DACITY UNIVERSITY OF PASAY COLLEGE OF EDUCATION

CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

INTRODUCTION Modern day education, to be responsive to the changing and ever-increasing challenges of life, constantly moves towards the improvement of the quality of academic and work life in the current millennium. In todays era, the teaching profession has been struggling to keep pace with the changes in society and the accompanying challenges of the technological world. This is the reason why competencies are set and incorporated to the training of student teachers. However, problems are still emerging and encountered by student teachers worldwide. Teachers have become the main focus of much research in education as there is evidence suggesting that teacher factor is one of the most influential factors in the success of any educational institutions. This is because the quality of instructions depends on the quality of teachers the institution possesses and this has a direct impact on students learning and achievement in school. The researchers believe that two of the most crucial dynamic factors in determining the quality of academic and work life of schools and institutions are the quality of student teachers who are trained to be best and successful teachers and their strategy making abilities. Practice Teaching can boost performance and productivity and motivate students to achieve their goals of being successful someday as a teacher and help establish a community of people where quality of work and academic life is something they can be proud of and satisfied with. Teaching is a crucial factor that shapes the vital structure of an individual as well as the academic life in an institution like the school, for without the teachers, there would be learning process will take place and students will tend to go on their own separate individualistic ways of learning and doing their lessons. Effective teachers are the way for an institution to be successful in their mission. Without the proper direction and supervision of the teachers, the whole society would be in chaos or disorder and improvement of lives would not be possible. The study of the problems faced by student teachers is important and warranted for it is in that crucial time when future educators establish their identity as teachers and build their own ways of teaching and those problems that they could encounter may affect them as teachers in the future.

BACKGROUND OF THE STUDY Practice Teaching (or more popularly known as the practicum) is recognized as one of the most important aspects of a teacher education (Farrell, 2008). Teacher education institutions worldwide, including Philippines, are under increasing pressure to prepare their student teachers better for the actual world of teaching, and the practicum provides an avenue by which this expectation may be addressed. During practicum, the student teachers are given the opportunity to experience and experiment their knowledge and skills in an authentic teaching and learning environment (Kennedy, 1996). And during the practicum, student teachers like History Majors experience and encounter various problems as they complete student teaching or practice teaching. More than two decades ago, Lock (1977) suggested that more attention be given to the types of concerns student teachers face, which would help to improve the preparation of teachers. A decade later, Doebler and Roberson (1987) wrote that negligible research had been conducted on the perceived problems of student teachers. These assertions still hold true. The study of problems faced by student teachers is important and warranted. The more known about the difficulties which student teachers encounter and the sources of their concerns, the better the chances for eliminating the problems and enhancing every student teacher's chance for success (Doebler & Roberson, 1987; Roberson & Doebler, 1989). In addition, many problems faced by student teachers could possibly be an omen of future conflicts (Briggs & Richardson, 1992). And this can be prevented if those problems are to be known and studied upon and given possible solutions as early as possible before it could be worse.

RESEARCH PARADIGMProblems Encountered in Practice Teaching

Post-deploymentPre-deployment

During Deployment

GradesFinal DemoCooperating TeachersSchedule of deploy-ment

LessonPlanning

Students behavior

Critique TeachersCooperating Schools

ClassroomManagement

The concept diagram shows the problems encountered by the 4th year History major students on their practice teaching, such as the following: Pre-deployment- A. Schedule of the Deployment B. The Cooperating Schools C. The Cooperating Teachers During deployment- A. Lesson Planning B. Students behavior C. Classroom Management Post-deployment- A. Critique Teacher B. Final demo C. Grades After the study, the researchers will have an assessment on the different problems encountered by History Majors in Practice Teaching. THEORETICAL FRAMEWORK Teaching is based upon: Assumptions that the teacher possesses all knowledge and information which student does not possess. That each individual has the capacity to discover new knowledge with mutual inquiry. It implies that a teacher has a model in his mind to use in specific situation and student himself selects the model for mutual inquiry. A set of propositions stating the relationship between, on the one hand, measures the outcome of education and on the other hand, measure both the conditions to which the learner is exposed and variables representing characteristics of the learner. The individual difference among students at a given age, structure of knowledge with a topic to be taught, flexibility of sequencing, rate of learning, interests and so on. Those acts that the teacher performs typically in the classroom in order to induce-learning. The relationship consists of certain activities to be performed by the teacher such as analyzing teaching task, determining learning goals, identifying entering behavior and selecting teaching strategy. When we acknowledge that students interpretand do not automatically absorbthe information and ideas they encounter in the world through the experiences and theories they bring to school, the links between learning and teaching become more complicated.

