Philippine Copyright 2018

By the Authors:

Juliet S. Mendeja

Nikka Pearl B. Permejo

Christine Ann T. Raras

Prof. Artemus G. Cruz, RGC, RPsy, RPm

Research Professor

Polytechnic University of the Philippines – Bansud Campus

All rights reserved.

Portion of this manuscript may be reproduced with proper referencing and due

acknowledge of the authors

i
 PERSONAL PROBLEMS CONFRONTED AND INSTRUCTIONAL
DIFFICULTIES ENCOUNTERED BY THE STUDENT-TEACHERS IN THE
PRE-SERVICE TRAINING AMONG PUBLIC AND PRIVATE HIGHER
EDUCATION INSTITUTIONS IN DISTRICT II OF ORIENTAL MINDORO: A
BASIS FOR PEDAGOGICAL DEVELOPMENTAL PROGRAMS

In Partial Fulfillment
of the Requirements for the Degree of
BACHELOR OF SECONDARY EDUCATION
Major in English
SEED 4063 Thesis Writing

An Undergraduate Thesis of
Polytechnic University of the Philippines
BANSUD CAMPUS
Bansud, Oriental Mindoro

Submitted to:

PROF. ARTEMUS G. CRUZ, RGC, RPSY, RPM

Research Professor

by:
Mendeja, Juliet S.
Permejo, Nikka Pearl D.
Raras, Christine Ann T.
BSEDEN 3-1

APRIL 2018

ii
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
BANSUD CAMPUS
Bansud, Oriental Mindoro

Certification

This research study entitled “Personal Problems Confronted and Instructional

Difficulties Encountered by the Student-Teachers in the Pre-Service Training among
Public and Private Higher Education Institutions in District II of Oriental Mindoro:
A Basis for Pedagogical Developmental Programs” prepared and submitted by:
Mendeja, Juliet S.; Permejo, Nikka Pearl B.; and Raras, Christine Ann T., in partial
fulfilment of the requirements for the course THESIS WRITING (SEED 4063) under the
program of Bachelor of Secondary Education major in English of Polytechnic Univers ity
of the Philippines Bansud Campus.

Evaluation Committee

PROF. FATIMA NUESTRO-BAGNOL

Adviser

MS. RHEA B. ANYAYAHAN, LPT PROF. DINA GRACE T. MAGNAYE,MAED

Proofreader Statistician
MS. MARIA JOSIEFEL ANN R. MAAPOY, LPT

Grammarian

Approved by the panel of examiners on oral examination with the grade of _______.

PROF. ARTEMUS G. CRUZ, RGC, RPSY, RPM

Research Professor/Director

iii
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
BANSUD CAMPUS
Bansud, Oriental Mindoro

Approval Sheet

This research study entitled “Personal Problems Confronted and Instructional

Difficulties Encountered by the Student-Teachers in the Pre-Service Training among
Public and Private Higher Education Institutions In District II of Oriental Mindoro:
A Basis for Pedagogical Developmental Programs” prepared and submitted by:
Mendeja, Juliet S.; Permejo, Nikka Pearl B.; and Raras, Christine Ann T., in partial
fulfilment of the requirements for the course THESIS WRITING (SEED 4063) has been
examined and recommended for acceptance and approval for oral examination.

PROF. FATIMA NUESTRO-BAGNOL

Adviser

Approved by the panel of examiners on oral examination on April 2017 with the
grade of ________. .

MS. RHEA B. ANYAYAHAN,LPT PROF. DINA GRACE T. MAGNAYE, MAED

Panelist Statistician/Panelist

Approved and accepted as partial fulfilment for the degree of Bachelor of

Secondary Education Major in English.

