Belmonte Ma. Victoria M Thesis Final Mixed Dec 15 2022

COMPLEMENTARY ROLES OF PARA TEACHERS TOWARDS GREATER
ACADEMIC ACHIEVEMENT AMONG LEARNERS
A Thesis Presented to the Faculty of the
Graduate School of Meycauayan College
City of Meycauayan
In Partial Fulfilment of the Requirements for the
Degree of Master of Arts in Education Major in
Administration and Supervision
MA. VICTORIA BELMONTE
October 2022
MEYCAUAYAN COLLEGE PAGE
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Abstract
This study aimed to determine the relationship of instructional support of para
teachers on the academic performance of Grade 3 learners in Science as input for
action plan. The results of the study are as follows: the study found that the
respondents believe that the para teachers’ planning and preparation, is in great
extent for the learners, in terms of study environment, academic instructions, and
shared professional responsibilities is in very great extent for learners; the study
revealed the academic performance of Grade 3 learners in Science was satisfactory;
there was no significant relationship between the para teachers’ instructional support
and the academic performance of learners; and there were five (5) major themes
identified based on the semi-structured interview conducted.
Keywords: instructional support, para teachers, Science
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The role played by the classroom teacher is indeed dynamic and sometimes
demanding. The modern, up-to-date teacher continues to carry many of the same
kinds of responsibilities which were carried out by the predecessors of 25 to 50 years
ago; but the approach to meeting these responsibilities differs in many ways and of
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varied factors may it be the shortage of fundings, teaching materials, resources, and
the most recent change would be the teaching modalities due to pandemic.
Transitioning from on-campus to online teaching brings about some
challenges and surprises (Esani, 2021). In the face-to-face setting, this is evident
through classroom discussions, laboratory exercises, and oral and written
examinations. Instructors have regular contact with students and are able to assess
their prior learning and their level of cognitive knowledge in every class. They rely
on a number of unobtrusive visual cues from their students to enhance their delivery.
A quick glance, for example, reveals who is attentively taking notes, pondering a
difficult concept, or preparing to make a comment. The student who is frustrated,
confused, tired, or bored is equally evident. The attentive instructor consciously and
subconsciously receives and analyzes these visual cues and adjusts the course
delivery to meet needs of the class during a particular lesson.
The presence of different learning modalities fostered challenges and huge
leaf of change due to health restrictions imposed by the government. The utilization
of multimedia, as well as online learning from the original set up of classroom
physical teaching and learning had shifted due to pandemic. Learning was maximized
by providing distance learning modalities which were used to bridge the continuation
of learning. According to Hernandez (2021), teachers and learners have a variety of
strengths in distance learning and stressed different challenges they encountered
which called for huge adjustment and mental attributes. The need for credible
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learning resources, delivery of printed learning materials, available technological
devices, and even upskilling and reskilling of teachers were a few of the challenges
fostered by the pandemic. Moreso, there must also be a review of the persisting
challenges in online teaching and provide needed materials to help teachers in the
online modality (Medina, 2022).
When teaching online, faculty has few, if any, visual cues. Those cues that do
exist are filtered through technological devices such as video monitors. It is difficult
to carry on a stimulating teacher-class discussion when spontaneity is altered by
technical requirements and distance. The teacher might never really know, for
example, if students are asleep, talking among themselves, or even in the room. If the
course is purely online, the lectures may be recorded in any of several formats and
may or may not be viewed by students.
Moreover, another problem also arises. Teacher shortages are a problem
worldwide. The proportion of teachers who earned certificates through the individual
evaluation pathway was higher for the shortage certification area of career and
technical education than for other certification areas. The most frequent certification
area was the shortage certification area of special education, while the shortage
certification areas of career and technical education and bilingual special education
were among the least frequent (Zweig et al., 2021). The most common response to
acute teacher shortage in Africa, Asia and Latin America has been the recruitment of
unqualified or not fully qualified teachers – so-called volunteer, contract or

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community teachers. This trend has been particularly marked in francophone West
and Central Africa over the last decade where it has been encouraged by World Bank
perspectives regarding cost-effectiveness and efficiency in education (Farrell and
Oliveira, 2016).
In response, volunteer teachers have been a significant factor in the success of
the Seminary and Institute of Religion Program (S&I) within The Church of Jesus
Christ of Latter-day Saints (Reynolds, 2018). He emphasized that constituting a
standards-based rubric with an accompanying training program is a benefit for both
teachers and supervisors. Against this background, the paper aims to provide a
broader interregional review of the trend towards the use of contract teachers in
developing countries and examines a range of impacts on education systems and the
morale, status and conditions of the teaching profession. Finally, the paper draws
together some conclusions regarding the practice followed by a set of policy
recommendations is hereby solicited.
Such differences brought countries and governments to hire para-teachers,
also known as ‘contract teachers’ or ‘volunteer teachers’. The Department of
Education (DepEd) released D.O. No. 32 s. 2020 or the Guidelines on the
Engagement of Services of Learning Support Aides to Reinforce the Implementation
of the Basic Education Learning Continuity Plan in Time of COVID-19 Pandemic. It
says that to support the schools in the implementation of the LDMs under the BE-
LCP, the “[re]alignment of the unused balance of the DepEd 2020 ‘New School
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Personnel Positions’ and ‘Basic Education Facilities’ appropriations to the
Maintenance and Other Operating Expenses (MOOE)’ has been authorized through
recently enacted RA No. 11494, otherwise known as Bayanihan to Recover As One
Act, specifically under Section 4 thereof, to provide funding options “for the hiring of
teacher-assistants, and for the production or reproduction of modular learning
materials for K-12”.
On the basis of foregoing discussions it is revealed that para teachers are
filling the gap caused due to the shortage and absenteeism of teachers on one hand
and on the other, it is a cost effective measure because they were appointed at lower
rate of remuneration on contract basis. Since they belong to local areas and this has
lead to their availability in the backward and remote areas to address the learning
needs of local children using local language and local material. In addition they are
also helping to generate community awareness towards education by forming a bridge
between school and community. Hence, the objective of this study is to evaluate and
describe the effectiveness of para teachers’ instructional support to the elementary
learners of Baliwag South District and hopefully also increase the awareness of the
local public regarding the effectiveness of para teachers.
Review of Related Literature
Para Teachers
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The concept of “Para-Teacher" has come into vogue after NPE 1986. There
are various ways of defining and identifying a teacher, one of which is called a para-
teacher. They climb mountains, cross rivers and leave their families for weeks to
teach and to provide services for diverse indigenous learners. There is an insufficient
amount of literature and studies regarding the life experiences of a para-teacher.
Many challenges and struggles were faced by the former para-teacher. Nevertheless,
the participant remains to be a compassionate, persevering, understanding, passionate
teacher. The participant is now a professional teacher who keeps inspiring learners
and serving the same school for 25 years. Furthermore, life experiences suggest to
continue the desire for helping the learners, provide safe access for the teachers and
sufficient supplies and facilities for the learners (Bondoc, 2019).
Contract teachers are a broad and varied category. Many different types of
teachers fall under the label of “contract teachers”, for example, volunteers,
community teachers, community helpers, volunteer parents and para-teachers. This
variety in the use of terminology reflects the diverse policy orientations adopted by
developing countries. In general, contract teachers have lower qualifications (lower
secondary education or less) and are employed under less favourable terms than
regular teachers. They are not civil servants and, in most cases, their contracts are
limited to one or two years, usually with the possibility of renewal. Their salaries tend
to be considerably lower than civil service teachers, from less than one-half to less
than one-quarter on average, and they rarely have the same employment or labour
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rights. In some countries, the only way to become a regular teacher is to first be a
contract teacher and, in others, contract teachers are often filling official vacancies.
The regulation of contract teachers differs between countries and, in some cases; this
is left to local communities rather than public authorities. As a shorthand description,
contract teachers constitute low-cost, non-professional teachers (Tinoco, 2017).
The use of contract teachers has been most marked in West and Central Africa
in the last ten years, where some countries now have almost half their teaching force
made up of contract teachers. This is the region where finance-driven reforms aimed
at containing unit cost has been most influenced by international development
agencies such as the World Bank. Senegal was one of the first countries to introduce
the practice as a national policy in 1995. However, the use of contract teachers has
not been confined to the subregion. Contract teachers have also been a feature of
government strategies in Asia and Latin America to reduce teacher costs and
decentralize the management and financing of education (International Labour Office,
2017).
The Department of Education also recognize the needs to enter into
partnerships
all divisions are enjoined to designate their social mobilization and networking
coordinators or any other qualified persons as partnership focal persons (PFP) whose
tasks and responsibilities are spelled out in the guidelines provided on DepEd Order
No. 40, s. 2020. These guidelines will cover step-by-step process the DepEd and
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school officials will follow in identifying and engaging potential partners. These will
also cover agreements between DepEd and its partners and elaborate the the terms
and conditions, and the responsibilities of DepEd, the schools and the partners.
According to DepEd Order No. 32 s. 2020 cited the following job functions,
duties, and responsibilities may be performed by Learning Support Aides, depending
on the needed support identified by the schools:
a. Assist in the production or reproduction of learning modules, activity
sheets, and other instructional materials;
b. Distribute to and retrieve from learners the supplementary activity sheets,
remediation exercises, and enrichment activities prepared by the teacher/s;
c. Monitor and track the learner’s accomplishment of the tasks indicated in
the Weekly Home Learning Plan following the timeframe set by the
teacher/s concerned as anchored on the self-learning modules;
d. Clarify any difficulty or confusion that learners may encounter in the
lesson or learning tasks, and coordinate such concern/s with the subject
teacher/s concerned;
e. Guide the learners and/or parents/ guardians in the observance of the
prescribed protocols and requirements for implementing the DLDM
employed;
f. Guide learners and/or parents/guardians in establishing routines and
procedures to manage time properly based on Weekly Home Learning

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Plan prepared by the teachers. Remind the learners and/ or parents/
guardians to follow the allotted time for learninf tasks, teacher
consultation, exercise, hobbies, play, family bonding, and other activities
indicated in the Weekly Home Learning Plan as part of nurturing their
socio-emotional well-being;
g. Monitor and track the learners’ accomplishment and timely submission of
all task requirements for the portfolio for the subject area/s;
h. Document and keep record of the learners’ progress based on formative
assessments, and submit the same to the teacher/s for instructional
decision;
i. Help the teacher/s in determining the need for intervention strategies based
on their observation and tracking of the learner’s progress;
j. Communicate with and explain to the learners the learning tasks or
activities indicated in the identified intervention, remediation, or
enrichment strategy prepared by the teacher/s concerned; Provide answers
and clarify any difficulty or confusion about the intervention strategies,
and communicate such concern/s to the teacher/s concerned, especially
when the Learning Support Aide cannot address such concern/s;
k. Coordinate and communicate with the parents and/or guardians the
periodic feedback of learner’s progress prepared by the teacher/s;

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l. Comply with laws, rules, and policies on the rights of children, their
protection and education, including DO No. 40, s. 2012 (DepEd Child
Protection Policy), and applicable DepEd issuances to ensure that in the
course of engagement, the learner shall at all times be protected against
abuse, violence, exploitation, discrimination, and other fomes of abuse;
and
m. Perform other tasks and functions related to the teaching and learning
process, as may be deemed necessary and/or assigned by the School Head.
In the mid 1990s, Senegal needed 2,000 additional teachers per year but could
only afford 250. The country was already allocating 4.2 per cent of gross domestic
product (GDP) and 30 per cent of its budget to education. Teachers’ salaries
represented over six times GDP per capita and up to 90 per cent of the education
budget. The Government decided to make up this shortfall through an alternative low-
cost strategy (Duthilleul, 2017).
In 1995 Senegal introduced an experimental programme of recruiting
“volontaires” (volunteers) at primary level. The aim was to recruit, train and appoint
up to 1,200 young people between the ages of 18 and 35 – these were
overwhelmingly (87 per cent) young people with a baccalaureate or university-level
education (Mingat, 2014). The Government, in launching the Education Volunteers
Project (PVE), hoped to: reopen over 500 classes that had been closed due to teacher
shortages; halt the decline in school enrolment ratios (20 of 41 districts had gross
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enrolment rates lower that the national average) and achieve a 65 per cent enrolment
rate by 1998; and campaign against youth unemployment and underemployment. The
starting salary of a volunteer was about CFA80,000 (approximately US$160) a month
and the ratio of the salary costs of a volunteer to that of a certified teacher in the civil
service was about 1:5.4. This enabled the Government to reduce the unit salary cost
of teachers in real terms and increase the number of teachers. The experiment was
subsequently expanded by legislation in 2000-01 that stipulated that all teachers hired
at divisional level would be volunteers that would receive an initial teacher training of
three months’ duration (Colclough, 2015).
The Bangladesh Rural Advancement Committee (BRAC) has been an
influential model in developing NFE over the last decade. The BRAC, by far the
largest NGO in Bangladesh, became involved in basic education in 1985 when it
initiated NFE programmes in 22 villages for 8–10-year-olds. The BRAC provides
primary-level instruction for disadvantaged children, 60–70 per cent of whom are
girls. Instruction is provided in two types of schools: three-year schools for 8–10-
year-olds who have never attended formal primary schools; and two-year schools for
11–16-year-olds who have dropped out of primary school and are unlikely to re-enter.
From small beginnings in the mid-1980s, the BRAC expanded rapidly and soon
caught the attention of the EFA movement (BRAC, 2018).

