TITLE DEFENSE

Title 1: PROFESSIONAL QUALITIES OF EARLY CHILDHOOD EDUCATION

TEACHERS
AND ACADEMIC PERFORMANCE OF KINDERGARTEN PUPILS AMIDST
PANDEMIC
IN MASAYA ELEMENTARY SCHOOL
S.Y. 2021-2022

Michelle A. Bugtong
MAED – Educational Management
 RATIONALE
• The findings of the study will help the teachers to determine the
relationship between professional qualities of early childhood education
teachers and academic performance of kindergarten pupils. That they may
also realize pupils’ needs and challenges in relation to professional
qualities and academic performance and to figure out the strategies to be
used by teachers in teaching early childhood education in the new normal.
 THEORIES
• Theory of Teachers’ Professional Competence of Guerreiro and Revai
(2017)
• Theory of Lev Vygotsky
• Theory is the Zone of Proximal Development (ZPD)
CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLES DEPENDENT VARIABLES

1. Demographic profile
1. Age
2. Sex
3. Educational
Attainment
4. Length of service Level of association between
5. Seminars and Professional Qualities of Early
trainings attended Childhood Elementary
2. Teacher’s professional Teachers and Academic
qualities Performance of Kindergarten
2.1 Instructional
Competence
2.2. School, Home and
Community Linkages
2.3 Personal Social Growth
and Professional
Characteristics
 STATEMENT OF THE PROBLEM
• This research aims to determine the to determine the relationship between
professional qualities of early childhood education teachers and academic
performance of kindergarten pupils in Masaya Elementary School amidst
Pandemic, S.Y. 2021-2022.
 HYPOTHESIS
• The researcher will be guided by the following hypotheses:
• • There is no significant relationship between professional qualities of
early childhood education teachers’ related factors and academic
performance of kindergarten pupil-respondents
• • There is no significant relationship between early childhood education
teachers’ professional qualities and academic performance of kindergarten
pupil-respondents.
 DESIGN AND SAMPLING
• This research will utilize the Purposive Sampling (also known as
judgment, selective or subjective sampling) since it will only use the
Kindergarten teachers in the Masaya Elementary School. Purposive
Sampling is a sampling technique in which researcher relies on his or her
own judgment when choosing members of population to participate in the
study. Further, it is a non-probability sampling method and it occurs when
elements selected for the sample are chosen by the judgment of the
researcher to choose cases that help answer research questions or achieve
research objectives
 INSTRUMENTS AND PROCEDURE

• The survey questionnaire will use, adapted and

modified from the study of Mellosa, C. (2016)
Educations' Students Perception on the
Professional Qualities of CUP Teachers SY 2015-
2016. The researcher employed a two-part
research instrument.
 DATA ANALYSIS
• Part 1 of the research questionnaire deals with the profile of the respondents in terms of age, sex, length of service,
educational attainment.
• Part 2 of the research questionnaire describes the professional qualities of the teacher-respondents in terms of
instructional competence, school, home, community linkages and personal, social growth and professional characteristics.
It is composed of 54 indicative statements. The instrument is a ten-item Likert-type with scales as follows:
• Scale Scaled Response
• 4.50 – 5.00 Strongly Agree
• 3.50 – 4.49 Agree
• 2.50 – 3.49 Moderately Agree
• 1.50 – 2.49 Disagree
• 1.00 – 1.49 Strongly Disagree
• To obtain data for the academic performance of the pupils, the researcher will use the Mean Percentage Score (MPS) of
kindergarten learners in all subject areas.
 REFERENCES
• Adanza, Bermundo and Rasonabe (2009). Working Relationship between School Heads
• and Teachers in Calamba City, Philippines. Retrieved
from:https://www.researchgate.net/publication/312492341_Communication_Satisfaction_and_Working_Relationship_Between_Public_Schoo
l_Heads_and_Teachers_in_Calamba_City_Philippines
• Dahms, et. Al (2007). Pedagogic Approaches to Using Technology for Learning
• Literature. Retrieved from:
• https://www.researchgate.net/publication/279510494_Pedagogic_approaches_tousing_technology_for_learning_literature_review
• Guerriero S and Révai N (2017) Knowledge-based teaching and the evolution of a profession. In: Guerriero S (ed) Pedagogical Knowledge
and the Changing Nature of the Teaching Profession. Paris: OECD Publishing. Retrieved from: https://impact.chartered.college/article/jones-
teachers-professional-competence-theory-action/
• Mellosa, Cristy (2016) Educations' Students Perception on the Professional Qualities of CUP Teachers SY 2015-2016 Retrieved from:
https://www.slideshare.net/cristymelloso/educations-students-perception-on-the-professional-qualities-of-cup-teachers-sy-20152016-
59143438
• Saunders, M., Lewis, P. & Thornhill, A. (2012) Research Methods for Business Students. 6th edition, Pearson Education Limited. Retrieved
from: https://research-methodology.net/sampling-in-primary-data-collection/purposive-sampling /
TITLE 2: MATHEMATICAL ANXIETY AND PERFORMANCE OF
SELECTED GRADE SIX PUPILS IN SELECTED PUBLIC
ELEMENTARY SCHOOLS
OF BAY DISTRICT
S.Y. 2021-2022

