Department of Education

Region IX, Zamboanga Peninsula

DIVISION OF ZAMBOANGA DEL NORTE
Dipolog City

Teacher’s Skills in Pacing lesson and Students’ Academic Achievement

An Action Research

Submitted by:

SHAIRA B. ABELLO
TRINIDAD A. SALASAYO
JENNIFER B. PIOQUINTO
Research Teachers

NOVIE D. DANIEL
ARIEL S. CABALIDA
Statisticians

TRINIDAD A. SALASAYO
Principal I
Don Jose Aguirre National High School

December 2019
 ABSTRACT

This research was conceptualized to study the impact of teacher’s skills in

pacing the lesson on students’ academic achievement. Furthermore, this research
aimed to present the effectiveness of teachers’ skills in pacing the lesson on
students’ academic achievement. It is a document for the purpose to resolve the
problem on students’ academic achievement. Findings revealed that majority of
the teacher- respondents were female and married and has 6- 10 years of
experience rendered in the teaching field. It was further determined that teacher’s
skills in pacing lesson in terms of time allotment, teaching-learning process,
student-activities provided, evaluation provided and classroom management were
all often skilfully used and practiced by the teacher-respondents in Don Jose
Aguirre National High School. Thus, the result revealed that there was significant
relationship between teacher’s skills in pacing (speed) the lesson to students’
academic achievement.
 TABLE OF CONTENTS

Pages

INTRODUCTION

A. The Problem and its Background 1-5

B. Statement of the Problem and Hypotheses 5-6
C. Statement and purpose of the study 6-7
D. Significance of the study 7-8
E. Scope and Delimitation 8

REVIEW OF RELATED LITERATURE 9-10

METHOD AND DESIGN 11

A. Action Plan 11-13

PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA 14-24

SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION AND

IMPLICATION TO THE EDUCATIONAL SYSTEM 25-29

APPENDIX 30-32

REFERENCES 33
 Page 1

INTRODUCTION

A. THE PROBLEM AND ITS BACKGROUND

The Policy Guidelines on Classroom Assessment for the K-12 Basic Education
Program, D.O. # 8, s. 2015 clearly emphasized the need for teachers to conduct formative
assessment to their learners.
Teaching concepts and skills to the students inside the classroom is not enough. A
teacher must also know how far have the learners understood the lesson through evaluation
or assessment as a tool to measure students’ academic achievement. Normally, different
students have varying capacities in grasping what the teacher wants to teach them. Some are
fast learners while others are average and even slow in absorbing the concepts fed to them.
This is commonly observed in a heterogeneous class with learners of multiple intelligences.
The task of a teacher is not only to teach the students concepts and skills but also to give
interventions or remediation to students who do not master the competency as revealed in the
formative assessment result in order for the teacher to attain a good result on the students’
academic achievement.
The school principal is tasked to provide technical assistance to teachers on classroom
instruction, the following problems were noted during observation of classes. Using
the Gap Analysis, gaps were critically analyzed to identify the gaps of the following :

