University of the East Ramon Magsaysay Memorial Medical Center 64 Aurora Boulevard, Barangay Doa Imelda, Quezon City,

Philippines 1113 College of Nursing

FACULTY TEACHING QUALITIES AND LEVEL OF STUDENTS SATISFACTION IN SELECTED NURSING SUBJECTS AT UERMMMC COLLEGE OF NURSING

In Partial fulfilment of the requirement For the Degree of Bachelor of Science Major in Nursing

By Group D1

CHAPTER 1 INTRODUCTION

Teaching Quality is the most important school-related factor influencing student achievement (Jennifer King Rice, 2003). Just as people have individual learning styles; teachers have teaching styles that works best for them. It is important to be aware of ones preferences when creating and delivering instruction. Most professors realize that students receive and process information in different ways. Some professors are even capable of identifying how most students learn. However, do the students themselves know how they learn? Even more important, how can students adjust their learning if a professors teaching style does not match their own learning styles? The study aims to help the researchers to be able to explore and gain more knowledge regarding what are the factors that can affect or benefit the professor and the student through the faculty role preparedness. In this way researchers can appreciate more and understand both sides of the students and the professors. And to be able the researchers to know what things that hinder learning and to emphasize the advantages and disadvantages of methods that the professors are using and what are the effective measurements that can increase students learning and understanding including activities where students can explore applications and implications will improve learning. The researchers want to explore on how the faculty members if the preparedness of a faculty can greatly affect the satisfaction of the students.

Learning style as the way each person absorbs, understands, and uses new information (Kathiann M. Kowalski, 2001). The topic that we chose is very significant because we want to know detailed preparations of faculty so that we will be able to identify if these are very helpful for students. There are different teaching strategies that would help the students. Some students do not respond to a specific strategy positively. Facultys behaviors and teaching strategies are also important to identify and be evaluated because the satisfaction of students learning depends on how he/she understands and perceives the lectures and knowledge. We also want to investigate whether these particular preparations are very effective in the students learning through series of survey and statistical analysis. Research has also suggested that teachers should focus on their own self-regulated learning skills because it allows them to more deeply reflect on their own teaching practices, which can lead to increased student performance (Let and Lin 2003; Xiaodong et al., 2005).There are different teaching styles that a teacher can have. Some use the Formal authority in which the instructor feels responsible for providing and controlling the flow of content which the student is to receive and assimilate. Being a Demonstrator or Personal model demonstrates and models what is expected (skills and processes) and then acts as a coach or guide to assist the students in applying the knowledge. This style encourages student participation and utilizes different learning styles. A Facilitator places responsibility on the students to take initiative to achieve results for the various tasks. Students who are independent, active, collaborative grow in this environment. Instructors typically design group activities which require active learning, student-to-student collaboration and problem solving. A Delegator requires students to work independently

or in groups and must be able to effectively work in group situations and manage various interpersonal roles. Most students have a tendency for sensing, visual, and active styles of learning. However, most college courses follow the lecture teaching style that heavily favors the small percentage of students who are intuitive, verbal, reflective, and sequential. We also aim to know what happens when students learning styles do not match professors teaching styles. According to Bracha Kramarski (2012), active involvement in learning, including setting meaningful goals, selecting appropriate and task-specific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. Some people believe that good teachers are born not made and that everything depends on your personality. However, this is to assume that no one can learn to govern certain aspects of personality or improve teaching style. As it has been said, what happens in the classroom depends on teacher's ability to maintain student's interests. Thus, teachers play a vital role in effecting classroom changes. Students are expected to become creative and innovative critical thinkers and problem solvers, with good communication and collaboration skills. In a technologically driven world, they

hopefully will acquire information, media and technological literacy skills, to prepare them for further studies, career and beyond. This topic will help the researchers to know how the faculty prepares to be effective in their teaching. The teachers are the facilitator of learning; they recognize the talents and potentialities of each learner. The excellence of the faculty must not just be

taught, it should be practiced. Teachers must ensure that learners develop a sense of personhood and good manners in relation to others.

Statement of the Problem This study investigates to identify the faculty teaching qualities and level of students satisfaction in selected nursing courses at UERMMMC College of Nursing; it will answer the following questions; 1. What are the demographic profiles of the faculty as to; a) Age b) Gender c) Civil Status d) Years of teaching experience 2. What are the faculty teaching qualities as to: Knowledge a.) Mastery of the subject b.) Organization Planning Skills a) Classroom management

b) Communication c) Teaching skills Attitude a) Time adequacy b) Openness 3. What demographic profile will have significant contribution to level of students satisfaction? 4. How are the faculty teaching qualities related to level of students satisfaction?

Significance of the study This study is significant to nursing services such as: nursing faculty, nursing student, nursing administrator, nursing office, clinical nursing and community health nursing. Those different organizations, administrators and personnel are all combine, giving their full service to provide best care of health. And all those individuals establish and started their learning because of empowerment by the respectful faculty that are dedicated their self to share their knowledge. As we all knew the role of faculty stand as one of the great foundation of knowledge. J. Deleney, A Johnson, T. Johnson & D. Treslan (2010) states that the role of the clinical teacher is by far much greater than that of the educator, the evaluator, or the provider of care alone. Faculties are the bridge of knowledge that directly affect in a way of molding ones personality and characteristics,

therefore studying faculty quality of teaching are be very beneficial in all health care givers because it will give perceptive about concise preview of how does faculty performance affect student/individual satisfaction in terms of three determinants: knowledge, skills and attitude. Effective health care giver start with proper quality of teaching therefore studying and evaluating those three determinants of faculty quality of teaching will enhance awareness and stress the existence of effective performance to manage different organization, institutions, and administration, of nursing services in attending special training which are essential to give much and better outcome in terms of health care, by then individuals will improve their competency and proficiency in their duty.

This study could help improve the nursing practice by serving as a related body of knowledge. It will be very beneficial to student nurses because through this, the student may enhance awareness about the extent of preparation that the faculty required to meet the needs of their student, which by then assisted student to stimulate their learning motivation to be participative curriculum activities and obligation. Also this study might give deeper understanding about the nursing course concepts in which may enhanced the student to prepare his/her self about appropriate academic ability to do collegiate work.

