COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHINGPERFORMING ARTS IN SELECTED PUBLIC SECONDARY
SCHOOLS IN NORTH COTABATO
JOSEPH S. SAMILLANO
A Thesis Submitted to the Secondary Education Department,College of Education, University of Southern Mindanao,
Kabacan, Cotabato in Partial Fulfillment of the Requirements for the Degree
BACHELOR OF SECONDARY EDUCATION(MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH)
32
MARCH 2015Republic of the Philippines
UNIVERSITY OF SOUTHEN MINDANAOKabacan, Cotabato
COLLEGE OF EDUCATION
APPROVAL OF THESIS MANUSCRIPT
Name:JOSEPH SAMILLANO Degree Sought: BSEMajor: Music, Arts, Physical Education, HealthThesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS IN SELECTEDPUBLIC SECONDARY SCHOOLS IN NORTH COTABATO
APPROVED BY THE GUIDANCE COMMITTEE
GEMMA SARIKIT, Ed D Adviser
LEORENCE C. TANDOG, PhD Statistician
_____________________ _____________________
Date Date
NORQUEZ M. MANGINDRA, Ed D HAZEL ANN S. SORIANO, Ed D Department Chairperson
Department ResearchCoordinator
________________________ __________________________
33
Date Date
EIMER M. ESTILLOSO, Ed DCollege Research Coordinator
Date
KAUTIN S. KULANO, Ed DDean
_________________________Date
Study No.:____________________Recorded by: _________________RECORDED:
ARISTON D. CALVO, Ph DDirector for Research & Development
___________________Date
Index No.: _______________Recorded by: __________T
ACCEPTANCE
The thesis attached here to entitled “COMPETENCY
LEVEL AMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS IN
SELECTED PUBLIC SECONDARY SCHOOLS IN NORTH COTABATO”,
prepared and submitted by JOSEPH S. SAMILLANO in partial
fulfillment of the requirements for the degree of Bachelor
of Secondary Education (Music, Arts, Physical Education
and Health) is hereby accepted.
34
GEMMA D. SARIKIT, Ed.D Adviser
____________________ Date
Accepted as partial fulfillment of the requirements
for the degree of Bachelor of Secondary Education (Music,
Arts, Physical Education and Health).
EIMER M. ESTILLOSO, Ed.D Research Coordinator, CED _________________ Date
35
BIOGRAPHICAL DATA
The researcher was born on February 17, 1994 in
Capayuran, Pigcawayan, Cotabato. He is the youngest son of
Mr. Jose Gabalda Samillano and Mrs. Angeles Mesayra
Samillano. They are 6 siblings in the family namely Roy
Samillano, Mary Joy Samillano Untal, Benfred Samillano,
Angelita Samillano, Rhea Samillano and Joseph Samillano
from eldest to youngest respectively. They are presently
residing in Midpapan 1, Pigcawayan, Cotabato.
He finished his primary education at Pigcawayan
Central Elementary Education and graduated as with honors
in March 2007. Because of his desire to pursue his dream,
he continued his secondary education at Pigcawayan
National High School and reaped the fruit of his
sacrifices in 2011 and graduated as 3rd honorable mention.
With his great desire and determination to go to
school and achieve his goal, he took up many scholarship
grants for him to help his family in his college
education. As God’s grace, he was able to pass the CHED12
full merit scholarship. He enrolled at the University of
Southern Mindanao, and took up Bachelor of Secondary
Education Major in MAPEH
36
The researcher is finishing his course this school
year, as a reward for all his sacrifices and his beloved
family.
JOSEPH S .SAMILLANO
Researcher
ACKNOWLEDGEMENT
The researcher wishes to express his deepest
appreciation and heartfelt thanks and gratitude to the
following:
The Almighty God, the Giver of Life, to whom all
honor and glory are offered for He has bestowed, grace and
ability that enabled him to finish this study.
Nanay and Tatay, who give him inspiration, love and
encouragement in his journey in the college life, without
them, this would not have been possible.
37
His Ate, who has generously provided all the
resources needed in his pursuit of this degree;
Maam. Gemma D. Sarikit, Ed.d, his adviser, for giving
him the full support and motivation to conduct this study.
For the challenging advice, understanding, valuable
suggestions, patience, time and the constructive
criticisms that challenge him to strive more.
Dr. Leorence Tandog, his statistician for her
criticisms, ideas, time and assistance in the data
analysis and corrections;
Classmates, for all the moments they have shared with
the researcher through good times and bad times. Special
mention to Jayson, Delberth, Cyril, Ramilyn, and Pretzel
his college life “barkadas”;
To his boardmates for the moment’s they shared
together, for motivating the researcher to keep going in
his study.
