Pre-service teachers' coping mechanism, anxiety, and attitude in facilitating learning

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Author: Enaguas, John Rey C. et.al

Accession Number: 850

Class No: AV-UGT

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Copyright Year: 2016

Abstract:

Abstract The descriptive-correlational research design aimed to determine the level and relationship of Attitude, Anxiety and Coping Mechanism in facilitating learning of Pre-Service Teachers of Teacher Education Institution (TEI) in Region VI. Specifically, the study sought answers to the following questions: (1) What are the level of Attitude, Anxiety, and Coping Mechanism of Pre-Service Teachers as a whole and group according to sex? (2) Is there a significant relationship between pre-service teacher’s attitude, anxiety and coping mechanism in facilitating learning as a whole and grouped according to sex? The respondents of the study were the pre-service elementary teachers in the Teacher Education Institution in Region VI. They were selected based on the year level, schools accreditation status, and the course using stratified random sampling. The instruments used were 15 items Attitude Rating Scale (ARS), 15 items Anxiety Rating Scale (AnRS) and 12 items Coping Mechanism Rating Scale (CMRS).The instruments were validated by the experts and Pilot-tested to determine its administrability. The Cronbach Alpha were 0.63 for Attitude Rating Scale, 0.76 for Anxiety Rating Scale (AnRS), and 0.74 for Coping Mechanism Rating Scale( CMRS) and the said instruments are found to be reliable. The study was conducted on October 22-23, 2015. Thereafter, the data were encoded and analyze using SPSS version 16. Mean and Standard deviation were used for descriptive question, and Pearson’s r for inferential question. The level of significance was set at .05. The study revealed that the level of attitude of pre-service teacher’s was poor, the level of coping mechanism was high, and the level of anxiety was average. There was no significant relationship between attitude and coping mechanism, between coping mechanism and anxiety, and between attitude and anxiety of a pre-service teacher in facilitating learning. The findings implies that pre-service teachers effort to manage and facilitate classroom activities are not related to their unease feeling and way of thinking towards a new environment.


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