This study is significant nursing research in order to improve teacher and teaching quality, teachers must change or gain new knowledge, skills, and dispositions. Effective professional development for improving teacher effectiveness encompasses long-term commitment, reflective practice and collaboration in order to change teaching practices (McDondald, 2009; Stronge, 2002). Nurses, the largest of the health care professional

groups, spend the most direct time with patients; thus, their role in health outcomes is critical. This field is attracting increasing interest from researchers and policymakers. Engaging in research activities does not always result in the development of practice, however, there appears to be a link between practice development and critical thinking (Yost, Vogel, & Rosenberg, 2009).This professional development model allows for teachers to engage in active reflection and discussion of teaching practices with colleagues.

Scope and Limitations The extent of our research will focus on the faculty teaching qualities and its significance to level of students satisfaction. This study will include all 3rd year regular students enrolled in Bachelor of Science in nursing school year 2012-2013 with at least 2 years residency and with a total average grade in NCM 103, 104, 105 and Electives 1 of 2.5 and above for the evaluation of students learning satisfaction and evaluation of their academic performances during 1st semester and 2nd semester of the same school year. This study will only include all 3rd yr nursing faculty school year 2012-2013 of NCM 103, 104 and 105 and Electives 1. This study is only limited and make available to the faculty and students of 3rdyr nursing course of UERM.

Conceptual Framework 1. Adaptation Model by Sister Callista Roy a conceptual model of nursing, formulated by Sister Callista

Roy, concerned with problems of adaptation to the changing environment ( Miller Keanne, 2003). It focuses on the response of a particular individual to external or internal stimuli. It also talks about how an individual cope with his/her surroundings and how he/she will be able to adapt to it. One of its concepts is role function mode which means the need to know who one is in relation to others so that one can act. Adaptation is the process and outcome of individuals and groups who use conscious awareness, self reflection and choice to create human and environmental integration

2. Self-Efficacy Theory by Alberto Bandura -it is based on persons expectations relative to a specific course of action (Bandura, 1997). This theory focuses on four principal sources of information. One of these principal sources is performance accomplishments evidenced in self-mastery of similarly expected behaviours which is induced to the learners in the form of selfinstructed performance and performance exposure. Self- mastery and performance in the form of organizational planning are skills that one can be nurture and develop through continuous exposure of self to situations demanding such abilities. The use of selfefficacy theory for the nurse as educator is particularly relevant in developing educational programs (Bastable, 2008). It is believed that an individuals participation to educational programs will be manifested by the persons behaviour towards it.

3. Social Cognitive Theory by Alberto Bandura - The social cognitive theory explains how people acquire and maintain certain behavioral patterns, while also providing the basis for intervention strategies (Bandura, 1997). Behaviors can be affected by the persons personality in a given environment. These behaviors will further result to unique attitudes to each individual. The three factors environment, people and behavior are constantly influencing each other. When people acquired something from others, he or she was able to acquire knowledge and ideas which can be beneficial to him/her. Behavior is not simply the result of the environment and the person, just as the environment is not simply the result of the person and behavior (Glanz et al, 2002). Here are the different concepts, came from 3 different theories, that will be used in our research. Environment is factor physically external to the person. Situation which is a perception of the environment; correct misperceptions and promote healthful forms. Behavioural capabilities are knowledge and skill to perform a given behavior; promote mastery learning through skills training. Self-efficacy: The persons confidence in performing a particular behavior. Role Function mode

Theoretical Framework

Faculty Teaching Qualities Level a. Knowledge b. Skill c. Attitude Of Students Satisfaction

Demographic Profile Age Gender Civil Status Years of teaching Experience

Research Hypotheses H1: There is a significant relationship between faculty teaching qualities and level of students satisfaction H0: There is no significant relationship between faculty teaching qualities and level of students satisfaction

Operational Definitions 1. Faculty Teaching Qualities-characteristics of a faculty for teaching students especially related to knowledge, skills, and attitude for effective teaching to the student. In knowledge, faculty has knowledge and active for the subject matter they are teaching. They keep interesting the subject and prepared to answer questions of their students. In skills, faculty teaching styles to get attention of their students. Discipline skills to promote good behaviors of the students. Good sense of humor to hold the students interest In attitude, faculty has a quality of being open to students criticisms and advices. Has adequate time to entertain students queries. 2. Level of student satisfaction-the increase or decrease contentment of the student base on the teaching qualities of the faculty or their demographic profile.

CHAPTER 2 Review of Related Literature

Effective teachers are viewed as experts in classroom management. Classroom management includes noninstructional personal interactions that happens within the classroom environment. Therefore, relationships can be formed where a teacher respects students as well as manages the classroom effectively. Daniels (1996) suggested including instructional groups (as well as materials and supplies), managing student behavior and organizing physical space all function as important factors in classroom management. The classroom management can affect faculty. This factors can affect the effective teachings of the faculties like it must clean the classroom, pick up papers on the floor, arranged the chair, and alphabetical arrangement. This management can help faculty to make easier interaction to the student and learned. Faculty are already feeling the pressure to lecture, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies appropriately. It has long been recognized that not all young people learn in the same way, and that not all students in a class receive the information that is given to them in the same way. Much of a teacher's success in the classroom is hinged on their use of teaching strategies and how they implement instructions, how they teach, how they communicate, and how they deliver information, how they communicate data to students.

