Professional Documents
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By
GODOFREDO C. CALSADO Double space
March 2016
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Figure 2
APPROVAL SHEET
PANEL OF EXAMINERS
Figure 3
Sample: Acknowledgements
ACKNOWLEDGEMENTS
researchers adviser, for his selfless and unflinching support which made this study
possible;
Dr. Ma. Eugenia M. Yangco, Dr. Yolanda P. Evangelista, and Engr. Fernando Q.
Dr. Edna C. Aquino, the Dean of the Graduate School, for her supervision,
advice, and guidance since the initial stage of this research and for providing the
The Graduate School Staff, Dr. Leonila Crisostomo and Prof. Milagros E.
Magsajo, for their detailed review, constructive criticism and excellent advice during the
Dr. Ervin A. Salazar, Principal III of Mataas na Paaralang Neptali A. Gonzales, for
her moral support, trust, and confidence that inspired the researcher to finish the study;
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Dr. Evangeline A. Diaz, Prinicpal IV of Bonifacio Javier National High School, for
her expression of genuine motherly concern that makes the conduct of this study
possible;
Marife V. Arias, Division ICT Supervisor, for her generous assistance in providing
All public high school Principals, Department Heads, Property Custodians, ICT
Coordinators and students participants involved in the study for their patience and
Denise S. Suriaga, Irish Joy Babas, Nesalen S. Catalasan, Leilanie V. Espinoza, Mika
Ela R. De Sagun, Eunice J. Aluad, Aurejen B. Acosta, Kuya Jun, and Kuya Onyo for the
Her friends, Ghing, Cris, Judith, Juliet, Naj, Yolly, Marissa, Mitch, and Khayciey
Above all, to our God Almighty, for His infinite blessings and graces that, through
J.N.A
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Figure 4
Sample: Dedication
DEDICATION
daughter, Shannen Faith N. Articona, and my mother Iluminada S. Napa, for their
understanding, trust, love, patience, and prayers, this piece of work is lovingly
dedicated.
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Figure 5
Sample: Abstract
ABSTRACT
and the way education is managed and delivered. Technology is having a major impact
on all curriculum areas. Learning outcome becomes a truly lifelong activity, an activity in
which the pace of technological change faces constant evaluation of the learning
process itself. But while the educational technology has demonstrated significant effects
This study sought to explore faculty perceptions of the relative value of a number
of intrinsic and extrinsic factors that were believed to play key roles in their success as
technology users despite the presence of both internal and external barriers. Ultimately,
the study intended to develop a technology integration program for assisting the College
(SUCs) of the National Capital Region (NCR) in their efforts to become effective and
The research questions that guided the conduct of this study focused on: 1) the
technology-using faculty regarding the intrinsic and extrinsic factors that have positively
intrinsic and extrinsic factors that have negatively influenced their success; 4) extent
the faculty perceive intrinsic versus extrinsic factors as being more critical in technology
integration in the classroom; and 7) technology integration plan that can be developed
The study tested the declarative hypotheses that: 1) the intrinsic factors are more
and 3) each of the faculty technology profiles is significantly related to enablers and
The study used the descriptive research, particularly the survey research design,
the correlational design, and the causal comparative design. The informal interview
technique was also utilized. The validated Survey Instrument consisting of six sections
were administered to the 121 College of Engineering and Technology faculty of the
EARIST, MPC, PHILSCA, RTU, and PUP during the second semester of school year
2015-2016. The school and faculty respondents were purposively selected as they
complied with the requirements of the study. Only SUCs with l engineering and
technology courses participated in the study and only engineering and technology
faculty who used technology in the classroom were involved in the study.
