21st CENTURY TEACHING SKILLS OF MULTIGRADE ELEMENTARY

TEACHERS: AN ENHANCEMENT PROGRAM

A Master’s Thesis
Presented to the Faculty of the Graduate School
Southern Luzon State University
Lucban, Quezon

In Partial Fulfillment
of the Requirements for the Degree
Master of Arts in Elementary Education

by

WALTER R. PAGANA

March 2017
 ACKNOWLEDGMENT

The researcher would like to extend his sincerest thanks and profound

gratitude to the following persons who supported and selflessly gave their help to

make this study a successful one:

Dr. Aileen V. Elarco, research adviser, for her support and innovative

approach in suggesting ideas about the study, for her wisdom shared, and

assistance extended that enabled the researcher to accomplish the study easily;

Dr. Teresita V. de la Cruz, Prof. Daisy G. Gregana, and Prof. Lucila E.

Absulio, oral examination committee, for their valuable inputs in giving pertinent

remarks and suggestions relevant to the study;

Dr. Apolonia A. Espinosa, statistician, for extending help and expertise

in statistical analysis;

Dr. Catherine P. Talavera, OIC-Schools Division Superintendent, and the

School Heads of multigrade schools of Tayabas City Division, for allowing the

researcher to conduct this study;

Multigrade teachers of Tayabas City Division, for their cooperation as

respondents of the study;

Mrs. Rowena O. Sabiduria, principal of West Palale Elementary School,

for always supporting and encouraging the researcher to seek further learning;
 Mr. and Mrs. Moises Alex Z. Pagana, his parents, and Arcedel, his

brother, for serving as his strength and inspiration to carry on despite many

challenges in life;

And most of all, Almighty God, for the wisdom, providence and gift of life

WRP

iv
 DEDICATION

This piece of work is wholeheartedly and humbly dedicated to his very supportive

parents Mr. Moises Alex Z. Pagana and Emma L. Romero,

his brother Arcedel and fellow teachers in West Palale

Elementary School and most of all

to our ALMIGTHY GOD.

WRP
 TABLE OF CONTENTS

Page

TITLE PAGE…………………………………………………………….……… i
APPROVAL SHEET……………………………………...……………..…..…. ii
ACKNOWLEDGMENT……………………………………..…………….…... iii
DEDICATION………………………………………………………….……..… iv
TABLE OF CONTENTS……………………………………………..…..……. v
LIST OF TABLES……………………………………………………..………. vi
FIGURE…………..………………………………………………………….…. viii
LIST OF APPENDICES…………………………………….…………………. ix
ABSTRACT………………………………………………………………..……. x

CHAPTER
I. INTRODUCTION…………………………………………………..…... 1
Background of the Study……………………..……………………..… 3
Statement of the Problem….……………………….…………………. 4
Hypothesis……………………………………………………………… 5
Significance of the Study …………………...………..………………. 5
Scope and Limitation……………………………………..……….…… 6
Definitions of Terms………………………………….…….………….. 7

II. REVIEW OF LITERATURE ………………………………………..… 11

Research Framework……………………………………………..…… 30
Research Paradigm…………………………….…….……..………… 32

III.METHODOLOGY ……………………………………………………… 34
Locale of the Study. .………………………………………..….……... 34
Research Design.……………………………………………………... 34
Population ………………………………………................................ 35
Research Instrumentation………………………….…………….…… 35
Data Gathering Procedures……………………………………..….… 39
Statistical Treatment…………………………….………………...…... 40

IV. RESULTS AND DISCUSSION……………………………………… 43

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS……… 72

Summary …………………………………………………………..…... 72
Findings………………………………………………………………… 73
Conclusions…………………………………………………….…….… 74
Recommendations……………………………………………..……… 75

BIBLIOGRAPHY………………………………………………………………… 76
APPENDICES…………………………………………………………………… 87
CURRICULUM VITAE……………………………………………………….…. 94
 LIST OF TABLES

Table Page

1 Frequency and Percentage Distribution of the Responses as

to Age ………………………………………………….………… 43

2 Frequency and Percentage Distribution of the Responses as

to Civil Status……………………………………………………… 46

3 Frequency and Percentage Distribution of the Responses as

to Length of Service……………………………………………… 48

4 Frequency and Percentage Distribution of the Responses as

to Highest Educational Attainment……………………………… 50

5 Frequency and Weighted Mean Distribution of the

Responses in Terms of Planning Standard- Based 53
Instruction……………
6
Frequency and Weighted Mean Distribution of the 54
Responses in Terms of Designing Standard- Based
7 Assessment…………
57
Frequency and Weighted Mean Distribution of the
8 Responses in Terms of Facilitating Project- Based
Learning……………… 60

Frequency and Weighted Mean Distribution of the

9 Responses in Terms of Classroom Management
Skills…………………… 63

Regression Analysis of the respondents’ Profile and their

10 Twenty- first Century Teaching Skills As to Planning
Standard- Based 64
Instruction…………………………………………………
11
Regression Analysis of the respondents’ Profile and their
Twenty- first Century Teaching Skills As to Designing 66
Standard- Based Assessment…………………………………..
12
Regression Analysis of the respondents’ Profile and their
67
Twenty- first Century Teaching Skills As to Facilitating
Project- Based
13
Learning……………………………………..…………….
68
14 Regression Analysis of the respondents’ Profile and their
Twenty- first Century Teaching Skills As to Classroom 69
Management Skills………………………………………………..
15
Acceptability Level of Enhancement Program in Terms of 70
Authenticity………………………………………………..............
Acceptability Level of Enhancement Program in Terms of
Usefulness...............................................................................

Acceptability Level of Enhancement Program in Terms of

Clarity.......................................................................................
.

viii
 FIGURE

Figure Page

1 Modified Input- Process- Output (I.P.O) Model on the

21st Century Teaching Skills of Multigrade Elementary Teachers
of the Division of Tayabas City and the Enhancement
Program……………………………………………. 32
 LIST OF APPENDICES
Appendix Page

A Communication……………………………………………….. 88

B Instruments……………………………………………………. 89
 ABSTRACT

Title of Research : 21st CENTURY TEACHING SKILLS OF

MULTIGRADE ELEMENTARY TEACHERS: AN
ENHANCEMENT PROGRAM

Researcher : WALTER R. PAGANA

Degree Conferred : Master of Arts in Elementary Education

Name and Address of Southern Luzon State University,

the Institution : Graduate School
Lucban, Quezon

Adviser : AILEEN V. ELARCO, Ph. D

Year Conferred : 2017

Keywords : Twenty-first Century, Multigrade Class, Teaching

Skills, Planning Standard- Based Instruction,
Facilitating Project- Based Learning, Classroom
Management Skills

This study aimed to determine the 21st century teaching skills of fifty (50)

purposively selected multigrade teachers from the Division of Tayabas City and

to ascertain which respondents’ profile can predict their 21st century teaching

skills. The data were collected through the help of a survey questionnaire. The

statistical treatment used were percentage, weighted mean and regression

analysis. Findings showed that majority of the multigrade teachers were

millennial, single, bachelor degree holder, and still in initial stage of their teaching

career. It was also revealed that the highest educational attainment was the most

dominant respondents’ profile that predicts twenty-first century teaching skills.

Thus, it is concluded that most of the respondents perceive themselves as skilled

teacher in terms of planning standard based- instruction and facilitating project-

based learning. However, they need more enough training on designing

standard-based assessment and classroom management. In addition, the

developed enhancement program for multigrade teachers is ready for test of its

effectiveness. The researcher recommended that multigrade teachers may

improve their 21st century teaching skills through training and attending graduate

schools. Likewise, further improvement of the developed enhancement program

may be considered before its initial implementation and adoption by other

teachers.

xii
 Chapter I
INTRODUCTION

In the Philippines where enrolment is low or there is lack of teachers

combining different grade levels became necessary. Thus, in the areas that are

isolated and sparsely populated, geographically inaccessible, or deficient in

educational resources, multigrade classes have been adopted as a strategy to

ensure Education for All.

A multigrade classroom is a single classroom that hosts a class made up

of students in multiple grades. The students can be of different ages or of the

same ages but in different grade levels. There is usually only one teacher, or a

teacher and an assistant, per class. However, the practice in the Philippines is

only one teacher (https://www.reference.com/education/multigrade-classroom.)

Pupils in these classrooms still receive the required education for their

grade level and do not usually have any negative educational affects. In some

cases, the younger children actually perform better than expected or anticipated

due to their interaction with older students. The added diversity in the classroom

also helps the children learn to socialize with different groups in the school

(https://www.reference.com/education/multigrade-classroom).

For multigrade schools to perform better and improve learning outcomes,

the curriculum should be made more relevant and responsive to the abilities of

the learners. Classroom management such as appropriate grouping techniques

with appropriate teacher training will enhance learning (Villalino, 2010). The
 2
question however for now is whether this remains the same because Philippines

is on its way to the 21st century concept of learning.

Partnership for 21st Century Skills (2012) stated that in the twenty- first

century, learning, instruction, and curricula in all organizations of multigrade

teaching had vanished into varied challenges in terms of its scope, and its

influence on the educatioinal system. Individual differences of the pupils in

multigrade classes have become the main test for the teachers of the 21st

century. Even,lack of teaching skills is also another challenge to develop multi

grade pupils. For this reasons, it is very important that teachers in the multi

grade are well equipped with 21st century teaching skills and competent enough

in using of technology.

In order to develop the 21st century teaching skills, enhancement program

for teachers is one of the best ways. This program intends to help teachers to

develop 21st century teaching skills in terms of: planning standard- based

instruction, embedding numeracy and literacy, managing the classroom to create

a climate of personalization and support, designing standard-based assessment,

facilitating project- based learning skills, and using cooperative learning

(Pheeraphan, 2013).

As educators in the 21st century, teachers are in-charged to improve

themselves both professionally and personally. This responsibility obliges them

to improve their teaching skills. Standard- Based Instruction, Classroom

Management, Standard-Based Assessment, Project- Based Learning, and

Cooperative learning are not new notions for educators. In fact, they are the root
 3
of great teaching, and most teachers aim to teach in a manner that incorporates

these skills. Teachers and education provision personnel have a gigantic role to

perform and warrant that every student is adequately prepared for the future

(SREB, 2011).

Background of Study
Having been assigned once as a multigrade school teacher in Busal

Elementary School in the Division of Tayabas City for three (3) consecutive

years, the reseacher personally experienced the challenges that multigrade

teachers face. Some of these are lack of electricity, lack of communication, lack

of textbook and other instructional materials, lack of teacher’s training in handling

multigrade class, and lack of technology inside the classroom. With these

concerns, it is really hard to manage a classroom and teach pupils especially that

training is not enough on how to handle more than one group of class.

Relating it to the present educational scenario, these challenges are now

considered problem as they get worse based on the recent demand of clasroom

instruction- a technological competent school. Leading to the 21st century, these

lacks are also considered obstacles that block the avenues for the 21st century

learning.

A part of the 21st century skills programs is the demand for greater

teamwork among teachers. The only person that can break these obstacles is

the teacher (Rotherham and Willingham , 2009).The researcher believed that in

order to produce learners imbued with those 21 st century skills, educators must

be the first one to have and develop their 21 st century teaching skills. Thus, the
 4
st
researcher became interested in this study. He wanted to assess the 21 century

teaching skills of multi-grade school teachers of Division of Tayabas City to find if

they are competent enough to teach the 21st century learners and identify which

teaching skills are needed to be improved.

Objectives of the Study

The study was conducted to determine the 21st century teaching skills of

multigrade elementary teachers at the Division of Tayabas City, S.Y. 2016 - 2017

Specifically, it attempted to:

1. Determine the profile of the respondents in terms of:

1.1 Age

1.2 Civil Status

1.3 Length of Service

1.4 Educational Attainment

2. Find out the 21st century teaching skills of the respondents in terms of:

2.1 Planning Standard-Based Instruction

2.2 Designing Standard-Based Assessment

2.3 Facilitating Project-Based Learning

2.4 Classroom Management

3. Ascertain which of the respondents’ profile can predict their 21 st century

teaching skills.

4. Develop an Enhancement Program that can improve 21st century teaching

skills of Elementary Multigrade Teachers.

 5
5. Evaluate the developed enhancement program by experts on the field.

Hypothesis

None of the respondents’ profile can predict their 21st century teaching

skills.

Significance of the Study

Determining the 21st century teaching skills of Multigrade School Teachers

the findings of this study were deemed significant to the following:

Teachers.