Teachers employ different strategies to control disruptive behaviors in the classroom. Controlling behavior in the classroom as a way to enhance learning is viewed as a priority for teachers in the education community. As Stated by Lewis, Romi, Qui and Katz (2005) this is important to a faculty to have strategies to control student disruptive behavior in the classroom in good ways. Faculties must have strategies to remind to remind about the consequences of doing inappropriate behaviours. A variety of teaching strategies can be used to provoke active learning especially in students. According to Tarrant et. al (2007), the goal of educators should be to "Prepare students to become competent clinicians, clinical thinkers, critical thinkers, problem-solvers and collaborators, team players, self-directed learners and effective communicators. The majority of studies within this article originate from nursing techniques. A nursing faculty can start by identifying appropriate questioning techniques, employing self-directed learning, applying concept maps, and adding problem-based learning and case-based instruction to current teaching methods. Active learning is essential to help students develop critical thinking and problem solving abilities. Active learning helps promote critical thinking and problem-solving abilities. Characteristics of active learning include student involvement through more than just listening, emphasis on developing cognitive skills, student engagement in activities such as reading, writing and discussion, and a greater emphasis on exploration of a students own attitudes and values. Active learning methods help students move away from being spoon-fed facts and figures to developing concepts, understanding principles and applying knowledge in clinical work. These methods leave students with a greater level of knowledge and better learning skills. Every student has different method of understanding. For some they are

good in audio-visual and for some they are only good in visual. Learning means students will take greater responsibility for their own learning and become more involved in the educational process. Strategic planning can be thought of as a thorough formalized process encompassing great effort at all levels of an organization to come up with essential short and long term decisions and policies and recommended actions that will help direct organization towards a stated vision, goal, and objective which may include shareholder appreciation, stakeholder and employee satisfaction, while encompassing financial

objectives, moral, and ethical considerations in the decision making process (Bryson 2010).Therefore organization planning have a process that is useful for a system. Strategic planning process is a key factor in the success of the plan implementation that can determines possible effect for a system like policies, goal, objective, ethical consideration and decision making. Faculty has a plan to manage the students in terms o policies, subjects, behavior, goal, and objectives. To be successful an organization must implement a process of implementation that includes monitoring of key objectives and perceptions of the plan through measurable means that can be readily reviewed and discussed (Anthell & Spinelli, 2011). The process is meant to encourage and groom strategic thinking processes while working towards key company goals and visions by encouraging effective strategic management (Bryson, 2010).Organization planning have already a plan to determine the objective and perception to easily read and discussed of a system. In this planning they have effective strategic management to easily reviewed and discussed like evaluation, and expectations of the student.

The plan of a faculty can influence both internal and external of the student. Internal factors, behavior, attitude and knowledge of the student. The external factors are the use of technology/materials to promote and maximizing the benefit of the organization. Policies that can help provide direction and instructions. Financial needs resources to promote the effectiveness of an organization planning. Strategic planning should have four specific elements including ensuring the plan starts out correctly, a focus on understanding ,shareholder concerns through specific dialogue, short term benefits of the plan coupled with discussion regarding long term benefits for all involved (Eckel & Witmer, 2010). Students will gain more knowledge, retain more information, and perform far better when teaching styles match learning styles (Lage, Platt, & Treglia, 2000). However, it is recognized that it is difficult to match with every learning style and therefore, a portfolio of teaching styles is recommended (Moallem, 2001). According to Daniel C. Moos and Alyssa Ringdal (2012) Aside from personal variables, the context can assume a particularly powerful role in how students approach the learning process and further develop their learning skills. In developing students understanding to learn important concepts, teachers may use variety of teaching strategies that would work best for her/his students. Therefore it is important to take into consideration student's needs and interest so as to focus instruction that is applicable to different group of students with different levels. It is widely accepted that teaching quality is a key determinant of successful schooling, as suggested by the McKinsey Report (2007). Faculty should endeavour their

role to provide variety in the manner in which they teach, rather than the same, predictable, albeit comfortable method of telling rather than teaching as Bradshaw and Lowenstein stated. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. It has long been recognized that not all young people learn in the same way, and that not all students in a class receive the information that is given to them in the same way. Much of a teacher's success in the classroom is hinged on their use of teaching strategies, or to put it another way, their approach to their teaching, how they implement instructions, how they teach, how they communicate, and how they deliver information, how they communicate data to students. Others have argued that teachers need to be self-regulated learners themselves due to ever-changing curricular revisions, which require innovation and adaptability (M. Delfino, G. Dettori, and D. Persico,2010) The educators should be developing strategies that enrich student learning to develop that values innovative teaching and learning, quality faculty development is the cornerstone to educational excellence. Teacher interchange is essential for efficient everyday school operation. The faculty meeting may well serve as a tool to improve school communication and relationships. In that way they can share their insights on what can be the different strategies they can use so that the students can learn more. Effective professional development changes teachers values, beliefs, and practices in order to positively impact student learning (McDonald, 2009; Desimone, Smith, & Ueno, 2006). Educators use teaching strategies that are designed to

accommodate a variety of learning styles, connect students to the real world, and encourage a love of learning. Some of the most creative teaching strategies are quickly replacing the typical didactic learning method most of us have grown up with. Teachers are more likely to integrate student-centered activities in their instruction planning if they believe their students have the capacity to be active participants in their own learning. Yet, teachers did not have to serve as entertainers to gain the attention of the classroom. Each of us has their own way in learning and different styles should be developed and carried out by the educators. In any classroom there is a wide range of learners and a wide range of learner needs that teachers take into account in their planning, teaching and assessing. Faculty should become aware of their approaches to learning and how these approaches enhance or hinder the learning of others. Students will gain more knowledge, retain more information, and perform far better when teaching styles match learning styles (Lage, Platt, & Treglia, 2000). However, it is recognized that it is difficult to match with every learning style and therefore, a portfolio of teaching styles is recommended (Moallem, 2001). Students are more willing to participate and offer meaningful feedback when they believe their input is being considered and incorporated by their. Students would like to see more specific items related to teaching effectiveness on student evaluation of teaching instruments. In participation of student in evaluation of the faculty is important because it can help or guide to a faculty in improving strengthens and weaknesses (Sojka & Deeter-Schmetz, 2002; Chen & Hoshower, 2003). Student is more interested in giving feedback if the faculties will show the improvement and recognized the student for their achievement.