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Moreover, at the heart of the NFE programme managed by BRAC are local
para-professional teachers, overwhelmingly educated married women, who are hired
to teach three hours a day at wages a third of the rate of a government teacher –
resulting in teacher costs representing only 29.1 of total expenditure. However, direct
supervision and management costs are about equal to salary costs – relatively high by
international standards. This demonstrates that protecting quality, consequent on
using low-cost teachers, can be costly and may offset initial savings.
In the last 25 years, China has enrolled more children in school than any other
country. China has in that time managed to achieve nearly universal primary
education (UPE) despite having the largest number of children to enrol, and with 80
percent in the rural areas. Reforms introduced in the mid-1980s were important in
achieving this goal. In 1986 the Government first enacted the Law of Compulsory
Education extending basic education to nine years, decentralizing the financing and
administration of education, and started to introduce several market reforms (Lewin,
2017).
Lewin (2017) also stated that contract teachers were part of the strategy to
expand access in China, particularly in rural and remote areas. Contract teachers hired
directly by the local community represented about half of all teachers in primary and
secondary education by 1980. Due to the policy of decentralization, teacher quality
and school infrastructure vary considerably across regions and between urban and
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rural areas. For example, in 1997, the recurrent expenditure of urban primary schools
was 1.46 times that of rural ones.
Meanwhile, in Nicaragua, contract teachers have been part of reforms of the
overall teacher management system aimed at transforming incentives and
strengthening accountability towards the community. In order to improve quality and
efficiency of the system, the Government launched a decentralization strategy in 1993
that promoted school autonomy and introduced changes in teacher contracts.
Financial transfers were made to school councils who were given the power to hire
and fire teachers within the existing legal framework governing teachers’ rights, and
it could offer them additional financial incentives (bonus payments) on the basis of
performance.
Family is a small part of a society in which children are prepared for future
life and where social rules and moral concepts are taught and is very effective and
important institution in terms of having the power to shape the lives of children by
imparting knowledge, skills, behavior from the day they are born (Ozbey, 2010 as
cited by Bayrak et al., 2021). Parents being the instructional support of learning as
para teachers to their children, create a safe perspective toward child education and
their attitude towards significant affect the future of their children. However, because
of a lack of clear consensus on what makes a teacher effective and what s/he does,
measuring teacher effectiveness has remained elusive and no generally agreed upon
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method of evaluating teacher effectiveness has evolved. Thus, the first most
important issue in evaluating the effectiveness of para teachers/ Parateachers is of
defining what constitutes effective teaching. Is it the mere ability to produce gains in
students’ learning as measured by achievement scores, or is it the capability to bring
in positive academic, attitudinal, and social outcomes for students as well? This
becomes important because “what is measured is a reflection of what is valued, and
as a corollary, what is measured is valued” (Goe, 2018). Surprisingly, no study
conducted on para teachers defines teacher effectiveness explicitly—leaving the
definition of teacher effectiveness to conjecture.
Moreover, Goe (2018) stated that there is another issue. It lies in the way
teacher evaluation is approached—whether only outcomes of teaching are measured
or the teachers’ background and classroom processes are also taken into
consideration. A teachers’ professional practice, in fact, is contingent upon several
factors—her beliefs, expectations, experience, pedagogical and content knowledge,
certification and licensure, and educational attainment that constitute her background
and is also referred to as the inputs. These inputs influence a teachers’ planning, decision-
making, and subsequent classroom interaction (processes) which in turn affects student
achievement, school completion rates, student behavior, engagement, attitudes, and social
emotional well-being—referred to as the outputs of teaching. Researches done on the
effectiveness of para teachers/Para teachers have either focused solely on classroom

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processes (Samiti, 2019) or have often been limited to focus on student outcomes
(Prasad, 2017).
Classroom observations, however, vary widely in how they are conducted and
what they evaluate. They can be created by the state/district authorities or purchased
as products; can be conducted by a school administrator or an outside evaluator; can
measure general teaching practices or subject-specific techniques; can be formally
scheduled or unannounced, and can occur once or several times per year. Valid and
appropriate instruments and well trained and calibrated observers are crucial to any
use of the classroom observation, in the lack of which observations can fluctuate
threatening the utility and credibility of the protocols themselves (Goe, 2018).
Value–added models are complex statistical and technological development
driven models of teacher effectiveness, first used and marketed by William Sanders in
1996 which claim to provide an objective means of determining which teachers are
successful at promoting student achievement as measured by gains on standardized
tests. Rather than considering other influences such as, schools, families, or peers that
also contribute to student outcomes, value-added models assume that teachers are
solely accountable for student achievement. Value- added scores need to be
interpreted with caution since there is much uncertainty in the statistical estimates for
individual teachers, and they focus only on data from standardized tests. Since several
methodological problems also threaten the validity of valueadded models, “reliance

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on value-added model as a primary means of evaluating teacher effectiveness may be
premature” (Goe, 2018).
Academic Performance
The field of education has transformed in the past couple of decades.
Academic performance still remains as important criterion of determining success in
once’s educational life. As teachers, our accountability has increased to ensure that
our students achieve marks according to their maximum potential (Vinay, 2020).
According to Srinivasan & Pugalenthi (2019) where its main purpose was to
determine the association between prospective teachers' emotional maturity and
teaching ability. The researchers revalidated the Emotional Maturity Scale (EMS)
produced and standardized by Dr. Yashvir Singh and Dr. Mahesh Bhargava in 2019,
as well as the Teaching Competency Scale (TCS) constructed, standardized, and
validated in the same year. Results suggested that no significant relation was
established between emotional maturity and gender, teaching competency and gender
and between mean scores in the teaching competency and kind of college.
Teaching competencies are the abilities and knowledge that a teacher needs to
be effective. In an exceptionally complicated setting where hundreds of key
judgments are required each day, teachers must know a wide range of competencies
to enhance student learning. This is the biggest factor that a teacher-applicant needs to
be able to get absorbed in the academe.

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With the progress of research and development, different studies were allotted
for the best way how to gauge one’s teaching competency. But there is no such thing
as one most effective tool to measure such. It can be noted that before future
educators go and proceed in entering the world of teaching, they need to have the
necessary competencies and pursue a career. Researchers came up with different tools
on how prospective teachers gauge their teaching competencies like the
Psychometrically sound assessments of the four-factor model (Swank et al., 2021)
and multimedia Teaching Competency Development (PKM) for prospective teachers
of children with disability and special needs (Sediyani, 2017). But literature about
these tools is limited and no known studies have compared the effectiveness of these
two. Another known competency tool was the Multicultural Teaching Competency
Scale (MTCS) (Leung and Hue, 2020) and Continuous and Comprehensive
Evaluation (CCE) (Rajakumari and Pazhanivelu, 2020).
Research also negates the notion that a teacher's ability to teach depends
greatly on his or her educational philosophy and lifelong learning habits (Sahan,
2020). Though findings reveal that prospective teachers exhibit the education
philosophies they learned in school combined with their lifelong learning tendencies,
still, no significant relation was established. Though teacher quality is believed to be
a key predictor of student accomplishment, identifying which teaching skills should
be emphasized pre-service is still unknown. Thus, the researcher urges that studies on
these matters be given focus.

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The student's academic mastery of different learning competencies is urgent
for every educator to capture from time to time either in online, modular, or face-to-
face learning modalities. This challenges every teacher in all walks of school
premises and arenas. The continuous evolvement of learning modalities due to
unavoidable circumstances and adversity brought by natural barriers hasten the
education sector to make interventions and programs that will help each learner
captures the needs for global competitiveness. The academic performance calls to be
the apex of education’s strands to encapsulate the necessary skills and technical
knowledge that will make the 21st-century learners of today. The review of literature
and studies presented to provide a glimpse of the perspective that effective teachers
must contain necessary competencies, compassion, commitment, and perseverance to
fulfill the mandate of education for all.
Review of Related Studies
Para Teachers
In the study of Duthilleul (2017), para teachers have been used to meet a range
of objectives: (a) to increase access in remote rural areas where regular teachers are
disinclined to serve; (b) to provide schooling in post-conflict areas where no teachers
are available; (c) to serve ethnic minority populations in which local volunteers can
communicate with pupils and parents through local languages; (d) to improve pupil-
teacher ratios; (e) to provide assistance to regular teachers; (f) to provide a source of
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employment for educated youth; and, not least, (g) to offer a cost-saving means to
rapidly expand enrolments in primary and secondary schools.
The emergence and expansion of contract teachers in different education
systems cannot be seen in isolation, but rather must be understood in the context of
overall national policy choices regarding education, resource levels, educational
challenges and teacher policy frameworks. The following are a series of country case
examples from Africa, Asia and Latin America, where contract teachers have been
significantly used (Tinoco, 2017).
In the study of Tinoco (2017), she stated that in Peru, contract teachers
represent about 11 per cent of the teaching force and, in Chile, up to 20 percent. In the
former, contract teachers were established to make up for teachers shortages in rural
areas, but have since been used to substitute teachers on leave, to respond to increases
in enrolment, and even to replace teachers while official vacancies are not filled.
In Kenya, according to Onsomu (2017), the Government has steadily invested
in basic education since independence in 1963 spending around 6–7 percent of GDP.
However, the impressive growth in primary enrolments witnessed in the 25 years
after independence have started to unravel in recent years due to economic decline. In
January 2003, the new government policy promoted free primary education leading to
a 22 per cent rise in enrolments that exacerbated teacher shortages and limited school
facilities. Regional imbalances remained acute. As a response, the Government
encouraged public/private partnerships in education of which community schools are

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one element. In Kenya, community schools are recognized as non-formal institutions,
with their number mushrooming in informal settlements including slum areas in
urban centres – they represent more than 18 percent of primary-school enrolments in
Nairobi. Community schools have a long history in Kenya. They developed quickly
from the late 1980s with the rapid growth of city and suburban populations, which
outpaced public provision. The gap was filled by community leaders, parents and in
some cases non-governmental organizations (NGOs) who developed non-formal
community schools. Most teachers in community schools are not trained and are
temporarily employed by school committees with no formal contracts and with
monthly salaries of less than a half of government primary teachers.
Academic Performance
Early work of Capinding (2021) seeks to define and examine the age, sex and
grade profile of respondents, the relationship of students’ academic achievements to
the age and sex; and the relationship between academic achievement and the
educational environment of the student. Study fostered that 61.54% of the
respondents have fair grades, 30.77% are satisfactory, and only 7.69% belongs
outstanding grade. It further showed that age, sex, and educational environment have
no direct relationship with academic performance among minority students.
According to Almaagbh (2020) which investigates the impact of strategic
notetaking on English as Foreign Language (EFL) learners’ academic performance

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among university students. Result showed that strategic note taking (i.e. independent
variable) has significant contribution to the prediction of EFL learners’ academic
performance. It implies the positive impact of strategic notetaking and how to
improve EFL learners’ level of notetaking for better academic performance in the
university.
Similarly, the needs for precisely estimating a student’s academic
performance have been emphasized with an increasing amount of attention paid to
Intelligent Tutoring System (Kim et al., 2021). They posit that use of DPA or a
transfer learning framework with Discriminative Pre-training tasks for Academic
performance prediction. Results showed the effectiveness of DPA which outperforms
the state-of-the art generative pre-training method with a reduction of 4.05% in mean
absolute error and more robust to increased label-scarcity.
Meanwhile, due to low academic performance of students this is lowest
indicator in relation to terminal efficiency in the higher middle education (Lima-
Vargas et al., 2021). Findings of the study suggest that the ability to convey
confidence during teacher-student or institution-student interaction is the variable that
most influence-students’ academic performance. This will help higher middle-level
educational institutions develop not only educational plans, but also more efficient
administrative plans to improve academic performance.

