I

A TEACHER TEACHING COMPETENCE VIS A VIS PERFORMANCE LEVEL IN

SCIENCE OF THE GRADE 9 STUDENTS OF BESTCAP CAREER COLLEGE, INC.
SCHOOL YEAR 2022-2023

A Research Paper Presented to the Faculty of BESTCAP Career College, Inc., Malacampa,
Camiling, Tarlac

In Partial Fulfilment of the Requirements in Inquiries, Investigations, and Immersion

By
ALEJANDRO CHAVEZ BUGAOAN
DASIEL MARIANO DE MAYO
NATHANIEL CUNANAN MARTIN
Researchers

June 2023
 I

ACKNOWLEDGMENT

This research becomes a reality with the support and help of many individuals. It will be
impossible to complete this research proposal without the aid of people who volunteer their time,
talent, and effort. The researchers would like to extend their sincere gratitude to all of them.
First and foremost, the researchers would like to give thanks to Almighty God for his
guidance, protection, and good health over their lives and studies, particularly during the times
that were difficult and challenging.
The researchers would also like to express their deep and sincere gratitude to their
research adviser, Ms. Jade Peñaranda, for her tireless efforts in guiding and supporting in
their study research paper until they completed it; for her consistent advice and belief; and for
her unwavering support.
In addition, the researchers would like to express their gratitude to Ms. Nikki Ibarra for
the uplifting words she has shared with them, as well as for the insightful and comprehensive
comments she has provided.
The researchers would also like to extend their gratitude to the family members and
friends of the researchers for their words of inspiration and unwavering support.
Sincere appreciation and admiration are extended to everyone who contributed to this
proposal but was not credited by the researchers.
ALEJANDRO BUGAOAN
DASIEL DE MAYO
NATHANIEL MARTIN
Researcher

I
 BIOGRAPHICAL SKETCH

Alejandro Bugaoan was born at St. Lourdes Hospital in Poblacion E, Camiling, Tarlac on
November 10, 2004. He is the child of Alma S. Chavez and Adrian A. Bugaoan. He has a sibling
named Almira Bugaoan. He is currently residing in Camiling, Tarlac.
Alejandro Bugaoan started schooling at BESTCAP Career College, Inc. He attended his
pre-school there, and grew up until today, in Senior High School. He is currently taking the
Humanities, and Social Sciences strand. BESTCAP Career College, Inc. has provided him with
guidance and knowledge as he pursues his studies and journey through life.
He has always had a passion for cooking and aspires to one day become a head chef. He
was often found in the kitchen, making small dishes and helping in preparing food. His
dedication to cooking has only increased over the years. He has also developed an interest in the
criminal mystery genre, which stimulates his cognitive abilities. Additionally, he is a firm
believer that if a person is unable of taking a risk, he or she will be incapable of creating a future.
He has taken this belief to heart and has been pushing himself to take risks in the form of new
hobbies and activities.

ALEJANDRO BUGAOAN
Researcher

BIOGRAPHICAL SKETCH

II
 The researcher was born on October 24, 2004 in Bobon First Camiling, Tarlac. She is the
youngest daughter of Mr. Leopoldo V. De Mayo and Mrs. Analie M. De Mayo. She has three (3)
siblings namely Daisylie, Philip John, and Jolina.

She took her primary education at Bobon First Palumbo Proper Elementary School
and her secondary education at Macarang National High School and BESTCAP Career College,
Inc. She is currently taking the Humanities and Social Science strand. Sinigang na baboy is her
favorite dish and seafood connoisseur. She likes to watch Korean dramas. She wants to become a
policewoman someday and pursue her dreams and to give back all the sacrifices of her loving
parents. because she wants to help keep their communities safe. When I was younger, I
remember watching the police officer in my neighborhood keeping the peace and helping people
in need. I knew then that I wanted to become a police officer so that I could help make my
community a better place. Now, as an adult, I am even more committed to this goal. I know that
becoming a police officer will not be easy, but it will be worth it. I have many hobbies to make
my spare time productive and fruitful, and my favorite one is volleyball. It has been such a great
game for me as it has helped me grow competitively and is great fun as well. When I play it out
there on the field with my friends, I feel that adrenaline is rushing through my veins while
anticipating who the ball will go to. She is inclined into reading Wattpad when she has time
spare. Her dream is to travel and see the beauty of the Philippines to learn more things about the
country and its country.

The researcher's ultimate dream in life is to finish her studies and help people who are in
need. She believes that strong determination, perseverance, and faith in the Father Almighty, will
bring someone to the pedestal of their dream.

DASIEL DE MAYO
Researcher

III
 BIOGRAPHICAL SKETCH

On October 14, 2004, Nathaniel Cunanan Martin was born in Camiling, Tarlac. He is the
child of Arthuro Martin and Josephine Martin. He has siblings named Angelika Martin,
Jacqueline Martin, and Janelle Ann Martin. Currently, he resides in Camiling, Tarlac.

