelling on

themselves. They cannot be easily satisfied with just a mere research from books,

they really want to make something special, thus, in addition to what the teachers

may not be able to give then, they supplement it with their own, making them

learn more that what the teacher might have expected.

Table 9 Respondents’ Perception on Technology Affecting Knowledge
Management of Teachers

Evidence Utilizations
Items Teachers Students Teachers Students
AWV D AWV D AWV D AWV D
Allows students to
browse in the
3.07 E 3.89 ME 2.84 U 3.77
internet from their WU
reports.
Encourages students
to make use of the
internet to facilitate
gathering of 2.94 E 3.75 ME 3.12 U 3.93 WU
information in
researching relative
to Science and
Technology.
Uses powerpoint
presentation in 2.89 E 3.95 ME 2.48 U 3.92 WU
lesson presentation.
Utilizes other
technology-based
instruction such as
television assisted
instruction, 2.90 E 3.70 ME 2.87 U 3.69 WU
programmed
instruction and
taped-instruction in
lesson presentation.
Weighted Mean 3.15 E 3.85 ME 2.99 U 3.87 WU

Problem 2 Is there a significant difference between the teachers and student

respondents perception on the selected variables of culture, process,

practices, structure, strategies, communication, innovation and

technology?
Table 10 Test of Difference Between the Teachers and Students’
Perception on the Evidence of the Factors Affecting Knowledge
Management of Teachers

Chi-Square Tabular
Perception
Respondents Computed Value Value
5 4 3 2 1
Teachers 37 119 25 9 4 9.488
7.45ns
Students 102 91 64 40 15
Total 139 210 89 49 19

Legend:

α = 0.05

* = significant

ns = not significant

df = 4

Table 10 presents the test of difference between the teachers’ and students

perception on the evidence of the variables affecting knowledge management

among teachers in Science and Technology. As seen on the table, the computed

chi-square value was 7.45 which did not exceed the critical value of 9.488 at 0.05

level of significance with 4 degrees of freedom. This leads to the non-rejection of

the hypothesis of no significant difference. There is therefore no significant

difference between the students’ and the teachers’ perception on the evidenced of

the factors associated with the knowledge management of teachers in Science and

Technology. This means that the teachers evidently manifest different factors and

its corresponding descriptors as observed by the students. Both teachers and

students’ perceptions were on the same level because what the teachers;
manifested as evidence were also directly noticed by the students in the

particularly during classroom interaction. The factors involved as manifested by

the teachers were directly observable, may be not by the students alone but also

the other individuals who may come to school for a visit for a may be the other

school superiors and peers of the teachers. The variables such as culture, process,

practices, structure, strategies, communication, innovation and technology are

properly used by the teachers in the management of knowledge. These make

students believe that their teachers have done their best. That is why the student’s

response to their teacher’s way of utilizing these variables are positive. With high

respect to the teachers, they may really have done their best to put into use what is

really available and worth utilizing.

This result is supported by the findings of Gene Ballenger (2004) that

patterns of relations of data and information and other patterns have the capacity to

represent knowledge. For the representation to be of any utility it must be

understood, and when understood the representation is information or knowledge

to the one that understands. In this study, as manifested by the teachers, it is

clearly understood and observed by the students, thus there is no reason for them

to have different perceptions on the different factors associated with knowledge

management.
Table 10 Test of Difference Between the Teachers and Students’
Perception on the Level of the Utilization of the Factors
Affecting Knowledge Management of Teachers

Chi-Square Tabular
Perception
Respondents Computed Value Value
5 4 3 2 1
Teachers 30 121 28 9 6 9.488
11.80*s
Students 113 95 80 16 8
Total 143 216 108 25 14

Legend:

α = 0.05

* = significant

ns = not significant

df = 4

Table 11 is the rest of difference between the teachers and students’

perception on the level of utilization of the variables affecting knowledge

management among teachers in Science and Technology. The computed value was

11.80 which exceeded the critical value of 9.488 at 0.05 level of significance

which leads to the rejection of the null hypothesis of no significant difference.

There is therefore a significant difference between the teachers’ and students’

perception on the level of utilization of the factors relative to knowledge

management of teachers. This means that students and teachers differ significantly

on their perceptions and the way they observe things happening around them. The

good point is that the students have high regard for their teachers because they

generally have higher ratings as compared to their teachers’ ratings. This leads to
the conclusions that the students believe that their teachers are really doing their

best in order to transmit knowledge and information, and may be including skills

just for their students to learn from them during classroom interaction. The very

reason why teachers and students really differ in their perceptions is that the

students may be more exposed to technology which is supposedly caused by the

teachers but were not much done. However, the students may have engaged in

themselves and have tried to cope with technology which was also not known to

the teachers. Thus, they differ significantly in their perceptions. Based on the data,

there is not much difference between the teachers and students’ perception on the

level of utilization of the different factors. One noticeable difference is on their

perceptions on technology which were on different level, thereby causing this

significant difference. In this regard, the teachers know best what he/she is doing.

