Cotabato City National High-School Rojas

Republic Of The Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

Ministry of Basic Higher and Technical Education

Cotabato City

Students Perceptions towards the

Contribution of Teacher Training on
students learning

12 STEM RIDAO

Members
Trixie Nicole P. Tindan
Shamera A. Luna
Sandara Salik
Noorol Hannah M. Lammar
Marcilyn D. Montebon
 Chapter I

INTRODUCTION

Background of the Study

Teacher training programs are meant to provide trainees with the

skills, information and expertise to influence students' learning

experiences in meaningful ways. These programs cover topics such as the

creation of curriculum content, as well as pedagogical methods of

teaching. However, what is still left to discuss and to research, is the

extent to which teacher preparation programs impacts students'

experiences in school.

According to Nikel and Lowe (2010) the ‘fabric’ of quality in

education and teaching includes conceptual dimensions, i.e.,

effectiveness, efficiency, equity, responsiveness, relevance, reflexivity,

and sustainability. Moreover, according to Wang and Xiao (2017),

‘Education and teaching quality, refers to a series of changes, such as

diversification of training objectives and education model, expansion of

education function, change of educational philosophy, curriculum,

teaching method, admission qualification, management mode and

relationship between higher education and society’ (p. 6792). Providing

quality in education and teaching is a complex process that involves a

combination of political, economic and cultural factors. According to Ome,

Menendez, and Le (2017), teacher training constitutes a promising policy

area to raise the quality of education in developing countries.

Comprehensive teacher training studies should be included in order to

increase the success of students in developing countries. It is necessary to

pay attention to teacher training in order to increase the standard of

quality for education and teaching (Wang & Xiao, 2017).

The way students will evaluate the effect of teacher preparation on

their experiential learning outcomes is also subject to numerous variables

such as the level of instruction, the quality of the classroom environment,

the connections teachers can make with their students, the extent to

which a curriculum is relevant for their lives and careers, the amount of

effort teachers dedicate to their teaching, and the extent to which the

educational process can accommodate diverse learning styles and

modalities. Additionally, students’ evaluations of teacher preparation

programmes and the extent to which instruction introduces them properly

with postsecondary life are able to know countless factors such as

students’ personal ambitions and their socioeconomic contexts and

trajectories, and their other previous experiences in educational settings.

The researchers had observed that this study is helping students

perceptions towards teacher training will helped them to their learnings.

Statement of the Problem

This study aims to know how well the teacher training helps

students to their learning and what’s their perceptions towards about

teacher training contributes to their learnings. The research will be

conducted at CCNHS- ROJAS SITE for the Grade 12 learners, the result of
this study will help us identify what are the perception of students towards

teachers training contributes to their learnings.

1. How do students perceive the effectiveness of teacher training

programs in enhancing their learning experiences?

2. What recommendations do students have for improving teacher

training programs to better meet their educational needs and

preferences?

3. What specific aspects of teacher training do students believe have the

greatest impact on their learning outcomes?

4. How well does teacher training improves their learnings?

5. What are the effects of teacher training on the learning of students?

Significance of the Study

This study, "Students' Perception Towards the Contribution of

Teacher Training on Students' Learning," holds significant implications for

students, teachers, and other researchers.

For students:

Enhanced Learning Experience: The study's findings can help

students understand how teacher training impacts their learning

experience. This awareness could empower them to advocate for better

teacher preparation and development, leading to more effective and

engaging learning environments.

For teachers:

Professional Development Insights: The study provides valuable

insights into the effectiveness of teacher training programs and how they

impact student learning. This information can inform teachers' own

professional development goals and help them identify areas where they

can further enhance their skills and knowledge.

For other researchers:

Expanding Knowledge Base: The study contributes to the existing

body of knowledge on teacher training and its impact on student learning.

This information can be used by other researchers to further explore the

topic, refine existing theories, and develop new research questions.

Scope and Limitation

This study is only focused about the perception of students towards

the contribution of teacher training on students learning, the questions for

the survey should answer the statement of the problem, and it will be

conducted at CCNHS-ROJAS for Grade 12 Students.

 Chapter II

REVIEW OF RELATED LITERATURE

This section discuss the student’s perception towards the

contribution of teacher training on students learning. It presents the

following: a.) Contribution of teacher training on students learning, b.)

Perceptions on teacher training, c.) Students perception on teacher

training, d.) Students learning towards to teacher training, e.) Teacher

training on students learning.

Contribution of teacher training on students learning

According to a Manthena Surya, Jun 28, 2024. The Impact of

Teacher Training on Student Learning Effective teacher training is pivotal

in enhancing student learning outcomes. Well-trained teachers are

equipped with the latest pedagogical strategies, classroom management

skills, and subject knowledge, which collectively contribute to a more

engaging and productive learning environment. Research indicates that

students taught by teachers who undergo continuous professional

development show significant improvements in their academic

performance. Teacher training also significantly impacts instructional

quality and student engagement. Educators who have received thorough

training are able to design and deliver high-quality lessons that cater to

the specific needs of students. They understand how to differentiate

instruction, incorporate diverse teaching methods, and provide

meaningful feedback. As a result, students are more likely to be actively

engaged in their learning, leading to deeper understanding and retention

of academic content.

Moreover, well-trained teachers are better equipped to identify and

address individual learning gaps, thereby promoting academic growth and

success among students. Ongoing professional development helps

teachers stay abreast of technological advancements and innovative

teaching tools. This integration of technology in the classroom can make

lessons more interactive and accessible, thereby enhancing student

engagement and comprehension. In conclusion, investing in teacher

training is essential for improving the quality of education. By empowering

teachers with the skills and knowledge they need, we can create a more

dynamic and effective educational environment that significantly boosts

student learning.

