CHAPTER 1

INTRODUCTION

Every school has its share of dynamic, engaged, and impactful teachers; nearly every
student can recall at least one educator who ignited a passion for learning and knowledge
within them. We often revere and celebrate these pedagogical champions. However, we
might overlook other reasons for the prevalence of lackluster, uninspiring teaching. It could
be due to our failure to select and reward teachers based on their ability to engage
students, or perhaps organizational conditions do not support and sustain effective
teaching practices when they do arise (Elmore, 2011).

Teachers employ a variety of instructional strategies aimed at fostering independent and

strategic learning among students. These strategies become potent tools for learning when
students actively choose and utilize suitable ones to tackle their tasks. Effective
instructional strategies can engage students, helping them focus, consolidate information,
and enhance their understanding and retention (Williams et al., 2013).

Instructional practices encompass the methods and techniques instructors use to meet
diverse learning needs (Hava et al., 2020). Effective teaching entails aligning what learners
are meant to learn and achieve, the opportunities provided for learning and practice, and
how learning is assessed. This alignment fosters more meaningful and impactful learning
experiences (MacPhail, 2023).

The role of teachers' unions in public education is a focal point, particularly examining how
collective bargaining agreements shape the delivery of educational services, impact
student achievement, influence the cost of quality education, and support educational
reform efforts (Eberts, 2010).

Research has shown that the effectiveness of teacher training significantly influences
classroom dynamics, including instructional methods, classroom management,
evaluation procedures, assignments, and the development of meaningful relationships
with students, principals, and society at large. Effective teacher training correlates
positively with impactful teaching practices (Rahman, 2021).

Purpose of the Study

The purpose of this qualitative study was to determine and identify the different
Instructional Practices used by Guinto Elementary Teachers. This study was conducted at
Guinto Elementary School, Guinto Datu Inda Pres. Roxas Cotabato.

Research Questions

What are the instructural practices of teachers that affects the students’ performance?

Expected Output

At the end of this study, the researcher will produce a data on the instructional practices
used by teachers in increasing the students performance.

Theoreti cal Lens

This research explores into the evolving landscape of instructional practices within
education, underscoring the pivotal role of educators' familiarity with these methods in
driving their effective implementation. The study conducted a comprehensive analysis of
teachers' knowledge and perceptions concerning 24 instructional practices, particularly in
the realm of technology-based teaching and learning.

The dataset encompasses information from 162 seasoned teachers who participated in
specialized teacher education programs across two universities from 2005 to 2007.
Aligning with existing literature, the findings underscore that educators possessing
advanced degrees and extensive teaching experience demonstrate a heightened
awareness and deeper understanding of educational practices.

Moreover, this study contributes to the development of a predictive model, offering insights
into the correlation between educators' qualifications, experience, and their proficiency in
comprehending and utilizing diverse educational practices (William et al., 2010).

Significance of the Study

This study is a significant endeavor in understanding the effective or Inefficient: Unboxing

Intructional Practices imposed by Guinto Elementary Teachers. The participants of this
study were the Teachers of Guinto Elementary School .
Limitation and Delimitation of the study

This qualitative research focused only on the instructional practices of teachers in

increasing students’ performance. The participants were the ten (10) selected teachers
from Guinto Elementary School, Guinto Datu Inda Pres. Roxas Cotabato.

Operational Definition of Terms

Effective Teaching. Refers to producing a result that is wanted.

Elementary Teachers. are early education providers who primarily teach children in
kindergarten through the fifth or sixth grades

Instructional Practices. Refers to how information is delivered, received, and experienced

by students. The multitude of instructional practices typically fall under major categories
such as “teacher directed” and “student centered.”

Unboxing. Refers to the way of openingand revealing the experiences of teachers.

 CHAPTER 2

REVIEW RELATED LITERATURE

Review of related literature provides a strong theoretical base which carries a great value
for the research. The literature review shows the divers approaches, theories, concepts and
opinions elicited by the researcher.

Effective Teaching

The concept of 'effective' teaching might differ among individuals, yet its fundamental role
in the flourishing of schools remains indisputable. However, it's not just about enhancing
individual teaching quality; it's equally crucial to invest in enhancing the school's overall
effectiveness as well (Dunne et al., 2014).

Defining 'effective' teaching isn't always straightforward, but it undoubtedly requires

teachers to possess a vast array of subject knowledge and professional skills. Educating
young minds involves imparting not just academic knowledge but also nurturing their
understanding of the world, fostering critical thinking, and cultivating harmonious
interactions. Effective teaching demands a comprehensive blend of subject mastery,
classroom management, clear communication, adept questioning, and skillful monitoring
of learning progress (Dunne et al., 2014).

