Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Practice teaching is an essential aspect of education as it helps prospective teachers get ready for

their future careers. It gives them the chance to put their theoretical knowledge into practice, hone their

teaching abilities, and obtain real-world classroom experience. Although teaching and instructional

strategies are the main focus of practice teaching.( CITATION)

The cooperating schools’ sports equipment and facilities refers to the availability and standard of

resources, including playgrounds, gymnasiums, sports equipment, and other facilities, that facilitate

physical education and athletics in the context of schools. There has been a lot of discussion about the

contribution that cooperating schools’ sports facilities and equipment can make to improve practice

teaching effectiveness. In addition to improving students' physical health, these resources give them a

platform to practice self-control, leadership, and cooperation. Educators can create a conducive learning

environment by incorporating physical activities into their engaging and interactive lessons when they

have access to well-equipped sports facilities.

Cooperating schools’ sports equipment and facilities can have a significant impact on the practice

teaching performance of the pre-service teachers and the availability of sports equipment & facilities.

While the intervening variable like the type of school, socioeconomic status and gender may influence the

relationship between them.

According to Ogar (2023), there is a significant relationship between facilities/equipment and

effective teaching and learning of human kinetics and health education in Government secondary school,

Okpoma, Yala Local Government Area, Cross River State. It was recommended that government and other

non-governmental bodies should provide trained administrators, infrastructural facilities and equipment,

instructional materials to secondary schools’ students to enhance effective teaching and learning of the subject
matter. The findings of the study reinforced the importance of teachers' qualifications and adequate

facilities/equipment in enhancing the teaching and learning process

Meanwhile, adequate facilities/equipment provide the necessary resources for practical

applications and hands-on learning experiences.

Sports equipment and facilities play a crucial role in the training of pre-service teachers in the

Philippines, especially for those specializing in Physical Education. These resources offer the instruments

required for putting the theories gained in the classroom into practice. They provide pre-service teachers

with the opportunity to obtain practical experience and hone their management and physical education

instruction skills. Sports facilities with enough equipment offer pre-service teachers a good learning

environment. They can experiment with different teaching strategies, pick up new skills in using

equipment, and comprehend the safety precautions required in a physical education classroom. The

facilities and equipment used for sports also add to the overall caliber of the teacher preparation

curriculum. They make it possible to educate in a thorough and practical manner, which is crucial for

preparing pre-service teachers for their future positions.

In the Philippines, pre-service physical education teacher preparation is an essential component of

the teacher education program. It includes practicum teaching, which is an experiential learning

opportunity that applies theory learned in the classroom. A vital component of their practicum training in

demo teaching is for pre-service Physical Education teachers in the Philippines. This part of the internship

for student teachers is sometimes regarded as the most difficult. Throughout the demonstration teaching,

pre-service educators are supposed to demonstrate their proficiency in lesson design, classroom

administration, and technology utilization.

In a real classroom, they must create a lesson plan, carry it out, and properly oversee the class.

They are able to apply the theories they have studied in their courses as a result. That explains how the

school's facilities and sporting goods situation impedes their ability to instruct students, particularly in
physical education. This example demonstrates the importance of sports facilities and equipment

availability, which goes beyond mere luxury or convenience to become a major component that can

impact the caliber and efficacy of pre-service teacher preparation.

This inspires the researchers to evaluate the availability of Sports Equipment and facilities in

cooperating schools, where the practice teachers' of Jose Rizal Memorial State University- Katipunan

Campus are deployed. Hence, this study aims to determine the level of availability of sports equipment

and facilities in Jose Rizal Memorial State University Katipunan Campus, in regards to the performance

of practice teachers. The researchers focus on the effectiveness of delivery of the practice teachers

concerning the schools’ in terms of accessibility of sports equipment and facilities. To investigate the

relationship of these mentioned variables and to examine if there is impact in the changes of any

dependent variables.

Theoretical Framework

This study is anchored by the theory of Albert Bandura about Social Learning Theory in 1963.