STATEMENT OF THE PROBLEM The major objective of the study is to find out the problems of History majors during practice teaching/practicum. Specifically, it aims to answer the following questions: 1. What are the problems encountered by History majors in: 1.1. Pre-deployment 1.2. During deployment 1.3. Post-deployment 2. What solutions may be offered to solve the problems of student teachers? 3. What are the perceptions of critique or cooperating teachers and student teachers to those problems encountered? 4. Is there any difference between the perceptions of the Student Teachers and Critique Teachers to those problems encountered?

NULL HYPOTHESIS There is no significant difference between the perceptions of student teachers and resource teachers to the problems encountered during Practice Teaching by History majors.

SIGNIFICANCE OF THE STUDY This research study was on the problems encountered by History majors in their practice teaching, and the researchers wanted to investigate the topic widely from different perspectives and levels, both from students and teachers perspectives, as well as from their concerns and experiences. Furthermore, the result of the said study is significant to the following: 1. The History Majors. This study would help the future student teachers, particularly the History majors, gain valuable information and insight about the student and classroom related problems. This study may serve as guideline to help them prepare for their practice teaching and to use good preventive management strategies and principles for the improvement of students and classroom management. 2. The Cooperating or Resource Teachers. This study would help the cooperating teachers to have better way of understanding, handling and supervising the student teachers. Through its findings, they will also be in a better position to provide the appropriate experience for the student teachers. 3. Cooperating Officials. This study will also benefit the cooperating officials (Principal, Head Teachers, and Supervisor) to further strengthen their support to the cooperating teachers as well as to help student teachers by laying down guidelines to ensure learning, proper training and safety.

SCOPE AND LIMITS OF THE STUDY The study focuses only on the problems encountered by student teachers in their pre-deployment, during deployment and post-deployment of their practice teaching. The study covers only the History major students of the College of Education at City University of Pasay who are undergoing practice teaching this Academic Year 2013-2014.

DEFINITION OF TERMS The following terms are being defined either conceptually or operationally as used in the study. Advisers-They are the one who cooperates with the student teachers and the school for the deployment of the student teachers. Cooperating School- The school which cooperates in the deployment and serves as a field of practice for the purpose of teaching by the student teacher. During Deployment- Refers to the time span wherein the student teachers experience practice teaching or practicum. History Major- A student who takes up history subject as their subject of mastery. Post-Deployment- Refers to the time span where the student teachers finish their practicum. Practice Teaching- This may also refer to student teaching, teaching practicum or practicum and pre-service teaching. Practice teaching is the culmination of the professional education and wherein student teachers experience actual teaching in the learning environment. Pre-Deployment- Refers to the time span wherein student teachers are prepared for their practicum. Problem- An inquiry starting from given conditions to investigate or demonstrate a fact, result, or law. It is the aspect the researcher worries about, thinks about, and wants to find a solution for. Resource Teacher- It may also refer to cooperating teacher or critique teacher. He handles field study students and student teachers in the field. Student Teacher- A college student who is teaching under supervision of a professional teacher in order to qualify for a degree in education.

CHAPTER 2REVIEW OF RELATED LITERATURE AND STUDIES

This chapter describes several researchers and studies that have been made similar to the presented problems in this research. It deals specifically about foreign and local literature and foreign and local studies. The following information was taken from books, journals, unpublished materials and the internet in order to distinguish what has been studied and what have not yet been studied.