Some of the subjectivity in the evaluation process results from students rating areas of teaching effectiveness that they are unable to access, which they identify as, 1) the goals, content, and organization of course design; 2) methods and materials used in delivery; and 3) evaluation of student work, including grading practices (Cohen, 1980; Cashin, 1989; McKeachie, 1997; 2006; Bain, 2004).Therefore, we can use these processes to make a systematic way in delivering the information to a student by the use of strategies and materials and evaluation tools for test their learning and performances especially in academic. Anything that widens the context of the teacher's performance, whether it extends his mastery of related subject matter or, rather his grasp of the social and philosophical dimensions of his work has a potential contribution to make to his training. (Scheffler,1973, pp. 89, 92). To engage and help students develop their minds, teachers must themselves be well-educated. They must master the subject of what they will be teaching the students. Every subject matter field, although continually changing and growing, includes specific information, ideas, and topics to be known. A teacher needs passion and patience, but more than anything else she needs to know what shes talking about. Beers (1988) argues that while epistemological issues are rarely made explicit in classrooms, they are implicitly represented in the organization and content of curriculum, in the interaction between teachers and students, and in the nature of classroom activity and discourse. Whether or not such understandings are explicit goals of instruction, students develop ideas about the subjects they are studying. According to Huse and Bowditch (1973), an organization is effective and efficient when it has the ability to be

integrated and to consider three different perspectives simultaneously: structural design, flow and human factors. The issues critical to knowledge may vary. Just as it would be a mistake to fail an intellectually capable child due to underdeveloped organizational skills, it would be a failure of the school system not supporting and training good teachers to develop their organizational skills. Communication serves as the basis for control and coordination in organizations; it also provides information essential to effective completion of the organizational mission (Poole, 1978, p. 493). Communication allows us to express ourselves and to have our needs met, it affects the way in which we form our relationships, negotiate the classroom, get through interviews, hold down a job and interact with our families. Teachers' subject matter knowledge may also be affected by the attitudes and expectations that their students bring to the classroom. if teachers face learners who rebel against uncertain or complex intellectual tasks, they may feel pulled to simplify content, to emphasize algorithms and facts over concepts and alternatives (Cohen, in press; Cusick, 1983; Powell, Farrar, and Cohen, 1985). Teachers' capacity to increase, deepen, or change their understanding of their subject matter for teaching depends on the personal understandings of the subject matter they bring with them to the classroom (e.g., Wilson and Wineburg, 1988). Motivating ones students and being warm and personable were primary characteristics of good teachers (Holt-Reynolds, 1992, Collins, Selinger, & Pratt, 2003);

CHAPTER 3 Methodology

Research Design The study focuses on the faculty teaching qualities and level of students satisfaction. This study will utilize are descriptive, comparative quantitative design. The researchers will use descriptive research design by providing survey evaluation questionnaires to the Nursing Student of 3rd year at UERM 2012-2013 focusing on conditions and situations about the demographic profile and teaching qualities of Nursing Faculty of 3rd year at UERM school year 2012-2013 and correlate the results to simply describe and determine its relationship to student learning satisfaction. Descriptive research is a study wherein the purpose is to observe, describe, and document aspects of situation while the descriptive research is to describe relationships among variables rather than to infer cause-and-effect relationships (Polit and Beck, 2008). The study employs non-experimental research because it involves vast characteristic of the faculty in terms of skills, knowledge and attitude which are human characteristic that cant be manipulated. Non-experimental research when researchers do not intervene by manipulating the independent variable by Polit and Beck (2008) states Quantitative study is a kind of numeric information that results from some type of formal measurement and that is analyzed with statistical

procedure. Therefore, survey questionnaires use and collected d by the researchers will evaluate and analyze through the use of measurement of statistical tools.

Sample and Sampling The participants of the research study came from the third year faculty and students of the University of the East Ramon Magsaysay Memorial Medical Center Incorporated, College of Nursing. The populations are composed of all third year Nursing Courses faculty with Masters Degree from third year first semester to second semester and all third year regular enrolled students that are at least 2 years student in UERMMC with a grade of 2.5 and above in Nursing Care Management 103, 104 and 105 of school year 2012-2013. In this study, Random Sampling and Slovins Formula will be used. From the population Slovin's formula allows a researcher to sample the population with a desired degree of accuracy. It will give the researcher an idea of how large sample size needs to be to ensure a reasonable accuracy of results. Slovin's formula is used when nothing about the behaviour of a population is known at all. Then, Random sampling includes choosing subjects from a population through unpredictable means. In its simplest form, all participants will have an equal chance of being selected out of the population being researched. Fishbowl technique will be used that pieces of papers with students name will be placed in a box and the researchers will randomly pick from it.

Setting The research study will take place at the University of the East Ramon Magsaysay Memorial Medical Center Incorporated, College of Nursing. It is located at Aurora Boulevard, Quezon City Philippines. The College of Nursing is granted as one of the Philippines Center of Excellence in terms of Nursing Education. In relation to data collection, the students will be accessed only in the premises of the UERMMMCI classrooms.

Data Gathering Instrument The participants of the research study came from the third year faculty and regular students of the University of the East Ramon Magsaysay Memorial Medical Center Incorporated, College of Nursing. The participants comprised all third year faculty with Masters Degree from third year first semester and second semester of 2012-2013. The method of collecting data used in this quantitative study is descriptive method. This will help the researchers look for the factors that can affect and benefit the professors and the students focusing on faculty strategies and students satisfaction. The research instrument used to collect data is evaluation-survey questionnaire since this is faster and easier to use in terms of gathering data. We will be using faculty evaluation tool and student satisfaction tool. This study will be using an adopted tool developed by Dr. Herbert W. Marsh entitled Student Evaluation of Educational Quality (SEEQ). This tool will be revised by choosing only selected items which are favorable to the study. There are 5 categories: (1) Mastery of Subject, (2) Teaching Skills, (3) Organization; (4)

Communication (5) Attitude. All of the categories has 4 questions each for a total of 20 questions all-in-all and are rated using 5-point likert scale (Very Poor, Poor, Moderate, Good, Very Good). Next is the level of satisfaction tool. This study will be using an adopted tool developed by Dr. Herbert W. Marsh entitled Student Evaluation of Educational Quality (SEEQ). This tool will also be used to determine the levels of student satisfaction.There are 5 categories: (1) Mastery of Subject, (2) Teaching Skills, (3) Organization; (4) Communication (5) Attitude. All of the categories has 4 questions each for a total of 20 questions all-in-all and are rated using 5-point likert scale (Very Poor, Poor, Moderate, Good, Very Good). Under which are the necessary information for the study. The questionnaire is organized which has well-established reliability and validity in congruence to the study of the student researchers. Moreover, it would not be informal and irrational to use a modified questionnaire for this study. The researchers have taken the questionnaires with strict confidentiality and privacy, since respondents were not obliged to write their names on the questionnaire.