 About 41% of the teachers do not employ remediation to students who have not
mastered the lesson before ending the class session.
 About 82% of the teachers don not give differentiated activities in his/her class
instructions.
 About 41% of the teachers do not give written evaluation before ending the
class session to get the learners’ mastery level.
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 About 41% of the teachers do not contextualize and localize his/her lesson.
 About 18% of the teachers do not have CGs and TGs.
 About 12% of the teachers do not have visual aids for his/her lesson.
 About 71% of the teachers do not submit themselves for post conference after
class observation.
As various gaps in the particular area were determined, they were ranked accordingly
to determine the problem to focus on first. With the use of a scale from 1 as the lowest to 5 as
the highest, the identified gaps were ranked based on their relevance, importance, urgency
and doability. The prioritization, after ranking the identified gaps, have shown that teachers
lack the skills in pacing the lesson ranked first. Based on the aforesaid proposition, the
researchers have decided to conduct this research to assist teachers in acquiring skills on
pacing their lessons that would enable them to conduct remediation activities and finally
improve learners’ academic achievement.
From the Critical thinking table, the gap “7 out of 17” observed teachers do not
employ remediation activities to students who have not mastered the lesson before ending the
class session. To find out the immediate causes, the underlying causes and finally the root
cause of the problem.
After careful examination of the problem, the subsequent immediate causes were
pointed out; some teachers were observed to (1) have not conducted remediation activities;
(2) have not given written evaluation; and (3) have not identified all learners who have not
mastered the lesson.
The problem tree have shown that some teachers have not prepared their remediation
activities due to lack of time to prepare because they are overloaded with subjects and
ancillary assignments while others do not have interests to prepare remedial activities due to
lack of commitment.
There are some teachers who have not given remediation activities because they failed
to give written evaluation to their students due to insufficient time. They have spent all the
instructional time on other parts of the lesson leaving no time for evaluation. Other teachers
failed to make written evaluation due to lack of commitment.
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Some teachers have not identified all learners who need remediation because they
have not checked the test papers right after the evaluation due to lack of time. Some of them
just gave oral evaluation to few students because they failed to construct the written form.
To be able to identify the immediate solutions, the underlying solutions and the root
solutions to the problem, “ 7 out of 10 observed teachers lack skills in pacing the lesson”, an
analysis of the Problem Tree was made prior to the preparation of the Opportunity Tree.
The succeeding immediate solutions were identified after a thorough examination of
the problem was conducted. Teachers who were observed must (1) have skills in pacing
lesson; (2) be committed in making written evaluation questions and remediation activities;
and (3) must be committed in giving written evaluation and remediation activities to the
learners as planned.
According to Joyce McLeod, Jan Fisher and Ginny Hoover in a research reported in
Wong (1998), pacing the lesson is the teacher’s appropriate speed or rate in presenting the
lesson. Goldsmith, Joshua (2009), also stressed that pacing (micro level) the lesson is
deciding how long to spend on one activity and its various sub-activities; (Meso-level) is
deciding how long to spend on various activities in the class period in relation to one another
(http://www. iseesam.com>text>behaviour>LRPI).
In relation to the aforesaid, it is described in the opportunity tree that if teachers will
be equipped with the necessary skills in pacing the lesson, they could have time for the
written evaluation as the most significant part of the session that determines whether or not
learning occurs within the learners. In such way, they are guided if remedial activity is
needed in the process and could be able to conduct remediation to those who have not
mastered the lesson as said to maximize and improve students’ academic achievement.
As presented in the opportunity tree, if the division will conduct seminars/trainings on
pacing lessons and in making remedial activities, these teachers will enhance their skills in
pacing their instructional time and in making remedial activities and would have great impact
to the learners’ academic achievement.
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Furthermore, the opportunity tree have shown that if teachers are committed to make
and give written formative evaluation and remedial activities to the learners who have not
mastered the lesson, learners’ academic performance are tracked and checked.
The possible solutions shown in the opportunity tree will be a great help to the
researchers to determine the best solution(s) to the problem.
Being an educational manager, the researchers made decisions on the basis of the
enumerated solutions which were ranked based on the used criteria. The use of this decision-
making model started from the analysis of the gaps, identification of the causes of the
problem and in identification of possible solutions to the problem.
With the use of gap analysis and critical thinking, the problem, “7 out of 17 observed
teachers, lack the skills in pacing the lesson”, was found to be the most significant and critical
problem among the enumerated gaps.
To guide the researchers in their decisions, the decision criteria namely: Significance,
learning outcomes, impact, relevance, manageability and efficiency are used to solve the
problem. Significance is the importance of the problem because it is within the duties and
responsibilities attached to the position of school principal; learning outcomes indicate the
development that happens as a result of a training, activity or process; impact is the direct
effect or the influence of the training to the end goal of the school head which is to improve
the academic performance of the school; relevance is the connection or relation of the
training to the problem at hand; manageability is the ability to handle an activity with a
degree of skill; and efficiency is the ability to do something without wasting time materials,
time and energy.
Weight were assigned to each criterion, since they are not equally important and to
come up with the most prioritized decision. Each criterion was assigned with corresponding
weights from the most important to the least important: Significance – 6, Learning Outcomes-
5, Impact-4, Relevance- 3, Manageability-2 and Efficiency-1.
In looking for alternatives, possible solutions shown in the Opportunity tree were
recorded and weights are assigned according to their importance. A weight of 5 was given to
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“Conduct trainings/seminars on pacing the lesson”; “Developing within the teachers the
commitment in making written evaluation” was assigned with 4; “ Developing within the
teachers’ commitment and industry in giving written evaluation questions” was assigned
with 3; “Providing teachers the necessary skills in making remediation activities” was
assigned with 2 and; “Developing within the teachers’ the commitment and industry in
making remediation activities” was assigned with a weight of 1.
The weight of the alternatives solutions were multiplied by the weight as perceived by
the researchers when analysis of the alternative was conducted considering the ceiling
allocated for each criterion. After the process, the “Conduct of trainings/seminar-workshops
on pacing lessons” ranked 1.
To minimize, if not to resolve the problem, the alternative solution with the highest
weighted score will be the focus of the researcher. The chosen solution will then be imparted
to the teachers for its stern implementation
in the field.