Several factors drive teachers to continually elevate their professional competence. These
encompass the rapid expansion of knowledge, evolving employment landscapes,
technological advancements, and an expanding role for primary educators. These
pressures necessitate ongoing improvements in pedagogical practices, even for those
already adept in the classroom (Dunne et al., 2014).

In the past, teacher training institutions were known as 'normal schools,' assuming a 'norm'
dictated by society. However, contemporary demands go far beyond basic competencies,
requiring higher levels of skill, innovation, resilience, and adaptability among educators
(Dunne et al., 2014).

For educators, the implications are profound. Recognizing that it's impossible to know
everything, the focus shifts to having a strong foundational understanding and fostering the
ability to continually seek and acquire knowledge. The learning process itself has become
pivotal, alongside determining what and how children should learn. Teaching strategies
must transcend mere information transmission, fostering independent learning and
collaborative group dynamics among students (Dunne et al., 2014).

In the twenty-first century, cultivating a thirst for lifelong learning hinges on nurturing
positive experiences in school. Personal relationships between teachers and students play
a pivotal role in this, underlining the importance of teachers' interpersonal skills in shaping
class dynamics and inspiring students' learning journeys. Effective teaching transcends
mere knowledge impartation in today's context (Dunne et al., 2014).

Additionally, as we progress into the twenty-first century, a considerable number of

individuals will be engaged in service industries or managing small enterprises. This shift
away from factory-based work underscores the growing need for heightened imagination,
creativity, motivation, and interpersonal skills. These crucial attributes, foundational to
success in these fields, can be cultivated in robust primary school settings by educators
who foster them – a fact that deserves significant recognition (Dunne et al., 2014).

Doyle (2013) noted a recurring observation among reviewers examining teacher

effectiveness research: establishing consistent relationships between teacher variables
and effectiveness remains a challenging task. An intriguing experiment conducted at the
University of Guetzkow et al. (2015) offers insight into this challenge. The university divided
first-year students enrolled in a general psychology course into three groups. While the first
group underwent a formal lecture series with regular tests, the second and third groups
engaged in tutorials and discussions. Surprisingly, the group exposed to the formal lecture
format outperformed the tutorial discussion groups in the final examination, with students
also favorably rating the course overall. This experiment illuminates the complexity in
identifying and evaluating teaching skills and their impact on learning outcomes.

Instructional Practices

Educators continuously grapple with the challenge of breaking away from entrenched
instructional norms found in traditional classrooms (Trimble, 2010).

In these conventional settings, students often encounter fragmented learning experiences,

devoid of dynamism. Rather than engaging in comprehensive, purposeful activities,
schools tend to disseminate information across disciplines without adequate contextual
connections, leading to a lack of authenticity in classroom learning (Perchman, 2022). This
disconnect makes it challenging for children to grasp the relevance of their school learning
to their lives.
Brooks (2016) contends that an overemphasis on standardized testing sidelines the focus
on cultivating higher-order thinking skills. These tests, serving as singular measures of
accountability, substitute the preparation needed for the diverse contexts students will
encounter beyond the classroom. This shift mirrors the replacement of natural processes
with artificial ones, similar to what has occurred in agriculture.

This neglect of authentic educational experiences is particularly concerning for children in

underprivileged, often rural, areas of the United States. Studies point to nationwide
underperformance across various subjects (Bracey, 2011; Collins et al., 2012), further
exacerbated by persistent achievement gaps, particularly evident in rural regions, often
linked to the prevalence of childhood poverty (Riley, 2013).

In rural schools, access to resources and experiences is often not on par with their
suburban and urban counterparts. Beeson et al. (2017) note that a significant portion of the
nation's public schools, 43%, are located in rural communities or small towns housing 31%
of the country's schoolchildren. The prevalent challenges faced by these rural schools
include poverty-related issues such as per capita income, salaries, limited computer usage
in classrooms, administrative costs, and transportation expenses (Beeson et al., 2017).

Furthermore, rural schools grapple with the daunting task of recruiting and retaining
qualified educators. Ingersoll (2018) investigated staffing concerns in high-poverty schools
across rural and urban areas, pinpointing school-specific factors behind the teacher
shortage. Factors contributing to high turnover rates include lower pay compared to other
school types, insufficient administrative support, excessive disruptions to teaching time,
student behavior problems, and limited faculty involvement in school-related decisions.