The data were gathered through the questionnaire and library method. The
frequency distribution, percentage, rank, weighted mean, z-test, and Pearson Product
19
Moment Coefficient of Correlation were used to quantitatively analyze the data. The
The study concluded that: 1) the engineering and technology faculty are highly
proficient in their technology profiles; 2) all intrinsic factors and extrinsic factors are very
colleagues, negative personal beliefs/attitudes and negative drive and extrinsic factors
such as lack of training, lack of appropriate software, lack of technical support, lack of
administrative support, and lack of time for technology integration are very influential
faculty believe that both the intrinsic and extrinsic enablers are critical to technology
integration while they see the intrinsic barriers to have strong negative influence on
technology use than extrinsic barriers; 5) The intrinsic and extrinsic enablers and the
intrinsic enablers and the intrinsic and extrinsic barriers have strong inverse As the
barriers decrease, the enablers increase the chance of faculty success in technology
integration; and 6) the faculty technology profiles influence to a very significant degree
Figure 6
TABLE OF CONTENTS
Page
TITLE PAGE ------------------------------------------------------------------------- i
APPROVAL SHEET---------------------------------------------------------------- ii
ACKNOWLEDGEMENT
iii
----------------------------------------------------------
ABSTRACT -------------------------------------------------------------------------- iv
TABLE OF CONTENTS ---------------------------------------------------------- vii
LIST OF TABLES------------------------------------------------------------------- x
LIST OF
xii
FIGURE--------------------------------------------------------------------
CHAPTER
I. THE PROBLEM AND ITS BACKGROUND
Introduction----------------------------------------------------------- 1
Theoretical Framework ------------------------------------------- 4
Conceptual Framework-------------------------------------------- 5
Statement of the Problem----------------------------------------- 8
Hypotheses----------------------------------------------------------- 9
Assumptions---------------------------------------------------------
10
-
Scope and limitations/Delimitations---------------------------- 11
Significance of the Study------------------------------------------ 12
Definition of Terms------------------------------------------------- 15
II. REVIEW OF RELATED LITERATURE
Technology Integration in Instruction-------------------------- 18
Diffusion of Innovations-------------------------------------------- 34
Adopting Innovations----------------------------------------------- 37
Facilitative Conditions for the Integration of
38
Technology-----------------------------------------------------------
Motivation and Changes in Teaching-------------------------- 56
Barriers and Enablers of Web-Based Teaching------------- 64
Synthesis/Concluding Statement------------------------------- 89
Figure 7
LIST OF TABLES
Figure 8
Sample: List of Figures
LIST OF FIGURES
Figure Page
2 Plot of Test Scores for All Groups Before and After Each Learning and Review
Session--------------------------------------------------------------------------------------- 26
Figure 9
LIST OF PLATES
Plate Page
Figure 10
Figure 11
Theoretical Framework
the conception about the challenges to changing educational practice. His notion of a
complex, non-linear, and difficult process included three stages: initiation or adoption,
schools, individual teachers are typically free to choose from a wide range of teaching
practices. Additionally, Fullan (2007) suggested that teachers as learners require time to
gain knowledge and then weave that knowledge into what they know and do in their
constructivist environments despite the presence of both internal and external barriers.
collaborative tasks, based on their interests. Within this type of environment, technology
is used as a tool to support learners engagement with the content, ultimately prompting
them to use higher level thinking skills. According to Benz, et al. (2008), this is due, in
part, to technologys ability to provide students with the tools to actively process new
knowledge and meaning from an interaction between their experiences and their ideas.
the history of science (Driscoll, 2005). During its infancy, constructivism examined the
ideas of Piaget. Piagets theory of constructivist learning has had wide ranging impact
drives the individual to do things just for the fun of it, or because it is a good or right
thing to do. It refers to behavior that is driven by internal rewards. In other words, the
intrinsically rewarding. This contrast with extrinsic motivation, which involves engaging
Extrinsic motivation is when somebody is motivated by external factors that drive such
individual to do things for tangible rewards or pressures, rather than for the fun of it.
Hence, it refers to behavior that is driven by external rewards such as money, fame
grades, and praise. These rewards provides satisfaction and pleasure that the task itself
may not provide. This type of motivation arises from outside the individual, as opposed
(Gagne and Deci, 2005). Along this continuum, external regulation is defined as the
most controlled and non-internalized form of extrinsic motivation used. It defines the
a person engages in an activity to feel like a worthy person or to avoid feeling guilty or
ashamed. It is partly internalized, but the internalized value pressures the person into
behaving in a certain way. However, this strict polarization, i.e. existence of a clear
frontier between different types of motivation, is a start for a new research for a more
existence of intrinsic and extrinsic motivation, interaction between the two as well as
different types of motivation filling in the gap between the two types (Gottschalg and
Zollo, 2006).