39
TABLE OF CONTENTS
Page
PRELIMINARY PAGE
Title pagei
Approval Sheet ii
Acceptanceiii
Biographical Dataiv
Acknowledgementv
Table of Contentsvii
List of Tablesx
List of Appendicesxi
List of Figuresxii
40
Abstractxiii
INTRODUCTION 1
Objectives of the Study3
Significance of the Study
4
Scope and Limitation5
Definition of Terms5
Conceptual Framework7
Hypothesis
7
REVIEW OF RELATED LITERATURE 8
Teacher’s Competency8
41
Trainings in Performing Arts12
Teachers Teaching Performing Arts13
METHODOLOGY 15
Research Design15
Respondents of the Study15
Local of the Study15
Sampling Procedure 16
Data Gathering Procedure 16
Research Instrument 16
Statistical Analysis17
RESULTS AND DISCUSSION 18
SUMMARY, CONCLUSION, 26
AND RECOMMENDATIONS
42
LITERATURE CITED 29
APPENDICES 31
Application for Manuscript Defense32
Permission Letter33
Survey Questionaire 34
Certification of English Critic38
Certification ff Technical Editor
39
Statistical Pool
40
43
LIST OF TABLES
Number Title Page
1 Socio-demographic profile ofMAPEH Teachers
18
2 Experiences of MAPEH Teachersin Performing Arts
20
3 Competency of MAPEH teachersin teaching performing arts
21
4 Pedagogic Competency of MAPEHteachers
22
5 Comparison of MAPEH major and
non-major teaching competency
in performing arts
23
6 Comparison of MAPEH major and 24
44
non-major pedagogic competency
LIST OF APPENDICES
Appendix No. Title Page
1 Application for
Manuscript Defense
32
2 Permission Letter 33
3 Survey Questionnaire 34
45
4 Certification of EnglishCritic
38
5 Certification of Technical Editor
39
6 Statistical Pool 40
LIST OF FIGURES
Figure No Title Page
47
SAMILLANO, JOSEPH SAMILLANO 2014 Competency Level among MAPEH Teachers in Teaching Performing Arts in Selected Public Secondary Schools in North Cotabato. BSE Thesis, College of Education, University of Southern Mindanao, Kabacan, Cotabato, 36pp.
Adviser: GEMMA D. SARIKIT, Ed. D
This study on “Competency Level among MAPEH Teachers
in Teaching Performing Arts in Selected Public Secondary
Schools in North Cotabato” aimed to determine the Level of
Competency of MAPEH Teachers in teaching performing arts
in Public Secondary Schools. Specifically the study aimed
to 1) determine the socio-demographic profile of the MAPEH
teachers such as age, sex, year level teaching MAPEH
subject, civil status, educational attainment, number of
years teaching MAPEH, course and major, specialization in
performing arts, seminars and trainings, experience/s in
performing arts and problems encountered in teaching
48
performing arts; 2) determine the level of competency of
MAPEH teachers in teaching performing arts; 3) determine
the level of pedagogic competency of MAPEH teachers in
teaching performing arts; 4) determine the comparison of
MAPEH major and non-major teaching competency in
performing arts; and 5) determine the comparison of MAPEH
major and non-major in the level of pedagogic competency.
All MAPEH teachers teaching performing arts in
selected public secondary schools in Pigcawayan, Kabacan
and Magpet North Cotabato were part of the sampled
respondents. These selected schools were the Pigcawayan
National High School, Manuangan National High School,
Presbitero National High School, Simsiman High School,
Datu Binasing High School, Kabacan National High School,
Arringay High School, Banawag High School, Osias High
School, Gil Manalo High School, Magpet National High
School, Manumba High School, Manobo High School, Pangao-an
National High School, Alibayon High School, Romero
49
Memorial High School, Bagumbayan High School, and Basak
High School,
An adopted questionnaire was used in the collection
of data; data were analyzed using frequency counts,
percentage, t-value and weighted mean.
The results of the study were summarized based on the
objectives of the study. 26.4 % of the overall teacher
respondents who were teaching performing arts were non-
MAPEH graduates. 66.0% of overall teacher respondents were
teaching MAPEH subject five (5) years and below. Majority
(24 out of 53 respondents) had a problem in teaching
performing arts due to the lack of facilities, equipment
and instructional materials. 60.4 % of overall teacher
respondents attended 1-2 seminars and trainings related to
performing arts.
Based on the weighted means in competency of MAPEH
Teachers in teaching performing arts, most of the MAPEH
Teachers showed appreciation in performing arts through
50
watching, performing, and other performance activities but
they cannot performed well in any genre of performing
arts. They also cannot demonstrate mastery in teaching
performing arts to their students as well as integrated
knowledge of performing arts.
MAPEH Teachers in selected Public Secondary Schools
in North Cotabato all agreed in pedagogic competency in
teaching performing arts. It was said that MAPEH Major
teachers has a higher level of competence compared to Non-
MAPEH major in teaching performing arts.
51
INTRODUCTION
All MAPEH teachers should be able to measure their
ability to meet the basic list of outcomes under each
competency area regardless of how they entered the
profession. Additionally, if all MAPEH teachers desire to
grow in a particular competency area, they can examine
expected learning and skills in the intermediate and
advanced level.
There is no doubt that through the visual and
performing arts, students can give their imaginations
life, and in doing this, they create something that they
never did before.
As teachers, the responsibility rests with them us to
nurture the creativity and imagination that lives in the
children and the youth. Teachers are expected to transform
imaginations and dreams of these young minds into art
works. For these will be treasured and appreciated in
52
their entire lives. More over power can move the hearts of
everyone. Thus imagination can lead power and changes then
are achievable. This is true to the young generations of
today. The teachers are the prime movers of their goal. To
this schools are implementing comprehensive arts education
to provide paths and bridges to new, more profound
understanding of the vital nature of arts education for
each and everyone. (http://www.ccsesaarts.org.pdf)
A teacher’s competency in 21st century according to
UNESCO (2008) is to have firm knowledge of the curriculum
of his/her subject and to use technology into the
curriculum. Formal system of education depends on three
components that are curriculum, student and teacher.
Teachers’ role is to impart education and education builds
societies. An individual is unit of a society.
The quality of education depends upon the provision
of education that is being provided by two sources these
are teachers and curriculum. In formal system of
education, a student has to depend on teacher who
53
transmits, interpret, and facilitates subject
matter knowledge. Education of the highest quality
requires teachers of the highest quality and highly
skilled and professional teaching can do this. Teaching is
a set of skills, values, beliefs and practices to make
outcomes valuable. Teachers prepare citizens for future,
citizens make a nation and high levels of knowledge,
competencies, and skills are the very basic conditions for
active citizenship, employment and social cohesion. These
builds one’s future on a professional and personal level
and high-quality education is essential for this purpose.