This study would show their strengths and weaknesses regarding the 21st

century teaching skills, thus it may serve as springboard for them to improve their

knowledge and skills about different teaching skills needed in the 21 st century.

Doing so, the more that they can be innovative in dealing with their students.

Pupils.

This study would help improve the 21st century skills of the learners such

as learning and innovation skills, oral and written communications, critical

thinking and problem solving, professionalism and work ethic, teamwork and

collaboration, working in diverse teams, applying technology, and leadership and

project management.
 6
School Administrators

This study would serve as basis in gaining greater insights regarding the

21st century teaching skills and in finding ways to utilize or redirect educational

efforts towards meaningful education to the 21st century learners. This would also

help them to guide their teachers on how to develop 21st century teaching skills.

Future Researchers

The result of this study would serve as a reference or added information

for those who wish to conduct researches related to this study. This study would

help them conduct further research emphasizing the 21st century teaching skills.

Scope and Limitation

The study was focused only in determining the 21st century teaching skills

of multigrade school teachers in terms of Planning Standard-Based Instruction,

Designing Standard-Based Assessment, Facilitating Project-Based Learning, and

Classroom Management Skills and analyzing which of the respondents’ profile in

terms of age, civil status, length of service and educational attainment can

predict 21st century teaching skills.

Survey method was used in the study employing checklist questionnaire to

determine the 21st century teaching skills of fifty (50) purposively selected

multigrade school teachers of Tayabas City Division for the SY 2016-2017.

The results of the study were interpreted using percentage formula,

weighted mean, and regression analysis.

 7

Definition of Terms

For the clarity of the study to enlighten the readers, the following

terminologies were hereby defined both conceptually and operationally.

Age refers to a period of human life, measured by years from birth, usually

marked by a certain stage or degree of mental and physical development

and involving legal responsibility and capacity (American Heritage Idiom

Dictionary 2002). In this study, age is one of the demographic profiles of

the respondents which was correlated to 21st century skills.

Civil Status is the state of being married or not married —used on official

forms to ask if a person is married, single, divorced, or wido wed

(Oxford University Press 2017). In

Classroom Management Skills refer to the set of skills that teachers use to

keep students organized, attentive, on task, and academically productive

during a class (Great Schools Partnership 2014). In this study, it is one of

the 21st century skills needed to be possessed by a Multi-grade teacher.

Designing Standard – Based Assessment pertains to the ability of a teacher to

design assessment that relies on the evaluation of student’s understanding

with respect to agreed-upon standards, also known as "outcomes" Great

Schools Partnership 2014). In this study, it is one of the 21st century skills

needed to be possessed by a Multi-grade teacher.

Enhancement Program refers to list of plan or course to advance or to increase

(Zulueta, 2002). In this study, it refers to the program developed by the

researcher which aims to enhance 21st century teaching skills.

 8
Facilitating Project- Based Learning is the ability of the teacher to facilitate and

measure the higher order thinking skills of the students. It is also a

technique option for educators looking to review the ability of students to

8
be creative, resourceful and authentic with their work and the experience

gained throughout the time frame of the class (ASCD 2016). In this study,

it is one of the 21st century skills needed to be possessed by a Multi-

grade teacher.

Highest Educational Attainment refers to the highest degree of education an

individual has completed (US Census Bureau Glossary 2016). In this

study, civil status is one of the demographic profiles of the respondents

which was correlated to 21st century skills.

Length of Service is the longevity; duration of service or employment. It is often

used to indicate how long an employee has worked at a company or an

individual has belonged to an organization (American Heritage Idiom

Dictionary 2002). In this study, it is one of the demographic profiles of the

respondents which was correlated to 21st century skills.

Multigrade Teachers refers to the teachers handling class in which students of

different grade levels are placed together for administrative reasons

(Veenman, 1995; Mason and Burns, 1997). In this study, it refers to the

teachers in barrio schools who are handling more than one grade level

who need to develop 21st century teaching skills.

Planning Standard- Based Instruction refer to the ability of the teacher to plan

and design a systems of instruction, assessment, grading, and academic

 9
reporting that are based on students demonstrating mastery of the

knowledge and skills they are expected to learn as they growth through
9
their education (Great Schools Partnership 2014). In this study, it is one of

the 21st century skills needed to be possessed by a Multi-grade teacher.

Twenty- First Century Teachers refer to the teachers who are creative,

innovative, productive, collaborative and initiative. (21 st Century Skills for

Students and Teachers, 2011). In this study, it refers to the Multi-grade

teachers possess skills in Planning Standard- Based Instruction,

Designing Standard- Based Assessment, Facilitating Project- Based

Assessment, and Classroom Management.

Twenty- First Century Teaching Skills refer to certain core skills such as

Planning Standard- Based Instruction, Designing Standard- Based

Assessment, Facilitating Project- Based Assessment, and Classroom

Management (National Research Center for Career and Technical

Education 2011). In this study, this refers to set of skills needed to be

developed by the multigrade teachers to enhance their 21 st century

teaching skills.
 Chapter II
REVIEW OF LITERATURE AND STUDIES

This chapter presents various literatures and studies which serve as

anchors of the study. It also shows the theoretical framework and the research

paradigm of the present research.

21st Century Teaching Skills

In the 21st century, educators must be prepared to utilize technology; they

must be eager in seeking knowledge and acquiring new set of skills along with

their learners. There are plenty of teachers’ preparation program but all have one

common goal and it is preparing tomorrow’s educators to work with learners.

That’s why as 21st century teachers, they must be prepared to work with the

changing needs of our 21st century learners.

According to Duncan (2010) 21st century learners are not contented to

read from a textbook and sit through presentations and lectures. They are digital

natives that live in an era where answers are accessible at their fingertips and

technology is an instrument like a toy. They live and learn in a net world that

places both exciting and threatening expectations on 21st century teachers.

Responding to this challenge, Department of Education is seeking for an avenue

that would help teachers to enter in the workforce with a secure understanding of

their learners

Bottoms (2011) on his journal about Essential Teaching Skills for CTE

Instruction in the 21st Century, mentioned that the essential teaching skills in the
 11
st
21 century are Planning Standard - Based Instruction, Designing Standard-

Based Assessment, Facilitating Project- Based Learning, and Classroom

Management Skills. In planning instruction, the teacher will create short term and

long term standard- based instructional plan based on the different needs of

students. It also includes the development of a mindful orientation toward

teaching and learning as the central concentration of classroom activity.

Teaching and learning as a focus must be consistently communicated to

students in the classroom and to observers. Moreover in instructional strategies,

teacher must use different strategies that are actively engage in learning and

encourage the development of problem solving, critical thinking skills. As 21 st

century teachers, they need to consider that students learn best when they start

at their present level of understanding and are challenged, with support by the

teacher, peers and material just beyond what they are comfortable doing on their

own. In addition to that, another teaching skill that is very important in the 21st

century is designing standard- based assessment. This emphasizes the use of

formal and informal assessment strategies to evaluate student progress toward

learning goals and provide feedback to improve students learning. Finally, the

skill that teacher must possess in the 21st century is the classroom management

skills. This skill will help to create learning environment that encourages student

motivation, positive behaviour and collaborative social interaction.

In the study of Bashir (2013) about 21st century skills development

revealed that teachers and students developed and fostered creativity, global

awareness, collaboration, communication, and integration through engaging in

 12

an online collaborative educational program. They changed their point of view

and enhanced their ability to work with other people. Finally, they also made

positive and effective use of technology in accomplishing their tasks,

assignments, and projects.

His study emphasized the importance of the role of teacher in the

development of 21st century skills of the learners. He showed that in order to

produce learners imbued with those 21st century skills, educators must be the

first one to possess and develop these skills. That’s why his study was anchored

to the Social Constructivism/ Social Constructivist Theory telling that Vygotsky

stresses zone of proximal development that people learn best from other people

who are just a little ahead of them.

Meanwhile, Serdar (2015) in his study about innovation, creativity and 21st

century skills,was able to identify two main factors that are hindrance to the

teacher to adapt new sets of teaching skills are age and length of service. He

stated that mature teachers still practice traditional way of teaching although the

educational leaders are implementing new set of skills and conducted several

seminars on how to enhance 21st century teaching skills. He also studied about

the other factors such as rapid advancements in technology, communication and

the overall explosion of opportunities for individuals and group expression have

had an impact and may have rendered many traditional teaching skills out-dated.

In addition, he felt it both crucial and urgently necessary that educators explore

new and innovative avenues of teaching, while seeking to understand, apply and

nurture creativity within their classrooms in order to remain sustainable places for
 13
educational growth. He mentioned that while many traditional perspectives of

schooling are, indeed, outmoded, this alone is not the sole problem facing

schools today. The educational system, as a whole, struggles with issues of

purpose, identity and overall adaptability. Again, this does not mean continuously

recreating the wheel. Educators must be able to analyze their craft and decide

upon what works and what needs to be changed.

Therefore, teachers must adapt and change their teaching skills to meet

the needs of their students. They must employ a decision-making process that

accounted for the curricular objective, student understanding and classroom

environment, while making on-going adjustments to maximize how these

interconnected.

Ahmadi and Keshavarzi (2013) also conducted a study on A Survey of In-

Service Training Effectiveness in Teaching Skills Development from the point of

view of students, teachers and principals of guidance schools. They found out

that there is lack of difference between teachers' skills and their length of service

since all teachers, whether experienced or not, have the same opportunity to

take part in this educational system during their service. Aside from that, this

education is centralized therefore the presence of difference is not expected.

Kivunja (2014) on his journal Innovative Pedagogies in Higher Education

to be an Effective Teachers of 21st Century Skills stated that Learning and

Innovations skills domain such as critical thinking, communication, collaboration,

and innovation skills are elements that are much in demand in the Knowledge

Economy of the 21st century. He also stated that educators prepare students for
 14
the new global society, teaching the core content subjects – math, social studies,

and the arts – must be enhanced by incorporating critical thinking,

communication, collaboration, and creativity. It is thus an educational imperative

that education providers at all levels of instruction and learning provide effective

training in these skills so that their graduates will be ready to apply them in the

workplaces and occupations that they will enter on graduation.

Tyagi (2013) conducted a study on Teaching Skills and Effectiveness of

Secondary School Teachers in Relation to their Demographic Characteristics.

Based on his findings, the civil status, length of service and highest educational

attainment influenced the teaching effectiveness or teaching skills of secondary

school teachers with reference to their organization. Unmarried teachers have

higher level of teaching skills than married teachers. Teachers having school

teaching experience of above three (3) years have higher level than secondary

school teachers having up to three (3) years school teaching experience with

reference to their enthusiasm. Teachers having master’s degree have higher

level than those teachers that have only bachelor’s degree. However, he found

out that age does not affect teaching skills and teaching effectiveness. Whether

the teachers are millennials, baby boomers or adult, they have the same

opportunity to develop their teaching skills that’s why the presence of difference

is not expected.

On the contrary, Rice (2010) in his article The Impact of Teaching

Experience Examining the Evidence and Policy Implication, stated that teachers

with more than 15 years of teaching experience are more effective than teachers
 15
with no teaching experience, but are not much more effective than those with 5

years of teaching experience. Despite the positive effects of early-career

experience, the performance distributions of experienced teachers versus those

with little or no experience reveal considerable overlap in value-added scores of

their teaching skills. Therefore, length of service of the teacher can be a factor

that can be influenced the teaching skills as well as their teaching performance.

Barbaran (2014) on her study about implementing 21st Century Skills

emphasized the support of teachers to implement 21st century skills. Though, the

use of real-world examples should be the starting point to form new teachers who

support towards the implementation of 21st century skills in the classroom.

Government and other sectors should act as an influencer to further support

teachers towards this implementation. Furthermore, current teachers’ practices

included 21st Century Teaching Skills, but the use of these skills was quite thin.

However, teachers thought it is important to implement 21st Century Skills for

children’s future. Therefore, 21st century teaching skills must be developed by the

teachers in order to produce learners imbued with 21 st century skills of the

learners. Government, policy makers, and others sectors must be concern about

the development of 21st century skills because these skills are needed for the

future success.

Vail (2010) who also studied Teaching in the 21st Century, found out that

among the teacher’s demographic profile such as age, gender, length of

experience in service and educational attainment, only educational attainment

has a big factor in implementing 21st century teaching skills and standards. If
 16
teacher is pursuing higher education, they gain knowledge about the new trends

of education and they’ll have a better understanding of what it takes to become a

teacher in the 21st century.

