241

1 INTRODUCTION

Teachers need to improve knowledge and skills to

enhance. They should improve and explore their

teaching practices. Teachers’ competencies must be

reviewed so that teachers be redefined in the

development of whole life and education.

Competencies refer to knowledge, skills, attitudes,

values, and beliefs that the people need in order to be

successful in job. These are categories into three (3)

areas such as: field, pedagogical, and cultural

competencies. Competencies referred to the following

competencies: field, research, life-long learning,

social-cultural, emotional, communication,

information and communication technologies (ICT),

and environment (Selvi, 2010).

Teachers have important contribution to determine

students’ achievement. Teachers need to improve

their knowledge and teaching practices. They should

bring their students to the objectives of learning.

Teaching competence is a set of teachers’ abilities,

knowledge, and beliefs that are used to create

effective learning process (Majoko, 2019).

One of the basic functions of the school is to

perform quality performance in the framework of

quality education according to different fields of

specializations. The mission of the school is to ensure

on the one hand, excellent student performance, and

on the other the equal enjoyment of opportunities by

all students. Schools are asked to carry out the

challenges of times, such as multicultural co-existence,

dominance of technology, evolution of sciences, and

rapid renewal of knowledge. They are tasked to

prepare the students not only for the present but also

for ever-changing future, which needs the teachers’

role. The contribution of the working teachers is of

Teaching Situation and Instructors’ Key-Competencies

at the College of Maritime Education (CME): Evaluation

of the Marine Engineering Students

.J. Victoriano, R.T. Villaruz & R.A. Alimen

John B. Lacson Foundation Maritime University, Iloilo City, Philippines

ABSTRACT: Strength of educational system depends upon the quality pf teachers. Teachers have always been

considered as one of the noblest professions. (Naz, 2016). Students are generally influenced by their teachers

because they spend most of their time at school (Rahaman, 2010; Rosen, 2010). To teach students according to

today’s standards, teachers need to understand subject matter deeply and flexibly so that they can help students

create useful cognitive maps, relate one idea to another, and address misconceptions. Teachers need to see how

ideas connect across fields and to everyday life. Teachers use suitable strategies and resources to follow

instructions according to the needs of the needs of individuals and groups of students. Teachers should guide

pupils learning in analyzing. Teachers should provide manifold models and explanations of concepts behaviors

and skills. Teachers provide creative and critical thinking, problem solving ability, curiosity. They should know

how to use various technological and communication. They should believe in change and flexibility in teaching

learning process (Rahaman, 2010; Rosen, 2010).

http://www.transnav.eu

the

International Journal

on Marine Navigation

and Safety of Sea Transportation

Volume 16

Number 2

June 2022

DOI: 10.12716/1001.16.02.06

242

primary importance, as they have the experiences

gained from actual practice to warrant “competence in

teaching”. These competencies are the holistic

approaches, individual qualification, attitudes, skills,

and knowledge that arise as the results of their works.

Teachers shall carry out their works with the union of

personality traits and acquired knowledge. A “good

teacher” should possess a wide range of

qualifications, which include personality traits,

attitudes, beliefs, pedagogical skills, and knowledge.

The professional competencies of the teacher are

personal qualities, attitudes, skills, and knowledge

contribute to his/her effectiveness (Liakopoulou,

2011).

In particular, a large number of Philippine schools

were reported to manifest declining levels of quality,

and thus offering low quality education. In this

regard, public and private institutions were mandated

by CHED (Commission on Higher Education) to align

their development agenda with those articulated by

national educational reforms (Cuizon, el at., 2011).

Learning to teach is a developmental process, one

that changes and evolves throughout a career. Across

this time, teachers make sense of their personal

experiences through interpretation and creation of

unique frameworks of knowledge. The process of

teaching has been defined in a variety of ways as the

acquisition and maintenance of practical teaching

skills in order to address the complexity of issues in

teaching (Greene, 2008).

Teacher’s competency is the ability of teacher to

create an environment that is fair, understanding, and

accepting varied and diverse students, ideas,

experiences, and backgrounds. Teachers who learn

and practice sound pedagogical practices and

techniques can affect students’ measured

achievements and performance, especially those

students who came from different cultures,

backgrounds, and quality of life. The single most

important influence on student’s learning is the

quality of teaching (Tope, 2012).

Equalizing opportunities in education is one of the

most important conditions for overcoming social

injustice and reducing social disparities in any

community. Education is a condition needed for

strengthening economic growth. It is the key to the

building up of skills and capacities in all domains,

which are necessary for techno-economic

development. It is also one way of improving a

country’s citizens so that their whole potentials may

be maximized to benefit the nation. Education must be

concerned with more than simply transmission of

knowledge (Fernandez, 20112).

