The Impact of Teachers Ability in Achieving Students Potentials Among Junior High School

THE IMPACT OF TEACHERS ABILITY IN ACHIEVING STUDENTS POTENTIAL AMONG
JUNIOR HIGH SCHOOL STUDENTS OF GRADE 10
STO. TOMAS NATIONAL HIGH SCHOOL
THE IMPACT OF TEACHERS ABILITY IN ACHIEVING STUDENTS

POTENTIALS AMONG JUNIOR HIGH SCHOOL
__________________________________
A Research Study
Presented to Ms. Roshelle M. Alvarado, Ma.Ed Teacher of the
Santo Tomas High National School Sasmuan, Pampanga
__________________________________
In Partial Fulfillment
Of the Requirements for the Subject
Practical Research II
_________________________________
By
April Anne Tuesday R. Sapnu

Carl Francis M. Suing
Justine S. Tiquison
Kyla Nicole E. Santos
Rafael L. Carreon
Benjie L. Caladiao
October 2019
General Academic Strand

TABLE OF CONTENTS
Title Page………………………………………………………………………………………………i
Approval Sheet……………………………………………………………………………………ii
Acknowledgements………………………………………………………………………………iii
Dedication………………………………………………………………………………………………iv
Table of Contents……………………………………………………………………………v
List of Tables and Figures……………………………………………………vi
List of Appendices…………………………………………………………………………vii
Abstract……………………………………………………………………………………………………viii
Chapter
Pages
1 THE PROBLEM AND ITS BACKGROUD
Introduction………………………………………………………………………………1
Conceptual Framework…………………………………………………………2
Statement of the Problem………………………………………………3
Hypotheses……………………………………………………………………………………4
Significance of the Study……………………………………………4
Scope and Delimitation of the Study…………………5
Definition of Terms……………………………………………………………6
2 RESEARCH METHODOLOGY
Research Method…………………………………………………………………………7
Locale of the Study………………………………………………………………8
Respondents of the Study…………………………………………………9
Research Instrument………………………………………………………………10
Data Collection…………………………………………………………………………11
Treatment of Data……………………………………………………………………12
3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

APPROVAL SHEET
This study entitled “The Impact of Teachers Ability in
Achieving Students Potential” prepared and submitted by April
Anne Tuesday R. Sapnu, Carl Francis M. Suing, Justine S.
Tiquison, Kyla Nicole E. Santos, Rafael L. Carreon, Benjie
Caladaio in partial fulfillment of our subject ing Practical
Research II.
Ms. Roshelle M. Alvarado Ma. Ed

Research Adviser
Mr. Ador P. Layug Ma. Ed

SHS Focal Person

ACKNOWLEDGEMENT
First and foremost, praises and thanks belong to our God
almighty to give us strength to accomplish our study and to
our classmates especially to Regina Dungca and Edmar who
passionately help us to build this study greatly.
We would like to thank also to our hard working adviser
Ms. Roshelle M. Alavarado for helping us to be easy to
understand our study and for giving us an opportunity to do
this research.
We would like also express our warm gratitude to our
school head, Noel M. Bacani Ph. D, for giving us a permission
to distribute a survey questionnaire among Grade 10 students
in our school.
We also like to thank for to Mr. Micheal Jay Lacson, and
most especially to Mr. Felipe Gonda Jr. for being our
grammarian and to validating our research instrument.
And lastly to the Grade 10 students who honestly answered
to the questionnaire that we distribute.

Dedication
This research study is gladly dedicated to our dearest
parents who have been our source of inspiration and gave us
strength when we thought of giving up, who continually
provide their moral, emotional and financial support.
To our brothers, sisters, relatives, teachers, friends,
and classmates who shared their words their words of advice
and encouragements to finish this research study.

Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter presented the Problem and its Background
where in, the researcher will explain the purpose of the
Study, Conceptual Framework, Statement of the Problem, and
Hypothesis of the Study, Significance of the Study, and lastly
the Scope and Delimitation.
Introduction
Education, discipline that is concerned with methods
of teaching and learning in schools or school-like
environments as opposed to various non-formal and informal
means of socialization. According to (John Dewey 2018) that
Education is not preparation for life, education is life
itself.... For Dewey, "experience" is defined as that which
people think and perceive through the senses and then act

upon. Education, as written in the dictionary, is defined as
the field of study that deals mainly with methods of teaching
and learning in schools. Basically, education is a very
important system wherein you can create memories, learn
something practically not just about Math or Science but also
about learning different but extraordinary and
interesting things related to our whole life and become a
better person that we should have supposed to be.
According to(Edwin Creely 2016) All in all education now
exists in a challenging multi-modal, multi-digital and
rapidly changing environment in which there are numerous ways
of delivering education content at primary, secondary and
tertiary level. However, in such an environment students need
critical skills and adaptability to negotiate and traverse
this environment.
According to (GMT 2019) teachers typically do not think of
themselves as role models, however, inadvertently they are.
Students spend a great deal of time with their teacher and
therefore, the teacher becomes a role model to them. This can
be a positive or negative effect depending on the teacher.
Teachers are there not only to teach the children, but also

to love and care for them. Teachers are typically highly
respected by people in the community and therefore become a
role model to students and parents.
Teachers’ impact provides the desire in students to
learn. This is because learners are encouraged to learn, to
express themselves through answering questions, taking part
in both individual and group assignments; and getting
involved or committed in the learning process by acquiring
ideas, skills and concepts for total development. According
to (Ormord 2003) Impact involves a number of psychological
factors that start and maintain activities towards the
achievements of every student goals and refers to reasons
that underlie behavior that is characterized by willingness
and choice. Motivation in education can have several effects
on how students learn and their behavior towards subjects
matter. According to (WAEL Result 2014) Poor academic
performance is one of the greatest concerns of every teacher’s
over the student and this has shown in poor performance.
Effective teaching is concerned with the student as a
person and with his general development. The teacher must
recognize individual differences among his/her students and

adjust instructions that best suit to the learners. It is
always a fact that as educators, we play varied and vital
roles in the classroom. Teachers are considered the light in
the classroom. When students are motivated, then learning
will easily take place. However, motivating students to learn
requires a very challenging role on the part of the teacher.
It requires a variety of teaching styles or techniques just
to capture students' interests.
According to (Erickson, 2000) "Effective learning in the
classroom depends on the teacher's ability to maintain the
interest that brought students to show they’re potential. Not
all students are motivated by the same values, needs, desires
and wants. Some students are motivated by the approval of
others or by overcoming challenges.

Conceptual Framework
The differences between the Teachers Strategy, Attitude and
Motivational Skill in showing the Potential of the Students
POTENTIAL OF THE STUDENTS
Teachers
Strategy

Teachers
Attitude
Teachers
Motivational
Skills
Skill
Fig.1 Paradigm of the Study
Statement of the Problem
This study aimed to develop the Impact of Teachers Ability in
Achieving Students Potential. Specifically the researcher was
seek the following questions:
1.) How may be describe the potential of the students in terms
of:
a. Teachers Attitude
b. Teachers Strategy
c. Teachers Motivational Skill
2.) Is there a significant difference between Teachers
Attitude, Teachers Strategy and Teachers Motivational Skill?
3.) What is the best predictor to the Students Potential?

Hypothesis of the Study
 There is a significant difference between Teachers
Attitude, Strategy and Motivational Skill and towards
Students Potential.
 There is no significant difference between Teachers
Attitude, Strategy and Motivational Skill and towards
students’ potential.
Significance of the Study
This research study will benefit other such as:
 Students: This study will provide the students with some
knowledge on how they keep they’re potentials always be
showed and how this study will great help to realize the
importance of being productive.

 Teacher: The given data would guide the teachers on what
to do in the achieving the full potential of a student.
The teacher would be able to understand the essence the
ways they teach and what attitude can be.
 Future Researcher: so that they will have some
references or ideas in the near future if they will
giving to take research with same topic.
Scope and Delimitation
This research study was conducted at the Junior High School
in Santo Tomas National High School.
Definition of Terms
Impact - This can involve academic impact, economic and
societal impact or both economic and societal impact is the
demonstrable contribution that excellent social and the
economy, and its benefits to individuals, organization and/or
nations.
Ability – talent, skill or proficiency in a particular
area.

