Pedagogical Competence Of Teachers And Their Remedial Teaching Practices
Type
Thesis
Authors
Category
Publication Year
2019
Pages
106
Abstract
This study determined the pedagogical competence and the remedial teaching practices of Grade 8 teachers which served as the basis for a proposed remedial teaching enhancement plan in Caloocan North.
The study sought answers to the following questions: 1) What is the level of pedagogical competence of teachers as assessed by the teachers themselves and their school heads in terms of teaching skills and knowledge? 2) Is there a significant difference in the assessment of the two groups of respondents on the teachers' pedagogical competence? 3) What is the extent of the remedial teaching practices of the teacher respondents in terms of elicitation, group discussion, and guided discovery? 4) Is there a significant difference in the assessment of the two groups of respondents on the level of remedial teaching practices? 5) Is there a significant relationship between the level of the pedagogical competence and the teacher respondents' remedial teaching practices? 6) What problems and constraints do teachers encounter during the remedial teaching of the core subjects? and 7) How may the findings be utilized for a proposed remedial teaching enhancement plan?
This study utilized the quantitative descriptive research using a survey questionnaire as its data gathering instrument. The respondents of the study were 152 Grade 8 teachers from the four large schools in Caloocan North. The statistical tools employed were weighted mean, ranking, T-test, and Pearson correlation.
The salient findings revealed that the assessment of the school head respondents and the teacher respondents of the pedagogical competence of the teachers themselves in terms of teaching skills and knowledge was both Competent but the school head respondents gave the higher rate of assessment. This implies that during observation, teachers perform better.
The study also revealed that the assessment of pedagogical competence as assessed by the two groups of respondents reflected no significant difference. Therefore, the null hypothesis of the study was rejected.
Also, as assessed by the school head respondents and the teacher respondents themselves, the remedial teaching practices with elicitation, group discussion, and guided discovery as its indicators, both revealed Often results but the school head respondents gave the higher rate of assessment. This implies that teachers use the necessary remedial teaching strategies when observed.
The study found out that the assessment of the remedial teaching practices by the two groups of respondents reflected no significant difference. Hence, the null hypothesis was rejected.
The study further revealed that the test of relationship between the pedagogical competence and remedial teaching competence of the respondents denoted significant relationship. Therefore, the null hypothesis was rejected.
Furthermore, the proposed remedial teaching enhancement plan was based on the findings specifically on teaching skills, knowledge, elicitation, group discussion, guided discovery, and problems and constraints teachers encountered during the remedial teaching.
The study sought answers to the following questions: 1) What is the level of pedagogical competence of teachers as assessed by the teachers themselves and their school heads in terms of teaching skills and knowledge? 2) Is there a significant difference in the assessment of the two groups of respondents on the teachers' pedagogical competence? 3) What is the extent of the remedial teaching practices of the teacher respondents in terms of elicitation, group discussion, and guided discovery? 4) Is there a significant difference in the assessment of the two groups of respondents on the level of remedial teaching practices? 5) Is there a significant relationship between the level of the pedagogical competence and the teacher respondents' remedial teaching practices? 6) What problems and constraints do teachers encounter during the remedial teaching of the core subjects? and 7) How may the findings be utilized for a proposed remedial teaching enhancement plan?
This study utilized the quantitative descriptive research using a survey questionnaire as its data gathering instrument. The respondents of the study were 152 Grade 8 teachers from the four large schools in Caloocan North. The statistical tools employed were weighted mean, ranking, T-test, and Pearson correlation.
The salient findings revealed that the assessment of the school head respondents and the teacher respondents of the pedagogical competence of the teachers themselves in terms of teaching skills and knowledge was both Competent but the school head respondents gave the higher rate of assessment. This implies that during observation, teachers perform better.
The study also revealed that the assessment of pedagogical competence as assessed by the two groups of respondents reflected no significant difference. Therefore, the null hypothesis of the study was rejected.
Also, as assessed by the school head respondents and the teacher respondents themselves, the remedial teaching practices with elicitation, group discussion, and guided discovery as its indicators, both revealed Often results but the school head respondents gave the higher rate of assessment. This implies that teachers use the necessary remedial teaching strategies when observed.
The study found out that the assessment of the remedial teaching practices by the two groups of respondents reflected no significant difference. Hence, the null hypothesis was rejected.
The study further revealed that the test of relationship between the pedagogical competence and remedial teaching competence of the respondents denoted significant relationship. Therefore, the null hypothesis was rejected.
Furthermore, the proposed remedial teaching enhancement plan was based on the findings specifically on teaching skills, knowledge, elicitation, group discussion, guided discovery, and problems and constraints teachers encountered during the remedial teaching.
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