The comparison of approaches to learning,

teaching, and assessment is the new step toward

making higher education system transparent to its

stakeholders. Academic leaders and administrators of

educational institutions have to develop programs

which are commensurate with new outcomes and

approaches that use to level up learning outcomes.

Assessment practices must be appropriate for

ascertaining whether or not the desired results have

been obtained (Biggs, 2003).

The quality of nation depends upon the quality of

its citizens. The quality of citizens rests upon the

quality of their education. Quality education depends

upon the competence, dedication of school teachers.

The source of true and holistic education is the

teachers. Teacher has always given opportunity to

raise their platform of respect. Teachers are regarded

as the most powerful agents of social change. The

effect of quality teaching on educational outcomes are

greater than those that arise from the students’

background.

2 STATEMENT OF THE PROBLEM

In order to understand fully the present study, the

following specific questions were advanced:

1. What is the level of teaching situation of the

instructors as an entire group and when grouped

according to different categories such as the

following: (a) type of student, (b) place of origin,

Maritime Education of JBLFMU-Molo as evaluated

by the marine engineering students?

2. What is the level of instructors’ competence as an

entire group and when grouped according to

different categories such as the following: (a) type

of student, (b) place of origin, (c) age, (d) area of

specialization at the College of Maritime Education

of JBLFMU-Molo as evaluated by the marine

engineering students?

3. Are there significant differences in the teaching

situation of the instructors as an entire group and

when grouped according to different categories

such as the following: (a) type of student, (b) place

of origin, (c) age, (d) area of specialization at the

College of Maritime Education of JBLFMU-Molo

as evaluated by the marine engineering students?

4. Are there significant differences in the level of

teaching situation of the instructors as an entire

group and when grouped according to different

categories such as the following: (a) type of

student, (b) place of origin, (c) age, (d) area of

specialization at the College of Maritime Education

of JBLFMU-Molo as evaluated by the marine

engineering students?

5. Is there significant relationship between the

teaching situation and teaching competence of the

instructors?

6. What are the instructors’ key-competencies as

perceived by the marine engineering students?

7. What are the suggestions of the irregular students

about the teaching competence of their instructors

at the College of Maritime Education, JBLFMU-

Molo?

3 HYPOTHESIS

The hypothesis was advanced:

There are no significant differences in the level of

teaching competence as evaluated by the respondents

when grouped according to different categories such

as type of residence, number of years as irregular

students, age, and area of specialization of instructors.

243

3.1 Conceptual Framework

The present study was illustrated in the figure below

showing relationship between the dependent variable,

teaching competence as influenced by independent

variables such as type of residence while studying at

JBLFMU-Molo, number of years as irregular student,

age, and area of specialization being evaluated by

irregular students.

Figure 1. Teaching situation and instructors’ competence of

instructors as influenced by the respondent-related factors.

3.2 Definition of Terms

The following terms are conceptually and

operationally defined for clearer understanding.

Assessment ¬– Evaluation or estimation of the

nature, quality, or ability of someone or something

(Biaton, 2017).

In this study, “assessment” refers to the methods

and techniques that is used to measure the quality or

ability of the instructors handling irregular marine

enginnering at JBLFMU-Molo.

Competence – the way one carries out his work,

union of his personality traits and acquired

knowledge (Liakopoulou, 2011).

In this study, competence refers to the teaching

competence, which is the way teacher carries out his

work, union of his personality traits, and acquired

knowledge in dealing with irregular marine

engineering students of JBLFMU-Molo.

Marine engineering students – are trained to work

at the engine department of a ship (Navarra, 2003)

In this study “students” refers to the irregular

marine engineering students who are enrolled at the

College of Maritime Education (CME) during the first

semester of SY 2018-2019 at JBLFMU- Molo.

Teaching – an interpersonal, interactive activity,

typically involving verbal communication, which is

undertaken for the purpose of helping one or more

students learn or change the ways in which they can

or will behave (Porras, 2004).

In this study, “teaching” refers to those actions

involving verbal communication designed to help the

irregular marine engineering students of JBLFMU-

Molo, Iloilo City, Philippines.

3.3 Significance of the Study

This study determined the teaching competence of

instructors handling irregular students at the College

of Maritime Education (CME) at JBLLFMU-Molo,

Iloilo City, Philippines for SY 2018-2019. The results

of this study will be useful to marine engineering

students, parents, department heads and other

researchers.

Marine Engineering Students. This may help them

be particularly aware of the teaching competence of

their instructors at the College of Maritime Education

of JBLFMU-Molo. This study will provide them the

knowledge on how they will be inter-active during

their school-activities with their instructors.

Parents. This may help them know and guide their

children who are taking marine engineering course.

The results will make them realize how important

their support to their children’s education it terms of

financial, moral and spiritual aspects.