B. STATEMENT OF THE PROBLEM AND HYPOTHESES

Ideally, in the class, a teacher starts the lesson by reviewing the past lesson and
connects it to the current topic if possible then followed by motivation, presentation of the
lesson, discussion, generalization, application and evaluation are sequentially done.
Evaluation results become the baseline of the teacher’s tool to determine students’
performance and to determine whether or not a remediation is to be provided. Learners who
scored below the mastery level are the subject to the remedial activity before ending up the
lesson in order to improve their academic achievement by correcting their weakness in the
said lesson of the teacher.
Most of the time, however, the conduct of remediation activity as planned is not
realized due to the inability of the teacher to evaluate students’ learning on the lesson due to
lack of time.
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Teacher’s capacity to regulate his speed when teaching, giving enough time to each
part of the lesson will enable him to carry out all planned activities and provide assistance to
those learners who have not mastered the lesson through remediation.
This action research aims to study the impact of teacher’s skills in pacing the lesson
on students’ academic achievement.
This research specifically answered the following questions:
1. How can teachers be described in terms of their skills in pacing their lesson?
2. How can the teacher’s acquisition of lesson pacing skills be correlated to the
frequency and level of the students’ academic achievement?
3. How may the proposed intervention utilized to enhance the lesson pacing skills of
teachers to improve the students’ academic achievement?
4. Is there a significant relationship between teacher’s skill in pacing (speed) the
lesson and students’ academic achievement?

HYPOTHESES

Null Hypothesis: There is no significant relationship in the effectiveness of teachers’

skills in pacing the lesson on the students’ academic achievement.

Alternative Hypothesis: There is a significant relationship in the effectiveness of

teachers’ skills in pacing the lesson on the students’ academic achievement.
 Page 7

C. STATEMENT OF THE PURPOSE OF THE STUDY

The statement of Michael Alpert that pacing of a lesson should be always controlled
whether teaching in the elementary or in high school supports the conclusion that too fast or
too slow a pace does not promote learning and a moderate pace of instruction is best.
( http://www.iseesam.com>text.behaviour>LRPI)
The Impact Teachers (April 4, 2016) also stressed that to keep students engaged in the
lesson is to consider crucially the speed at which a teacher moves through a lesson and the
rate of delivery for the different parts of the lesson.
According to Rebecca Alber (Dec. 17, 2012) one of the essential features in pacing a
lesson is checking for the understanding of students on the lesson.
It is through the result of the formative assessment that a teacher could identify the
learners who need remediation on the concept/skill taught and determine the type of
remediation he has to provide that could enhance the students’ achievements in class.

D. SIGNIFICANCE OF THE STUDY

This action research aimed to present the effectiveness of teachers’ skills in pacing the
lesson on students’ academic ahievement. After then, the following would benefit from the
study:
Teachers. They were informed that skills in pacing their lesson would be a
significant factor to be considered that will enable them to conduct the different remediation
activities to address the needs of struggling learners in their respective classes in enhancing
students’ academic achievement. They would also realize that remediation activities should
be accompanied with the appropriate instructional materials to maximize their achievements
as their outcomes.
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Students. As the ultimate beneficiaries, they would be provided with remedial

activities that would address their learning needs.
School Heads. Basing from the results of the study, they could craft a school program
to enhance teachers’ skills in pacing their lesson to enable them to enhance students’
academic achievement. They would also realize that motivating and supporting teachers in
their remedial activities is important to attain the target in having a good performance among
students in class.
Parents. They would be made aware that their support in terms of follow-up is as
significant in improving the academic achievement of their children.

Researchers. They would be able to find out the effectiveness of teachers’ skills in
pacing their lessons to improve the academic achievement of the students. Through this,
they can design school-based training programs focused on “pacing the lesson, time-on-task
and remediation strategies that will benefit both the teachers and most especially the
students and on their academic achievement.

E. SCOPE AND DELIMITATION OF THE STUDY

This study covered all teachers and students in Don Jose Aguirre National High
School teaching the eight (8) subject areas for school year 2019-2020.
 Page 9

REVIEW OF RELATED LITERATURE

Good Lesson Planning and Classroom Management

Good lesson planning is essential to the process of teaching and learning. A teacher
who is prepared is well on his/her way to a successful instructional experience. The
development of interesting lessons takes a great deal of time and effort. As a new teacher you
must be committed to spending the necessary time in this endeavour.

It is also important to realize that the best planned lesson is worthless if interesting
delivery procedures along with good classroom management techniques, are not in evidence.
They are skills that must be researched, structured to your individual style, implemented in a
teacher/ learning situation, and constantly evaluated and revamped when necessary.
Consistency is of the utmost importance in the implementation of a classroom management
plan. (kean.edu/-tpc/Classroom)

Pacing as part of the Classroom Management

Good pacing gives students the illusion of speed. Pacing is the skill of creating a
perception that a class is moving at “just the right speed” for students. Generally, this will
mean that the lesson appears to unfold more quickly.