This study also works on the theory of motivation. Learning can be defined as the
gaining knowledge or skill, learners must be motivated. Paras (2005) cited Chan and
Ahern stressing that when people are intrinsically motivated to learn, they not only
learn more, they also have more positive experiences. Motivation and flow to motivate
ARCS Model of Motivation Design developed by John M. Keller. The ARCS Model
identifies four (4) components for motivating instruction: attention strategies, relevance
include all these strategies. Heafner (2008), in her study, advocates the use of
the use of a familiar instructional tool that improves students self-efficacy and self-
worth. The potential that technology has to motivate students was discussed as it
motivational theory: value (students belief about the importance or value of a task),
expectancy (students belief about their ability or skill to perform the task), and effective
Figure 12
Conceptual Framework
The conceptual framework of this study found its basis from the above theoretical
framework and the concepts, theories, and the studies discussed in the Review of
Extrinsic Factors:
Enablers
Barriers
extrinsic factors that are believed to play key roles in facilitating and supporting faculty
enablers include faculty members inner drive, personal beliefs, previous success with
technology use, and previous failure with technology use, extrinsic enablers include
administrative support, access to technical support, support from parents, support from
facilities, and current setting for technology. While extrinsic barriers include poor fit
with the curriculum, lack of basic technology skills among faculty, lack of training, lack of
and lack of reward system for technology users, intrinsic barriers include negative
The researcher forwarded the proposition that intrinsic and extrinsic enablers,
demographic profile, and technology use profiles have significant influences over the
The results of the study would serve as basis in the preparation of a program
The intrinsic and extrinsic factors were correlated with the success or
Figure 13
There were a number of reasons why it was important to undertake this research.
These reasons ranged from broad societal expectations and the possibilities presented
help students develop 21st century skills to enable them to use technology as a tool for
learning and ensure that they are prepared to succeed and participate in a digital
with the intrinsic and extrinsic enablers and barriers of technology use in the classroom.
institutions might be able to take actions to lessen or ameliorate possible barriers and
significant sums are being invested by tertiary institutions into providing the needed
investment is well placed, managed, and exploited. It is in the interest of the tertiary
is important to learners. These reasons range from aspiration, such as the ability to
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enrich and empower themselves, to the practical, including avoiding inconvenient and
The changing nature of work and an economy which is moving into a post-
encourage and support technology use in higher education. Technology use has
students enabling them to study at their own pace, in their own place and on their
own schedule.
Work is increasingly based on technology, and familiarity with technology is
prepares graduates to work and learn online, both skills that are increasingly
they have grown up, setting expectations for more engaging, interactive
extremely important in determining whether technology use will improve learning for all
37
effective technology leadership in ways that will improve learning, or they may believe
recommendations. Results of this study could fill the gap as results may enhance the
derived from the results of this study into effective planning and implementation of
curricular programs. With knowledge of intrinsic and extrinsic enablers and barriers of
hardware and software shall be ensured. Exemplary faculty is more likely to work at a
school where there is full-time coordinator: there is adequate teacher time for
Figure 14
The literature review includes three areas: (a) empirical studies relating motor
and cognitive development, (b) motor development, and (c) the neo-Piagetian theories
of development as they related to both and cognitive development. The present review
targeting children with special needs excluded. [The remainder of the chapter is divided
into three main sections, Motor and Cognitive Development, The Development of
Gross Motor Skills, and The Neo-Piagetian Theories of Development. We pick the
chapter midway through the section on the Development Gross Motor Skills.]
