1

CHAPTER 1

INTRODUCTION

Every school can point to its energetic, engaged, and effective teachers; many

students can recall at least one teacher who inspired in them an engagement in learning

and a love of knowledge. We regularly honor and deify these pedagogical geniuses.

Alternafively, other explanations for the prevalence of dull, flat, unengaging teaching

might he that we fail to select and reward teachers based on their capacity to teach in

engaging ways, or that organizational conditions do not promote and sustain good

teaching when it occurs (Elmore, 2011).

Teachers use instructional strategies to help students become more independent

and tactical learners. These strategies become effective learning strategies when students

handpicked the suitable ones and use them to complete tasks. Instructional strategies can

stimulate students and help them concentrate and merge information for understanding

and remembering Williams, et al. (2013).

Instructional practices are the techniques or methods that an instructor employs to

fulfill the different learning Hava et al. (2020). Effective teaching should demonstrate a

match between what learners are intended to know and be able to do, the opportunities

they
 2

receive to learn and practice, and how we assess for learning. In turn, this

promotes more worthwhile and meaningful learning (MacPhail, 2023).

The role of teachers unions in public education. He focuses particularly on how

collective bargaining agreements shape the delivery of educational services, how unions

affect both student achievement and the cost of providing quality education, and how

they support educational reform efforts (Eberts, 2010).

It was found that teacher training and its effectiveness in classroom situation

including instruction/academic work, classroom, management, evaluation procedures,

assignments, and developing human relationships with students, principal, and society in

general. It was concluded that teacher training was positively related to affective teaching

(Rahman, 2021).

Purpose of the Study

The purpose of this qualitative study will determine and identify the different

Instructional Practices used by Guinto Elementary Teachers. This study will be

conducted at Guinto Elementary School, Guinto Datu Inda Pres. Roxas Cotabato.

Research Questions

1. 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.

Theoretical Lens
 3

Instructional practices in schools have been constantly changing over the years,

and educators’ knowledge about these practices is an important factor that influences

their effective use. This paper presents an examination of teachers’ knowledge and

perception of 24 instructional practices commonly used in the field of education,

especially in the field of technology-based teaching and learning. Data from 162

experienced teachers who had enrolled in teacher education courses in two universities

were collected from 2005 to 2007. Consistent with the literature, findings suggest that

teachers with higher degrees and more teaching experience are aware of and understand

more about educational practices. A predictive model was developed from this study.

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 will be the Teachers of Guinto Elementary School .

Limitation and Delimitation of the study

This qualitative research will focus only on the instructional practices of teachers

in increasing students’ performance. The participants will be the ten (6) selected teachers

from Guinto Elementary School, Guinto Datu Inda Pres. Roxas Cotabato. This study will

also determine in selecting the qualified participants of the study.

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

 4

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.

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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

Effective teaching lies at the very heart of the effective school. What it is and how

to nurture it is something we try to explore

in this book, but whatever one’s notions of what constitutes ‘effective’ teaching, few

would doubt that it is essential if schools

are to flourish. What is more important, however, is that time spent not only improving

the quality of what each individual

teacher does, but also the effectiveness of the whole school, is a wise investment Dunne

et al. 2014).

Although it is not always easy to define exactly what different people might mean

by the term ‘effective’, teachers have always needed a wide range of subject knowledge

and a large repertoire of professional skills. Teaching young children to read and write, to

understand the world around them, to grasp and be able to apply fundamental

mathematical
 6

and scientific principles, to use their developing intelligence and imagination, to live and

work harmoniously with others, all require an

effective teacher to possess knowledge and understanding of the content of the subjects

and topics being taught, as well as the ability to manage a class, explain clearly, ask

intelligent and appropriate questions, and monitor and assess learning Dunne et al. 2014).

There are many factors which combine to demand from teachers ever higher

levels of professional competence. These include the rapid growth in the acquisition of

knowledge, the changing nature not only of adult employment, but also ofnrecreation and

leisure, the increased public pressure for accountability, the development of new forms of

educational and information technology, and the broadening role of the primary teacher.

In combination they represent an overwhelming

pressure for improvement by all practitioners, even the many who already manifest a high

degree of skill in the classroom Dunne et al. (2014).

