CHAPTER 4
PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA
This chapter presents the analysis and interpretation of data gathered through
questionnaires which includes the tables and conclusions to determine the experiences of
preservice teachers in online distance learning, along with demo teaching, peer-teaching,
facilitating of learning as student teacher, and the factors that affects the performance of
pre-service teachers, along with: content knowledge, pedagogical skills, classroom
management, and assessment, and the practices the pre-service teachers employ to address
the factors that affect their competencies development.
I.
Experiences of Pre-service Teachers in Online Distance Learning
Table 1.a. Demo Teaching
Indicators
Struggle with the device/gadget
storage and lack of resources.
Encounter several unexpected
circumstances while recording
and only have limited students.
Experience
difficulties
delivering the lesson because of
nervousness and sometimes
jumbled the sequence of the
lesson plan.
Do not have a safe teaching
environment that is conducive
for learning.
Gives a lot of examples and
activities and struggles to finish
the lesson within the allotted
time.
4
Rating Scale
3
2
1
Overall
WM
VI
16
60
51
33
2.37
Disagree
21
51
58
30
2.39
Disagree
13
52
61
34
2.28
Disagree
16
32
44
68
1.98
Disagree
36
56
40
28
2.63
Agree
2.33
Disagree
OVERALL WEIGHTED MEAN RATING
Legend:
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
(2) 1.75 – 2.49 - Disagree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree (1) 1.00 – 1.74 – Strongly Disagree
Table 1.a shows the experiences of pre-service teachers in online distance learning
in terms of demo teaching. The table reveals that in terms of demo teaching, gives a lot of
examples and activities and struggles to finish the lesson within the allotted time has the
highest weighted mean of 2.63 and interpreted as agree. Followed by, encounter several
unexpected circumstances while recording and only have limited students with a weighted
mean of 2.39 and interpreted as disagree. Closely to encounter several unexpected
circumstances while recording and only have limited students is the struggle with the
device/gadget storage and lack of resources with a weighted mean of 2.37 and interpreted
as disagree. Experience difficulties delivering the lesson because of nervousness and
sometimes jumbled the sequence of the lesson plan has the lowest weighted mean of 2.28
and interpreted as disagree. Do not have a safe teaching environment that is conducive for
learning has the lowest weighted mean of 1.98 and interpreted as disagree.
The overall average mean rating is 2.33 and interpreted as Disagree. This implies
that majority of the pre-service teachers’ do not experience any challenges in terms of demo
teaching however they agree that they encounter problems when it comes to time
management as they give a lot of examples and struggles to finish the lesson within an
allotted time. In addition, Carillo & Flores (2020) states that the abrupt transition to online
distance learning necessitates that both teacher educators and pre-service teachers adapt to
new models of teaching environments, resulting in several obstacles that must be
overcome.
Table 1.b. Peer Teaching
Indicators
Rating Scale
3
2
4
Insufficient knowledge and
failed to assess their tutees
12
30
effectively.
Had trouble in explaining
different concept due to
different
levels
of
8
41
understanding and need to
explain the concepts in
mother tongue language.
Face time management
problem due to different
9
49
schedule.
Promote direct interaction
with their classmates to
41
72
promote active learning.
An introverted person who is
afraid to interact with others.
21
72
OVERALL WEIGHTED MEAN
Legend:
1
Overall
WM
VI
72
46
2.05
Disagree
72
39
2.11
Disagree
71
31
2.23
Disagree
28
19
2.84
Agree
45
22
2.58
2.36
Agree
Disagree
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
(2) 1.75 – 2.49 - Disagree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree (1) 1.00 – 1.74 – Strongly Disagree
Table 1.b shows the experiences of pre-service teachers in terms of peer-teaching.