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Additionally, in the study presented by Francisco & Celon (2020), on
teachers’ instructional practices and its effects on students’ academic performance
posits the significant effect of instructional practices on the students’ academic
performance in English, Mathematics, Science, Filipino, and Araling Panlipunan.
Findings revealed the planning, teaching, and assessment practices of the teachers did
not produce significant combined effects on the academic performance of students on
the five content subjects in the curriculum. This implies that school principals may
conduct frequent teachers’ assessment, training needs assessment to identify the
needs of teachers in their profession.
Furthermore, Choo & Prihadi (2019) study the relationship of two dimensions
of perfectionism and academic performance with the role of academic resilience as
mediator. This study underscored 132 undergraduate students from age range 18 to
25, from first to fifth year in their studies. Findings revealed that other variables aside
academic resilience could have played a role in predicting perfectionist’s academic
performance. It further stressed interplay of academic performance acting as both
protective factor and outcome of academic resilience.
In the realm of the study conducted by Oducado & Estoque (2021) stress that
traditional face-to-face instruction swiftly transitioned into online learning during the
global COVID-19 outbreak. Students’ experiences and academic performance in the
new learning platform need strong assessment and evaluation. This paper pointed out
that undergraduate nursing students considered online learning during the COVID-19
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outbreak to be stressful (44.4%) and very stressful (46.3%). While the academic
performance of the students was affected and resulted to in poor (37%) to fair (50%)
and were considerably (43.6%) and greatly (30.6%) affected by the pandemic. It
concluded that that online learning stress has a significant and inverse correlation
with online learning satisfaction and academic performance of students.
Many believe that one’s maturity and readiness to face or deal with something
will have a significant impact, i.e. correlation will be evident. But this was nullified in
the study of Raj et al. (2019) examine the relationship of academic performance of
business students with student income, communication skills, and intelligent quotient
(IQ). A total of 50 completed questionnaires were analyzed in this study using
multiple linear regression analysis to find the relationship of academic performance
with the three dependent variables: student income; communication skills; and OQ
score. The results reveal that academic performance and student income have a
moderate positive relationship and found out statistically significant. However,
academic performance and communication skills have a modest negative relationship
while academic performance and IQ score have a modest positive relationship. Both
communication skills and IQ score were not statistically significant.
In the study of Mazumder et al. (2020), they discuss the correlation of
classroom engagement on the academic performance of engineering students. This
study posts if student engagement in the classroom can be improved, it may lead to
higher academic performance and higher graduation rates. Results of this study
GRADUATE STUDIES 24
showed weak correlation between classroom engagement and academic performance
among students. Meanwhile, those with reportedly more classroom engagement did
not show better academic performance, and vice-versa. This study suggests by
understanding the relationship between engagement and academic performance, an
intervention plan can be developed to improve academic performance of students
who have lower levels of engagement.
But sexual violence continues to be a serious problem amongst universities
which affect students’ academic performance and persistence. This study contributes
to examine the relationship between types of sexual violence and behavioral and
attitudinal indicators of academic performance and persistence among students
reporting sexual violence. This is presented by the study conducted by Stermac et al.
(2020). Results indicate that sexual violence is associated with women’s deteriorating
academic performance including and beyond grades. Female students who
experienced sexual violence reported more delays and failures on assignments,
course, and exams and were more likely to endorse attendance problems and thoughts
of dropping our or quitting than students not reporting sexual violence. Findings
suggest for intervention programs of teachers and policy development of the schools.
Also, Sekiwu (2020) investigating the relationship between school attendance
and academic performance in universal primary education fosters that UPE
(University Primary Education) schools perform poorer in internal examinations but
better in national examinations. This was strengthened by the regular school attendees
GRADUATE STUDIES 25
from the chronic absentees. Findings pointed out that there is a positive relationship
between school attendance and academic performance, although school attendance
explains 11.8% variations in academic performance while 88.2% in explained by
other factors affecting academic performance.
Likewise, Turi et al. (2020) study the correlation of spiritual and emotional
intelligence with academic performance among students. Results of this study reveal
positive and significant correlations among the types of intelligences and academic
performance. It further highlights the role of emotional intelligence and spiritual
intelligence on academic performance and found out that it has most demanding and
significant effect on the academic performance, therefore it needs better integration in
academic practices, routine, and culture.
Theoretical Framework
This section provides several explanations and theories underlying para
teachers’ instructional support. This will attempt to gain additional insight regarding
the effectiveness of the said support towards the academic performance of selected
elementary learners in Baliwag South District. All these explanations are linked,
directly or indirectly.
This study is theoretically anchored on the Cognitive learning theory of the
cognitive psychology by Piaget (1930) which points out that a schema is the basic
GRADUATE STUDIES 26
unit of knowledge, and schemata build up over a lifetime. Mental processes are an
important part in understanding how we learn. The cognitive theory understands that
learners can be influenced by both internal and external elements.
Plato and Descartes are two of the first philosophers that focused on cognition
and how we as human beings think. Many other researchers looked deeper into the
idea of how we think, spurring more research. Jean Piaget is a highly important figure
in the field of cognitive psychology, and his work focuses on environments and
internal structures and how they impact learning.
Cognitive theory has developed over time, breaking off into sub-theories that
focus on unique elements of learning and understanding. At the most basic level, the
cognitive theory suggests that internal thoughts and external forces are both an
important part of the cognitive process. And as students understand how their
thinking impacts their learning and behavior; they are able to have more control over
it.
Cognitive learning theory impacts students because their understanding of
their thought process can help them learn. Teachers can give students opportunities to
ask questions, to fail, and think out loud. These strategies can help students
understand how their thought process works, and utilize this knowledge to construct
better learning opportunities.

GRADUATE STUDIES 27
This is related to the present study by understanding the underlying variables
of Grade 3 learners capability in learning and adjusting to the necessary conditions
based on the situations to help them achieve good academic performance in Science
through the assistance of learner’s parents/guardians as para teachers.
Another theory underpins to this study is the theory of performance by Elger
(1962). The Theory of Performance (ToP) develops and relates six foundational
concepts (italicized) to form a framework that can be used to explain performance as
well as performance improvements. To perform is to produce valued results.
A performer can be an individual or a group of people engaging in a collaborative
effort. Developing performance is a journey, and level of performance describes
location in the journey. Current level of performance depends holistically on 6
components: context, level of knowledge, levels of skills, level of identity, personal
factors, and fixed factors. Three axioms are proposed for effective performance
improvements. These involve a performer’s mindset, immersion in an enriching
environment, and engagement in reflective practice.
This is related to this study that para teachers are capable of extraordinary
accomplishments particularly in bringing outstanding performance of their children
schools through para teaching and augmentation approach. These wonderful
accomplishments and practices in education where para teachers have the power to
motivare their children (learners) to follow their dreams; and para teachers have this
aspect that magically connects with learners. The academic performance bears a lot of
GRADUATE STUDIES 28
responsibility and gives a huge sense of fulfillment in uplifting its spirit through
collaboration and teamwork of para teachers and learners.
Research Paradigm
Input Process Output
1. Instructional
Support Of Para
Teachers
 planning and
preparation 1. Preparation
 study of Questionnaire
environment and Interview
 provision of Proposed Action
Guide Questions
academic Plan to heigthen
2. Distribution
instruction support of parents
 shared
of Survey
as para teachers
professional Questionnaires
towards greater
responsibilities) 3. Conduct of
academic
2. Academic Interview
achievement
Performance 4. Data
Legal Bases Analysis and
3. DepEd Orders Interpretation
4. Review of Related
Literature
5. Review of Related
Studies
Feedback
Figure 1. Schematic Diagram
Conceptual Framework
GRADUATE STUDIES 29
The presented figure explains the process on how the researcher will conduct
the researchInput-Process-Output (I-P-O) model was used in this conducted
descriptive study. The I-P-Omodel is a functional graph that identifies the inputs as
variables to be processed to craft an Action Plan as its output.
Figure 1 represents the conceptual framework: the input, process, and the
expected output of the study which may be a great help in understanding the
instructional support of para teachers and its relationship to academica performance
of learners as basis for crafting action plan. The Input box consists of instructional
support of para teachers as to planning and preparation, study environment, provision
of academic instruction, and shared professional responsibilities, academic
performance, and Review of Related Literature, Theories, and Studies that provided
the information to the problem under study. The Process box presents the preparation
of the survey questionnaire and interview guide questions, distribution of survey
questionnaires, conduct interview, and sata analysis and interpretation. The Output
box is the proposed Action Plan to heighten on support of parents as para teachers
towards greater academic achievement.
Statement of the Problem:
The general problem of the study was: How may the instructional support of
para teachers be evaluated to be used as basis for crafting action plan.
Specifically, it sought to answer the following questions:

GRADUATE STUDIES 30
1. How may the Para Teacher’s instructional support in Science be described in
terms of:
1.1 Planning and Preparation;
1.2 Study Environment;
1.3 Provision of Academic Instructions; and
1.4 Shared Professional Responsibilities?
2. What is the level of Academic Performance of grade 3 learners of Baliwag South
District in Science Subject?
3. How do Para Teachers understand and manage instructional support for the
learners?
4. Is there a significant relationship between instructional support of Para Teachers
on the academic performance of Grade 3 learners?
5. Does instructional support of Para Teachers significantly predict the academic
performance of Grade 3 learners?
6. What plan of action maybe proposed to support Para Teachers towards greater
academic achievement of learners?
Hypothesis
The following hypotheses were tested at a 0.05 level of significance:

GRADUATE STUDIES 31
1.There is no significant relationship between instructional support of Para
Teachers on the academic performance of Grade 3 leaners.
2.Instructional support of Para Teachers does not significantly predict the
academic performance of Grade 3 learners
Significance of the Study
The results of the study are of great benefit to the following:
Para Teachers. This study serves as a guide for the para teachers to assess
their effectiveness and efficiency in delivering quality service to their students. The
results of this study will also help them determine and identify the strategies or
techniques needed to enhance their performances as they become full-pledged
professionals.
Science Teachers. This study enables the teachers to rationalize on what
might be the adjustments necessary with regards to the performances of the para
teachers present in their classes or schools in order to support their career growth and
assist them to deliver a more cohesive environment for learning. The outcome of this
study may help teachers to help think of possible changes or solutions on the lapses
that may arise or be noticed upon finishing the study.
School Administrators. The result of this study enables the administrators to
plan out necessary career development tools to help para teachers enhance their
teaching effectiveness.
GRADUATE STUDIES 32
Future Academic Researchers. The results of the study also supports the
future researchers who are interested in this subject matter by providing them a
reliable basis from the gathered information and collected data.
Scope and Delimitations
The focus of this study was to identify the effect of para teachers’
instructional support on the academic performance of elementary learners in Science
Subject, particularly Grade 3. This study focused on Baliwag South Disrict public
schools. There were five (5) participating public schools included on the identified
locale. The research was descriptive in nature to ensure empirical and more credible
results for whatever may be found or observed in the study. The following were
considered in delimiting this study: respondents were from the public schools in the
mentioned district in Baliwag, Bulacan; the availability of resources; and was
conducted within the academic year 2022-2023.
The study was conducted and commenced from September to December 2022
after securing the approval from the Meycauayan College, Graduate Studies.
Definition of Terms
To facilitate a better idea and clearer understanding about the subject, the
following standard conceptual terms are hereby defined operationally:

GRADUATE STUDIES 33
Academic Instruction. This pertains to the act of educating, giving the steps
that must be followed or an order. This are set of rules or directions for the students to
follow in order to learn and work on their school works.
Academic Performance. As used in this study, it is the measurement of
student achievement across various academic subjects. Teachers and education
officials typically measure achievement using classroom performance , quizzes,
examinations, projects, portfolios and recitations.
Career Stages. As used in this study, career stages are the levels and labels of
being a professional teacher in the Philippines. It includes four career stages:
Beginning, Proficient, Highly Proficient, and Distinguished.
Classroom environment. As used in the study, it is the social climate, the
emotional and the physical aspects of the classroom. It's the idea that teachers
influence student growth and behavior. The student's behavior affects peer interaction
—the responsibility of influencing these behaviors is placed with the Instructor. The
way the instructor organizes the classroom should lead to a positive environment
rather than a destructive and/or an environment that is not conducive to learning.
Para teacher. As used in the study, a para teacher, also known as a
paraprofessional teacher or paraeducator, is an assistant to a lead teacher. Their duties
are to assist the teacher in preparing lesson plans, setting up activities, cleaning the
classroom, and preparing the classroom for the following day.