Department heads. This study will provide them

further information about the teaching competence of

the instructors in the College of Maritime Education

(CME) of the JBLFMU-Molo. They should continue

giving their full support by conducting classroom

monitoring, teachers’ assessment, and students’

tutorial sessions in their department.

Researchers. This study will provide them some

insights towards factors affecting teaching

competences of instructors which lead to the

fulfillment of learning process of the marine

engineering students at JBLFMU-Molo.

3.4 Delimitation of the Study

This study determined the teaching competence of the

instructors handling irregular students at the College

of Maritime Education (CME) of JBLFMU-Molo, Iloilo

City for the School Year 20018-2019.

The respondents of the study were the fifty (50)

irregular marine engineering students who were

presently enrolled at the College of Maritime

Education (CME) of John B. Lacson Foundation

Maritime University-Molo, Iloilo City, Philippines for

this first semester of SY 2018-2019.

Respondents of the study were classified according

to different categories as stated in the questionnaire.

Descriptive statistics employed were frequency count,

percentage, mean, and rank. Inferential statistics

included t-test and ANOVA (Analysis of Variance) set

at .05 alpha level.

4 REVIEW OF RELATED LITERATURE AND

STUDIES

The review of related literature and studies contains

the current knowledge including results of studies

related to teaching competencies. This also includes

the theoretical and methodical contributions to the

same topics mentioned earlier. The ultimate goal of

this chapter is to broaden the readers on current

related literature as well as related studies that may be

conceived as beneficial and relevant on assessment of

teaching competence of instructors at the universities

here in the Philippines and abroad.

244

The study conducted by Sumbang et al. (2004)

mentioned that the students of JBLCF-Molo perceived

the level of teaching performance of instructors in

Marine Engineering as follows: very satisfactory in

terms of knowledge of the subject matter with mean

score of 3.67, teaching skills was very good with mean

score of 3.60; student-instructor interaction was very

good with mean score of 3.81; personal and social

qualities were very good with mean score of 3.83. The

data indicate that those who were teaching in the

College of Maritime Education had “better

performance” leading towards quality in maritime

education.

Another study by Barranco et al. (2003), revealed

that the level of teaching competence of professional

instructors was “high” with the mean score of 4.32, it

was also “high” when the respondents were grouped

according to different categories such as family

income, type of residence, and year level. These

results were due to the fact that the selection and

retention of professional instructors to teach in the

maritime university (JBLCF-Molo) were rigid. They

had been undergoing upgrading and skills

development training to equip themselves to become

better instructors.

Alava, et al. (2003) underscored that the “high

teaching performance” of technical instructors was

due to the fact that most or majority of the instructors

were pursuing post graduate studies in their different

fields of specialization, disciplines, and area of

concentration that would greatly influenced the

results of the learning of the marine engineering

students.

Espaňol, et al. (2003) stressed that the level of

teaching performance of professional instructors was

“moderately high” with mean score of 3.23 was

attributed to the fact that most of the professional

instructors were teaching in their field of expertise,

with adequate sea experience and license marine

officers, which was attributed to the learning of the

marine engineering students at JBLCF-Molo.

The study of Guillergan and Poral (2017) discussed

the level of factors affecting the teaching efficiency of

Senior High School teachers was “moderate” as

exhibited by the bachelor and master’s degree

teachers. Teachers’ views about salary were related to

factors which affect teaching efficiency. The study

mentioned that “low salary” is creating hurdle in their

interest in the teaching profession. Some of the

teachers (47.4 % of the 21 teachers) regarded salaries

and benefits as the main source of their satisfaction.

Forty-two and point one percent (42.1%) of the 21

teachers in the study said that “poor pay” becomes the

cause of mental dissatisfaction, 36.8% of the 21

teachers reacted that Senior High School teachers

were not financially motivated to do their jobs.

Majority of the teachers viewed that “big class size”

increased the stress of teaching, 47.54 % of the 21

teachers in the study believed that “higher teaching

load” and “more subject-preparations” made them

more ineffective. The “topics in the syllabi are

overcrowded” and space in the classrooms limited the

free interaction of teachers and students. According to

this study, classroom condition is not following the

standard set by the government agency.