Nathaniel Martin began his education at Bobon First Palimbo Elementary School
(BFPPES). During his junior year of high school, he attended Camiling Colleges, Inc. and
Birbira National High School (BHS). Currently, he is enrolled in the Humanities and Social
Sciences track at BESTCAP Career College, Inc. He is a Born Again Christian and His life verse
is “2 Corinthians 5:7 I will walk by faith even when I cannot see” His one of the councilors of
Tarlac Association of First Baptist Churches ( TAFBAC ) and president of Bobon First Baptist
Church Youth ( BFBC YOUTH ) He also lead and teach DAILY VACATION BIBLE
SCHOOL ( DVBS ) on 2nd Camiling, Tarlac and soon on Poblacion H Camiling, Tarlac and He
also lead the bible study every Friday and Youth Fellowship every Last Friday of the Month. He
also uses his talent Playing Drum and Bass guitar to praise and worships his Living God. He also
joined Missions with his Pastor Like church planting and Sharing the world of God. As he leads
the BFBC Youth, BFBC youth grow in members and grow spiritually also.

He has always had an interest in basketball, and their team won the championship in their
Barangay League. He practices basketball regularly and takes part in tournaments and leagues.
He also studies hard in school and is committed to achieving his goal of becoming an
Information Technology. He loves to challenge himself and push himself to reach his goals.

NATHANIEL MARTIN
Researcher

IV
 ABSTRACT

BUGAOAN, ALEJANDRO, DE MAYO, DASIEL, PABLO, DONITA CYANIL, MARTIN,

NATHANIEL. BESTCAP Career College, Inc., June 2023.

A TEACHER TEACHING COMPETENCE VIS A VIS PERFORMANCE LEVEL IN

SCIENCE OF THE GRADE 9 STUDENTS OF BESTCAP CAREER COLLEGE, INC.
SCHOOL YEAR 2022-2023.

Adviser: JADE T. PEÑARADA

Due to its importance and usefulness, the examination of pupils' school performance
complexity, is one of the topics that has generated significant debate in educational research, and
in recent years, it has received particular attention. This research is meant to demonstrate a
conceptual approach to the construct of school performance, setting the reality in the context of
the usual basic education classes. The construct of learning methods is mentioned as one of the
elements that determine how well students succeed in school.

Additionally, the purpose of this study was to determine the relationship between
teachers' teaching competence, which was divided into three components: teaching skills, work
attitude, and subject knowledge, and the performance level of Grade 9 students at BESTCAP
Career College, Inc in Science.

The study's respondents were 38 out of 40 grade 9 students at BESTCAP Career College,
Inc in the school year 2022-2023. A descriptive-correlational design was adopted in this study.
The data was then evaluated using the Likert Scale, Weighted Mean, and Pearson Correlational
Test.

The study's findings revealed that teachers' teaching competence is high in all three
components. The study also discovered a positive and significant correlation between teachers'
teaching competence and students' performance levels.

V
TABLE OF CONTENTS

PRELIMINARIES

Acknowledgment ………………………………………………………………1
Biographical Sketch ………………………………………………………...….2
Abstract …………………………………………………………………….…..3
Table of
Contents …………………………………………………………..…..7
List of Tables ……………………………………………………………..…....9
List of Figures ……………………………………………………………….10
List of Appendices ……………………………………………………………11
INTRODUCTION
Background of the Study ……………………………………………………..16
Statement of the Problem ………………………………………………...…..17
Objectives of the
Study ……………………………………………………….17
Hypothesis of the Study ………………………………………………………17
Significance of the Study …………………………………………………..…18
Scope and Delimitation of the Study ………………………………………....18
Definition of
Terms ………………………………………………………...…18
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature …………………………………………………………….19
Related Studies ……………………………………………………………….19
Theoretical/Conceptual Framework ………………………………………….20
METHODS AND PROCEDURES
Research Design …………………………………………………………..….21
Location of the Study ………………………………………………………...22
Respondents of the Study …………………………………………………….22

VI
 Data Gathering Instrument …………………………………………………...22
Data Gathering Procedure ……………………………………………………23
Data Analysis …………………………………………………………………23
RESULTS AND DISCUSSIONS
Results and Discussions ……………………………………………………..23
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary of the Study ………………………………………………………27
Conclusion ………………………………………………………………..…28
Recommendation ……………………………………………………………29
REFERENCES ………………………………………………………………..…...31
APPENDICES …………………………………………………………………...…37
FIGURES ………………………………………………………………….…….…42

VII
 LIST OF TABLES
Table Title Page
1.1 Verbal Interpretation – Teaching Competence ………………….. 19
1.2 Verbal Interpretation – Performance Level ……………………... 20
2.1 Teaching Skills ………………………………………………….. 21
2.2 Knowledge about the Subject Matter ………………………........ 22
2.3 Work Attitude …………………………………………………… 23
2.4 Teaching Competence …………………………………………… 24
3 Performance Level ………………………………………………. 25
4 Teaching Competence and Performance Level …………………. 26

LIST OF FIGURES
Figure Title Page
1 Conceptual Framework 15
2 The Grade 9 students that are answering the
questionnaire - 1 43
2 The Grade 9 students that are answering the
questionnaire - 2 43

LIST OF APPENDICES
Appendix Title Page
A Permit for the Approval and Support of the Study 39
B Informed Consent Form 39
C Sample Questionnaire 40
D Approval and Acceptance 41

VIII
 A TEACHER TEACHING COMPETENCE VIS A VIS PERFORMANCE LEVEL IN
SCIENCE OF THE GRADE 9 STUDENTS OF BESTCAP CAREER COLLEGE, INC.
SCHOOL YEAR 2022-2023