He implies that people pick up knowledge through modelling, imitation, and observation. This theory

suggests that the availability and calibre of affiliated school sports facilities and equipment may have an

impact on the effectiveness of practice teachers. According to the theory, practice teachers are more

likely to see and emulate successful physical education teaching techniques when they have access to

well-stocked sports resources. Practice teachers can learn how to create engaging lessons, encourage

teamwork and discipline, and engage students by observing the resources and equipment available in their

cooperating schools. The Social Learning Theory suggests that practice teachers are more likely to imitate

and replicate the teaching methods they observe in their cooperating schools. When exposed to high-

quality sports equipment and facilities, practice teachers may be inspired to incorporate physical activities

into their lessons, creating a positive and engaging learning environment. By applying the social learning
theory, it offers a theoretical framework to comprehend how observation, imitation, and reinforcement

impact the teaching practices of practice teachers by applying the Social Learning Theory to the research

on cooperating school sports equipment and facilities in relation to practice teaching performance.

According to this theory, cooperating schools' sports resources, both in terms of quantity

and quality, can significantly influence practice teaching performance by influencing teachers'

instructional strategies and learning experiences.

Conceptual Framework

The schematic diagram below shows the relationship between the independent variable, which is

the cooperating schools’ sports equipment and facilities, the dependent variables, are the level of

availability of the cooperating schools sports equipment and facilities and the practice teaching

performance. These two variables are intervened by the type of schools, socioeconomic status and gender

as intervening variables.
 Independent Dependent

1. Practice Teaching Performance.

Cooperating Schools’ Sports
equipment and Facilities
2. Availability of Sports
Equipment and Facilities.

Type of School

Socioeconomic
Status

Gender
Intervening

Fig. 1 Schematic Diagram of the Study

1. Type of School: This refers to the classification or category of the schools involved in the

cooperative program. It could include factors such as public or private schools, primary or

secondary schools, or schools with different educational philosophies. The type of school may

have an impact on the availability and quality of sports equipment and facilities, as well as the

teaching performance.

2. Socioeconomic Status: This refers to the economic and social standing of the students and their

families in the cooperating schools. It includes factors such as income level, parental education,

and occupation. Socioeconomic status can influence the availability of resources, including sports

equipment and facilities, and may also impact the teaching performance.
 3. Gender: This refers to the biological and social differences between males and females. It

includes factors such as the participation rates of boys and girls in sports activities, the

availability of gender-specific facilities, and the attitudes and perceptions towards sports based on

gender.

Gender can influence the availability of sports equipment and facilities, as well as the teaching

performance and participation rates. (definition of terms)

Statement of the Problem

This study aims to determine the level of availability of sportd equipment and facilities, in relation to

practice teaching performance of BPED practice teachers of JRMSU KC during the academic year 2023-

2024.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Type of school;

1.2 socioeconomic; and

1.3 gender?

2. What is the level of availability of cooperating schools’ sports and equipment?

3. What is the practice teaching performance of the BPED pre-service teacher?

4. What is the level of availability of cooperating schools’ sports and equipment in terms of profile/ when

data are grouped according profile?

5. What is the practice teaching performance of the BPED pre-service teacher in terms of profile?

6. Is there a significant difference on the level of availability of cooperating schools’ sports and

equipment in terms of profile/ when data are grouped according profile?

7. Is there a significant difference on the practice teaching performance of the BPED pre-service teacher

in terms of profile?

8. Is there a significant relationship between the level of availability of the cooperating schools sports

equipment and facilities and the practice teaching performance of the BPED practice teachers?

Hypothesis

1. There is no significant difference on the level of availability of cooperating schools’ sports and

equipment in terms of profile/ when data are grouped according profile?

2. There is no significant difference on the practice teaching performance of the BPED pre-service

teacher in terms of profile?

3. There is no significant relationship between the level of availability of the cooperating schools

sports equipment and facilities and the practice teaching performance of the BPED practice

teachers?

HO : There is no significant relationship between cooperating schools’ sports equipment & facilities and

the performance of pre-service teachers and the availability of sports equipment and facilities.

Significance of the Study

The result of this study is beneficial to the following:

1. School Administrator. It sheds light on the significance of giving student teachers access to

sufficient sporting goods and facilities. Schools can improve the learning environment and

performance of student teachers by allocating funds for these resources. This in turn may enhance

the standard of instruction provided by the school as a whole.