But different subjects need different techniques, skills
for effective teaching and learning process and its
outcomes. All these (Sujathamalinia, 2007) techniques,
abilities and skills combine and make a teacher competent.
The reliability of a work depends upon its competency and
competency depends upon consistency of that work.
Measurement of teacher competence related to
performance by the students is quite difficult, though the
54
evaluation procedure largely depend on ‘output’ of their
students, (Popham 1997)
The main purpose of this study was to find out the
level of competency of the secondary high school teachers
in teaching performing arts. This included the socio-
demographic profile of MAPEH Teachers, the level of
competency of MAPEH Teachers in teaching performing arts
and their pedagogic competency, the comparison of MAPEH
major and non-major teaching competency in performing arts
and their pedagogic competency.
Objectives of the Study
The objectives of the study included the following:
1. determine the socio-demographic profile of the MAPEH
teachers such as age, sex, year level teaching MAPEH
subject, civil status, educational attainment, number
of years teaching MAPEH, course and major,
55
specialization in performing arts, seminars and
trainings, experience/s in performing arts and
problems encountered in teaching performing arts;
2. determine the level of competency of MAPEH teachers
in teaching performing arts;
3. determine the level of pedagogic competency of MAPEH
teachers in teaching performing arts;
4. determine the comparison of MAPEH major and non-major
teaching competency in performing arts; and
5. determine the comparison of MAPEH major and non-majorin the level of pedagogic competency.
Significance of the Study
Results of this study would provide educators an
insight into the level of competency among MAPEH teachers
in teaching performing arts in selected public secondary
schools in North Cotabato. This may affect the performance
and achievement of students in learning performing arts
56
which includes dance, music and theatre specially to the
Department of Education of North Cotabato Province. It
will help them to identify on what type of teachers and
programs they need to provide in improving the performing
arts education in schools under the province.
This study would also be beneficial to other
researchers who may take interest in research about
Performing Arts Education.
Scope and Limitation
This study was limited only to the competency level
among MAPEH Teachers in teaching performing arts in
selected public secondary schools in North Cotabato
specifically in Municipality of Magpet, Pigcawayan and
Kabacan. The variables included were: socio-demographic
57
profile of the MAPEH teachers such as age, sex, year
level teaching MAPEH subject, civil status, educational
attainment, number of years teaching MAPEH, course and
major, specialization in performing arts, seminars and
trainings, experience/s in performing arts and problems
encountered in teaching performing arts; determine to the
level of competency of MAPEH teachers in teaching
performing arts; determine the level of pedagogic
competency of MAPEH teachers in teaching performing arts;
determine the comparison of MAPEH major and non-major
teaching competency in performing arts and determine the
comparison of MAPEH major and non-major in the level of
pedagogic competency.
Definition of Terms
Competency is the ability of a teacher in teaching
performing arts
58
Teachers is a person who teaches performing arts education
Pedagogic Competency is competency of a teacher in
teaching theory based learning.
Performing art are art forms in which artists use their
body, voice, or objects to convey artistic
expression. It is a subcomponent of Arts which
is a subcomponent of the MAPEH subject in
secondary education.
Performing Arts Education is a key part of many primary
and secondary education curricula and is also
available as a specialization at the tertiary
level.
59
Conceptual Framework
Independent Variable Dependent
Variable
Qualification of MAPEH Major and non-MAPEH Major Teachers
Competency of MAPEH teachers in teachingperforming arts
60
Fig. 1. Schematic diagram showing the comparison between the Independent and Dependent variables.
Hypothesis
Ho1: There is no significant comparison of MAPEH major and
non-major teaching competency in performing arts
Ho2: There is no significant difference between MAPEH
major and Non-major pedagogic competency in teaching
performing arts.
REVIEW OF RELATED LITERATURE
Teacher’s Competency
Weinert (2001) relates the term to the Greek notion
of arete, meaning excellence, in the sense of being the
best; also with the Latin term virtus, a kind of moral
61
excellence, while it is generally understood as being
concerned with ‘what people can do rather than what they
know’. The concept applies to individuals, social groups
or institutions, and the words ‘competence’ and
‘competency’, or its plural form ‘competencies’, are often
used interchangeably. This use neglects the large variety
of meanings of ‘competence’, that can be captured by the
terms ‘ability’, ‘aptitude’, ‘capability’, ‘effectiveness’
and ‘skill’. Resulting from this over generalization, the
notion of competence, and its plural ‘competences’, has
been replaced by the narrower version of ‘competency’, or
the plural form ‘competencies’ recently. The latter denote
discrete skills and activities that individuals can
perform (Allan, 2011).
At every level, Teachers competencies to improve
their performance are of great importance. Teachers
competencies not only affect their values, behaviors,
communication, aims and practices but they also support
professional development and curricular studies( Selvi,
62
2010). Competencies can be defined as “the set of
knowledge, skills, and experience necessary for future,
which manifests in activities” (Katane et.al 2012) and
Fakhra(2012) operationally defined teachers competencies
as knowledge and skills of teachers required for effective
and quality education at higher education level. These
include a set of teaching skills that a teacher at the
tertiary level needs to possess, in order to become
effective teacher and these are pedagogical skills,
management and assessment skills, and research skills.
Raudenbush (1993) researched on how to improve
teacher competence”. He recommended in–service training
and regular classroom supervision for improving teacher
competencies.
