Thesis Group 4 Draft 1 - Educational Research

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Problems Encountered by History Majors

in Practice Teaching, A.Y. 2013-2014 Page 1

CITY UNIVERSITY OF PASAY
COLLEGE OF EDUCATION
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

INTRODUCTION
Modern day education, to be responsive to the changing and
ever-increasing challenges of life, constantly moves towards the
improvement of the quality of academic and work life in the current
millennium.
In todays era, the teaching profession has been struggling to
keep pace with the changes in society and the accompanying
challenges of the technological world. This is the reason why
competencies are set and incorporated to the training of student
teachers. However, problems are still emerging and encountered by
student teachers worldwide.
Teachers have become the main focus of much research in
education as there is evidence suggesting that teacher factor is one of
the most influential factors in the success of any educational
institutions. This is because the quality of instructions depends on the
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quality of teachers the institution possesses and this has a direct
impact on students learning and achievement in school.
The researchers believe that two of the most crucial dynamic
factors in determining the quality of academic and work life of
schools and institutions are the quality of student teachers who are
trained to be best and successful teachers and their strategy making
abilities.
Practice Teaching can boost performance and productivity and
motivate students to achieve their goals of being successful someday
as a teacher and help establish a community of people where quality
of work and academic life is something they can be proud of and
satisfied with.
Teaching is a crucial factor that shapes the vital structure of an
individual as well as the academic life in an institution like the school,
for without the teachers, there would be learning process will take
place and students will tend to go on their own separate individualistic
ways of learning and doing their lessons. Effective teachers are the
way for an institution to be successful in their mission. Without the
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proper direction and supervision of the teachers, the whole society
would be in chaos or disorder and improvement of lives would not be
possible.
The study of the problems faced by student teachers is
important and warranted for it is in that crucial time when future
educators establish their identity as teachers and build their own ways
of teaching and those problems that they could encounter may affect
them as teachers in the future.

BACKGROUND OF THE STUDY
Practice Teaching (or more popularly known as the practicum)
is recognized as one of the most important aspects of a teacher
education (Farrell, 2008). Teacher education institutions worldwide,
including Philippines, are under increasing pressure to prepare their
student teachers better for the actual world of teaching, and the
practicum provides an avenue by which this expectation may be
addressed. During practicum, the student teachers are given the
opportunity to experience and experiment their knowledge and skills
in an authentic teaching and learning environment (Kennedy, 1996).
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And during the practicum, student teachers like History Majors
experience and encounter various problems as they complete student
teaching or practice teaching. More than two decades ago, Lock
(1977) suggested that more attention be given to the types of concerns
student teachers face, which would help to improve the preparation of
teachers. A decade later, Doebler and Roberson (1987) wrote that
negligible research had been conducted on the perceived problems of
student teachers. These assertions still hold true.
The study of problems faced by student teachers is important
and warranted. The more known about the difficulties which student
teachers encounter and the sources of their concerns, the better the
chances for eliminating the problems and enhancing every student
teacher's chance for success (Doebler & Roberson, 1987; Roberson &
Doebler, 1989). In addition, many problems faced by student teachers
could possibly be an omen of future conflicts (Briggs & Richardson,
1992). And this can be prevented if those problems are to be known
and studied upon and given possible solutions as early as possible
before it could be worse.

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RESEARCH PARADIGM

The concept diagram shows the problems encountered by the
4
th
year History major students on their practice teaching, such as the
following:
Pre-deployment- A. Schedule of the Deployment
B. The Cooperating Schools
C. The Cooperating Teachers
During deployment- A. Lesson Planning
B. Students behavior
C. Classroom Management
Problems
Encountered in
Practice Teaching

Pre-deployment
During Deployment
Post-deployment
Schedule
of
deploy-
ment
Cooperat
ing
Teachers
Cooperating
Schools
Students
behavior
Lesson
Planning

Classroom
Management

Final
Demo
Grade
s
Critique
Teachers
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Post-deployment- A. Critique Teacher
B. Final demo
C. Grades
After the study, the researchers will have an assessment on the
different problems encountered by History Majors in Practice
Teaching.
THEORETICAL FRAMEWORK
Teaching is based upon:
Assumptions that the teacher possesses all knowledge
and information which student does not possess.
That each individual has the capacity to discover new
knowledge with mutual inquiry. It implies that a
teacher has a model in his mind to use in specific
situation and student himself selects the model for
mutual inquiry.
A set of propositions stating the relationship between,
on the one hand, measures the outcome of education
and on the other hand, measure both the conditions to
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which the learner is exposed and variables
representing characteristics of the learner.
The individual difference among students at a given
age, structure of knowledge with a topic to be taught,
flexibility of sequencing, rate of learning, interests
and so on.
Those acts that the teacher performs typically in the
classroom in order to induce-learning.
The relationship consists of certain activities to be
performed by the teacher such as analyzing teaching
task, determining learning goals, identifying entering
behavior and selecting teaching strategy.
When we acknowledge that students interpretand
do not automatically absorbthe information and
ideas they encounter in the world through the
experiences and theories they bring to school, the
links between learning and teaching become more
complicated.

