MISMATCH SPECIALIZATION AMONG TEACHERS AND ITS EFFECT

ON THE ACADEMIC PERFORMANCE OF THE STUDENTS OF

SAINT CHARLES ACADEMY AND SPEAKER EUGENIO

PEREZ NATIONAL AGRICULTURAL SCHOOL

IN SAN CARLOS CITY, PANGASINAN

A Research

Presented to the Faculty of the Senior High School Department

In Partial Fulfilment of the Requirements in

Practical Research II

The Researchers

Ramos, Jennifer P.

Resultay, Angelic B.

Rosario, Razzel Joy B.

Cabatbat, Kish Peniel V.

Dela Cruz, Mae Ann Katherine A.

Critique Reader:

Mr. Richard T. Palacpac

Adviser:

Ms. Angeline C. Malicdem

Research Teacher:

Mrs. Irene R. Nama

July - November 2017

i
 APPROVAL SHEET

This is to certify that this research entitled “MISMATCH SPECIALIZATION

AMONG TEACHERS AND ITS EFFECT ON THE ACADEMIC PERFORMANCE

OF THE STUDENTS OF SAINT CHARLES ACADEMY AND SPEAKER

EUGENIO PEREZ NATIONAL AGRICULTURAL SCHOOL IN SAN CARLOS

CITY, PANGASINAN,” prepared and submitted by Kish Peniel V. Cabatbat, Mae

Ann Katherine A. Dela Cruz, Jennifer P. Ramos, Angelic B. Resultay and Razzel Joy

B. Rosario has been approved and accepted as partial fulfilment of the requirements in

Practical Research II.

MS. ANGELINE C. MALICDEM MR. RICHARD T.

PALACPAC
Research Adviser Critique Reader

Approved by the Committee on Oral Examination on November 22, 2017 with the

grade of ______.

MRS. IRENE R. NAMA

Chairman

MR. RODEL C. POYAOAN MS. LICHELLE M. CAITA

Member Member

MRS. IRENE R. NAMA

Research Teacher, Senior High School Coordinator

ii
Date: ________________

ACKNOWLEDGEMENT

We want to thank all the respondents who are involved in this project because

we will not finish it if without their help. Thank you also to our adviser because this

research will not have a good end if without their guide to us. Thank you to other

teachers that give their time to finish this work and thank you also because they help

us to do this when we do not know what to do. Thank you to all our classmates, group

mates, teachers and families of the researchers that support us from the start up to the

last part of this sleepless project.

We thank God in giving us hope, strength, courage, knowledge and patience in

doing this project.

We would like to thank our critique reader; Mr. Richard T. Palacpac, research

adviser; Ms. Angeline Malicdem and research teacher Mrs. Irene R. Nama for being

our guide all throughout the study for they were always there to assist and give their

best suggestions and recommendations for us. To the principal of Saint Charles

Academy, Dr. Norma E. Espino and the principal of Speaker Eugenio Perez National

Agricultural School, Dr. Raymundo Ambanloc, we would also like to express and

extend our full gratitude for your moral and everlasting support for our project and for

letting us to float questionnaires in your school.

To those who serve as our instruments in survey questionnaires who

interestedly coordinated and cooperated during the floating of survey questionnaires.

We thank all the students and teachers of Saint Charles Academy and Speaker

Eugenio Perez National Agricultural School who answered our questionnaires

honestly. The result was a big help to us as a researchers.

iii
 Lastly, to our dear family, we thank them for being our primary inspiration in

doing this, for their moral support and prayers.

DEDICATION

The members of our research paper Kish Peniel V. Cabatbat, Mae Ann

Katherine A. Dela Cruz, Jennifer P. Ramos, Angelic B. Resultay and Razzel Joy B.

Rosario who give their full participation and cooperation in this research to make the

work better.

We dedicate this research study to our research teacher; Mrs. Irene R. Nama,

research adviser; Ms. Angeline Malicdem and critique reader; Mr. Richard T.

Palacpac, who are generously guided us on this study. We thank them because the

findings of the conducted study were very helpful and useful for us and for the next

generation. Also, they showed us the ways on how to stand on our own.

We, the researchers dedicate this study to ourselves, to those people who

shared their abilities and knowledge, especially to the family of all the researchers and

most of all to our one and only God, all glory to God.

iv
 Table of Contents

Title Page ----------------------------------------------------------------------------------------- i

Approval Sheet ---------------------------------------------------------------------------------- ii

Acknowledgement ----------------------------------------------------------------------------- iii

Dedication -------------------------------------------------------------------------------------- iv

Table of Contents-------------------------------------------------------------------------------- v

List of Tables --------------------------------------------------------------------------------- viii

List of Figures ---------------------------------------------------------------------------------- ix

Abstract ------------------------------------------------------------------------------------------ x

Chapter I – Introduction

Rationale -------------------------------------------------------------------------------- 1

Statement of the Problem ------------------------------------------------------------- 3