In the nineteenth century, teacher training institutions were known as ‘normal

schools’, on the grounds that there was some single ‘norm’ endorsed by society. Today

the factors mentioned above require levels of skill, understanding, imagination, and

resilience from teachers which go infinitely beyond the rudimentary common sense and

mechanical competence fostered by the normal schools of the last century Dunne et al.

(2014).

The implicationsfor teachers are clear. There isso much to know and

understand,so if you cannot know everything, you must know something. Hence the

many efforts made either at regional or national level to determine the content of

education what children of a particular age or level of ability ought to learn or by teachers
 7

themselves at local level to shape and implement a coherent curriculum. Secondly, if you

cannot know or learn everything, you must be able to find out for yourself, and this is

why the process of learning has become important, as well as, though not instead of, the

content. Thirdly, since their pupils can acquire only a tiny fraction of the knowledge and

skills currently available to humanity, teachers must develop teaching strategies which

not only transmit information, but also encourage children to learn independently and as a

member of a group Dunne et al, (2014).

Citizens in the twenty-first century are more likely to be willing to learn

throughout their lives if they have been fired and enthused, rather than rebuffed and

demoralised in school. The quality of personal relationships between teacher and taught,

therefore, is a direct result of the interpersonal skills of the teacher, who usually sets the

tone in a class, or has to take the initiative to improve relationships should they go away.

A notion of effective teaching that embraced only the transmission of

knowledge would be a poor one in such a context Dunne et al. (2014).

Furthermore in the twenty-first century many people will work in service industries, and

others will run small businesses. This shift out of the factory and into closer contact with

people, rather than machinery, requires a high degree of imagination, inventiveness, drive

and interpersonal skills. Again a sound basis for those qualities can be established in

good primary

schools, and teachers who nurture them should be greatly valued Dunne et al, (2014).

Doyle (2013) observed that reviewers of research into teacher effectiveness ‘have

concluded, with remarkable regularity, that few consistent relationships between teacher

variables and effectiveness can be established’. The difficulty of identifying and

 8

evaluating teaching skills and their effectiveness is neatly illustrated by an interesting

experiment at the University of Guetzkow et al. (2015) divided first-year students on a

general psychology course into three groups. The first

group was given a formal lecture course with regular tests, the second and third groups

took part in tutorials and discussions. At the end of the course the lecture group out-

performed the tutorial discussion groups on the final examination, and the course was

also more favourably rated by the students.

Instructional Practices

Educators struggle with the problem of overcoming the inertia of instructional

practices in the traditional classroom (Trimble, 2010).

In these traditional classrooms, students are typically not provided with whole,

dynamic learning experiences, but rather with limited, arbitrary activities. Schools

frequently teach information from the various disciplines without providing adequate

contextual support with opportunities for students to apply what they are taught. “The

resulting inauthenticity of classroom activity makes it difficult for children to see how

school learning applies to their lives” (Perchman, 2022).

Brooks, (2016) believes that there is a lack of focus on higher-order thinking

skills because of an emphasis on standardized testing. She refers to such testing as single-

event measures of accountability, which serve as a substitute for preparing students for

the many different worlds beyond school classrooms. “Like agriculture, education has

replaced natural processes with artificial ones. Over time, these artificial practices have

become common”.
 9

This lack of attention to authentic experiences in education is particularly

troubling when considering opportunities for children in poor, under-funded, often rural

areas of the United States. Research indicates nationwide low performance in many

subject areas (Bracey, 2011); Collins et al. (2012); Riley, (2013). Riley’s (2013) research

further indicates that some geographic areas, particularly rural areas, are reporting low

performance and that the achievement gap is persistent and intrinsically linked to the fact

that millions of the nation’s children still live in poverty.

Children in rural schools frequently do not have the same level of access to

resources and experiences as children who live in suburban and urban areas. Beeson et al.

(2017) report that 43% of the nation’s public schools are in rural communities or small

towns of fewer than 25,000 people, and 31% of the nation’s children attend these schools.

Poverty is the largest persistent challenge rural schools face. Per capita income, salaries,

computer use in the classrooms, school administrative costs, and transportation are

among the top challenges for rural schools (Beeson et al. (2017).