The study of Liakopoulou (2011) entitled, “The

Professional Competence of Teachers: Which

Qualities, Attitudes, Skills, and Knowledge

Contribute to a Teacher’s Effectiveness,” revealed that

the “holistic approach” to the tools making up the

profile of “good teacher” as most teachers seem to

associate to their effectiveness at work with both

personal traits and “didactic and pedagogical skills”,

as well as the possession of certain type of

pedagogical knowledge. The teachers’ personality

traits are related to the professional role of teachers in

terms of the appearance of students, sense of humor,

sense of fairness, patience, enthusiasm, creativity, care

and interest in students, all of these contributed to the

effectiveness of the teachers. More effective teachers

apply the following: set realistic objectives, try and

give incentives to students for learning, apply various

teaching methods, select participative forms of

teaching, test and create learning materials, present

information in a clear manner, combine words with

pictures, use various teaching aids, maximize teaching

time through systematic measures (planning, reduced

disturbances in the classrooms), assign works that will

stir interest of the students, monitor and evaluate

progress of the students, set evaluation criteria for

students, inform students and provide feedback to the

students. Another decisive factor in effectiveness of

teachers is the teachers’ ability to recognize the

diversity of students, to choose the best method

possible for each student, and to create incentives for

students. The qualities of teachers to ensure teachers’

effectiveness are not the sum of his knowledge, but

rather the link between the different types of

knowledge he possesses; these types of knowledge do

not simply coexist, they should form a complete,

inseparable unit of knowledge, the degree of

connectivity between these separate sets of knowledge

sets apart a “competent teacher” from an “excellent

teacher” as a competent teacher manages to combine

these knowledge forms in part, whereas, an excellent

teacher uses the knowledge deriving from each

separate field most effectively. The findings of this

study contributed to a systematic and analytical

description of the content of professional knowledge

and to an indicative classification of tools required for

the successful performance of teacher’s pedagogical

and didactic work. The foundations for interventions

at educational reform level, include the following: (1)

planning of teacher’s preparation programs: the

recording of teachers’ needs may, to some degree,

ensure that the study programs for initial training are

designed according to the needs of the teachers, as

these are shaped through pedagogical and didactic

works; (2) design of in-service training programs,

taking into consideration teachers’ specific needs.

Findings show that teachers’ needs vary according to

their personal characteristics (years of experience, age,

gender, and specialization) . The findings could be

used for a more effective planning of in-service

training programs on pedagogical matters, based on

the teachers’ diverging needs; (3) criterion of a system

of assessment criteria that the professional

competence of teachers can be evaluated; (4)

configuration of a framework for evaluation, and self-

evaluation of the professional training of teachers.

These data contribute to teachers’ understanding of

themselves, regardless of the context in which they

245

work, because basic qualifications can contribute to

effectiveness of teachers.

In another study conducted by Baumert, Hachfeld,

Kunter, Klusmann, & Voss (2013), it was stressed that

the teacher quality refers to all teacher-related

characteristics that produce favorable educational

outcomes such as student performance on

standardized tests or supervisor ratings. Discussions

about how to improve teacher quality tend to follow

one of two lines of argumentation. The first line

proposes that good teachers show certain stable

cognitive characteristics, making careful recruitment

and selection into the teaching profession, which is

called “Bright Person Hypothesis (BPH). The second

argument is that attention should focus on profession-

specific knowledge acquired during teacher

education, which is called “Knowledge Teacher

Hypothesis (KTH).” The Bright Person Hypothesis

(BPH) explains that “the best teachers are bright, well-

educated people who are smart enough and

thoughtful enough to figure out the nuances of

teaching in the process of doing it.” In other words,

the cognitive capabilities with which people enter the

teaching career are seen as crucial for determining

teacher quality, this argument is based on the idea

that teaching is a highly demanding, complex, and

inherently unpredictable task that requires high

cognitive flexibility and a capacity for quick problem

solving. The BPH is widely endorsed in the public

discussion and among policy makers. Its practical

implications are obvious: if the best teachers are

characterized by their high intelligence, then the focus

needs to be placed on recruiting these individuals into

teaching. It would therefore be necessary to establish

innovative recruitment programs or entrance tests.

Moreover, since the high proportion of teachers leave

the career after a few years, new incentive systems

would need to be enacted to keep high-potential

teachers in profession. A second explanation of

teachers’ success views teaching as a profession whose

members are autonomous practitioners that exercise

knowledge-based skills in non-routine contexts. The

Knowledgeable Teacher Hypothesis (KTH) sees

profession-specific knowledge as a key factor in

teacher success, this type of knowledge is not

everyday knowledge, rather, it is a highly specialized

knowledge that is shared among community of

professionals. It is acquired in formal, professional-

specific learning environments and refined in

discourse with other experts. Research distinguishes

between teachers’ subject-specific content knowledge,

subject-unspecific psychological-pedagogical

knowledge. Content knowledge is conceptualized as a

deep understanding of the content to be taught,

pedagogical content knowledge is defined as the

knowledge necessary to make this content accessible

to students, and psychological-pedagogical

knowledge is defined as the generic, cross-curricular

knowledge needed to create and optimize teaching

and learning situations. In this study, it was reiterated

that teacher variables link directly and mainly with

student achievement. Effects of teachers’ competence

on students’ progress is mediated by differences in

teachers’ quality of instruction. Support of individual

learning is characterized by forms of student-centered

instruction in which teachers monitor the learning

process, provide individual feedback, show empathy

for students’ problems, and adapt the instruction

accordingly. In summary, this study explains that

teacher quality that the two competing hypotheses,

BPH (Bright Person Hypothesis) and KTH

(Knowledgeable Teacher Hypothesis), are often

brought into play, that teachers’ success is general

cognitive ability, personal attributes that should enter

the teacher education, and knowledge alone does not

sufficiently explain the differences in teachers’