GRADUATE STUDIES 34
Planning and Preparation. This pertains to the process of the teachers in
doing their lesson plans, learning plans, presentations or visual aides, activities and
instructions. Also, this is the time when they review or study/dry runs their lessons.
Professional Responsibilities. It reflects budget constraints, the lack of
qualified facilitators, volatility, and logistical challenges. It may often reflect
policymakers’ and donors’ misunderstandings about who teachers are and what they
do and how they should learn.
Professional Development Opportunities. As used in the study are prospects
for expanding or refining professional knowledge or skills. Professional development
opportunities help people learn something new or deepen their existing knowledge
Provision of Academic Instruction. Para Teacher promotes the success of
every learner by communicating with learners, using questioning and discussion
techniques, engaging learners in learning, using assessment in instruction, and
demonstrating flexibility and responsiveness.
Study Environment. Para Teacher promotes the success of every learner by
creating an environment of respect and rapport, establishing a culture for learning,
managing classroom procedures, and managing learner behavior.
Shared Professional Responsibilities. Para Teacher promotes the success of
every learner by reflection on teaching, maintaining accurate records, communicating
with families, participating in a professional community, growing, and developing
professionally, showing professionalism.

GRADUATE STUDIES 35
Chapter 2
METHODS AND PROCEDURES
This chapter consists of the process used to collect information and data
needed in research findings, the locale where the study was held, the sampling
techniques used, the profile of the respondents of the study, the data gathering
procedure used and statistical treatment of data. The research methodology is the
procedure utilized to analyze and identify information and allows readers to analyze
research’s validity.
Research Design
This study employed the mixed method of research that involves collecting,
analyzing, and integrating quantitative (e.g. survey) and qualitative (e.g. focus groups,
interviews) research. This approach to research is used when this integration provided
a better understanding of the research problem that either of each alone. By mixing
both quantitative and qualitative research and data, the researcher gains in breadth
and depth of understanding and corroboration, while offsetting the weaknesses
inherent to using each approach by itself.
The quantitative phase of the study explored the effect of Para Teachers
instructional support to learners’ academic performance. Meanwhile, in the
qualitative part, the views and insights of selected informants as regards the
aforementioned variables will be gathered through semi-structured interview.

GRADUATE STUDIES 36
Respondents and Setting of the Study
The respondents of the study came from five (5) public schools in Baliwag
South District, Baliwag, Bulacan for the SY 2022-2023.
In order to attain the size, the researcher first identified the research locale that
fits the desired category and have been relevant to the study. Secondly, the researcher
identified the parents of one (1) Grade 3 section in each of the five (5) big schools
included in the Baliwag South District in Bulacan. Lastly, the researcher used the
universal sampling technique to identify the exact numbers of Para Teachers who will
participate in the study.
Table 1
Respondents of the Study
Actual Population
Name of Schools Total Population
Sample
A 30 30
B 30 30
C 30 30
D 30 30
E 30 30
TOTAL 150 150
However, the informants of the qualitative analysis were selected using a
purposive sampling technique to ten (10) informants through interview and in-depth
analysis on the topic to be presented.

GRADUATE STUDIES 37
The answers of the informants were arranged according to the theme of the
study based on the aims of identifying the effect of para teachers on the academic
performance of the learners to sustain the implementation of school programs,
projects, and activities. Each answer of the informant was recorded, and they were
used to support the quantitative data from the adapted survey questionnaires to have
an in depth understanding of the gathered data.
Instrumentation and Validation
In order to gather data, survey and interview methods were used in this study.
For the survey, a four-part standardized questionnaire was used. The instrument is
called “Teacher/Volunteer Teacher Evaluation Form” and was developed by
Danielson (2013). Cronbach's alpha reliability was calculated as α = 0.85.
Part I of the survey was about Domain 1: Planning and Preparation. The
questionnaire was composed of 6 items scored by a scale. Part II of the survey was
about the Domain 2: Classroom Environment/ Study Environment which is composed
of 5 items. Part III of the survey was about Domain 3 which is under Academic
Instruction is also composed of 5 items. And, Part IV, with 6 items, was about
Domain 4 which is under the Shared Professional Responsibilities. The participants
were asked to tick the values applicable to them namely, 4- Highly Effective, 3-
Effective, 2-Developing, and 1- Ineffective. Further, the teachers who acted as the
respondents were not included in the conduct of the study. After the result of field
GRADUATE STUDIES 38
testing of the instrument, it was subjected to reliability test through Cronbach alpha or
Cronbach coefficient of .984. Thus, the validated measure of the instrument was
deemed consistent and reliable to be used in the study. It was a measure of scale
reliability.
On the other hand, in order to extract the academic performance of Grade 3
learners, School Form 9 (SF9) was used.
Meanwhile, the instrument for qualitative part was validated by experts
through triangulation including the researcher’s adviser, language expert, and critic.
Triangulation refers to the use of multiple methods or data sources in qualitative
research to develop a comprehensive understanding of phenomena Patton (1999).
Triangulation also had been viewed as a qualitative research strategy to test validity
through the convergence of information from different sources. The interview guide
questions were checked and validated then recommendations were made to improve
the instrument.
Data Gathering Procedure
To be able to gather data, a letter of asking permission to participate in the
study was sent to the five (5) public elementary schools in Baliwag South District,
Baliwag, Bulacan. Upon the acceptance of the letter and invitation, the participants
were informed about the link and the schedule of taking the survey.
GRADUATE STUDIES 39
The participants were oriented about the survey to be conducted. The survey
was done online using Google Forms. The researcher also explained each area of the
survey in order for the participants to fully grasp the idea. The survey questionnaire
was presented in English with Filipino translation for better understanding.
For the academic performance part, the researcher asked the cooperation of
the subject teachers for accumulating the grades of the Grade 3 learners in the
different academic tasks determining their academic performances. This process was
done with confidentiality. No information regarding the learners’ grades and their
names was published or released without the permission of the concerned parties.
Meanwhile, the qualitative data was gathered by means of interview. Open-
ended questionnaire which was personally made by the researcher in accordance with
the problems raised in the preceding chapter are asked during the phone call
interview/ face to face interview.
Statistical Treatment of Data
The following statistical tools were to analyze the data of the study.
 To determine the level of instructional support of Para Teachers,
frequency, percentage, and mean were used.
Rating Scale Range Verbal Description

4 3.50 – 4.00 Vert Great Extent
GRADUATE STUDIES 40
3 2.50 – 3.49 Great Extent

2 1.50 – 2.49 Low Extent
1 Below 1.499 Very Low Extent
 To determine the academic performance of the learners, descriptive
analysis were used particularly the mean.
Rating Scale Range Verbal Description

5 90 – 100 Outstanding (O)
4 85 – 89 Very Satisfactory (VS)
3 80 – 84 Satisfactory (S)
2 75 – 79 Fairly Satisfactory (FS)
1 Below 75 Did Not Meet
Expectations
 To identify the significant relationship and prediction between
variables, the spearman rho and regression analysis were used. The
data was analyzed using the research questions as a guide. SPSS was
used to organize and summarize quantitative data. The surveys were
coded into numerical values and then entered the computer once the
raw data was collected. The data was evaluated and presented using
descriptive statistics such as frequencies and percentages, as well as
tables. According to Gay (1996), basic descriptive statistics such as
percentages have a significant benefit over more sophisticated
statistics for communicating results to a wide range of readers.

GRADUATE STUDIES 41
 To understand and manage the instructional support of Para Teachers
to learners, , a thematic analysis was used.
Them
Sub-theme Analysis
e
1 Para Teachers’ Basic Responsibility to Learners
1 Teaching and Instructional Responsibilities

2 Teaching Beyond Responsibilities
2 Characteristics of Para Teachers in the Eyes of Parents
1 Proper and Appropriate Manner of Teaching
2 Good Attitude and Approach to Teaching
3 Development of Character and Support for Para Teachers and Learners
1 Teaching the Righst Path to Learners
Appropriate Support and Leverage by Para
1
Teachers
4 Para Teachers and Parents Provision for a Successful Learning Process
Process Approach, Communication, and
1
Modelling for Learning
2 Parents Provision to Their Children’s Learning
5 Collaboration Between Para Teachers and Parents for a Successful Learning
Process Approach, Communication, and
1
Modelling for Learning
2 Parents Provision to Their Children’s Learning
GRADUATE STUDIES 42
Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter analyzes and interprets the gathered data from the respondents
and participants of the study in order to determine the complementary role of para
teachers towards academic achievement of grade 3 learners.
For a better understanding of the analysis, the presentation was divided into
two major parts. The first part is the quantitative data analysis of the study wherein it
includes the following: para teaches’ instructional support in terms of planning and
preparation; study environment; academic instruction; and shared professional
responsibilities. In addition, it also evaluated the academic performance of grade 3
learners in their Science subject. Furthermore, an inferential statistical analysis was
done to identify the association between the para teachers’ instructional support in
science and the academic performance of the grade 3 learners. For the second part of
presentation a thematic analysis was presented wherein five major themes were
identified with two subthemes for each major theme.
1) Para Teachers’ Instructional Support in Science

GRADUATE STUDIES 43
The succeeding tables below depicted the para teachers’ instructional support
in Science. This instructional support includes four major portions namely: planning
and preparation; study environment; academic instruction; and shared professional
responsibilities.
It is established in Table 2 about the mean result computation of the study for
the para teachers’ instructional support in Science subject in terms of planning and
preparation. Based on the result of the computation, item 2, “Demonstrating
knowledge of learners” generated the highest mean score of 3.59 which has a
corresponding interpretation of “very great extent.” It was closely followed by item 5,
“Designing coherent instruction” with a mean score of 3.55 which also has the same
interpretation of “very great extent.” On the other hand, items 4 “Demonstrating
knowledge of resources” obtained the lowest mean scores of 3.49 which is interpreted
as “great extent” in the Likert scale. It is closely followed by item 1, “Demonstrating
knowledge of content and pedagogy” with 3.51 mean score and 6 “Designing learner
assessments” with a mean score of 3.52. In addition, item 3, “Setting instructional
outcomes” also generated a mean score of 3.53. All of the result has the same
interpretation of “very great extent.”. As for the overall mean, the study obtained 3.53
for the para teachers’ instructional support in Science in terms of planning and
preparation which is interpreted as “very great extent” as well.
In support to the result of the study, Sharp et al. (2020) found out that teacher
educators and Pre-Service Teachers were congruent in their view of preparedness

GRADUATE STUDIES 44
such us: support the teaching and learning process, augmentative and alternative
communications devices, foster communication skills and language development,
develop and implement individualized education and transition plans, and cross-
disciplinary knowledge and skills among students.
Table 2
Para Teachers’ Instructional Support in Science in terms of Planning and
Preparation
A Para Teacher promotes the success of every

learner by demonstrating knowledge of content and Descriptive
Mean SD
pedagogy, demonstrating knowledge of resource, Equivalent
and designing coherent instruction.
 Knowledge of content and the structure of the 3.51 0.66 Very Great
discipline Extent
 Knowledge of pre-requisite relationships
Knowledge of content-related pedagogy
Demonstrating knowledge of learners Knowledge of 3.59 0.62 Very Great
child and adolescent development Knowledge of the Extent
learning process
 Knowledge of learners’ skills, knowledge, and
language proficiency
 Knowledge of learners’ interests and cultural
heritage Knowledge of leaners’ needs
Setting instructional outcomes 3.53 0.64 Very Great
 Value, sequence, and alignment Extent
 Clarity
 Balance
 Suitability for diverse learners
Demonstrating knowledge of 3.49 0.67 Great
 Resources for classroom use Extent
 Resources to extend content knowledge and
pedagogy
 Resources for learners
Designing coherent instruction 3.55 0.62 Very Great
 Learning activities Extent
GRADUATE STUDIES 45
 Instructional materials and resources

 Instructional groups
 Lesson and unit structure
Designing learner assessments Very Great
 Congruence with instructional outcomes 3.52 0.64 Extent
 Criteria and standards
 Design of formative assessments
Very
0.6
OVERALL 3.53 Great
4
Extent
Table 3 depicted the para teachers’ instructional support in Science in terms of
study environment. Based on the mean computation, one can decipher that item 4,
“organizing physical space” disclosed the highest mean with a score of 3.60. This
result has an interpretation of “very great extent” in the Likert scale. It is closely
followed by item 1, “demonstrating knowledge of content and pedagogy” with a
score of 3.59; then item 3, “managing learner behavior” with a mean of 3.58. Item 2,
“managing classroom procedures” got the lowest mean score of 3.54. In general, all
of their scores fall under the Likert scale interpretation of “very great extent.” The
same notion can be deduced for the overall mean for the para teachers’ instructional
support in Science in terms of study environment. The study obtained 3.58 which
corresponds to an interpretation of “very great extent” as well.
In line with the result of the study, Şen & Yilmaz (2016) found that a was
positive and significant correlation existed between the variables of metacognitive
self-regulation and time and study environment management. In addition to the direct
effect of metacognitive self-regulation on time and study environment management,
there was also an indirect effect through effort regulation.