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STATEMENT OF THE PROBLEM
The major objective of the study is to find out the problems of
History majors during practice teaching/practicum.
Specifically, it aims to answer the following questions:
1. What are the problems encountered by History
majors in:
1.1. Pre-deployment
1.2. During deployment
1.3. Post-deployment
2. What solutions may be offered to solve the
problems of student teachers?
3. What are the perceptions of critique or
cooperating teachers and student teachers to those
problems encountered?
4. Is there any difference between the
perceptions of the Student Teachers and Critique
Teachers to those problems encountered?

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NULL HYPOTHESIS
There is no significant difference between the perceptions of
student teachers and resource teachers to the problems encountered
during Practice Teaching by History majors.

SIGNIFICANCE OF THE STUDY
This research study was on the problems encountered by
History majors in their practice teaching, and the researchers wanted
to investigate the topic widely from different perspectives and levels,
both from students and teachers perspectives, as well as from their
concerns and experiences.
Furthermore, the result of the said study is significant to the
following:
1. The History Majors. This study would help the
future student teachers, particularly the History majors, gain valuable
information and insight about the student and classroom related
problems. This study may serve as guideline to help them prepare for
their practice teaching and to use good preventive management
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strategies and principles for the improvement of students and
classroom management.
2. The Cooperating or Resource Teachers. This
study would help the cooperating teachers to have better way of
understanding, handling and supervising the student teachers.
Through its findings, they will also be in a better position to provide
the appropriate experience for the student teachers.
3. Cooperating Officials. This study will also
benefit the cooperating officials (Principal, Head Teachers, and
Supervisor) to further strengthen their support to the cooperating
teachers as well as to help student teachers by laying down guidelines
to ensure learning, proper training and safety.

SCOPE AND LIMITS OF THE STUDY
The study focuses only on the problems encountered by
student teachers in their pre-deployment, during deployment and post-
deployment of their practice teaching.
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The study covers only the History major students of the
College of Education at City University of Pasay who are undergoing
practice teaching this Academic Year 2013-2014.

DEFINITION OF TERMS
The following terms are being defined either conceptually or
operationally as used in the study.
Advisers-They are the one who cooperates with the
student teachers and the school for the deployment of
the student teachers.
Cooperating School- The school which cooperates in
the deployment and serves as a field of practice for
the purpose of teaching by the student teacher.
During Deployment- Refers to the time span wherein
the student teachers experience practice teaching or
practicum.
History Major- A student who takes up history
subject as their subject of mastery.
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Post-Deployment- Refers to the time span where the
student teachers finish their practicum.
Practice Teaching- This may also refer to student
teaching, teaching practicum or practicum and pre-
service teaching. Practice teaching is the culmination
of the professional education and wherein student
teachers experience actual teaching in the learning
environment.
Pre-Deployment- Refers to the time span wherein
student teachers are prepared for their practicum.
Problem- An inquiry starting from given conditions
to investigate or demonstrate a fact, result, or law. It is
the aspect the researcher worries about, thinks about,
and wants to find a solution for.
Resource Teacher- It may also refer to cooperating
teacher or critique teacher. He handles field study
students and student teachers in the field.
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Student Teacher- A college student who is teaching
under supervision of a professional teacher in order to
qualify for a degree in education.

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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter describes several researchers and studies that have
been made similar to the presented problems in this research. It deals
specifically about foreign and local literature and foreign and local
studies. The following information was taken from books, journals,
unpublished materials and the internet in order to distinguish what has
been studied and what have not yet been studied.

FOREIGN LITERATURE
Research is valued in education. Research was classified as
needed in areas like teacher training (Good et.al. 1941).
Practice Teaching is an important component of becoming a
teacher. It grants student teachers experience in the actual teaching
and learning environment (Ngidi & Sibaya, 2003; Marais & Meier,
2004; Perry, 2004). Students must spend several months teaching in a
high school under the supervision of an experienced teacher.
(Summerfield, 1993). During practice teaching, a student teacher is
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given the opportunity to try the art of teaching before actually getting
into the real world of the teaching profession (Kasanda, 1995). Perry
(2004) also points out that, on the one hand, student teachers should
experience the excitement of being a part of a real classroom setting,
of getting to know learners, of planning and organizing the classroom
tasks. On the other hand, student teachers could have doubts about
their ability to cope with unfamiliar situations, controlling and
managing learners or establishing a working relationship with the
mentor or supervisor. It is such mixed feelings that can contribute to
the making or breaking of a student teacher.
Student teachers also know the value of practice teaching and as
remarked by Menter (1989), they perceive it as 'the crux of their
preparation for the teaching profession' since it provides for the 'real
interface' between studenthood and membership of the profession.
It is inevitable to observe some problematic cases in any
teaching. Veeman (1984) focuses on classroom discipline,
motivating students, dealing with individual differences, assessing
students works, relationships with their parents, the organization of
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class work, insufficient and/or inadequate teaching materials and
supplies, and dealing with problems of individual students.
Towards the end of teaching practice, the student teachers were
asked about their experiences during teaching practice and whether
these experiences may have influenced their perception of the
teaching profession (Kiggundu and Nayimuli, 2009).