Further research is imperative to elucidate the correlation between teachers' technology

utilization and their classroom instructional methodologies. Despite certain schools
demonstrating a dedication to technology integration, many educators seem to employ
computers merely as aids to their traditional teaching methods, rather than leveraging
them for innovative, constructivist approaches. The current training programs aimed at
teachers and the allocation of technology-related funds might not be yielding the desired
outcome: a measurable improvement in student learning. For instance, in a study involving
500 students from grades 7 to 12, researchers delved into the students' perception of how
their teachers incorporated computers into the learning process. The findings unveiled that
most students reported a lack of sophisticated computer use by their teachers. Without
the necessary support and guidance to seamlessly integrate computers into the classroom
landscape, it's improbable that students will harness computers in ways that significantly
enhance their learning experiences (Fuller, 2015).
This institutional framework, if not aligned with systems and structures that directly relate
to teachers' classroom instructional approaches, forms a stark reality within the school
district. The descriptions of this institutional setting do not just mirror the structure of the
school district; they also encapsulate the teachers' personal encounters within it. For
instance, teachers often grapple with the tension between the school leadership
communities' agendas and the mathematics leadership community's expectations while
shaping their instructional practices. While our perspective on a school district as a lived
organization doesn't hinge on economic analogies involving resource flow, it does allow us
to account for access to material resources like instructional materials, dedicated planning
time, external consultants, and the cultivation of human and social resources (Cobb,
McClain et al., 2016).

Students

According to Ayeni (2011), teaching is an ongoing process that aims to instigate favorable
changes in learners through the application of suitable methods. Adunola (2011)
emphasized that the efficacy of teaching methods relies significantly on their suitability for
the subject matter to bring about these desired changes in students. Furthermore, it was
underscored that effective teaching methods are contingent on their alignment with
learners' individual needs, considering that each student interprets and responds to
queries in a distinct manner (Chang, 2010). Consequently, the harmonization of teaching
methods with students' preferences and learning requirements significantly impacts their
academic achievements.

The traditional instructional method often involves students passively receiving

information from the teacher without actively engaging with the subject matter (Boud et al.,
2011). This approach tends to be theoretical, focusing more on memorization rather than
practical, applied learning (Teo et al., 2010). It doesn't facilitate activity-based learning to
encourage students to apply knowledge to real-life problems. By centralizing the control of
knowledge transmission with the teacher, this method may prioritize information delivery
over cultivating students' interest and comprehension, potentially leading to reduced
understanding. To address these shortcomings, Zakaria, Chin et al. (2010) emphasized that
teaching shouldn't just revolve around imparting rules and definitions for rote
memorization but should actively engage students as primary participants.

The introduction of the concept of discovery learning has prompted a widespread adoption
of more flexible student-centered methods geared towards fostering active learning
(Greitzer, 2017). Many educators now favor the student-centered approach to stimulate
interest, analytical research, critical thinking, and enjoyment among students (Hesson et
al., 2015). This method is considered more effective as it doesn't solely rely on a one-way
flow of knowledge from teacher to student (Lindquist, 2010). Moreover, it motivates goal-
oriented behavior among students, making it particularly effective in enhancing student
achievement (Slavin, 2010).

An integrated teaching approach combines strategies from both teacher-centered and

student-centered methodologies. Learners retain subject information better when they
produce it themselves rather than when it's presented by the lecturer (Jacoby, 2010;
McDaniel et al., 2011; Slamecka et al., 2020). This method encourages students to actively
seek relevant knowledge instead of solely relying on the lecturer for information.
Consequently, research evidence on teaching approaches suggests that this method
significantly improves students' academic performance (Damodharan et al., 2018).

Students' Performance

The cultivation of human capital is pivotal for both individual success and the prosperity of
a modern society. Human capital, encompassing cognitive and non-cognitive skills, is
predominantly nurtured within families, schools, universities, and corporate environments.
This study delves into students' cognitive proficiency in mathematics and science,
primarily honed within educational institutions. Early learning's profound influence on
subsequent academic prowess (Heckman, 2010) highlights the significance of
foundational knowledge acquired during a student's formative years.