It is revealed in the table that among the stated experiences, promote direct interaction with
their classmates to promote active learning has the highest weighted mean of 2.84 which
is interpreted as agree. Next, an introverted person who is afraid to interact with others with
a weighted mean of 2.58 interpreted as agree. Then, faced time management problem due
to different schedule with a weighted mean of 2.23 which is interpreted as disagree. They
also disagree that they had trouble in explaining different concept due to different levels of
understanding and need to explain the concepts in mother tongue language with a weighted
mean of 2.11. Insufficient knowledge and failed to assess their tutees effectively has the
lowest weighted mean of 2.05 and interpreted as disagree.
The overall average mean rating is 2.36 and interpreted as Disagree. This implies
that pre-service teachers do not experience difficulties in terms of peer-teaching, instead
they directly collaborate with their colleagues and learn from each other. As demonstrated
by Bone et al.’s study (2019), peer-supported learning may promote the professional
development of future educators.
Table 1.c. Facilitating of Learning as Student Teacher
Indicators
4
Rating Scale
3
2
Burnout
from
heavy
workload and crafting lesson
21
72
plan.
Face difficulties handling
children
with
different
13
65
personalities.
Struggle in meeting students’
needs
and
students’
4
52
engagement in class.
Lack of self-confidence and
stutter during teaching.
7
42
Experience anxiety when
delivering the lesson as it will
8
46
not receive well in the
classroom.
OVERALL WEIGHTED MEAN
Legend:
1
Overall
WM
VI
45
22
2.58
Agree
57
25
2.41
Disagree
79
25
2.22
Disagree
70
41
2.1
Disagree
66
40
2.14
Disagree
2.29
Disagree
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree
(2) 1.75 – 2.49 - Disagree
(1) 1.00 – 1.74 – Strongly Disagree
Table 1.c shows the experiences of pre-service teachers in terms facilitating of
learning as student teacher. The table reveals that in terms of facilitating of learning as
student teacher, burnout from heavy workload and crafting lesson plan has the highest
weighted mean of 2.58 which is interpreted as agree. However, they disagree that they do
not face difficulties handling children with different personalities with a weighted mean of
2.41. They also disagree, that they do not struggle in meeting students’ needs and students’
engagement in class with a weighted mean of 2.22. Experience anxiety when delivering
the lesson as it will not receive well in the classroom has a weighted mean of 2.14 and
interpreted as disagree. Also, they disagree that they do not lack of self-confidence and
stutter during teaching, and it has a weighted mean of 2.1.
The overall average mean rating is 2.29 and interpreted as Disagree. This implies
that pre-service teachers do not experience difficulties in terms of facilitating of learning
as student teacher. They may experience burnout from heavy workload and crafting lesson
plan, but they are competent and effective when it comes to teaching the students. Brouwer
& Korthagen (2019) demonstrated in the same way that student teaching not only combines
theory and practice, but also provides pre-service teachers the opportunity to develop their
teaching skills. Furthermore, Akyeampong & Lewin (2018) stressed the value of student
practice as a critical component of the teacher training system as it helps pre-service
teachers to apply the expertise, theories, and skills in real situations in the classroom.
II. Factors that Affects the Performance of Pre-Service Teachers on Their
Competencies Development
Table 2.a. Content Knowledge
Indicators
Find it difficult to link the
subject matter to students’
interest and experience and
explaining the concepts due to
lack of understanding about the
lesson.
Neglect
new
ideas
and
understanding in teaching field.
Had trouble linking the content
in the curriculum.
Cannot relate lessons to actual
real-life situations and students’
interests
Gives insufficient examples and
inconcrete examples.
4
Rating Scale
3
2
1
Overall
WM
INT
3
39
75
43
2.01
Disagree
6
33
68
53
1.95
Disagree
4
37
77
42
2.02
Disagree
6
26
74
54
1.9
Disagree
6
33
66
55
1.94
Disagree
1.96
Disagree
OVERALL WEIGHTED MEAN RATING
Legend:
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree
(2) 1.75 – 2.49 - Disagree
(1) 1.00 – 1.74 – Strongly Disagree
Table 2.a shows the factors that affects the performance of preservice teachers on
their competencies development in terms of content knowledge. Table 1 shows the factors
that affects the performance of pre-service teachers in online distance learning. Under
content knowledge, it is revealed in the table that had trouble linking the content in the
curriculum has the highest weighted mean of 2.02 which is interpreted as disagree.