Strategy – A plan of action or policy designed to achieve a
major or overall aim.
Chapter 2
METHODOLOGY
This chapter presents the Research Method where in, the
Researcher will explain the purpose of the study and on how
the researcher show the Statistical Tools to be use, Locale
of the Study, Respondents of the Study, Research Instrument,
Data Gathering Procedure and lastly the Statistical Treatment
of Data.
Research Method

This study will take the Descriptive Method according to (NRP
2006) it is used to obtain information in concerning current
status of the phenomena to describe “what exists” with respect
to variable or condition in a situation. The purpose of the
study using by descriptive method is to aim at “finding out”
and “what is” the effect of the Teachers Ability, Teachers
Strategy, Motivational Skill, how and what kind of Attitude,
Strategy, Motivational Skills do the teachers have in the
Impact of Teachers Ability in Achieving Students Potential.
Locale of the Study
This study was conducted at Santo Tomas National High School
Sasmuan Pampanga
Respondents of the Study
The respondent of the study was the Grade 10 students
totalling them with a 269 who randomly selected with 171 and
they enrolled this School Year 2019-2020.
Research Instrument

A survey questionnaire consists of 171 questionnaires and it
composed of 30 items.
Data Gathering Procedure
The researcher was written a request letter to the principal
to conduct a research study and to show it to the teachers of
the respondents while the researcher distributed the
questionnaire, the respondents have a 15 minutes to answer
after that, the researcher was collected the data and analysed
the data by processing of the Gathered Data using the
following Statistical Tool.
Statistical Treatment of Data
The following statistical tool to be used:
Analysis Of Variance (ANOVA) was being used to know the
differences between the Teachers Strategy, Teachers Attitude,
and Teachers Motivational Skill.

Multiple Regressions was being used to predict what the great
help in achieving student’s potential is.
Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered, the results of
the statistical analysis and interpretation of findings.
These are presented in tables following the sequence of the
specific research problem regarding “The Impact of Teachers

Ability in Achieving Students Potential” among Grade 10
Students.
1. The Potential of the Students in terms of the following
factors:
Table 1.1 the responses of the respondents regarding

Teachers Attitude
Statement Mean Interpretation
1. My teacher has a good attitude inside
and outside of the classroom therefore I
encourage to enter school regularly. 3.33 Always
2. My teacher uses words that pressure me
and make me scared and it will push me to
study hard. 2.16 Often
3. My teacher is nice so I am more active
in his/her class. 3.19 Always
4. My teacher is very kind and good so, I

study hard. 3.30 Always
5. My teacher has good sense of humor even
on the outside of the classroom so that I
could be happy and active in his/her
class. 3.12 Always
6. My teacher demonstrates care and
kindness to help to come in school every
day. 3.25 Always
7. My teacher takes his/her responsibility
seriously to inspire me more and takes my
responsibility. 3.26 Always
8. My teacher gives me encouraging words
to improve my knowledge. 3.22 Always
9. My teacher greets our class each time
when he/she enter the classroom so, I can
passionately listen to his/her subject. 3.00 Always
10. My teacher shows genuine care to help
me to study more. 3.01 Always
Overall Mean 3.084 Always
Legend: 4.00 – 2.99 Always
2.99 – 1.99 Often
1.99 – 0.99 Sometimes
0.99 – 0.00 Never
Table 1.1 shows the responses, mean of the statements and
interpretation. The lowest mean of 2.16 has a verbal
interpretation often obtain in the statement My teacher uses
words that pressure me and make me scared and it will push me
to study hard and the highest mean of 3.33 has a verbal
interpretation always obtain the statement My teacher has a
good attitude inside and outside of the classroom so I
encourage to enter regularly and it implies that the students

they encourage to enter in school regularly. Jeff Gefkins To
our brothers, sisters, relatives, teachers, friends, and
classmates who shared their words their words of advice and
encouragements to finish this research study.
(2015) stated “that the attitude of a teacher is important
because it helps to maintain the concentration and the
activeness of a student
Table 1.2 the responses of the respondents regarding Teachers