Thus, they alone can tell the degree in which the variables indicated are being

utilized. On the other hand, there is positive result as to the utilization of these

variables as revealed by other respondents.

Ballenger further explained that the value of knowledge management could

not be placed on the edge. It should be at the front point most priority among very

organization. Thus, collaboration between two individual personalities or may be a

group is very important in order to attain such.

Problem 3 How do the teachers and students rate knowledge management in

terms of;
 3.1 tacit knowledge; and

3.2 explicit knowledge?

Presented in Table 12 are the manifestations of tacit knowledge among

teachers in Science and Technology. As seen on the table, all the 11 item-

descriptors of tacit knowledge are much evidently manifested by the teachers in

Science and Technology. These items obtained average weighted values within the

range 3.41 to 4.20 described as “much evident”. Tacit knowledge is of particular

interest for those who are interested on how to manage knowledge organization or

those involved in intellectual development as the schools where the teacher resides

during work hours. This means that the Science and Technology teachers manifest

the tacit knowledge along lines of using proper language, appropriate words and

explaining its meaning. They inject opinions in relation to the lesson, thus making

students understand more. Concepts related to the subject matter presented are

being integrated in the lesson presentation which allows the students to draw

inferences, conclusions and correspondingly make recommendations. Students’

abilities are also well facilitated and utilized, making the student discover their

inner potentialities and their self worth.

On the other hand, teachers also encourage exploration of ideas through

experimentation and arriving at certain discoveries, or conclusions. Finally,

teachers integrated values in lesson discussion, making the students fully

developed upon completing the subject in Science and Technology. This way of

knowledge management of teachers is beneficial of the students because they able

to utilize knowledge and potentialities well, as part of their explicit role in the field

of educational training.

On the extent of utilization of tacit knowledge, both respondents claimed

that the teachers are really utilizing their tacit knowledge in dealing with the

students and other members of the educational community. Tacit knowledge

explains why teachers like teaching. This is the very reason why they go into

teaching because they wanted to manage an intellectual capital and that they

themselves have their own intellectual capital that they ought to share to the young

individuals who are still in hunger and thirst for educational completeness. In this

very aspect of knowledge management, teachers are really utilizing their

potentialities as well. The reason is that as they may have satisfied themselves

with the basic needs in the hierarchy they tend to go higher into the higher order

needs and the ultimate fulfillment that they have is the need for self-transcendence.

In Maslow’s hierarchy of needs, the highest need is expressed in self-actualization

but another author contested to this idea, since after fulfillment, a person still

wants something more, which is more fulfilling and that is self-transcendence.

Along this lien tacit knowledge is said, to be well managed in such a manner that

it is evident during classroom interaction. The level of manifestations displayed by

the teachers indicates their ability to utilize tacit knowledge on the extent where

students and teachers themselves meet at a common point of understanding each

other.
 Walshie (2002) pointed out that utilization of tacit knowledge involves the

manifestation of the technical “know-how” which could be through process and

strategies during people interactions.

Table 12 Level of Management on the Manifestation of Tacit Knowledge

Among Science and Technology Teachers

Management
Items Teachers Students
AWV D AWV D
Uses appropriate words in Science and
3.83 WM 3.92 WM
Technology instruction.
Explains the meaning of words used in Science
4.18 WM 3.84 WM
and Technology instruction.
Uses a clear description of the lesson being
3.98 WM 3.97 WM
taught.
Uses relative words to explain the meaning of
4.09 WM 3.84 WM
the previously situation.
Injects ideas and opinion on the lesson
presented based the classroom 4.19 WM 3.91 WM
Uses concepts that are directly related to the
activity in the classroom. 4.21 WM 3.87 WM
Sees the students’ mental capacities are fully
utilized through explanation of different things 3.83 WM 3.79 WM
without getting deeper into its meaning.
Teaches the students on how to draw
inferences based on lessons presented and 3.87 WM 3.90 WM
experiment conducted.
Utilizes students’ abilities of ideas through
experimentation and arriving at certain 3.72 WM 3.90 WM
discoveries or conclusions.
Encourages exploration of ideas through
experimentation and arriving at certain 3.72 WM 3.92 WM
discoveries or conclusions.
Integrate values to the lesson being taught to
4.04 WM 3.77 WM
further enhance learning.
Weighted Mean 3.97 WM 3.87 WM
 Disclosed in Table 13 are the data on the level of evidence and utilization

of explicit knowledge among teachers in Science and Technology in the national

high schools included in this study. Explicit knowledge generally refers to the use

of knowledge as applied by teachers in an outward manner as in managing

knowledge through the use of their tacit knowledge in expressing what they really

want others to do.