Planning Standard – Based Instruction

Hauck (2012) in her study Effects of Sustained Teacher Professional

Development on the Classroom Science Instruction of Elementary School

Teachers found out that professional development is important in improving

classroom science instruction of elementary school teachers. Teacher’s

professional development has a positive impact on planning instruction. That’s

why it is important for the teachers to have continuous professional development

in order to provide quality instruction that can develop student’s performance as

well as their teaching skills.

Akyuz (2010) conducted study on Supporting a Standard- based Teaching

And Learning Environment: A Case Study Of An Expert Middle School

Mathematics Teacher. She found out that experience teacher used a diverse set

of practices with each practice contained multiple actions to create and sustain a

standard-based environment. The results also indicated that planning standard-

based teaching requires an abundant and connected body of information about

learners, curriculum, content, and literature. It was found that the complexity of

the teacher’s knowledge allowed him to develop practices that were consistent

with his beliefs and goals. Finally, the planning and classroom practices were

found to be highly interrelated. While effective planning practices facilitated the

 17
application of standard- based teaching, the classroom teaching practices

equipped the teacher with the information necessary to perform effective

planning practices.

Bogart (2013) conducted a study on Teacher’s Evaluation and Classroom

Practice: Teachers Perception in Northeast Tennessee. He found out that

educational attainment of the teacher is a predictor in planning standard – based

instruction. The findings of the study revealed that teachers with highest

educational attainment have enough knowledge about planning standard- based

instruction. The result emphasise the importance of continuous professional

development in order to develop planning standard- based instruction.

Otherwise, the other factors that can affect planning standard- based instruction

skills of teachers like age and gender are not a good predictor because

respondent’s age and gender are distributed almost equally.

Removcik (2014) conducted a study on Long Term use of Standard–

Based Instruction in Mathematics Classroom. He stated that planning standard-

based instruction works a corresponding pedagogical change that has moved the

attention from traditional way of teaching attention to direct instruction, drill and

practice toward more active student engagement with mathematical ideas

through collaborative explorations, hands-on activities, the use of models and

representations, and discussion and analysis. On the other hand, he found out

that teachers continue to use traditional mathematical instructional methods more

prevalently even though teachers received a substantial amount of professional

development related to standard-based instruction that’s why factors like age,

 18
civil status, length of service and educational attainment of the teachers’ are not

good predictors of planning and using standard based instruction . This indicates

that other factors may influence the implementation of standard- based

instructional practices in classrooms.

Facilitating Project – Based Learning

Cyprian (2014) found out on his study that teachers with higher self-

efficacy were more successful in Project- Based Learning (PBL) implementation.

All respondents with higher self- efficacy are successful in Facilitating Project-

Based Learning. Those who implemented project- based learning (PBL) at high

levels noted the importance of using the PBL protocols. They often reflected back

to the engage website as a resource to better implement PBL. Respondents with

higher self-efficacy also believed they implemented PBL effectively. The reason

behind their belief is that it is their job to facilitate their students’ progress and

guide them to understand concepts through discoveries and hands-on activities.

One respondent pointed to doing what was best for kids and she believed that

PBL would help them. He also found out that length in service or experience can

be a factor of proper implementation of project- based learning in classroom.

Although all of the respondents attended the 2013 engage summer training and it

was an expectation that all teachers who received training would implement PBL,

he noticed that only those teachers with higher self- efficacy and lot of

experience can implement and facilitate project- based learning accurately.

 19
According to Amin and Latiff (2010) in their article about Project-based

Learning: Promoting Meaningful Language Learning for Workplace Skills, PBL

facilitates the transference of workplace related skills among the subjects.

Facilitating PBL has successfully exposed students to various skills such as,

team-working, creating new ideas, decision making, and communication skills.

Engaging themselves in these skills has assisted learners to be more

independent, confident, and productive in generating and discussing ideas.

Through the proper facilitation of Project – based learning, teachers can also

enhance skills that are needed by our learners to meet the 21st century with

preparedness and a repertoire of skills they can use successfully.

Kalabzová (2015) on her study entitled “The Application of Project Based

Learning in the English Classrooms” confirms that preparation for Project- Based

Learning situates not only the knowledge of PBL framework and procedures but

also the five different areas that are stated as PBL ground principles. To sum it

up, for the successful implementation of PBL, students need secure teaching

environment that enables them to be active and work more independently in PBL

less structured setting. Then, good knowledge and an explanation of PBL

procedure in advance to students ensure that teachers avoid feelings of

disorganization and confusion and students find the PBL work comprehensible

and meaningful.

Classroom Management Skills

Hamid (2012) in his study on Teaching Quality and Performance among

Experienced Multigrade Teachers in Malaysia defined classroom management

 20
skills as the ability to plan according to the subject, motivate students during

teaching and learning process, and the ability to enlighten the class for positive

teaching and learning. In addition to that, he also emphasized that effective

classroom management includes the teachers’ ability to respond appropriately to

the emotional, social, cultural, and cognitive needs of the students. Effective

teachers manage their students by creating a conducive classroom environment

in which students agree to respect their teachers and fellow students. Based on

the findings of his study, he found out that length of service is not a predictor of

classroom management skills of the teacher. Otherwise, he found out that

teacher’s personality and cognitive abilities can be a predictor of classroom

management skills of the teachers.

Hyry- beihammer and Hascher (2015) conducted study on Multi-grade

teaching practices in Austrian and Finnish primary schools. They found out that

experienced teacher with a pedagogical background, classroom management

training, and with higher educational attainment find themselves “very good” in

classroom management skills. It can be concluded that long term pedagogical

education and gaining professional knowledge and skills will improve the

classroom management skills of the teacher.

Haingura (2014) conducted a study on Investigation of Multigrade

Teaching at Three Primary Schools in the Kavango Region, Namibia. He found

that teachers in multigrade classrooms experience numerous and diverse

challenges, ranging from problems in managing a classroom consisting of two

grades, time management in terms of trying to adapt a timetable designed for a

 21
monograde classroom to that of a multigrade classroom, and a shortage of

learning materials, to the absence of a multigrade curriculum, and a serious lack

of training and support in multigrade teaching. As discussed, these challenges

hold serious implications for teaching, and are exacerbated by the fact that

teachers in the study are not equipped to manage a multigrade classroom, and

three of the six teachers are unqualified to teach. Therefore, it is important to

ensure that teachers are supported to execute their professional duties

successfully. One of the best ways to support teachers of multigrade classes is

through professional training, because they will be well equipped with the

knowledge and skills required to manage multigrade classes at their respective

schools. Well-trained teachers will apply their professional judgement to how best

to handle teaching.

Boer and Kuijk (2014) conducted study on Effective classroom

management strategies and classroom management programs. They found out

that length of service and experience predicts classroom management skills of

the elementary educators. Furthermore, they stated that higher overall

experience of the teacher resulted in an increase use of practice. It means that

experience teacher gained knowledge on how to enhance manage classroom

properly. On the other hand, if the teacher lacks of teaching experience, teachers

may choose to use classroom management support resources or to pursue

additional education or training to improve their classroom management skills.

This additional support system may lead to increased classroom management

 22
self- efficacy, which lead to developed classroom management skills and

practices.

Designing Standard- based Assessment

In the study of Sembak (2015) he found out that teachers do make careful

planning before carrying out the assessment. It supports the statement that

planning should be done to ensure that standard of learning must be meet

through the implementation of assessment. Planning will help teachers to give

emphasis on better teaching and this will produce meaningful learning to the

students. The findings also showed that while performing the assessment,

teachers are modifying their teaching strategies and strive to improve the

achievement of their pupils. In addition, the findings revealed that while teachers

do the assessment, they will ensure that the assessment must be accomplished

in line with the mastery of learning. Teachers will also ensure that the score given

in the assignment is congruent to what the learners did and they are going to

build the instruments based on what will be assessed. Lastly, this study also

found out that length of service of the teacher and their teaching experiences can

affect teacher’s designing standard – based assessment skills.

According to Harsch (2014) in her presentation about introducing

Standard- Based Assessment for Educational Monitoring in Germany- Changes

and Challenges, the purpose of standard- based assessment is to connect

evidence of learning to learning outcomes. When standards are explicit and

clear, the learner becomes aware of his/her accomplishment that is aligned with

the standards, and teacher will use assessment data to give meaningful
 23
feedback to students about their improvement. The awareness of one's learning

let the students to point a specific standard of achievement and supports self-

regulation and meta-cognition, these skills generally understood to be effective

learning strategies. She also emphasizes that the key aspects of standards-

based assessment is post-assessment feedback. The feedback of student

receives from this type of assessment does not stresses a score and statistical

average, but information about the expectations of performance as compared to

the standard.

Rodie (2014) in his study on Summative Assessment Practices of

Solomon Islands Year Nine Science Teachers emphasizes the two major factors

that affect teacher’s ability in designing standard- based assessment. The first

factor is the teacher’s knowledge about standard- based assessment and the

other factor is experience that teacher gain from their teaching. Knowledge in

designing standard – based assessment can enhance by the teacher through

reading and gaining another professional development courses. It will help

teachers on how to plan assessment, selecting and adapting method and task

and also designing assessment tools that are suited to the level of his/her

students. The second factor is the length of service. The length of service

teachers spend in their work can increase their knowledge in designing

assessment. Therefore, teaching experience and continuous gaining of

knowledge through attending professional development course may be the best

factor to influence teacher’s skills in designing standard- based assessment.

 24
Urich (2012) conducted a study on Implementation of standard- based

grading at the middle school level. She found out that middle school teachers

who transitioned to Standard- Based Reporting from traditional grading practices

held strong beliefs that SBR is more effective in ensuring that all students learn

at high levels. She also mentioned that differentiated professional development

honoring teacher’s readiness is crucial in empowering each learner to move

forward, regardless of where she is on the performance continuum. Professional

development must be infused with an abundance of professional readings by

numerous experts in the field, as well as structured time for colleagues to

collaborate and share their readings while reflecting on current and past

practices. Finally, professional development must address theory and practice. In

addition to the theory behind SBR, teachers must be given the support to

develop their skills in grading, formative assessment, flexible grouping, feedback,

and differentiation.

Hardegree (2012) conducted a Study on Standard- Based Assessment

and High Stakes Testing: Accuracy of Standard- Based Grading. She found out

that standard- based grading provides an accurate and reliable measure of

student learning. By focusing assessment and grade- reporting on the standards,

educators continue to tighten the learning cycle, providing a clearer picture of

student learning that is necessary to increase student achievement. In order to

develop teacher’s skills in designing standard based- assessment. They should

be knowledgeable enough in the procedures on how to assess students. They

need to ensure that the designed standard- based assessment tool is applicable
 25
to all the students and if the assessment tool gives accurate and reliable

measure of students learning.

Enhancement Program for Teaching Skills

Rahman (2011) conducted a study on The Effects of a Training Program

in Improving Instructional Competencies for Special Education Teachers in

Jordan. The purpose his study was to construct a training/ enhancement program

based on teaching competencies and to measure its effects in improving these

competencies for special education resource room teachers. He emphasizes the

importance of enhancement programs, especially who adopt the workshop

method aiming at enhancing the performance of the teachers and improving their

educational proficiency in order to help them acquire the skills and the knowledge

plus keeping them informed about the latest developments in the educational

field. It was also found that there are significant effects of the enhancement

program module based on instructional competencies in improving the

knowledge, performance, professional, and personal competencies of the

experimental group teachers. These effects can be attributed to content of the

enhancement program. It included instructional experiments, activities, and

instructional skills, which helped provide the teachers with the appropriate

instructional competencies to develop their knowledge and performance.

Furthermore, the enhancement programs will play an important role in upgrading

skills, knowledge, and performance of teachers to be more effective .

Kayani (2011) in his study on Analysis of Professional Competency

Enhancement Program on the Performance of College Teachers found out that

 26
enhancement program to be more effective must presents consistency through

logical connection of the activities and strategies to meet the expected outcome.

He also stated that enhancement program affects the performance of college

teachers positively. Seventy one percent of the respondents admitted that

training enhanced their teaching skills. It is concluded that in-service teacher

training programs are necessary for capacity building of teachers of higher

education. Learning process during enhancement program with the help of

experts will serve as avenue to understand specific topics and we can also finds

several techniques in order to develop the teaching skills.

Keshavarzi and Ahmadi (2012) conducted a study on in-service training

programs effectiveness in teaching skills development from the view-point of

students, teachers and principals of guidance schools in Shiraz. They found out

that principals’ skills in management and supervision is very important for the

development of the teaching skills of the teacher. Although there are lots of

training program/ enhancement program for teachers, it is useless unless the

school heads and curriculum planner observe teachers' practical teaching

through observation. Through this, the school heads determine the strengths and

weaknesses of their teacher and they can also give technical assistance in order

to develop teachers’ skills in teaching.