behavior and success, which brings to KTH, and

aspects such as beliefs, motivation, and self-regulation

need to be further taken into account. In testing these

assumptions, the researchers were guided by two

objectives. First, the multi-criterion approach in

determining teachers’ success and investigated

teacher effects not only on the students’ achievement

but also on students’ motivation, an aspect that is

often over-looked in teacher quality research. Second

was the effects of teachers but in mediating variables,

that is, the specific teaching behaviors teachers’

display and that seem to be a reason for different

students’ outcomes.

5 METHODOLOGY

This chapter discusses the research design, data-

gathering instrument, respondents of the present

study, and appropriate statistical treatment of data.

5.1 Research Design

The research design employed in this study was

quantitative-qualitative design or mixed-method

research design by Creswell (2013) to address the

questions mentioned in the present study. This

research design is appropriate with different sample

sizes, a general rule of thumb for qualitative research

the samples for a single study involving individual

interview usually lie at under 50. If much larger than

50 it becomes difficult to manage in terms of data

collection and analysis that can be achieved. Some

experts in qualitative research suggested to move

further away from the traditional forms and practices

(Ritchie, Lewis, Nichols, & Ormston, 2013). Therefore,

the respondents were limited only to 50 respondents.

These respondents were the marine engineering

students of the College of Maritime Education (CME),

JBLFMU-Molo. They were redistributed according to

the different groupings such as according in order to

address that were identified in this study.

5.2 Data-Gathering Instrument

The quantitative data were taken by using data-

gathering instrument entitled “Teaching Competence

Rating Scale” validated and reviewed by the Members

of Research Committee of the Research Department of

JBLFMU-Molo, Iloilo City, Philippines. These

quantitative data were analyzed using appropriate

statistical tools such as frequency count, percentage,

mean, t-test, ANOVA, and rank.

The qualitative data and information were

captured by using the texts taken from the open-

ended questions. The respondents were chosen by the

researchers because of their experiences and

246

engagement as irregular students that were very

challenging and unique cases. Narrative written

statements were shared by the respondents to express

their ideas and comments about their teachers and

displayed competencies acquired at the maritime

university (JBLFMU-Molo), the only maritime

university in the Philippines.

5.3 Respondents of the Study

The respondents of the present study were the fifty

(50) irregular marine engineering students who were

presently enrolled for this first semester of the School

Year 2018-2019 at the College of Maritime Education,

JBLFMU-Molo, Iloilo City, Philippines. The

respondents were further classified according to the

different categories such as type of residence that they

were statying (own house and boarding house),

number of years as irregular student (1-5 years and 6

years and more), age (25 years old & below and 26

years old and above), area of instructors assigned to

irregular students).

In terms of type of residence, 27 (54%) students

were staying in their own house and 23 (46%)

students stayed in the boarding houses. The 40 (80%)

students stayed in the school as irregular for 1 to 5

years and 10 (20%) students stayed in the school for 6

years and more. Forty (40, 92%) students were 25

years old and below and 10 (20%) were 26 years old

and above. The respondents who evaluated

professional instructors were 31 (62%) students, the

respondents who evaluated the technical area were 5

(10%) students, and respondents who evaluated the

General education teachers were 14 (48%) students.

Data are shown in Table 1.

Table 1.

_______________________________________________

Profile of the Respondents

_______________________________________________

Category f %

_______________________________________________

A. Entire Group 50 100.00

B. Type of Student

Regular 27 54.00

Irregular 23 46.00

C. Place of Origin

Iloilo City 40 80.00

Outside Iloilo City 10 20.00

D. Age

25 years old and below 40 80.00

26 years old and above 10 10.00

E. Area of instructors assigned to be

evaluated by irregular students

Professional 31 62.00

Technical 5 10.00

General Education 14 28.00

_______________________________________________

5.4 Statistical Treatment of Data

Appropriate descriptive tools such as frequency

count, percentage, mean, and standard deviation were

used in this study. For inferential statistics, t-test and

Analysis of Variance (ANOVA) were utilized by the

authors in the data-analysis.

After the survey was completed, the data were

encoded in the computer. The encoded data were

edited and checked for consistency and processed in

the computer using the SPSS program.