The early children period is when many fundamental motor patterns are most
efficiently learned. During this age period, children must have daily practice and
skills to a mature pattern (Gallahue, 1993, 1995b, 1996; Halverson & Robertson, 1984;
Hauenstricker & Seefeldt, 1986; Hayrood, 1993; Miller, 1978, cited in Gallahue, 1989;
Williams, 1983). If opportunity for this practice is not provided, children may move into
adolescence with immature motor patterns that will hinder their ability to enter games or
sports activities (Gallahue, 1995a; Haubenstricker & Seefedt, 1986). Mature patterns
can be acquired later in the developmental life span, but it requires much more time and
The fundamental patterns for the 4-to 8-year-old range included four categories
childhood are running, jumping, hopping, galloping and sliding, leaping, skipping,
of the body relative to a fixed point on the surface (Gallahue, 1989, p.46).
to the force of gravity even though the nature of the forces application may be altered
or parts of the body may be placed in unusual positions (Gallahue, 1989, p.494).
Stability movements include weight transfer skills (Haywood, 1993). Weight transfer
skills include inverted supports, in which the body assumes an upside-down position for
a number of seconds before the movement is discounted. Stability of the center gravity
and maintenance of the line of gravity within the base of support apply to the inverted
posture as well as to the erect standing posture (Gallahue, 1989, p.275). Other stability
The manipulative movements involve giving force to objects and receive force
form them (Gallahue, 1989). Movements practiced during childhood are overhand
throwing, catching, kicking, striking, dribbling, ball rolling, trapping(fee or body is used to
absorb the force of the ball instead of the hands and arms), and volleying.
The axial movements are movements of the trunk or limbs that orient the body
stretching, twisting, turning, swinging, reaching, and lifting are all axial movements.
They are used in combination with other movements to execute more complex
movement skills.
smooth and efficient. The following section will review studies investigating the
The loco-motor skills, from earliest acquisition until mature patterns are
Haywood, 1993; Haubenstricker & Seefeldt, 1986). The studies reviewed investigated
Walking. The mature walking patter is achieved between the fourth and seventh
year (Eckert, 1987l; Guttridge 1939; Wickstrom, 1983; Williams, 1983). At this level,
there is a reflexive arm swing, narrow base of support (feel are placed no further apart
than the width of the shoulders), the gate is relaxed, the legs lift minimally, and there is
definite heel-toe contact (Gallahue, 1989). Although the mature pattern is achieved
during the early childhood period, waling is not targeted in movement education
programs as a skill needing concentrated focus (Galllahue, 1989, 1996; Werder &
Bruininks, 1988).
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Halverson (1984) document the development of running by rating arm action separately
from leg action but base the documentation on earlier work (Wickstrom, 1983; Seefeldt
based on the same earlier work. Running patterns develop from flat-footed, uneven
patterns with arms swinging outward to smoother patterns with step length increased,
and a narrower base on support, relaxed gait, minimal vertical lift, and a definite heel to
toe contact. Several University of Wisconsin studies of children between 1.5 and 10
years of age have documented the qualitative changes in the running pattern
(Haywood, 1993).
achievements (Wickstrom, 1983). The children step down from a higher surface from
one foot to the other before jumping off the floor with both feet. Later, they can jump
Developmental sequences in both the horizontal and vertical jump are based on
research on the standing long jump (Clark & Philips, 1985; Hellebrandt et. al., 1961;
Seefeldt et al., 1972, cited in Gallahue, 1989; Wickstrom, 1983; Roberton, 1984;
Roberton& Halverson, 1984). The one-footed takeoff is one salient characteristic of the
earliest jump pattern and persists in some children well in their elementary school years
(Roberton, 1984). The jumping motor pattern develops during the ages from two to
seven years (Haubenstricker & Seefeldt, 1986). Some element of the jumping pattern
remain stable across ages and type of jump specifically, 3-, 5-, 7-, and 9-years old and
adults all used the same pattern of leg coordination. All people do not obtain a mature
42
pattern in childhood. In fact many immature patterns are found in adults (Haywood,
1993). . .
Skipping, and Leaping and Climbing. She then proceeds to the development of other
categories of motor skills and, eventually, to discussion of the third motor topic of the
chapterneoPiagetian theories.]