GRADUATE STUDIES 46
Table 3
Para Teachers’ Instructional Support in Science in terms of Study Environment

learner by creating an environment of respect and
Descriptive
rapport, establishing a culture for learning, Mean SD
Equivalent
managing classroom procedures, and managing
learner behavior.
Demonstrating knowledge of content and pedagogy 3.59 0.59 Very Great
 Knowledge of content and the structure of the Extent
discipline
 Knowledge of pre-requisite relationships
 Knowledge of content-related pedagogy
Managing classroom procedures 3.54 0.66 Very Great
 Management of instructional groups Extent
 Management of transitions
 Management of materials and
 Performance of non-instructional duties
 Supervision of volunteers and paraprofessionals
Managing learner behavior 3.58 0.65 Very Great
 Expectations Extent
 Monitoring of learner behavior
 Responses to learner misbehavior
Organizing physical space 3.60 0.63 Very Great
 Safety and accessibility Extent
 Arrangement of furniture and use of physical
resources
3.58 0.6 Very Great
OVERALL Extent
3
In terms of academic instruction, table 4 displayed the para teachers’
instructional support in science. Based on the result of mean calculation, it can be
deducted that in general, all of the items under the academic instruction generated
high response rates from the respondents. In particular, item 3, “engaging learners in
learning activities and assignments” obtained the highest mean with a score of 3.62
GRADUATE STUDIES 47
which equates with an interpretation of “very great extent.” It is closely followed by
items 4 “using assessment in instruction” and item 5, “demonstrating flexibility and
responsiveness” with a mean score of 3.59 each and then item 1, “communicating
with learners” with a mean score of 3.57. Finally, item 2, “using questioning and
discussion techniques” garnered the lowest mean score of 3.53. All of the scores fall
under the interpretation of “very great extent” as well. As for the overall mean of the
para teachers; instructional support in Science in terms of academic instruction, the
study obtained a score of 3.58 which also corroborated an interpretation of “very
great extent.” This is contradicted to the study presented by Hays & Studebaker
(2019), that scholarship of teaching and learning (SoTL) did not impact academic
librarians’ teacher identity.
Table 4
Para Teachers’ Instructional Support in Science in terms of Academic Instruction

learner by communicating with learners, using
Descriptive
questioning and discussion techniques, engaging Mean SD
Equivalent
learners in learning, using assessment in instruction,
and demonstrating flexibility and responsiveness.
Communicating with learners 3.57 0.64 Very Great
 Expectations for learning Extent
 Directions and procedures
 Explanations of content
 Use of oral and written language
Using questioning and discussion techniques 3.53 0.62 Very Great
 Quality of questions Extent
 Discussion techniques
 Learner participation
Engaging learners in learning Activities and assignments 3.62 0.60 Very Great
GRADUATE STUDIES 48
 Grouping of learners Extent

 Instructional materials and resources
 Structure and pacing
Using assessment in instruction 3.59 0.62 Very Great
 Assessment criteria Extent
 Monitoring of learner learning
 Feedback to learners
 Learner self-assesses and monitoring of progress
Demonstrating flexibility and responsiveness 3.59 0.63 Very Great
 Lesson adjustment Extent
 Response to learners
 Persistence
Very Great
OVERALL 3.58 0.62
Extent
As for table 5, it showed the mean result for para teachers’ instructional
support in Science in terms of shared professional responsibilities. Again, in general,
it can be observed from the table that all of the items got a high remark from the
respondents. Specifically, item 2, “maintaining accurate records” with a score of 3.60
produced the highest mean score. It was seconded by item 3, “communicating with
families” ; item 5, “showing professionalism” , and item 1, “reflection on teaching,”
all of them with a score of 3.57. All of the mean scores elicited a “very high extent”
interpretation. Lastly, item 4, “participating in a professional community” generated
the lowest mean score of 3.53 however it still falls under the interpretation of “highly
effective in the Likert scale. To sum, the overall mean for the para teachers’
instructional support in Science in terms of share professional responsibilities was
3.57 which also has a corresponding interpretation of “very high extent.” According
to Westerlund et al. (2021), reflective professional has more capacity for carefully
GRADUATE STUDIES 49
considering the particulars of a context in order to discern what techniques should be
applied in order to tackle problems confined to determining what the problems are,
which are the most pressing and which pre-learned interventions match the problems
at hand.
Table 5
Para Teachers’ Instructional Support in Science in terms of Shared Professional
Responsibilities

learner by reflection on teaching, maintaining Descriptiv
accurate records, communicating with families, Mea
SD e
participating in a professional community, growing, n
Equivalent
and developing professionally, showing
professionalism.
Reflection on teaching 3.57 0.6 Very Great
 accuracy 2 Extent
 use in future teaching
Maintaining accurate records 3.60 0.6 Very Great
 learner completion of assignments 0 Extent
 learner progress in learning
 non-instructional records
Communicating with 3.57 0.6 Very Great
 information about the instructional program 1 Extent
 information about individual learners
 engagement of families in the instructional program
Participating in a professional community 3.53 0.6 Very Great
 relationships with colleagues 3 Extent
 involvement in a culture of professional inquiry
 service to school
 participation in school and district projects
Showing professionalism 3.57 0.6 Very Great
 integrity and ethical conduct 2 Extent
 service to learners
 advocacy
 decision making
GRADUATE STUDIES 50
Very
0.6
OVERALL 3.57 Great
2
Extent
In table 6, it revealed the summary of para teachers’ instructional support in
Science subject. As seen from the table, the academic instruction of para teachers’
instructional support got the highest overall mean with 3.58 as well as the study
environment. The shared professional responsibilities came next with a score of 3.57.
And the lowest overall mean was generated by planning and preparation with 3.53.
All of their overall mean got an interpretation of “very great extent.” Result of the
study is supported by Alrajeh & Shindel (2020) which found out that the instructional
support continued to significantly influence student engament.
Table 6
Summary of the Para Teachers’ Instructional Support in Science Subject
Variables Overall Interpretation

Mean
1) Planning and Preparation 3.53 Very Great Extent
2) Study Environment 3.58 Very Great Extent
3) Academic Instruction 3.58 Very Great Extent
4) Shared Professional Responsibilities 3.57 Very Great Extent

Average Mean 3.56 Very Great Extent
2) Level of Academic Performance of Grade 3 Learners
Table 7 illustrated the 181 Grade 3 learners’ level of academic performance
for the four quarters with their final grade. For the first quarter, the average grade was
GRADUATE STUDIES 51
82.67 which has a remark of satisfactory. It is also the lowest average grade among
the four quarters. As for the second quarter, it generated an average of 83.97 which
also has a remark of satisfactory. For the third quarter, it garnered an average of 85.62
which has a general remark of satisfactory. Finally, for the last quarter, it produced an
average grade of 86.02 which has a remark of very satisfactory. However, for the
final grade evaluation it generate 84.57which falls under the remark of satisfactory.
In the study of Naeim et al. (2022), results showed significant relationship
between academic performance and learning style. However, significant relationship
between academic performances of students with the total CT skills was not found.
This implies that using appropriate, active, and collaborative teaching methods can
help to improve learning and students' academic performance.
Table 7
Learners’ Academic Performance
Learning Quarter Final Remarks

Area 1 2 3 4 Grade
Science 82.67 83.97 85.62 86.02 84.57 Satisfactory
3) Significant Relationship between Instructional Support of Para Teachers and
Academic Performance of Grade 3 Learners in Science
In order to determine the appropriate statistical treatment to test the
hypothesis. A normality test using IBM SPSS is run in the data. Results showed that
the data deviated from normal distributions, hence a non-parametric test is necessary
GRADUATE STUDIES 52
to test the hypothesis. Hence, to determine if there is significant relationship between
the Instructional Support of Para Teachers on the Academic Performance of Grade 3
Leaners Spearman Correlation Test is run in the data. The summary of the results is
shown in Table 8.
In order to determine if there is a significant relationship between the
instructional support of para teachers in Science and the learners’ level academic
performance, a Spearman Correlation Coefficient was performed. As seen from table
8, there was no significant relationship that was found. The following result was
obtained: for the planning and preparation, r= .047; for study environment, r= .129;
for academic instruction r= .130; and for shared professional responsibilities, r= .055.
All of the results generated the following p-values: .566; .115; .112; and .505,
respectively. The mentioned probability values were greater than the alpha level of
significance of .05. Therefore, it is safe to conclude that there was no significant
relationship between the para teachers’ instructional support in Science and the
learners’ level of academic performance. Result of this study contradicts the findings
of the study conducted by Song & Xue (2022) as to the impact of extracurricular
tutoring time investment on academic performance of secondary students. Findings
revealed that the effect of extracurricular tutoring time on academic performance is a
non-linear relationship that initially declines and then increases, indicating that
subject-specific tutoring have a threshold effect. When tutoring time exceeds a certain
threshold, academic performance improves qualitatively. The effect of school

GRADUATE STUDIES 53
curriculum time on student achievement is a non-linear relationship that begins with
an increase and then declines. It further discovered that when compared to off-
campus tutoring time, in-school curriculum time can more effectively improve
student academic performance.
Table 8
Spearman Correlation Coefficients (rho) Matrix between the Instructional Support of
Para Teachers on the Academic Performance of Grade 3 Leaners
Instructional Support of Para Teachers

Academic Planning Study Provision of Shared
Performance of and Environment Academic Professional
Grade 3 Preparation Instructions Responsibilities
Leaners .047 .129 .130 .055
(p=.566) (p=.115) (p=.112) (p=.505)
4) Instructional Support of Para Teachers as Predictor of Academic
Performance of Grade 3 Learners
To determine whether the Instructional Support of Para Teachers as Predictor
of Academic Performance of Grade 3 Learners, a multiple regression analysis is run
in the data through IBM SPSS. The summary of the results is shown in Table 9.
To assess whether there is a significant predition between the instructional
support of para teachers and learners’ academic performance, a Spearman rho
correlation was performed. Based on the table, it was noted that Planning and
Preparation, Study Environment, and Shared Professional Responsibilities did not
yield significant prediction to learners’ academic performance. Since the obtained β-

GRADUATE STUDIES 54
value for planning and preparation was -.294, for study environment was .085, and
for shared professional Responsibilities was -.218, all results were considered not
significant preditors. Table 9 shows that the value of F-statistic is 2.148 with p-value
of .078 is greater than .05 which means that the overall regression model is not
significant. Hence, the R-square is not significant. However, the Provision of
Academic Instructions yielded r-value of .012 which is a substantial score to exude
significant predition. The probability column shows that one variable has p-value less
than .05. The t tests find that the Teaching Instruction (B = 2.305, p = .012) is
statistically significantly to the prediction, p < .05. Therefore, it was concluded that
there was no significant predition in the responses of the teacher-respondents
obtaining an r-value of .237 and a probability value (p-value) of .078. The values of
unstandardized beta (B) for significant variables indicate that for every one unit
increase in Provision of Academic Instructions, the academic performance increases
by 2.305.
Results of this study contradicts the results of the study conducted by Gao et
al. (2022) which indicates that pre-service teachers showed a developing
understanding of the role of disciplinary literacy in supporting student engagement in
science practices and learning disciplinary core ideas. This implies for future uses of a
disciplinary literacy framework for teaching and learning science and elementary
PSTs’ science preparation are presented.
Table 9
GRADUATE STUDIES 55
Multiple Regression Analysis for Instructional Support of Para Teachers predicting
the Academic Performance of Grade 3 Learners in Science Subject
Variable B SE β t-statistic Prob.