Another serious problem plaguing rural schools is difficulty in hiring and

retaining qualified teachers. Ingersoll (2018) examined data regarding staffing issues in

high-poverty schools in both rural and urban areas. He concluded that factors tied to the

characteristics and conditions of these schools are behind the teacher shortage in these

schools. One of the main reasons for high turnover rates in these schools is the fact that

teachers in high-poverty schools are frequently paid less than teachers in other types of

schools. Other significant factors related to staffing problems in these schools are related

to inadequate administrative support, excessive intrusions on teaching time, student

discipline problems, and limited faculty input in decisions related to the schools.
 10

There is a need for further research on the link between teachers’ technology use

and classroom instructional practices. In spite of the apparent commitment to technology

of some schools, it appears that many teachers use computers to support their current

traditional teaching practices rather than as a tool to promote more innovative,

constructivist practices. Much of the current teacher technology training programs and

other uses of technology-related funds may not be delivering the desired result: a positive

effect on student learning. For example, studied 500 students in grades 7– 12. As part of

this research, investigators asked students how their teachers used computers for learning.

The survey revealed that most students said their teachers do not use computers in

sophisticated ways. If teachers are not provided the useful support needed to integrate

computers into the overall framework of the classroom, it is unlikely that their students

will use computers in ways that will improve learning (Fuller, 2015).

If this institutional setting is not cast in terms of systems and structures that fail to

make contact with the teachers’ classroom instructional practices. Instead, we have

developed descriptions of the institutional setting that had a reality not only in the

structure of the school district as a lived organization but also in the collaborating

teachers’ personal experience. For example, the teachers experienced and continually had

to cope with a tension between the agendas of the school leadership communities and

mathematics leadership community as they developed their instructional practices. It

should also be apparent that although the perspective we take on a school district as a

lived organization is not based on economic analogies that involve the flow of resources,

it does enable us to account for access to material resources (e.g., instructional materials,
 11

release time and joint planning time, and outside consultants) and for the generation of

human and social resources (Cobb, McClain et al. (2016).

Students

According to Ayeni (2011), teaching is a continuous process that involves

bringing about desirable changes in learners through use of appropriate methods.

Adunola (2011) indicated that in order to bring desirable changes in students, teaching

methods used by educators should be best for the subject matter. Furthermore sustained

that teaching methods work effectively mainly if they suit learners’ needs since every

learner interprets and responds to questions in a unique way (Chang, 2010). As such,

alignment of teaching methods with students’ needs and preferred learning influence

students’ academic attainments.

Under this method, students simply obtain information from the teacher without

building their engagement level with the subject being taught Boud et al. (2011). The

approach is least practical, more theoretical and memorizing Teo et al. (2010). It does not

apply activity based learning to encourage students to learn real life problems based on

applied knowledge. Since the teacher controls the transmission and sharing of

knowledge, the lecturer may attempt to maximize the delivery of information while

minimizing time and effort. As a result, both interest and understanding of students may

get lost. To address such shortfalls, Zakaria, Chin et al. (2010) specified that teaching

should not merely focus on dispensing rules, definitions and procedures for students to

memorize, but should also actively engage students as primary participants.

With the advent of the concept of discovery learning, many scholars today widely

adopt more supple student-centered methods to enhance active learning (Greitzer, 2017).
 12

Most teachers today apply the student centered approach to promote interest, analytical

research, critical thinking and enjoyment among students (Hesson et al. 2015). The

teaching method is regarded more effective since it does not centralize the flow of

knowledge from the lecturer to the student (Lindquist, 2010).The approach also motivates

goal-orientated behavior among students, hence the method is very effective in improving

student achievement (Slavin, 2010).

This teaching method applies the strategies used by both teacher-centered and

student-centered approaches. The subject information produced by the learners is

remembered better than the same information presented to the learners by the lecturer

(Jacoby, 2010; McDaniel et al. (2011); and Slamecka et al. (2020) The method

encourages the students to search for relevant knowledge rather than the lecturer

monopolizing the transmission of information to the learners. As such, research evidence

on teaching approaches maintains that this teaching method is effective in improving

students’ academic performance Damodharan et al. (2018).