Followed by finding it difficult to link the subject matter to the students’ interest and
experience and explaining the concepts due to lack of understanding about the lesson has
a 2.01 weighted mean which is interpreted as disagree. Then, neglect new ideas and
understanding in teaching field has a 1.95 weighted mean and interpreted as disagree. Gives
insufficient examples and inconcrete examples has a weighted mean of 1.94 which is
interpreted as disagree and cannot relate lessons to actual real-life situations and students’
interests has the lowest weighted mean of 1.9 weighted mean which is interpreted as
disagree.
The overall average mean rating is 1.95 and interpreted as Disagree. This implies
that the pre-service teachers have mastery of the subject matter that they teach. According
to Sunbul et al. (2019) the necessity of a teacher’s expertise in their field and having the
professional teaching knowledge that will enable them to pass on their knowledge and
skills to students is believed to hold importance as to ensure quality in education. The
teachers’ sense of competence is said to be very important in the success of learning and
teaching activities and in the motivation of students to learn.
Table 2.b. Pedagogical Skills
Indicators
Experience difficulty in trying new
strategies to accomodate diverse
learners.
Often forgot to link the prior
knowledge of the students to the
new information.
Often forgot to assess students’
understanding
during
the
discussion.
Lack the ability to provide the
student’s learning needs and
opportunities in the classroom.
Struggle to use technology in
teaching the lesson to the students.
4
Rating Scale
3
2
1
WM
INT
5
57
63
35
2.21
Disagree
2
47
72
39
2.08
Disagree
35
46
72
37
2.86
Agree
1
34
77
48
1.93
Disagree
5
40
64
51
1.99
Disagree
2.21
Disagree
OVERALL WEIGHTED MEAN RATING
Overall
Legend:
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree
(2) 1.75 – 2.49 - Disagree
(1) 1.00 – 1.74 – Strongly Disagree
Table 2.b shows the factors that affects the performance of preservice teachers on
their competencies development in terms of pedagogical skills. The table reveals that the
often forgot to assess students’ understanding during the discussion has a 2.86 weighted
mean and is interpreted as agree.
Experience difficulty in trying new strategies to
accommodate diverse learners has a 2.21 weighted mean and interpreted as disagree. Often
forgot to link the prior knowledge of the students to the new information has a 2.08
weighted mean which is interpreted as disagree. Struggle to use technology in teaching the
lesson to the students, has a weighted mean of 1.99 and interpreted as disagree.
Lack the ability to provide the student’s learning needs and opportunities in the classroom
has a 1.93 weighted mean which is interpreted as disagree.
Therefore, the overall weighted mean rating resulted to 2.21 and interpreted as
Disagree. This implies that the pre-service teachers are competent when it comes to their
pedagogical skills and be able to develop the learnings of the students well with the use of
their teaching strategies. However, they often forgot to measure the effectiveness of their
teaching during discussion. In addition, according to Greathouse, Eisenbach & Kaywell,
2019; Mohamed, Valcke & De Weber, 2018; Giboney Wall, 2017, In student teaching, preservice teachers need to refresh their learning in theory and subject courses, teaching
methods, strategies and techniques and demonstrate the pedagogical material skills they
gained from related courses prior to their teaching immersion.
Table 2.c. Classroom Management
Indicators
4
Rating Scale
3
2
Unorganized way of checking
attendance,
homework,
8
25
69
excercises, group works, and
assignments.
Ran out of time when delivering
a lecture due to inconsistent
3
36
77
procedures and routines.
Find it difficult to execute a
smooth transition due to so
4
47
73
many activities and consume the
time.
Find it difficult to discipline
students and had to deal with
7
47
74
many
personality
clashes
between those who always want
to dominate the class.
Cconstantly interrupted by
students talking in the middle of
8
55
64
the discussion.