LOCAL LITERATURE
Student teaching is the culmination of the professional
education. This experience which is provided by education course in
the last year of pre-service education serves as the transitional phase
between the past roll of a full-time student and the future role of full-
time teacher (Bustos, 1982). Teaching is a student teachers mission
meaning it is the task entrusted to you in this world and must got
prepare ones self for it. The four years of pre-service preparation will
equip one with the knowledge, skills and attitude to become an
effective teacher (Bilbao et.al. 2006).
During the period of student-teaching, one will be playing a
dual role at the same timethat of teacher and student. One will serve
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as an apprentice teacher who will first observe cooperating teachers,
participate a little in the routine teaching tasks, and eventually begin
to teach on ones own under the guidance of a cooperating teacher
(Bustos, 1982).
During the student-teaching period, one will be opened to
various ideas, forces, and activities operating within a school. To
profit most from student teaching, one should seek out as many
experiences as possible, involving ones self more in those areas that
one is weakest and most likely to encounter difficulty (or problems) as
a full-time later. Student teaching will help one become a better
teacher and gives one the opportunity to synthesize all that you have
learned and to translate them into professional skills (Bustos, 1982).
The opportunities and experiences embedded in the practice
teaching course will enable student teachers the chance to experience
the life in actual learning environment and to meet the challenges of
the real learning environment (Teacher Education Council, DepEd,
2007).
Bernardo and Marso (2005) cited inherent patterns of behavior
the teachers manifest in handling a multicultural classroom, the
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factors that affect them as well as the unique dynamics that play out in
the interactivity between teachers from a developing country to a
more economically affluent nation.
Mentors (or referred to as cooperating teachers) are guide,
supporter, friend, advocate and role model. They need to accept their
mentees (student teachers) as they are. They can offer advice and
suggestions to provide student teachers with ideas and encouragement
that will extend their skills (T.E.C., DepEd, 2007).
While learning environment has extended beyond the
classroom alone, the demands of the diversity of learners are great, the
complexity of learning becomes very challenging, and the role of the
teacher has extended to a global community (T.E.C., DepEd, 2007).

FOREIGN STUDIES
Teaching practicum or Practice Teaching is the time for
students who are learning to become teachers to experiment with the
different things they learn in school. Various studies have admitted
the importance of the practicum in teacher education program. As
suggested by Schulman (2009), certain knowledge is necessary for a
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student teacher to become effective teacher later. Besides content
knowledge, teachers are also required not only pedagogical
knowledge but also pedagogical content knowledge.
Shulman (as cited in Tuli and File, 2009) further elaborated
that teaching is a combination of an art, a craft and a science.
Knowing what to teach, how to teach it and what methods to use with
particular topics, particular kinds of students and in particular settings
all combine to form the knowledge and skills that define teaching
expertise. All of these knowledge is important for teachers especially
teachers to be to develop.
Putnam (1996) stressed the importance of teaching practicum
as he believed that learning process needs to be grounded in
classroom practice. Nevertheless not all learning to teach process can
be generalized to all situations, across the board. For this, Calderhead
and Shorrock (cited in George and Worrell, 2002) identified three
specific contexts that provide different experience to the student
teachers. Among them are; the fact that learning to teach is person
specific in which novice and practicing teachers bring different
experience with them to the learning process and the other one is
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called context specific. In this case, the different contexts the student
teachers are in will generally produce different experience, perhaps
because of the influence from the cooperating teacher, university
supervisor and others surrounding them.
In many teacher education programs, teaching practicum is a
compulsory course to be taken by all the students as it an important
part of teachers professional development (Richard & Crookes, 1988)
although the nature, length and frequency of the practicum varies
from one institution to another. As this is a central and most important
component of teacher education, a lot of time and attention needs to
be spent and given to ensure that student teachers undergoing the
course are well prepared physically and mentally. This is because the
quality of teaching practicum depends very much on the quality of the
experience gained during teaching practicum.
Since teaching practicum is the time when student teachers
practically have the opportunity to experiment with their knowledge
outside their classroom for the first time, a lot of challenges are
expected to arise. This is because learning to teach is a very complex
activity as there are so many unexpected and unknowns. Research
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(e.g. Kyraicos & Stephen, 1999) has suggested the need to pay
attention to those concerns and challenges for future development in
teacher education. If the challenges are not taken care of, they could
aggravate more problems to the already complicated teaching activity.
The support is needed since working with cooperating teachers
gives student teachers opportunity to develop their teaching skills
because the cooperating teachers provide models to be observed and/
or emulated. Their influence ranges from attitudes to classroom
practices (Zahorik, 1988). Other important roles of cooperating
teachers include providing immediate feedback regarding their
teaching through lesson observation and discussion. Guidance from
cooperating teachers is very much needed; therefore, lack of it can
pose problems to the student teachers. As Md Yunos et.al,(2010)
found in their study, their informants encountered problems with both
their supervisors and cooperating teachers because they were not able
to communicate with both of them due to busyness.