FOREIGN LITERATURE Research is valued in education. Research was classified as needed in areas like teacher training (Good et.al. 1941). Practice Teaching is an important component of becoming a teacher. It grants student teachers experience in the actual teaching and learning environment (Ngidi & Sibaya, 2003; Marais & Meier, 2004; Perry, 2004). Students must spend several months teaching in a high school under the supervision of an experienced teacher. (Summerfield, 1993). During practice teaching, a student teacher is given the opportunity to try the art of teaching before actually getting into the real world of the teaching profession (Kasanda, 1995). Perry (2004) also points out that, on the one hand, student teachers should experience the excitement of being a part of a real classroom setting, of getting to know learners, of planning and organizing the classroom tasks. On the other hand, student teachers could have doubts about their ability to cope with unfamiliar situations, controlling and managing learners or establishing a working relationship with the mentor or supervisor. It is such mixed feelings that can contribute to the making or breaking of a student teacher. Student teachers also know the value of practice teaching and as remarked by Menter (1989), they perceive it as 'the crux of their preparation for the teaching profession' since it provides for the 'real interface' between studenthood and membership of the profession. It is inevitable to observe some problematic cases in any teaching. Veeman (1984) focuses on classroom discipline, motivating students, dealing with individual differences, assessing students works, relationships with their parents, the organization of class work, insufficient and/or inadequate teaching materials and supplies, and dealing with problems of individual students. Towards the end of teaching practice, the student teachers were asked about their experiences during teaching practice and whether these experiences may have influenced their perception of the teaching profession (Kiggundu and Nayimuli, 2009). LOCAL LITERATURE Student teaching is the culmination of the professional education. This experience which is provided by education course in the last year of pre-service education serves as the transitional phase between the past roll of a full-time student and the future role of full-time teacher (Bustos, 1982). Teaching is a student teachers mission meaning it is the task entrusted to you in this world and must got prepare ones self for it. The four years of pre-service preparation will equip one with the knowledge, skills and attitude to become an effective teacher (Bilbao et.al. 2006). During the period of student-teaching, one will be playing a dual role at the same timethat of teacher and student. One will serve as an apprentice teacher who will first observe cooperating teachers, participate a little in the routine teaching tasks, and eventually begin to teach on ones own under the guidance of a cooperating teacher (Bustos, 1982). During the student-teaching period, one will be opened to various ideas, forces, and activities operating within a school. To profit most from student teaching, one should seek out as many experiences as possible, involving ones self more in those areas that one is weakest and most likely to encounter difficulty (or problems) as a full-time later. Student teaching will help one become a better teacher and gives one the opportunity to synthesize all that you have learned and to translate them into professional skills (Bustos, 1982). The opportunities and experiences embedded in the practice teaching course will enable student teachers the chance to experience the life in actual learning environment and to meet the challenges of the real learning environment (Teacher Education Council, DepEd, 2007). Bernardo and Marso (2005) cited inherent patterns of behavior the teachers manifest in handling a multicultural classroom, the factors that affect them as well as the unique dynamics that play out in the interactivity between teachers from a developing country to a more economically affluent nation. Mentors (or referred to as cooperating teachers) are guide, supporter, friend, advocate and role model. They need to accept their mentees (student teachers) as they are. They can offer advice and suggestions to provide student teachers with ideas and encouragement that will extend their skills (T.E.C., DepEd, 2007). While learning environment has extended beyond the classroom alone, the demands of the diversity of learners are great, the complexity of learning becomes very challenging, and the role of the teacher has extended to a global community (T.E.C., DepEd, 2007).

FOREIGN STUDIES Teaching practicum or Practice Teaching is the time for students who are learning to become teachers to experiment with the different things they learn in school. Various studies have admitted the importance of the practicum in teacher education program. As suggested by Schulman (2009), certain knowledge is necessary for a student teacher to become effective teacher later. Besides content knowledge, teachers are also required not only pedagogical knowledge but also pedagogical content knowledge. Shulman (as cited in Tuli and File, 2009) further elaborated that teaching is a combination of an art, a craft and a science. Knowing what to teach, how to teach it and what methods to use with particular topics, particular kinds of students and in particular settings all combine to form the knowledge and skills that define teaching expertise. All of these knowledge is important for teachers especially teachers to be to develop. Putnam (1996) stressed the importance of teaching practicum as he believed that learning process needs to be grounded in classroom practice. Nevertheless not all learning to teach process can be generalized to all situations, across the board. For this, Calderhead and Shorrock (cited in George and Worrell, 2002) identified three specific contexts that provide different experience to the student teachers. Among them are; the fact that learning to teach is person specific in which novice and practicing teachers bring different experience with them to the learning process and the other one is called context specific. In this case, the different contexts the student teachers are in will generally produce different experience, perhaps because of the influence from the cooperating teacher, university supervisor and others surrounding them. In many teacher education programs, teaching practicum is a compulsory course to be taken by all the students as it an important part of teachers professional development (Richard & Crookes, 1988) although the nature, length and frequency of the practicum varies from one institution to another. As this is a central and most important component of teacher education, a lot of time and attention needs to be spent and given to ensure that student teachers undergoing the course are well prepared physically and mentally. This is because the quality of teaching practicum depends very much on the quality of the experience gained during teaching practicum. Since teaching practicum is the time when student teachers practically have the opportunity to experiment with their knowledge outside their classroom for the first time, a lot of challenges are expected to arise. This is because learning to teach is a very complex activity as there are so many unexpected and unknowns. Research (e.g. Kyraicos & Stephen, 1999) has suggested the need to pay attention to those concerns and challenges for future development in teacher education. If the challenges are not taken care of, they could aggravate more problems to the already complicated teaching activity. The support is needed since working with cooperating teachers gives student teachers opportunity to develop their teaching skills because the cooperating teachers provide models to be observed and/ or emulated. Their influence ranges from attitudes to classroom practices (Zahorik, 1988). Other important roles of cooperating teachers include providing immediate feedback regarding their teaching through lesson observation and discussion. Guidance from cooperating teachers is very much needed; therefore, lack of it can pose problems to the student teachers. As Md Yunos et.al,(2010) found in their study, their informants encountered problems with both their supervisors and cooperating teachers because they were not able to communicate with both of them due to busyness.