Students Performance

The formation of human capital is essential for the economic success both of

individuals and of society at large in a modern economy. The human capital stock

comprises cognitive and non-cognitive skills and is mainly produced in families, schools,

universities, and firms. This study focuses on students’ cognitive skills in mathematics

and science, which are mainly formed in schools. Since "early learning begets later

learning" (Heckman 2010), basic knowledge formed early in school has a substantial

impact on potential future prosperity of individuals and nations.

 13

It has been argued that public schooling systems do not set suitable incentives for

improving students’ performance or containing costs. They give different amounts of

decision-making power to the different agents involved in educational production, which

creates different incentives for their behavior. These differences in institutions and

incentives will affect the agents’ decisions on resource allocation and thereby the

effectiveness of resource use in the education sector, which should impact on the

educational performance of the students. This paper examines whether and, if so, how

differences in these institutional incentive mechanisms can add to an explanation of the

large international differences in students’ cognitive skills (Hanushek, 2013).

Central exams signal the achievement of a student relative to an external standard,

thereby making students’ performance comparable to the 13 performance of students in

other classes and schools. 3 This simplifies the monitoring of the performance of

students, teachers, and schools. With centrally set examinations, students get marks

relative to the country mean, so that the performance of students is made observable and

transparent. Furthermore, it is observable whether the bad performance of a given student

is an exception within a class or whether the whole class taught by one teacher is doing

badly relative to the country mean. Therefore, parents (and students) have the information

they need to initiate action because they can observe whether the teacher (and/or the

student) is accountable for the bad performance. If, by contrast, students get marks

relative to the class mean only, the performance of the class relative to the country mean

will be unobservable and parents will have no information to intervene. As a consequence

of the institutional setting, the agents’ incentives are fundamentally altered. Given central

examinations, the leeway of the teachers to act opportunistically is reduced and the
 14

incentives to use resources more effectively are increased. Through central examinations,

agents are made accountable to their principals: parents can assess the performance of

their children, of the teachers, and of the schools; the head of a school can assess the

performance of her teachers; and the government and administration can assess the

performance of different schools. Thus, a strong case can be made for a positive link

between centralized examinations and student performance on the basis of incomplete

contracts and monitoring in the education system (Bishop, 2018)

Furthermore, central examinations change the students’ incentive structure

(Bishop, 2018). By creating comparability to an external standard, they improve the

signaling of academic performance to advanced educational institutions and to potential

employers, so that students’ rewards for learning should grow and become more visible.

This should increase students ’incentives to perform well, by increasing and making

better use of their own resources spent on education (their time and attention). In

addition, grading relative to class performance gives students an incentive to lower

average class performance because this allows the students to receive the same grades at

less effort. The cooperative solution of students to maximize their joint welfare is for

everybody not to study very hard. Thus, with grades relative to the class level, students

have an incentive to distract teachers from teaching a high standard and to apply peer

pressure on other students in the class not to be too studious (Bishop 2018).
 15

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 will use 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.
 16

Locale of the study

The study will be conducted at Sitio Guinto . Furthermore, researcher will be

selecting the qualified participants of the study.

Fig.1. Location Map of School in Guinto Elementary School (GES), Guinto, Pres. Roxas, North
Cotabato.

Research Participants

The participants of this study will be the teachers of Guinto Elementary School.

Furthermore, there are 6 participants who responded were purposively identified based on

the following criteria:

1. He/She must a teacher of Guinto Elementary School

2. He/She must be licensed teacher

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

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

of signed inform consent.

Role of the researcher

 17

I will started by creating a list of interview questions and rules to follow. I will

Obtain the data required for this study after putting together the interview questions.

After which, I will supplied permission letters to the research participant for their

interview and approval. After designing the interview question guidance and gathering of

consent, I will begin 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 will use 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 will use 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 will be the major source of information through in depth interview

utilizing prepared research questionnaire. The participants statements and responses wre

collected and recorded through audio/video recording of cellphone. During interview,

native language was use to initiate better understand and afterwards translated into

English.
 18

Trustworthiness

Since qualitative researchers do not use instruments with established metrics

about validity and reliability, I is pertinent to address how qualitative researchers

established that the study’s findings are credible, transferable, and dependable. In the

same manner, we ensure that all the details of our research undertook through manner, we

ensure 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 follow 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 affix their signature in the consent

form as an evidence of their approval to be part of our study.

 19

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