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LOCAL STUDIES
Ravena (1978) studied the program of student teaching at the
Iloilo School of Arts and Trade. His investigation revealed varied
policies and practices adopted in the program of student teaching.
Some of them were substitute teaching, student teachers were left
alone to report and to introduce themselves to the cooperating teachers
and school officials of different schools and limited supervisory visits
by trainers and advisers.
Solomia (1982) undertook a study which attempted to identify
the problems of student teachers in Iloilo School of Arts and Trade.
The problems are categorized into: (1) administrative (leadership in
studying, improving and evaluating teaching-learning situations); (2)
supervisory (those tasks/activities performed by the student teachers
in keeping up with specific functions); (3) instructional; and (4)
student teaching work problems (related to the adjustment in the
classroom).
Donasco (1968) studied on the evaluation of student teaching
based on the problems set by cooperating teachers who were guiding
the student teachers from private teacher training institutions in Iloilo
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City. His investigation revealed that majority of the cooperating
teachers considered instructional skills a definite problem in their
work of guiding the student teachers.
On the study which is distinctly similar to the particular study
is the investigation led by Madamba (1972), who made a survey of
student teaching problems encountered by student teachers from
private colleges in Ilocos Norte and categorized those problems as: (1)
professional preparation (observation, participation, instructional
materials, teaching technique); (2) relationship with students, other
student teachers, cooperating teachers, administration and school
officials; and (3) personal problems (physical, social, emotional,
financial, family, moral).
As cited in Journal of Instructional Psychology by Jenny
Reyes, quality sequence in the student teaching is of utmost
importance. The student teachers needs to observed students/pupils
carefully in teaching and learning situations to a certain suitable,
ordered experience for students.

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SYNTHESIS OF REVIEWED LITERATURE AND STUDIES
The studies of Ravena, Solomia, Donasco and Madamba are
related to the present study as they revealed variables and factors that
contribute to the development of student teachers on their practice
teaching. Also, the work of Bustos contributes to better gain
knowledge about the realities of practice teaching.
Likewise, the foreign studies of Schulman, Putnam, Zahorik
and other foreign literature relatively similar with the present study,
provides valuable data for the completion of the study.

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CHAPTER 3
RESEARCH METHODOLOGY

This chapter presents a detailed discussion of the method and
designed used in the research study, the respondents of the study, the
research instruments, and data gathering procedures.

RESEARCH METHOD
According to Best and Kahn (1989), this kind of design is best
to be used when the researcher intends to describes and interpret what
is. It is also known as non-experimental research as it deals with
relationships between variables, the testing of hypothesis and the
development of generalizations, principles or theories that have
universal validity. For this reason researchers used this descriptive
method.
In this study, the descriptive method of research is used in a fact
finding study with an adequate systematic and accurate interpretation
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of the findings. The data gathered were collected, tallied and
interpreted to come up with the final result of this study.

SOURCES OF DATA
The data came from the questionnaire assessed by the student
teachers, particularly History Majors, of City University of Pasay and
their respective critique or cooperating teachers.
The following are the list of sources:
College of Education
Kalayaan National High School- Araling Panlipunan
Dept
Pasay City West High School- Araling Panlipunan Dept
Pasay City East High School- Araling Panlipunan Dept
Pasay City North High School (Tramo Campus)- Araling
Panlipunan Dept
Pasay City North High School (Main Campus)- Araling
Panlipunan Dept

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RESPONDENTS OF THE STUDY
Table 1
Distribution of Respondents

Respondents Student
Teachers
Cooperating
Teachers
Total Percentage
Kalayaan
Natl H.S.
5 5 10 22%
Pasay City
West H.S.
9 9 18 39%
Pasay City
East H.S.
4 4 8 17%
Pasay City
North H.S.
(Main)
4 4 8 17%
Pasay City
North H.S.
(Tramo)
1 1 2 5%
TOTAL 23 23 46 100%

For the purpose of the study, twenty-three (23) students of
History Majors of the College of Education, City University of Pasay
and twenty-three critique or cooperating teachers from Araling
Panlipunan Department of different High schools of Division of Pasay
comprised the respondents of the study.
SAMPLING
For the study, a purposive sample of 46 respondents was
taken. In purposive sampling the organizers of enquiry purposively
chose the particular unit of a universe for constituting a sample on the
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basis that the small mass that they so selected out of huge one will be
typical of representative of the whole
The study is focused on the student teachers and cooperating
teachers of different secondary schools in the Division of Pasay. The
student teachers is the one group and cooperating teachers is the other,
eager to know the assessment of this two groups on the problems
encountered by History Majors in Practice Teaching.