2. College of education. Curriculum developers and teacher education institutions may find value

in the study as well. In order to guarantee that aspiring teachers are adequately prepared and

assisted in their teaching practice, they can utilize the findings to guide the creation of practice

teaching programs and curricula. Institutions can better prepare their graduates for success in the

teaching profession by integrating the value of sports facilities and equipment into their teacher

preparation curricula.

3. Pre–service Teachers- It can help student teachers participating in internships or practice

teaching in classrooms. The purpose of the study is to investigate the relationship between student

teachers' performance during their practice teaching and the quantity and caliber of sports

facilities and equipment available in participating schools. Understanding this relationship will

help student teachers modify their teaching strategies and gain a better understanding of how the

availability of resources can affect their performance as educators.

4. Parents- The study can help parents understand how sports facilities and equipment affect their

Childs’ overall development. With this information, parents can make well-informed decisions

about the education and general development of their children

5. Students- Provides the students an opportunity to learn and engage in sports. These could be a

beneficial way to be physically fit and healthy.

6. Future Researchers- By using the study as a basis for additional research, replication,

validation, comparative studies, and longitudinal studies, and intervention studies, future

researchers can reap benefits from it. Researchers can add to the body of knowledge in teacher

education and influence policies and practices regarding sports facilities and equipment in

schools by building on the preliminary findings.

Definition of Terms

Sports. Sports encompass a wide range of physical activities that involve skill, competition, and physical

exertion. They offer numerous physical, mental, and social benefits and play an essential role in

promoting a healthy and active life style.

Sports Equipment and Facilities. Sports equipment refers to the tools, gear, or apparatus used in various

sports activities. The specific equipment required can vary depending on the sport.

School Facilities. Refer to the physical infrastructure and resources available within educational

institutions to support teaching, learning, and other school-related activities. These facilities play a crucial

role in creating a conducive environment for students, teachers, and staff.

Practice Teachers. Are individuals who are in the process of preparing to become teachers through

teacher education program. They are acquiring the necessary knowledge, skills, and experiences to be

effective educators and make a positive impact on the lives of their future students.

Practice Teaching Performance. Refers to the effectiveness and quality of teaching demonstrated by

practice teachers during their teaching practice. It encompasses various aspects such as instructional

strategies, student engagement, classroom management, and overall teaching effectiveness, while the

availability of sports & facilities refers to the presence and quality of resources such as sports equipment,

playing fields, gymnasiums, and other facilities that support physical education and sports activities

within the school environment.

Type of School. This refers to the classification or category of the schools involved in the cooperative

program. It could include factors such as public or private schools, primary or secondary schools, or
schools with different educational philosophies. The type of school may have an impact on the

availability and quality of sports equipment and facilities, as well as the teaching performance.

Socioeconomic Status. This refers to the economic and social standing of the students and their families

in the cooperating schools. It includes factors such as income level, parental education, and occupation.

Socioeconomic status can influence the availability of resources, including sports equipment and

facilities, and may also impact the teaching performance.

Gender. This refers to the biological and social differences between males and females. It includes

factors such as the participation rates of boys and girls in sports activities, the availability of gender-

specific facilities, and the attitudes and perceptions towards sports based on gender.
This finding lends credence to the idea that achieving quality is a prerequisite for achieving other
organizational goals; including performance and creativity in this particular research (Ferdows & De
Meyer, 1990). This outcome also agrees with Zeng et al. (2015), who contended that quality
enhancement would cumulatively result in the accomplishment of other competitive goals.
Additionally, he maintained that quality and innovation coexist in a cumulative paradigm with
quality serving as its foundation rather than being mutually exclusive (Sciarelli, et al., 2020)

Sciarelli, M., Gheith, M. H., & Tani, M. (2020). The relationship between soft and hard quality
management practices, innovation and organizational performance in higher
education. The TQM Journal, 32(6), 1349-1372.
https://doi.org/10.1108/tqm-01-2020-0014

The study's findings suggest that in order to support public school instructors in integrating
technology into 21st-century learning, more organized alternative techniques should be
developed. This study may serve as a foundation for developing policies that prioritize funding
for educational technology tools that support public schools in enhancing the quality of
instruction for both instructors and students. After spending four years in college and gaining the
requisite information and abilities, the PST was ready to apply what they had learned to their
chosen institutions. TPACK is one area where their performance has to be assessed. Its
significance in applying the teaching and learning process has been recognized in literature; as a
result, teach well and make use of technology.