6 RESULTS AND DISCUSSION

In this chapter, the researchers present the results and

discussions of the present study on descriptive and

inferential data-analysis. The results are divided into

the following: (1) Level of Teaching Competence of

Instructors handling Irregular Students, (2)

Differences in the Teaching Competence of Instructors

using t-test and ANOVA, (3) Most Dominant

Competencies of the Teachers assigned in the

Irregular Students, (4) Least Dominant Competencies

of the Teachers assigned in the Irregular Students, and

(5) Suggestions to Improve the Teaching Competence

of Instructors assigned to Irregular Students.

6.1 Level of Teaching Competence of the Instructors of

Irregular Students

The level of teaching competence of the instructors as

an entire group was “high” with the mean score of

3.75. As to the different categories of the respondents,

the results were “high” in majority of the categories

with corresponding mean scores of 3.65, 3.87, 3.73,

3.93. 3.71, 4.23, 3.81, and 3.89 respectively. However,

for the technical area, the respondents had “average”

result as indicated by the mean score of 2.99 only.

Data are shown in Table 2 and Table 3.

Table 2

_______________________________________________

Level of Teaching Competence of the Teachers of irregular

Students

_______________________________________________

Category Mean Description

_______________________________________________

Entire Group 3.75 High

Residence of the Respondents

Iloilo City 3.65 High

Outside Iloilo City 3.87 High

Number of years as an Irregular Student

1-5 years 3.73 High

6 years and above 3.93 High

Age

25 years old and below 3.71 High

26 years old and above 4.23 High`

Area of being evaluated

Professional 3.81 High

Technical 2.99 Average

General Education 3.89 High

_______________________________________________

Table 2

_______________________________________________

Level of Teaching Competence of the Teachers of irregular

Students

_______________________________________________

Category Mean Description

_______________________________________________

Entire Group 3.75 High

Residence of the Respondents

Iloilo City 3.65 High

Outside Iloilo City 3.87 High

Number of years as an Irregular Student

1-5 years 3.73 High

6 years and above 3.93 High

Age

25 years old and below 3.71 High

26 years old and above 4.23 High

Area of being evaluated

Professional 3.81 High

Technical 2.99 Average

General Education 3.89 High

_______________________________________________

247

Table 3

_______________________________________________

Teaching Competence of the Teachers as Classified

According to Rank

_______________________________________________

Item Mean Rank

_______________________________________________

formulates/adopts objectives of his/her 3.64 11

lesson

selects content and prepares appropriate 3.78 6.5

instructional materials/ teaching aids with

integration of ICT/CBT

selects teaching methods/strategies 3.82 5.0

relates new lesson with previous knowledge/ 3.96 1.0

skills

provides appropriate motivation 3.86 4.0

presents and develop lessons 3.64 11

conveys ideas clearly 3.92 2.5

utilizes the art of questioning to develop 3.64 11

higher level of thinking

ensures pupils/students participation 3.62 13

addresses individual differences 3.52 14

shows mastery of the subject matter 3.92 2.5

diagnosis learner’s needs 3.66 9.0

evaluates learning outcomes 3.78 6.5

assess lesson to determine desired outcomes 3.74 8.0

within the allotted time

_______________________________________________

6.2 Differences in the Teaching Competence of Instructors

The results in the t-test revealed that there were no

significant differences existed in the teaching

competence of the instructors when the respondents

were categorized according to type of residence, t (48)

= -.949, p > .05 and number of years as irregular

student, t (48) = -.438, p > .05.

Data are shown in Table 4.

Table 4

_______________________________________________

t-test Results of Differences on Teaching Competence as

Categorized into Type of Residence while studying,

Number of Years as irregular students, and Age

_______________________________________________

Category Mean t-value df Sig.

_______________________________________________

Type of Residence while studying

Own House 3.65 -.949 48 .347

Boarding House 3.87

Number of years as an Irregular Student

1-5 years 3.73 -.438 48 .663

6 years and above 3.93

Age

25 years old and below 3.71 -1.198 48 .237

26 years old and above 4.23 -1.936 .112

_______________________________________________

6.3 Differences in the Teaching Competence of the

Teachers assigned to Irregular Students when

classified according to Type of Instructors

Using the Analysis of Variance (ANOVA), Table 5

results revealed that there were no significant

differences in the teaching competence of the irregular

teachers when the respondents were grouped

according to age, F (2, 47) = 1.086.

Table 5

_______________________________________________

ANOVA Analysis of Variance (ANOVA) Results in the

Teaching Competence of the Teachers assigned to Irregular

Students when classified according to Areas of

Specialization

_______________________________________________

Sum of df Mean F Sig.