RESEARCH INSTRUMENT USED
The instrument used to collect data was the answers from the
questionnaire for a faster gathering of data. The respondents are the
History Major student teachers of College of Education, C.U.P. and
their respective cooperating teachers.
QUESTIONNAIRE
Guided by the questions and objectives, the researchers
formulated a questionnaire. It is prepared with enough directions to
answer the questions. These printed questionnaires will serve as a data
collection tool that will gather the needed data for the research.
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The questionnaires were distributed to student teachers and
their cooperating teachers. It was divided into four parts mainly part 1
which aims to gather the respondents profile, part 2 which is
designed to judge whether the respondents have to agree or disagree
with the problems possibly encountered by History Majors. The third
part aims to find out the problems encountered by the respondents in
the implementation of the program. The last part also includes queries
that will give suggestions/solutions on the problems encountered by
History Major student teachers.
Cure was taken to avoid ambiguous, incorrect and biased
questions while preparing the preparing the questions. The
questionnaire is then distributed to students and teachers.
The sample questionnaire:
For Student teachers:
C i t y U n i v e r s i t y o f P a s a y
Pasadea Street, F. B. Harrison, Pasay City

in Practice Teaching, A.Y. 2013-2014
S U R V E Y

I . P E R S O N A L D A T A

NAME: (optional) ___________________________
GENDER:
( ) MALE
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( ) FEMALE

AGE:
( ) 11-15
( ) 16-20
( ) 21-25
( ) 26 and above

School Deployed: _____________________________

I I . Q U E S T I O N N A I R E P R O P E R

Direction: Below are the possible problems encountered by student
teachers;before, during and after practice teaching. Put a check on the
number opposite the items that describes your answer using the scale below.
5 STRONGLY AGREE
4 AGREE
3 UNDECIDED
2 DISAGREE
1 STRONGLY DISAGREE

5 4 3 2 1
PRE-DEPLOYMENT

1. The schedule of
deployment does not
interfere to my class hours.

2. The deployment schedule
is implemented in time.

3. The adviser or one of the
cooperating teacher
cooperate with us for the
deployment.

4. The department head in
the school cooperates to us
in an orderly way.

5. The payment for practice
teaching is affordable at
reasonable price.

DURING
DEPLOYMENT

1. The student teachers
lesson plan jives on the
teaching proper.

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2. The student teacher
implements proper

3. The cooperating teacher or
resource teacher cooperates
with me.

implements active student
participation and proper
discipline.

5. The student teacher is
comfortable during travel
from house to the school
deployed.

POST-DEPLOYMENT

1. The final demo was
finished in time.

2. The grades received are
justifiable.

3. The critique teacher was
cooperative during the final
demo.

4. The student teacher met all
the requirements before the
end of practice teaching.

5. The student teacher has no
deficiencies in the subjects
taken in school.

III.
1. What are the solutions do you think may be offered to help the
student teachers?
______________________________________________________
2. What are your perceptions to the problems encountered in
practice teaching?
______________________________________________________
---Thank you for cooperating! God Bless! ---
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For Cooperating teachers:
C i t y U n i v e r s i t y o f P a s a y
Pasadea Street, F. B. Harrison, Pasay City

in Practice Teaching, A.Y. 2013-2014
S U R V E Y

I . P E R S O N A L D A T A

NAME: (optional) ___________________________
GENDER:
( ) MALE
( ) FEMALE

AGE:
( ) 11-15 ( ) 21-30
( ) 16-20 ( ) 31-40
( ) 41-50
( ) 51 and above

TEACHING EXPERIENCE:
( ) 1-5 years
( ) 6-10 years
( ) 11-15 years
( ) 16-20 years
( ) 20 years above

I I . Q U E S T I O N N A I R E P R O P E R
Direction: Below are the possible problems encountered by student teachers;
before, during and after practice teaching. Put a check on the number
opposite the items that describes your answer using the scale below.
5 STRONGLY AGREE
4 AGREE
3 UNDECIDED
2 DISAGREE
1 STRONGLY DISAGREE

5 4 3 2 1
PRE-DEPLOYMENT

1. The schedule of
deployment does not
interfere to the Student
Teachers class hours.

2. The deployment schedule
CIVIL STATUS:

( ) Single

( ) Married

( ) Widow

( ) Separated

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of the student teacher is
implemented on time.
3. The adviser or a school
representative cooperates
with our school for the
deployment of the Student
Teachers.

