Instructional Skills for Making Meaning of Public Elementary School Teachers: Basis for Instructional Enhancement

Abstract

INTRODUCTION

Learning is the discovery of personal meaning and relevance of ideas. This is somewhat the same as principle number one. Learners can easily understand concepts if these are relevant to their needs and problems. Hence, as teachers, we must relate the lesson to learners' needs, interests, and problems.

METHODS

In this study, the descriptive comparative design was used. This study compares the likeness and difference among phenomena to determine if certain factors or circumstances tend to accompany certain events, conditions, or processes. This design is appropriate for the study because it sought to explore, describe and compare the responses of the teacher respondents in their ways of developing rubrics, especially when grouped accordingly. Descriptive research involves gathering data that describe events and then organizes, tabulates, depicts, and describes the data. Comparative research involves a test of differences on the variables and looking at their significances.

RESULTS

They have accounted 885 participations in different levels with regard to the seminars and training. They primarily handled language subjects such as English and Filipino. And they were fairly distributed across the grade levels. In the collated general instructional skills of the respondents for making meaning, the six (6) areas that stand as indicators are the six (6) areas of instruction in making meaning received both Highly and Moderately Skilled interpretations. Instructional Objectives, Preliminary Activities, and Lesson Proper were remarked Highly Skilled, with 4.27, 4.26 and 4.25 means score, respectively. On the other hand; Areas on Resources, Application and Examination were attributed with Moderately Skilled with mean scores of 4.18, 3.86 and 4.18, respectively. The general weighted mean was 4.17 which is interpreted as "Moderately Skilled”.

DISCUSSIONS

Concluding the findings of the comparative analysis, the educational attainment, length of service, subjects handled, and grade level handled all yielded no significant differences on the value within or between groups. This means that there is a significant difference between and among the groups of respondents when they are grouped according to the seminars they have attended. This implied that the seminars and training attended significantly differ and varied across the teacher-respondents. One evident consideration was the amount of responses the respondents made in enumerating the number and level of seminars they have participate in.