INTRODUCTION
This chapter presents the problem and its setting. This chapter contains the background of
the study, the statement and objectives of the study, the hypothesis of the study, the significance
of the study, the scope and delimitation, and the definition of terms that was used in this study.
Background of the Study
According to research conducted by Rivkin et al. (2005), excellent teachers can have a
significant impact on the academic growth of their students. In the classroom, students will
acquire skills, information, and experience that will be of great value to them (Groot & Van Den
Brink, 2007). This not only includes the opportunity to pursue higher education and enhanced
social outcomes as a result of high academic performance, but also increased motivation and
even an improved sense of well-being according to the Organization for Economic Cooperation
and Development (2016). Furthermore, these results indicate the two groups of students' own
actions and behaviors as well as those of their educators and the learning environment they foster
for the students they teach (Richardson et al., 2012).
It is well known that teachers have a significant impact on their students' academic
performance, and they also play a significant role in students' overall educational attainment.
This is due to the fact that the teacher is essentially responsible for translating educational
principles and guidelines into actions based on practice during interactions with students (Afe,
2002). Teaching and learning are dependent on teachers, so it makes sense that a successful
teacher is conceptualized as one who achieves the desired results while performing the duties
associated with his or her role. (Uchefuna 2001).

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PAGE
 The effectiveness of teaching competence plays an important part in the creation and
establishment of the quality of the learning process for students. It also demonstrates the level of
professionalism that teachers have in accordance with their field and can contribute to
improvements in learning performance. Because of the significance of these two ideas, the
researchers came to the conclusion that it would be beneficial to determine and investigate the
extent to which a teacher's level of competence influences the academic performance of their
students.
Statement of the Problem
This study aims to investigate the relationship between the teacher’s teaching competence
and the grade 9 students’ academic performance in BESTCAP Career College, Inc.
Hence, it tries to address the following questions:
1. How may the teaching competence of the Science teacher of the Grade 9 students of
BESTCAP Career College, Inc be described in terms of:
a. Teaching Skills
b. Work Attitude
c. Knowledge about the Subject
2. How may the Grade 9 student of BESTCAP Career College Inc. be described in terms of
performance level in Science during the second quarter?
3. To what extent does the teaching competence of the science teacher relate to the
performance level of Grade 9 students in Science subjects during the second quarter?

PAGE
Objectives of the Study
The main objective of this research is to determine the teacher’s teaching competence
vis-a-vis performance by the respondents.
Specifically, this study focuses on the following:

1. To describe the teacher’s teaching competence of the Grade 9 teacher.

2. To describe the grade 9 students in terms of their performance level during the second
quarter.
3. To describe the extent of teaching competence relates to the performance level of
grade 9 purity students during the second quarter.

Hypothesis of the Study

Ho: There is no significant relationship between the teaching competence of the science
teacher and the performance level of the Grade 9 students in Science subject during the 2nd
Quarter.

Significance of the Study

The purpose of this study is to establish whether or not there is a connection between the
teaching competence of the Science teacher and the performance level of the students. As a
consequence of this, the findings of this research will act as an additional resource for the
following individuals and organizations in the performance of their respective roles and
responsibilities:
To the Department of Education and other educational institutions, this practice
guide should be reviewed and applied according to the specific needs of the educators and
education agencies. This research will help develop a more suitable methodology and course
guides that can further improve the performance and skills of students by adjusting the teacher's
teaching competencies.
To the School Administrators, this study will be of assistance in their never-ending
quest to provide students with a high-quality education. This research is beneficial for them in

XI

PAGE
terms of developing and enhancing the existing direction of the school's educational quality by
improving the quality of their teachers’ competence by giving them opportunities to improve.
To the Students, this study will be beneficial to students as they will learn to observe the
teaching skill of the teacher. This study will help students understand how a teacher's teaching
competence affects students' academic achievement.
To the Teachers, this research will be of tremendous benefit, particularly in light of the
substantial involvement that teachers have with their students. This will be helpful for them
because it will make them aware of how the teaching competence they possess might affect the
performance of their students in their subject.
Other researchers who are interested in the impact of teaching proficiency on students'
academic performance may find this study to be helpful.

Scope and Delimitation

The objective of this study is to determine whether or not there is a relationship between
the teacher's level of teaching competence and the performance level of Grade 9 students in
Science subjects during the 2nd Quarter of the academic year 2022-2023 in BESTCAP Career
College, Inc.

For the purpose of this research, 38 out of 40 G9 students enrolled in BESTCAP Career
Colleges, Inc. over the course of the academic year 2022-2023 were selected to be the
respondents of this study. The research was conducted by giving the questionnaire to the
respondents.

The conducted research is subject to a number of limitations. Due to the fact that the
respondents were only recruited from a single location, the conclusions may not be
representative of all of the students across the country. This study is also limited to a single
subject, Science, and hence cannot represent all teachers in all subject areas.

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PAGE
Definition of Terms

The following terminologies are defined in to help provide a better and more clear
comprehension of the study:

Academic Achievement. It shows academic outcomes that show how far a student has come in
achieving his or her learning goals.

Academic Performance. It is the degree to which a student, teacher, or institution has met their
short- or long-term educational goals. It is measured by continuous assessment or cumulative
grade point average.

Collaborative Teaching. Is a specific approach to classroom instruction. In it, two teachers

work with a single class of students at the same time.

Competence. It is the capability to accomplish something effectively or efficiently.

Comprehension. It is the understanding and interpretation of what is read. To be able to

accurately understand written material.

Correlation. Is a connection or a relationship involving two or more things.

Demonstrate. To show clearly, to prove or make clear by reasoning or evidence, to illustrate and
explain, especially with examples.