43
Figure 15
This study made use of the experimental research method. The specific design
used was the posttest-only control group design (see Figure A).This design was
selected because it provides control for most sources of invalidity and random
assignments to groups was possible. A pretest was not necessary since the final
science grades from June 2002 were available to check initial group equivalence and to
help control mortality, a potential threat to internal validity with this design. Mortality,
The sample for this study was selected from the total population of 213 tenth-
grade students at an upper class all girls Catholic high school in Miami, Florida. The
simple random sampling scheme (using a table of random numbers) was utilized to
select the 60 students who were randomly assigned to two groups of 30 each. Since the
design was experimental, the study used the general guideline to ensure
representativeness of sample.
44
Description of Subjects
The student population was multicultural, reflecting the diverse ethnic groups
which comprise Dade Country. The student body was approximately 90% Hispanic
students from variety of Latin American backgrounds, the major one being Cuban, 9%
Instruments
The biology test of the National Proficiency Survey Series (NPSS) was used as
the measuring instrument. The test was designed to measure individual student
performance in biology at the high school level but the publishers also recommended it
from a large item bank provided by classroom teachers and curriculum experts. High
reviewed before objectives were written. The test objectives and those of the biology
classes in the study were highly correlated. Although the standard error of measurement
is not given for the biology test, the range of KR-20s for the entire battery is from .82 to .
91 with a median of .86. This is satisfactory since the purpose of the test was to
school students were included in the battery norming procedures which were carried out
in April and May of 1997 using 22,616 students in grades 9-12 from 45 high schools in
20 states.
Prior to the beginning of the 2005-2006 school year, before classes were
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scheduled, 60 of the 213 tenth-grade students were randomly selected and randomly
assigned to two groups of 30 each, the average biology class size; each group became
a biology class. One of the classes was randomly chosen to receive IMM instruction.
The study was designed to last eight months beginning on the first day of class.
The control group was taught using traditional methods of lecturing and open class
discussions. The students worked in pairs for laboratory investigations which included
the use of microscopes. The teachers role was one of information disseminator.
The experimental classroom had 15 workstations for student use, each one
computer with a 40 MB hard drive, 10 MB Ram and CD-ROM drive. The teachers
and a 27 inch monitor. The workstations were networked to the school library so
students had access to online services such as Prodigy and Infotrac as well as to the
card catalogue. Two laser printers were available through the network for the students
use.
In the experimental class the teacher used a videodisc correlated to the textbook.
When barcodes provides in the text were scanned, a section of the video disc was
activated and appeared on the monitor. The section might be a motion picture
demonstrating a process or a still picture offering more detail than the text. The role of
the teacher in the experimental group was that of facilitator and guide. After the teacher
had introduced a new topic, the students worked in pairs at the workstations
investigating topics connected to the main idea presented in the less. Videodiscs, CD-
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ROMs and online services were all available as sources of information. The students
used Hyper Studio to prepare multimedia reports which they presented to the class.
Throughout, the same subject matter was covered and the two classes used the
same text. Although the students of the experimental group paired up at the
workstations, the other group worked in pairs during lab time thus equalizing any effect
from cooperative learning. The classes could not meet at the same time as they were
taught by the same teacher, so they met during second and third period. First period
was not chosen as the school sometimes has a special schedule which interferes with
first period. Both classes had the same homework reading assignments which were
reviewed in class the following school day. Academic objectives were the same for each
During the first week of May, the biology test of the NPSS was administered to
Prior to the beginning of the study, after the 60 students were randomly selected
and assigned to experimental and control groups, final science grades from the
previous school year were obtained from school records in order to check initial group
equivalence. Examination of the means and t-test for independent samples (a=.5) was
made. A t-test for independent samples was used because the groups were randomly
At the completion of the eight-month study, during the first week in May, scores
on the NPSS:B were compared, also using the mean, standard deviations, and t-test.
