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Survey Checklist For Mathematics Teachers

This document contains a survey checklist for mathematics teachers with questions in 4 parts: 1) Personal information questions about name, school, age, sex, etc. 2) Questions about teaching experience, education level, number of periods taught. 3) Questions assessing teachers' perceptions and capabilities regarding action research in terms of time, cost, image, technicality, and effort. 4) Questions identifying common problems teachers face in conducting action research such as lack of training, confidence, resources, and support.

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Emelyn V. Cudapas
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274 views6 pages

Survey Checklist For Mathematics Teachers

This document contains a survey checklist for mathematics teachers with questions in 4 parts: 1) Personal information questions about name, school, age, sex, etc. 2) Questions about teaching experience, education level, number of periods taught. 3) Questions assessing teachers' perceptions and capabilities regarding action research in terms of time, cost, image, technicality, and effort. 4) Questions identifying common problems teachers face in conducting action research such as lack of training, confidence, resources, and support.

Uploaded by

Emelyn V. Cudapas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

SURVEY CHECKLIST FOR MATHEMATICS TEACHERS

I. PERSONAL INFORMATION

Direction: Please fill in accurately the information requested and check the
blank which applies to you.

Name of Respondent (Optional):______________________________________


Name of School: __________________________________________________
District: __________________________________________________________

PART I. PROFILE OF MATHEMATICS TEACHER

Instructions: Check the letter that best describes your answer.

A. Socio-demographic information

1. Age:
 21 to 25 years  26 to 30 years
 31 to 35 years  36 to 40 years
 41 to 45 years  46 to 50 years
 51 to 55 years  56 to 60 years

2. Sex:
 Male  Female

3. Civil Status:
 Single  Married
 Widow/er  Separated

B. Professional Characteristics

4. Educational Attainment:
 Bachelor’s Degree  Master with Equivalent Units
 Master’s Degree  Doctoral with Equivalent Units
 Doctoral Degre  Other (pls. specify) __________________

5. Years of Service as mathematics teacher


 1 to 11 months  1 to 5 years
 6 to 10 years  11 to 15 years
 16 to 20 years

6. Total number of periods you are currently teaching per week


 10 to 15 hours  16 to 20 hours
 21 to 25 hours  26 to 30 hours
 31 to 35 hours

B. Research background of the respondents


Direction I: The following items are about your training on action research. Indicate your
agreement by using “X” mark in the corresponding box.
1. Have you ever conducted action research in your school? Yes  No 
2. If your answer for question number “1” is “Yes” for what purpose did you
conduct action research? You can use more than one alternative below.
To solve problems in teaching learning process 
To improve your research skills and knowledge 
To solve problems in the school 
To get promotion in the career structure 
Others, please specify _________________________________________
3. If your answer for question number “1” is “No” what do you think the major factors that
hinder you to conduct action research?
_______________________________________________________________
_______________________________________________________________
4. Have you taken any in-service training (workshop and seminar) programs over the past 5
years on action research?
Yes  No 
5. If your answer for question number “4” is “Yes” what is the frequency of the training?
Once  Two times  Three times  More than three 
6. If your answer for question number “4” is “NO” what do you think the reasons?
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
7. If you have taken training, to what extent does it improve your knowledge and skills in
conducting action research?
High □ Medium □ Low □
8. Are there any reference materials (books, journals, research findings and etc.) that
enable you to improve your knowledge and skills conducting action
research?
Yes □ No □
II. Direction
A. Below are items to assess your level of perception about action research. Read each
statement carefully and indicate your choice by putting check ( “̸ “)in one of the five
alternatives

5 - Strongly Agree,
4 - Agree
3 - Moderately Agree,
2 - Disagree and
1 - Strongly Disagree

Level of Teachers Perception in Conducting Action Research in terms of time

No. Statement 5 4 3 2 1
1 Action research needs a lot of time
2 Action research does not affect by workload
3 Action research requires less time
4 Conducting action research while teaching means
waste of time
5 Time is not an important element in doing action
research

Level of Teachers Perception in Conducting Action Research in terms of Cost

No. Statement 5 4 3 2 1
1 Action research can be done at minimum expense
2 Action research is inexpensive.
3 Money is not an issue in conducting classroom
action research
4 Action research is not an expensive pursuit.
5 Action research involves fewer budgets.

Level of Teachers’ Perception in Conducting Action Research in terms of Image

No. Statement 5 4 3 2 1
1 Action research boasts credibility.
2 Action research builds trustworthiness or reliability
3 Action research increases professional rank
4 Action research can give much money
5 Action research improves image.

Level of Teachers’ Perception in Conducting Action Research in terms of Technicality


No. Statement 5 4 3 2 1
1 Action research is easy to do
2 Action research is complex to do
3 Action research is difficult to do
4 Finding a problem is easy in doing action research
5 Guide is needed in doing action research

Level of Teachers’ Perception in Conducting Action Research in terms of Effort

No. Statement 5 4 3 2 1
1 Action research is stressful
2 Action research does not drain physical and
mental energy
3 Action research is easy to conduct
4 Action research is simple and undemanding
5 Action research is effortless

B. Below are items to assess your level of capability about action research. Read each
statement carefully and indicate your choice by putting check ( “̸ “)in one of the five
alternatives
5 - Strongly Agree,
4 - Agree
3 - Moderately Agree,
2 - Disagree and
1 - Strongly Disagree

Level of Teachers’ Capability in Conducting Action Research in terms of Knowledge

No. Statement 5 4 3 2 1
1 Can distinguish the parts of a research
2 Can understand the different types of research
3 Have ideas on how to start action research
4 Can identify whether the research is descriptive,
experimental, correlation or evaluative
5 Understand what are MLS and APA formats

Level of Teachers’ Capability in Conducting Action Research in terms of Skills

No. Statement 5 4 3 2 1
1 Can formulate a research problem
2 Can do simple statistical and inferential statistics
3 Can define words operationally
4 Can write unified, coherent and emphatic
sentences
5 Know how to take down notes and cite authors

Level of Teachers’ Capability in Conducting Action Research in terms of Reason

No. Statement 5 4 3 2 1
1 Motivated to make action research because I am a
teacher
2 Inspired to make action research because of
incentives
3 Encourage to carry out action research because of
the promotion
4 Challenged to make action research because of
my professional growth
5 Action research is useless and has no impact

C. Below are common problems of mathematics teachers in making action research. Read
each statement carefully and indicate your choice by putting check ( “̸ “)in one of the five
alternatives

5 - Strongly Agree,
4 - Agree
3 - Moderately Agree,
2 - Disagree and
1 - Strongly Disagree
Common problems of mathematics teachers in making action research.

No. Common problems of mathematics teachers in 5 4 3 2 1


making action research
1 There is a shortage of training and seminar on
research activities
2 I do not feel confident in undertaking action
research due to lack of research knowledge and
skill
3 There is insufficient budget in the school to
undertake action research
4 There is lack of moral support from principals
5 There is negative attitude of teachers towards
undertaking action research
6 Teachers lack interest to conduct action research
7 There is insufficient reference materials (journals,
research books, research reports and etc.) in the
library
8 The library service in the school is insufficient to
undertake action research
9 There is lack of recognitions to conducted
research activities
10 Teaching load affects the practice of action
research
11 Teachers lack enough time to carry out action
research in the school
12 There is lack of clear role of teachers in the school
to conduct action research
13 There is lack of complete data/information to
undertake research activities
14. I am not encouraged to carryout action research
due to lack of incentives
15 Teachers involvement in action research should
be one criterion of promotion
This is the end of the questionnaire.

Thank you very much!

________________________________
Signature of the Respondent

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