chapter 4 qualitative research results and discussion

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Results and Discussions

Presented in this chapter is the result of the data analysi s. Discussions are also provided to give a comprehensive explanation of the themes that were generated in response to the objectives set in this study. First subheading, based on first Research Objectives Effect of Poor Internet Connection

My analysis of the data generated me three categories of the challenges of multigrade teachers teaching science. These are teacher training, educational setting, and personal issues. Under each category are the specific challenges experienced by the teachers. To refer to the teachers’ quoted answers to the interview, R is used with its corresponding number as seen in the appendices. Teacher Training

The first category of challenges experienced by the multigrade teachers teaching science in is teacher training. In some primary school systems the same teacher teaches all subjects to the class throughout the school year; in others different teachers teach different subjects. In some systems the same teacher moves with the class group from one grade to the next.

Introductory paregraph. At least two sentences.

First category. See Figure 1.

First theme under first category. See Figure 1. Deficient Pre-service and In-service Training. Teachers in multigrade classrooms are expected to carry out multi-level curriculum. However, this is a challenge to most multigrade teachers due to their lack of training in this area. During the pre-service training of teacher, their experience when it comes to practice teaching is limited to monograde class teaching. That is why when called to teach in multigrade classes, most of interview participants shared that they are hesitant about it. Teacher A shared: “Isip usa ka combi teacher, actually dili jud sya sayon. Lisod jud sya magtudlo, labaw na kato na time na wala pay mga seminar na nahitabo. Lisod jud sya.” (As combi teacher, actually it’s not easy. It’s hard to teach especially those times that no seminar yet is provided. It’s really difficult.) -IDI, Teacher A, R It can be surmised from the answer of Teacher A that she lacked the training in teaching multigrade classroom. Hoadley and Jansen (2009) stressed that most pre-service and in-service teacher training systems prepare teachers to teach in monograded schools. They added that although there are many teachers working in multigrade teaching situation, they are not being provided with the kind of intensive in-service teacher training, they need. Teacher B shared similar experience: Quote from FGD “Lisod kung wala ka ka-seminar ug multigrade or combi then Transcription to maghandle ka ug combi class. Igo ra ko magbasa-basa, bana-bana triangulate. You lang ko sa ako gibuhat. Kung baga, sariling-sikap lang ko... Sa may also include akong mahinumduman wala koy subject atong college pa ko na more quotes. related sa multigrade or combi teaching. Naglisod jud ko kay wala man jud ko kaseminar.” (It’s difficult if you have not attended Arial 11. Indented seminar for multigrade or combi then you

Quote from IDI Transcription. Arial 11. Indented on both sides. With English Translation.

situations teachers have increased curricular responsibility. They are accountable for curriculum mandates and student learning outcomes for a greater number of courses over several grade levels. They must be knowledgeable of the curriculum for each grade level and develop strategies for its provision. This explains how the multigrade teachers feel about the curriculum. “ Naglisod ko ug integrate sa lesson. Ang akong mga kasinatian, pinakalisod kung ang competency sa Grade 3 ug Grade 4 na lahilahi maglisod ko unsaon pagtudlo.” (I had difficulty in integrating the lesson. It was most difficult to deliver the lesson because of the different competencies that grade 3 and grade 4 have. I really have difficulty teaching) – FGD, Teacher B, R Difficulty in Classroom Management. The second theme that describes the challenges of multigrade teachers teaching science in the aspect of teacher training is their difficulty when it comes to classroom discipline being one of the most important aspects in teaching. Moreover, classroom management plays an important part to make teaching-learning meaningful. Based on the responses of the multigrade teachers during my interview, classroom discipline and management is one of the challenges they face in a multigrade classroom. Teacher A had difficulty at first because she doesn’t know what to do, with two grade levels in a class. Teacher B still has difficulty on how to handle two grade levels. Teacher D also shared that every start of the school year, students always take time to be trained. Similarly, Teacher E finds it challenging to teach combination class. As for Teacher F, he shared that at first it was tiresome and difficult teaching many grade levels. Teacher G finds it challenging teaching higher and lower grade levels in a class. Likewise, Teacher H finds it difficult to teach Grades 5 and 6 because they are already in higher grades. Teacher I was confused on what to do with her class because she does not have any idea on how to handle combi or multigrade class as a whole, and