Instructional Materials. These are tools used to aid effective learning.

Instructional Methods. These are strategies that are presented to the students.

Learning Competence. It outlines how targeted information, skill, behaviors, and abilities, are
utilized. Competencies identify the precise applied abilities and knowledge that enable an
individual to perform specific functions successfully in a work or educational setting.
Performance. It is the act or process of performing or carrying out an activity, task, or function.

Students. They are people currently enrolled during the school year 2022-2023 in BESTCAP
Career College, Inc.

Teaching Competencies. The combination of a teacher's knowledge, skills, attitudes, values,

and personal traits allows them to act professionally and correctly in each situation (IGI Global).

Teacher Efficacy. It is the level of confidence teachers have in their ability to guide students to
success. This includes helping students learn, building effective programs for students, and
effectively changing student learning.

Teacher Evaluation. Is a systematic procedure for reviewing the performance of a teacher in a

classroom and analyzing the review to provide constructive feedback for the teacher's
professional growth.

Teaching Skills. Teaching skills are the hard and soft skills that a teacher needs to keep students
interested in their lessons (Glassdoor, 2021).

Teacher-Student Relationship. It is s relationship between the teacher and student that is

characterized.

Teaching Style. The structure of requirements, ideas, and classroom practices is exhibited by
teachers. A teacher's teaching style influences the method of instruction, kind of assessment,
classroom management, teacher-student relationship, and emotional environment.

Teaching Style Preference. It refers to the most effective method of instruction for student
learning.
 REVIEW OF RELATED LITERATURE AND STUDIES

The chapter presents literature and studies that have a significant bearing on the purpose,
methodology, and treatment of this study.

Related Literature

Ridwan et al. (2019) state that one of the challenges for teachers is to find effective
teaching tactics and methodologies that can improve students' academic performance and
stimulate their learning. A capable teacher must adapt their actions so that students can develop
the abilities and moral qualities that help them achieve their individual and communal objectives.
Students will learn more, retain more knowledge, and perform better when teachers' teaching
approaches and students' learning preferences are in sync.

According to Akram (2019), describing the relationship between students' perceptions of

teaching effectiveness and students' achievement will give teachers with recommendations that
will aid in the process of modifying their teaching techniques. It would also be helpful for the
teachers to reflect on how to provide effective teaching in reference to various measures of
teacher quality.

Teacher evaluation, which has garnered a great deal of policymakers' attention over the
past decade, is the most reliable method for determining a teacher's efficacy. Teacher
performance evaluation provides teachers with a means to enhance student learning. Historically,
multiple data sources, including classroom walkthroughs, portfolios, self-assessment, peer
appraisal, and principals' evaluations, have been used to evaluate instructors' assertions that
identifying students’ learning styles will ultimately enhance their educational experience.
Previous literature demonstrates that learning styles are predictive of students’ academic
performance. Dalmon et al. (2018)
 Magulod (2017), school effectiveness is the key impact of improving the school
environment. It includes all significant factors associated with teaching, instruction, management,
student learning, and community involvement. Effective schools place an emphasis on student
achievement and the interaction of other factors, such as learning motivation, classroom
management, student learning attitude, and involvement.

Firestone and Pennell (1993) maintained that commitment to teaching is an effective

route to the development of teaching practice. Commitment to teaching gives teachers the
responsibility to explore constantly new ways of teaching to develop the learning experiences of
students. Teachers with commitment have the potential to provide students with innovative
instructional strategies that can lead to achievement. Moreover, committed teachers, through
encouraging students to get involved in school activities, can create zealous learners. Teacher
commitment is essential to high-quality teaching, and it includes a commitment to the school,
students, career continuance, professional knowledge base, and the teaching profession.

Malunes et al. (2020). The teaching competence of teachers is highly regarded as the
core of every educational endeavor. Educators worldwide are greatly challenged to gradually
develop a more complex teaching competence due to the demand for highly skilled graduates in
the global market.

Consequently, the Department of Education adopted the Philippine Professional

Standards for Teachers (PPST) as a quality assurance tool in implementing the K to 12
Curriculum (Marzano & Marzano, 2003).

Rice (2003) also noted the significance of teacher quality as the most influential school-
related factor in student performance. Therefore, professional qualities are essential for an
effective instructing and learning process. They are important to the students because they will
affect or determine the outcome of the educators' work. As the world evolves, educational trends
adapt to satisfy the needs of learners in the 21st century. As a result, they transition from
traditional teaching methods to an inclusive and collaborative teaching and learning process.

In relation to changes in the educational system, the evolution of teacher education, the
scientific findings of educational science, and other disciplines, the competencies and
professional characteristics of teachers have been considered. According to Shukla (2014),
teaching competencies include the acquisition and demonstration of the composite skills required
for student teaching, such as introducing a lesson, fluency in questioning, probing questions,
explaining, lesson pace, reinforcement, comprehension of child psychology, recognizing
behavior, classroom management, and assigning work.

Teachers at all levels require a significant quantity of knowledge and skill to maximize
student learning. Focusing on teachers' fundamental competencies ensures a positive experience
for students and their families (Zeiger, 2018).

Students' poor academic performance has been linked to teachers' poor performance in
terms of completing the teaching task, negative attitude toward work, and poor teaching habits,
which have been attributed to teachers' lack of motivation (Ofoegbu, 2004). Other factors that
may influence a teacher's effectiveness include their relationship with students and their teaching
experience and credentials. The prevailing conditions would unquestionably have a negative or
positive effect on the teaching quality in schools, which could have a positive or negative impact
on the academic performance, attitude, and values of students.