Statistical Treatment of Data Tally Gender Male Female Frequency Percentage (%)

Civil Status Single Married

Tally

Frequency

Percentage (%)

Age

Tally

Frequency

Percentage (%)

Years of Teaching Experience

Tally

Frequency

Percentage (%)

SEEQ Tool Average Likert Scale CATEGORY 1. Learning (Mastery of Subjects) 2. Enthusiasm (Teaching Skills) 3. Organization 4. Group Interaction (Communication) 5. Individual Rapport (Attitude) TOTAL PER CATEGORY: AVERAGE Likert Scale:

Level of Satisfaction average Likert scale of independent variables Likert Scale 5 4 3 2 1 N= 100% Independent variable Percentage frequencies

2.

T-Test is

any statistical

hypothesis

test in

which

the test

statistic follows

a Student's t distribution if the null hypothesis is supported. It can be used to determine if two sets of data are significantly different from each other, and is most commonly applied when the test statistic would follow a normal distribution if the value of a scaling term in the test statistic were known. T-Test formula

4. Pearson Product Moment Correlation will be use for determine the relation of two variables. The sign of (+),(-) of interpretation. If positive the variable increases and negative the variable decreases.It determine in they have increases or decreases of level of satisfaction. Pearson R:

Chapter 4 Interpretations and Analysis of Data The researchers used the frequency distribution table for demographic profile, independent variables and evaluation tool scores for interpretations and analysis. The researchers used percentage frequency for demographic profile, faculty teaching qualities to identify their significance to the study. They also use t-test and Pearson R to show the relationship of faculty teaching qualities and level of student satisfaction

Statement of the Problem 1: What are the demographic profiles of the faculty as to;
Table 1.1 Age of the Faculty

Age 58-88 28-57

Tally II IIII

Frequency 2 4

Percentage (%) 33.33% 66.67%

The table 1.1 shows the age range of the respondents. Majority 66.67% of the respondents belong to the 28-57 age range. While the 58-88 age range comprises 33.33% of the total respondents. According to Vicky RN the average age of academic nurse educators in the u.s. is 55.5 years. Meanwhile, the average age at which nurse faculty members retire is 62.5 years. it is not surprising, therefore, that at least 40% of currently-practicing nursing instructors are projected to retire within the next 10 years. When this aging faculty soon retires en

masse, who will be there to replace them to teach the next generation of nurses? Where are the younger educators who should be waiting in the wings and coming up through the ranks of academia? Younger teachers may also have the advantage of having most recently had access to the newest pedagogy and pedagogical methods. Although, good teachers, no matter what their age is, take it upon themselves to stay current on

methodology. Nurse educators should model enthusiasm and excellence in teaching, as well as caring professional involvement with students. In doing so, they present nursing education as an attractive career option to nursing students. Nurse faculty should seek out nursing students who show a propensity for teaching and encourage them to pursue a career in nursing education. They should offer to mentor aspiring young nurse educators as they choose to pursue this career goal. Nursing instructors should ask staff nurses who like to teach students on the clinical unit if they would like to lead a clinical group as an adjunct clinical nursing instructor.

Table 1.2 Gender of the Faculty

Tally Gender Male Female II IIII

Frequency

Percentage (%)

2 4

33.33% 66.67%

Table 1.2 shows that out of the 6 respondents surveyed, 33.33%are males while 66.67%are females which mean majority of the total sample population are females.

According to Thomas Dee, that gender matters when it comes to learning. Specifically, as he describes it, having a teacher of the opposite sex hurts a student's academic progress. Dee also contends that gender influences attitudes. The study found switching up teachers actually could narrow achievement gaps between boys and girls, but one gender would gain at the expense of the other. For example, with a female teacher, boys were more likely to be seen as disruptive. Girls were less likely to be considered inattentive or disorderly. In a class taught by a man, girls were more likely to say the subject was not useful for their future. They were less likely to look forward to the class or to ask questions. According to Reg Weaver, students success cannot be narrowed to the gender of the teacher. Experienced teachers, good textbooks, smaller class sizes and modern equipment all influence how boys and girls do in class.

Table 1.3 Civil Status of the Faculty

Civil Status Single Married II

Tally

Frequency 2 4

Percentage (%) 33.33% 66.67%

IIII

Table 1.3 presents the civil status of the respondents. The table shows that majority of the respondents are married while the minority are single 33.33%are single and 66.67% married. Marie Brown (2011) Effectiveness of Teachers by Neans of Their Marital Status

According to Solomon Gomez, major findings of the study showed that the teachers in the initial ages are less satisfied than the teachers having age 45 years and above. And unmarried teachers are more satisfied as compared to married teachers. This study probes how much satisfied are the university teachers by looking at a specific aspects like age and marital status, with the satisfaction level of the teachers.

Table 1.4 Years of teaching experience of the Faculty

Years of Teaching Experience

Tally

Frequency

Percentage (%)

20-35 5-19

II IIII

2 4

33.33% 66.67%

Table 1.4 shows the frequency and percentage distribution of the respondents according to their length of service in the school. Out of the 6 total population, 4 have served 5-19 years in the school (66.67%) while 2 (33.33%) have served 20-35 years.

In the study reported in this chapter we explore the significance of the experience of the teacher in realizing appropriate relationships with students. We compare teacher-student relationship in different stages of the teaching career. Most successful schools have a healthy combination of experienced teachers and new teachers (Brekelmans et al. , 2002). The experienced teachers give the schools stability and serve as mentors to the new

teachers. The new teachers bring fresh ideas and enthusiasm. Experience is certainly important but interestingly enough some studies have shown that the benefits of experience become evident after just a few years of teaching and seem to peak at four or five years. In other words, teachers don't necessarily become more effective the longer they remain in the classroom. Teachers who have advanced degrees have shown a commitment to advancing their own learning, and are generally paid more for having an advanced degree. Some studies have shown that a teacher having an advanced degree does not have any significant effect on student achievement gains.