According to Popham (1997) measurement of teacher
competence related to performance by the students is quite
difficult, though the evaluation procedure largely depend
on ‘output’ of their students.
http://prr.hec.gov.pk/Thesis/293S.pdf
63
Singh and Grewal (1991) studied about “Professional
Competency of physical education teachers in relation to
their intelligence, emotional maturity and self esteem”.
He found that, there was a positive significant
relationship between all the three variables and
professional competency of physical education teachers.
Further, Chandra (1976) made a comparison of
effective and ineffective teachers on some emotive aspects
of work and found that the effective teachers were
motivated by increased opportunities for more social work,
more of intellectual challenges and more of independence.
Studies of the effects of teacher experience on
student learning have found a relationship between
teachers' effectiveness and their years of experience. The
benefits of experience level off after about five years.
Many studies have established that inexperienced teachers
(those with less than three years of experience) are
typically less effective than more senior teachers and
continual learning and collaboration continue to improve
64
the performance (Rosenholtz, 1986). Some studies also show
that very well prepared beginning teachers can be highly
effective (Denton & Peters, 1988).
The Research findings would provide knowledge about
learners and learning to be applied to the careful design
of learning by the teacher. The challenge, as Schulman
(1987) suggests, is that effective teaching requires our
subject knowledge to be translated into teaching
programmers that meet the learning needs of our pupils. We
know from our knowledge about learning that subject-
expertise is not enough in itself. 'Teachers also have to
be skilled in designing learning experiences, activities
and opportunities for the pupils.
Raudenbush (1993) conducted also a research on the
improvements in teacher competence. He recommended two
options for improving teacher competence, in-service
training and regular classroom supervision. Results show
that improvement resulting from intensity of supervision.
65
In order to improve the performance and competence in
functions of teaching effectively, every teacher has to
either develop innovative practices himself or utilize
those developed by others (Panda and Yadav, 1997). But
most of the teachers may not be interested in systematic
change. The teachers preferred to make changes that did
not require consensus and that did not interfere with the
school routine.
According to Edwards and Kelly (1998), the training
of teachers (both initial and in-service) must again
become the education of teachers, and must regain its
former focus on the development of an understanding of
young people; a recognition of the importance of carrying
them and the recognition of appropriate powers of
professional judgment.
This is supported by the study of Flores (2002) who
found that faculty members with high educational
attainment tended to perform better than those with lower
educational attainment. Manaois (2001) stressed too, the
66
need to attain a higher degree of education relevant
training especially to the workers line of specialization
in order to raise their level of competence.
Flores (2002) articulated that teachers are expected
to have adequate knowledge to be able to analyze and to
evaluate learning activities and instructional materials.
They are also expected to have a thorough understanding of
their field to be able to link it in all areas in the
curriculum.
Trainings in Performing Arts
According to the Michel Armstrong, “Training is
systematic development of the knowledge, skills and
67
attitudes required by an individual to perform adequately
a given task or job” (Page, 2001)
According to the Flippo (1984) “Training is the act
of increasing knowledge and skills of an employee for
doing a particular job.”
The term ‘training’ indicates the process involved in
improving the aptitudes, skills and abilities of the
employees to perform specific jobs. Training helps in
updating old talents and developing new ones. ‘Successful
candidates placed on the jobs need training to perform
their duties effectively’. (Aswathappa 2000)
According to Oatey (1970), training improves a
person’s skill at a task. Training helps in socially,
intellectually and mentally developing an employee, which
is very essential in facilitating not only the level of
productivity but also the development of personnel in any
organization.
The main goal of training is to provide, obtain and
improve the necessary skills in order to help
68
organizations achieve their goals and create competitive
advantage by adding value to their key resources. (Stavrou
et al.,(2004)
Now teachers role of knowledge transmitter has
transformed into an coordinator, guidance counselor and
overseer of learning .In today’s teaching learning
environment a competent teacher is possible only through a
careful program of teacher training.( Jamani (2007) and
Jan (2007) said in changing scenario of the world felt the
great need to improve traditional teaching methodologies
and styles, teacher-student relationship, and pedagogical
skills and knowledge base of teachers. Fitch and Kopp
(1990) revealed that in order to improve skills,
knowledge, and performance competencies of teachers, in-
service training programs are necessary.
Teachers Teaching Performing Arts
69
The body of literature surrounding this topic is
varied. Teachers, researchers and artists have all weighed
in on the merits of associating teaching with the more
traditional performing arts. Teachers describe how they
view performance as an essential facet of their work.
(Baughman,1979; Burns, 1999a; DeLozier, 1979; Thompson,
2003) Artists appraise the work of the artist and how
artist-teachers can be developed through traditional and
nontraditional development programs. (Booth 2001;Checkbov
& Prey, 2000;Travers; 1979).
Speaking to teachers, the author say, “You have a
stage, a literature, a function, a mandate to perform-to-
cause-performance-in-others, and you need performance
skills of artistic intensity to fulfill your performance
objectives. “(Lessinger & Gillis, 1976, p.35)
Like actors, teachers, too, use various techniques to
keep student attention and encourage active engagement.
“It is through the teacher’s dramatic flair and style and
the presentation of intrinsic dramatic features in a
70
subject matter that learning materials come alive and take
on additional value and meaning for students. “(Van Hoose
& Hult Jr 1979) Morris Burns, a performer and teacher,
reminds us that adding enthusiasm and feeling our words
increase their impact on learners. “When we attach
feelings to our ideas, we convey the notion that these
ideas are valuable to us, thus increasing our impact on
students, “Burns, 1999a”. It is not enough, therefore,
simply to be knowledgeable in one’s subject area: a truly
effective teacher possesses an ability to engage his
audience on both emotional and intellectual levels.