LOCAL STUDIES Ravena (1978) studied the program of student teaching at the Iloilo School of Arts and Trade. His investigation revealed varied policies and practices adopted in the program of student teaching. Some of them were substitute teaching, student teachers were left alone to report and to introduce themselves to the cooperating teachers and school officials of different schools and limited supervisory visits by trainers and advisers. Solomia (1982) undertook a study which attempted to identify the problems of student teachers in Iloilo School of Arts and Trade. The problems are categorized into: (1) administrative (leadership in studying, improving and evaluating teaching-learning situations); (2) supervisory (those tasks/activities performed by the student teachers in keeping up with specific functions); (3) instructional; and (4) student teaching work problems (related to the adjustment in the classroom). Donasco (1968) studied on the evaluation of student teaching based on the problems set by cooperating teachers who were guiding the student teachers from private teacher training institutions in Iloilo City. His investigation revealed that majority of the cooperating teachers considered instructional skills a definite problem in their work of guiding the student teachers. On the study which is distinctly similar to the particular study is the investigation led by Madamba (1972), who made a survey of student teaching problems encountered by student teachers from private colleges in Ilocos Norte and categorized those problems as: (1) professional preparation (observation, participation, instructional materials, teaching technique); (2) relationship with students, other student teachers, cooperating teachers, administration and school officials; and (3) personal problems (physical, social, emotional, financial, family, moral). As cited in Journal of Instructional Psychology by Jenny Reyes, quality sequence in the student teaching is of utmost importance. The student teachers needs to observed students/pupils carefully in teaching and learning situations to a certain suitable, ordered experience for students.

SYNTHESIS OF REVIEWED LITERATURE AND STUDIES The studies of Ravena, Solomia, Donasco and Madamba are related to the present study as they revealed variables and factors that contribute to the development of student teachers on their practice teaching. Also, the work of Bustos contributes to better gain knowledge about the realities of practice teaching. Likewise, the foreign studies of Schulman, Putnam, Zahorik and other foreign literature relatively similar with the present study, provides valuable data for the completion of the study.

CHAPTER 3RESEARCH METHODOLOGY

This chapter presents a detailed discussion of the method and designed used in the research study, the respondents of the study, the research instruments, and data gathering procedures.

RESEARCH METHOD According to Best and Kahn (1989), this kind of design is best to be used when the researcher intends to describes and interpret what is. It is also known as non-experimental research as it deals with relationships between variables, the testing of hypothesis and the development of generalizations, principles or theories that have universal validity. For this reason researchers used this descriptive method. In this study, the descriptive method of research is used in a fact finding study with an adequate systematic and accurate interpretation of the findings. The data gathered were collected, tallied and interpreted to come up with the final result of this study.

SOURCES OF DATA The data came from the questionnaire assessed by the student teachers, particularly History Majors, of City University of Pasay and their respective critique or cooperating teachers. The following are the list of sources: College of Education Kalayaan National High School- Araling Panlipunan Dept Pasay City West High School- Araling Panlipunan Dept Pasay City East High School- Araling Panlipunan Dept Pasay City North High School (Tramo Campus)- Araling Panlipunan Dept Pasay City North High School (Main Campus)- Araling Panlipunan Dept

RESPONDENTS OF THE STUDYTable 1Distribution of Respondents

RespondentsStudent TeachersCooperating TeachersTotalPercentage

Kalayaan Natl H.S.551022%

Pasay City West H.S.991839%

Pasay City East H.S.44817%

Pasay City North H.S. (Main)44817%

Pasay City North H.S. (Tramo)1125%

TOTAL232346100%

For the purpose of the study, twenty-three (23) students of History Majors of the College of Education, City University of Pasay and twenty-three critique or cooperating teachers from Araling Panlipunan Department of different High schools of Division of Pasay comprised the respondents of the study.SAMPLING For the study, a purposive sample of 46 respondents was taken. In purposive sampling the organizers of enquiry purposively chose the particular unit of a universe for constituting a sample on the basis that the small mass that they so selected out of huge one will be typical of representative of the whole The study is focused on the student teachers and cooperating teachers of different secondary schools in the Division of Pasay. The student teachers is the one group and cooperating teachers is the other, eager to know the assessment of this two groups on the problems encountered by History Majors in Practice Teaching.