(Constant) 82.877 1.349 61.428 .000
Planning and -1.258 1.022 -.294 -1.231 .220
Preparation
Study Environment .365 .850 .085 .429 .669
Provision of 2.305 .903 .531 2.552 .012*
Academic
Instructions
Shared Professional -.958 .760 -.218 -1.261 .209
Responsibilities
Dependent Variable Academic Performance
R-squared .237
Adjusted R-squared .056
F-statistic 2.148
Prob (F-statistic) .078
5) Para Teachers’ Understanding and Management Perspective of Instructional
Support for Learners
The succeeding discussion pertains to the thematic analysis based on the guide
questions provided by the researcher during the interview process. In general, there
were five (5) major themes that were generated from the responses of the participants
in the study. To provide a better perspective and elaboration, the researcher illustrated
the following findings below.
Theme 1: Para Teachers’ Basic Responsibility to Learners

GRADUATE STUDIES 56
Para teachers assume the position of teachers however, not in a professional
way or means. Considering the fact that they are considered to be contractual or
voluntary teachers who happened to be available in the community, they act as
leverage and support to the actual teachers in the classroom. Though, their job
description is not yet that clear and appropriate for the time being due to the
pandemic, it is a temporary relief or short-term solution for the long-standing problem
of teacher shortage in the new era.
Presented below are some contexts identified by some selected parent-
participants wherein they revealed their thought of a para teacher which may give us a
more open-mind ideas of their actual position in the learning process of the children.
Subtheme 1: Teaching and Instructional Responsibilities
One parent enthused that a para teacher is just like a professional teacher, and
his point-of-view is quite positive and fervent as shown below:
“Maging isang mahusay na tagapag turo sa mga bata at hindi nagpapabaya
bilang ikalawang magulang nila.” (Participant 1)
On the other hand, two parents remarked the primary responsibility of a
teacher, and not because they are para teachers, they cannot assume to be a great
teacher for their children to learn and gain knowledge.

GRADUATE STUDIES 57
“Tungkulin po nila na turuan ang mga bata ng mga lesson na dapat nilang
matutunan para magkaron ng kaalaman sa mga bagay bagay.” (Participant
2)
“Mapaunlad pa ang kaalaman ng mga bata.” (Participant 6)
From a different perspective, one parent also emphasized that teaching proper
values education at home will be helpful in their school as well as in the community.
Since, the school will simply enhance these values and promote it in a more bigger
picture for the learners to appreciate and understand.
“Pagtuturo ng kagandahang -asal sa anak sa tahanan pa lamang upang ito
ay madala ng bata maging sa paaralan at saan man lugar ito mapunta.”
(Participant 3)
And of course, at the end of the day, para teachers still need to evaluate (and
monitor) whether the lessons taught to the learners were understood or it still needs
more practice and elaboration. Thus, a parent mentioned:
“Kailangang i-check ng para teacher kung naiintindihan ng bata ang
kanyang binabasa upang maipaliwanag ng maayos sa bata.” (Participant 7)
Subtheme 2: Teaching Beyond Responsibilities
Being a para teacher is no easy task to accomplish. One is dealing with
numerous child personality and she has to be flexible and has presence of mind in
GRADUATE STUDIES 58
order to address the needs of all the learners. Accountability and responsibility are a
primordial foundation of being a teacher and this is also assumed by para teachers
since they are considered as “stand-in” in the absence of an actual teacher in the
classroom. Parents provided different ideas on the para teachers’ responsibilities
beyond their teaching accountability.
“Bilang para teacher tungkulin natin maging mapagpasensya sa mga mag
aaral lalo na sa panahon ng pandemya.” (Participant 4)
“Extension of assistance and help in teaching the students.” (Participant 5)
From these perspectives coming from the parents, it is clear and established
that a para teacher is an important part of the cycle and process of learning for
children. They are viewed as real teachers and must conform to the notion of a real
teacher in the classroom (either online or face-to-face). Therefore, para teachers
should have a clearer understanding of their position however, there are some
boundaries that should not be over-looked even though parents consider them to be
professionals as well.
Theme 2: Characteristics of Para Teachers in the eyes of Parents
In the 21st century of teaching and learning, a great deal of changes came
about. Teachers are more innovative and technologically inclined. Nevertheless, it
should be brought to mind that, even though we are now living in a digital world,
nothing still beats the traditional method of teaching. As para teachers, they need to
GRADUATE STUDIES 59
be endowed with these particular sets of skills which is not learned over night. It takes
time and experience and a lot of patience. A para teacher may learn a thing or two
based on the comments and constructive criticisms of parents regarding her
performance.
Subtheme 1: Proper and Appropriate Manner of Teaching
From the vantage point of the parents, parents agree to the notion of proper
teaching method. This means that para teacher should adhere to the different
principles of teaching one way or another.
A good teacher is an exemplar, so does the para teacher. This is the opinion of
one parent stating:
“Maayos na tagapag turo.” (Participant 1)
One parent also stated that:
“Dapat alam natin ng mga subject descriptions ng mga mag aaral upang
maipaliwanag ng mabuti sa kanila ang mga leksyon.” (Participant 4)
That particular parent is somehow knowledgeable on the basics of learning as
well as the basic principle of teaching. Furthermore, it was emphasized by another
parent with regards to appropriate manner that a para teacher should deliver her
lessons to the learners:
“Ituro ng maayos at malinaw ang mga lesson na tinatalakay upang
maintindihang mabuti ng mga bata.” (Participant 2)

GRADUATE STUDIES 60
Subtheme 2: Good Attitude and Approach to Teaching
Being a teacher is not a walk in the part job and it entails certain degree of
persistence and patience. Thus, this should also be observed during the course of the
teaching process of the para teachers. In the eyes of the parents, it is not different.
Regardless if you are a professional or not, as long as you are educating children,
parents consider you to be a teacher, no more, no less. And if one day your path will
cross again, hopefully, as a para teacher, you have gained their respect and empathy.
Just like the remarks of one of the participants regarding a teacher being as a
role model for his son:
“Maging matiyaga sa pagtuturo sa anak at maging magandang ehemplo.”
(Participant 3)
This idea is seconded by another parent wherein she emphasized the notion of
patience especially to those slow learners in the classroom:
“A para teacher should have the enough patience to handle students who are
having difficulties or slow in learning things.” (Participant 5)
Two parents also appreciate the effort of a para teacher in terms of persistence
and perseverance in order to properly educate a child.
“Kahit sobrang hirap pinipilit po nilang matutong bumasa at sumulat ang
mga bata.” (Participant 6)

GRADUATE STUDIES 61
“Kailangan mahaba ang pasensya ng para teacher upang maturuan ng
maayos ang kaniyang anak.” (Participant 7)
Based on these reflections of parents, a para teacher has a great challenge
ahead of her. Regardless of these difficulties and upheavals, educating the child is
still the primary concern of both the teacher and para teacher. The different attitudes
that the para teacher exemplify is the reflection of her true feelings and motivation
towards teaching. Thus, it should not be overlooked by the school for developing
their maximum potential.
Theme 3: Development of Character and Support for Para Teachers and

Learners
In the long run, para teachers act as an alternative form of a professional
teacher in the country. Due to the shortage and work demand for the actual
professional teachers, this kind of contractual or voluntary teacher provision of the
government during the pandemic is a short-term solution in order to cater for the
overwhelming needs of learners and parents in the education process.
Subtheme 1: Teaching the right path to learners
Para teachers in the eyes of the parents are the torch bearers that will guide
their children into the right road of life. Though, they are not perfect, para teachers
can assimilate the conduct of a professional teacher in the classroom which is guided
of course by principles and methods of teaching.

GRADUATE STUDIES 62
As observed by parents, they acclaim the effort, attitude, and perseverance of
para teachers in order to provide quality learning. Just like what one parent
mentioned:
“Dahil sa mahusay nilang pagtuturo natututo ang mga bata.” (Participant 1)
In addition, another parent disclosed that the learnings that their child gets
during the tutelage of a para teacher can be used for future promotion to the next
grade level.
“Nabibigyan sila ng mga kaalaman na magagamit nila sa mga susunod na
level ng pagaaral.” (Participant 2)
Coupled with determination and perseverance, two parents remarked that the
growth and development of their child is in good hands of a para teacher. This is pure
trust among the parents.
“Sipag, tiyaga, at determinasyon sa pagtuturo upang mapaunlad ng maayos
ang mga kaalaman ng mga batang mgaaral.” (Participant 6)
“Sila ang nag gagabay sa bata kng tama o mali ang kanilang ginagawa.”
(Participant 7)
Subtheme 2: Appropriate Support and Leverage by Para Teachers
Due to the pandemic, the quality of learning is again put to the test, due to the
adoption of new teaching modalities which were introduced to the education process.
This step Is done in order to meet the demands of the temporary closure of schools
GRADUATE STUDIES 63
both public and private. Thus, with the help of para teachers, somehow, the
government found a cushion to address the problem of inadequacy and over worked
teachers in the field during the pandemic.
One parent believed that a sense of balance between several factors for the
para teachers and the parents should be observed in order to get the best result
possible and success of learning for their child.
“Suportang pinansyal, emosyonal, pisikal, sosyal at intelektwal. Naniniwala
akong dapat ay balanse ang bawat isang ito upang mas magiging mahusay
ang suporta sa anak.” (Participant 3)
On the other hand, another parent also pointed out the importance of para
teachers in helping their children learn in the process even through the hard times.
“Malaking bagay na sila ay katulong sa pag agapay sa pagaaral ng mga
bata.dahil sila ang magpapaliwanag sa mga aralin.” (Participant 4)
Furthermore, one parent also showed empathy towards teachers and pointed
out the relevance of having para teachers in the process.
“A teacher has too many to handle already, para teachers can extend help.”
(Participant 5)
Based on the different opinions of the parents, it is clear that a para teacher
has a delineated work and function to carry out in the learning process of a child. It is
therefore important to build and strengthen the strong traits and character of the para
GRADUATE STUDIES 64
teachers as well as develop some areas of weaknesses along the way in order to
provide a quality learning experience by the learners.
Theme 4: Para Teachers and Parents Provision for a Successful Learning
Process
To help para teachers, the parents should also do their own part of the learning
process. Some parents are too dependent to teachers in reality, however, we are
talking about para teachers here, thus, they have limitations as well. Parents should
supplement the other needs of their children since not everything is taught in school.
Some learnings are based on experience and other external factors.
Subtheme1: Proper Approach, Communication, and Modelling for Learning
In order to achieve a successful and meaningful learning process from a para
teacher, parents should monitor their children as well. If there seemed to be a
challenging task that a child could not accomplish, the parent should step-in and help.
Just like one parent has stated:
“Sa pamamagitan ng pakikipag komunikasyon o pagsuporta sa ano mang
kinakailangan niya sa larangan ng ikagagaling niya sa kanilang mga pinag
aaralan o mga aralin” (Participant 1)
Another honest parent also mentioned that he provides sound advice and
guide his child for the lessons that were difficult to understand:
GRADUATE STUDIES 65
“Pagpapayo at pagtulong sa mga lesson na hindi niya masyadong
maintindihan.” (Participant 2)
In addition, another parent remarked on the concept of reusing materials and
the importance of parents as a role model in the eyes of their children. A parent worth
emulating.
“Mahalagang maipakita sa anak kung paano ang tamang pagsisinop sa mga
materyal na bagay gayundin sa mga di materyal. Mapahalagahan at
maisabuhay bawat aral na itinuturo sa kanila at ito mismo ay nakikita sa
gawi ng magulang.” (Participant 3)
Subtheme 2: Parents provision to their children’s learning
A learning is best experienced when accompanied by certain materials or
paraphernalia for learning. A pencil and pad paper or a notebook are a sign or symbol
for a child that learning is a must. These are tools that will help him/her pass through
the process and conquer his/her dreams in the future.
Some parents stated that they try to provide what is necessary in the school so
that their children can learn along with their classmates. However, not all are well-off
and can buy expensive and sometimes sophisticated learning materials just like what
were mentioned below:
“Ibinibigay ko ang mga pangangailangan ng anak ko tulad ng mga gamit sa
paaralan.” (Participant 4)
GRADUATE STUDIES 66
“I only privide what is needed and what my children can handle. Slowly but
surely.” (Participant 5)
“Ibinibigay ko lang po kung ano iyong mga makakaya ko ng sa ganun ay
mapabuti sa pagaaral ang aking anak.” (Participant 6)
There is also one parent that resorted to reusing some things that can still be
used in school so that they do not have to buy new ones:
“Halimbawa sa mga gamit na hindi naman dapat bilihin at kailangan
namang recycle o pwede pa namang gamitin.” (Participant 7)
Observing these situations and experiences coming from the parents, one
cannot help but think the struggles of a para teacher and a parent in helping the child
learn the reality of life. This experiences hopefully would teach the child to be more
appreciative of what his/ her family can provide and what his/ her para teacher can
afford as well.
Theme 5: Collaboration between Para Teachers and Parents for a Successful
Learning
Rearing a child is not a one-way street. It is a collaborative work by the
different agencies of learning. In this particular study, it was elicited the important
roles of the para teacher and the parents for the success of the child’s learning
GRADUATE STUDIES 67
experience. Collaboration and understanding between the para teacher and the parent
are challenging at times but the result is quite rewarding in the end.
Subtheme 1: Parents’ Role in the Learning Process of the Child
One parent believed that parents should play their role especially at home. By
helping their child in answering learning tasks or projects, this practice will let the
child realize how important is the bond between them in their family.
“Oo dahil kailangan din ng bata ang turo o suporta ng magulang dahil
minsan hindi lahat ng pinag aaralan niya ay kaya niyang maintindihan may
mga tanong na kahit papaano ay kayang sagutin ng magulang.” (Participant
1)
Another one put his trust on the idea that a child’s success is the proper
rearing at home of the parents:
“Naniniwala ako sapagkat ang ikatatagumpay ng isang bata o anak ay
nahuhubog sa loob pa lamang ng tahanan.” (Participant 3)
Subtheme 2: Positive Outcome of Para Teacher and Parent Collaboration
Parents were not afraid to tell that there is an important relationship between
them and the para teachers. A collaboration between them will only spell success at
the end.
Just like what the parents below has shared:

GRADUATE STUDIES 68
“Opo, dahil ang mga guro ang tinuturing na pangalawang magulang ng mga
bata kaya makikinig sila sa mga tinuturo ng guro na magagamit nila sa
kanilang kinabukasan.” (Participant 2)
Two parents also pointed out the importance of discipline taught by para
teachers in school and the development of the child’s innate talents:
“Opo dahil nadidisiplina ang mg bata at nailalabas nila ang kanilang mga
talento kung suportado sila.” (Participant 4)
“Opo.dahil kapag naturuan ang isang bata ng maayos at mabuti
magreresulta ito sa mabuting gawa ng isang bata.” (Participant 7)
In a straightforward response of one parent, she emphasized that the
collaboration between the para teacher and the parent is better and more convenient.
“Yes. 2 heads are better than 1.” (Participant 5)
Another parent blurted out that para teachers are also influenced by the
parents in order to teach children more patiently and understandingly:
“Opo dahil nagiging inspirasyon din po ng mga guro ang mga mgulang
upang makapagturo po sila ng mas mabuti sa mga mgaaral.” (Participant 6)
From these premises, the parents realized the vitality of working together with
the para teachers. They have to work hand-in-hand in order for their child to
GRADUATE STUDIES 69
successfully accomplish related tasks and learning processes for them to adopt the
fast pace changes of the current era.
6) Proposed Actiona Plan for Para Teachers’ for Greater Academic

Performance of Learner
Program/ Expected
Success Time Outcome
Objectives Project/ Tasks Resources
Indicators Frame
Activities
1.Review 80% of
80% of
academic learners
learners
1. Improve performanc SF 9 improved
improved
academic Learner e of (Progress their
their Every
performanc Developme learners Report Card) academic
academic Quarter
e of nt Program 2. Identy Teachers performanc
performance
learners and e
in all subject
validate the
areas.
gaps
Present the 80% of
school para
2. Increase
programs, 80% of para teachers are
engagemen
projects, teachers were actively
t of para Para
and involved in Parents/ engaged in
teachers to Teachers Every
activities the Guardians school and
the holistic Advocacy Quarter
(PPAs) of implementatio Teachers home
developme Program
the school n of school’s activities.
nt of
across PPAs
learners
subject
areas.
3. Online 1. launch a 80% of of Monthl Parents/ 80% of
Implement Monitoring progress para teachers y Guardians teachers
progress Mechanism monitoring used the Teachers implemente
monitoring app progress d progress
mechanism 2. track the monitoring monitoring.
s performanc mechanism
e of
learners at
home
GRADUATE STUDIES 70
4.
Recognize
School
the
90% of Administrato
significant Recognize
education rs
contributio education
Education partners and PTA
n of para and July
Partners stakeholders LGU
teachers in stakeholder 2023
Day wre Teachers
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successfully Stakeholders
instructiona partnership
recognized. Education
l learning
Partners
as support
of schools
Chapter 4
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter summarizes the results, findings, conclusions, and
recommendations of the study regarding the the complementary role of para teachers
towards academic achievement of grade 3 learners.
Summary of Findings
1) Para Teachers’ Instructional Support in Science

GRADUATE STUDIES 71
1.1 Planning and Preparation. The respondents believe that the para teachers’
planning and preparation is in great extent for the learners.
1.2 Study Environment. The respondents reported that the para teachers’ study
environment is in very great extent for the learners.
1.3 Academic Instructions. The respondents confided that the para teachers’
academic instruction is in very great extent for the learners.
1.4 Shared Professional Responsibilities. The respondents revealed that the para
teachers’ shared professional responsibilities is in very great extent as well.
2) Academic Performance of Grade 3 Learners in Science
The study revealed that the grade 3 learners’ academic performance for the
subject of Science was satisfactory.
3) Significant Relationship between para teachers’ instructional support in
Science and the academic performance of grade 3 learners
There was no enough proof of significant association between the para
teachers’ instructional support in Science and the academic performance of grade
3 learners. Therefore, the null hypothesis of the study is hereby accepted.
4) Understanding and Management of Instructional Support of Para Teachers
for the Learners

GRADUATE STUDIES 72
There were five (5) major themes that were elicited from the semi-structured
interview done by the researcher. They include:
4.1 Para Teachers’ Basic Responsibilities to Learners wherein two subthemes
emerged namely: a) teaching and instructional responsibilities; and b)
teaching beyond responsibilities.
4.2 Characteristics of Para Teaches in the Eyes of Parents where two subthemes
were created: a) proper and appropriate manner of teaching; and b) good
attitude and approach of teaching.
4.3 Development of Character and Support for Para Teachers and Learners
wherein two subthemes were generated: a) teaching the right path to learners;
and b) appropriate support and leverage by para teachers.
4.4 Para Teachers and Parents Provision for a Successful Learning Process where
two subthemes were depicted: a) proper approach, communication, and
modelling for learning; and b) parents’ provision to their children’s learning.
4.5 Collaboration between Para Teachers and Parents for a Successful Learning
wherein two subthemes were developed: a) parents’ role in the learning
process of the child; and b) positive outcome of para teacher and parent
collaboration.
5) Proposed Action Plan for Para Teachers
Para Teachers are considered the instructional support of the schools in
implementing the curriculum and assisting the needs of each learner for learninig.
GRADUATE STUDIES 73
Their contribution to augment and support the learners’ understanding to
comprehend each lesson is needed. Through this, the learning concentration gives
a bigger space to magnify the learning delivered in school and be able to
supplement at home through para teachers. It is deemed necessary that schools
should deliver the best way possible to strengthen the instructional capacity of
para teachers and be able to recognize their contribution as education partners of
the schools.
Conclusions
From the aforementioned results and findings of the study, the following
conclusions were presented:
1) The para teachers’ help promote instructional learning amongst learners by
establishing plan, conducive learning environment, instructions, and shared
responsibilities in education;
2) The academic performance of grade 3 learners exhibited an average level of
performance due to health restrictions imposed by the government under the
different learning modalities;
3) There was no significant relationship between the para teachers’ instructional
support the grade 3 learners’ academic achievement. This implies that there is
no intervening factors exist to affect the relationship of the variables
presented;
GRADUATE STUDIES 74
4) There were five (5) major themes that were identified in the interview. Each
major theme has two (2) subthemes that were developed.
5) A plan of action is hereby proposed to support the para teachers achieve better
academic achievement.
Recommendations
Based on the findings and conclusions of the study, following
recommendations were proposed.
1. It is suggested that Para teachers maintain their strong support particularly,
instructional support to their child/ren through as a part of their advocacy to
sustainability program of teaching and learning;
2. The study suggest that learners may promote collaboration and dynamism
amongst their classmates to improve their academic performance most
especially, the face-to-face classes are resumed;
3. Teachers may continue to manifest transparency and avoid favoritisms to
encourage participation and active involvement of parents in the school-
learning activities;
4. Teachers and school administrators may develop a character and support
system program for para teachers to sustain healthy relationship and
promote holictic development of learenrs;

GRADUATE STUDIES 75
5. School administrators may provide stakeholder’s day to recognize para
teachers and other stakeholders as partners of schools in promoting and
celebrating accomplishments for the entire school year.
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GRADUATE STUDIES 80
APPENDIX A
Survey Questionnaire
Good day!
GRADUATE STUDIES 81
I am Ma. Victoria Belmonte, a teacher at Baliuag South Central School. I am
currently conducting a study entitled “Complementary Role of Para Teachers’
Towards Greater Academic Achievement Among Learners ”. In line, I humbly ask
for your support by answering the following inquiries. The indicators below all refer
to the indicators how para teachers give instructional support. Rest assured that your
answers will be treated with utmost confidentiality.
Thank you.
Name :____________________________(optional)
Part I. PARA TEACHERS LEVEL OF INSTRUCTIONAL SUPPORT
Kindly choose the importance of each variable affecting your instructional
support as Para Teacher to your child. Please answer in terms of how each
statement described you by ticking (/) the corresponding box. Use the following
scale:
4 - Highly Effective
3 - Effective
2 - Developing
1 - Ineffective
A. Domain 1- Planning and Preparation
A Para Teacher promotes the success of every learner by 4 3 2 1

demonstrating knowledge of content and pedagogy,
demonstrating knowledge of resource, and designing coherent
instruction. (Itinataguyod ng Para Teacher ang tagumpay ng
bawat mag-aaral sa pamamagitan nang pagpapakita ng
kaalaman sa nilalaman at pedagohiya, pagpapakita ng
GRADUATE STUDIES 82
kaalaman sa mapagkukuhanan, at pagdidisenyo ng

magkakaugnay na pagtuturo.)
Demonstrating knowledge of content and pedagogy
(Pagpapakita ng kaalaman sa nilalaman at sining ng pagtuturo)
 Knowledge of content and the structure of the discipline
(Kaalaman sa nilalaman at ang estruktura ng disiplina)
 Knowledge of pre-requisite relationships (Kaalaman sa
mga kinakailangang kaugnayan)
 Knowledge of content-related pedagogy (Kaalaman sa
kaugnay na pangnilalamang sining ng pagtuturo)
Demonstrating knowledge of learners (Pagpapakita ng kaalaman
ng mga mag-aaral)
 Knowledge of child and adolescent development
(Kaalaman sa pag-unlad ng bata at kabataan)
 Knowledge of the learning process (Kaalaman sa proseso
ng pagkatuto)
 Knowledge of learners’ skills, knowledge, and language
proficiency (Kasanayan, kaalaman, at kabisaan sa wika
ng mga mag-aaral)
 Knowledge of learners’ interests and cultural heritage
(Kaalaman sa mga interes at pamanang kultural ng mga
mag-aaral)
 Knowledge of leaners’ needs (Kaalaman sa mga
pangangailangan ng mga mag-aaral)
Setting instructional outcomes (Pagtatakda ng mga instruksyunal
na resulta)
 Value, sequence, and alignment (Halaga, wastong
pagkakasunud-sunod, at pagkakahanay o pagkakaugnay)
 Clarity (Kalinawan)
 Balance (Pagkakapantay-pantay, balanse)
 Suitability for diverse learners (Angkop para sa
pagkakaiba-iba ng mga mag-aaral.)
Demonstrating knowledge of resources (Pagpapakita ng
kaalaman sa mga mapagkukuhanan, sanggunian, at batis ng
impormasyon)
 Resources for classroom use (Mga mapagkukuhanan para
sa paggamit sa silid-aralan)
 Resources to extend content knowledge and pedagogy
(Mga mapagkukuhanan upang mapalawak ang kaalaman
sa nilalaman at sining ng pagtuturo)
 Resources for learners (Mga mapagkukuhanan para sa
GRADUATE STUDIES 83
mga mag-aaral)
Designing coherent instruction (Pagdidisenyo ng magkakaugnay
na pagtuturo)
 Learning activities (Mga gawain sa pagkatuto)
 Instructional materials and resources (Kagamitang
pampagtuturo at mga sanggunian)
 Instructional groups (Instruksyunal na pangkat)
 Lesson and unit structure (Aralin at estrukturang yunit)
Designing learner assessments (Pagdidisenyo ng pagtataya para
sa mga mag-aaral)
 Congruence with instructional outcomes (Tugma ang
resulta batay instruksyunal na paraan)
 Criteria and standards (Pamantayan)
 Design of formative assessments (Disenyo ng
pormatibong pagtataya)
B. Domain 2- Study Environment
A Para Teacher promotes the success of every learner by