State of the Problem 2: What are the faculty teaching qualities as to

Legends: 5- Very Good 4- Good 3- Moderate 2- Poor 1- Very Poor

Table 2.1 SEEQ Tool Average Likert Scale TOTAL PER CATEGORY: 6. Learning (Mastery of 678/215 Subjects) 7. Enthusiasm 665/215 (Teaching Skills) CATEGORY AVERAGE Likert Scale: 3 ( Moderate ) 3 ( Moderate )

8. Organization 699/215 9. Group Interaction 688/215 (Communication) 10. Individual Rapport 667/215 (Attitude) = 3397

3 ( Moderate ) 3 ( Moderate ) 3 ( Moderate )

Level of Students Satisfaction

Knowledge Table 2.2: Mastery of the subject Likert Scale 5 4 3 2 1 Mastery of the Subject 25 74 66 11 0 N=176 Percentage frequencies 14.20% 42.05% 37.5% 6.25% 0% 100%

Table 2.2 Under the mastery of the subject, most students answered that the faculty has a good mastery of the subject which resulted to 25 (42.05%).this shows that most professors has a good mastery of the subject. It is relevant because the mastery helps the students to engage and develop their minds. Teachers must critically understand from a set of ideas to a piece of content. Then 66 (37.5%) said that the teachers have moderate teaching qualities. A teacher who has more knowledge about the subject were

able to make more connections to higher order principles and unifying disciplinary concepts within their area of specialization. next is 25 (14.20%) answered that the teachers have a very good mastery.11 ( 6.25 %) of the respondents said that faculty has poor mastery of the subject. The least scale that contributes is very poor that got 0 (0). Such understanding of the subject matter is a precondition for students to come to understand their subject matter in a new way for teaching. A teacher needs passion and patience, but more than anything else she needs to know what shes talking about. Anything that widens the context of the teacher's performance, whether it extends his mastery of related subject matter or, rather his grasp of the social and philosophical dimensions of his work has a potential contribution to make to his training. (Scheffler,1973, pp. 89, 92).

Table 2.3: Organization Planning Classroom management Likert Scale 5 4 3 2 1 Organization 15 73 68 14 0 N=170 Percentage frequencies 8.82 42.94 40 8.24 0 100%

Table 2.3 Under the Organization, most students answered that the faculty has a good organization which resulted to 73 (42.94%).this shows that most professors

has a good organization, which is not far from the result of 68(40%) that shows moderate organization of the professors. There is also a small difference between 15(8.82%) very good organization and 14 (8.24%) poor organization. It shows that there are really different views from student about the organization of the professor. The issues critical to knowledge may vary. Therefore organization planning has a process that is useful for a system. Organization planning has already a plan to determine the objective and perception to easily read and discussed of a system. The achievements of an organization are the results of the combined effort of each individual. Beers (1988) argues that while epistemological issues are rarely made explicit in classrooms, they are implicitly represented in the organization and content of curriculum, in the interaction between teachers and students, and in the nature of classroom activity and discourse.

Table 2.4 Communication Likert Scale 5 4 3 2 1 Communication 14 78 59 16 1 N=168 Percentage frequencies 8.33% 46.43% 35.12% 9.52% 0.6% 100%

Table 2.4 shows 78(46.43%) of the respondents chose that teachers have good communication skills. 59 (35.12%) responded moderate communication skills. A small

difference is between the 14 (8.33%) very good communication skills and 16( 9.52%) poor communication skills. However, there is a sizeable group of people, 1 (0.6%) reveals that there is difficulty in communication. In order to have beneficial conversations at these meetings, attendees must be able to establish common ground. . Communication allows us to express ourselves and to have our needs met, it affects the way in which we form our relationships, negotiate the classroom, get through interviews, hold down a job and interact with our families. Communication serves as the basis for control and coordination in organizations. In the category communication, most students answered that the professors has a good communication skills. Thus, teachers play a vital role in effecting classroom changes. Students are expected to become creative and innovative critical thinkers and problem solvers, with good communication and collaboration skills. It shows that the learning in class is a process that encourages the teacher and the student to share their ideas and knowledge.

Table 2.4 Teaching skills Likert Scale 5 4 3 2 1 Teaching Skills 11 93 58 14 0 N=176 Percentage frequencies 6.25% 52.84% 32.95% 7.96% 0 100%

Table 2.5 shows that under the teaching skills category, 93 (52.84%) revealed that the teaching skills of the professors are very good. It is relevant to the students learning since professors frequently use this behaviour which also helps the students. Next would be moderate teaching quality 58 (32.95%). Faculty should endeavour to provide variety in the manner in which they teach, rather than the same, predictable, albeit comfortable method of telling rather than teaching as Bradshaw and Lowenstein stated. There is a small difference between 11 (6.25%) that shows very good teaching quality and 14 (7.96%) poor teaching quality. It has long been recognized that not all young people learn in the same way, and that not all students in a class receive the information that is given to them in the same way. For an effective effort by the school system, it is important to know if an educator is capable and willing to change and learn these new skills. In developing students understanding to learn important concepts, teachers may use variety of teaching strategies that would work best for her/his students. According to Daniel C. Moos and Alyssa Ringdal (2012) Aside from personal variables, the context can assume a particularly powerful role in how students approach the learning process and further develop their learning skills.

Table 2.6 Attitude Likert Scale 5 4 3 Attitude 11 70 63 Percentage frequencies 6.6% 41.9% 37.7%

2 1

23 0 N=167

13.8% 0% 100%

Table 2.6 shows that 70 (41.9%) shows that most of the faculty has a good attitude. Motivating ones students and being warm and personable were primary characteristics of good teachers (Holt-Reynolds, 1992, Collins, Selinger, & Pratt, 2003); Maintaining the attention and interest of students is an effective teaching. Next shows 63 (37.7%) answered that professors has a moderate attitude. A 23 (13.8%) shows poor attitude about the professors. There are 11 (6.6%) that reveal a very good attitude. While there none who answered very poor attitude. Teachers' subject matter knowledge may also be affected by the attitudes and expectations that their students bring to the classroom. A competent person must have the capacity to sense and recognize a situation, the tendency to act in a controlled and predictable manner and an ability to be consistent in acting in a manner relevant to the situation.