X
X=
Where:
X = mean
X = a row score in a set of scores
= sum of
= total number of scores in a set
2. Standard deviation. The square root of the variance, or the sum root of the average
Sx =
( x )
where:
Sx
= standard deviation of the scores in a sample
=square root
( x )
= sum of squared deviations
3. t-test for two independent samples. The formula is (Heiman, 1998, p.401):
( 1 2 )( 1 2 )
t obt =
48
S =
1 2
( ( n11 ) s + ( n 21 ) s 1 1
)( ) +
( n11 ) s + ( N 21 ) n1 n2
where:
t obt
=standard deviation of the scores in a sample
1 2
=square root
S 1 2
=sum of squared deviations
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Figure 16
This chapter presents, analyzes, and interprets data on the effects of content specific
To determine if reliable differences existed between the groups, dependent data were
statistically analyzed using t-tests or a priori orthogonal contrasts. The data from the two training
groups were combined and then contrasted with the discussion group.
The first analysis focuses on the student teachers classroom management skills. Data
from faculty rating of student teachers using the Component Rating Scales are reported in Table
1.
Table 1
Inspection of the table reveals that the combined raw group means of both of the training
groups were over 30 points higher than the means of the Discussion Group. The average score
per inventory item on the 5-point scale was 3.7 for the two training groups and 3.1 for the
discussion group (5 was the highest score). The a priori orthogonal contrast was conducted
using t-tests on the combined training group mean compared to the discussion group mean.
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The orthogonal contrast reported in the above table indicates reliable differences between the
combined training group mean and the discussion group mean at the p<.01 level, t= 2.47.
The second research question examined overall student teaching performance. The
faculty observers rated their overall performance on the Student Teaching Evaluation. The
results are presented in Table 2. The total possible score on the Student Teaching Evaluation
was 90.
Table 2
The scores for the management and coping training groups had a slightly higher range
(50 to 88) than student teachers in the discussion group (52 to 80). Also, mean of the training
groups was higher (M = 74.2) than of the discussion group (M=65.6). The t-test contrasting the
combined means of the two training groups and the mean of the discussion group revealed a
The first two questions investigated in the present study attempted to determine whether
coping skills training and classroom management training seminars resulted in more effective
classroom management skills in student teachers than did discussion seminars not directly
related to the classroom experiences. The results from both of the faculty ratings (Table 1 and
Table 2) provide a basis for concluding that content specific training seminars contribute more to
the development of effective classroom management skills. At the same time, the discussion
seminars may contribute to other aspects of professional development not addressed in this
51
study. The superiority of the classroom management skills of the training groups compared to
the discussion group may be attributed to several factors. The seminar content of the classroom
management group focused on teaching trainees to master specific target behaviors essential
to the development of superior classroom skills. Apparently the training sessions enhanced their
management skills in a way that was observed by the faculty in their higher ratings. Of interest
is the fact that the coping seminars also affected the management behaviors of the student
teachers, as evidenced by the mean scores of the coping group. Perhaps this occurred because
the student teachers were more relaxed and resilient to classroom stressors. Their coping skills
might have allowed them, while in class, to access previously learned classroom management
strategies. The findings that both personal coping skills and classroom management skills
research by Sharp and Forman (1985) in which teachers trained in either management or
coping skills demonstrated an increase in their approval of pupils classroom behaviors. The
result from both sets of faculty ratings of student teachers consistently viewed the participants in
the training seminars as generally more effective student teachers than the participants in the
discussion group.
The third analysis was directed at pupil on-task behavior. To provide for a more
straightforward analysis, the percentage of pupil off-task behavior on the modified Student
Engagement Rating was computed instead of on-task and waiting on task to estimate pupil
Table 3
An examination of the means in the table reveal that the management and coping
training groups had a lower (more preferred) raw mean score (13.2%) than the discussion group
(20.5%). The range of off-task percentages obtained was lower for the training groups (4-33%)
compared to the discussion group (7-55%). The a priori orthogonal contrasts on the difference
between the combined mean of the two training groups and the discussion group mean
Of considerable interest to us were the findings with respect to the on-task behavior of
pupils in the trainees classrooms. Though the results were not statistically significant, the
results provide some basis for concluding that both coping skills and management skills training
produce higher percentages of on-task behavior than seminar content that discusses general
educational issues. Several possible explanations exist for this finding. Student teachers trained
in classroom management skills may provide a more organized, or orderly, and well managed
classroom, which influence their pupils on-task behavior. A major component of the
management treatment was teaching student teachers how to maintain high levels of pupil
teachers ability to effectively manage their classroom and pupil on-task behavior and
achievement (Brophy & Good, 1986; Doyle, 1986; Emmer et. al., 1981, 1982). The student
teachers trained in coping skills may have produced higher pupil on-task behavior because
during the seminars they developed personal solutions for dealing with classroom stressors.
