LAGUNA UNIVERSITY

College of Education
Laguna Sports Complex, Santa Cruz, Laguna

CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS

In this chapter, the researchers present the summary of findings, the conclusions,
and recommendations of the study.

Findings

Based on the gathered data, the researchers found out that:

1. The profile of the student teachers of Laguna University in terms of:
1.1 Program of Study is 43.20% of the student teachers were enrolled in Bachelor of
Secondary Education and 56.80% student teachers were registered in Bachelor of
Elementary Education.
1.2 Civil Status is 10.4% student teachers were all identified as married and 89.6
were single.
1.3 Trainings and Seminars attended related to teaching, 54 student teachers of
BSED, 5 student teachers were able to attend 10 trainings and seminars related to teaching,
43 student teachers were able to join 9 trainings and seminars related to teaching, 4 student
teachers were able to attend 8 trainings and seminars related to teaching, 1 student teacher
was able to attend 7 trainings and seminars related to teaching, and 1 student teacher was
able to attend 6 trainings and seminars related to teaching. Furthermore, out of 71 student
teachers of BEED, 4 student teachers were able to attend 10 trainings and seminars related
to teaching, and 67 student teachers were able to attend 9 trainings and seminars related to
teaching.
2. The student teachers had high level of teaching competency under the following
areas:
2.1 Diversity of Learners having a weighted mean of 3.81.
2.2 Content and Pedagogy having a weighted mean of 3.80.
2.3 Planning, Assessing, and Reporting having a weighted mean of 3.90.
3. The relationship between the profiles of the student teachers and their level of
teaching competency was indicated as follows:
 LAGUNA UNIVERSITY
College of Education
Laguna Sports Complex, Santa Cruz, Laguna

31

3.1 The relationship between student teachers’ area of specialization and their level
of teaching competency with the computed r value of the three areas: Diversity of
Learners 0.0669; Content and Pedagogy 0.1049; Planning, Assessing, and
Reporting 0.1212 are interpreted as Negligible Correlation.
3.2 The relationship between student teachers’ civil status and their level of teaching
competency with the computed r value of the three areas: Diversity of Learners -
0.0149; Content and Pedagogy 0.0098; Planning, Assessing, and Reporting -
0.1232 are interpreted as Negligible Correlation.
3.3 The relationship between student teachers’ trainings and seminars attended
related to teaching and their level of teaching competency with the computed r
value of the three areas: Diversity of Learners -0.0760; Content and Pedagogy -
0.0190; Planning, Assessing, and Reporting 0.0663 are interpreted as Negligible
Correlation

Conclusions

Based on the findings, the following conclusions were formulated:

1. The majority of the student teachers:
1.1 were enrolled in Bachelor of Elementary Education with the percentage of 56.80.
1.2 were identified as single with the percentage of 89.6.
1.3 were able to attend 9 trainings and seminars related to teaching.
2. In the level of teaching competency of the student teachers, the Planning, Assessing and
Reporting achieved the weighted mean 3.90 and is the highest among the three. While the
area of Content and Pedagogy got the lowest with the average of 3.80
3. The program of study, civil status, and trainings and seminars attended related to
teaching have no significant relationship with the level of teaching competency and having
an interpretation of “Negligible Correlation”.
 LAGUNA UNIVERSITY
College of Education
Laguna Sports Complex, Santa Cruz, Laguna

32

Recommendations

Based on the formulated conclusion, the researchers recommend the following:

1. In the area of Content and Pedagogy under the sub concept number one (1), student
teachers had the second to the lowest result in which the sub concept states that
student teachers accurate and update content using appropriate approaches and
strategies. To alter the result, they are recommended to familiarize themselves on
different approaches and strategies to be done in teaching.
2. Since the result showed that student teachers had complexity in Content and
Pedagogy under the sub concept number two (2) stating how well student teachers
are in terms of aligning lesson objectives, teaching methods, learning activities, and
instructional materials. They shall enrich their proficiency in organizing measurable
outcomes with reference to Bloom's Taxonomy of Educational Objectives (Bloom et
al., 1994; Gronlund, 1991; Krathwohl et al., 1956.) in order for them to select
appropriate instructional materials and classroom assessment techniques for the
subject matter.
3. Student teachers should practice questioning techniques promoting higher order
thinking skills such as hypothetical questions, reversal questions, analogy,
completion, and web analysis questions.
4. Future researchers should study related topics on determining the relationship
between the level of teaching competency of student teachers and the educational
attainment of the observers during the general demonstration teaching with the
intention of improving the teaching program.