Statement of the Problem 4: How are the faculty teaching qualities related to level of students satisfaction? Table 2.7 Frequency Distribution of SEEQ Scores Class Limit 56-73 74-91 Frequency Midpoint (Xm) 9 32 65 83 F (Xm) 585 2656 F (Xm)2 38025 220,448

92-104 N= 43

2 43

101

202 F(Xm)=3443

20402 278,875

Hypothesized Mean = X =

=3443/43= 80

Standard Deviation

s.d.=

= (43)(278825)-(3443)2= (43)(43-1)

=8.72

Sample Mean X=

= 3397/43 = 79

T-Test Step 1: Ho= 80; H1 80 Step 2: = .10 Step 3: z= -1.65 and + 1.65 since the test is two-tailed Step 4: Reject H0 if -1.65 < z >1.65 Step 5: Compute for the test statistics Z= 79 80 = -1/1.31= -.76 8.72/

Step 6: The test statistic z= -.76 is greater than critical value= -1.65 and it falls in the acceptance region in the left tail. Therefore, there is not enough evidence to reject H0

Pearson R Correlation Coefficient

Respondents 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Pearson R Correlation Coefficient X (score) Y (score) 5,625 75 76 5,929 77 81 7,744 88 71 7,056 84 80 5,184 72 66 7,921 89 70 5,625 75 89 8,464 92 68 5,476 74 68 7,396 86 69 6,724 82 68 6,889 83 51 5,776 76 55 7,569 87 67 6,889 83 60 4,225 65 56 3,844 62 88 7,744 88 72 5,329 73 76 3,136 56 57 7,921 89 68 6,084 78 65 5,329 73 46 5,041 71 82 5,776 76 81 6,241 79 48 6,241 79 43 7,744 88 72 7,569 87 80 3,481 59 79 6,084 78 76 5,776 76 69 7,744 88 88

( )( )
5,776 6,561 5,041 6,400 4,356 4,900 7,921 4,624 4,624 4,761 4,624 2,601 3,025 4,489 3,600 3,136 7,744 5,184 5,776 3,249 4,624 4,225 2,116 6,724 6,561 2,304 1,849 5,184 6,400 6,241 5,776 4,761 7,744 5,700 6,237 6,248 6,720 4,752 6,230 6,675 6,256 5,032 5,934 5,576 4,233 4,180 5,829 4,980 3,640 5,456 6,336 5,548 3,192 6,052 5,070 3,358 5,822 6,156 3,792 3,397 6,336 6,960 4,661 5,948 5,244 7,744

34 35 36 37 38 39 40 41 42 43 TOTAL

80 84 79 82 81 78 93 80 79 73 :3,397

85 72 73 77 71 73 80 41 71 61

6,400 7,056 6,241 6,724 6,561 6,084 8,649 6,400 6,241 5,329

7,225 5,184 5,329 5,929 5,041 5,329 6,400 2,209 5,041 3,721

6,048 6,048 5,767 6,314 6,237 5,694 7,440 3,280 5,609 4,453

:2,989

:251,027

:214,309

Xy:248,732

Computation: r=248,732-(3397) (2989)/43 51027-(3397)*2 n r=248,732-(3397) (2989)/43 51027-15539609 43 r=248,732-236131 51027-268363 -199376.37 -8573184 43 n -(2989)*2

r=12601 4932.63 =258872073.68 =16089.50

r=12601 16089.50 r=.78318 Interpretation: A resulting r value of 0.78318 indicates a very strong relationship between two variables. Based on the results of the faculty teaching qualities have a relationship to the level of satisfaction of student. The x score is the independent variables and the y score is dependent variable that the demographic profile of faculty such as age, gender, civil status and year of experience can correlate to get high level satisfaction of student.
Faculty satisfaction is positively influenced when faculty believe that they can promote positive student outcomes (Sloan Consortium, 2006). One key component of satisfaction is the individuals perception of what they will receive from their experience with the organization (Staples 1998). This component can apply to both employee and customer satisfaction. Many models have been developed to illustrate this phenomenon. These satisfaction models have found that individuals perceived levels of satisfaction are based on their expectations of the services quality. If the service meets the individuals predictions, then they will be satisfied. If the service is below or above the preconceived expectations, then satisfaction levels will decrease or increase, respectively (Joseph et al., 2005). It is important then for institutions to understand what incoming students desire (and increasingly expect) from the institution of their choice states Joseph et al. (2005).

Satisfaction: The Sloan Consortium (Moore, 2002, 2005) characterized student satisfaction in distance education as a pleasurable and successful experience that

meets ones desired learning outcomes, expectations about the educational experience, and includes adequate peer and instructor interaction; it is contentment with all facets of educational experience. Faculty satisfaction is similarly characterized. Sloan-C (n.d.) indicated that for faculty the experience must be both personally and professionally gratifying. Faculty may influence student achievement and attitudes within the educational paradigm (Fredericksen et al., 2000a; 19Gannon Cook et al., 2009; Oomen-Early & Murphy, 2009; Tabata & Johnsrud, 2008). For example, instructors that are

overwhelmed with their workload and are not receiving adequate release time, incentives, or support, may negatively compensate in the course to alleviate the extra demands. Faculty knowledge and personal and professional experience with the subject matter was demonstrated to be important to student attitudes in distance education paradigms. LaPointe and Reisetter (2008) and Chyung and Vachon (2005) in their empirical studies of over 300 graduate students combined found that distance education students preferred and were more satisfied with very knowledgeable or expert faculty teaching them the course material. Further, LaPointe and Reisetter in their survey of 74 graduate students also found that distance learning students appreciated course relevant anecdotal information regarding the instructors experiences with the subject material, including narrative stories and examples of application of the material Faculty feedback styles with relation to student educational satisfaction levels have demonstrated a strong connection (Gallien & OomenEarly, 2008). Feedback in educational environments

provides students with support and 29facilitate scaffolding and has been connected with student motivation, self-efficacy, and achievement (Bolliger & Martindale, 2004; Finaly-

Neumann, 1994; Gallien & Oomen Early, 2008; Pintrich & Schunk, 2002; Wolsey, 2008), which subsequently influences student satisfaction and student attitudes.