PROF. ARTEMUS G. CRUZ, RGC, RPSY, RPM

Research Professor/Director

iv
 Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
BANSUD CAMPUS
Bansud, Oriental Mindoro

Certification of Originality

This is to certify that the research work presented in the undergraduate thesis
entitled entitled “Personal Problems Confronted and Instructional Difficulties
Encountered by the Student-Teachers in the Pre-Service Training among Public and
Private Higher Education Institutions in District II of Oriental Mindoro: A Basis for
Pedagogical Developmental Programs” for the degree of Bachelor of Secondary
Education Major in English at the Polytechnic University of the Philippines Bansud
Campus embodies the result of original and scholarly work carried out by the undersigned.
This undergraduate thesis thus not contain words of ideas taken from published sources or
written works that have been accepted as basis for the award of a degree from any higher
education institution, except where proper referencing and acknowledgement were made.

Mendeja, Juliet S.
Permejo, Nikka Pearl B.
Raras, Christine Ann T.

The Researchers

Philippines Copyright 2018

v
 ACKNOWLEDGMENT

We, the researchers, would like to express our sincerest thanks, gratitude and
appreciation in the following persons who helped and supported through this long
adventure and the completion of this study.

First and foremost, to the Almighty Father, for a wonderful creation of being with
knowledge and heart to make this project;

To our professor and director, Prof. Artemus G. Cruz for his valuable support and
encouragement. For giving us pieces of advice, his patience and immense knowledge.

To our research adviser, Mrs. Fatima N. Bagnol, to our grammarian, Ms. Maria
Josiefel Ann R. Maapoy,to our statistician, Mrs. Dina Grace T. Magnaye for exerting their
utmost time and efforts in correcting the structure and content of this study.

We would like to thank our research critics, Mrs. Mary Grace B. Mulawin, Mrs.
Dina Grace T. Magnaye, and Ms. Rhea B. Anyayahan, Ms. Maria Josiefel Ann R. Maapoy
for sharing their time, expertise and effort, and comments that are very useful for the
success of the this study.

To the student-teachers, teachers, staffs and dean of the public and private higher
education institutions in District II of Oriental Mindoro for allowing us to conduct and
collect data of this study.

Finally, to our families for providing unfailing support, both financial and moral,
for continuous encouragement in the accomplishment of this study.

Thus, we express our deepest gratitude, for without them this study will not be
possible to accomplish.

vi
 DEDICATION

We dedicate this work to our family, friends and love ones

who, through the years, gave us inspiration and
support and above all to our Almighty God,
the source of wisdom, all these
things made possible.

J.S.M

N.P.B.P
.
C.A.T.R

vii
 ABSTRACT

Thesis Title: Personal Problems Confronted and Instructional Difficulties Encountered by

the Student-Teachers in the Pre-Service Training among Public and Private Higher

Education Institutions in District II of Oriental Mindoro: A Basis for Pedagogical

Developmental Programs

Research Approach: Descriptive Approach

Researchers: Mendeja, Juliet S., Permejo Nikka Pearl B., Raras, Christine Ann T.

Adviser: Mrs. Fatima Nuestro-Bagnol

This study aimed to determine the personal problems and instructional difficulties

encountered by the student-teachers in the pre-service training among public and private

Higher Education Institutions in District II of Oriental Mindoro.

The study was conducted in the public and private Higher Education Institutions in

District II of

Oriental Mindoro with the combined number of 341 respondents. The study employed the

descriptive-survey to gather and analyze the personal problems confronted and

instructional difficulties encountered by the student-teachers during their pre-service

training. The statistical tool that had been utilized includes Chi square and ANOVA

viii
formula. And reliability, the researchers conducted test-retest method to ten (10)

respondents. Based on the results, the set of questionnaire is reliable.

Findings disclosed that the personal problems confronted and instructio na l

difficulties encountered relate to distance of school from home, financial adjustment,

learners, classroom management, communication skills, instructional skills, instructio na l

materials and evaluation tools preparation and analysis of test results, different feelings and

emotions, and on adjustment to the cooperating school as a whole.

