TEACHER'S SUBJECT MATTER COMPETENCE AND ACADEMIC

PERFORMANCE IN SPECIALIZED SUBJECT OF GRADE

12 ICT STUDENTS IN EMA EMITS COLLEGE

PHILIPPINES S.Y. 2022-2023

An Undergraduate Thesis

Presented To the Senior High School Department

EMA EMITS COLLEGE PHILIPPINES

M.H. Del Pilar St., Pinamalayan,

Oriental Mindoro

In Partial fulfilment of the requirements for

Information Communication and Technology(ICT)

by:

CABELLO, KISHI MAIAH

GALAY, JANNAH

LACINA, JOHN LEONEL

LARGO, JHAMEL

LARGA, JOHN PAUL

2022
 CHAPTER 1

INTRODUCTION

Background of the study

Teaching is such a challenging endeavor to anyone who is ready to face it.

Thus, they should often take reflection into it. Moreover, Effectiveness learning in school would

require effective teaching to accompany the efforts of the learners.

Research confirms that of all factors under the control of a school, teachers are

the most powerful influence on student success. Nevertheless, one should not depend only on the

knowledge they obtained from college but they must have the burning and strong desire to

continue growing professionally so the profession that radically concluded could be justified in

their field. Indeed, a lot of critical factors must be regarded in the teaching profession including

those essential implications for professional development and life-long learning.

Competent teachers are the most influential factor in bringing high students

achievement. The teachers greatly influence the students’ performance through their attitude,

knowledge, and skills. Those optimized and highly competed teachers can bring desired learning

among their students.

Competence is the capacity to do work. According to Van den Brule (2008), teacher's

competence is the solid knowledge of educational modules of his subject and to incorporate

innovation into the educational programs. Students understand lesson more and with keen

interest when lesson was thought by a teacher who master his subject matter very well.

Every pinnacle of educators are responsible for the citizenship of advancement and the

academic pride of the students. Values, notion and the competencies that scaffold knowledge
denotes all teachers; success. To further extend a student’s learning privileges, one must attain

versatility, common sense and resolve at every dictated problem in an academic lesson.

In accordance to leading researchers and psychological geeks stated that for students

to be able to search their subjective potential, the class in majority needs an educator whom has

good attitude, and logical input of their teaching system at the very least. Knowing that

student’s performance is indicative and depended on teacher’s performance going in harmony it

goes on reciprocity for a student’s academic result is considered to be a teacher’s main source

of evaluation. This study therefore sought to investigate the influence of teacher’s subject

matter competence on academic performance of grade 12 ICT students in Ema Emits College

Philippines S.Y. 2022-2023.

Statement of the Problem

This study aim to asses and find out the teacher's subject matter competence and level of
academic performance in specialized subject of Grade 12 ICT students in EMA EMITS College
Philippines S.Y. 2022-2023.

In relation to this, the researcher sought to answer the following questions:

1.What is the perception of grade 12 ICT students on the level of their teacher's subject matter
competence in terms of:

1.1 subject matter attitude;

1.2 subject matter knowledge; and

1.3 subject matter skills?

2. What is the academic performance of grade 12 ICT students in specialize subject?

3. What is the significant relationship between teacher's subject matter competence and academic
performance in specialized subject of Grade 12 ICT students in EMA EMITS College Philippines
S.Y. 2022-2023?
Statement of the Hypothesis

There is no significant relationship between the extent of the learning styles and the level

academic performance of grade 12 ICT students

in Ema Emits College Philippines for the S.Y. 2014-2015.

Significance of the Study

This research will be significant to the following concerned persons:

Teacher. This study will help them to develop the students’ ability in using different learning

styles. They can also find solutions that can help with the organization of teaching strategies that

address the learning styles of the students.

Administrators. It will serve as an avenue in planning the curriculum that will cater the

student’s learning style. This can also serve as baseline data to improve programs for school

advancement.

Students. It will enable them to enjoy any learning process and maximize their learning

potential so that they can complete with other students given the chance.

Parents. It will help them to understand their children’s learning needs and identify the reasons

for under achievements. Parents can also mold and nurture their child in a manner that enables

them to learn best.

Future Researchers. This study would give them an insight as they tackled the same study and

will bear additional source to help them to enhance the knowledge of the readers. This can also

serve as a basis for further studies.

Scope and Delimitation of the Study

This study focused in the teacher’s subject matter competence and academic performance in

specialized subject of grade 12 ICT students in Ema Emits College Philippines during the S.Y.