Michelle A. Bugtong
MAED – Educational Management
 RATIONALE
• The findings of the study will help the pupils/teachers to measure the level
of anxiety of selected pupils in Bay, District. That they may also realize
pupils’ emotional needs and challenges in relation to math anxiety and
mathematical performance and to figure out the strategies to be used by
teachers in teaching mathematics in the new normal.
 THEORIES
• the theory of Elger there are 6 components on current level of
performance: context, level of knowledge, level of skills, level of identity,
personal factors, and fixed factors.
CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLES DEPENDENT VARIABLES
 STATEMENT OF THE PROBLEM
• This research aims to determine the level of anxiety among selected grade
six students in Bay District for this School Year 2021-2022 and the
proposed strategies posted by the educational institution in curing Math
anxiety.
 HYPOTHESIS
• Ho1: There is no significant relationship between the demographic profile
of the pupils and their Math anxiety level.
• Ho2: There is no significant relationship between the demographic profile
of the pupils and their mathematical performance.
• Ho3: There is no significant relationship between Mathematical teaching
strategies and the Math anxiety level among pupils.
 DESIGN AND SAMPLING
• The researcher will be using a self-administered questionnaire with an
adapted math anxiety Likert Scale and self-formulated open-ended
questionnaire in gathering the data needed to complete this study. There
are two sets of questionnaires: one for the pupils; and the other are for the
teachers
 INSTRUMENTS AND PROCEDURE
• The questionnaires for the pupils will be divided into two subcategories: Demographic Profile
and Math Anxiety Test.
• Part I of the research questionnaire is the respondents’ demographic profile. It consists of
personal information, grades in mathematics, and economic status.
• Part II of the research questionnaire comprised of statements on Math Anxiety Test adapted from
Mathematics Self-Efficacy and Anxiety Questionnaire by Diana K. May (2006).
• It was modified according to the sequencing of the research questions in this study. The Likert
Scale was divided into four parts: level of self-confidence, fear, attitude towards math, and
motivation. Math anxiety level will be interpreted using the mean ranges: 1.00-1.49 Very Low,
1.50-2.49 Low, 2.50-3.49 Average, 3.50-4.49 High, and 4.50-5.00 Very High.
 DATA ANALYSIS
• It was modified according to the sequencing of the research questions in
this study. The Likert Scale was divided into four parts: level of self-
confidence, fear, attitude towards math, and motivation. Math anxiety
level will be interpreted using the mean ranges: 1.00-1.49 Very Low, 1.50-
2.49 Low, 2.50-3.49 Average, 3.50-4.49 High, and 4.50-5.00 Very High.
 REFERENCES
• 1. Creswell, J. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research fourth
edition. Boston, USA.

• 2. Creswell, J. (2014). Research design: qualitative, quantitative, and mixed methods approach. California: SAGE Publication.

• 3. Elger, D. (n.d). Theory of Performance. Faculty Development Series Retrieved

from:https://www.webpages.uidaho.edu/ele/scholars/Results/Workshops/Facilitators_Institute/Theory%20of%20Performance.pdf

• 4. May, Diana. (2009). Mathematics self-efficacy and anxiety questionnaire. Retrieved from
https://getd.libs.uga.edu/pdfs/may_diana_k_200908_phd.pdf

• 5. Official Gazette "DepEd to enhance Math Teachers’ Competencies". (October 13, 2010). Retrieved from
https://www.officialgazette.gov.ph/2010/10/13/deped-to-enhance-math-teachers%E2%80%99-competencies/

• 6. Self-Concept and Academic Performance( 2019). Retrieved from: https://exploringyourmind.com/self-concept-academic-

performance/
 TITLE 3: LEVEL OF READINESS OF INTERMEDIATE
TEACHERS
ON PERSONAL SAFETY LESSONS (PSL) AMIDST COVID-19
PANDEMIC IN MASAYA ELEMENTARY SCHOOL
S.Y. 2021 – 2022.