Keywords: Personal, Problems, Instructional, Difficulties, Student-Teachers, Pre-Service

Training, Socio-Emotional, Socio-Economic, Instructional Competency, Evaluation

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 Table of Contents

Copyright of Page i

Title Page ii

Certification iii

Approval Sheet iv

Certification of Originality v

Acknowledgement vi

Dedication vii

Abstract viii
Table of Contents x
List of Tables xiii

Chapter I: THE PROBLEM AND THE BACKGROUND

Introduction 1
Background of the Study 4
Theoretical Framework 5
Conceptual Framework 8
Statement of the Problem 9
Hypothesis 13
Significance of the Study 14
Scope and Limitations 15
Definition of Terms 16

Chapter II: REVIEW OF RELATED LITERATURE AND STUDY

Foreign literature 19
Local Literature 24
Foreign Studies 25
x
Local Studies 27
Synthesis and Relevance of the Reviewed Literature and Studies 30

Chapter III: RESEARCH MYTHOLOGY

Method of Research Used 32
Population, Samples and Sampling Technique 32
Description of the Respondents 34
Research Instrument 35
Data Gathering Procedure 39
Statistical Treatment of Data 39

Chapter IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Presentation, Analysis and Interpretation of Data 41

Chapter V: SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS
Summary of Findings 490
Conclusion 491
Recommendation 493
Chapter VI: OUTPUT OF THE STUDY
Propose Program for the Student-Teachers for Problems Confronted and 495
Instructional Difficulties Encountered During their Pre-Service Training.

BIBLIOGRAPHY
APPENDICES
APPENDIX A- Gantt Chart
APPENDIX B- Questionnaire
APPENDIX C- Request Letter
APPENDIX D- Action Minutes

xi
APPENDIX E- Certification of Statistician
APPENDIX F- Sample Statistical Computations and Printouts
APPENDIX G- Certification of Proofreading and Editing
APPENDIX H- Curriculum Vitae

xii
 List of Tables
Tables Title Pages
1 Distribution of Respondents 34
2 Numerical Scale, Numerical Rating, Verbal Interpretation and 37
Verbal Description on Personal Problems confronted by the
student-teachers in the Pre-service training
3 Numerical Scale, Numerical Rating, Verbal Interpretation and 38
Verbal Description on Instructional Difficulties
encountered by the student-teachers in the Pre-service training
4-5 Frequency and Percentage Distribution of Student-Teachers 42
respondents in Public and Private Higher Institutions in the 43
Pre-Service Training in terms of Age
6-7 Frequency and Percentage Distribution of Student-Teachers 48
respondents in Public and Private Higher Institutions in the 49
Pre-Service Training in terms of Gender
8-9 Frequency and Percentage Distribution of Student-Teachers 53
respondents in Public and Private Higher Institutions in the 54
Pre-Service Training in terms of Major Field of Specialization
10-11 Mean Distribution Summary of Socio-Emotional Problems 59
of the Student-Teachers among Public and Private Higher 60
Education Institutions in the Pre-Service Training
12-13 Mean Distribution of Socio-Emotional Problems of the 70
Student-Teachers among Public and Private Higher Education 71
Institutions in the Pre-Service Training in terms of State
of feeling, emotion and condition
14-15 Mean Distribution of Socio-Emotional Problems of the 80
Student-Teachers among Public and Private Higher Education 81
Institutions in the Pre-Service Training in terms of Feeling
fearless or confident of being a beginning student-teacher
16-17 Mean Distribution of Socio-Emotional Problems of the 92
Student-Teachers among Public and Private Higher Education 93
Institutions in the Pre-Service Training in terms of Feeling
adequate and secure in the presence of experienced teacher
18-19 Mean Distribution of Socio-Emotional Problems of the 102
Student-Teachers among Public and Private Higher Education 103
Institutions in the Pre-Service Training in terms of Establishing
desirable relationship with the principal and other personnel
20-21 Mean Distribution of Socio-Emotional Problems of the 113
Student-Teachers among Public and Private Higher Education 114
Institutions in the Pre-Service Training in terms of
Desirable development of a relationship between the
Student-teacher and the student.