RESEARCH INSTRUMENT USED The instrument used to collect data was the answers from the questionnaire for a faster gathering of data. The respondents are the History Major student teachers of College of Education, C.U.P. and their respective cooperating teachers.QUESTIONNAIREGuided by the questions and objectives, the researchers formulated a questionnaire. It is prepared with enough directions to answer the questions. These printed questionnaires will serve as a data collection tool that will gather the needed data for the research. The questionnaires were distributed to student teachers and their cooperating teachers. It was divided into four parts mainly part 1 which aims to gather the respondents profile, part 2 which is designed to judge whether the respondents have to agree or disagree with the problems possibly encountered by History Majors. The third part aims to find out the problems encountered by the respondents in the implementation of the program. The last part also includes queries that will give suggestions/solutions on the problems encountered by History Major student teachers. Cure was taken to avoid ambiguous, incorrect and biased questions while preparing the preparing the questions. The questionnaire is then distributed to students and teachers. The sample questionnaire:For Student teachers:City University of PasayPasadea Street, F. B. Harrison, Pasay CityCollege of Education

Problems Encountered by History Majors in Practice Teaching, A.Y. 2013-2014SURVEY

1. PERSONAL DATA

NAME: (optional) ___________________________GENDER: ( ) MALE ( ) FEMALE

AGE: ( ) 11-15 ( ) 16-20 ( ) 21-25 ( ) 26 and above

School Deployed: _____________________________

1. QUESTIONNAIRE PROPER

Direction: Below are the possible problems encountered by student teachers;before, during and after practice teaching. Put a check on the number opposite the items that describes your answer using the scale below. 5 STRONGLY AGREE4 AGREE3 UNDECIDED2 DISAGREE1 STRONGLY DISAGREE54321

54321

PRE-DEPLOYMENT

1. The schedule of deployment does not interfere to my class hours.

2. The deployment schedule is implemented in time.

3. The adviser or one of the cooperating teacher cooperate with us for the deployment.

4. The department head in the school cooperates to us in an orderly way.

5. The payment for practice teaching is affordable at reasonable price.

DURING DEPLOYMENT

1. The student teachers lesson plan jives on the teaching proper.

2. The student teacher implements proper classroom management.

3. The cooperating teacher or resource teacher cooperates with me.

4. The student teacher implements active student participation and proper discipline.

5. The student teacher is comfortable during travel from house to the school deployed.

POST-DEPLOYMENT

1. The final demo was finished in time.

2. The grades received are justifiable.

3. The critique teacher was cooperative during the final demo.

4. The student teacher met all the requirements before the end of practice teaching.

5. The student teacher has no deficiencies in the subjects taken in school.

III. 1. What are the solutions do you think may be offered to help the student teachers? ______________________________________________________2. What are your perceptions to the problems encountered in practice teaching? ______________________________________________________---Thank you for cooperating! God Bless! --- For Cooperating teachers:City University of PasayPasadea Street, F. B. Harrison, Pasay CityCollege of Education

Problems Encountered by History Majors in Practice Teaching, A.Y. 2013-2014SURVEY

1. PERSONAL DATA

NAME: (optional) ___________________________GENDER: ( ) MALE ( ) FEMALE

AGE: ( ) 11-15 ( ) 21-30 ( ) 16-20 ( ) 31-40 ( ) 41-50CIVIL STATUS: ( ) Single ( ) Married ( ) Widow ( ) Separated

( ) 51 and above TEACHING EXPERIENCE: ( ) 1-5 years ( ) 6-10 years ( ) 11-15 years ( ) 16-20 years ( ) 20 years above

1. QUESTIONNAIRE PROPER Direction: Below are the possible problems encountered by student teachers; before, during and after practice teaching. Put a check on the number opposite the items that describes your answer using the scale below. 5 STRONGLY AGREE4 AGREE3 UNDECIDED2 DISAGREE1 STRONGLY DISAGREE54321

54321

PRE-DEPLOYMENT

1. The schedule of deployment does not interfere to the Student Teachers class hours.

2. The deployment schedule of the student teacher is implemented on time.

3. The adviser or a school representative cooperates with our school for the deployment of the Student Teachers.

4. The student teacher. cooperates with us in a nice and pleasant way.

5. The student teacher was prepared before the deployment.

DURING DEPLOYMENT

1. The student teacher does not encounter difficulty in lesson planning.

2. The student teacher comes on time.

3. The student teacher has good classroom management.

4. The student teacher has good communication skills.

5. The critique or cooperating teacher always supervises the student teacher during and after his classroom teaching.

POST-DEPLOYMENT

1. The cooperating teacher assists the student teacher during his Final Demo.

2. The cooperating teacher contributes to the student teachers learning to attract and plan solutions to his school problems.