Strategy
1. My teacher gives me reward after

winning or getting good result for me to
get motivated. 2.39 Often
2. My teacher puts some “hugot” in my test
paper to lessen my nervous and to be more
attracted. 2.31 Often
3. My teacher uses a lot of examples to
increase my knowledge and easy to
understand. 3.02 Always
4. My teacher uses instructional materials
such as videos in his\her discussion
rather than traditional way of teaching to
be more interested in his\her class. 2.79 Often
5. My teacher uses group activity to make
me more active in his/her class. 2.87 Often
6. My teacher gives me activity in class
after his/her discussion to find out what
I learned. 3.05 Always
7. My teacher uses social media for me to
be more attentive. 2.60 Often
8. My teacher should raise his/her voice
to get my attention and to be responsive. 2.63 Often
9. My teacher applies group activity to
improve my skill. 2.98 Often
10. My teacher gives reward to make me
more competitive to his/her subject. 2.50 Often
Overall Mean 2.714 Often
Legend: 4.00 – 2.99 Always
2.99 – 1.99 Often
1.99 – 0.99 Sometimes
0.99 – 0.00 Never
Table 1.2 shows the means of the responses regarding Teacher
Strategy. According to the table 1.2 the lowest mean of 2.31
has a verbal interpretation of often obtain in the statement
My teacher puts some “hugot” in my test paper to lessen my
nervous and to be more attracted and the highest mean of 3.05

has a verbal interpretation of always obtain in the statement
My teacher gives me activity in class after his/her discussion
to find out what I learned. Bonwell and Eison (1991) stated
"that in active learning, students participate in the process
and students participate when they are doing something
besides passively listening."
Table 1.3 the responses of the respondents regarding Teachers

Motivational Skill
1. My teacher uses positive assessment to
be active in his/her class. 2.80 Often
2. My teachers give me responsibility to
improve my self-esteem. 2.76 Often

3. My teacher allows me to work with my

classmates and be motivated to show my
skills. 2.70 Often
4. My teacher offers support in all the
activities to show my potential. 2.84 Often
5. My teacher motivates me by sharing
his/her unforgettable experiences. 2.61 Often
6. My teacher appreciates my efforts to
learn new things and she/he believes that
it will help to motivate me to study hard. 2.75 Often
7. My teacher believes on my potential
that’s why i show my skills. 2.61 Often
8. My teacher gives positive contest for
me to be motivated. 2.57 Often
9. My teacher encourages me or praises me
to maintain that I will do better. 2.78 Often
10. My teacher believes that being strict
can motivate me to study well so that I
can answer when he/she asking a question. 2.88 Often
Overall Mean 2.194 Often
Legend: 4.00 – 2.99 Always 1.99 – 0.99 Sometimes
2.99 – 1.99 Often 0.99 – 0.00 Never
Table 1.3 shows the mean and the interpretation of every item
and the responses of the respondents regarding Teachers
Motivational Skill. According to the table 1.3 the lowest
mean of 2.57 has a verbal interpretation of often My teacher
gives positive contest for me to be motivated and the highest
mean of 2.88 has a verbal interpretation My teacher believes
that being strict can motivate me to study well so that I can
answer when he/she asking a question. Therefore, the Overall

Mean was 2.194. Maxwell John (1999) “that being strict can
motivate a person or a student to be focus or study well.”
2. There is no significant difference between Teachers
Attitude, Teachers Strategy and Teachers Motivational Skill.
The ANOVA Table (Significant differences between Teachers

Attitude, Strategy and Motivational Skill)
Sources of Mean
Variation Sum of Square df Square f
Between 24,104.27 2.00 12,062.14 0.0124
Within 26,113,442.73 27.00 967,164.55
Total 26,137,547 29
This table shows the Analysis of Variance where in the
researcher seek to answer if there is a significant difference
between Teachers Attitude, Teachers Strategy and Teachers
Motivational Skill. The Computed Value is 0.0124 less than
the Tabular Value of 2.35 therefore there is no significant
differences between Teachers Attitude, Teachers Strategy and
Teachers Motivational Skill.
Conclusion
This means that the three variables were not having a
difference on how a student shows his/her potential. So, the

students have a problem not the teacher himself/herself or
how they teach, it is up to the students on how they show
their potential.

The Impact of Teachers Ability in Achieving Students Potentials Among Junior High School

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THE IMPACT OF TEACHERS ABILITY IN ACHIEVING STUDENTS POTENTIAL AMONG

JUNIOR HIGH SCHOOL STUDENTS OF GRADE 10

STO. TOMAS NATIONAL HIGH SCHOOL