xiii
22-23 Mean Distribution Summary of Socio-Economic Problems 123
of the Student-Teachers among Public and Private Higher 124
Education Institutions in the Pre-Service Training
24-25 Mean Distribution of Socio-Economic Problems of the 133
Student-Teachers among Public and Private Higher Education 134
Institutions in the Pre-Service Training in terms of Distance
of school from home
26-27 Mean Distribution of Socio-Economic Problems of the 143
Student-Teachers among Public and Private Higher Education 144
Institutions in the Pre-Service Training in terms of
Financial Support (Allowance)
28-29 Mean Distribution of Socio-Economic Problems of the 154
Student-Teachers among Public and Private Higher Education 155
Institutions in the Pre-Service Training in terms of
Cooperating School Expenses
30-31 Mean Distribution of Socio-Economic Problems of the 164
Student-Teachers among Public and Private Higher Education 165
Institutions in the Pre-Service Training in terms of
Parental Involvement
32-33 Mean Distribution of Socio-Economic Problems of the 175
Student-Teachers among Public and Private Higher Education 176
Institutions in the Pre-Service Training in terms of
Time for the family
34-35 Mean Distribution Summary of Physical Problems of the 186
Student-Teachers among Public and Private Higher Education 187
Institutions in the Pre-Service Training
36-37 Mean Distribution of Physical Problems of the 196
Student-Teachers among Public and Private Higher Education 197
Institutions in the Pre-Service Training in terms of
Excessive physical willingness in doing the tasks
38-39 Mean Distribution of Physical Problems of the 206
Student-Teachers among Public and Private Higher Education 207
Institutions in the Pre-Service Training in terms of
Interest in teaching
40-41 Mean Distribution of Physical Problems of the 216
Student-Teachers among Public and Private Higher Education 217
Institutions in the Pre-Service Training in terms of
Industriousness
42-43 Mean Distribution of Physical Problems of the 226
Student-Teachers among Public and Private Higher Education 227
Institutions in the Pre-Service Training in terms of Wellness
44-45 Mean Distribution of Physical Problems of the 236
Student-Teachers among Public and Private Higher Education 237
Institutions in the Pre-Service Training in terms of Mannerisms
46-47 Mean Distribution Summary of Instructional Competency of the 246

14
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 Student-Teachers among Public and Private Higher Education 247
Institutions in the Pre-Service Training
48-49 Mean Distribution of Instructional Competency of the 257
Student-Teachers among Public and Private Higher Education 258
Institutions in the Pre-Service Training in terms of Knowledge in
communicating ideas
50-51 Mean Distribution of Instructional Competency of the 268
Student-Teachers among Public and Private Higher Education 269
Institutions in the Pre-Service Training in terms of
Individualizing instruction
52-53 Mean Distribution of Instructional Competency of the 279
Student-Teachers among Public and Private Higher Education 280
Institutions in the Pre-Service Training in terms of
Asking appropriate and different types of questions
54-55 Mean Distribution of Instructional Competency of the 290
Student-Teachers among Public and Private Higher Education 291
Institutions in the Pre-Service Training in terms of
Handling students wrong answer tactfully
56-57 Mean Distribution of Instructional Competency of the 298
Student-Teachers among Public and Private Higher Education 299
Institutions in the Pre-Service Training in terms of
Formulating behavioral objectives
(cognitive, affective and psychomotor)
58-59 Mean Distribution of Instructional Delivery of the 306
Student-Teachers among Public and Private Higher Education 307
Institutions in the Pre-Service Training
60-61 Mean Distribution of Instructional Delivery of the 314
Student-Teachers among Public and Private Higher Education 315
Institutions in the Pre-Service Training in terms of
Relating and integrating the subject matter to the
developmental of the students
62-63 Mean Distribution of Instructional Delivery of the 321
Student-Teachers among Public and Private Higher Education 322
Institutions in the Pre-Service Training in terms of
Preparing curriculum materials (e.g. lesson plan or module)
64-65 Mean Distribution of Instructional Delivery of the 329
Student-Teachers among Public and Private Higher Education 330
Institutions in the Pre-Service Training in terms of
Choosing the appropriate method and strategy of teaching
66-67 Mean Distribution of Instructional Delivery of the 337
Student-Teachers among Public and Private Higher Education 338
Institutions in the Pre-Service Training in terms of Supporting,
encouraging and providing immediate feedback to students
68-69 Mean Distribution of Instructional Delivery of the 345
Student-Teachers among Public and Private Higher Education 346
Institutions in the Pre-Service Training in terms of Selecting