Along this line, teachers have manifested such use of explicit knowledge

and they, together with the students said that explicit knowledge is much evident

and well-utilized. This was proven by the average weighted values which fall

within the range 3.41-4.20 with a corresponding description of much evident and

well-utilized. This means that teachers have the ability to conceptualize lessons in

Science and Technology. They allow students to explore and make use. This may

be attributed to the fact that explicit knowledge is outward in nature and that

teachers may make an outward sign nominative endeavor to facilitate a concrete

learning through experience among the students. Explicitly, they pave the way for

the students to learn by themselves through the use of different strategies; be it

conversation, group work, group activities and other strategies that may encourage

personal experience and point of view among the students. This would help the

students concretize their learning because experience is always the best teacher. In

this manner, an outward manifestation on explicit knowledge is measurable

through direct experiences among students in the classroom. Measured

quantitatively are the outputs as a result of endeavor done by the teacher done by
the teacher during classroom interaction. The ability of the teacher to facilitate

learning, knowing what to do is different from knowing how to do things. In the

manifestation of explicit knowledge, the teachers express and instruct the students

on what to do, thus, the term explicit. In this manner, the teachers’ ability to utilize

explicit knowledge is directly associated with the way they give instructions about

“what”, according to both respondents.

Parikh (1998) share his idea on explicit knowledge management as the

management of the “what” or objective side of knowledge. In this article, he said

that an individual manifests explicit knowledge if he/she knows “what’ is to be

done and “what” are the ways to do it.

Table 13 Level of Management on the Manifestation of Explicit

Knowledge Among Science and Technology Teachers

Management
Items Teachers Students
AWV D AWV D
Allows the students to conceptualize the lesson
3.91 WM 3.85 WW
in Science and Technology.
Encourages the students to elicit information
through exploration of technology and express 3.85 WM 4.03 WM
these information during classroom discussion.
Allows the students to specifically articulate
the meaning of the lesson the relate it to actual 3.94 WM 3.95 WM
life situation.
Asks questions to students and allow them to
4.30 WM 4.01 WM
explain their answer.
Uses strategies such as classroom conversation
4.13 WM 3.91 WM
and peer discussion.
Uses storytelling strategies to discuss lessons
3.62 WM 3.81 WM
currently presented.
Uses dialogues and other forms of
conversation so that the lesson could be clearly 3.81 WM 3.93 WM
understood.
Encourages the students to exhaustively
4.10 WM 3.95 WM
express ideas relative to the lesson.
Allows the students to draw conclusions and
generalize the lesson, based on their own 4.00 WM 4.09 WM
understanding
Encourages the use of analytical skills to
specifically articulate minute details of the 3.81 WM 3.84 WM
lesson discussed.
Integrates values to the lesson being taught. 4.26 WM 4.04 WM
Weighted Mean 3.98 WM 3.95 WM

Shown in Table 14 is the summary of all the ratings of the teachers and

students on the factors affecting Knowledge Management. The data showed that as

to the teacher’s ratings “practices” is most evident while technology is least

evident. On the other hand strategies and technology were rated by the students as

most evident while structure is least evident.

As to the level of utilization practices was revealed by both teachers and

students as the most utilized factor affecting Knowledge Management.

The result means that students and teachers have relatively varied ratings as

to the level of evidence of the different factors affecting Knowledge Management.

As to the level of utilization, the two groups of respondents have almost the same

ratings.
Table 14 Summary Table for Selected Variables

Evidence: X Utilizaton: X
Selected Variables:
Teachers: Students: Teachers: Students:
Structure 3.73 3.64 3.77 3.94
Culture 3.95 3.80 3.76 3.90
Process 3.93 3.65 3.75 3.94
Practices 4.34 3.83 4.22 4.04
Strategies 4.18 3.85 3.99 4.02
Communication 4.11 3.82 4.00 4.01
Innovation 3.56 3.82 3.49 3.91
Technology 3.15 3.85 2.99 3.87

Problem 4 Is there a significant difference between the teachers and students’

ratings on the knowledge management in terms of tacit and explicit

knowledge?

