Sample

1. INSTRUCTIONAL COMPETENCIES OF GENERAL EDUCATION FACULTY:
THEIR INFLUENCE TO STUDENTS’ ACADEMIC PERFORMANCE
ABRAHAM B. UNTAL, JR.
APRIL 2019
NOTE: THIS IS MY TITLE, STATEMENT OF THE PROBLEM AND QUESTIONNAIRE
THIS WILL SERVE AS YOUR EXAMPLE.

2. Statement of the Problem
This study will attempt to assess the level of instructional competencies of the General
Education Faculty and their influence to the students’ academic performance in the University of
Cagayan Valley for School Year 2018-2019.
Specifically, it will seek to answer the following questions:
1. What is the profile of the General Education teacher-respondents by area of specialization
and as a whole in terms of the following:
1. Age
2. Gender
3. Civil Status
4. Highest Educational Attainment
5. Number of Years Teaching
6. Faculty Rank
7. Ethnic Affiliation

3. 2. What is the level of instructional competence of the teacher-respondents as assessed by themselves and
their students by area of specialization and as a whole along the following dimensions:
1. Mastery of the Subject Matter
2. Methods and Strategies of Teaching
3. Communication Skills
4. Evaluation Techniques
5. Learning Environment
6. Diversity of Learners
7. Interpersonal Skills
3.Is there a significant difference between the assessments of the two groups of respondents on the
level of instructional competence of the teacher-respondents by area of specialization and as a whole
in terms of the above dimensions?
4.What is the mean academic performance of the students as reflected in their preliminary grades during
the second semester of School Year 2018-2019 by area of specialization and as a whole?
Note: These 1 to 7 are my
dimensions: it should be in the
QUESTIONNAIRE

4. 5.Is there a significant relationship between the level of instructional
competencies of the teacher-respondents and the mean academic performance
of the students?
6.Is there a significant relationship between the profile variables of the
teacher-respondents and their level of instructional competencies by area
of specialization and as a whole relative to the above dimensions?
7.In what dimension/s of instructional competencies are the teacher-
respondents least competent?
8.What program interventions may be proposed to address the instructional
needs of the teacher-respondents?

5. QUESTIONNAIRE FOR TEACHER-RESPONDENTS
Name of Instructor (Optional):_______________________
Part I. Profile of the Teacher-Respondents
1. Age: ________ 2. Gender: ( ) Male ( ) Female
3. Civil Status: ( ) Single ( ) Married ( ) Separated
4. Highest Educational Attainment: ___________________
5. Number of Years Teaching: _____________
6. Faculty Rank: _______________
7. Ethnic Affiliation:
( ) Itawes ( ) Ibanag
( ) Ilocano ( ) Malaueg
( ) Tagalog ( ) Isneg
( ) Kalinga Others: Specify ___________
8. Specialization: _______________

6. Part II. Level of Competencies
This Instructional Competency Tool outlines the major dimensions an
effective teacher must have. The competencies are divided into seven (7)
dimensions. These are the mastery of the subject matter, methods and
strategies of teaching, communication skills, evaluation techniques,
learning environment, diversity of learners and interpersonal skills.
Results of this study will be used to develop a plan for improvement.
Please indicate the level of competencies you have as to the following
dimensions. Check the item that corresponds to your answer.
3-Very Competent 2-Competent 1-Least Competent

7. A. Mastery of the Subject Matter 3 2 1
1. Enhances and extends approved curriculum.
2. Gives clear explanations relating to lesson content and
procedures.
3. Communicates accurately in the content area.
4. Integrates other subjects in the content area.
5. Creates multiple paths to the subject matter.
6. Cites current or up-to-date information on the subject
matter.
7. Does not talk about people, events or things entirely not
related to the subject matter.
8. Organizes his/her discussion systematically.