OVERALL WEIGHTED MEAN RATING
1
Overall
WM
INT
58
1.89
Disagree
44
1.99
Disagree
36
2.12
Disagree
32
2.18
Disagree
33
2.23
Disagree
2.08
Disagree
Legend:
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree
(2) 1.75 – 2.49 - Disagree
(1) 1.00 – 1.74 – Strongly Disagree
Table 2.c shows the factors of pre-service teachers on their competencies
development in terms of classroom management.
The table shows that constantly
interrupted by students talking in the middle of the discussion has the highest of weighted
mean of 2.23 which is interpreted as disagree. Next, find it difficult to discipline students
and had to deal with many personality clashes between those who always want to dominate
the class has a weighted mean of 2.18 and interpreted as disagree. Find it difficult to execute
a smooth transition due to so many activities and consume the time has a 2.12 weighted
mean and is interpreted as disagree. Ran out of time when delivering a lecture due to
inconsistent procedures and routines. Has a 1.99 weighted mean and interpreted as
disagree. Then the lowest among the five indicators, unorganized way of checking
attedance, homework, excercises, group works, and assignments has a 1.89 weighted mean
and interpreted as disagree.
The overall weighted mean rating is 2.08 which is interpreted as Disagree. This
implies that pre-service teachers are competent when it comes to classroom management
and can handle the lessons smoothly and organize. In 2018, a study by O’Neill and
Stephenson found a significant relationship between the number of classroom management
courses teachers completed and their levels of preparedness and competence in
implementing learned strategies.
Table 2.d. Assessment
Indicators
4
Rating Scale
3
2
Had a hard time to indicate
evaluation procedures when
11
29
81
criticizing students' works or
performance and provide late
feedback to the students.
Find it difficult to create an
assessment that will cater
10
36
71
different learners.
Had trouble developing grading
criteria.
6
39
77
Do not incorporate learning
assessment
after
learning
12
30
81
process.
Only
utilize
traditional
assessment because authentic
8
33
81
assessment is time-consuming.
OVERALL WEIGHTED MEAN RATING
1
Overall
WM
INT
39
2.75
Agree
43
2.08
Disagree
38
2.08
Disagree
37
2.11
Disagree
38
2.07
Disagree
2.21
Disagree
Legend:
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree
(2) 1.75 – 2.49 - Disagree
(1) 1.00 – 1.74 – Strongly Disagree
Table 2.d shows the factors of pre-service teachers on their competencies
development in terms of assessment. It is revealed that had a hard time to indicate
evaluation procedures when criticizing students' works or performance and provide late
feedback to the students has the highest weighted mean of 2.75 and interpreted as agree.
Do not incorporate learning assessment after learning process has a 2.11 weighted mean.
Find it difficult to create an assessment that will cater different learners and had trouble
developing grading criteria, both has a 2.08 weighted mean which is interpreted as
disagree. and the last one only utilizes traditional assessment because authentic assessment
is time-consuming garnered a 2.07 weighted mean and interpreted disagree.
The overall weighted mean rating is 2.21 and interpreted as Disagree. It implies
that the pre-service teachers had no trouble in creating an assessment, but they have trouble
when it comes to indicating evaluation procedures when criticizing students’ works.
According to Irfan T. (2018) Assessment has an important role in education and it has a
critical role in the teaching process. Through appropriate assessment, teachers can classify
and grade their students, give feedback, and structure their teaching accordingly.
II.
Practices of Pre-service teachers employ to address the factors
Table 3. Content Knowledge
Indicators
4
Rating Scale
3
2
Study deeply the content and
prepare teaching notes of the
73
52
21
subject contents with complete
preparations.
Collaborate with colleagues and
learn from each other.
68
55
19
Organized content coherent,
well-sequenced teaching and
66
61
17
learning process based on a
prescribed school curriculum.
Use creative and innovative
instructional strategies that are
69
57
18
appropriate to the lesson’s
objectives
and
students’
abilities, interest, and learning
styles.