There are a number of factors that contribute to the overall quality of instruction; one of
them is the professional competence of the instructor, which includes expertise in the subject
matter, pedagogical content knowledge, an understanding of teaching and learning, curricular
knowledge, and teaching experience (Westera, 2001).

Related Studies

The reviewed studies from other institutions and other sources provided the researcher
with a sufficient foundation for the investigated problem. This study provides context for the
breadth of the research conducted.

Foreign Studies

Teacher qualifications and competence are essential components of teacher quality.

Teacher quality is a significant educational issue that is linked to student achievement (Long et
al. 2017). Qualifications, skills, and attitudes that cater to students' requirements comprise the
quality of a teacher.

Bangbade (2004) discovered that teachers' characteristics have a strong correlation with
students' academic performance. These characteristics include teachers' subject matter expertise,
communication skills, emotional stability, interpersonal skills, and interest in the position.

Rena (2000) explained that one of the prerequisites for students to perform well on any
examination is for their teachers to have a deep understanding of their physical, intellectual, and
psychological preparedness.

Other factors, such as socioeconomic background, family support, the intellectual

aptitude of the student, personality of the student, self-confidence, and precious instructional
quality, have also been found to influence students' examination scores, either positively or
negatively (Starr, 2002).

Accordingly, (Blankstein, 1996) stated that students' grades and test scores are not
reliable indicators of the quality of their teacher's instruction.

In support of this view, a study conducted in Nigeria by Joshua et al. (2007) revealed
that Nigerian teachers disapprove of using student achievement scores as indicators of teachers'
competence, performance, or effectiveness.

Local Studies

According to Bagapuro and Delos Santos (2021), teachers are essential to the
educational system. They disseminate information using a variety of methods and strategies,
become compassionate adults for their students, and act as motivators to encourage students to
become knowledge creators. In addition to lecturing students, they provide a rewarding and
distinctive teaching and learning environment.

According to Villar (2009), the teacher is in the ideal position to establish a relationship
based on mutual trust and respect because they communicate with their students almost daily.
Therefore, teachers could promptly investigate a student's concern and take necessary action.
 In addition, one of the roles of a teacher is to act as an advisor-listener. Students confide
in them and seek their counsel (Villar, 2009). Because teachers in the Philippines do not struggle
with language use, communication has become easier not only for pupils but also for other
stakeholders. They were taught how to effectively communicate with students and their parents
with respect and without prejudice.

Acosta (2002) aimed to uncover the profile, competencies, and academic

accomplishments of teachers in selected public schools in Bulacan. Based on her findings, she
discovered that students' low academic performance in school, despite teachers' seeming high
level of ability, indicates that teachers were ineffectual in attaining their purpose.

According to Lardizabal (1990), teaching principles and methods must give the teacher
with a ready reference for enhanced techniques, new trends, effective approaches, and modern
strategies. The dedicated teacher will try out as many approaches as he can, continuously
determining which methods are best in his particular field of competence.
Theoretical/Conceptual Framework

A conceptual framework is a system of supporting and informing concepts, assumptions,

expectations, beliefs, and theories. This study utilized Marzano's Causal Teacher Evaluation
Model (2007).

Figure 1. Conceptual Framework.

The purpose of this study is to assess the relationship between the Science teacher's levels
of competency and G9 Science students' academic achievement, specifically at BESTCAP
Career College, Inc. Figure 1 depicts the study's conceptual framework. First, the students'
assessments of their teacher's teaching ability in terms of teaching skills, work attitude, and
subject knowledge will be combined with the students' Science grades for the second quarter.
Following data collection, researchers will evaluate and interpret the data using relevant
statistical tools.
 METHODS AND PROCEDURE

This chapter describes the methods and procedures that will be used to gather, collate,
analyze, and interpret the data that will provide solutions to the problems presented in Chapter 1.
It includes the research design, respondents of the study, sampling procedure, gathering
procedure, data gathering instrument, and data analysis strategy.
Research Design
The research design was descriptive-correlational. It studies describe the variables as well
as the natural interactions that exist between and among them (Soussa et al, 2007).
This type of research is descriptive research in which the position and relationship of the
variables under investigation are described. The term descriptive implies that surveys are
conducted to identify specific aspects of a teacher's teaching competencies. The descriptive
aspect of the study also concentrated on the respondent's personal profile, perceptions of the
teachers' teaching competencies, and academic performance.
This research employed a quantitative methodology that emphasizes testing hypotheses
and measuring data through statistical tests and the examination of variable correlations. The
correlational component focused on the relationship between teachers' teaching competencies
and students' academic performance in various subjects.

Locale of the Study

The study was conducted at BESTCAP Career College, Inc located in Malacampa
Camiling, Tarlac. The research was conducted at the institution where the researchers are
situated, facilitating easier communication with the participants.
Respondents of the Study
The study sample consists of ninth-grade students from BESTCAP Career Colleges, Inc.
During the school year 2022-2023, thirty-eight (38) ninth-grade students participated in the
collection of data, as selected by the researchers of this study through purposive sampling
technique.