Students see any change as an indicator or marker which helps them gauge the speed
of a lesson’s progress. A good pace helps students feel like they are moving along.
(https://resources.finalsite.net)

Intervention means an act of inserting one thing between strategies which is designed
to help and to make things better. In education, intervention is a strategy designed to help
students progress in their learning based on their individual needs. (http:// skills-
mastery.co.uk> intervention)
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Common types of intervention

Remediation strategies ( multiple teaching styles to reach students with various
learning styles) includes re-teaching, using alternative instructional strategies ( based on
student’s individual learning styles), task analysis (process of breaking a skill into smaller
components where remediating the skill by teaching the components in sequence to enable
the teacher to see what part of the process is causing difficulty for the student), additional
practice ( where students are given additional practice to master skills, e.g. computer skills
practice program and skill practice games for struggling students) and one-on-one tutoring (
which involves one child with one teacher. It involves direct instruction focused on a
student’s deficit areas. It is effective but is expensive and time-consuming), according to
Ashley Seehorn, remediation activities are used to correct student’s deficit.

What is remediation activities?

According to Robin Mc Daniel, a remedial activity is provided to improve a learning
skill or rectify a problem area. A learner who fall behind due to the inability to perform even
the basic task in the classroom may develop behaviour problems because of their frustration
levels. This can lead to lack of motivation and the desire to give up altogether. For this
consequence not to happen, remedial activities will help students gain general knowledge that
can be applied to all subject areas and help reduce feelings of inadequacy that lead to
behaviour or motivation issues.The Advantages of Remedial Activities in the Classroom:
Behavior and Motivation, by: Robin Mc Daniel (http://classroom.synonym.com> 2001-2008,
Leaf Group Ltd., )
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METHOD AND DESIGN

This research used the descriptive method that required the collection of data using
the class observation sheets and the student’s questionnaire. The design was purposely done
to gather information on the teacher’s skills in managing instructional time by pacing the
lesson to conduct remediation for enhancing and improving students’ academic achievement.
There were 18 teachers who were the target population of the study who were observed by
the school head as one of the researchers.
The data for the study were collected with the use of two sets of questionnaires. The
first questionnaire was able to collect the data which described the teacher’s skills in pacing
the lesson, while the second questionnaire was able to show the frequency of students’
average grades in the first quarter of school year 2019-2020.
The Chi-Square formula was used to test the gathered data by the instruments and

would determine whether the two variables are related to each other or not. It is one way to

show a the relationship between the two variables in the study- (1) teachers’ skill in pacing

lesson and (2) students’ academic achievement.

A. ACTION PLAN
Before doing anything else in relation to this research, the researchers had made this
action plan as a guide of what activities have to be done before, during and after the
implementation of the study. This minimized the waste of resources and ensured that the
desired output was achieved.
The plan indicated the activities in the stages of the study; the Pre-implementation stage,
Implementation stage and the Post-implementation stage. It reflected the objectives,
activities, responsible persons in each activity, time frame, resources needed, expected
outputs and the statistical tools to measure the gathered outputs.
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In the pre-implementation stage, a survey questionnaire was prepared to answer the

first question of this study which is to describe the skills of the teachers in pacing their lesson
The guide will describe the skills needed by the teacher in pacing as to rating 1 to 5, where 5
means Always, 4 means Oftentimes, 3 means Sometimes, 2 means Seldom and 1 means
Never. A class observation guide which includes the budget of instructional time was also
prepared which is to be validated by the Education Program Supervisors or the Chief of the
Curriculum Implementation Division. Revisions of the validated class observation guide
were done next only if necessary. Then, the validated class observation guide were
explained to the teachers prior its usage for 3 months in classroom observation. The results of
the accomplished class observation guide were analyzed and interpreted and the data were
used as the pre-test in the study. A students’ survey questionnaire was also formulated to
identify the frequency of the teachers’ conduct of post-formative evaluation remediation
activity/ies to the learners who have not mastered the lesson. The survey questionnaire was
answered by the students handled by the teacher-respondents after the 2-month period of
classes.
In the Implementation stage, the objective was based on the third essential question of
the study which is the conduct of intervention(s) to improve the lesson pacing skills of
teachers and frequency of conduct of remediation to enhance students’ academic
performance. In this stage, school-based LAC sessions were utilized and a one-on-one
tutorial was conducted.
The preparation of resources and evaluation sheets were also made. The learning of
the teachers from the intervention(s) was implemented during the 2-month period of class
observation using the observation guide. The data from this activity were the post test in the
research study. After the observation of classes, a post-conference was conducted to arrive
on an agreement to improve the teachers’ skills in instructional time management.
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In the Post-implementation stage, all the accomplished survey questionnaires and