Adapt resources of instruction
related to the concept (charts,
68
58
18
cards models and examples).
OVERALL WEIGHTED MEAN RATING
Legend:
1
Overall
WM
INT
14
3.15
18
3.08
Agree
16
3.11
Agree
16
3.12
Agree
16
3.11
Agree
3.11
Agree
Agree
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree (2) 1.75 – 2.49 - Disagree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree
(1) 1.00 – 1.74 – Strongly Disagree
Table 3 shows the practices the pre-service teachers employ to address the factors
in terms of content knowledge. The table reveals that majority of the respondents agree
with all the practices stated. Table 1 indicates that studying deeply the content and
preparing teaching notes of the subject contents with complete preparations has the highest
weighted mean of 3.15 which is interpreted as agree. Followed by using creative and
innovative instructional strategies that are appropriate to the lesson’s objectives and
students’ abilities, interests, and learning styles, which garnered a weighted mean of 3.12
and are interpreted as agree. Both organized, coherent, well-sequenced teaching and
learning processes based on a prescribed school curriculum and adaptation of resources of
instruction related to the concept (charts, cards, models, and examples) have the same
weighted mean of 3.11 and interpreted as agree. They also agree that they collaborate with
colleagues and learn from each other, with a weighted mean of 3.08 and has the lowest
weighted mean among the indicators.
The overall weighted mean is 3.11 and interpreted as Agree. This implies that most
of the pre-service teachers employ all the stated practices in terms of content knowledge to
ensure quality education. In addition, the necessity of a teacher’s expertise in their field
and having the professional teaching knowledge that will enable them to pass on their
knowledge and skills to students is believed to hold importance as to ensure quality in
education. The teachers’ sense of competence is said to be very important in the success of
learning and teaching activities and in the motivation of students to learn. (Sunbul and
Arslan, 2019).
Table 4. Pedagogical Skills
Indicators
Make
consistent
communications
and
understand
child
development.
Make a consistent routine to
integrate questions during
and after discussion.
Have a systematic way of
checking
and
recalling
learners understanding
Understand the students’
needs and set an activity
based on their interest.
Encourage collaboration and
practice technological skills.
4
Rating Scale
3
2
1
Overall
WM
INT
55
73
15
17
3.03
Agree
61
67
17
15
3.09
Agree
59
66
20
15
3.06
63
60
21
16
64
63
17
16
OVERALL WEIGHTED MEAN RATING
3.06
Agree
Agree
3.09
Agree
3.07
Agree
Legend:
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree
(2) 1.75 – 2.49 - Disagree
(1) 1.00 – 1.74 – Strongly Disagree
Table 4 shows the practices the pre-service teachers employ to address the factors
in terms of pedagogical skills. The table reveals that both make a consistent routine to
integrate questions during and after discussion and encourage collaboration and practice
technological skills have the same weighted mean of 3.09 which is interpreted as agree.
Also, have a systematic way of checking and recalling learners understanding and
understand the students’ needs and set an activity based on their interest have the same
weighted mean of 3.06 which is interpreted as agree. They also agree to make consistent
communications and understand child development with a weighted mean of 3.04.
The overall weighted mean is 3.07 which is interpreted as Agree. This implies that
the pre-service teachers employ the stated practices to become equipped and effectively
transfer knowledge to the students. The studies of Adu-Yeboah & Yaw Kwaah (2018)
stressed that pre-service teachers should improve their professional skills, expand their
pedagogical skills, and shape their self-confidence before joining the teaching profession.
Table 5. Classroom Management
Indicators
4
Rating Scale
3
2
Have a systematic way of
checking
attendance,
55
74
17
homwork,
exercises,
groupworks,
and
assignments.
Learn how to manage the
time well and indicate the
55
69
21
time allotted to each activity.
Include activities that are
connected to the objectives
63
68
15
and will engage students and
create meaningful learning
Implement
a
reward
punishment system where in
49
77
23
students who misbehave in
the class will receive a
punishment, on the other
hand students who behave
will receive reward.