Lazaro (2011) on his study entitled Correlation of Performance and

Leadership Practices towards a Teacher Enhancement Program found out that

school heads’ skills in leadership is one of the factor that can improve teaching

skills. School heads must monitor their teacher’s skills in planning instruction,
 27
designing assessment tools, facilitating learning, and managing the classroom.

Through observation, school heads can identify the needs of the teachers in

order for the teacher to perform well. They can also prepare Learning Action Cell

(LAC) sessions about certain issues that can help teachers to develop their

teaching skills. One of the remedy that can enhance the teaching skills of

teachers is through enhancement program. School heads and curriculum

planners can provide activities and strategies to meet certain objectives to have a

positive outcome.

The study of Serdar (2015), Ahmadi and Keshavarzi (2012) and Rice

(2010) were related to the current study since they have the same variables

which are age and length of service as predictors in determining the factors

affecting the teaching skills of teachers. On the contrary, Vail (2010) on his study

has educational attainment as variable in developing 21st century teaching skills.

Moreover, Tyagi (2013) highlighted civil status, length of service and highest

educational attainment as predictors of teaching skills of teachers. They were

also variables in the current study. Meanwhile, the study of Barbara (2014) and

Bashir (2013) were related to the current study. They highlighted the importance

of developing the skills of 21st century teachers which help the learners to

improve the 21st century skills which serve as basis for the development of

enhancement program.

According to Hauck (2012), teachers’ professional development has a

great impact on planning instruction. This is the reason why teachers need to

have continuous professional development to provide quality instruction that can

 28
develop students’ performance and at the same time leads to the improvement of

their teaching skills. Aside from that, the study of Bougart (2013) also used same

variables as the current study such as educational attainment, age and gender

as predictors in planning standard- based instruction. In addition to that, the

study of Removcik (2014) has age, civil status, and educational attainment as

predictors in planning standard- based instruction. On the other hand, the study

of Cyprian (2014) stressed the importance of length of service in the

development of facilitating project- based learning. However, self- efficacy which

is one of the variables of his study was not included in the current study. The

study of Kalabzova (2015) was relevant to the current study since it gave insight

on how to develop project- based learning skills.

The study of Hamid (2012), and Boer and Kuijk (2014) about classroom

management skills have the same variables as the present study. They used

length of service as one of the predictors of classroom management skills of the

teachers. Nevertheless, his study used teachers’ personality and cognitive

abilities as another predictors of classroom management skills which are not

included in the current study. The predictors such as age and higher educational

attainment in the study of Hyry- beihammer and Hascher (2015) were also

included in the current study as variables. Aside from that, the study of Haingura

(2014) mentioned the importance of continuous professional training that is one

of the variables in the present study. In designing standard- based assessment,

Sembak (2015) included length of service and teaching experience as variables

of the study which were parallel to the current study. Length of service in
 29
standard- based assessment was also used in the study of Rodie (2014).

However, Urich (2012) used professional development/ highest educational

attainment as predictors in designing standard- based assessment which was

also one of the variables of the present study. Finally, Rama (2011), Kayani

(2011), Ahmadi and Keshavarzi (2012), and Lazaro (2011) is relevant to the

current study because they gave information on how to develop an enhancement

program which is one of the variables in the present study. On the other hand,

almost all of the studies were pertaining to teachers handling monograde class

which was contrary to the current study.

Based on the related literature and study, the researcher comprehended

that the predictors such as age, civil status, length of service and highest

educational attainment may serve as basis in predicting the 21 st century teaching

skills such as planning standard- based instruction, designing standard- based

assessment, facilitating project- based learning and classroom management

skills. Therefore, to develop the 21st century teaching skills of the multigrade

teachers, it is important to determine the predictors that may affect their skills in

teaching. This serves as basis in developing an enhancement program that will

cater the needs of the teachers in the 21st century education.

Theoretical Framework
Twenty- first Century teaching Skills is generally used to refer certain skills

such as planning standard- based instruction, classroom management skills,

designing standard- base assessment, and facilitating project- based learning.

 30
These are the new set of skills that the 21st century teachers need to enhance in

order to develop the 21st century skills of the learners. (Bottoms, 2011)

There are several theories of education or learning theories on how to

develop 21st century teaching skills. Among these theories, the Social

Constructivism/ Social Constructivist Theory is the most appropriate in the study

on 21st century teaching skills of multigrade elementary teachers.

Social constructivism is a sociological theory of knowledge according to

which human development is socially situated and knowledge is constructed

through interaction with others. The proponent of this theory is Lev Vygotsky.

Here, construction of knowledge is shared by two or more people. According to

social constructivist, the opportunity to interact and share among learners helps

to shape and refine their ideas. Knowledge construction becomes social, not

individual. Psychologist Lev Vygotsky mentioned that the most effective type of

social learning doesn't come from teacher’s interaction with students but from

students' interactions with others. Vygotsky's Zone of Proximal

Development states that an individual learn best from other persons who are just

a little ahead of them. Anyone who's ever seen two kids together understands the

zone of proximal development. Children learn from each other: one sibling comes

home having learned about how seeds grow and shows that to his younger

brother. The younger brother, meanwhile, might have learned how to turn a

cartwheel and demonstrates this for his older brother. Through this theory after

the teachers identify their strengths and weaknesses regarding 21 st century

 31
teaching skills they need to develop those skills because they have major role in

the development of the 21st century skills of the learners.

In this study, 21st century teaching skills of the multigrade teachers are

considered in order to develop the 21st century skills of the learners. This make a

possibility of creating Enhancement Program that will help the multigrade school

teacher to develop their 21st century teaching skills.

Research Paradigm

Figure 1 explains the input, process, and output of the study which are

considered by the researcher.

INPUT PROCESS OUTPUT

Demographic Profile of the  Modified, An acceptable

Respondents as to:
validation, and Enhancement
 Age administration of Program on the 21st
 Civil Status Questionnaire for
 Length of Service Century Teaching
 Highest Educational 21st century skills of multigrade
Attainment teaching skills class teachers
st
21 Century Teaching Skills
(National Research Center for  Development of
Career and Technical an Enhancement
Education) as to:
Program for 21st
 Planning Standard- century teaching
Based Instruction
 Designing Standard-
skills
Based Assessment
 Facilitating Project-  Development,
Based Learning
 Classroom
validation, and
Management administration of
questionnaire for
Reading from:
the level of
 Books acceptability of
 Journals
 Educational websites the Enhancement
Program
 32
st
Figure 1: A Modified Input- Process- Output (I.P.O) Model on the 21 Century
Teaching Skills of Multigrade Elementary Teachers of the Division of Tayabas
City and the Enhancement Program
Figure 1 on the previous page presents the input, process, and output

model of the study. The input of the study includes: the Demographic Profile of

the respondents which consists of their age, civil status, length of service and

highest educational attainment; the 21st century teaching skills includes:

planning standard- based instruction, classroom management skills, designing

standard- based assessment, and facilitating project- based learning ; and the

readings from books, journals, and educational websites.

For the processing, a developed and validated questionnaire was

constructed in order to determine the 21st century teaching skills of multigrade

teachers. After validation and modification of the questionnaire, it was

administered to the respondents. Then, based on the data gathered on the 21st

century teaching skills of the multigrade teachers, the researcher developed an

Enhancement Program that centered on the improvement of 21st century

teaching skills. Another questionnaire was constructed to determine the level of

acceptability of the Enhancement Program. Then, as an output the researcher

presented an acceptable Enhancement Program on 21st century teaching skills

of multigrade class teachers.

 Chapter III
METHODOLOGY

This chapter presents the research methodology of the study. This

includes the locale of the study, research design, population, research

instrumentation, data gathering procedure and statistical treatment.

Locale of the Study

This study was conducted in all multigrade elementary schools in the

Division of Tayabas City. Those schools are Busal Elementary School, Bukal

Elementary School, Gibanga Elementary School, North Palale Elementary

School, Valencia Elementary School, Katigan- Alupay Elementary School, Masin

Elementary School, Mate Elementary School, Pandakaki Elementary School,

Maloa Elementary School, Domoit Elementary School and Alsam Elementary

School.

Research Design

This study was a descriptive type of research since it determined the 21 st

century teaching skills of the multigrade school teachers through the use of

developed and validated questionnaire. Likewise, the researcher developed an

Enhancement Program that helps multigrade school teachers develop their 21st

century teaching skills. Another questionnaire was constructed to determine the

level of acceptability of the Enhancement Program

 34
Population

The respondents of this study were all multi-grade school teachers of the

Division of Tayabas City. They are compose of fifty (50) multi grade teachers.

Three (3) from Busal Elementary School, five (5) from Bukal Elementary School,

seven (7) from Gibanga Elementary School, four (4) from North Palale

Elementary School, four (4) from Valencia Elementary School, three (3) from

Katigan- Alupay Elementary School, three (3) from Alsam Elementary School,

four (4) from Masin Elementary School, four (4) from Mate Elementary School,

four (4) from Pandakaki Elementary School, five (5) from Maloa Elementary

School and, four (4) from Domoit Elementary School, School Year 2015- 2016.

Instrumentation
The following instruments were used in the study:

A. 21st Century Teaching Skills Questionnaire

A questionnaire was designed to determine the 21st century teaching

skills of the multigrade school teachers in the Division of Tayabas City. The

questionnaire was adapted and modified by the researcher from (National

Research Center for Career and Technical Education 2011) by Gene

Bottoms, Heather Sass and Southern Regional Education Board (SREB)

(2011). It was a survey type of questionnaire which consists of two (2) parts.

The first part aimed to gather information on the multigrade school teacher’s

demographic profile as his/her age, civil status, length of service and highest

educational attainment. The second part was intended to gather the data
 35
regarding the 21st century teaching skills of multigrade teachers. It consists of

four (4) categories namely: Planning Standard- Based Instruction, Designing

Standard- Based Assessment, Facilitating Project- Based Learning, and

Classroom Management. Each category has five (5) statements, so the total

statements are twenty (20) which are answerable by strongly agree, agree,

disagree, and strongly disagree. The procedures in constructing the

questionnaire are:

a. Construction of Initial Draft

The researcher read different books, journals and online resources

that pertain to 21st century teaching skills. He used the needed details and

studies in constructing the initial draft of the questionnaire. It consists of

four (4) categories namely: Planning Standard- Based Instruction,

Designing Standard- Based Assessment, Facilitating Project- Based

Learning, and Classroom Management. Each category has five (5)

statements, so the total statements are twenty (20) statements which are

answerable by strongly agree, agree, disagree, and strongly disagree.

b. Revision
Initial draft of the questionnaire was checked by the adviser and it

was presented to three professors in the Graduate School. It was modified

based on their comments and suggestions.

 36
c. Content Validation

To determine its content validity, the questionnaire was showed to

three (3) professors of Southern Luzon State University including the

adviser. Their comments and suggestions helped the researcher to

improve the questionnaire. Furthermore, it was then presented to

statistician for content validation. All items of the questionnaire were

validated. It was then suggested to revise one item about Planning

Standard- Based Instruction. Finally, the adviser suggested for correction

of grammatical error through consultation to an English critic.

B. Enhancement Program for 21st Century Teaching Skills

As a product of this study an Enhancement Program for developing

21st century teaching skills of multigrade class teachers was constructed.

An Enhancement Program is a professional development program which

aim to enhance 21st century teaching skills of the multigrade class

teachers. It is a seminar or training workshop among elementary

multigrade teachers to be conducted to develop the 21st century teaching

skills of multigrade teachers.

C. Acceptability Questionnaire
An acceptability questionnaire was formulated to determine the

acceptability level of the Enhancement Program for 21st century teaching

skills. The acceptability questionnaire is a checklist that intends to find the

level of acceptability of the Enhancement Program in terms of the

following categories: authenticity, usefulness, and clarity. Each category

 37

has five (5) statements, so the total number of statements are fifteen (15)

which are answerable by highly acceptable, acceptable, not acceptable,

and highly not acceptable. The procedures in formulating the said

questionnaire are:

a. Construction of Initial Draft

The initial draft of the questionnaire was divided in four (4)

categories: authenticity, clarity, usefulness, and appeal to the viewers.