Teacher J finds that pupils coming from different family and cultural background are very difficult to handle. Here are excerpts of their interview responses: “.. jud nalisoran jud ko kay la man ko kabalo unsa ako buhaton. Actually sa sulod sa room, dili lalim nga sa isa ka-room duha kagrade level labaw na ang pag-arrange.” (.. first, I had difficulty because I didn’t know what I will do. Actually, it’s not easy inside the classroom with two grade levels much more with the arrangement.) – IDI, Teacher A, R “Sa 1 year and 2 months nako na pagtudlo isip multigrade teacher, hangtod karon wala pa jud ko kaadjust ug naglisod ko unsaon pagtudlo sa duha ka-grade level sa Grade 3 ug grade 4.” (In my 1 year and 2 months as MG teacher, until now I have not adjusted yet and had difficulty how I shall teach 2 grade levels grade 3 and grade 4.) – IDI, Teacher B, R “Pag pirmiro gyud pirting kapoya. Makaana gud ko na lisoda man diay ni oi unya daghan kaayo kog grado na gitudloan.” (It was tiresome at first. I could say it is very difficult teaching with many grade levels.) – FGD, Teacher F, R It is very clear from their statements that they struggle in handling a multigrade classroom. Luwangwa (2009) said that at first look, the skills needed to teach well in the multigrade and the single-grade classroom appears to be quite similar. The differences between the two sorts of classrooms may be more a product of socialization and expectation than of fact. Clearly, if a teacher in either sort of classroom fails to address differences among students, the effectiveness of instruction suffers. Likewise, teachers are harmed when they have not been adequately prepared to teach students with varying ages and abilities, no matter what sort of classroom they work in. Therefore, in the multigrade classroom, more time must be spent in organizing and planning for instruction. Extra materials and strategies must be developed so that students will be meaningfully engaged. This additional coordination lets the teacher meet with small groups or individuals, while other work continues. Since the teacher cannot be everywhere or with each student simultaneously, McEwan

Results and Discussions Presented in this chapter is the result of the data analysis. Discussions are also provided to give a comprehensive explanation of the themes that were generated in response to the objectives set in this study.

Simple Example: To identify the problems encountered by the students having poor internet connection

• What are the problems that you’ve encountered due to poor internet connection? How does this affect you as a student?
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Chapter 4 RESULTS AND DISCUSSION

This chapter deals with the analysis interpretation and discussion of results:

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This chapter will show the details that will provide a support for the results of the study, wherein the details will also find an answer to the researchers presented problem. Results presented in the previous chapter. The researchers will also provide an analysis and interpretation of data gathered so that the results will validated carefully to find out the possible effects of the system to the clients. This chapter will summarize the results of the conducted tests as a part of the experimental and developmental program of this research project. Data Gathering Results Demographic Profile of the Respondents The profile of the respondents in this study includes the age, gender, year level, course and section. Systematic and objective assessment must be use to complete the evaluation. The following tables show the interpretation and the analysis of the data from the external survey questionnaires.

This chapter presents the analysis and interpretation of the findings in the study on the level of satisfaction on the implementation of Pantawid Pamilyang Pilipino Program (4Ps) at selected implementation areas. Profile of the Respondent Beneficiaries The first research deals with the age, sex, number of children, occupation of the father, occupation of the mother, educational attainment of father, educational attainment of mother, and monthly income of the respondents. Figures 1 to 8 present the findings. Figure 1 Profile of the Respondent Beneficiaries in terms of Age (n = 100) The Figure 1 shows that most or 33% of the respondents are on the age bracket of 34 – 43 years old and the least or 21 % are on the 54 – 63 age bracket. As to sex, Figure 2 shows the findings. Out of 100, there are more or 92% of the respondents are females while only 8% constitute the males. There are more females who served as respondents most probably because that they were the ones available during the time of survey than the male counterparts since most of the mothers are housekeepers. Figure 2 Profile of the Respondent Beneficiaries in terms of Sex (n = 100)

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The correct interpretation of research results is of paramount importance to know the eff ectiveness of the study. Researchers should describe the result clearly, and in a way that other researchers can compare them with their own results. For correct interpretation of results, sound knowledge of research methodology and statistics is needed. Results should be analyzed using appropriate statistical methods to try to determine the probability that they may have been by chance, and may not be replicable in larger studies. Results need to be interpreted in an objective and critical way, before assessing their implications and drawing conclusions. The aim of the present review was to highlight the basic points to be kept in mind by the researcher while interpreting the results of a research paper.

This chapter contains the restatement of the problem, the summary of the findings, conclusions, and recommendations.

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