71
METHODOLOGY
Research Design
The study used the descriptive design to obtain data
on determining the level of competency of MAPEH teachers
in teaching performing arts in selected public secondary
schools in North Cotabato.
Respondents of the Study
The respondents were MAPEH teachers of the selected
public secondary schools.
Locale of the Study
72
This study was conducted within the selected public
secondary schools in North Cotabato specifically in
Municipality of Magpet, Pigkawayan and Kabacan.
Sampling Procedure
In choosing the (53) teacher respondents of the
study, researchers used complete enumeration.
Data Gathering Procedure
The researcher first prepared a letter that would be
addressed to the school’s administration of the selected
public secondary school requesting a permission to conduct
the study. After the permission was approved the
researcher personally administered the gathering of data.
73
During the administration, the researcher clearly
explained to the respondents the content of the given
questionnaires for them to be able to answer the items
appropriately.
Research Instruments
Modified questionnaires were used in this study.
There was 1 set with 2 parts of questionnaires.
The first part dealt with the socio-demographic
profile of the MAPEH teacher such as: age, sex, year level
teaching MAPEH subject, civil status, educational
attainment, number of years teaching MAPEH, course and
major, specialization in performing arts, seminars and
trainings, experience/s in performing arts and problems
encountered in teaching performing arts. The second part
was on the level of competency of MAPEH Teachers in
teaching performing arts.
74
Statistical Analysis
Data analysis and interpretation were done using
descriptive statistics such as frequency counts and
percentages.
75
RESULTS AND DISCUSSION
Table 1a shows the socio-demographic profile of MAPEH
Teachers. Majority of the respondents were 31-40 (43.4%)
years old, female (71.7%), teaching grade 9 with 34%,
married (67.9%), Bachelor’s Degree holder (83.0%) with
majors in English and Filipino (26.4%), and teaching MAPEH
subject for 5 years and below (66.0%). These MAPEH
teachers had attended 1-2 (60.4%) seminars and trainings
related to performing arts from year 2013-2014.
Socio-demographic profile of MAPEH Teachers
Table 1a. Socio-demographic characteristics of MAPEHTeachersCHARACTERISTICS FREQUENCY (N=53) PERCENT (%)Age
21-30 16 30.231-40 23 43.441-50 10 18.951-60 4 7.6
SexFemale 38 71.7Male 15 28.3
Year Level Teaching MAPEHGrade 7 13 24.5
76
Grade 8 16 30.2Grade 9 18 34.04th Year
Civil Status12 22.7
Single 15 28.3Married 36 67.9Widowed/Separated 2 3.8
____________________________________________________________Educational Attainment
Bachelor’s Degree 44 83.0Master’s Degree 9 17.0Doctorate Degree
Number of years teaching MAPEH0 0.0
5 and below 35 66.06-10 6 11.311-15 3 5.716-20 4 7.621 and above 5 9.4
Course and MajorBSE- English/Filipino 14 26.4BSE-Biology/General Science 11 20.8BSE-Mathematics 9 17.0BSE-Social Studies 2 3.8BSE-TLE 5 9.4BSE-MAPEH 4 7.5BSE-PEHM 3 5.7BSE-PE 5 9.4
Number of Seminars and Trainingsrelated to Performing Arts attended from year 2013-2014
None 17 32.11-2 32 60.43-45 and above
31
5.71.9
77
In Table 1b, 83.0% of the MAPEH teachers had an
experience in folk dance, modern dance and social
dance/ballroom. In the area of music, the teachers
experienced playing guitar (37.7%), choir (18.9%) and
playing piano/organ/keyboard. And 17.0 % of them
experienced theatre acting.
Table 1b.Experiences of MAPEH Teachers in Performing ArtsCHARACTERISTICS FREQUENCY N=53 PERCENTExperiences in Performing arts
Folk dance 44 83.0Tribal dance 13 24.5Modern dance 28 52.8Ballet 3 5.7Contemporary dance 10 18.9Hip hop 12 22.6International dance 3 5.7Social dance/ballroom 22 41.5Choir 10 18.9Playing guitar 20 37.7Playingpiano/organ/keyboard
8 15.1
78
Playing violin 0 0.0Playing Drums 1 1.9Playing Bass 1 1.9Playing Ukulele 1 1.9Playing Flute 3 5.7Playing Tribal Instruments
6 11.3
Theatre Acting 9 17.0
Problems encountered in teaching Performing Arts
The problems encountered by the MAPEH teachers in
teaching performing arts were gathered through an open-
ended question.
Out of fifty three (53) respondents, 24 (45.2%) had
problems in teaching performing arts considering that
there was lacking of facilities, equipment and
instructional materials; 8 (15.1%) indicated that they had
an insufficient knowledge in performing arts, and 7
(13.2%) admitted that they were incompetent in teaching
performing arts since majority of them were not major in
MAPEH. Moreover, they lacked interest in performing arts,
79
and 6 (11.3%) said that they has attended few seminars,
workshops and trainings related to performing arts, 5
(9.4%) teachers confirmed that they lacked skills in
performing arts and 2 (3.8%) teachers had difficulties in
teaching performing arts because of the slow pacing of
students in learning a particular skill in performing
arts.
Table 2. Competency of MAPEH teachers in teaching performing arts
COMPETENCY WEIGHTEDMEAN
DESCRIPTION
I can demonstrate understanding of basic performing arts processes as related to dance.
2.60 Agree
I can understand how technical design (e.g., lighting, costumes) contributes to performance, and how to appropriately employ technical design to enhance the performing arts process.