creating an environment of respect and rapport, establishing
a culture for learning, managing classroom procedures, and
managing learner behavior. (Itinataguyod ng Para Teacher
4 3 2 1
ang tagumpay ng bawat mag-aaral sa pamamagitan ng
paglikha ng kapaligirang may paggalang, pagtatatag ng
kultura ng pagkatuto, pamamahala sa mga pamamaraan sa
silid-aralan, at pamamahala sa pag-uugali.)
Demonstrating knowledge of content and pedagogy
(Pagpapakita ng kaalaman sa nilalaman at sining ng pagtuturo)
 Knowledge of content and the structure of the discipline
(Kaalaman sa nilalaman at ang estruktura ng disiplina)
 Knowledge of pre-requisite relationships (Kaalaman sa
mga kinakailangang kaugnayan)
 Knowledge of content-related pedagogy (Kaalaman sa
kaugnay na pangnilalamang sining ng pagtuturo)
Managing classroom procedures (Pamamahala ng mga
pamamaraan sa silid-aralan)
 Management of instructional groups (Pamamahala ng
mga pangkat sa pagtuturo)
 Management of transitions (Pamamahala ng daloy)
 Management of materials and supplies (Pamamahala ng
mga materyales at suplay)
GRADUATE STUDIES 84
 Performance of non-instructional duties (Pagganap ng

mga tungkuling hindi saklaw ng pagtuturo)
 Supervision of volunteers and paraprofessionals
(Pangangasiwa ng mga boluntaryo at parapropesyunal)
Managing learner behavior (Pamamahala ng pag-uugali ng mag-
aaral)
 Expectations (Mga Inaasahan)
 Monitoring of learner behavior (Pagsubaybay sa pag-
uugali ng mag-aaral)
 Responses to learner misbehavior (Nakatutugon sa hindi
wastong pag-uugali ng mga mag-aaral)
Organizing physical space (Pag-aayos ng pisikal na espasyo)
 Safety and accessibility (Kaligtasan at aksesibilidad)
 Arrangement of furniture and use of physical resources
(Pag-aayos ng mga kasangkapan at paggamit ng mga
pisikal na yaman)
C. Domain 3 - Academic Instruction

communicating with learners, using questioning and
discussion techniques, engaging learners in learning, using
assessment in instruction, and demonstrating flexibility and
responsiveness.
(Itinataguyod ng Para Teacher ang tagumpay ng bawat mag- 4 3 2 1
aaral sa pamamagitan ng pakikipag-usap sa mga mag-aaral,
paggamit ng mga pamamaraan sa pagtatanong at talakayan,
paglapit sa mga mag-aaral sa pagkatuto, paggamit ng
pagtataya sa pagtuturo, at pagpapakita ng kakayahang
umangkop at kakayahang tumugon.)
Communicating with learners (Pakikipag-usap sa mga mag-
aaral)
 Expectations for learning (Mga inaasahan para sa pag-
aaral)
 Directions and procedures (Mga direksyon at
pamamaraan)
 Explanations of content (Mga paliwanag sa nilalaman)
 Use of oral and written language (Paggamit ng pasalita at
pasulat na wika)
Using questioning and discussion techniques (Paggamit ng mga
pamamaraan sa pagtatanong at talakayan)
GRADUATE STUDIES 85
 Quality of questions (kalidad ng mga tanong)

 Discussion techniques (Pamamaraan sa pagtalakay)
 Learner participation (Pakikilahok ng mga mag-aaral)
Engaging learners in learning Activities and assignments
(Paghikayat sa mga mag-aaral sa pagkatuto, Mga gawain at
takdang-aralin)
 Grouping of learners (Pagpapangkat ng mga mag-aaral)
 Instructional materials and resources (Mga materyales sa
pagtuturo at mapagkukuhanan)
 Structure and pacing (Estruktura at daloy)
Using assessment in instruction (Paggamit ng pagtataya sa
pagtuturo)
 Assessment criteria (Pamantayan sa pagtataya)
 Monitoring of learner learning (Pagsubaybay sa
pagkatuto ng mag-aaral)
 Feedback to learners (Tugon sa mga mag-aaral)
 Learner self-assesses and monitoring of progress
(Pagtataya ng mga mag-aaral sa sarili at pagsubaybay sa
pag-unlad)
Demonstrating flexibility and responsiveness (Pagpapakita ng
kakayahang umangkop at kakayahang tumugon)
 Lesson adjustment (Pagsasaayos ng aralin)
 Response to learners (Tugon sa mga mag-aaral)
 Persistence (Katiyagaan)
D. Domain 4- Shared Professional Responsibilities

reflection on teaching, maintaining accurate records,
communicating with families, participating in a professional
community, growing, and developing professionally, showing
professionalism. (Itinataguyod ng Para Teacher ang tagumpay
4 3 2 1
ng bawat mag-aaral sa pamamagitan ng pagninilay sa
pagtuturo, pagpapanatili ng wastong mga talaan, pakikipag-
usap sa mga pamilya, pakikilahok sa isang propesyonal na
komunidad, propesyunal na paglago at pag-unlad, pagpapakita
ng propesyunalismo.)
Reflection on teaching (Pagninilay sa pagtuturo)
 accuracy (katumpakan)
 use in future teaching (paggamit sa pagtuturo sa
hinaharap)
GRADUATE STUDIES 86
Maintaining accurate records (Pagpapanatili ng wastong mga

tala)
 learner completion of assignments (pagkumpleto ng mag-
aaral sa mga takdang-aralin)
 learner progress in learning (pag-unlad ng mag-aaral sa
pagkatuto)
 non-instructional records (mga talang hindi kaugnay sa
pagtuturo)
Communicating with families (Pakikipag-usap sa mga pamilya)
 information about the instructional program
(impormasyon tungkol sa programang pampagtuturo)
 information about individual learners
(impormasyon tungkol sa indibidwal na mag-aaral)
 engagement of families in the instructional program
(pakikipag-ugnayan ng mga pamilya sa programang
pampagtuturo)
Participating in a professional community (Pakikilahok sa isang
propesyonal na komunidad)
 relationships with colleagues (relasyon sa mga
kasamahan)
 involvement in a culture of professional inquiry
(pakikilahok sa isang kulturang nakatutugon sa
propesyonal na pakikisangkot)
 service to school (serbisyo sa paaralan)
 participation in school and district projects (pakikilahok
sa mga proyekto ng paaralan at distrito)
Showing professionalism (Pagpapakita ng propesyunalismo)
 integrity and ethical conduct (integridad at etikal na pag-
uugali)
 service to learners (serbisyo sa mga mag-aaral)
 advocacy (adbokasiya)
 decision making (pagbuo ng desisyon)
Part II. THE LEARNER’S ACADEMIC PERFORMANCE
School Form 9 Progress Report Card
Report on Learning Progress and Achievement
QUARTER
Final
Learning Areas Remarks
Grade
1 2 3 4
GRADUATE STUDIES 87
Science
Part III. Para Teachers Guide Questions
Name (Optional): _______________________ School: _____________________
1. What roles do Para teachers perform as instructional support for learners? (Anong
mga tungkulin ang ginagampanan ng mga Para Teachers bilang suporta sa
pagtuturo para sa mga mag-aaral.)
2. What are the key points to become an efficient Para Teacher to your child/ren? (Ano
ang mga pangunahing punto upang maging isang mahusay na Para Teacher sa iyong
anak?)
3. What are the contributions of Para Teachers to the success of learning of learners?
(Ano ang mga kontribusyon ng Para Teachers sa tagumpay ng pagkatuto ng mga
mag-aaral?)
4. How do you manage you resources in performing instructional support to child/ren?

(Paano mo pinamamahalaan ang iyong mga material at di material na yaman sa
pagsasagawa ng suporta sa pagtuturo sa iyong anak?)
5. Do you believe that efficient implementation of instructional support will result to

learners’ improved performance? Why or why not? (Naniniwala ka ba na ang
mahusay na pagpapatupad ng suporta sa pagtuturo ay magreresulta sa pagpapabuti
ng pagganap ng mga mag-aaral? Bakit o bakit hindi?)
--- end of questionnaires---

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Belmonte Ma. Victoria M Thesis Final Mixed Dec 15 2022

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COMPLEMENTARY ROLES OF PARA TEACHERS TOWARDS GREATER

ACADEMIC ACHIEVEMENT AMONG LEARNERS

A Thesis Presented to the Faculty of the

Graduate School of Meycauayan College

In Partial Fulfilment of the Requirements for the

Degree of Master of Arts in Education Major in

Administration and Supervision

MA. VICTORIA BELMONTE

This study aimed to determine the relationship of instructional support of para

teachers on the academic performance of Grade 3 learners in Science as input for

revealed the academic performance of Grade 3 learners in Science was satisfactory;

identified based on the semi-structured interview conducted.

Keywords: instructional support, para teachers, Science

THE PROBLEM AND ITS BACKGROUND

kinds of responsibilities which were carried out by the predecessors of 25 to 50 years

Transitioning from on-campus to online teaching brings about some

through classroom discussions, laboratory exercises, and oral and written

difficult concept, or preparing to make a comment. The student who is frustrated,

delivery to meet needs of the class during a particular lesson.

The presence of different learning modalities fostered challenges and huge

of multimedia, as well as online learning from the original set up of classroom

of learning. According to Hernandez (2021), teachers and learners have a variety of

strengths in distance learning and stressed different challenges they encountered

learning resources, delivery of printed learning materials, available technological

online modality (Medina, 2022).

to carry on a stimulating teacher-class discussion when spontaneity is altered by

may or may not be viewed by students.

Moreover, another problem also arises. Teacher shortages are a problem

unqualified or not fully qualified teachers – so-called volunteer, contract or

perspectives regarding cost-effectiveness and efficiency in education (Farrell and

In response, volunteer teachers have been a significant factor in the success of

Christ of Latter-day Saints (Reynolds, 2018). He emphasized that constituting a

standards-based rubric with an accompanying training program is a benefit for both

together some conclusions regarding the practice followed by a set of policy

recommendations is hereby solicited.

Such differences brought countries and governments to hire para-teachers,

also known as ‘contract teachers’ or ‘volunteer teachers’. The Department of

Education (DepEd) released D.O. No. 32 s. 2020 or the Guidelines on the

Engagement of Services of Learning Support Aides to Reinforce the Implementation

of the Basic Education Learning Continuity Plan in Time of COVID-19 Pandemic. It

Personnel Positions’ and ‘Basic Education Facilities’ appropriations to the

recently enacted RA No. 11494, otherwise known as Bayanihan to Recover As One

teacher-assistants, and for the production or reproduction of modular learning

materials for K-12”.

On the basis of foregoing discussions it is revealed that para teachers are

also helping to generate community awareness towards education by forming a bridge

describe the effectiveness of para teachers’ instructional support to the elementary

local public regarding the effectiveness of para teachers.

Review of Related Literature

amount of literature and studies regarding the life experiences of a para-teacher.

the participant remains to be a compassionate, persevering, understanding, passionate

sufficient supplies and facilities for the learners (Bondoc, 2019).

community teachers, community helpers, volunteer parents and para-teachers. This

developing countries. In general, contract teachers have lower qualifications (lower

is left to local communities rather than public authorities. As a shorthand description,

contract teachers constitute low-cost, non-professional teachers (Tinoco, 2017).

at containing unit cost has been most influenced by international development

decentralize the management and financing of education (International Labour Office,

The Department of Education also recognize the needs to enter into

duties, and responsibilities may be performed by Learning Support Aides, depending

on the needed support identified by the schools:

a. Assist in the production or reproduction of learning modules, activity

sheets, and other instructional materials;