8. B. Methods and Strategies of Teaching 3 2 1
1. Designs appropriate opportunities for large group, small group and
independent student learning experiences.
2. Selects from a variety of teaching methods (demonstrations,
lectures, student projects, group work, and independent practice) for
specific instructional goals and purposes.
3. Integrates a variety of resources into instruction, including field
trips, supplemental printed materials, manipulative and technology.
4. Designs opportunities for students to apply, practice and
demonstrate knowledge and skills based on knowledge of learning
modalities, style preferences and intelligences.
5. Designs and implements necessary modifications and adaptations in
instruction and curriculum so that students with disabilities have
access to the general education curriculum in the least restrictive
environment.
6. Selects the most effective teaching techniques to address a variety
of student learning levels, rates, styles and needs as well as
diverse interest and backgrounds.
7. Selects the most effective materials and media to address a variety
of student learning levels, rates, styles and needs.
8. Consistently integrates the use of cognitive thinking skills such as
critical thinking, problem solving, divergent thinking, inquiry and
decision-making into instruction.

9. C. Communication Skills 3 2 1
1. Effectively explains, demonstrates or communicates the
relevance of topics and activities.
2. Consistently communicates to students the instructional
intent, directions and plans.
3. Establishes and states expectations for students
performance.
4. Presents directions and explanations in a variety of ways to
insure student understanding.
5. Solicits communication from students about their learning
for the purposes of ongoing instructional planning.
6. Communicates regularly with students about their progress.
7. Engages students in the analysis and evaluation of their
learning and adjusts instruction based on student feedback.
8. Engages students in explaining and/or demonstrating the
relevance of topics and activities.

10. D. Evaluation Techniques 3 2 1
1. Selects appropriate assessment tools and strategies for specific
learning outcomes.
2. Uses formative and summative assessment for remediation and
instructional planning.
3. Maintains documentation of student progress.
4. Consistently maintains communication with student and families
about student progress.
5. Evaluates informal measures of student understanding, such as
the question asked in class and the level of student enthusiasm.
6. Uses formal tests, responses to quizzes, evaluation of class
assignments, student performances and projects, and standardized
achievement tests to understand what students know.
7. Uses assessment strategies to involve learners in self-
assessment activities, to help them become aware of their
strengths and needs, and to encourage them to set personal goals
for learning.
8. Maintains useful records of student work and performance and
communicate student progress knowledgeably and responsibly, based
on appropriate indicators to students, parents, and other
colleagues.

11. E. Learning Environment 3 2 1
1. Identifies, explains and models constructive behavior
patterns.
2. Establishes and teaches effective and efficient routines.
3. Establishes and reinforces expectations for student
behaviors that promote citizenship in a classroom community.
4. Maintains smoothness and momentum during classroom
transitions.
5. Prepares and arranges material in advance for easy student
accessibility.
6. Minimizes distractions and interruptions.
7. Monitors and directs student behavior effectively and
appropriately.
8. Identifies hazards, assesses risks, and takes appropriate
action.

12. F. Diversity of Learners 3 2 1
1. Acknowledges and validates the ideas, learning needs,
interests and feelings of students with disabilities and/or
from culturally and linguistically diverse backgrounds.
2. Consistently recognizes student performance and
achievements.
3. Understands how students differ in their approaches to
learning and adjusts instruction to meet diverse needs.
4. Designs opportunities for each student to succeed, based on
individual learning needs.
5. Designs specific activities that require active involvement
and creativity.
6. Designs opportunities that require and reinforce student
responsibility for learning.
7. Develops students’ self-esteem, motivation, character, and
sense of civic responsibility.
8. Establishes and communicates high expectations for all
students.

13. G. Interpersonal Skills 3 2 1
1. Actively promotes collegial relations with other school
personnel.
2. Provides a system for interactive communication between
teacher and parents.
3. Uses conflict resolution strategies as appropriate.
4. Promotes active roles for parents and community members in
student learning.
5. Communicates in a professional manner with colleagues,
parents, and community members regarding educational matters.
6. Maintains a positive attitude.
7. Initiates open and candid relationships with people at all
levels.
8. Values others’ knowledge and expertise. Invites the input
and feedback of others. Fully considers other’s explanations/
points of view.