2.68 Agree
I can analyze current issues related to the arts. 2.60 Agree
I can understand the creative development process of performing arts as it relates to artistic fields.
2.51 Agree
I can demonstrate understanding of the roles of arts hold within society and the economy.
2.72 Agree
I can show appreciation in performing artsthrough watching, performing, and other performing arts activities
3.25 Agree
80
I can perform well in any genre of performing arts. 2.38 Disagree
I can demonstrate mastery in teaching performing arts to my students. 2.38 Disagree
I can demonstrates an integrated knowledgeof performing arts and the connections andparallels among art’s disciplines as well as other content
2.30 Disagree
I can compare the performance of the different groups in performing arts. 2.81 Agree
I can express personal reactions or feelings in performing arts. 2.79 Agree
Overall Mean 2.62 AgreeLegend: Scale Description Weighted Mean 1 Strongly Disagree 1.00 – 1.49
2 Disagree 1.50 – 2.493 Agree 2.50 – 3.494 Strongly Agree 3.50 – 4.00
Table 2. shows that selected public secondary school
teachers possessed 8 out of 11 competencies with a
weighted mean ranging from 2.50-3.49. This indicates that
almost all of the respondents agreed to the statements
which reflected their competency. Only statements number
7,8 and 9 had a weighted mean of 1.50-2.49 which had a
verbal description of disagree.
Table 3. Pedagogic Competency of MAPEH teachers.
Competency Weighted Descriptio
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Mean nI make good use of allotted instructional time in teaching performing arts. 2.58 Agree
I monitor regularly and provide feedbacks onlearners understanding in performing arts. 2.62 Agree
I establish learning environments that related to my topic. 2.72 Agree
I relate different cultures to my students in teaching performing arts. 2.74 Agree
I encourage learners to ask questions about performing arts. 2.74 Agree
I reflect my teaching style on the attainment of learning goals. 2.68 Agree
I design lessons that integrate dance with the humanities and all other art forms. 2.51 Agree
Overall Mean 2.67 AgreeLegend: Scale Description Weighted Mean 1 Strongly Disagree 1.00 – 1.49
2 Disagree 1.50 – 2.493 Agree 2.50 – 3.494 Strongly Agree 3.50 – 4.00
As gleaned from Table 3, all of the pedagogic competencies
of MAPEH teachers had a weighted means of 2.50-3.49. This
indicated that all of the respondents agreed to the
statements which reflected their competencies.
82
Table 4. Comparison of MAPEH major and non-major teaching competency in performing arts
Major
nMean
Std.Deviatio
n
MeanDifference t df
Probability
MAPEH 4 3.59 .19 1.04 3.043**
51 0.00
Non-MAPEH
49 2.56 .67
** – significant at 0.01 level
Table 4 shows the comparison of the competency in
teaching performing arts of MAPEH major and non-major.
The table shows the t-value of 3.043**. The data indicated
that there was a significant comparison of MAPEH major and
non-major teaching competency in performing arts at level
0.1. Hence, the null hypothesis was rejected.
83
Table 5. Comparison of MAPEH major and non-major pedagogic competency
Majorn
Mean
Std.Deviatio
n
MeanDifference t df
Probability
MAPEH 4 3.54 .24 0.95 5.96** 8a 0.00Non-MAPEH
49 2.58 .73
** – significant at 0.01 levela – computed for unequal variances based on Levene’s Test
Table 5 shows that there was a significant difference
between MAPEH major and Non-major pedagogic competency in
teaching performing arts. It clearly showed that MAPEH
major teachers showed higher level of competency in
teaching performing arts than non-major teachers. Hence
the null hypothesis was rejected.
84
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter deals with the summary, conclusions and
recommendations of the study entitled “Competency Level
among MAPEH Teachers in Teaching Performing Arts in
Selected Public Secondary Schools in North Cotabato”
There were fifty three (53) respondents from the
selected 18 public secondary schools in North Cotabato,
particularly in Pigcawayan, Kabacan and Magpet.
Specifically, it aimed to determine: determine the
socio-demographic profile of the MAPEH teachers such as
age, sex, year level teaching MAPEH subject, civil status,
educational attainment, number of years teaching MAPEH,
85
course and major, specialization in performing arts,
seminars and trainings, experience/s in performing arts
and problems encountered in teaching performing arts;
determine the level of competency of MAPEH teachers in
teaching performing arts; determine the level of pedagogic
competency of MAPEH teachers in teaching performing arts;
Determine the comparison of MAPEH major and non-major
teaching competency in performing arts; and determine the
comparison of MAPEH major and non-major in the level of
pedagogic competency.
Summary
The results of the study are summarized based on the
objectives of the study.
1. 1. 26.4 % of the overall teacher respondents who were
teaching performing arts were non-MAPEH graduates.
86
2. 66.0% of overall teacher respondents were teaching
MAPEH subject five (5) years and below.
3. 24 (majority) out of 53 respondents had problems in
teaching performing arts due to the lack of facilities,
equipment and instructional materials.
4. 60.4 % of overall teacher respondents attended 1-2
seminars and trainings related to performing arts.
5. Majority of MAPEH Teachers agreed on the list of
competency of MAPEH Teachers in teaching performing arts
with a weighted mean of 2.62.
6. MAPEH teachers can only show appreciation in performing
arts through watching, performing, and other performing
arts activities with the weighted mean of 3.25.
7. All MAPEH Teachers agreed on the list of pedagogic
competency of MAPEH Teachers in teaching performing arts
with a weighted mean of 2.67.
8. MAPEH major teachers showed higher level of competency
in teaching performing arts than non-major teachers with
the t- value of 3.043**.