class observation guides were collected and a summary of results was listed in preparation for
the correlation of the teachers’ lesson pacing skills to the conduct of remediation in
improving and enhancing students’ academic achievement especially for those who were
poorly performing in the class. This will answer the second essential question of the research.
The mean and frequency of the needed data was computed and then tallied. The statistical
tool, Chi- Square was used to determine if at .05 level of significance, there is a significant
relationship between the Lesson pacing skills of the teachers to students’ academic
achievement. Before computing the significance between the two variables, the mean and
frequency of the data needed was be computed and tallied respectively. After analysis and
interpretation were completed, the results and findings of the research were documented.
Based on the findings, conclusions were formulated, after which recommendations were
given.
The researchers, who followed the steps stipulated in this action plan, were fully
guided towards the achievement of the study’s objective.
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This part presents the results, analyses, and interpretation of the collected data. Table
were used to briefly and clearly present all the data.
Table 1. Pacing lesson in terms of Time Allotment

Skills Weighted Interpretation

Mean
1. Starts the lesson on time. 4.06 Often
2. Review & motivation are given time allotment of not 3.94 Often
more than three (3) minutes each.
3. Each group activity is given time allotment of not more 3.44 Sometimes
than three (3) minutes each.
4. Group presentation of output is given time allotment of 4.44 Often
not more than three (3) minutes.
5. Able to conduct the complete parts of the lesson and 3.61 Often
ends the lesson on time.
Group Mean 3.90 Often

Table 1 presents the profile of the teacher respondents in pacing lesson in terms of
time allotment. Among the five skills, four of them were often done by the teachers; (1)
started the lesson on time; (2) review and motivation were given time allotment of not more
than three minutes each; (4) group presentation of output was given time allotment of not
more than three minutes and; (5) conducted the complete parts of the complete parts of the
lesson and ends the lesson on time. One skill is sometimes done by the teachers wherein each
group activity is given time allotment of not more than three minutes each. As a whole,
pacing lesson in terms of time allotment has a group mean of 3.90.
 Page 15

The result implies that most teachers in Don Jose Aguirre National High School often
use and practice the skills needed in pacing lesson in terms of time allotment. Teachers pay
attention and value the utilization of time in class sessions.

Table 2. Pacing lesson in terms of Teaching-learning Process & Strategies used

Skills Weighted Interpretation

Mean
1. Sets one learning content/competency for the lesson. 4.44 Often
2. Uses teaching strategies that involves all students. 4.17 Often
3. Prepare Rubrics for group activities prior to the class
3.83 Often
session.
4. Uses teaching strategies that entails student’s interaction. 4.17 Often
5. Prepares visual-aids prior to the class session. 3.67 Often
Group Mean 4.06 Often

Table 2 presents the profile in pacing lesson in terms of teaching-learning

process and strategies used. Among the five skills, all were often done by the teachers; (1)
had set one learning content/ competency for the lesson; (2) used teaching strategies that
involves all students; (3) prepared rubrics for group activities prior to class session; (4) used
teaching strategies that entail students’ interaction; (5) prepared visual-aids prior to class
session. As a whole, pacing lesson in terms of teaching-learning process and strategies used
has a group mean of 4.09.
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The result implies that all teachers in Don Jose Aguirre National High School
often use and practice the skills needed in pacing lesson in terms of teaching-learning process
and strategies used. Teachers properly utilize and apply the varied strategies in the teaching-
learning process in the pacing lesson.

Table 3. Pacing lesson in terms of Student-Activities provided:

Weighted Interpretation
Skills Mean
1. Provides at most three (3) group activities for the class 3.83 Often
session.
2. Prepares group activities instruction prior to class 4.11 Often
session.
3. Directions for group activities are clearly stated. 4.06 Often
4. Supervises students during group activities. 4.39 Often
5. Prepares materials for group activities before the class 4.28 Often
session.
Group Mean 4.13 Often

Table 3 presents the profile in pacing lesson in terms of student-activities

provided. Among the five skills, all were often done by the teachers; (1) provided at most
three group activities for the class session; (2) prepared group activities instruction prior to
class session; (3) directions for group activities were clearly stated; (4) supervised the
students during group activities and; (5) prepared materials for group activities before the
class session. As a whole, pacing lesson in terms of student-activities provided has a group
mean of 4.13.
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The result implies that all the teachers of Don Jose Aguirre National High School often apply
varied student activities to maximize students’ learning at their own rate. This further shows
that there is a high chance of meaningful learning since the learners are expose to
differentiated instruction which would elevate their potential in solving varied issues from the
different subject areas.