Squares Squares

_______________________________________________

Between Groups 4.00 2 .834 1.086 .419

Within Groups 119.20 47 .768

Total 123.20 49

_______________________________________________

6.4 Most Dominant Competencies of the Teachers

assigned in the Irregular Students

As revealed in Table 6 below, the most dominant

teaching competencies of the instructors assigned to

irregular students are the following: (1) relating new

lesson with previous knowledge/skills (M = 3.96, R =

1), (2) conveying ideas clearly (M= 3.92, R = 2.5), (3)

showing mastery of the subject matter (M = 3.92, R =

2.5), (4) providing the students appropriate

motivation (M = 3.86, R = 4), and (5) selecting

appropriate teaching methods/strategies (M = 3.82, R =

5).

Table 6

_______________________________________________

Most Dominant Competencies of the Teachers assigned in

the Irregular Students

_______________________________________________

Category Mean Rank Description

relating new lesson with 3.96 1.0 High

previous knowledge/skills

conveying ideas clearly 3.92 2.5 High

showing mastery of the subject 3.92 2.5 High

matter

providing the students 3.86 4.0 High

appropriate motivation

selecting appropriate teaching 3.82 5.0 High

methods/strategies

_______________________________________________

6.5 Least Dominant Competencies of the Teachers

assigned in the Irregular Students

Table 7 below shows the least dominant teaching

competencies of instructors assigned to irregular

students for this School year 2018-2019 such as the

following: (1) addressing student-individual

differences (M = 3.52, R =14), (2) ensuring

pupils/students participation(M = 3.62, R = 13), (3)

utilizing the art of questioning to develop higher

level of thinking ( M = 3.64, R = 11), (4) presenting and

developing lessons ( M = 3.64, R = 11),and (5)

formulating/adopting objectives of his/her lesson ( M

= 3.64, R = 11).

Table 7

_______________________________________________

Least Dominant Competencies of the Teachers assigned in

the Irregular Students

_______________________________________________

Category Mean Rank Description

_______________________________________________

addressing student-individual 3.52 14 High

differences

ensuring pupils/students 3.62 13 High

participation

utilizing the art of questioning 3.64 11 High

to develop higher level of thinking

presenting and developing 3.64 11 High

lessons

formulating/adopting objectives 3.64 11 High

of his/her lesson

_______________________________________________

248

Suggestions to Improve the Teaching Competence

of Instructors assigned to Irregular Students

The suggestions of the irregular students to

improve the teaching competence of their teachers are

the classified according to five (5) “themes” such as

following: (1) improve the teaching techniques, (2)

encourage students’ participation, (3) respect the

rights and dignity of the students, (4) communication

with the students, and (5) good and clear instruction.

These “themes” are supported by the students’

statements and comments as discussed in this section:

1. improve the teaching techniques as supported by

the statements:

− “improve attitude and teaching technique

− “improve power point presentation”

− “improve the teaching skills, wala pulos mag

tudlo wakal lang nga wakal wala may nag

sulod sa ulo ko wagas wagas pa mag quiz

feeling computer utok ka studyante ya;”

2. encourage students’ participation as mentioned in

the statements below:

− “teachers should encourage the students to

participate more in his class”

− “good teaching and properly treating students

should be done; do not pressure the students”

3. respect the rights and dignity of the students as

supported by the following:

− “shout out pala sa teacher ko na dipako naka

answer, mali na agad sagot ko power!, teaching

us on time in class hours, don’t let any

instructor to degrade an irregular student, be

more considerate;”

4. clear communication or instruction with the

students as mentioned in the statements:

− “the instructors need to talk with the student

what are they want and what are their needs to

make them want the subject”

− “be more considerate, Improve perception on

irregular students”

− “continue your teaching clearly and to those

professional teachers please do your job

properly and discuss clearly”

− “they should’ve explained their lesson clearly

as possible”

− “they need to evaluate their students if they

have learned something”

− “continue the good instruction and good

teaching”

− “some lessons are better taught technically

because some lessons need simpler and

practical methods to make them clearer

− “keep it up. Have mercy on us, very good

maestro”

− “teach us better to improve and to make our

dreams come true”

− “clear instructions and don’t downgrade the

irregular students”

The Figure 2 illustrates the suggestions of the

irregular students regarding their instructors.

Figure 2. Suggestions to improve the teaching competence

of Instructors assigned to Irregular Students

7 SUMMARY OF THE FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS

This chapter contains the summary of the findings of

the present study, conclusions, and recommendations.

Summary of the Findings of the Present Study

The findings of the present study are summarized

into the following:

1. The level of teaching competence of the instructors

as an entire group was “high” as an entire group.

As to the different categories of the respondents,

the results were “high” in majority of the

categories. However, for the technical area, the

respondents had “average” result only.

2. The results in the t-test revealed that there were no

significant differences that existed in the teaching

competence of the instructors when the

respondents were categorized according to type of

residence and number of years as irregular

student.

3. Using the Analysis of Variance (ANOVA), the

results revealed that there were no significant

differences in the teaching competence of the

irregular teachers when the respondents were

grouped according to age.