87
9. MAPEH major teachers showed higher level of pedagogic
competency in teaching performing arts than non-major
teachers with the t- value of 5.96**.
Conclusion
1. Public Secondary Schools in North Cotabato lack MAPEH
major graduate teachers.
2. Public Secondary MAPEH Teachers in North Cotabato lack
skills in teaching performing arts.
3. MAPEH Teachers perceive that they are competent in
teaching pedagogy.
4. MAPEH major teachers perceived that they are more
competent in teaching performing arts than non- MAPEH
major teachers.
5. MAPEH major teachers perceived that they show a higher
level of pedagogic competency in teaching performing
arts than non-MAPEH major teachers.
88
Recommendations
Based on the findings and conclusion of this study, the
following are recommended:
1. Provide experiential learning to MAPEH teachers through
seminars, workshops and trainings to know the basic
skills or to enhance their skills in performing arts.
2. The Department of Education through the Division of
North Cotabato should take into consideration on the
standard hiring of MAPEH Teachers who are qualified to
teach MAPEH subject.
3. MAPEH teachers should provide/ allocate time in having
their chosen genre/ expertise in performing arts.
4. The Department of Education through the Division of
North Cotabato should provide or allocate budget for
the purchase of the schools needed facilities,
equipment and instructional materials in teaching
performing arts.
89
5. Further research shall be done for future references.
LITERATURE CITED
Armstrong, S. P. (1999). Marion Country School SystemTeachers' Perceptions Of The ProfessionalEducation Personnel Evaluation Program OfAlabama (PEPE). (Ed.D., The University OfAlabama, 1999). Dissertation AbstractsInternational, A~1837
Aziz, F. 2014, Impact Of Training On TeachersCompetencies At Higher Education Level InPakistan Vol.– V, Issue – 1, Jan. 2014 [121],FromHttp://Www.Researchersworld.Com/Vol5/Issue1/Paper_15.Pdf
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Chandra, A. (1976). Study Of Emotive Aspects Of Work (APerception Of College Teachers). UnpublishedDoctoral Dissertation, Agra University
Edwards, G., & Kelley, A.V. (1998). Experience AndEducation: Towards An Alternative NationalCurriculum. In A.V. Kelley (Ed.), TheCurriculum: Theory: And Practice (Pp. 199-200).London: Paul Chapman.
Popham, W. J 1997, IMPACT OF TEACHER’S BEHAVIOUR ON THEACADEMIC ACHIEVEMENT OF UNIVERSITY STUDENTS,From Http://Prr.Hec.Gov.Pk/Thesis/293S.Pdf.
Raudenbush, S. W. (1993). On The Job Improvements InTeacher Competence: Policy Options And TheirEffects On Teaching And Learning In Thailand.Journal Of Educational Evaluation And PolicyAnalysis, 25 (31, 279-97 US: Texas (ERICDocument Reproduction Journal Article).
Rosenholtz, S.J. (1986). The Organizational Context OfTeaching. Learning To Teach. University OfLllint3is At Champaign, Urbana.
Schulman, L.S. (1987). Knowledge And Teaching. FoundationsOf The New Reform. Harvard Education J Review,51 (I), 1-22.
Selvin, M.L. (1980). Analysis Of The Relationship AmongSchool Climate, Teacher Effectiveness AndTeacher Morale. Journal Of EducationalMeasurement. 16, 245- 253.
Singh, S. P. & Grewal, S.S. (1991), “ProfessionalCompetency Of Physical Education Teachers InRelation To Their Intelligence, EmotionalMaturity And Self Esteem”.
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Fromhttp://Shodhganga.Inflibnet.Ac.In:8080/Jspui/Bitstream/10603/8071/10/10_Chapter%202.Pdf.
Sudha, B.G., & Shivakumaraswamy, C.D. (1996). Competencyof teachers of differential organizationalclimates. In D.Thakur & D.N Thakur (Eds.),Studies in educational development. New Delhi:Deep and Deep Publications..
93
Appendix A. Application for Manuscript
Republic of the PhilippinesUNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
COLLEGE OF EDUCATIONAPPLICATION FOR MANUSCRIPT DEFENSE
Name: JOSEPH S. SAMILLANO Degree Sought: BSE Major: MAPEHThesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING
PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL IN NORTH COTABATO
Date of Examination: March 5, 2015Time: 4:30 P.M.Place: CED Accreditation Room
MEMBERS OF THE EXAMINING COMMITTEE Name Signature DateLEORENCE C. TANDOG, PhD ___________________ ______________EIMER M. ESTILLOSO, EdD ___________________ ______________GEMMA D. SARIKIT, EdD ___________________ ______________
RECOMMENDING APPROVAL:
94
GEMMA D. SARIKIT, EdD Adviser
APPROVED:
HAZEL ANN S. SORIANO, EdD NORQUEZ M. MANGINDRA, EdDDepartment Research Coordinator Department Chairperson--------------------------------------------------------------------------------------------------------
REPORT ON THE RESULT OF THE EXAMINATIONIndicate passed or failed under remarks
Name Signature RemarksLEORENCE C. TANDOG, PhD ________________________________________EIMER M. ESTILLOSO, EdD ________________________________________
GEMMA D. SARIKIT, EdD __________________ _ ________________
APPROVED:
NORQUEZ M. MANGINDRA, EdD Department Chairperson _________________
DateAppendix B. Permission Letter
Republic of the PhilippinesUNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
October 10, 2014
PRINCIPAL
95
__________________________________________
Sir/Madam:
Greetings!