4. The student teacher.
cooperates with us in a nice
and pleasant way.

5. The student teacher was
prepared before the
deployment.

DURING
DEPLOYMENT

1. The student teacher does
not encounter difficulty in
lesson planning.

2. The student teacher comes
on time.

3. The student teacher has
good classroom
management.

good communication skills.

5. The critique or
cooperating teacher always
supervises the student
teacher during and after his
classroom teaching.

POST-DEPLOYMENT

1. The cooperating teacher
assists the student teacher
during his Final Demo.

contributes to the student
teachers learning to attract
and plan solutions to his
school problems.

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finished his Final Demo
well and on time.
4. The student teacher met
the requirements for
Practice Teaching.

gave a justifiable and
reasonable grade.

III.
1. What are the solutions do you think may be offered to help the student
teachers?
2. What are your perceptions to the problems encountered in practice
teaching?
---Thank you for cooperating! God Bless! ---

DATA GATHERING PROCEDURE
In the conduct of the study, the researchers prepared and
printed the questionnaires, then administered to the respondents. The
results or data gathered were tallied and analyzed, then, interpreted.

STATISTICAL TREATMENT OF DATA
Descriptive and inferential were employed to address the
problem raised and to test the hypothesis advanced in this research:
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1. Frequency tables and percentages were obtained to
describe the demographic profile of the respondents. The formula
percentage is shown below:
P=
x 100
Where:
P = percentage
f = frequency
n = total number of respondent
2. The weighted mean were computed to describe the
problems encountered by History Majors in practice teaching as
observed from the respondents responses using the formula, to wit;
x =

Where:
X = mean
Summation
f = frequency
x = score
n = number of cases
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The criteria, which served as bases for the interpretation on the mean
scores, were as follows:
Weight Qualitative Interpretation
4.51-5.00 Strongly Agree (SA)
3.51-4.50 Agree (A)
2.51-3.50 Undecided (U)
1.51-2.50 Disagree (D)
1.00-1.50 Strongly Disagree (SD)

3. To find out the significant difference in the assessment
of the two groups of respondents, the standard deviation and t-test
were used:
SD =
Where:
SD = standard deviation
n = number of respondent
= mean
summation

= square of frequency
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4. To find out the significant difference in the assessment
of the two groups of respondents, the t- test was also used:

Where:
t = t-test

= mean for students

= mean for teachers

= number of students respondents

= number of teachers respondents

= standard deviation for students

= standard deviation for teachers

The response scale was based on a five point Likert-Type
Scale describing and assessing the problems encountered by History
Majors in Practice Teaching.
5 Strongly Agree
4 - Agree
3 - Undecided
2 - Disagree
1 Strongly Disagree
DA

CHAPTER 4
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA

Chapter Four showcases the results, analysis and interpretation
of data in pursuit to answering problem raised in Chapter 1. This
chapter presents the statistical analysis of data which the
corresponding interpretation of their results based on the statement of
the problem. It includes tables containing the data extracted from the
questionnaires and the analysis and interpretation of it.

Distribution of Respondents
Table 2
Distribution of Respondents According to Gender

The data collected shows that 19 or 41 % of the
respondents are Male and 27 or 59 % of the respondents are Female.

GENDER STUDENT-
TEACHER
CRITIQUE
TEACHER
Total Percentage
Male 14 5 19 41 %
Female 9 18 27 59 %
Total 23 23 46 100 %
DA

Table 3
Distribution of Respondents According to Age

The data collected shows that 22 or 48 % of the respondents
are 25 above of their age and 24 or 52 % of the respondents are 24
below of their age.

Problem No. 1
1. What are the problems encountered by History majors in:
1.1. Pre-deployment
a. Pre-deployment
Table 4
Weighted Mean Responses of the Student-Teachers
in terms of Pre-Deployment
AGE STUDENT-
TEACHER
CRITIQUE
TEACHER
Total Percentage
25 above 0 22 22 48 %
24 below 23 1 24 52 %
Total 23 23 46 100 %
INDICATOR STUDENT-
TEACHER
WM VI
1. The schedule of
deployment does not interfere
to my class hours.
2.82 U
2. The deployment schedule is 3.73 A
DA


The data reflected on Table 4 that the number 3 got the
highest weighted mean average which is 4.17 with verbal
interpretation of agree and the lowest weighted mean average is the
number 1 which 2.82,means undecided.
Table 5
Weighted Mean Responses of the Critique Teachers
in terms of Pre-Deployment
implemented in time.
3. The adviser or one of the
cooperating teacher cooperate
with us for the deployment.
4.17 A
4. The department head in
the school cooperates to us in
an orderly way.
3.86 A
5. The payment for practice
teaching is affordable at
reasonable price.
2.95 U
Total 3.51 A
INDICATOR CRITIQUE
TEACHER
WM VI
1. The schedule of
deployment does not interfere
to the Student Teachers class
hours.
3.82 A
2. The deployment schedule of
the student teacher is
implemented on time.
4.17 A
3. The adviser or a school
representative cooperates with
our school for the deployment
of the Student Teachers.
3.13 U
4. The student teacher.
cooperates with us in a nice
and pleasant way.
3.69 A
DA


number 3 which 3.13,means undecided.
b. During Deployment
Table 6
in terms of During Deployment