Each category has five (5) statements, so the total number of statements

is twenty (20) which are answerable by highly acceptable, acceptable, not

acceptable, and highly not acceptable. The statements was based on the

readings regarding questionnaire construction.

b. Revision
Initial draft of the questionnaire was checked by the adviser. It was

modified based on her comments and suggestions.

c. Validation

The initial draft of the questionnaire was composed of twenty (20)

items with the categories of Authenticity, Clarity, Usefulness, and Appeal

to Target Users. Each category was composed of five (5) items. The items

of the questionnaire which was presented to his adviser for comments and

suggestions were undergone face validation. The three categories

namely, Authenticity, Clarity and Usefulness were included in the

questionnaire except for Appeal to Target Users. The items in Appeal to

Target Users were not appropriate to the content of the enhancement

 38

program. In addition to that, the adviser suggested to change the format of

the content of the questionnaire. It was then modified into only one table

unlike the initial draft which was divided into three (3) tables. All the

suggestions of his adviser by modifying the format were incorporated by

the researcher.

The final draft of the questionnaire indicated fifteen (15) statements

with the categories Authenticity, Usefulness and Clarity with five (5) items

each. It was based on the readings regarding questionnaire construction.

Finally, it was presented to experts for evaluating the final draft.

The group consisted of five (5) master teachers in the Division of Tayabas

City, research adviser and English critic. They inspected the items of the

draft of the questionnaire. They highly accepted and they gave

suggestions and comments to improve the items of the questionnaire. The

uniformity of the judgement of the evaluators was observed.

Data Gathering Procedure

The researcher asked the permission from the Division

Superintendent of Tayabas City for the conduct of his study among the

target respondents of the selected locales. Afterwards, the researcher

was coordinated to the principals and school heads of the multigrade

schools in the Division of Tayabas City. Upon the approval, the

researcher distributed the questionnaires on 21st century teaching skills to

the teacher- respondents. To find out the 21st century teaching skills of
 39
the respondents the researcher used survey method through a checklist

questionnaire which was divided in four (4) categories namely: Planning

Standard- Based Instruction, Designing Standard- Based Assessment,

Facilitating Project- Based Learning, and Classroom Management. Each

category has five (5) statements, which were answerable by strongly

agree, agree, disagree, and strongly disagree. Afterwards, all the

questionnaires were retrieved in order to develop an Enhancement

program for 21st century teaching skills.

The Enhancement Program for 21st century teaching skills was

presented to the adviser for checking and revision then it was validated.

An acceptability questionnaire was distributed to the respondents on

August 2016. Afterward, the questionnaire was retrieved. Finally, the data

that gathered by the researcher undergone appropriate statistical

treatment.

Statistical Treatment

To determine the percentage of respondents’ demographic profiles

Frequency and Simple Percentage formula was used.

𝑓
𝑃= 𝑥 100
𝑛

where:

P = simple percentage
 40
f = frequency of the responses

n = total number of respondents

100 = constant number

To find out the 21st century teaching skills of the multigrade

teachers and to find the acceptability of the Enhancement Program for 21st

century teaching skills weighted mean was used.

4𝑓+3𝑓+2𝑓+1𝑓
𝑊𝑀 = 𝑁

where:

WM = weighted mean

f = frequency of responses

N = total number of respondents

To ascertain which of the respondents’ profile can predict their 21st

century teaching skills Regression analysis was used.

1
∑𝑥𝑦− (∑𝑥)(∑𝑦)
𝑛
r = (𝑛−1) 𝑆𝑥 𝑆𝑦

Where:

N= is the total number of values 𝑆𝑥 = standard deviation of x

∑xy= summation of x and y 𝑆𝑦 = standard deviation of y

∑x = summation of x

∑y = summation of y
 41

The computed weighted means for the 21st century teaching skills of the

multigrade school teachers were interpreted by using the scale below:

Point Score Range Interval Descriptive Rating

4 3.51 – 4.00 Strongly Agree (SA)
3 2.51 – 3.50 Agree (A)
2 1.51 – 2.50 Disagree (D)
1 1.00 – 1.50 Strongly Disagree (SD)

The computed weighted means for the acceptability of the Enhancement

Program for 21st century teaching skills were interpreted by using the scale

below:

Point Score Range Interval Descriptive Rating

4 3.25 – 4.00 Highly Acceptable (HA)
3 2.50 – 3.24 Acceptable (A)
2 1.75 – 2.49 Unacceptable (U)
1 1.00 – 1.74 Highly unacceptable (HU)
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter focuses on the presentation, analysis and interpretation of

the data obtained from the questionnaires distributed to the respondents. The

data gathered were tabulated, computed, and analysed statistically to the answer

the problems presented in this study.

Table 1
Frequency and Percentage Distribution of the Responses as to Age
Age Frequency (F) Percentage (P)
23 – 24 10 20%
25 – 26 11 22%
27 – 28 9 18%
29 – 30 4 8%
31 – 32 4 8%
33 – 34 2 4%
35 – 36 5 10%
37 – 38 2 4%
39 – 40 1 2%
41 – 42 2 4%
Total 50 100%

The table shows the Frequency and Percentage Distribution of the

Responses as to Age. It was indicated that most of the teacher – respondents

belong to (25-26) years of age with 22% (9); next are those who belong in the

young generation of teachers having the age of (23 – 24) with 20% (10); followed

by the teacher – respondents belong to (27 – 28) years of age with 18% (9);
 43
teachers in the middle age with the age of (35 – 36) having 10% (5); followed by

the teachers having the age of (29 – 30) and (31 – 32) with both 8% (4);

experienced teachers with the age of (33 – 34), (37 – 38) and (41 – 42) have the

same percentage with 4% (2); and the age of ( 39 – 40) has the least frequency

with 2% (1).

It may be surmised that most of the teacher- respondents are in their

young age. It means that their 21st century teaching skills can be affected by

their age. It also showed that most of the multigrade teachers in Division of

Tayabas City are in their early years in teaching. Due to the Division’s policy

about multigrade teachers, teachers handling multigrade class for 3 years in

above can be reassigned to another station where they can handle monograde

class. This is one of the reasons why most of the newly hired teachers will assign

to barrios school and most of them are in their young age.

As the researcher had observed, teacher – respondents who have the age

of 23 to 32 are the millennials who are the first to be surrounded by digital media.

ICT has always been part of their lives, and because of this access, millennials

naturally sink to it. They expect digital media support their learning and do what

they need to accomplish. Indeed, millennials can perform more functions with

mobile phones, handheld devices and other wireless equipment than they can

with traditional computers. Moreover, they are more expose to the new trends of

education and they can easily adjust to the rapid changes in our educational

system. They are explorer, flexible and unpredictable. This was also proven by

Keshavarzi and Ahmadi (2012) in their study that age is the quality of the mind
 44
and is equated with wisdom and experience. This implies that the time when the

teacher exist can affect their way of teaching. The younger the teacher the more

knowledgeable he is about the use of modern technology in teaching. In addition

to that because they are flexible they can easily adapt in the new trends of

education and rapid change of our educational system. While this assumption is

highly accepted, proper training and continuous reading about the new trends of

education gradually invalidate such in the development of teacher’s 21 century

teaching skills.

Twelve (12) among 50 teacher- respondents whose age is thirty- three

(33) and above are matured, open- minded, willing to accept the changes in

education through adapting the new set of teaching skills but they still practiced

traditional way of teaching rather than the modern way of teaching. This was also

proven by Sedar (2015) that age indicates individual maturity of behavior and

judgement. He also stated that matured teachers still practice traditional way of

teaching although the educational leaders implementing new set of skills and

conducted several seminars on how to enhance 21st century teaching skills. This

implies that the older the teacher the less interest they have to adapt the new set

of teaching skills in the 21st century.

Through observation done by the researcher, age of the teacher-

respondents has a great impact in developing 21st century teaching skills. This

was against Tyagi (2013) mentioned that whether the teachers are millennials,

baby boomers or adult, they have the same opportunity to develop their teaching

skills.
 45
Table 2
Frequency and Percentage Distribution of the Responses as to Civil Status
Civil Status Frequency (f) Percentage (P)

Single 26 52%

Married 24 48%

Total 50 100%

Table 2 shows the frequency and percentage distribution of the responses

as to civil status.it was indicated that out of fifty (50) teacher- respondents, 26 are

single with 52% and 24 are married with 48%. In the research area there is

almost equal distribution of single and married teachers.

It may be concluded that teacher- respondents’ civil status are almost

distributed equally to both single and married, because the total number of single

teachers is almost the same to the total number of married teachers.

As what Tyagi (2013) assumed that unmarried teachers have higher level

in terms of teaching skills than married teachers. But aside from civil status, there

are other indicators that can affect the development of 21st century teaching skills

which have been consider such as length of service, age and educational

attainment. While according to Vail (2010) teacher’s civil status may not

necessarily indicate that teacher can easily adapt and develop 21 st century

teaching skills. We all know that single teachers have less responsibility to take

rather than married teachers but it doesn’t mean that married teachers cannot

adapt new set of teaching skills in the 21st century.

 46

Table 3

Frequency and Percentage Distribution of the Responses as to Length of Service

Length of Service Frequency (f) Percentage (P)

1 year 5 10%

2 years 8 16%

3 years 6 12%

4 years 8 16%

5 years 2 4%

6 years 2 4%

7 years 5 10%

8 years 2 4%

9 years 3 6%

10 years 6 12%

12 years 1 2%

15 years 1 2%

17 years 1 2%

Total 50 100%

Table 3 shows the frequency and percentage distribution of the responses

as to length of service. Out of 50 teacher- respondents, it was indicated that 5

teachers has only 1 year of service with 10%; followed by 8 teachers having 2

years of service with 16%; 6 teachers have 3 years of service with 12%; there
 47

are 8 teachers having 4 years of service with 16%; followed by 2 teachers having

5 years of service with 4%; also 2 teachers having 6 years of service with 4%; 5

teachers have 7 years of service with 10%; followed by 2 teachers having 8

years of service with 4%; there are 3 teachers having 9 years of service with 6%;

6 teachers have 10 years of service with 12 %; followed by 1 teacher having 12

years of service with 2%; also 1 teacher having 15 years of service with 2% and

lastly, is the 1 teacher having 17 years of service with 2%.

It may be surmised that most of the teacher - respondents are in their first

to fifth year in service. It means that most of the teacher- respondents handling

multigrade class are lack of teaching experience based on their length of service.

One of the reasons is that most of the newly hired teachers will assign to barrios

school and handling multigrade class.

While according to Keshavarzi and Ahmadi (2012), whether experienced

or not, have the same opportunity to take part in this educational system during

their service, they also have the same opportunity to enhance their teaching skills

in different means. Therefore, length of experience may not necessarily indicate

that a teacher is effective or easily adapt the new set of teaching skills especially

in the 21st century.

Table 4 on the next page shows the frequency and percentage

distribution of the responses as to educational attainment. Out of 50 teacher-

respondents, it was indicated that 34 teachers have Bachelor’s degree as their

highest educational attainment with 68%; followed by 9 teachers having Masteral

Units with 18%;lastly, are 7 teachers with Masteral’s Degree with 7%.
 48

Table 4
Frequency and Percentage Distribution of the Responses as to Highest
Educational Attainment
Highest Educational Attainment Frequency (f) Percentage (P)

Bachelor’s degree 34 68%

With MA units 9 18%

Masteral Degree 7 14%

Total 50 100%

It may be concluded that most of teacher- respondents are only bachelor’s

degree graduate. It also showed that most of the multigrade teachers in Division

of Tayabas City are not attending graduate school due to the factors such as

financial, family, and time. Handling multigrade class is not an easy task and

some of them are assigned in the far flung area that has no electricity and no

phone signals. It is hard to comply with the requirements in graduate school if

you have lack of time and resources. That’s why only few of them can attend

graduate school and finish Masterals Degree.

As the researcher had observed, teacher- respondents with Masteral

degree are more knowledgeable enough about the content and pedagogy of

teaching. They are also practicing the 21st century teaching skills based on their

responses. As cited by Vail (2010) educational attainment has a big factor in

implementing 21st century teaching skills and standards. The reason is that if

teacher is pursuing higher education they gain knowledge about the new trends
 49
of education and they’ll have a better understanding of what it takes to become a

teacher in the 21st century.

Moreover, getting a Master’s degree is an excellent way to enrich and

advance your teaching career. It establishes you as an expert teacher, and

increases your job opportunities, as well as the advantages you obtain once you

have a work. Furthermore, gaining units from graduate school will also help your

students in many ways, by preparing you to become an effective teacher, and

confirming that your learners learn the best from you.

Tyagi (2013) also proven that teachers having master’s degree have

higher level of teaching skills than those teachers that have only bachelor’s

degree. Teachers having higher educational attainment have opportunities to

enhance their teaching skills through continuous gaining of knowledge about

content and pedagogy, new trends of education and other aspect that are related

to the field of teaching.