In this kind of sampling, the goal was to find people in the population who were most
likely to have certain traits or experiences. In this manner, the researchers narrowed their focus
to a relatively small sample and chose the people or instances that fit the study.
Data Gathering Instrument
The researcher used a survey questionnaire that was given to the thirty-eight students of
Grade 9 Student Purity of BESTCAP Career College, Inc. The use of questionnaires for the
survey has the advantage of eliciting more honest and accurate responses from respondents,
especially if anonymity is preserved, making the data more credible.
The questionnaire is divided into two sections. The first section is to answer all of the
students' personal profiles. This includes their name, sex, and second-quarter Science grade to
determine the performance level of the students.
The second section of the questionnaire requires respondents to assess their teacher's
teaching competence. It was separated into three sections: teaching skills, work attitude, and
subject knowledge, with questions included at random throughout the questionnaire.
Data Gathering Procedure

The researchers submitted a request to the Principal of BESTCAP Career College, Inc.
for permission to conduct the study. After obtaining permission from the Principal of
BESTCAP Career College, Inc., the researchers communicated with the respondents. The
respondents were then apprised of the purpose and methodology of the study.

The questionnaire was then distributed to the respondents by the researchers.

Following that, respondents completed surveys in their spare time which were collected
before the class finished. Using proper statistical tools, the results were gathered,
tabulated, and analyzed.
 In the analysis, the integrated material was summarized for factual treatment. The
researchers analyzed and interpreted the data in accordance with the study's objectives.

Data Analysis

This study contains primary data collected from a sample of ninth-grade students
enrolled at BESTCAP Career College, Inc. This study's principal data source is a dispersed
survey. Data analysis activities consist of data analysis, data organization, data discovery,
and systematic reporting.

In order to deduce objective interpretations and conclusions, the data will be

subjected to a statistical test to establish the significance of the relationship between
independent and dependent variables.

For objective 1, the weighted mean used in the scale to describe the teaching
competencies competence of Science Teachers in BESTCAP Career College, Inc. The
following were the consolidated points from the respondents’ responses to each item on a
five-point scale.

Scale Description

5 Very Satisfied

4 Satisfied

3 Neither Satisifed or Dissatified

2 Dissatisfied
 1 Very Disatisfied

Table A. Likert Scale

For objective 2, the frequency counts and the percentage were used to describe the grade
9 students in terms of their performance level on science subject during the second quarter.

RESULTS AND DISCUSSION

In this chapter, the gathered data from the participants are presented, analyzed, and
interpreted. The data are organized in tables that correspond to the research problem and are
followed by their interpretation. These tables are arranged in accordance with the specific
research on how the teacher’s teaching competence affects the performance level of Junior High
School students at BESTCAP Career College, Inc.

Table 2.1 Teaching Skills of the Science Teacher on BESTCAP Career College, Inc. based
on Grade 9 Students.
Teaching Skills Weighted Mean Description
Starts a lesson in an interesting way. 3.08 Highly Competent
Selects and utilizes appropriate teaching 3.0 Highly Competent
aids and materials.
Provides varied learning activities. 3.11 Highly Competent
Keeps the majority of the students 2.97 Highly Competent
involved in the learning tasks most of the
time.
Gives appropriate activities. 3.5 Highly Competent

Weighted Mean 3.132 Highly Competent

 The table indicates that the teacher has highly competent teaching skills, with a weighted
mean of 3.132. This means that the teacher has a good grasp of the subject matter and is capable
of explaining complex concepts in an understandable way. They also have the ability to select
and utilize appropriate teaching aids and materials to enhance the learning experience.

The teacher is able to start a lesson in an interesting way, select and utilize appropriate
teaching aids and materials, provide varied learning activities, keep the majority of the students
involved in the learning tasks most of the time, and give appropriate activities. This suggests that
the teacher is capable of providing a good learning experience to their students. However, there
is still room for improvement as the competencies are only highly competent and do not reflect
excellence in teaching.

Table 2.2 Knowledge about the Subject of the Science Teacher on BESTCAP Career
College, Inc. based on Grade 9 Students.
Knowledge about the Subject Weighted Mean Description
Shows mastery of the subject matter. 2.87 Moderately Competent
Unlock the difficulties of the lesson. 3.34 Highly Competent
Develops the lesson logically. 3.08 Highly Competent
Ask relevant thought-provoking 3.21 Highly Competent
questions at various levels.
Shows the importance of lessons in 3.23 Highly Competent
daily life.
Weighted Mean 3.148 Highly Competent

With a weighted mean score of 3.148, the table reveals that the teacher has a high level of
subject matter expertise. The teacher is well-versed in unlocking the difficulties of the lesson,
developing the lesson logically, asking relevant thought-provoking questions at various levels,
and showing the importance of lessons in daily life.
 Being highly knowledgeable about the subject matter is essential to being an effective
teacher. It enables the teacher to explain complex concepts in a manner that students can
comprehend, to respond effectively to their questions, and provide valuable insights into the
subject matter. With highly competent knowledge, a teacher is able to create a positive and
engaging learning environment that encourages students to ask questions, think critically, and
gain a deeper understanding of the subject. Overall, the table indicates that the teacher is capable
of providing their students with an excellent learning environment and has the potential to
become an outstanding teacher with further development.
Table 2.3 Work Attitude of Science Teachers on BESTCAP Career College, Inc. based on
Grade 9 Students.
Work Attitude Weighted Mean Description
Motivates the students effectively. 3.08 Highly Competent
Handles the response and questions from 3.16 Highly Competent
students' property.
Processes students’ responses well and 3.05 Highly Competent
encourages and accommodates questions
from students.
Communicates effectively to students. 3.32 Highly Competent
Encourage students to participate in the 3.37 Highly Competent
lesson.
Weighted Mean 3.196 Highly Competent

The table suggests that the teacher has a highly competent work attitude. The teacher is
able to effectively motivate students, handle their responses and queries, process their responses
well, and communicate with them effectively. This indicates that the teacher has a positive
rapport with the students and is able to create an interactive and engaging learning environment.
Moreover, the fact that the teacher encourages student participation in the lecture
suggests that they are not only proficient in their teaching abilities but also have a positive
outlook on teaching. The overall weighted mean of 3.196 indicates that the teacher is highly
competent and, with further development, has the potential to become an outstanding teacher.
Overall, the teacher is highly competent in terms of work attitude demonstrating a commitment
to their teaching profession and a desire to assist students in achieving success.