Table 4. Pacing lesson in terms of Evaluation provided

Weighted
Interpretation
Skills Mean
1. Prepares 5-item written evaluation questions with clear
4.39 Often
direction before the class starts.
2. Gives 5-item multiple choice type of written evaluation
4.17 Often
to the students.
3. Computes Mastery level of the class after the written
4.39 Often
evaluation.
ranked 3.33 Sometimes
5. Re-test the students who were given the remediation
3.11 Sometimes
using similar questions.
Group Mean 3.88 Often

Table 4 presents the profile in pacing lesson in terms of evaluation provided.

Among the five skills, three were often don by the teachers; (1) prepared five-item written
evaluation questions with clear direction before the class starts; (2) gave five-item multiple
choice type of written evaluation to the students; (3) computed the mastery level of the class
after the written evaluation. On the other hand, two among the five skills were sometimes
doe by the
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teachers; (1) conducted remediation to the students who have not mastered the lesson on the
questions they failed to answer correctly; (2) conducted re-test to the students who were
given the remediation using similar questions. As a whole, pacing lesson in terms of
evaluation provided has a group mean of 3. 88.

The result implies that most of the teachers of Don Jose Aguirre National High
School often use and apply the skills needed in pacing lesson in terms or evaluation.

Table 5. Pacing lesson in terms of Classroom Management applied

Weighted Interpretation
Skills Mean
1. Uses a system of checking students’ attendance to 4.33 Often
minimize time used.
2. Applies a systematic way of presenting audio-visual 3.72 Often
aids.
3. Utilizes short way of recognizing/praising good 4.22 Often
works/responses of students.
4. Reminds students of the house rules. 4.06 Often
5. Gives immediate and non-violent action to students’ 4.39 Often
misbehavior.
Group Mean 4.14 Often

Table 5 presents the profile in pacing lesson in terms of classroom management

applied. Among the five skills, all were often done by the teachers; (1) uses a system of
checking students’ attendance to minimize the used time; (2) applied a systematic way of
presenting audio-visual aids; (3) utilized short way of recognizing/
 Page 19

praising works/ responses of students; (4) reminded students of the house rules; (5) gave
immediate and non-violent action to students’ misbehavior. As a whole, pacing lesson in
terms of classroom management applied has a group mean of 4.14.

The result implies that all teachers of Don Jose Aguirre National High School
often apply the skills needed in pacing lesson in terms of classroom management applied.

Table 6. Gender of the Respondents

Gender Frequency Percent

Male 2 11.11
Female 16 88.89
Lesbian/Gay 0 0.00
Transgender 0 0.00
Bi-sexual 0 0.00
Total 18 100.00

The table presents the profile of respondents as to their gender. Among

the 18 teacher respondents, 16 or 88.89% is composed of female, 2 or 11. 11% is composes
of male and none of them is lesbian/ gay, transgender or bi-sexual.

The result reflects that most of the well performing teachers in applying the
various skills in pacing lesson in different aspects come from female respondents, and less on
the male respondents.
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Table 7. Number of years in Service of the Respondents

Gender Frequency Percent

Less than two (2) years 4 22.22
2 – 5 years 4 22.22
6 – 10 years 10 55.56
11 – 15 years 0 0.00
More than 16 years 0 0.00
Total 18 100.00

The table presents the profile of respondents as to their number of years in

service in the Department of Education. Among the 18 teacher respondents, 10 or 55.56% has
6-10 years in service, 4 or 22. 22% has 2-5 years in service and another 4 or 22. 22% who has
less than two years in service.

The result reflects that those who are in the teaching service for more than 6-10
years can give more positive outcome in pacing lesson in terms of time allotment, teaching-
learning process and strategies used, student-activities provided, evaluation provided and
classroom management applied.
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Table 8. Marital Status of the Respondents

Gender Frequency Percent

Single 4 22.22
Married 13 72.22
Separated 0 0.00
Widow/Widower 0 0.00
Single Parent 1 5.56
Total 18 100.00

The table presents the profile of respondents based on their marital status.
Among the 18 teacher respondents, 13 or 72.22 % is married, 4 or 22.22 % is single, 1 or
5.56% is single and none of them is separated or widow/widower.