Table 5 on the second page presents the frequency and weighted mean

distribution of the responses in terms of planning standard- based instruction. It

reveals that the average weighted mean of the responses is 3.28 with a

qualitative degree of strongly agree.

Based on the results, twenty- five (25) teacher- respondents strongly

agree on the first statement. Meanwhile, twenty- five (25) of them agree and

none of the respondents chose agree as well as strongly disagree. It obtained

weighted mean of 3.50 with a qualitative degree of strongly agree. However, the

second statement received a weighted mean of 3.40 which interpreted as

 50
strongly agree. Twenty- two (22) of the teacher- respondents strongly agree in

this statement while twenty- eight (28) teachers agree. No respondents disagree

and strongly disagree in this statement. Likewise, the third statement attained a

rating of strongly agree with a weighted mean of 3.52. Out of fifty (50)

respondents, twenty- eight (28) of them strongly agree, twenty (20) agree, and

only two (2) of them disagree in the third statement. Similarly, none of the

respondents strongly disagree on the statement. Correspondingly, the fourth

statement accumulated weighted mean of 3.50 with a qualitative degree of

strongly agree. This statement received twenty- five (25) responses for strongly

agree and also twenty- five (25) responses for agree. There is no responses for

disagree and strongly disagree. On the other hand, the last statement in planning

standard- based instruction obtained a weighted mean of 2.48 with a descriptive

rating of disagree. Based on the responses of the teachers, the last statement

received six (6) responses for strongly agree, twelve (12) responses for agree,

thirty- six (36) responses for disagree and no responses for strongly disagree.

It may be surmised that the multi grade teachers in Tayabas City Division

have knowledge and skills in planning standard- based instruction specially in

creating lesson plan that are aligned in curriculum guide and learning

competencies, and collaborative planning with other teachers. However, the data

shows that teacher- respondents have problems regarding using of “backward

design” (or other framework) for planning.

 51
Table 5

Frequency and Weighted Mean Distribution of the Responses in Terms of

Planning Standard- Based Instruction
No. Statement SA A D SD WM QD

(4) (3) (2) (1)

1 I use curriculum guide and learning 25 25 0 0 3.50 SA

competencies that are aligned to
national academic and skill standards.
2 I create lesson plan that is aligned to the 22 28 0 0 3.40 SA
curriculum guide and learning
competencies.
3 I prepare lesson plan for teaching 28 20 2 0 3.52 SA
challenging standards.
4 I participate in collaborative planning 25 25 0 0 3.50 SA
with other teachers
5 I use “backward design” (or other 6 12 32 0 2.48 D
framework) for some planning by
considering students’ prior knowledge in
relation to standards, then creating
appropriate assessments and
strategies.
Average Weighted Mean 3.28 SA

Moreover, multigrade teachers in Tayabas City Division still have a

problem about planning standard based instruction despite the fact that they

have knowledge and skills in lesson planning and collaborative planning. They

need to improve their skills in using backward design (or other framework) for

planning. There are lot of factors that can affect skills in planning but one of the

best way to improve planning skills is the engagement in continuous professional

development. This was proven by the study of Bougart (2013) on Teacher’s

Evaluation and Classroom Practice: Teachers Perception. He found out that

educational attainment is a predictor in planning standard- based instruction. This

means that when teachers enrich their knowledge and skills through attending
 52
graduate studies, teachers will gain knowledge and skills about the new trends in

education. Additionally, they could adapt ideas on how to enhance planning,

designing and assessing standard- based instruction.

Table 6

Frequency and Weighted Mean Distribution of the Responses in Terms of

Designing Standard- Based Assessment

No. Statement SA A D SD WM QD

(4) (3) (2) (1)

1 I develop rubrics in all academic 28 22 0 0 3.56 SA

learning areas
2 I use performance-based assessment 31 17 2 0 3.58 SA

3 I use multiple form of assessments to 6 12 32 0 2.48 D

determine students’ progress.
4 I use portfolio across the curriculum to 26 22 2 0 3.48 A
showcase students’ works
5 I give my students opportunity to 4 16 30 0 2.48 D
assess and revise their own work to
meet standards
Average Weighted Mean 3.12 A

Table 6 shows the frequency and weighted mean distribution of the

respondents in terms of designing standard- based assessment. The table

reveals the average weighted mean of the teacher- respondents which is 3.12

with a qualitative degree of agree.

The results show that twenty- eight (28) out of fifty (50) teacher-

respondents strongly agree on the first statement. Meanwhile, twenty- two (22) of

them agree and no one chose disagree and strongly disagree. It obtained a

weighted mean of 3.56 with a qualitative degree of strongly agree. However, the

second statement received a weighted mean of 3.30 which interpreted as

 53
strongly agree. Thirty- one (31) of the teacher- respondents strongly agree in this

statement while seventeen (17) teachers agree and only two (2) teacher-

respondents disagree. No respondents strongly disagree on the second

statement. On the other hand, the third statement obtained disagree rating with a

weighted mean of 2.48. Out of fifty (50) respondents, six (6) of them strongly

agree, twelve (12) agree, and thirty- two (32) of them disagree in the third

statement. Similarly, none of the respondents strongly disagree in this statement.

Correspondingly, the fourth statement accumulated a weighted mean of 3.48 with

a qualitative degree of agree. This statement received twenty-six (26) responses

for strongly agree, twenty- two (22) responses for agree, two (2) responses for

disagree and no responses for strongly disagree. On the other hand, the last

statement in designing standard- based assessment obtained a weighted mean

of 2.48 with a descriptive rating of disagree. Based on the responses of the

teachers, the last statement received four (4) responses for strongly agree,

sixteen (16) responses for agree, thirty (30) responses for disagree and no

responses for strongly disagree.

It may be concluded that multi grade teachers in Tayabas City Division

have knowledge and skills in designing standard- based assessment specially in

developing rubrics, using performance- based assessment, and showcasing

students’ work through portfolio. However, the data showed that teacher-

respondents have difficulties regarding using of multiple form of assessments to

determine students’ progress, and giving of opportunities to the students to

assess and revise their own work to meet standards.

 54
Moreover, multigrade teachers in Tayabas City Division still have a

problem about designing standard- based assessment despite the fact that they

have knowledge and skills in developing rubrics, using performance- based

assessment, and showcasing students’ work through portfolio. They need to

improve their skills in using of multiple form of assessments to determine

students’ progress, and giving of opportunities to the students to assess and

revise their own work to meet standards. There are several factors that can affect

designing standard- based assessment skills, one of it is length of service of the

teachers and their teaching experiences. It was proven by the study of Sembak

(2015), he emphasized that experience gained by the teachers can enhance

decision making and creativity of the teachers in producing assessment tools that

are suited to the level of their pupils. In addition, experience teachers can easily

adapt changes and more adjusted than neophyte teachers. They tackled

problems that can increase their expertise, approach a task in a way that

maximizes their opportunities for growth, and pursue new goals and challenges

to improve themselves in their field.

Another factor that can enhance designing standard- based assessment is

the continuous gaining of knowledge in designing standard- based assessment

through reading and gaining professional development courses. It was proven by

the study of Rodie (2014), he stated that reading and continuous gaining of

professional development courses will help teachers on how to plan assessment,

selecting and adapting methods and tasks and also designing assessment tools

that are suited to the level of his/her students. Therefore, teachers need to
 55
attend graduate and other professional related courses in order to enhance their

skills in designing standard- based assessment.

Table 7

Frequency and Weighted Mean Distribution of the Responses in Terms of

Facilitating Project- Based Learning

No. Statement SA A D SD WM QD

(4) (3) (2) (1)

1 I explain all tasks to be accomplished 40 7 3 0 3.74 SA

and provide detailed directions on how
to develop the project.
2 I give my students opportunity to make 35 15 0 0 3.70 SA
connections between classroom and the
real world.
3 I circulate within the classroom in order 35 14 1 0 3.68 SA
to answer questions from students.
4 I use student- centered instructions to 34 16 0 0 3.68 SA
motivate and deepen students’ learning.
5 I engage students in learning knowledge 6 12 32 0 2.48 D
and skills through extended inquiry
process.
Average Weighted Mean 3.46 SA

Table 7 presents the frequency and weighted mean distribution of the

responses in terms facilitating project- based learning. It reveals that the average

weighted mean of the responses is 3.46 with a qualitative degree of strongly

agree.

The results revealed that forty (40) respondents strongly agree on the first

statement. Meanwhile, seven (7) agree and only three (3) of them disagree in

this statement. None of the respondents chose strongly disagree. It obtained

weighted mean of 3.74 with a qualitative degree of strongly agree. However, the

second statement received a weighted mean of 3.70 which interpreted as

 56
strongly agree. Thirty- five (35) of the teacher- respondents strongly agree in this

statement while fifteen (15) agree and no responses for disagree and strongly

disagree. Likewise, the third statement also obtained strongly agree rating with a

weighted mean of 3.68. Out of fifty (50) respondents, thirty- five (35) of them

strongly agree, fourteen (14) agree, and only one (1) of them disagree in this

statement. Similarly, none of the respondents strongly disagree in this statement.

Correspondingly, the fourth statement accumulated weighted mean of 3.68 with a

qualitative degree of strongly agree. This statement received thirty- four (34)

responses for strongly agree, sixteen (16) for agree, and no response for

disagree and strongly disagree. On the other hand, the last statement in

facilitating project- based learning obtained a weighted mean of 2.48 with a

descriptive rating of disagree. Based on the responses of the teachers, the fifth

statement received six (6) responses for strongly agree, twelve (12) responses

for agree, thirty-two (32) responses for disagree and no response for strongly

disagree.

It may be surmised that most of the teacher respondents have knowledge

and skills in facilitating project- based learning specially in explaining all task to

be accomplished and provide detailed directions on how to develop the project,

giving students opportunity to make connections between classroom and the real

world, circulating within the classroom in order to answers questions from

students, and using student- centered instruction to motivate and deepen

students’ learning. However, teacher- respondents encounter difficulties in

engaging students in learning knowledge and skills through extended inquiry

 57
process. The preceding statements mean that most of the teacher- respondents

have knowledge in facilitating project- based learning. It means that teachers are

using several strategies that are suited in child- centered approach. This was

also supported by the study of Amin and Latiff (2010). They stated that facilitating

PBL has successfully exposed students to various activities where the learners

can develop their skills by their own and the teacher only serve as facilitator of

learning. Engaging students in these kind of activities assisted learners to be

more independent, confident, and productive in generating and discussing ideas.

On the other hand, they need to enhance their knowledge and skills about

extended inquiry approach in order to fill in the gap and develop the inquiry

processing skills of the learners.

Table 8 on the succeeding page shows the frequency and weighted mean

distribution of the responses in terms classroom management skills. It reveals

that the average weighted mean of the responses is 3.20 with a qualitative

degree of agree.

Based on the results, thirty-four (34) teacher- respondents strongly agree

on the first statement. Meanwhile, sixteen (16) of them agree and no one chose

disagree and strongly disagree. It obtained a weighted mean of 3.68 with a

qualitative degree of strongly agree. Correspondingly, the second statement

received a weighted mean of 3.66 which interpreted as strongly agree. Thirty-

three (33) of the teacher- respondents strongly agree in this statement while

seventeen (17) teachers agree and no responses for disagree and strongly

disagree. However, the third statement accumulated a weighted mean of 2.50

 58
with a qualitative degree of disagree. This statement received nine (9) responses

for strongly agree, seven (7) responses for agree, and (34) responses for

disagree. No responses fall under strongly disagree. Likewise, the fourth

statement accumulated a weighted mean of 2.48 with a qualitative degree of

disagree. This statement received seven (7) responses for strongly agree, ten

(10) responses for agree, and thirty- three (33) for disagree. No responses fall

under strongly disagree. On the other hand, the last statement in classroom

management skills obtained a weighted mean of 3.66 with a descriptive rating of

strongly agree. Based on the responses of the respondents thirty- three (33) of

them fall under strongly agree, seventeen (17) for agree, and no responses for

disagree and strongly disagree

Table 8

Frequency and Weighted Mean Distribution of the Responses in Terms of

Classroom Management Skills
No. Statement SA A D SD WM QD

(4) (3) (2) (1)

1 I give remedial instruction to students 34 16 0 0 3.68 SA

at-risk and let them master complex
content.
2 I raise expectations for student 33 17 0 0 3.66 SA
achievements
3 I use teaching methods which help 9 7 34 0 2.50 D
motivate students to do a variety of
demanding tasks
4 I have a system of extra help to 7 10 33 0 2.48 D
improve student achievement
5 I know how to work with students as a 33 17 0 0 3.66 SA
mentor and advisor
Average Weighted Mean 3.20 A
 59
It may be concluded that teacher- respondents have skills in classroom

management specially in giving remedial instruction to students at- risk and let

them master complex content, raising expectations for student achievements,

having system of extra help to improve student achievement, and working with

students as a mentor and advisor. However, they have problems in using

teaching methods which help motivate students to do a variety of demanding

tasks. It means that most of the teacher- respondents have the ability to respond

appropriately to the needs of the learners and can create conducive classroom

environment that motivate the learners to push themselves into their full potential.