Table 2.4. Overall Teaching Competence based on Teaching Skill, Knowledge about the
Subject, and Work Attitude
Weighted Mean Description
Teaching Skill 3.132 Highly Competent
Knowledge about the subject 3.148 Highly Competent
Work Attitude 3.196 Highly Competent
Weighted Mean 3.159 Highly Competent

The table above shows the overall teaching competence of the teacher based on three
factors: teaching skill, knowledge about the subject, and work attitude. The weighted mean score
for each factor is above 3, indicating that the teacher is highly competent in all three areas. This
suggests that the teacher has a strong grasp of the subject matter, is skilled at teaching and
engaging students, and approaches their work with a positive and professional attitude.
Additionally, the overall weighted mean score of 3.159 indicates that the teacher's overall
competence is highly competent. Overall, the table indicates that the teacher has the potential to
become an outstanding educator with further development and that their current level of
competence is exemplary.
Table 3. Performance of Grade 9 Students of BESTCAP Career College, Inc. based on the
Scores of their Science Examination
Score of Examination Frequency Percentage Description
41-50 9 23.7% Excellent
31-40 15 39.5% Very Good
21-30 8 21.1% Good
11-20 6 15.8% Fair
0-10 0 0.00 Poor
Total: 38 100%

The table displays the performance level of BESTCAP Career College, Inc. Grade 9
students based on their Science exam scores. The scores are divided into five ranges, along with
the number of students who fell within each range. Nine or 23.7% of the students scored in the
range of 41-50, indicating an excellent level of performance. The next highest score was
achieved by 15 or 39.5% of the students which was between 31 and 40 and is still a very good
performance level. Eight or 21.1% of students scored between 21 and 30, which indicates a good
level of performance, while only six, or 15.8% of students scored between 11 and 20, which is
considered a fairly performed level. No student scored between 0 and 10, indicating that every
student who took the exam performed to some degree.
The majority of Grade 9 Science students at BESTCAP Career College, Inc. performed at
a very good level, according to the table. This demonstrates that their Science curriculum and
teaching methodologies are effective. It also indicates that the students are motivated and have a
solid grasp of the material. The table can assist the school administration in identifying areas for
development and enhancing teaching methods and curricula in order to continue producing
students with such high academic achievement.

Table 3. Relationship between Teaching Competence and Performance Level of Grade 9

Students of BESTCAP Career College, Inc. using Pearson Correlation

Value

Pearson correlation coefficient (r) 0.862

P-value <0.001

Covariance 8.8679

Sample size (n) 38

Result The Pearson correlation coefficient indicates

that X and Y have a highly significant,
positive relationship (r =.0.862, p< .001).

A Pearson correlation coefficient of .862 and a p-value of less than .001 indicate that
there is a strong and positive relationship between Teaching competence and performance level.
This indicates that the relationship is highly significant. This means that the teaching competence
of the science teacher has a direct impact on the performance level of grade 9 students. The result
suggests that effective teaching methods and a well-designed curriculum can lead to higher
academic achievement among students. Therefore, it is important for schools to invest in
professional development for their teachers and regularly evaluate and improve their teaching
methods to ensure that students are receiving the best possible education.
 SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter provides a summary of the research conducted, the conclusions reached, and
the recommendations resulting from this investigation. This study examines the relationship
between teaching competence and the academic performance of ninth-grade students at
BESTCAP Career College, Inc.
Summary
This study entitled “ A Teacher Teaching Competence Vis A Vis Performance Level in
Science of the Grade 9 Students of BESTCAP Career College, Inc. School Year 2022-2023” was
conducted to determine the relationship between the teacher’s teaching competence and the
performance level in Science of Grade 9 students of BESTCAP Career College, Inc in the school
year 2022-2023. The researcher utilized a quantitative approach using a descriptive-correlational
design. The independent variable in this study is the teacher's teaching competence, while the
dependent variable is the performance level in Science of BESTCAP Career College, Inc. Grade
9 students. This study included thirty-eight (38) students of the Grade 9 population. The
researchers collected data using a questionnaire, which was then collected, analyzed, and
interpreted using several statistical methods such as the Weighted Mean, and Pearson Correlation
Test.
Based on the data gathered and interpreted, the major findings of this study were the
following:
 1. The teacher in the study had high levels of topic knowledge, instructional ability,
and work ethic.
2. Most of the Grade 9 students at BESTCAP Career College, Inc. performed
exceptionally well on their science exams.
3. A significant and favorable link between teaching ability and ninth-grade science
student achievement was found by the study.

Conclusion
Based on the data gathered and the results of the study, the following conclusions were
drawn.