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 activities on the different part of the lesson
70-71 Mean Distribution of Classroom Management of the 352
Student-Teacher among Public and Private Higher Education 353
Institutions in the Pre-Service Training
72-73 Mean Distribution of Classroom Management of the 359
Student-Teachers among Public and Private Higher Education 360
Pre-Service Training in terms of
Ability to perform effectively the routine activities
74-75 Mean Distribution of Classroom Management of the 366
Student-Teachers among Public and Private Higher Education 367
Institutions in the Pre-Service Training in terms of
Managing a classroom independently
76-77 Mean Distribution of Classroom Management of the 374
Student-Teachers among Public and Private Higher Education 375
Institutions in the Pre-Service Training in terms of Preparing
adequately the day’s learning activities
78-79 Mean Distribution of Classroom Management of the 382
Student-Teachers among Public and Private Higher Education 383
Institutions in the Pre-Service Training in terms of Starting
the activities promptly
80-81 Mean Distribution of Classroom Management of the 389
Student-Teachers among Public and Private Higher Education 390
Institutions in the Pre-Service Training in terms of
Ability to hold attention of the students
82-83 Mean Distribution of Student-Teachers Preparation of the 397
Student-Teachers among Public and Private Higher Education 398
Institutions in the Pre-Service Training
84-85 Mean Distribution of Student-Teachers Preparation of the 404
Student-Teachers among Public and Private Higher Education 405
Institutions in the Pre-Service Training in terms of
Competency in teaching
86-87 Mean Distribution of Student-Teachers Preparation of the 413
Student-Teachers among Public and Private Higher Education 414
Institutions in the Pre-Service Training in terms of Mastery
88-89 Mean Distribution of Student-Teachers Preparation of the 421
Student-Teachers among Public and Private Higher Education 422
Institutions in the Pre-Service Training in terms of Preparedness
90-91 Mean Distribution of Student-Teachers Preparation of the 428
Student-Teachers among Public and Private Higher Education 429
Institutions in the Pre-Service Training in terms of
Instructional materials are well made
92-93 Mean Distribution of Student-Teachers Preparation of the 436
Student-Teachers among Public and Private Higher Education 437
Institutions in the Pre-Service Training in terms of
Providing a variety of materials
94-95 Mean Distribution Summary of Difficulties in Evaluation of the 443

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16
 Student-Teachers among Public and Private Higher Education 444
Institutions in the Pre-Service Training
96-97 Mean Distribution of Difficulties in Evaluation of the 450
Student-Teachers among Public and Private Higher Education 451
Institutions in the Pre-Service Training in terms of Making
different types of questions
98-99 Mean Distribution of Difficulties in Evaluation of the 457
Student-Teachers among Public and Private Higher Education 458
Institutions in the Pre-Service Training in terms of Choosing
appropriate activity in assessment
100-101 Mean Distribution of Difficulties in Evaluation of the 465
Student-Teachers among Public and Private Higher Education 466
Institutions in the Pre-Service Training in terms of
Interpreting test result and rating performance
102-103 Mean Distribution of Difficulties in Evaluation of the 474
Student-Teachers among Public and Private Higher Education 475
Institutions in the Pre-Service Training in terms of
Facilitating accurate correction of test paper
104-105 Mean Distribution of Difficulties in Evaluation of the 480
Student-Teachers among Public and Private Higher Education 481
Institutions in the Pre-Service Training in terms of
Utilizing test results
106 Shows the significant relationship of Personal Problems 487
Confronted and Instructional Difficulties Encountered by
the Student-teachers of Higher Education Institutions in
District II of Oriental Mindoro
107 Shows the significant difference between and among the 488
Demographic Profile, Personal Problems Confronted and
Instructional Difficulties Encountered by the Student-teachers of
Higher Education Institutions in District II of Oriental Mindoro
108 Propose Program for the Student-Teachers for Problems 497
Confronted and Instructional Difficulties Encountered
their Pre-Service Training

17
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