Critiques have surfaced about public schooling systems, suggesting that these frameworks
lack the appropriate incentives to enhance students' performance or manage expenses
effectively. Varied decision-making power across educational production agents fosters
differing behavioral incentives. These institutional and incentive disparities drive resource
allocation decisions, consequently influencing the efficiency of educational resource
utilization and subsequently impacting students' educational performance. This research
investigates whether and how these institutional incentive mechanisms contribute to
explaining the marked international variations in students' cognitive skills (Hanushek,
2013).

Centralized examinations serve as benchmarks to gauge students' achievements against

an external standard, facilitating comparisons across classes and schools. This simplifies
the oversight of students, teachers, and schools. Through such examinations, students
receive grades relative to the national mean, allowing transparent assessment of individual
and collective performances. Parents can discern whether poor performance stems from
specific students or extends across an entire class, empowering them to take appropriate
action. In contrast, grading solely against the class mean obscures performance relative to
the national average, limiting parental intervention opportunities. The institutional
framework consequently alters agents' incentives: centralized exams curb opportunistic
behavior among teachers and bolster efficient resource utilization. This accountability
extends to parents, schools, and government bodies, enhancing the overall quality of
education (Bishop, 2018).

Moreover, central examinations alter students' incentive structures (Bishop, 2018). By

establishing comparability to external benchmarks, these exams enhance the visibility and
value of academic performance for higher education institutions and prospective
employers. This amplifies students' incentives to excel, optimizing their investment of
resources—time and attention—in education. Contrastingly, grading based on class
performance incentivizes students to lower overall class achievement to attain similar
grades with less effort. This approach fosters collective student behavior not to pursue
academic rigor, thereby diluting the learning environment and inducing peer pressure
against earnest scholarly pursuit (Bishop, 2018).
 CHAPTER 3

METHODOLOGY

In this chapter includes the presentation of research design, local of the study, research
Participants, role of researcher, research materials/instrument, data collection, data
analysis, trustworthiness.

Research Design

I used qualitative research design employing the phenomenological approach.

Phenomenological research is a qualitative research approach that seeks to understand
and describe the universal essence of a phenomenon. The approach investigates the
everyday experiences of human beings while suspending the researchers’ preconceived
assumptions about the phenomenon. In other words, phenomenological research studies
lived experiences to gain deeper insights into how people understand those experiences.

Locale of the study

The study was conducted at Sitio Guinto . Furthermore, researcher selected the qualified
participants of the study.

Figure1. Location Map of School in Guinto Elementary School (GES), Guinto, Pres. Roxas,
North Cotabato.

Research Participants

The participants of this study were the teachers of Guinto Elementary School.

Furthermore, there were 6 participants who responded andnwere selected purposively and
further identified based on the following criteria:
He/She must a teacher of Guinto Elementary School

He/She must be licensed teacher

He/She must have rendered atleast 5 years in service.

He/She must be willing to participate in the conduct of the study with the support of signed
inform consent.

Role of the researcher

I started by creating a list of interview questions and rules to follow. I obtained the data
required for this study after putting together the interview questions. After which, I supplied
permission letters to the research participant for their interview and approval. After
designing the interview question guidance and gathering of consent, I began the in-depth
investigation. Raw data was provided by the participants to the researcher, who transcribed
the recorded data that have been obtained.

Research Instrument

The researcher used interview guide questionnaire, a mobile phone and digital camera
during the conduct of the study for the documentation. A folder with field of notes was
utilized to support audio recordings and captured information during the conduct of the
study. With this, it helped to ensure the participants security and confidentiality (Broneus,
2011).

Data Gathering Procedure

I used the approval of the research committee before the conduct of the study and all the
necessary communication letters were forwarded to concern offices/individuals.

Data Analysis

Teachers were the major source of information through in depth interview utilizing prepared
research questionnaire. The participants statements and responses were collected and
recorded through audio/video recording of cellphone. During interview, native language
was use to initiate better understand and afterwards translated into English.

Trustworthiness

Since qualitative researchers do not use instruments with established metrics about
validity and reliability, I presented pertinent to address how qualitative researchers
established that the study’s findings are credible, transferable, and dependable. In the
same manner, I ensured that all the details of our research undertook through manner, I
ensured that all the details of our research undertook through observation to find out the
Instructional Practices of Teacherss on the Students Performance.

Ethical Consideration

I followed the different protocols in order to comfort, to ethical standards and

consideration in conducting the research. Prior to the interview process, I let the
participants read the informed consent agreement stating our main purpose and rationale,
the procedures that would take place during the interview process, and other details. Once
they agreed with the terms and conditions, I let them affixed their signature in the consent
form as an evidence of their approval to be part of our study