2022-2023. The teacher’s subject matter competence was measured trough attitude, knowledge,

and skills. On the other hand, the academic performance is the general average on the first

semester grades of the students. Other attributes that may arise from the study will not be

considered

Definition of terms

The following terms used in this study are hereby defined operationally and conceptually:

Academic Performance. It is the knowledge gained which is assessed by marks by a teachers to

be achieved over a specific period of time. (Narad & Abdullah, 2016)

Subject Matter Attitude. It refers to a teachers advantage of mind and emotional input when it
comes to executing classes or academic activities.

Subject Matter Knowledge. It refers to the understanding of facts, concepts, and practices of a
scientific discipline that is a prerequisite to the development of pedagogical content knowledge.

Subject Matter Skills. It pertains to a teacher skills in performing task when it comes to
academic intake of actions or providing a certain skillset and versatility to promote better
learning and enhance competence within the vicinity.

Teacher's Subject Matter Competence. It is the solid knowledge of educational modules of

his/her subject and to incorporate innovation into the educational programs. (Van den Brule,
2016)
Theoretical Framework

In this research, the researcher used different theories as a guide to arrive at more realistic

findings.

The importance of teachers´ competence for inclusive practice is evident in its effect

on student learning.In general, teachers´ pedagogical content knowledge positively affects

student outcomes (Kunter et al., 2013).and hence, it is not surprising that measures of teacher

preparation and certification, as indicators of teachers´ knowledge and skills, were the strongest

predictors of student achievement in reading and mathematics. The multidimensional model of

teacher competence reflects that teacher competence not only includes cognitive aspects, such as

skills and knowledge, but also beliefs related to learning, motivation and self-regulation.

In the US and Europe, it is generally stated that effective inclusive practice requires

teachers to be able to deliver specialized instructional practices geared toward the

individualized needs of all students (Odom et al., 2012; Watkins, 2012). More specifically,

rather than providing general curriculum teaching, inclusive practice requires individualized

educational planning to facilitate learning and achievement of all students.

Although teachers are increasingly confronted with the reality of more heterogeneous

classrooms and may generally support inclusive practice, research shows that they often feel

unprepared and concerned about their ability to cope and are hence less willing to

accommodate students with SEN (Blanton et al., 2011; Lambe & Bones, 2006). For example,

results of an American study indicated that general education teachers felt less competent and

less efficacious in supporting students with SEN than special education teachers. The lack of
specific knowledge and training on inclusive methodologies discouraged general education

teachers from supporting children with SEN in their classroom in Sri Lanka.

Therefore, one of the greatest challenges in teachers´ preparation for inclusive practice,

apart from providing teachers with skills, knowledge and understanding, is to ensure the

development of positive attitudes toward students with SEN and their inclusion in regular

classrooms (Forlin, 2010).

Conceptual Model

IV DV

The extent of teacher’s Level of Academic

subject matter
competence in terms of: performance in

1. subject matter attitude specialized subjects

2. subject matter knowledge
3. subject matter skills

Figure 1 Hypothesized Relationship between Variables

The conceptual model presents the hypothesized relationship between variables. The first

variable is the perception on the extent of teacher’s subject matter competence in terms attitude,

knowledge, and skills. On the other hand, the second variable is the level of academic

performance in specialized subjects.

One headed arrow show the significant relationship between these variables.

Direction: Please answer honestly. Indicate the strength of your agreement about the extent of
teacher’s subject matter competence. The following statement utilizing a scale in which’

5- Very high extent 4- High extent 3- Moderate extent

2- Low extent 1-Very low extent

PART I- Extent of teacher’s subject matter

ATTITUDE
5 4 3 2 1

1. I find my teacher’s positive behavior during and after classes..

2. I prefer my teacher’s to be understanding and compassionate in

times of problems.

3. I want my teacher to be friendly and approachable.

4. I believe that teacher and student relationship should have a

demarcation line.

5. I understand that teacher will follow and respect the rights of

every student.

KNOWLEDGE
5 4 3 2 1

1. I find teacher matery of the subject matter evident.

2. I prefer class discussion and explanation.

3. I understand the lesson of my teacher because of the use of

modern tech.

4. I learned new lesson and gained new knowledge everyday

from my teachers.

5. I observed different teaching strategies every lesson made by

my teachers..

SKILLS
5 4 3 2 1
1. I observed that my teacher showed various techniques
teaching her lesson.
2. I prefer my teacher to be evaluate my outputs I finish and
submitted.
3. I feel that my teacher has a good relationship with every
students because she knows the individual differences.
4.I see and can prove that my teacher has a well rounded
personality.
5.I believe that my teacher is very competent and reliable.