Objectives of the Study -------------------------------------------------------------- 5

Scope and Delimitations ------------------------------------------------------------ 5

Assumptions of the Study ----------------------------------------------------------- 5

Significance of the Study ------------------------------------------------------------- 6

Hypothesis -------------------------------------------------------------------------- 7

Definition of Terms-------------------------------------------------------------------- 7

Chapter II – Review of Related Literature

Teacher specialization affects student achievement ------------------------------10

The Extent of Out-of-Field Teaching ---------------------------------------------- 12

Spread of Out-of-Field Teaching --------------------------------------------------- 13

Qualification of Mismatch and Mismatch Models ------------------------------- 14

v
 Understanding Skills of students --------------------------------------------------- 16

Professional development for Teachers-------------------------------------------- 17

Mismatch Qualities of trainers in the field of Athletics ------------------------- 18

Mismatch specialism of a Teacher in the field of Science ---------------------- 19

Mismatch of Beginner Teachers ---------------------------------------------------- 19

Theoretical Framework -------------------------------------------------------------- 22

Conceptual Framework -------------------------------------------------------------- 24

Chapter III- Methodology

Sources of Data

Population -------------------------------------------------------------------- 27

Research Sample ------------------------------------------------------------ 27

Selection Method ------------------------------------------------------------ 27

Data Collection

Research Instrument -------------------------------------------------------- 28

Research Schedule ---------------------------------------------------------- 29

Data Analysis

Tools and Method ----------------------------------------------------------- 29

The Researchers --------------------------------------------------------------------- 29

Chapter IV- Presentation, Interpretation and Analysis of Data

Demographic Profile of the Students----------------------------------------------- 31

Questions for Students --------------------------------------------------------------- 32

Demographic Profile of the Teachers----------------------------------------------- 39

Questions for Teachers --------------------------------------------------------------- 41

Swot Analysis ------------------------------------------------------------------------- 46

vi
Chapter V – Summary, Conclusion, Recommendation

Summary ------------------------------------------------------------------------------- 52

Conclusion ----------------------------------------------------------------------------- 53

Recommendation --------------------------------------------------------------------- 54

Reference List

Published Online Scholarly Journal Articles -------------------------------------- 55

Appendices ------------------------------------------------------------------------------------- 57

Curriculum Vitae ---------------------------------------------------------------------------- 70

vii
 List of Tables

Table Title Page

Demographic Profile of the Students
1.1 Gender and Number of the Respondents 30
1.2 Number of Every Grade Level 30
Questions for Students
2.1 Number of Mismatched teacher in a Class 31
2.2 Student’s learning 31
2.3 Student’s learning 32
2.4 Teacher’s Quality of Teaching 34
2.5 Student’s and Teacher’s Performance in the class 36
Demographic Profile of Teachers
3.1 Gender and Number of the Respondents 37
3.2 Number of Mismatch Teacher in a Grade Level 38
3.3 Teacher’s specialized subject and the subject they 38

teach out of their area of expertise.

3.4 Years of teaching mismatch Subject 39
Questions for Teachers
4.1 Teacher’s preparation and performance in the class 39
4.2 Teacher’s preparation and performance in the class 40
4.3 Teacher’s Perspectives 42
4.4 Teacher’s Perspectives 43
4.5 Teacher’s Preparation for lesson 43

List of Figures

Figure Title Page

1 Theoretical Framework. Interaction of Self
Determination Theory and Human Capital Theory to
effects, quality and ways of teaching and assessment 21
on students.

2 Conceptual Framework. General concept of

mismatch specialization among teachers, strategies
23
used, consequences to teachers and the effect on the
academic performance of the students.

viii
 ABSTRACT

Knowledge is power, and we get that knowledge through learning and with

our teachers. But as the time passes by, a growing issue about mismatch specialization

among teachers attracts the attention of many researchers. This study specifically

aimed to: 1) find out the consequences and effects of out of area expertise among the

teachers; 2) know the outcome regarding the academic performance of the students

consisting the mismatch specialization in teachers; and 3) identify the different

teaching methods applicable for teaching outside the area of expertise. The total of 8

ix
mismatch teachers and the 300 students handled by them were all coming from Saint

Charles Academy and Speaker Eugenio National Agricultural School served as the

participants of the said study. The researchers used survey questionnaires for

gathering data. SWOT Analysis method was used for it is fit to the study and Likert

Scale for computing the percentage. Based on the findings, many students were sleepy

and experiencing boredom due to the repeated information discussed. Meanwhile,

findings about mismatch teachers shows that most of them were only fresh graduates.

Strategies used by mismatched teachers were also unveiled in the conducted study.

Strategies like playing videos or showing memes are used so that students will be

energized and kill their boredom. Most of the results shows the negative impact of the

mismatch teachers to their students. Thus, this study can be utilized for raising the

awareness of the two schools regarding the effects on the academic performance of

the student in hiring mismatch teachers.