Chapter 5 Summary, Conclusions and Recommendations

Summary The main objectives of the study to help the researchers to be able to explore and gain more knowledge regarding what are the factors that can affect or benefit the professor and the student through the faculty role preparedness, this study investigates to identify the faculty teaching qualities and level of students satisfaction in selected courses at UERMMMC college of nursing. The researcher utilized the descriptive, comparative, and quantitative design by using survey evaluation questionnaires. The researcher also used a non-experimental research to evaluate characteristic of the subjects. Therefore In this study, Random Sampling and Slovins Formula was used to give the researcher an idea of how large sample size needs to be to ensure a reasonable accuracy of results. Findings 1. What are the demographic profiles of the faculty as to;
1.1 Age- Majority 66.67% of the respondents belong to the 28-57 age range. 1.2 Gender 66.67% total sample population is females. 1.3 Civil Status - The table shows that 66.67% of respondents are married. 1.4 Years of teaching Experience - Out of the 6 total population, 4 (66.67%) have served 5-19 years in the school.

2. What are the faculty teaching qualities as to:

2.1 Mastery of Subject- Most students answered that the faculty has a good mastery of the subject which resulted to 42.05% 2.2 Teaching Skills- 52.84% revealed that the teaching skills of the professors are very good. 2.3 Organization- most students answered that the faculty has a good organization which resulted to 42.94%. 2.4 Communication- 46.43% is having good communication with the professors about their knowledge. 2.5 Attitude- 41.9% shows that most of the faculty has a good attitude.

3. What demographic profile will have significant contribution to level of students satisfaction?
1.1 Age- Majority 80% of the respondents belong to the 28-57 age range. 1.2 Gender 80% of population is females. 1.3 Civil Status - The table shows that 80% of respondents are married. 1.4 Years of teaching Experience - Out of the 6 total population, 4 (80%) have served 5- 19 years in the school.

4. How are the faculty teaching qualities related to level of students satisfaction? A resulting r value of 0.78318 indicates a very strong relationship between two variables. Based on the results of the faculty teaching qualities have a relationship to the level of satisfaction of student.

Conclusions This study focuses on faculty in regards with their teaching qualities that will affect the level of students satisfaction. The study aimed to identify the relationship of faculty teaching qualities to level of students satisfaction. Based on the findings, majority of the students satisfaction for the teaching qualities is good which means that it is somehow increase and above average. There frequencies and tables shown in Chapter 4 that shows the least and most response of the respondent to the given teaching qualities. It was also noticed that demographic somehow increases the satisfaction of the students. There are significant data of demographic profile shown on the tables that has somehow affects the teaching qualities (like yrs of teaching experience and age ). It was also proven, through claim testing, that there is not enough data to reject the relationship of faculty teaching qualities and level of students satisfaction which means that somehow these two variables are significant to each others effect.

Recommendations This study is comprised of regular 3rd yr students as participants for the evaluation of teaching qualities of faculty in NCM 103, 104, 105 and level of students satisfaction for the school year 2012-2013 at UERMMMC College of Nursing. The variables that we used for faculty teaching qualities are the ones that we normally encounter at school during classroom discussions. These variables gave us an idea on what kind of teaching qualities do students mostly noticed to their teachers. The findings of this study gave us also a hint on the strengths and weaknesses of faculty in

terms of their qualities that they are showing inside a homeroom discussion. After a thorough analysis of the data and findings, there are still other variables that can still affect the level of students satisfaction. Some of these are 1) curriculum planning which will show the students on how the lessons and discussion are being prepared so that they will have an idea whether they are on right track or not and 2) Degrees of the faculty

whether they are Bachelors, Masteral or Doctoral holders because considering these variables will give us an idea on how extent are the experiences and knowledge of a particular nursing educator in a given subject. The population we chose is just a part of the bigger population of students in a particular organization. More students is much better because the bigger responses from the students wil be collated. Additional population would be Faculty / teachers so that they would assess their teaching qualities together with the assessment of the students to them. Finally, all of the data and results of our study would be a great help for future researches, students and nursing educators in order to improve the way of teaching and learning of teachers and students. We hope that this study would give us an idea that in nursing education we are not only measuring the one aspect of a nursing educator but we are also considering the holistic aspects so that we can really identify whether the teaching qualities of a particular teacher will have an increase or decrease impact to students learning.

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TABLE OF CONTENTS
CHAPTER 1............................................................................................................................................................ INTRODUCTION .............................................................................................................................................. A. B. C. D. E. F. G. STATEMENT OF THE PROBLEM .......................................................................................................... SIGNIFICANCE OF THE STUDY ........................................................................................................... SCOPE AND LIMITATION OF THE STUDY ......................................................................................... HYPOTHESIS ............................................................................................................................................ THEORETICAL FRAMEWORK .............................................................................................................. CONCEPTUAL FRAMEWORK ............................................................................................................... OPERATIONAL DEFINITIONS...............................................................................................................

CHAPTER 2............................................................................................................................................................ REVIEW OF RELATED LITERATURE .......................................................................................................... CHAPTER 3............................................................................................................................................................ METHODOLOGY ............................................................................................................................................. A. B. C. D. E. F. METHOD OF RESEARCH......................................................................................................................... SAMPLING DESIGN .................................................................................................................................. SAMPLING TECHNIQUE.......................................................................................................................... DATA GATHERING INSTRUMENT ....................................................................................................... DATA-GATHERING PROCEDURE .......................................................................................................... STATISTICAL TREATMENT OF DATA.....................................................................................................

CHAPTER 4............................................................................................................................................................ INTERPRETATION AND ANALYSIS OF DATA .......................................................................................... CHAPTER 5............................................................................................................................................................ SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS ...................................................................... A. B. C. SUMMARY.................................................................................................................................................. CONCLUSION ........................................................................................................................................... RECOMMENDATIONS..............................................................................................................................

BIBLIOGRAPHY ................................................................................................................................................... APPENDICES.........................................................................................................................................................