It also implies that even though more of the teacher- respondents have only few

years in service they have enough knowledge on how to manage classroom

accurately. This was supported by the study of Hamid (2012) about Teaching

Quality and Performance among Experienced Miltigrade Teachers in Malaysia.

Based on the findings of his study he found out that length of service is not a

predictor of classroom management skills of the teacher. Otherwise, he found out

that teacher’s personality and cognitive abilities can be a predictor of classroom

management skills of the teachers.

In contrary to the latter statement, Hyry- beihammer and Hascher (2015)

stated that experienced teachers with a pedagogical background and classroom

management training find themselves very good in classroom management

skills. This statement attests that length of service has a great impact on

classroom management skills of teachers.

 60
Table 9

Regression Analysis of the respondents’ Profile and their Twenty- first Century
Teaching Skills As to Planning Standard- Based Instruction
r R square Adjusted r F Significant
square

. 719𝑎 .516 .506 50.19 .01

. 758𝑏 .575 .556 31.07 .01

a. Predictors: Highest educational attainment

b. Predictors: Highest educational attainment, Civil Status

Table 9 presents the regression analysis of the respondents’ profile and

their twenty- first century teaching skills as to planning standard- based

instruction. It shows that planning standard- based instruction skills of the

multigrade teacher is positively correlated with education attainment (.719).

When combined with the teacher- respondent’s civil status, they are correlated

with planning standard- based instruction skills by (.758). The adjusted r square

indicates that educational attainment influences planning standard- based

instruction skills by 51% but when combined with the civil status can predict

planning standard- based instruction skills by 56%.

It may be surmised that to a little extent, the higher the educational

attainment of the teacher, the more skilled they are in planning standard- based

instruction. It is because, if teacher is pursuing higher education they gain

knowledge about the new trends of education and they’ll have a better

understanding of what it takes to become a teacher in the 21 st century. Moreover,

through researches and additional readings by the teacher in their professional

 61
courses they can enhance their skills in planning, designing and utilizing

standard- based instruction. It also help them to make the teaching and learning

process work smoothly because they have better expertise in their field and

making them more preferable to develop several teaching skills that teachers

need in the 21st century. This findings strengthening the study of Bougart (2013)

that teachers enrich knowledge and skills through attending graduate studies,

teachers will gain knowledge and skills about the new trends in education.

Moreover, they could adapt ideas on how to enhance planning, designing and

assessing standard- based instruction.

However, teacher- respondent’s civil status can also affect the skills in

planning standard- based instruction. It is because if you are single you have less

responsibilities than married teacher. You can easily focus at work, attempt to do

more things in the school, put more effort in work, persevere longer in duties and

recover faster when they fail to meet set targets such as school mean.

Table 10 on the next page shows the Regression Analysis of the

respondents’ Profile and their Twenty- first Century Teaching Skills As to

Designing Standard- Based Assessment. It reveals that planning designing

standard- based assessment skills of the multigrade teacher is positively

correlated with educational attainment (.59). Meanwhile, adjusted r square

indicates that educational attainment influences designing standard- based

assessment skills by 33%.

 62
Table 10

Regression Analysis of the respondents’ Profile and their Twenty- first Century

Teaching Skills As to Designing Standard- Based Assessment

r R square Adjusted r F Significant

square

. 59𝑎 .35 .33 24.86 .01

a. Predictors: Highest educational attainment

It may be concluded that multigrade teacher are more knowledgeable in

designing standard- based assessment once they have high educational

attainment. Teacher’s higher educational attainment will help teachers to gain

knowledge about different aspects in the field of teaching. Continuous gaining of

knowledge through taking master’s degree is an excellent way to enrich and

advance teaching career. It establishes teachers to become an expert teacher.

But an advanced teaching degree will also help students in many ways, by

preparing them to be the best teacher they can be, and ensuring that their

students learn the most from them that they can. This findings strengthening the

study of Rodie (2014) that knowledge in designing standard- based assessment

can enhance by the teacher through readings and gaining professional

development courses. It will help teachers on how to plan assessment, selecting

and adapting method and task and also designing assessment tools that are

suited to the level of his/her students.

 63

Table 11

Regression Analysis of the respondents’ Profile and their Twenty- first Century

Teaching Skills As to Facilitating Project- Based Learning

r R square Adjusted r F Significant

square

. 612𝑎 .375 .361 28.144 .01

a. Predictors: Highest educational attainment

Table 11 presents the regression analysis of the respondents’ profile and

their twenty- first century teaching skills as to facilitating Project- Based

Learning. It shows that facilitating project- based learning skills of the multigrade

teacher is positively correlated with educational attainment (.612). Meanwhile,

adjusted r square indicates that educational attainment influences skills in

facilitating project- based learning by 36%.

It may be surmised that the higher the educational attainment of the

teacher, the more skilled they are in Facilitating Project- Based Learning. Having

enough knowledge in facilitating project- based learning is one of the skills

needed in the 21st century. In order to gain knowledge about this skills teachers

needed to exert effort in attending professional courses because it enlighten

them on how to facilitate learning through project- based. It also enhance

teachers ability to plan different strategies that are suited to the needs of the

learners, facilitating students through child- centred approach and assessing the

impact of proper facilitation of project- based learning.

 64
Moreover, through continuous trainings by attending professional courses

in teaching can also enhance teacher’s self –efficacy. Teachers having high

self-efficacy are more confident enough in teaching and facilitating learning. It

solidifying the study of Cyprian (2014) that teachers with high self- efficacy are

more successful in implementing and facilitating project- based learning. They

have the ability to reflect and analyse their own work in order to know their

strengths, weaknesses and needs in facilitating and implementing of project

based- learning.

Table 12

Regression Analysis of the respondents’ Profile and their Twenty- first Century

Teaching Skills As to Classroom Management Skills

r R square Adjusted r F Significant

square

. 464𝑎 .216 .199 12.926 .01

a. Predictors: Highest Educational attainment

Table 12 shows the regression analysis of the respondents’ profile

and their twenty- first century teaching skills as to Classroom Management

Skills. It shows that facilitating project- based learning skills of the multigrade

teacher is positively correlated with educational attainment (.464).

Meanwhile, adjusted r square indicates that educational attainment

influences skills in facilitating project- based learning by 20%.

It may be concluded that the higher the educational attainment of the

teacher, the more skilled they are in Classroom Management. It is because

 65
continuous gaining of knowledge through attending graduate school can

enhance teacher’s ability in managing classroom accurately. They gain

knowledge on how to establish positive relationship with the class, encourage

learners to elicit feedback, create a safe learning environment, establish

expectation, and assess teaching and learning process. This solidify the

study of Akbulut (2014) that teachers with higher educational attainment find

themselves “very good” in classroom management skills. Therefore, long

term pedagogical education and continuous gaining of professional

knowledge and skills will improve classroom management skills of the

teacher.

Table 13
Acceptability Level of Enhancement Program in Terms of Authenticity

No. Authenticity of the Enhancement Program Weighted QD

Mean
1 The program states the idea and concept of 21st 3.90 SA
century teaching skills.
2 The program gives information on how to enhance 4.00 SA
21st century teaching skills.
3 The program relates to the new trends/ set of 4.00 SA
teaching skills for the 21st century.
4 The program’s objectives are aligned to the specific 3.70 SA
teaching skills to be developed.
5 The program presents activities/ strategies to 3.90 SA
enhance 21st century teaching skills.
Average Mean 3.90 SA

Table 13 presents the respondent’s evaluation in the acceptability of

Enhancement Program in terms of its authenticity. Based on the perception of

the respondents in the authenticity of the Enhancement Program, all argued that

it is indeed strongly acceptable. They gave an average weighted mean of 3.90,

qualitatively described as strongly acceptable. The top two variables of the

 66
program’s authenticity are “the program gives information on how to enhance 21st

century teaching skills” and “relates to the new trends/ set of teaching skills for

the 21st century” with a weighted mean of 4.00 and interpreted as strongly

acceptable. A strongly acceptable remark was also given to the following: The

program states the idea and concept of 21st century teaching skills. The

program’s objectives are aligned to the specific teaching skills to be developed.

The program presents activities/ strategies to enhance 21st century teaching

skills. These statements obtained a weighted mean of 3.90, 3.70 and 3.90

respectively. The average mean of 3.90 shows that the respondents strongly

accepted the overall authenticity of the program.

It may be surmised that the authenticity of the enhancement program is

composed of idea and concept of 21st century teaching skills, gave information

on how to enhance 21st century teaching skills, related to the new trends/ set of

teaching skills for the 21st century. Its objectives are aligned to the specific

teaching skills to be developed. Lastly, the program presents activities/

strategies to enhance 21st century teaching skills. School heads and curriculum

planners of multigrade classes in Tayabas City Division strongly accepted the

authenticity of the Enhancement Program since the program composed of

objectives and strategies on how to enhance 21st century teaching skills that will

help multigrade teachers to develop the 21 st century learning skills of their

students.

This statement was supported by Bashir (2013), according to him teacher

has important role in the developing the 21st century skills of the learners. In
 67
order to produce learners imbued with those 21 st century skills, educators must

be the first one to have and develop these skills.

Table 14
Acceptability Level of Enhancement Program in Terms of Usefulness

No. Usefulness of the Enhancement Program Weighted QD

Mean
1 The program is helpful to the teachers and school 4.00 SA
heads.
2 The program is applicable to the current trends of 3.80 SA
education.
3 The program encourages teachers to become 3.60 SA
more equipped with the knowledge and skills
needed in the 21st century.
4 The program serves as purposive program to guide 3.70 SA
the teachers and school heads on how to enhance
21st century teaching skills.
5 The program enlightens teachers to easily 3.80 SA
understand their goals and objectives as 21st
century teachers.
Average Mean 3.78 SA

Table 14 presents the teachers’ assessment on the usefulness of the

Enhancement Program. The respondents found the program useful. The

accumulated overall weighted mean of 3.78 was given by the respondents and it

was equivalent to the descriptive rating of strongly acceptable. Respondents

gave a strongly acceptable rating to all the statements. The first statement

received a weighted mean of 4.00. However, the second and fifth statements

both gained a weighted mean of 3.80. Meanwhile, the third and fourth statements

obtained an average weighted mean of 3.60 and 3.70 respectively.

This may be concluded that based on their responses, the program itself

was designed specifically on the needs of the multigrade teachers to develop 21 st

century teaching skills. It showed that the Enhancement Program is helpful to the
 68
multigrade teachers and school heads. It was applicable to the current trends of

education and encourages teachers to become more equipped with the

knowledge and skills needed in the 21st century. Moreover, it served as

purposive program to guide the teachers and school heads on how to enhance

21st century teaching skills. Finally, the program enlightened teachers to easily

understand their goals and objectives as 21st century teachers.

This statement was supported by Rahman (2011), his study emphasises

the importance of enhancement program in developing knowledge and skills of

the teacher. Furthermore, enhancement programs will play an important role in

upgrading skills, knowledge, and performance of teachers to be more effective .

Table 15 on the next page revealed the teachers’ evaluation on the

acceptability of Enhancement Program in terms of its clarity. Primarily, the

respondents gave an overall weighted mean of 3.72 which was equivalent to

strongly acceptable. The respondents rated the first and fifth statements strongly

acceptable and both gained a weighted mean of 3.80. Likewise, the second and

third statements rated as strongly acceptable and both gained a weighted mean

of 3.70.Similarly, the fourth statement rated as strongly acceptable and obtained

a weighted mean of 3.60.

It may be surmised that the Enhancement Program contained activities

and strategies which were well- explained, well- organized and clear. It presented

consistency through logical connection of the activities and strategies to help

facilitate understanding of the 21st century teaching skills and provided

comprehensive illustration of the 21st century teaching skills. In addition, the

 69
program complexity and coherence of the 21st century teaching skills were easy

to understand. Finally, the program presented well explained methodology.

