Teachers personal attributes and professional preparation in relation to scholastic performance in ES 202 environment science of College freshmen, Cebu Institute of Technology, Cebu City : proposed plan of action / Annalie Solamo Bejoc

Thesis (Master of Arts in Teaching, Major in Science) -- Southwestern University, February 2003.

Title: TEACHER?S PERSONAL ATTRIBUTES AND PROFESSIONAL PREPARATION TO SCHOLASTIC PERFORMANCE IN ES202 (ENVIRONMENTAL SCIENCE) OF COLLEGE FRESHMEN, CEBU INSTITUTE OF TECHNOLOGY, CEBU CITY: PROPOSED PLAN OF ACTION
Name: ANNALIE SOLAMO-BEJOC
Degree: MASTER OF ARTS IN TEACHING MAJOR IN SCIENCE
Name of School: SOUTHWESTERN UNIVERSITY
School Year: 2003-2004

The main purpose of the study is to determine the relationship between professional preparation and personal attributes of teachers to the scholastic performance in ES 202 (Environmental Science) of college freshmen, Cebu Institute of Technology, Cebu City. The result is the basis for a proposed plan of action.

Specifically, the following sub-problems were asked:

1. What is the profile of the Environmental Science teachers in terms of:

1.1 Professional Preparation:

1.1.1 highest educational attainment,
1.1.2 seminars and trainings attended along ES 202 teaching,
1.1.3 experience or length of service in teaching Environmental Science,

1.2 Personal Attributes:

1.2.1 appearance and teaching habits,
1.2.2 being strict but approachable,
1.2.3 enthusiasm in teaching Environmental Science.
1.2.4 creativity and resourcefulness,
1.2.5 emotional stability,
1.2.6 respect the dignity of individual students,
1.2.7 possessing a sense of humor,
1.2.8 fairness in grading,
1.2.9 model of good moral and ethical behavior, and
1.2.10 ability to arouse the interest of sudents?

2. What is the profile of students? scholastic performance in Environmental Science?

3. Is there a significant relationship between the scholastic performance of students in ES 202 and the teachers?:

3.1 professional preparation, and
3.2 personal attributes?
4. What plan of action can be proposed based on the findings of the study?


The study made use of descriptive method of research utilizing documentary sources of information. A self-made questionnaire was made for the teachers? information while the final academic ratings of the students were obtained from the School Registrar?s staff.

The data were tabulated, analyzed and interpreted with reference to the problem raised in the study.

The following findings were revealed


For educational attainment three (3) teachers were Bachelor of Science in Biology graduate with completed units in Master of Arts in Teaching major in Science and Master of Science in Biology (USC). Two (2) teachers were in the range of 81-120 hours or 75 percent categorized as trained and one (1) or 25 percent has attended within the range of 41-80 hours and described as less trained. The findings showed that the three (3) teachers or 100 percent have served within the range of 4-6 years categorized as less experience.

As to the profile of teachers, three (3) teachers were rated by the two hundred seventy students (270) male and female as follows: Teachers A was rated on appearance and teaching habits; being strict but friendly and approachable; enthusiasm in teaching; creativity and resourcefulness; emotional stability; respect the dignity of individual student; possessing a sense of humor; fairness in grading; model of good morale and ethical behavior; and ability to arouse interests of students Teachers B the same traits and were often shown while Teacher C revealed the same.

On the students? scholastic performance, the highest frequency distribution was the range of 85-89, described as high (H) followed by range 75-79, then in 90- above, and few in ranges 80-84 and 74 and below. The average mean was 3.41, categorized as high (H).

With relationship on students? scholastic performance and teachers? educational attainment, the result was not of significant relationship with computed t value lesser than the tabled t value at .05 level of confidence, thus hypothesis was accepted. On seminars and trainings attended and students? scholastic performance, the result was also of no significant relationship with computed t value lesser than the critical t value at .05 level, thus, the hypothesis was also accepted. On the experience or length of service and students? scholastic performance, the result was no significant relationship as the computed t value was lesser than the table t value at .05 level, thus, the hypothesis of no significance was also accepted.

The personal attributes of teachers as to students scholastic performance were found significant are the following: appearance and teaching habits, being strict but friendly and approachable, teachers? enthusiasm in teaching ES 202, creativity and resourcefulness of teachers, emotional stability of teachers, possessing a sense of humor, fairness in grading, being model of good morale and ethical behavior, and teachers ability to arouse the interest of students; since their computed t value was greater than the critical t value at .05 level, thus the hypothesis was rejected.
But however, out of the ten (10) personal attributes of Science teachers, there was only one found to be not significant, this is on the respect of the dignity of individual student, since the computed t value was lesser than the table t value of .05 level, thus the hypothesis was accepted.

On the basis of the revealed findings of the study, the following conclusions were drawn: teachers were less qualified, trained and less experienced; all were graduates of Bachelor of Science in Biology, one is already a candidate for masters degree in science teachings; teachers attend workshops or demonstration teaching in the graduate studies as well as with their continuous attendance in seminars, these teachers gradually have adapted and acquired innovative teaching methodologies; students had positive impressions on their teachers; the mean performance level of the freshmen students in ES 202 was found to be high; and on the relationship between the students? scholastic performance and the personal attributes of the science teachers revealed that nine(9) personal attributes of teachers were found to be with significant relationship or bearings on students? performance except that on respect the dignity of individual student which was found to be of no influence at all. The over-all weighted mean indicated significant relationship; thus, the hypothesis was rejected.

The following recommendations were formulated from the findings and conclusions: implement the proposed plan of action; teachers be given encouragement to finish their graduate studies; encourage Science teachers to continuously attend in-service trainings or on-the-job trainings to better adjust to new methodologies in science, as well as trainings related to values to develop their skills in valuing and decision making as they are the most important person involved in the shaping of good values whether consciously or unconsciously in daily classroom activities; Science teachers should be encouraged to give their students a fair share of positive reinforcements such as: rewards, incentives, positive motivating factors and praises to raise their level of self-confidence and competitiveness; further enrichment especially those which are in line with the teachers? subject of specialization, more effective teaching methods, procedures and better use of facilities that will provide a continuing education and training and incentives for faculty development; the use of contemporary editions of teaching materials, science literature and books should be carefully selected and evaluated to suit the atmosphere of student learning; organizing and supporting science clubs, encourage students and teachers in joining contests, quiz bowls and other related activities to help strengthen the abilities and morale of the students.