The result reflects that although most of the teachers in Don Jose Aguirre
National are married, this does not affect their teaching performance in the class in pacing
lesson in terms of time allotment, teaching-learning process and strategies used, student-
activities provided, evaluation provided and classroom management applied.
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Table 9. Summary Table on Teacher’s Skill in Pacing (Speed) the Lesson

Aspect / Indicator Weighted Interpretatio Rank

Mean n
A. Pacing lesson in terms of Time Allotment 3.90 Often 4
B. Pacing lesson in terms of Teaching-learning 4.06 Often 3
Process & Strategies used
C. Pacing lesson in terms of Student-Activities 4.13 Often 2
provided
D. Pacing lesson in terms of Evaluation provided 3.88 Often 5
E. Pacing lesson in terms of Classroom 4.14 Often 1
Management applied

The table presents the summary on teacher’s skill in pacing (speed) the lesson.
Among the four aspects/ indicators, all were often used and applied by the teachers in Don
Jose Aguirre National High School. Pacing lesson in terms of classroom management applied
rank 1st with a weighted mean of 4.14. Pacing lesson in terms of student-activities provided
ranked 2nd with a weighted mean of 4. 13. Pacing lesson in terms of teaching-learning process
and strategies used ranked 3rd with a weighted mean of 4.06. Pacing lesson in terms of time
allotment ranked 4th with a weighted mean of 3.90 and pacing lesson in terms of evaluation
provided ranked 5th with a weighted mean of 3.88.

As reflected from the highest to the lowest rank, the result implies that the
teachers of Don Jose Aguirre National High School are mostly highly skilled, well versed and
keen enough in pacing lesson in terms of classroom management. Somehow, there is a need
to improve teachers’ skill in giving definite and precise time allotment in the conduct of the
lesson.
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Table 10. Level of Academic Achievement of the Student-Respondents

Level Description Frequency Percent Rank

75 – 80 Poor 139 31.81 2
81 – 85 Below Average 150 34.32 1
86 – 90 Average 110 25.17 3
91 – 95 Above Average 37 8.47 4
96 – 99 Superior 1 0.23 5
Total 437 100.00

The table presents the summary on the level of academic achievement of the
student-respondents. The total value of student-respondents (frequency) is 437, wherein 150
or 34.32% got the 1st rank having below average grades between 81-85; 139 or 31.81% got
the 2nd rank having poor grades between 75-80; 110 or 25.17% got the 3 rd rank having
average grades between 86-90; 37 or 8.47% got the 4th rank having above average grades
between 91-95; and 1 or 0.23% got the 5th rank having superior grades between 96-99.
 Page 24

Table11. Chi-Square Results on the Relationship Between Teacher’s Skill in Pacing

(Speed) the Lesson and Students’ Academic Achievement

Teacher’s Skill in Pacing (Speed) the Computed X2critical value at Description

Lesson in terms of X2 values 5% level of
significance
A. Time Allotment 19.09 26.30 Significant
B. Teaching-learning Process & 16.80 26.30 Significant
Strategies used
C. Student-Activities provided 14.02 26.30 Significant
D. Evaluation provided 40.84 26.30 Significant
E. Classroom Management applied 15.61 26.30 Significant

Table 11 shows the relationship between teachers’ skill in pacing (speed) the
lesson and students’ academic achievement. From tabular value of chi-square equal to 26.30
which is less than the computed chi-square values 19.09, 16.80, 14.02, 40.84 and 15.61
respectively. The extent teachers’ skill in pacing lesson (time allotment, teaching- learning
process and strategies used, student-activities provided, evaluation provided, classroom
management applied) has significant relationship with the students’ academic achievement.
Thus, the hypothesis aforementioned above teachers’ skill in pacing lesson has no significant
relationship with the students’ academic achievement was therefore rejected. This shows that
the teachers being the closest persons to the students in the school, especially in the teaching-
learning process and who have a directs control in them have significant influence on the
students in terms of their academic achievement.
 Page 25

SUMMARY OF FINDINGS, CONCLUSION, RECOMMENDATION AND

IMPLICATION TO THE EDUCATIONAL SYSTEM

This part presents the summary of findings, conclusions, recommendations and

implications to the educational system.

Specifically, it sought to answer the following questions:

1. How can teachers be described in terms of their skills in pacing their lesson?

2. How can the teacher’s acquisition of lesson pacing skills be correlated to the
frequency and level of the students’ academic achievement?

3. How may the proposed intervention to enhance the lesson pacing skills of
teachers to improve the students’ academic achievement?

4. Is there a significant relationship between teacher’s skill in pacing (speed) the

lesson and students’ academic achievement?

It also aimed to test the hypothesis below:

Ho: There is no significant relationship in the effectiveness of teachers’ skills

in pacing the lesson on the students’ academic performance.