Implement sufficient rules
and procedures in the class
51
74
20
and always find solutions to
unexpected
classroom
challenges.
OVERALL WEIGHTED MEAN RATING
1
Overall
WM
INT
14
3.06
Agree
15
3.03
Agree
14
3.16
11
15
3.03
Agree
Agree
3.01
Agree
3.06
Agree
Legend:
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree
(2) 1.75 – 2.49 - Disagree
(1) 1.00 – 1.74 – Strongly Disagree
Table 5 shows the practices the pre-service teachers employ to address the factors
in terms of classroom management. The table reveals that include activities that are
connected to the objectives and will engage students and create meaningful learning are
ranked first as they have the highest weighted mean of 3.16 and interpreted as agree.
Followed by a systematic way of checking attendance, homework, exercises, groupwork,
and assignments with a weighted mean of 3.06 and interpreted as agree. And both learn
how to manage their time well indicate the time allotted to each activity and implement a
reward-punishment system where students who misbehave in the class will receive a
punishment have the same weighted mean of 3.03 and are interpreted as agree. Implement
sufficient rules and procedures in the class and always find solutions to unexpected
classroom challenges has the lowest weighted mean of 3.01 which is interpreted as agree.
The overall weighted mean of 3.06 is interpreted as Agree. This implies that out of
all the practices stated when it comes to classroom management, the best practice preservice teachers must employ is to include activities that are connected to the objectives
that will engage students and create a more meaningful learning. According to
Christofferson and Sullivan (2019), formal classroom management training “is linked to
greater confidence and competence in classroom management practices.”
Table 6. Assessment
Indicators
Rating Scale
3
2
4
Prepare
an
everyday
evaluation
every
after
56
73
19
students’ performance and
provide timely and authentic
feedback.
Measure student’s progress
systematically using a variety
55
72
20
of appropriate assessment
methods.
Developed a personal grading
that
is
well-informed,
50
76
22
thorough, and in line with the
teaching and evaluation
principles.
Prepare
an
everyday
evaluation
every
after
55
71
22
students’ performance and
provide timely and authentic
feedback.
Make sure to utilize authentic
assessment to help students
59
68
19
analyze what they have
learned and apply it to their
own experience.
OVERALL WEIGHTED MEAN RATING
Legend:
1
Overall
WM
INT
12
3.08
Agree
13
3.06
Agree
12
3.03
Agree
12
3.06
Agree
14
3.08
Agree
3.04
Agree
WM- Weighted Mean
(4) 3.25 - 4.00 – Strongly Agree
(2) 1.75 – 2.49 - Disagree
VI- Verbal Interpretation
(3) 2.50 – 3.24 – Agree (1) 1.00 – 1.74 – Strongly Disagree
Table 6 shows the practices the pre-service teachers employ to address the factors
in terms of assessment. The table shows that preparing an everyday evaluation after every
student's performance, providing timely and authentic feedback, and making sure to utilize
authentic assessment to help students analyze what they have learned and apply it to their
own experience garnered the same weighted mean of 3.08 which are interpreted as agree.
While both measure students' progress systematically using a variety of appropriate
assessment methods, prepare an everyday evaluation every day after students’
performances, and provide timely and authentic feedback, they also garnered the same
weighted mean of 3.06 and interpreted as agree. On the other hand, a personal grading that
is well-informed, thorough, and in line with the teaching and evaluation principles has a
weighted mean of 3.03 and is interpreted as agree.
The overall weighted mean of 3.04 is interpreted as Agree. It implies that all the
stated practices in assessment are employed by the pre-service teachers. As assessment is
an integral part of instruction and it determines whether the learnings and objectives are
being met. In addition, it is required for instructors in the Philippine context to create
lesson plans, deliver them, and assess students' learning (Rodriguez & Abocejo, 2018),
which is important in determining the needs, characteristics, and weaknesses of student
teachers regarding lesson preparation.