3. The student teacher finished his Final Demo well and on time.

4. The student teacher met the requirements for Practice Teaching.

5. The cooperating teacher gave a justifiable and reasonable grade.

III. 1. What are the solutions do you think may be offered to help the student teachers? 2. What are your perceptions to the problems encountered in practice teaching? ---Thank you for cooperating! God Bless! ---

DATA GATHERING PROCEDURE In the conduct of the study, the researchers prepared and printed the questionnaires, then administered to the respondents. The results or data gathered were tallied and analyzed, then, interpreted.

STATISTICAL TREATMENT OF DATA Descriptive and inferential were employed to address the problem raised and to test the hypothesis advanced in this research: 1. Frequency tables and percentages were obtained to describe the demographic profile of the respondents. The formula percentage is shown below:P= x 100 Where: P = percentage f = frequency n = total number of respondent 2. The weighted mean were computed to describe the problems encountered by History Majors in practice teaching as observed from the respondents responses using the formula, to wit;x = Where: X = mean Summation f = frequency x = score n = number of casesThe criteria, which served as bases for the interpretation on the mean scores, were as follows:WeightQualitative Interpretation4.51-5.00Strongly Agree (SA)3.51-4.50Agree (A)2.51-3.50Undecided (U)1.51-2.50Disagree (D)1.00-1.50Strongly Disagree (SD)

3. To find out the significant difference in the assessment of the two groups of respondents, the standard deviation and t-test were used: SD = Where: SD = standard deviation n = number of respondent = mean summation = square of frequency 4. To find out the significant difference in the assessment of the two groups of respondents, the t- test was also used:

Where: t = t-test = mean for students = mean for teachers = number of students respondents = number of teachers respondents = standard deviation for students = standard deviation for teachers The response scale was based on a five point Likert-Type Scale describing and assessing the problems encountered by History Majors in Practice Teaching. 5 Strongly Agree4 - Agree 3 - Undecided2 - Disagree 1 Strongly Disagree CHAPTER 4PRESENTATION, ANALYSIS ANDINTERPRETATION OF DATA

Chapter Four showcases the results, analysis and interpretation of data in pursuit to answering problem raised in Chapter 1. This chapter presents the statistical analysis of data which the corresponding interpretation of their results based on the statement of the problem. It includes tables containing the data extracted from the questionnaires and the analysis and interpretation of it.

Distribution of RespondentsTable 2Distribution of Respondents According to GenderGENDERSTUDENT-TEACHERCRITIQUE TEACHERTotalPercentage

Male1451941 %

Female9182759 %

Total232346100 %

The data collected shows that 19 or 41 % of the respondents are Male and 27 or 59 % of the respondents are Female.

Table 3Distribution of Respondents According to AgeAGESTUDENT-TEACHERCRITIQUE TEACHERTotalPercentage

25 above0222248 %

24 below2312452 %

Total232346100 %

The data collected shows that 22 or 48 % of the respondents are 25 above of their age and 24 or 52 % of the respondents are 24 below of their age.

Problem No. 11. What are the problems encountered by History majors in: 1.1. Pre-deployment 1.2. During deployment 1.3. Post-deploymenta. Pre-deploymentTable 4Weighted Mean Responses of the Student-Teachers in terms of Pre-DeploymentINDICATORSTUDENT-TEACHER

WM VI

1. The schedule of deployment does not interfere to my class hours.2.82 U

2. The deployment schedule is implemented in time.3.73 A

3. The adviser or one of the cooperating teacher cooperate with us for the deployment.4.17 A

4. The department head in the school cooperates to us in an orderly way.3.86 A

5. The payment for practice teaching is affordable at reasonable price.2.95 U

Total3.51 A

The data reflected on Table 4 that the number 3 got the highest weighted mean average which is 4.17 with verbal interpretation of agree and the lowest weighted mean average is the number 1 which 2.82,means undecided.Table 5Weighted Mean Responses of the Critique Teachersin terms of Pre-DeploymentINDICATORCRITIQUE TEACHER

WM VI

1. The schedule of deployment does not interfere to the Student Teachers class hours.3.82 A

2. The deployment schedule of the student teacher is implemented on time.4.17 A

3. The adviser or a school representative cooperates with our school for the deployment of the Student Teachers.3.13 U

4. The student teacher. cooperates with us in a nice and pleasant way. 3.69 A

5. The student teacher was prepared before the deployment.3.82 A

Total3.73 A

The data reflected on Table 5 that the number 2 got the highest weighted mean average which is 4.17 with verbal interpretation of agree and the lowest weighted mean average is the number 3 which 3.13,means undecided.b. During DeploymentTable 6Weighted Mean Responses of the Student-Teachers in terms of During DeploymentINDICATORSTUDENT-TEACHER