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Summary of Findings

Below are the findings of the study:

1. In pacing lesson in terms of time allotment, 83% of the skills were often practiced and
17% of the remaining was sometimes practiced by the teachers in Don Jose Aguirre
National High School with a group/ average mean of 3.90.
2. In pacing lesson in terms of teaching-learning process and strategies used, all the
indicated skills were often practiced by the teachers in Don Jose Aguirre National
High School with a group/ average mean of 4.06.
3. In pacing lesson in terms of student-activities provided, all the indicated skills were
often practiced by the teachers in Don Jose Aguirre National High School with a
group/ average mean of 4.13.
4. In pacing lesson in terms of evaluation provided, 60% of the skills were often
practiced and 40% of the remaining skills were sometimes practiced by the teachers in
Don Jose Aguirre National High School with a group/ average mean of 3.88.
5. In pacing lesson in terms of classroom management applied, all the skills were often
practiced by the teachers in Don Jose Aguirre National High School with a group/
average mean of 4.14.
6. With regards to the gender of the teacher- respondents, 11.11% comprises male and
88.89% were female.
7. As regards to the number of years in service of the respondents, 22.22% have
teaching experiences for less than two (2) years, another 22.22% for the teachers who
have experiences for 2-5 years and 55.56% have experience for 6-10 years.
8. In terms of the marital status of the respondents, 5.56% singles parent, 22.22% single
and 72.22 married.

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 9. As to the summary of the teachers’ skill in pacing (speed) the lesson, all the aspects/
indicators were often practiced by the teachers in Don Jose Aguirre National High
School wherein, pacing lesson in terms of classroom management applied ranked the
first with a weighted mean of 4.14, and pacing lesson in terms of evaluation provided
ranked the least with a weighted mean of 3.88.
10. In terms of the level of academic achievement of the student-respondents, average
grades of students between 81-85 ranked the first and 96-99 ranked the least.
11. There is significant relationship in the teacher’s pacing (speed) skill and students’
academic achievement.

Conclusions

The following conclusions are formulated based on the finding of the study:

1. Generally, pacing lesson in terms of (1) time allotment, (2) teaching-learning

process and strategies used, (3) student-activities provided, (4) evaluation provided,
(5) classroom management applied has a common interpretation as often with the
range of weighted means from 3.09-4.14. This denotes that teachers do not employ
the mentioned skills at all times (always) in the classroom setting.

2. Since majority of the teacher-respondents are female, the teaching skills applied
were also mostly influenced by a feministic way of dealing the teaching-learning
process.

3. None of the teacher-respondents were still able to reach 11-16 years in the teaching
service. Even there is 55.56% who has 6-10 years of experience, 44% has still lesser
years of experiences. These teachers still lacks the full potential and needs further
personal and professional enhancements.

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 4. Most of the teacher-respondents are already married. Therefore, it would also be a
factor that the teachers may not always employ the skills aforementioned in different
aspects in pacing lesson since they should also prioritize their family especially their
children after work. Lesser time will be given to extra professional works if to be
brought at home, unlike the 22.22% teacher-respondents who are single they may
have the higher chance to bring work into their homes.

5. The teachers’ skill in pacing (speed) lesson has a significant relationship to the
students’ academic achievement. Although teachers are often involved in the
students’ learning process especially at school, this may not be enough as shown
in the students’ low-moderate average grades (academic achievement). To divert
the focus of teachers by intervening external factors can affect the students’
academic achievement.

Recommendations

The following recommendations are hereby suggested based on the findings and
conclusions made in the study:

1. Employ close monitoring of the conduct of classes particularly on pacing lesson

in order for the teacher to sub consciously practice lesson pacing and appreciate
the significance of time management during teaching-learning process that enable
them to deliver all parts of the lesson.
2. Conduct non-gender bias teacher enhancement activities (seminars, symposium,
team building, Gender and Development training and seminar) in order to enrich
the teaching techniques and strategies that the teachers may employ in the learning
process through a neutralize manner.

Page 29
3. Invite speakers outside the school premise so that the teachers would also be
motivated, and be informed about the trends happening in other school
communities. This is the sole purpose of linkages, since learning cannot be
maximized only among the people whom you tend to see every day. The more
teachers will broaden their scope in acquiring new way in delivering lessons, the
more they will appreciate and be challenged to apply what they learned outside, to
their individual learning environment.
4. Conduct in-service trainings to all teachers regarding on pacing lesson that could
mature their ideas in teaching-learning process.
5. Conduct activities to teachers that would highlight time-management. Through
this, teachers could reflect themselves how important is it to give proper focus and
attention on how to deliver lesson in the classroom.
6. Conduct further study to other types of secondary schools and to other locations to
find differences or similarities of the results on the relationship of teachers’ skill
in pacing (speed) lesson to students’ academic achievement. Other teacher factors
must also be included such as age and cultural or religious group.

Page 33
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