53
Learning how to cope with the stress and frustration of trying to keep pupils on task received a
lot of time and attention during problem solving discussions in the training seminars. The
student teachers, therefore, might have been less likely to allow teaching frustration to interfere
with their efforts to keep pupils on task. Coping skills provided them the patience, persistence,
and stamina necessary to establish appropriate behavior in their pupils. A tempting conclusion
providing a parsimonious explanation for the similar outcomes of the two training groups is that
group felt more comfortable, relaxed, and in charge of their classrooms, enabling them to
Figure 17
conjunction with a student teaching program would result in more effective teaching behaviors in
students compared with discussion seminars based on educational issues less directly related
to effective teaching. The study was based on the premise (conceptual framework) that
seminars during student teaching are potentially important avenues to assist prospective
teachers in developing critical teachers behaviors. It was hypothesized that: 1) coping skills
training and classroom management training seminars will result in more effective classroom
management skills in student teachers than discussion seminars not related to classroom
experiences; and, 2) coping skills and management skills training seminars specifically
designed to increase student teacher effectiveness in the classroom will produce higher
percentages of pupil on-task behavior than seminar content that discusses general educational
issues.
54
Student teachers were randomly assigned to one of three seminar conditions coping
skills, classroom management, general education. During the 10-week student teaching period,
five 2-hour seminars were conducted for each group. Trained faculty observers collected
observational data on the student teachers classroom management abilities, their overall
student teaching performance, and on the academic engagement of the student teachers
pupils.
included the component Rating Scales which was used to measure teachers classroom
management skills; the Student Teacher Evaluation Scale which was used to rate the student
teachers behaviors; and modified version of the Stupid Engagement Ratings from the
Classroom Management Improvement Study which measured pupil on-task percentages in this
study.
Results were analyzed on the dependent measures using a priori orthogonal contrasts
(t-tests). In addition, a power test was conducted to determine whether using a sample size
Summary of Findings
The combined raw group means of both of the training groups on classroom
management skills were over 30 points higher than the means of the discussion group. The t-
tests contrasting the combined means of the training groups and the mean of the discussion
The mean of the training groups ( =74.2) was higher than the mean of the discussion
groups ( =65.6) in their overall teaching performance. The t-test contrasting these two
The training groups obtained lower (more preferred now mean score (13.2%) than the
discussion group (20.5%) in the pupil on-task classroom behavior. The a priori orthogonal
Conclusions
1. Content specific training seminars contribute more to the development of effective classroom
management skills, while discussions seminars may contribute to other aspects of professional
teachers effectiveness in the classroom produce higher percentages of pupil on-task behavior
Recommendations
Culled from the findings and conclusions of this study, the following are recommended:
1. The findings of this study have direct implications for institutions of higher education with
teacher education programs. It is likely that student teachers and their pupils will both benefit.
56
This implies that teacher education programs could improve the on-task behavior of their
student teachers pupils and develop more effective classroom managers and overall teachers if
they implemented training seminar programs that focus on the development of personal coping
might be more powerful than the individual treatment programs. Another design consideration
for future studies is to include a non-training seminar condition that discusses coping and
management issues but is not instructional. This would address whether the content
(coping/management) or the format (the role of the faculty) is more important in the student
teachers skill development. This would inform teacher education program if structured training
in coping and management skills is the most effective course, or if informal discussions on
Figure 18
Sample: Reference
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UNPUBLISHED MATERIALS
Articona, J.N. (2014) The Classroom Technology Infrastructure of Public high Schools in
the City of Mandaluyong: Basis for Development of Models for Technology
Integration Plan and Assessment Tools. Rizal Technological University,
Mandaluyong City.
Berge, Z. L., & Muilenburg, L. Y. (2009). Obstacles faced at various stages of capability
regarding distance education in institutions of higher education: survey results.
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