WM VI

1. The student teachers lesson plan jives on the teaching proper.4.34 A

2. The student teacher implements proper classroom management.3.86 A

3. The cooperating teacher or resource teacher cooperates with me.3.91 A

4. The student teacher implements active student participation and proper discipline. 3.82 A

5. The student teacher is comfortable during travel from house to the school deployed.3.95 A

Total3.98 A

The data reflected on Table 6 that the number 1 got the highest weighted mean average which is 4.34 with verbal interpretation of agree and the lowest weighted mean average is the number 4 which 3.82 which means agree. Table 7Weighted Mean Responses of the Critique Teachersin terms of During DeploymentINDICATORCRITIQUE TEACHER

WM VI

1. The student teacher does not encounter difficulty in lesson planning.4.47 A

2. The student teacher comes on time.4.65 SA

3. The student teacher has good classroom management. 4.91 SA

4. The student teacher has good communication skills. 4.30 A

5. The critique or cooperating teacher always supervises the student teacher during and after his classroom teaching.4.39 A

Total4.54 SA

The data reflected on Table 7 that the number 3 got the highest weighted mean average which is 4.91 with verbal interpretation of strongly agree and the lowest weighted mean average is the number 4 which 4.30 which means agree. c. Post-DeploymentTable 8Weighted Mean Responses of the Student-Teachersin terms of Post-DeploymentINDICATORSTUDENT-TEACHER

WM VI

1. The final demo was finished in time.4.39 A

2. The grades received are justifiable.3.91 A

3. The critique teacher was cooperative during the final demo.3.69 A

4. The student teacher met all the requirements before the end of practice teaching.3.65 A

5. The student teacher has no deficiencies in the subjects taken in school.3.69 A

Total3.87 A

The data reflected on Table 8 that the number 1 got the highest weighted mean average which is 4.39 with verbal interpretation of agree and the lowest weighted mean average is the number 4 which 3.65 which means also agree.

Table 9Weighted Mean Responses of the Critique Teachersin terms of Post-DeploymentINDICATORCRITIQUE TEACHER

WM VI

1. The cooperating teacher assists the student teacher during his Final Demo.4.82 SA

2. The cooperating teacher contributes to the student teachers learning to attract and plan solutions to his school problems.4.69 SA

3. The student teacher finished his Final Demo well and on time.3.73 A

4. The student teacher met the requirements for Practice Teaching.4.86 SA

5. The cooperating teacher gave a justifiable and reasonable grade.4.30 A

Total4.48 A

The data reflected on Table 9 that the number 4 got the highest weighted mean average which is 4.86 with verbal interpretation of strongly agree and the lowest weighted mean average is the number 3 which 3.73 which means agree.

Table 10Grand Mean Scores of the Respondentsin terms of Pre-Deployment, During Deployment, and Post-DeploymentINDICATORRESPONDENTS

WM VI

1. Pre-Deployment3.62 A

2. During Deployment4.26 A

3. Post-Deployment4.18 A

Total4.02 A

The data reflected on Table 10 that the number 2, During Deployment, got the highest weighted mean average which is 4.26 with verbal interpretation of agree and the lowest weighted mean average is the number 1, Pre-Deployment, which 3.62 which means also agree. Overall, the respondents have agreed, with total weighted mean of 4.02 and means agree, with the same perceptions on the problems encountered by History Majors in practice Teaching.

Problem No. 22. What solutions may be offered to solve the problems of student teachers? Data gathered through responses to the questionnaires appeared that, the suggested solutions based on the interpretation of the data recommends that the schedule of the Deployment of the Student Teachers should adjust on much earlier time span.Student Teachers should cooperate with their Critique Teachers and should create a bond with each other to avoid misunderstanding. Student Teachers should also observe school rules and regulations.Students Teachers should also be ready on its daily class and they should also prepare their daily lesson plan. Seeking the help or advice of the Critique Teachers must be always done.