Perceptions on teacher training

According to Ome, Mendez and Le (2017), the quality teacher

training should be compromised for the education quality of other

developing countries. Teacher training should be included in order to

increase the success of us students in developing comprehensive

learnings. Teacher training should increase the standard for teaching

quality, the quality of teacher training on the students learning should be

practical, adaptable to the demands of education. The availability of

resources and support towards the teachers are much of the perception

on teacher training would revolve around its efficacy, relevance, and

support. The majority among people who have undergone comprehensive

training courses have a positive view that they improve one's teaching

skills and consequently students' learning outcomes, since inputs are well

integrated with practical experience.

Others, however, view this training as irrelevant for solving real

problems in classrooms or only as a one-shot deal without follow-up,

leaving one unprepared, the relevance to training in local contexts and

cultural specifics is also a concern; it leans more toward flexible programs,

responsive to students' and schools' diverse needs.

In general, effective teacher education would be described as

important to professional development in the context of continuous

development, well-endowed resources, and contextual relevance. When

teachers are well-trained, students may experience clearer explanations

and more effective teaching strategies, which can enhance their

understanding of the subject and improve their academic performances.

Effective teacher training can positively influence students' motivation for

learning. Engaging teaching methods and a supportive classroom a more

positive learning experience.

Student’s perception on teacher training

According to Xenia Garcia-Valles, Mar Badia Martin, Josep Maria

Sanahuja Gavalda, and Antonio Perez Romero (2024), teachers are the
pillar for the development of inclusion. Hence, their initial training

becomes a matter of relevance for the success of creating inclusive

schools. This work contributes to the achievement of the Sustainable

Development Goal ensure inclusive and equitable quality education and

promote lifelong learning opportunities for all. The other objectives were

to delimit the competences in inclusive education for teachers and

analyze the perception of future teachers in the acquisition of IE

competences in the context of university classrooms and internship

centers.

This research was carried out with 315 students from Catalan public

universities through a questionnaire to assess their perception of these

competencies. The results show that competences related to leadership in

educational environments, inclusive values, or the identification of the

students’ abilities are being developed in internship centers.

However, the university classroom context lead to the development

of competences related to cooperative learning and assessment. In

addition, there are significant differences between students who follow

specialized teacher training in special needs and those who do not follow

it. In conclusion, there is a need to extend specific training to all students

and for a greater interrelationship between the training for developing

competences in both contexts.

Students learning towards to teacher training

According to Pakistan Journal (2020) the student's learning performance is

an outcome of effective teachers training. This study has been conducted

to investigate the relationship between teachers training and student

academic learning performance. The data has been collected from

respondents male and female teachers and students of public schools by

conducting there survey at five points Likert scale. The data has been

analysis by employing correlation and regression analysis. The result of

the teacher's trainings has a significant effect on the students’ academic

learning performance.

Teacher training on students learning

According to Brian A Jacob and Lars Lofgren(2004) The

relationship between general teacher characteristics and student learning,

And it has been found that school districts and states often rely on in-

service teacher training as a part of school improvement efforts. Recently

school improvement efforts in Chicago provide an opportunity to examine

in-service training and they used quasi-experimental research design. And

they also used in this paper a regression discontinuity strategy to

estimate the effect of teacher training on the math and reading

performance of elementary students. At this moment they found that

marginal increases in in-service training have no statistically or

academically significant effect on either reading or math achievement,

suggesting that modest investments in staff development may not be

sufficient to increase the achievement of elementary school children in

high-poverty schools.

According to Mahmoud Al‐Weher(2004)This study investigates

the effect of a training course, based on constructivism, on the student

teachers' perceptions of teaching, learning and the roles of teachers and

students in the teaching‐learning process. A sample of 188 student

teachers (92 of them in the experimental group and 96 in the control

group) from the Hashemite University were subjected to a pre‐test that

was developed and validated for the purpose of the study, and the

experimental group was then trained using a four‐step training course

based on constructivist ideas. Results showed that the two groups'

perceptions were not consistent with constructivist ideas before the

training took place, but after training, there were significant differences

between the two groups' perceptions about the four areas. Also, there

were significant differences between the constructivist perceptions of

males and females, with females' perceptions being more consistent with

constructivist ideas than males. The study concluded with

recommendations concerning the introduction of constructivist ideas in

educational courses that are designed to prepare student teachers for

science teaching, and further research to examine the effect of this course

on the student teachers' practices in the classrooms.

 Chapter III
METHODOLOGY

This chapter covers the research design, locale and time of the

study, subjects of the study and sampling procedure.

Research design
This study employs a descriptive research design was use as a

approach for investigating the perception towards the contribution of

teacher training on students learning. Moreover, quantitative research will

be applied to investigate the students perception towards the contribution

of teacher training on students learning. This will understand what

perceptions does students have on the contribution of teacher training on

their learnings.

Locale and time of the study

The study was conducted in the first semester of the school year

2024-2025 at Cotabato City National High School - Rojas which is situated

at the foot of the famous Pedro Colina (P.C.) Hill, #13 Sousa Street,

Rosary Heights 1, Cotabato City, Maguindanao. The school is a DepEd

managed monograde public secondary school located in 4th District of the

City of Cotabato. Thus in 1988, CCNHS-Rojas was established.

Subjects of the study and Sampling Procedure

In this study the researchers will select 60 grade 12 senior high

school students of Cotabato City National High School Rojas, coming from

STEM, HUMSS, and ICT with 20 students each. The researchers will involve

in selecting the target population (students) by using Random Sampling.

In this Random Sampling it shows the understanding of students

perception on the contribution of teacher training on students learning.