I, the undersigned 4th Year Bachelor of SecondaryEducation student Major in Music, Arts, Physical Educationand Health (MAPEH), University of Southern Mindanao ispresently conducting a research entitled “COMPETENCY LEVELAMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS INSELECTED PUBLIC SECONDARY SCHOOLS IN NORTH COTABATO” as apart of my requirement in the subject Research in MAPEH.My respondents will be all MAPEH teachers of the selectedschools.
In this regard, I humbly ask permission from yourgood office that I will be allowed to conduct my researchin your school.
Thank you very much for your generous support. Godbless and more power!
Very truly yours,
JOSEPH S. SAMILLANO Researcher
Noted:DR. GEMMA D. SARIKIT
Thesis AdviserAppendix C. Survey Questionnaire
96
Survey questionnaire for Teacher RespondentsPart 1
Part I. Socio-demographic Profile (Teacher)For demographic purposes, please check the boxes that are appropriate:Name (Optional):_____________________________Year Level Teaching MAPEH: ____________________Name of School(Optional):_____________________________________________
Sex: Age: ________ Female Male
Civil Status: Single
Married Widowed/Separated
Educational Attainment:
Bachelor’s Degree
Master’s Degree
Doctorate Degree
Number of years in teaching MAPEH: __________
Course: ______________________________________
97
Major: ______________________
Number of Seminars and Trainings related to Performing Arts attended from year 2013-2014 :
Provincial______
Regional ______
National ______ International
______
Experiences in Performing Arts:
1. Dance
Folk dance
Tribal dance
Modern dance
Ballet
Contemporary dance
Hip hop
International dances
Ballroom/Social dances
Others please specify:
______________________
2. Music
Choir
Playing musical instrument
Guitar
Piano/organ
Violin
Tribal instruments
Others please specify:
3. Theatre
Theatre acting
Others please specify:
______________________
99
Problem/s encountered in teaching Performing Arts:
1. ____________________________________________________________________________________________________________________________
2. ____________________________________________________________________________________________________________________________
3. ____________________________________________________________________________________________________________________________
100
Part 2. Survey Questionnaire (Teacher)
4 3 2 11. I can demonstrate understanding of
basic performing arts processes as related to dance.
2. I can understand how technical design (e.g., lighting, costumes) contributes to performance, and how to appropriately employ technical design to enhance the performing arts process.
3. I can analyze current issues related tothe arts.
4. I can understand the creative development process of performing arts as it relates to artistic fields.
5. I can demonstrate understanding of the roles of arts hold within society and the economy.
6. I can show appreciation in performing arts through watching, performing, and other performance activities
7. I can perform well in any genre of performing arts.
8. I can demonstrate mastery in teaching performing arts to my students.
9. I can demonstrates an integrated knowledge of performing arts and the connections and parallels among art’s disciplines as well as other content areas ( like; illustrating the
101
integration of several art’s media, describing and comparing the basic nature, materials, elements and means of communication among the arts).
10. I can compare the performance of the different groups in performing arts.
11. I can express personal reactions or feelings in performing arts.
12. I make good use of allotted instructional time in teaching performing arts.
13. I monitor regularly and provide feedbacks on learners understanding in performing arts.
14. I establish learning environments that related to my topic.
15. I relate different cultures to my students in teaching performing arts.
16. I encourage learners to ask questions about performing arts.
17. I will reflect my teaching style on theattainment of learning goals.
18. I will design lessons that integrate dance with the humanities and all other art forms.
Direction: Please read the statements below and check whatfield corresponds on how you rate yourself in teaching performing arts.
4- Strongly Agree 3- Agree 2 – Disagree 1 – Strongly Disagree
102
Appendix D. Certification
Republic of the PhilippineUniversity of Southern Mindanao
College of EducationKabacaan, North Cotabato
October 9,2015
Date
CERTIFICATION OF ENGLISH CRITIC
This is to certify that the thesis entitled
“COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING
PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL IN
NORTH COTABATO” of JOSEPH S. SAMILLANO from the College of
Education was edited by the undersigned.
103
LAWRENCE ANTHONY U. DOLLENTE, EdD English CriticAppendix D. Certification
Republic of the PhilippinesUNIVERSITY OF SOUTHERN MINDANAO
Kabacan, Cotabato
COLLEGE OF EDUCATION
March 12, 2015
CERTIFICATION OF TECHNICAL EDITOR
This is to certify that the research manuscript on
the “COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING
PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL IN
NORTH COTABATO” prepared by JOSEPH S. SAMILLANO, Bachelor
of Secondary Education major in MAPEH was edited by the
undersigned on March 10, 2015.
104
HAZEL ANN S. SORIANO Technical
Editor
Appendix E. Statistical PoolOffice of the Vice President for Research, Development and
ExtensionSTATISTICAL POOL
University of Southern MindanaoKabacan, Cotabato
Date: ______________
Research Proposal/Outline Research Manuscript
Name: JOSEPH S. SAMILLANOCourse: Bachelor of Secondary Education Major:
Music, Arts, Physical Education, Health
105
Thesis Title: COMPETENCY LEVEL AMONG MAPEH TEACHERS IN TEACHING PERFORMING ARTS IN SELECTED PUBLIC SECONDARY SCHOOL IN NORTH COTABATO
Research Design: DESCRIPTIVE DESIGN Statistical Analysis: DESCRIPTIVE STATISTICS Requested by: Noted by:
JOSEPH S. SAMILLANO GEMMA D. SARIKIT, EdD Researcher Thesis Adviser
I certify that the statistical treatment used for this research is appropriate and valid.
LEORENCE C. TANDOG, PhD Statistician
Recorded by:
EIMER M. ESTILLOSO, EdDCollege Research Coordinator
Recommended by:
ALBERTO C. ARELLANOChairman,
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