Problem No. 3

3. What are the perceptions of critique or cooperating teachers and student teachers to those problems encountered? Based on an open-minded questionnaire, the perceptions of the respondents are that the problems encountered in practice teaching by the History Majors are normal and cannot be avoided but can be dealt with accordingly and be given attention. These problems are just hindrance that Student Teachers must overcome to become a good teacher someday. Problems which a Student Teacher encounters during practice teaching are just part of a Student Teachers life on which they can learn from it.Problem No. 4 4. Is there any difference between the perceptions of the Student Teachers and Critique Teachers to those problems encountered?Table 11Results of T-Test in Significant Difference betweenthe Respondents Perception of the Problems Encountered by History Majors in Practice TeachingASPECTSAlpha Level of SignificanceCriticalValueDft-valueDecisionDescription

1.Pre-Deployment0.051.645580.25AcceptHoSignificant

2.During Deployment0.051.64558

0.35

AcceptHoSignificant

3.Post-Deployment0.051.645580.26AcceptHoSignificant

This assessment is collaborated by the computed obtained value of 0.25, 0.35, and 0.26 respectively which are less than the critical value of 1.645 at 0.05 level of significance with the degree of 58 of freedom. It cannot be denied that the two group of respondents have the same perceptions regarding the problems encountered by History Majors in Practice Teaching to which they have agreed.

CHAPTER 5SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter highlights the summary of findings, conclusions and recommendations of the study on the Problems Encountered by History Majors in Practice Teaching.

SUMMARY OF FINDINGS This study was undertaken in the realm of descriptive research with the purpose of assessing and describing the Problems Encountered by History Majors in Practice Teaching and the perceptions of the respondents. Specifically, the study sought answers to the following questions: 1. What are the problems encountered by History majors in: 1.1. Pre-deployment 1.2. During deployment 1.3. Post-deployment 2. What solutions may be offered to solve the problems of student teachers? 3. What are the perceptions of critique or cooperating teachers and student teachers to those problems encountered? 4. Is there any difference between the perceptions of the Student Teachers and Critique Teachers to those problems encountered?

A null hypothesis was formulated to answer the question number 4 and stated as such: There is no significant difference between the perceptions of student teachers and resource teachers to the problems encountered during Practice Teaching by History majors.

FINDINGS 1. The respondents assessment on the Problems Encountered by History Majors during Practice Teaching, revealed the following: 1.1 Pre-Deployment Both respondent groups accorded that the problems encountered by History Majors in Practice Teaching is Agree for Student Teachers and also Agree for Critique Teachers with weighted mean scores of 3.51 and 3.73 of the respondents groups respectively. The grand mean average is 3.62, described as Agree. 1.2 During Deployment Under this aspect, the respondents assessment were both at Agree as attested by grand mean score of 4.26. 1.3 Post-Deployment Both respondents agreed on the perceptions of problems encountered by History Majors in Practice Teaching with grand mean score of 4.18 which means agree. 2. Finding on the significant difference between the assessment of the two groups of respondents on the problems encountered by History Majors in Practice Teaching. Results of the t-test revealed that no significant difference between the assessment of the Student Teachers and Critique Teachers groups in terms of Pre-Deployment, During Deployment and Post-Deployment.3. Problems Encountered Data gathered through responses to the questionnaires appeared that, the problems encountered seemed to border more on student teachers themselves, time management, lesson planning, and classroom management. It also revealed that Student Teachers are undecided on whether the fee for Practice Teaching Deployment is agreeable or not. 4. Suggestions may be offered. Among the suggestions are the following: 1. Student Teachers should always observe proper time management during class session. 2. In terms of lesson planning, the Student Teachers should ask for an advice or help on their respective Critique Teachers. 3. Critique teachers should always give an advice to their Student Teacher particularly on formulating daily lesson plan. 4. Student Teachers should observe their respective Critique Teachers while they are teaching and they should pick up those strategies on how to observe proper classroom management. 5. Student Teachers should be allowed by their Critique Teachers to be exposed earlier on the classroom environment to experience implementing proper classroom management. 6. Critique Teachers should always be there to guide and to mentor their Student Teachers.

CONCLUSIONS In the light of the findings of the study, the following conclusions are drawn: 1. The teachers and student groups were both accorded with agree on the problems encountered by History Majors in their Practice Teaching. 2. There is no significant difference in the assessment of the two groups of respondents in terms of Pre-Deployment, During Deployment and Post-Deployment. 3. Problems encountered were more on the more on student teachers themselves, time management, lesson planning, and classroom management. 4. Suggestions mentioned by the respondents focuses on mentoring and guiding the Student Teachers during their practice teaching.

RECOMMENDATIONS In the light of findings of the study and conclusions drawn the following recommendations are forwarded:1. Student Teachers must be guided by their Critique Teachers to enhance their self-esteem and they should be encouraged to seek the help or advice of their Critique Teachers without hesitations. 2. Critique Teachers must mentor and supervise regularly their Student Teachers before, during and after class sessions. 3. The schedule of the deployment must be adjusted earlier than the usual deployment schedule and the payment for the Practice Teaching should be properly explained and justified to Student Teachers. 4. The college adviser should monitor the Student Teachers in every cooperating school or conduct regular meetings with them.

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