Table 15
Acceptability Level of Enhancement Program in Terms of Clarity

No. Clarity of the Enhancement Program Weighted QD

Mean
1 The program contains activities and strategies 3.80 SA
which are well- explained, well- organized and clear.
2 The program provides comprehensive illustration of 3.70 SA
the 21st century teaching skills.
3 The program presents consistency through logical 3.70 SA
connection of the activities and strategies to help
facilitate understanding of the 21st century teaching
skills.
4 The program presents well explained methodology. 3.60 SA
5 The complexity and coherence of the 21st century 3.80 SA
teaching skills in the program are easy to
understand.
Average Mean 3.72 SA

This statement was proven by Kayani (2011), in his study on Analysis of

Professional Competency Enhancement Program on the Performance of College

Teachers. He stated that enhancement program must present consistency

through logical connection of the activities and strategies to meet the expected

outcome of the program.

iii
iv
13
24
5
6
7
 Chapter V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions derived, and

the recommendations offered thereafter.

Summary

This study aimed to determine the 21st century teaching skills of

multigrade elementary teachers at the Division of Tayabas City with an end view

of developing an enhancement program. Specifically, it sought to determine the

demographic profile of the respondents in terms of age, civil status, length of

service, and highest educational attainment; find out the 21 st century teaching

skills of the respondents in terms of planning standard-based instruction,

designing standard-based assessment, facilitating project-based learning, and

classroom management; ascertain which of the respondents’ profile can predict

their 21st century teaching skills; develop an enhancement program that can

enhance 21st century teaching skills of elementary multigrade teachers; and

evaluate the developed enhancement program by experts on the field. This study

made use of descriptive type of research where the respondents were composed

of fifty (50) multigrade teachers of Division of Tayabas City. Percentage formula

was used to determine the percentage of respondents’ demographic profiles.

Weighted mean was used to find out the 21 st century teaching skills of the

multigrade teachers. Regression analysis was used to ascertain which of the

respondents’ profile can predict their 21st century teaching skills.

 71
Findings

After analyzing the data gathered for the study, the researcher arrived at

the following findings:

1. The demographic profiles of the respondents are as follows:

1.1. In terms of age, 11 (22%) out of 50 respondents are within the age

bracket of 25- 26;

1.2. In terms of civil status, 26 (52%) are single;

1.3. In terms of length of service, 8 (16%) have been in service for 4

years;

1.4. In terms of highest educational attainment, 34 (68%) are having

bachelor’s degree.

2. The 21st century teaching skills of multigrade class teachers is as follows:

2.1 Planning Standard – Based Instruction with average weighted

mean of 3. 28 rated as strongly agree;

2.2 Designing Standard- Based Assessment with average weighted

mean 3. 12 rated as agree;

2.3 Facilitating Project Based – Learning with average weighted mean

of 3.46 rated as strongly agree;

2.4 Classroom management with average weighted mean of 3.20 rated

as agree.

3. Highest educational attainment can predict planning standard – based

instruction skills by 51% but when combined with the civil status can predict it

by 56%; highest educational attainment alone can predict designing standard

 72
– based assessment skills by 33%; the only predictor that predict facilitating

project – based learning skills by 36% is highest educational attainment;

highest educational attainment alone can predict classroom management

skills by 20%.

4. An enhancement program for 21st century teaching skills has been

developed.

Conclusion

Based on the findings, the following conclusion were drawn:

1. Majority of the Multigrade teachers in Division of Tayabas City are in their

twenties, single, bachelor’s degree as their highest educational attainment,

and are still in the initial stage of their teaching careers.

2. Most of the multigrade class teachers of the Division of Tayabas City

perceived themselves as skilled teachers in terms of planning standard

based- instruction, and facilitating project- based learning. However, they

need enough trainings on designing standard- based assessment, and

classroom management.

3. Highest educational attainment influence the 21st century teaching skills of

multigrade class teachers.

4. The developed enhancement program for multigrade class teachers is ready

for test of its effectiveness.

Recommendations

In the light of findings and conclusions, the following recommendations are

therefore offered:
 73

1. The multigrade class teachers may improve their 21 st century teaching

skills through trainings and continuous earning of units from graduate

schools.

2. Further improvement of the developed enhancement program may be

considered and adopted.

3. The proposed enhancement program may be considered for an initial

implementation and adoption by other teachers.

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APPENDICES
 APPENDIX A
COMMUNICATION

Republic of the Philippines

Southern Luzon State University
GRADUATE SCHOOL
Lucban, Quezon

August 3, 2016
CATHERINE P. TALAVERA, Ph.D
Schools Division Superintendent
Tayabas City Division
Tayabas City

Madam:

I have the honor to request permission to conduct research study in Tayabas City
Division. This is in connection with my research study entitled “21ST CENTURY
TEACHING SKILLS OF MULTIGRADE ELEMENTARY TEACHERS: AN
ENHANCEMENT PROGRAM”, as required for the completion of the degree,
Master of Arts in Education (Elem.) at Southern Luzon State University, Lucban,
Quezon.

For this very great favor, let me express my deepest gratitude and appreciation.

Very truly yours,

(SGD.) WALTER R. PAGANA

Student-Researcher

Noted:

(SGD.) Dr. AILEEN V. ELARCO

Research Adviser

Approved:

(SGD.) Dr. CATHERINE TALAVERA

Schools Division Superintendent,
City Division of Tayabas
 Appendix B
INSTRUMENTS

QUESTIONNAIRE ON 21ST CENTURY TEACHING SKILLS OF

MULTIGRADE ELEMENTARY TEACHERS

Republic of the Philippines

Southern Luzon State University
GRADUATE, SCHOOL
Lucban, Quezon

Questionnaire for TEACHERS’ 21ST CENTURY TEACHING SKILLS Adopted

and Modified from (National Research Center for Career and Technical
Education 2011)
Authors: Gene Bottoms, Heather Sass and Southern Regional Education Board
(SREB)
QUESTIONNAIRE
Instructions: Kindly put a check (/) on the box that corresponds to your answer.
Rest assure that your response will be kept in confidentiality and only serve for
educational purpose. Your participation will be much appreciated.
NAME (Optional):__________________________
AGE: _____________
Civil Status: Single Married Widow/ Widower

Length of Service: __________

Highest Educational Attainment:

Bachelor’s Degree w/ M.A. units Masteral Degree
w/ Ph.D. units Doctoral Degree

Instructions: The following statements represent the 21st century teaching skills
that teachers must possess. Kindly check your responses based on the level of
your agreement to each statement below.
4 – Strongly Agree (SA) 2 – Disagree (D)
3 – Agree (A) 1 – Strongly Disagree (SD)

TEACHERS’ 21ST CENTURY TEACHING SKILLS

PLANNING STANDARD- BASED INSTRUCTION
4 3 2 1
1. I use curriculum guide and learning competencies that are
aligned to national academic and skill standards.
 88
2. I create lesson plan that is aligned to the curriculum guide and
learning competencies.
3. I prepare lesson plan for teaching challenging standards.
4. I participate in collaborative planning with other teachers
5. I use “backward design” (or other framework) for some
planning by considering students’ prior knowledge in relation
to standards, then creating appropriate assessments and
strategies.

DESIGNING STANDARD- BASED ASSESSMENT

1. I develop rubrics in all academic learning areas.
2. I use performance-based assessment.
3. I use multiple form of assessments to determine students’
progress.
4. I use portfolio across the curriculum to showcase students’
works.
5. I give my students opportunity to assess and revise their own
work to meet standards.

FACILITATING PROJECT- BASED LEARNING

1. I explain all tasks to be accomplished and provide detailed
directions on how to develop the project.
2. I give my students opportunity to make connections between
classroom and the real world.
3. I circulate within the classroom in order to answer questions
from students.
4. I use student- centered instructions to motivate and deepen
students’ learning.
5. I engage students in learning knowledge and skills through
extended inquiry process.

MANAGING THE CLASSROOM TO CREATE A CLIMATE OF

PERSONALIZATION AND SUPPORT ( CLASSROOM
MANAGEMENT SKILLS) 4 3 2 1
1. I give remedial instruction to students at-risk and let them
master complex content.
2. I raise expectations for student achievements.
3. I use teaching methods which help motivate students to do a
variety of demanding tasks.
4. I have a system of extra help to improve student achievement.
5. I know how to work with students as a mentor and advisor.
QUESTIONNAIRE TO EVALUATE THE LEVEL OF ACCEPTABILITY OF THE
ENHANCEMENT PROGRAM

Republic of the Philippines

Southern Luzon State University
GRADUATE, SCHOOL
Lucban, Quezon

Name: ___________________________________
Position: __________________________________
General Instruction: Kindly rate and check the acceptability of Enhancement
Program based on the following criteria: (a) authenticity (b) usefulness (c) clarity.
Use the following scale:
Point Score Description Rating Scale
4 Strongly Acceptable SA
3 Acceptable A
2 Not Acceptable NA
1 Strongly Not Acceptable SNA

Statements SA A NA SNA
Authenticity of the Program (4) (3) (2) (1)
1 The program states the idea and concept of 21st
century teaching skills.
2 The program gives information on how to enhance
21st century teaching skills.
3 The program relates to the new trends/ set of
teaching skills for the 21st century.
4 The program’s objectives are aligned to the specific
teaching skills to be developed.
5 The program presents activities/ strategies to
enhance 21st century teaching skills.
Usefulness of the Program
1 The program is helpful to the teachers and school
heads.
2 The program is applicable to the current trends of
education.
3 The program encourages teachers to become more
equipped with the knowledge and skills needed in
the 21st century.
4 The program serves as purposive program to guide
the teachers and school heads on how to enhance
 90
st
21 century teaching skills.
5 The program enlightens teachers to easily
understand their goals and objectives as 21 st century
teachers.
Clarity of the Program
1 The program contains activities and strategies which
are well- explained, well- organized and clear.
2 The program provides comprehensive illustration of
the 21st century teaching skills.
3 The program presents consistency through logical
connection of the activities and strategies to help
facilitate understanding of the 21st century teaching
skills.
4 The program presents well explained methodology.
5 The complexity and coherence of the 21st century
teaching skills in the program are easy to
understand.
 CURRICULUM VITAE

WALTER R. PAGANA
Brgy. Masin, Tayabas City
E-mail Address: [email protected]

PERSONAL PROFILE
Date of Birth January 17, 1991
Place of Birth Tayabas City
Gender Male
Religion Roman Catholic
Civil Status Single
Citizenship Filipino
Address Brgy. Masin, Tayabas City
Name of Parents Emma R. Pagana
Moises Alex Z. Pagana

EDUCATIONAL BACKGROUND
LEVEL EDUCATIONAL INSTITUTION DATE

Tertiary Education Bachelor of Elementary Education 2007- 2011

Major in General Education
Southren Luzon State University
Lucban, Quezon
 92

Secondary Education Luis Palad National High School 2003- 2007

Tayabas City

Elementary Education West Palale Elementary School 1997- 2003

Tayabas Quezon

WORK EXPERIENCE
Public Elementary School Teacher I West Palale Elementary School
2015 to present

Public Elementary School Teacher I Busal Elementary School

2012 - 2015

CIVIL SERVICE ELIGIBILITY

Licensure Examination for Teachers Lucena City
September 25, 2012

AWARDS
Champion Division Sci-Dama Sariaya, Quezon
Competition Teacher’s Category September 24, 2011

3rd Place Regional Sci-Dama Tagaytay City

Competition Teacher’s Category December 12, 2011

MAJOR SEMINARS ATTENDED

September 14-16, 2016 Learning Action Cell on ENSCIMA

For Recipient of School to School
Partnership

September 3-4, 2016 Division Training in Teaching Music for

Elementary and Secondary Teachers
Tayabas East Central School I
 93
Tayabas City Division

June 8-9, 2016 Constructivism as Paradigm

for Teaching and Learning
Luis Palad National High School
Tayabas City Division

June 1-2, 2016 Division Training Workshop on the

Conduct of School- Based Action Research

May 23- 24, 2016 Capability- Building on School

Based Management

April 18-21, 2016 Division Training Workshop on Classroom

Based Assessment under K to 12
Curriculum

March 23, 2016 Division Seminar Workshop on

NCBTS -TSNA

September 3, 2015 Localized and Contextualized Learning

Materials Development
Luis Palad National High School
Tayabas City Division

October 20-22, 2015 Content and Pedagogy

Luis Palad National High School
Tayabas City Division

June 17-18, 2015 Division Training on the Joys of Teaching

Nawawalang Paraiso Resort and Hotel
Tayabas City Division