4. As revealed in the results of the study, the most

dominant teaching competencies of the instructors

assigned to irregular students are the following: (a)

relating new lesson with previous

knowledge/skills, (b) conveying ideas clearly, (c)

showing mastery of the subject matter,(d)

providing the students appropriate motivation,

and (e) selecting appropriate teaching

methods/strategies.

5. The least dominant teaching competencies of

instructors assigned to irregular students for this

School Year 2018-2019 were the following: (a)

addressing student-individual differences, (b)

ensuring pupils/students participation, (c) utilizing

the art of questioning to develop higher level of

thinking , (d) presenting and developing lessons,

and (e) formulating/adopting objectives of his/her

lesson.

249

6. The suggestions of the irregular students to

improve the teaching competence of their teachers

are the classified according to four (4) themes: (1)

improve the teaching techniques, (2) encourage

students’ participation, (3) respect the rights and

dignity of the students, and (4) clear

communication/instruction with the students.

8 CONCLUSIONS

Based on the findings of this present study, the

following conclusions were given:

1. The level of teaching competence of the instructors

as an entire group was “high” as an entire group

and when classified according to different

categories such as type of residence while studying

at JBLFMU-Molo, number of years as irregular

student, age, and area of instructors assigned to be

evaluated by.

2. The results in the t-test revealed that there were no

significant differences existed in the teaching

competence of the instructors when the

respondents were categorized according to type of

residence and number of years as irregular

student.

3. Using the Analysis of Variance (ANOVA), the

results revealed that there are no significant

differences in the teaching competence of the

irregular teachers when the respondents were

grouped according to age.

4. Most dominant teaching competencies of the

instructors assigned to irregular students are the

following: (1) relating new lesson with previous

knowledge/skills, (2) conveying ideas clearly, (3)

showing mastery of the subject matter, (4)

providing the students appropriate motivation,

and (5) selecting appropriate teaching

methods/strategies.

5. The least dominant teaching competencies of

instructors assigned to irregular students for this

School year 2018-2019 such as the following: (1)

addressing student-individual differences, (2)

ensuring pupils/students participation, (3) utilizing

the art of questioning to develop higher level of

thinking, (4) presenting and developing lessons,

and (5) formulating/adopting objectives of his/her

lesson.

6. The suggestions of the irregular students to

improve the teaching competence of their teachers

are the following: (1) improve the teaching

techniques as supported by the statements

Improve attitude and teaching technique,

“Improve power point presentation,” “Improve

the teaching skills, wala pulos mag tudlo wakal

lang nga wakal wala may nag sulod sa ulo ko

wagas wagas pa mag quiz feeling computer utok

ka studyante ya; (2) encourage students’

participation as mentioned in these statements

“Teachers should encourage the students to

participate more in his class,” “Good teaching and

properly treating students should be done; Do not

pressure the students; (3)respect the rights and

dignity of the students as supported by the

following:“Shout out pala sa teacher ko na dipako

naka answer, mali na agad sagot ko power!,

teaching us on time in class hours, Don’t let any

instructor to degrade an irregular student, Be more

considerate; (4) communication with the students

as mentioned in the statements: The instructors

need to talk with the student what are they want

and what are their needs to make them want the

subject, Be more considerate, Improve perception

on irregular students, Continue your teaching

clearly and to those professional teachers please do

your job properly and discuss clearly; (5) good and

clear instruction as stressed by the following

statements: they should have explained their

lesson clearly as possible, They need to evaluate

their students if they have learned something,

Continue the good instruction and good teaching,

Some lessons are better taught technically because

some lessons need simpler and practical methods

to make them clearer, Keep it up. Have mercy on

us, very good maestro, teach us better to improve

and to make our dreams come true. Clear

instructions and don’t downgrade the irregular

students.

9 RECOMMENDATIONS

Based on the findings and conclusions of the present

study, the following recommendations were

advanced:

1. Administration of JBLFMU-Molo shall sustain the

“high teaching competencies” of marine

engineering instructors by keeping them updated

with the new trends of teaching through national

and international seminars and conferences.

2. The College of Maritime Education (CME) shall

recognize the instructors who have been teaching

students religiously and conscientiously through

the use of modern technology.

3. The least dominant competencies of the instructors

shall be looked into by the different subject area

heads in order to help the instructors improve and

enhance the delivery of instruction.

4. The results of this study shall be discussed and

shared in the in-coming departmental-meetings of

the college to further enhance and develop the

teaching-strategies of the instructors.

5. The researchers also suggest parallel, experimental

and case studies to determine the real teaching

competencies and strategies of the instructors and

other teaching-factors at the College of Maritime

Education (CME) at JBLFMU-Molo leading to the

improvement of the students’ academic

performance.

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