5. The student teacher was
prepared before the
deployment.
3.82 A
Total 3.73 A
INDICATOR STUDENT-
TEACHER
WM VI
1. The student teachers lesson
plan jives on the teaching
proper.
4.34 A
implements proper classroom
management.
3.86 A
3. The cooperating teacher or
resource teacher cooperates
with me.
3.91 A
implements active student
participation and proper
discipline.
3.82 A
5. The student teacher is
comfortable during travel from
house to the school deployed.
3.95 A
Total 3.98 A
DA

The data reflected on Table 6 that the number 1 got the highest
weighted mean average which is 4.34 with verbal interpretation of
agree and the lowest weighted mean average is the number 4 which
3.82 which means agree.
Table 7
in terms of During Deployment

interpretation of strongly agree and the lowest weighted mean
average is the number 4 which 4.30 which means agree.
INDICATOR CRITIQUE
TEACHER
WM VI
1. The student teacher does not
encounter difficulty in lesson
planning.
4.47 A
2. The student teacher comes
on time.
4.65 SA
good classroom
management.
4.91 SA
good communication skills.
4.30 A
5. The critique or
cooperating teacher always
supervises the student
teacher during and after his
classroom teaching.
4.39 A
Total 4.54 SA
DA

c. Post-Deployment
Table 8
in terms of Post-Deployment

number 4 which 3.65 which means also agree.

INDICATOR STUDENT-
TEACHER
WM VI
1. The final demo was
finished in time.
4.39 A
2. The grades received are
justifiable.
3.91 A
3. The critique teacher was
cooperative during the final
demo.
3.69 A
all the requirements before
the end of practice teaching.
3.65 A
5. The student teacher has no
deficiencies in the subjects
taken in school.
3.69 A
Total 3.87 A
DA

Table 9
in terms of Post-Deployment

interpretation of strongly agree and the lowest weighted mean
average is the number 3 which 3.73 which means agree.

INDICATOR CRITIQUE
TEACHER
WM VI
assists the student teacher
during his Final Demo.
4.82 SA
contributes to the student
teachers learning to attract
and plan solutions to his
school problems.
4.69 SA
finished his Final Demo well
and on time.
3.73 A
the requirements for Practice
Teaching.
4.86 SA
gave a justifiable and
reasonable grade.
4.30 A
Total 4.48 A
DA

Table 10
Grand Mean Scores of the Respondents
in terms of Pre-Deployment, During Deployment, and Post-Deployment

The data reflected on Table 10 that the number 2, During
Deployment, got the highest weighted mean average which is 4.26
with verbal interpretation of agree and the lowest weighted mean
average is the number 1, Pre-Deployment, which 3.62 which means
also agree. Overall, the respondents have agreed, with total weighted
mean of 4.02 and means agree, with the same perceptions on the
problems encountered by History Majors in practice Teaching.

Problem No. 2
2. What solutions may be offered to solve the problems of student
teachers?
Data gathered through responses to the questionnaires
appeared that, the suggested solutions based on the interpretation of the
INDICATOR RESPONDENTS
WM VI
1. Pre-Deployment 3.62 A
2. During Deployment 4.26 A
3. Post-Deployment 4.18 A
Total 4.02 A
DA

data recommends that the schedule of the Deployment of the Student
Teachers should adjust on much earlier time span.
Student Teachers should cooperate with their Critique Teachers and
should create a bond with each other to avoid misunderstanding.
Student Teachers should also observe school rules and regulations.
Students Teachers should also be ready on its daily class and they
should also prepare their daily lesson plan. Seeking the help or advice
of the Critique Teachers must be always done.

Problem No. 3

3. What are the perceptions of critique or cooperating teachers and
student teachers to those problems encountered?
Based on an open-minded questionnaire, the perceptions of the
respondents are that the problems encountered in practice teaching by
the History Majors are normal and cannot be avoided but can be dealt
with accordingly and be given attention. These problems are just
hindrance that Student Teachers must overcome to become a good
teacher someday. Problems which a Student Teacher encounters during
practice teaching are just part of a Student Teachers life on which they
can learn from it.
DA

Problem No. 4
4. Is there any difference between the perceptions of the Student
Teachers and Critique Teachers to those problems encountered?
Table 11
Results of T-Test in Significant Difference between
the Respondents Perception of the
Problems Encountered by History Majors in Practice Teaching

This assessment is collaborated by the computed obtained value of
0.25, 0.35, and 0.26 respectively which are less than the critical value
of 1.645 at 0.05 level of significance with the degree of 58 of
freedom. It cannot be denied that the two group of respondents
have the same perceptions regarding the problems encountered by
History Majors in Practice Teaching to which they have agreed.