Table 15 Test of Different Between the Teachers’ and Students’ Ratings

on the Knowledge Management of Science and Technology
Teachers in Terms of Tacit Knowledge

Chi-Square Tabular
Perception
Respondents Computed Value Value
5 4 3 2 1
ns
Teachers 42 120 22 6 4 9.488
9.46
Students 113 92 70 29 8
Total 155 212 92 35 12
Legend:

α = 0.05

* = significant

ns = not significant

df = 4

Table 14 is the rest of difference between the teachers’ and students’ ratings

on the tacit knowledge management among science and technology teachers. The

Table clearly showed a computed value of 9.46 which did not exceed the critical

value of 9.488 at 0.05 level of significance with 4 degrees of freedom. This leads

to the non-rejection of the null hypothesis of no significant difference between the

students and teachers’ ratings on the tacit knowledge management among Science

and Technology teachers. This means that tacit knowledge management among

Science teachers is evident at the same level between the two groups of

respondents. Students may have experienced tacit knowledge manifestation among

teachers making them rate their teachers in the same way the teachers rated

themselves. There is therefore clear evidence on the level of manifestation of tacit

knowledge among teachers since most of the student respondents have seen and

observed it in the same way the teachers have observed themselves. This is clearly

observable when teachers give instructions on how to do things in a way that

things to be done are clear enough to those who were given the instructions. On

the other hand, if the teachers themselves know how to do things, this could be a

great evidence on their management of tacit knowledge.

 The coordination of the ratings given by the teachers and the students is a

manifestation of the tacit knowledge displayed by the teachers during classroom

interaction and even outside the classroom. This is to some extent evident and may

be considered as a fact because students are the closet to the teaches thus, what

they see and what they observed may be revealed through their ratings on their

teachers in science and technology. According to Koulopoulos, management of

knowledge may vary on the ways from organization to another however, to as

great extent, these manifestations of such could not be overemphasized in such a

way that it greatly differs from one group to another-as potential center of

criticisms.

Table 15 Test of Different Between the Teachers’ and Students’ Ratings

on the Knowledge Management of Science and Technology
Teachers in Terms of Explicit Knowledge

Chi-Square Tabular
Perception
Respondents Computed Value Value
5 4 3 2 1
ns
Teachers 45 112 25 5 7 9.488
7.62
Students 98 115 70 5 22
Total 143 227 97 10 29

Legend:

α = 0.05

* = significant

ns = not significant

df = 4
 Presented in Table 16 is the chi-square test result of the test of difference

between the teachers and students’ ratings on the explicit knowledge management

among science and technology teaches.

The result showed a computed value of 7.62 which did not exceed the

critical value of 9.488 at 0.05 level of significance, with 4 degrees of freedom.

This leads to the non-rejection of the null hypothesis of no significant difference.

There is therefore no significant difference he teacher and the students’ ratings on

the explicit knowledge management among science and technology teaches. This

means that students and teachers’ ratings are almost the same and they fall on the

same level of qualitative description.

This shows the same scenario as to the tacit knowledge management among

science and technology teachers. Both students and teachers have the same rating

thus; there is no significant difference on their perceptions on the explicit

knowledge management of teachers. This shows that both teachers and students

reveal the same perceptions and ratings because they also have observed the same

as regards to their teachers’ manifestation. Thus, their ratings could be said as

authentic because they revealed it by themselves based on their experiences and

observations.

The non-significance of the difference proves the fact that the students have

really experience the skills manifested by the teachers inside the classroom.

Knowing “what to do” is the ultimate measure of explicit knowledge management.

These are evident on the teachers’ talents and skills in doing this in such a manner
the everything is set in detail. Explicit knowledge management is expressed in

details of actions and arrays of things to be done, thus the term explicit.

Problem 5 Is there a significant relationship between the perceived levels of

existence of the Knowledge Management dimensions to the level of

utilization of Knowledge Management in terms of tacit and explicit

knowledge?

Table 17 Test of Relationship Between the Factors and Knowledge

Management Among Science and Technology

r- Interpretation t-
Variables Decision
computed computed
Factors
Moderate Hypothesis
Knowledge 0.294 6.82*
Relationship Rejected
Management

Presented in Table 17 is the test of relationship between the variables

associated with knowledge management and the management of tacit and explicit

knowledge among Science and Technology teachers.

The result on the Table indicated a computed r-value of 0.294 which is

interpreted as moderate relationship. When the r result was subjected to t-test, the

resulting value was 6.82 which exceed the critical value of 1.96 at 0.05 level of

significance which leads to the rejection of the null hypothesis is no significant

relationship. There is therefore a significant relationship between the identified

factors and the management of tacit and explicit knowledge among Science and

Technology teachers. This means that the factors have greatly influenced the
management among Science teachers. These factors are generally affecting the

knowledge management among Science and Technology teachers in the national

high schools covered in the study. The adoption of the structure, process,

technology, innovations, the practices and the relative variables are very

significant in the formation of knowledge management among Science and

Technology teachers. The knowledge management of the Science and Technology

teachers seems to be dependent on these factors, thus, without these, management

of knowledge could not be that good enough.