● The teacher in the study demonstrated high levels of teaching skill,

subject knowledge, and work attitude, indicating that they have the potential to
become an outstanding teacher with additional development. To guarantee that
students receive the greatest education possible, the findings emphasize the
importance of investing in professional development for teachers as well as
periodically analyzing and refining teaching methods.

● The table presenting their performance level shows that the majority of BESTCAP
Career College, Inc. Grade 9 students performed very well on their Science
examinations. This illustrates the effectiveness of BESTCAP Career College, Inc.'s
Science curriculum and teaching methods, as well as the student's motivation and
understanding of the topic. The table can help school administrators identify areas for
improvement and improve teaching tactics and curriculum in order to keep producing
children with such high academic accomplishments.

● The findings of this study reveal that there is a strong and positive relationship
between teaching competence and the performance level of grade 9 students in
Science. The Pearson correlation coefficient of .862 and the p-value of less than .001
 show the relevance of the link and emphasize the need of investing in teacher
professional development. The study found that teacher effectiveness is the most
critical factor affecting student achievement, and students who have highly effective
teachers consistently outperform their peers. It is clear that the competence of
teachers plays a vital role in the academic success of students, and investing in the
professional development of teachers is essential to ensure that they are equipped
with the necessary skills and knowledge to provide high-quality education to their
students.

● Based on the findings of the study, the hypothesis of the study was rejected.

Recommendation
Based on the study’s findings, below are recommended for future researchers.
Future researchers should delve more into the relationship between teachers'
teaching competence and students' performance levels.
Future researchers can utilize this study as a foundation for their future research on the
relationship between teachers' teaching competence and students' performance level at
BESTCAP Career College, Inc.
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 APPENDIX

APPENDIX A

A TEACHER TEACHING COMPETENCE VIS A VIS PERFORMANCE LEVEL IN

SCIENCE OF THE GRADE 9 STUDENTS OF BESTCAP CAREER COLLEGE, INC.
SCHOOL YEAR 2022-2023
Republic of the Philippines
BESTCAP CAREER COLLEGE, INC.
Senior High School
Camiling, Tarlac

March 3, 2023,

MR. DARWIN D. ESTEBAN

Principal
BESTCAP Career College, Inc.
Camiling, Tarlac

Dear Principal Esteban,

In partial fulfillment of our subject Practical Research 2, we Grade 12 students, Alejandro

Bugaoan, Dasiel De Mayo, Donita Cyanil Pablo, and Nathaniel Martin, would like to request
permission to conduct a research study titled "A Teacher’s Teaching Competence Vis A Vis
Performance Level in Science of the Grade 9 Students of BESTCAP Career College, Inc. School
Year 2022-2023."
We anticipate a favorable response to this modest approach. We would much appreciate
your agreement to perform this study.

Very Truly Yours,

Alejandro Bugaoan
Dasiel De Mayo
Nathaniel Martin
Researchers

Noted:
JADE PEÑARADA
Thesis Adviser

Approved:
NAME OF SCHOOL PRINCIPAL
Principal

APPENDIX B
A TEACHER TEACHING COMPETENCE VIS A VIS PERFORMANCE LEVEL IN
SCIENCE OF THE GRADE 9 STUDENTS OF BESTCAP CAREER COLLEGE,
INC. SCHOOL YEAR 2022-2023
Republic of the Philippines
BESTCAP CAREER COLLEGE, INC.
Senior High School
Camiling, Tarlac
 INFORMED CONSENT FORM
Dear Participant:
We are the Grade 12 students of BESTCAP Career College, Inc. who are currently doing
research entitled “
A Teacher’s Teaching Competence Vis A Vis Performance Level in Science of the Grade
9 Students of BESTCAP Career College, Inc. School Year 2022-2023." The study is a major
requirement for the Practical Research 2 subject. In this regard, we would like to solicit your
permission to let you answer a survey in regard to the research topic.
If you choose to participate in this study, we will send you the link for the survey-
questionnaire form in which you can fill up at your most convenient time. This survey
questionnaire will take approximately 10-15 minutes to answer.
With your permission, we would like to record your answers. Only the group will have
access to the answers, and we will remove any identifiers during the actual collection of the data.
The record of answers will then be erased, and your identity will be kept confidential and will
not be revealed in the final paper. Please do not hesitate to contact us if you have any questions.
We are thanking you in advance for your consideration to participate in this study.

Respectfully yours,
Alejandro Bugaoan
Dasiel De Mayo
Nathaniel Martin
Researchers
Noted:
JADE PEÑARADA
Thesis Adviser
I agree to participate in this study.

APPENDIX C

A TEACHER TEACHING COMPETENCE VIS A VIS PERFORMANCE LEVEL IN

SCIENCE OF THE GRADE 9 STUDENTS OF BESTCAP CAREER COLLEGE, INC.
SCHOOL YEAR 2022-2023
Republic of the Philippines
BESTCAP CAREER COLLEGE, INC.
Senior High School
Camiling, Tarlac
Name (optional): Signature:
Sex:

Using the rating scale below, mark the one response for each statement that is closest to
your view. Tick the box to the right of the statement.

(5) Strongly Agree

(4) Agree
(3) Undecided
(2) Disagree
(1) Strongly Disagree
As you respond to each statement, think about how each practice contributed to your
learning and keep that in mind as you go through the list.

Subject: Grade:

5 4 3 2 1
APPENDIX D
FIGURES
Figure 2. The Grade 9 Students that are Answering the Questionnaires 1 and 2.