ASPECTS Alpha Level
of
Significance
Critical
Value
Df t-
value
Decision
Description
1.Pre-
Deployment
0.05 1.645 58 0.25 Accept
Ho
Significant
2.During
Deployment
0.05 1.645 58

0.35

Accept
Ho
Significant
3.Post-
Deployment
0.05 1.645 58 0.26 Accept
Ho
Significant
DA

CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter highlights the summary of findings, conclusions
and recommendations of the study on the Problems Encountered by
History Majors in Practice Teaching.

SUMMARY OF FINDINGS
This study was undertaken in the realm of descriptive research
with the purpose of assessing and describing the Problems
Encountered by History Majors in Practice Teaching and the
perceptions of the respondents.
Specifically, the study sought answers to the following
questions:
1. What are the problems encountered by History
majors in:
1.1. Pre-deployment
DA

2. What solutions may be offered to solve the
problems of student teachers?
3. What are the perceptions of critique or
cooperating teachers and student teachers to those
problems encountered?
4. Is there any difference between the
perceptions of the Student Teachers and Critique
Teachers to those problems encountered?

A null hypothesis was formulated to answer the question number
4 and stated as such:
There is no significant difference between the perceptions of
student teachers and resource teachers to the problems encountered
during Practice Teaching by History majors.

FINDINGS
1. The respondents assessment on the Problems Encountered by
History Majors during Practice Teaching, revealed the following:
DA

1.1 Pre-Deployment
Both respondent groups accorded that the problems
encountered by History Majors in Practice Teaching is Agree for
Student Teachers and also Agree for Critique Teachers with
weighted mean scores of 3.51 and 3.73 of the respondents
groups respectively.
The grand mean average is 3.62, described as Agree.
1.2 During Deployment
Under this aspect, the respondents assessment were
both at Agree as attested by grand mean score of 4.26.
1.3 Post-Deployment
Both respondents agreed on the perceptions of
problems encountered by History Majors in Practice
Teaching with grand mean score of 4.18 which means
agree.
2. Finding on the significant difference between the
assessment of the two groups of respondents on the
problems encountered by History Majors in Practice
Teaching.
DA

Results of the t-test revealed that no significant difference
between the assessment of the Student Teachers and Critique
Teachers groups in terms of Pre-Deployment, During
Deployment and Post-Deployment.
3. Problems Encountered
Data gathered through responses to the questionnaires
appeared that, the problems encountered seemed to border more
on student teachers themselves, time management, lesson
planning, and classroom management. It also revealed that
Student Teachers are undecided on whether the fee for Practice
Teaching Deployment is agreeable or not.
4. Suggestions may be offered.
Among the suggestions are the following:
1. Student Teachers should always observe proper time
management during class session.
2. In terms of lesson planning, the Student Teachers should
ask for an advice or help on their respective Critique Teachers.
DA

3. Critique teachers should always give an advice to their
Student Teacher particularly on formulating daily lesson plan.
4. Student Teachers should observe their respective Critique
Teachers while they are teaching and they should pick up those
strategies on how to observe proper classroom management.
5. Student Teachers should be allowed by their Critique
Teachers to be exposed earlier on the classroom environment to
experience implementing proper classroom management.
6. Critique Teachers should always be there to guide and to
mentor their Student Teachers.

CONCLUSIONS
In the light of the findings of the study, the following
conclusions are drawn:
1. The teachers and student groups were both accorded with agree
on the problems encountered by History Majors in their Practice
Teaching.
DA

2. There is no significant difference in the assessment of the two
groups of respondents in terms of Pre-Deployment, During
Deployment and Post-Deployment.
3. Problems encountered were more on the more on student
teachers themselves, time management, lesson planning, and
4. Suggestions mentioned by the respondents focuses on
mentoring and guiding the Student Teachers during their practice
teaching.

RECOMMENDATIONS
In the light of findings of the study and conclusions drawn
the following recommendations are forwarded:
1. Student Teachers must be guided by their Critique Teachers to
enhance their self-esteem and they should be encouraged to seek
the help or advice of their Critique Teachers without hesitations.
DA

2. Critique Teachers must mentor and supervise regularly their
Student Teachers before, during and after class sessions.
3. The schedule of the deployment must be adjusted earlier than
the usual deployment schedule and the payment for the Practice
Teaching should be properly explained and justified to Student
Teachers.
4. The college adviser should monitor the Student Teachers in
every cooperating school or conduct regular meetings with them.

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Journal/69750211.html
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