Santos, J., & Castro, R. D. (2020). Technological pedagogical content knowledge (TPACK) in
action: Application of learning in the classroom by pre-service teachers (PST). SSRN Electronic
Journal. https://doi.org/10.2139/ssrn.3661054

The results revealed that there is a significant relationship between teachers’ qualification,
facilities/equipment and effective teaching and learning of human kinetics and health education
in Government secondary school, Okpoma, Yala Local Government Area, Cross River State. It
was recommended that government and other non-governmental bodies should provide trained
administrators, infrastructural facilities and equipment, instructional materials to secondary
schools’ students to enhance effective teaching and learning of the subject matter.

Ogar, Emmanuel Ekawu. (2023). Impact of Teacher’s Qualification, Facilities/Equipment in

Facilitating the Teaching and Learning of Hke, A Case Study Of Government Secondary School,
Okpoma, Yala LGA. Impact of Teacher’s Qualification, Facilities/Equipment in Facilitating the
Teaching and Learning of Hke, A Case Study Of Government Secondary School, Okpoma, Yala
LGA, 6, 2 https://jeate.net/index.php/Jete/article/view/66

The quantitative and qualitative data results show that the student-teachers' attitudes toward
sustainable development have improved. In order to find out if student teachers who studied
education for sustainable development had a more positive attitude toward the topic of
sustainable development than their counterparts who did not, surveys of student teachers who
took this course were conducted. The study's findings support the necessity and promise of
teaching about sustainable development in various academic programs, particularly Pakistan's
teachers' education program, which aims to improve students' attitudes toward it.

Nousheen, A., Yousuf Zai, S. A., Waseem, M., & Khan, S. A. (2020). Education for sustainable
development (ESD): Effects of sustainability education on pre-service teachers’ attitude towards
sustainable development (SD). Journal of Cleaner Production, 250, 119537.
https://doi.org/10.1016/j.jclepro.2019.119537

This study presents pre-service teachers' perspectives. during the practicum. This investigation
sought to identify the challenges faced by the aspiring educators on administrative assistance, on
partner schools, and on student co-pre-service teachers, on students, supervisors, and assigned
work and in a classroom setting. Moreover, to assess the likelihood's level of acceptability
methods that can be applied to deal with these challenges. Using the study's findings as a
foundation, a suggested curriculum for pre-service education.
Napanoy, J. B., Gayagay, G. C., & Tuazon, J. R. (2021). Difficulties encountered by pre-service
teachers: Basis of a pre-service training program. Universal Journal of Educational Research,
9(2), 342-349.
https://hdl.handle.net/10520/EJC-14fdd49772

Results demonstrate that both in-service and pre-service teachers thought the program was
advantageous to all role players. The teachers' accounts of how the service-learning program
helped them get past obstacles like a lack of PE supplies and teacher incompetence make this
study unique.

Dorita Du Toit. (2019). Service-learning within field experience of physical education

teacher education in South Africa : experiences of pre-service and in-service teachers.
Service-learning within field experience of physical education teacher education in South
Africa : experiences of pre-service and in-service teachers, 41, 1.
https://journals.co.za/doi/abs/10.10520/EJC-14fdd49772

The results showed that students have individualized knowledge about technology,
pedagogy, and content at both the UG and PG levels; however, the least amount of students
were familiar with this framework. For the purpose of effectively integrating technology-
mediated pedagogy into the ongoing teacher education program at the regional and national
levels, the study included some specific recommendations and suggestions. The study's
conclusions support the current perspective's policy formulation for teacher education.

Thappa, S. R., & Baliya, J. N. (2021). Exploring awareness for technological pedagogical
and content knowledge (TPAC) in pre-service teacher education programme. MIER Journal
of Educational Studies Trends & Practices, 1-14.
https://doi.org/10.52634/mier/2021/v11/i1/1765