Michelle A. Bugtong
MAED – Educational Management
 RATIONALE
• The findings of the study will help the academe, school heads, teachers,
guidance counselors, students/pupils, and parents. It will be a source of
reputation on the implementation of PSL for school level, which can be a
good basis of improving and safeguarding and securing the welfare of
young generation amidst pandemic.
 THEORIES
• Social Learning Theory, theorized by Albert Bandura, which is often
regarded as a bridge between Behaviorism and Cognitivism. C. Bruess
and E. Schoroeder (2014)
• Finkelhor's (1984) Precondition Model of child sexual abuse
• Hall and Hirschman's (1992) Quadripartite Model; and Marshall and
Barbaree's Integrated Theory (1990
CONCEPTUAL FRAMEWORK
INDEPENDENT VARIABLES DEPENDENT VARIABLES

Demographic Profile of Level of readiness of

Teacher-Respondents Teachers’ Respondent
towards PSL
a. Age
1. Orientation
b. Gender

c. Civil Status
2. School and Teacher
d. Religion Preparedness
e. Length of service 3. Teacher Acceptance
f. Grade level

g. Extent of knowledge about

4. Professional Growth
PSL

5. Training
Opportunities
 STATEMENT OF THE PROBLEM
• This research aims to determine the level of readiness of the primary
level teachers toward Personal Safety Lessons (PSL) amidst Covid-19
Pandemic in selected Public Elementary Schools of Bay District, S.Y.
2021-2022
 HYPOTHESIS
• 1. There is no significant relationship between the level of readiness
towards PSL and the demographic profile of the teacher respondents.
• 2. There is no significant relationship between the levels of teachers’
readiness and to the extent of knowledge about the PSL?
 DESIGN AND SAMPLING
• The study will be using a survey questionnaire, to obtain the demographic profile and
the level of the readiness of the teachers toward PSL.
• The researcher will use modified questionnaires on child protection and child sexual
education survey according to the needs of the research. It will be developed,
validated, and meanly utilized to answer the research questions and to find out the
level of readiness regarding PSL implementation.
• The researcher will then administer the questionnaire personally from one school to
another in the identified public elementary schools. Documents from the districts and
schools will also analyze and determine the PSL readiness.
 INSTRUMENTS AND PROCEDURE
• In assessing the responses of the respondents, the researcher will
personally administer the questionnaires. Demographic profile of the
respondents will be assessed according to the data gathered in the
questionnaires. The level of readiness will be measured by dividing the
questions into five (5) categories. The significant relationship between the
extents of knowledge will also be presented in form of questionnaires.
 DATA ANALYSIS
The modified and validated questionnaires will be used to measure the level
of readiness of the teachers 10 questions will be given for each category –
orientation, school and teacher preparedness, teachers’ acceptance,
professional growth, and their training opportunities.
 REFERENCES
• Zulueta, F.M and N.B Costales (2003). Methods of Research: Thesis Writing and Applied Statistics, Navotas, Metro Manila,
Philippines:Navotas Press ch. 5 pp. 75-76

• C. Bruess and E. Schoroeder (2014) Sexuality Education Theory. Retrieved from:

• https://www.etr.org/about-us/newsroom/etr-publishes-seventh-edition-of- sexuality-education-theory-practice/

• Hall and Hirschman's (1992) Quadripartite Model. Retrieved from:

• https://journals.sagepub.com/doi/10.1177/0093854892019001003

• Finkelhor, et. Al (2016). Youth Dating Violence. Retrieved from:

• https://youthdatingviolence.prevnet.ca/wp-content/uploads/2021/07/Finkelhor-et-al.pdf
• https://onlinelibrary.wiley.com/doi/abs/10.1002/9781118574003.wattso002#:~:text=The%20Four%20Preconditions
%20Model%20asserted,ability%20to%20overcome%20external%20barriers
• Marshall and Barbaree's Integrated Theory (1990). The Etiology of Sexual Offending Handbook.
• Retrievedfrom:https://www.researchgate.net/publication/285606391_An_integrated_theory_of_the_etiology_of_sexual_offen
ding_in_Handbook_of_Sexual_Assault/citation/download