Research

LA VERDAD CHRISTIAN SCHOOL
Teaching Strategies Preferred by Grade 12 Students on Major Subjects in La Verdad

Christian School
A Research Paper
Presented to

Apalit, Pampanga
In Partial Fulfillment of the Requirements in

Practical Research II
Submitted by :
Flores, Flint Zaki
Madla, Ray Anne Rose
Maglalang, Karylle
Tangpus, Monlory Jonne
Varon, Menavic
Victoria, Kenshin Bryle
Yambao, Jamalkel
Submitted to:
Mr. Federico Gelido
December 2021
1
LA VERDAD CHRISTIAN SCHOOL, INC.

McArthur High-way, Sampaloc Apalit Pampanga
_____________________________________________________
November 25, 2021
LUZVIMINDA E CRUZ, Ph.D.

Principal
La Verdad Christian School, Inc.
McArthur Highway, Sampaloc
Apalit, Pampanga
Dear Ms. Cruz:
We, researchers from Grade 12 STEM A, are currently conducting a research study entitled “Teaching
Strategies Preferred by Grade 12 Students on Major Subjects in La Verdad Christian School ” as partial
requirement in Practical Research 2. In line with this, we would like to ask permission to be one of our
respondents. We will ensure that the data you will provide will not be used on any other purpose other
than research and will not violate any policy on the privacy protection of both the students and the
institution.
We hope for your positive response.
Respectfully Yours,
Flint Zaki Y. Flores

Grade 12-STEM A – Representative
Noted by:
Mr. Federico Gelido Mr. Gilbert E. Fruel, RL Mr. Roldan C. Villanueva

Subject Teacher, Practical Research II Data Privacy Officer SHS Coordinator
Recommended by: Approved by:
Mr. Noriel P. Mangasil Mr. Albert D. Soriano Dr. Luzviminda E. Cruz

Teacher Coordinator Research Coordinator Principal
2
ABSTRACT
Title: Teaching Strategies Preferred by Grade 12 Students on Major Subjects in
La Verdad Christian School
Researchers: Flint Zaki Flores, Ray Anne Rose Madla, Karylle Maglalang, Monlory
Jonne Tangpus, Menavic Varon, Kenshin Bryle Victoria, Jamalkel Yambao
Kind of Research:
Work: Non-Experimental Research
Year: 2021
Adviser: Mr. Federico Gelido
Degree: Science, Technology, Engineering and Mathematics
Institution: La Verdad Christian School
3
The core purpose of the study was to seek information about the most preferred
teaching strategy of Grade 12 Students of La Verdad Christian School. It would
hypothetically influence student performance in school. The respondents were all Senior
High School students in the strands of Science, Technology, Engineering, and Mathematics
(STEM), Humanities and Social Sciences (HUMSS), and Accountancy and Business
Management (ABM) at La Verdad Christian School, A.Y.2021-2022. A totalized number of
135 respondents partake in this speciation.
Non-experimental was the strategy that the researcher decided to use. The
instrument and techniques used by the researcher were a survey using google form and a
closed-ended questionnaire, which provided respondents with a limited number of choices.
It will help respondents complete the survey correctly.
At the end of the research, the researchers provide and make recommendations to
the following: students, instructors, parents, institutions, tutors, and future researchers.
4
ACKNOWLEDGMENT
The researchers would like to express their innermost gratitude and appreciation:
for the efforts of these people who helped in conducting this research study.
To Mr. Federico Gelido, our Practical Research teacher, we would be more than
glad to allow us to acknowledge his ever-growing support and invaluable assistance leading
to the writing of this paper. Whom he never failed to help and hand out materials and tools
in pursuing this study.
To our parents who give moral support and encouragement with this study are very
much appreciated.
We also thank our classmates and students from other strands and sections who
have been participating in data or information gathering.
Most importantly, praises and thanks be to God, who makes this research possible.
Having faith within motivated us verily.
5
DEDICATION
THIS RESEARCH COULD NOT BE POSSIBLE IF NOT FOR GOD ALMIGHTY, OUR
SOURCE OF WISDOM AND STRENGTH.
THIS RESEARCH WAS DEDICATED TO OUR FAMILY, ESPECIALLY OUR
PARENTS, WHO SUPPORTED US AND WERE ALWAYS THERE FOR US.
LASTLY, THIS RESEARCH WAS INSPIRED BY OUR TEACHER, SIR RICKY
GELIDO, FOR GUIDING US IN MAKING THIS RESEARCH PAPER.
6
TABLE OF CONTENTS
Chapter I: Problem and Its Background
Introduction ................................................................................................. 11-15

Significance of the Study............................................................................. 16-18
Statement of the Problem ............................................................................ 19-20
Conceptual Framework ............................................................................... 21-28
Profile of the Respondents................................................................................. 29
Scope and Delimitation ................................................................................ 30-31
Definition of Terms ...................................................................................... 32-35
Chapter II: Review of Related Literature and Studies
Local Literature and Studies ....................................................................... 36-40

Foreign Literature and Studies .................................................................... 41-80
Chapter III: Methodology of the Study
Research Design ........................................................................................... 81-82

Population of Samples .................................................................................. 83-84
Research Instrument .......................................................................................... 85
Data Gathering Procedure ............................................................................ 86-87
Data Processing Procedure and Statistical Treatment .................................. 88-89
7
Chapter IV: Presentation, Analysis and Interpretation of Data
Presentation of Data ..............................................................................................

Analysis of Data ....................................................................................................
Interpretation of Data ............................................................................................
Chapter V: Summary, Conclusions and Recommendations
Summary of Findings ............................................................................................

Conclusions ...........................................................................................................
Recommendations .................................................................................................
8
LIST OF TABLES
Table 1. Population of Samples .............................................................. 83
9
LIST OF FIGURES
Figure 1. Conceptual Framework ............................................................ 21
10
CHAPTER I
PROBLEM AND ITS BACKGROUND
Introduction
Teachers use various teaching techniques on their students to help them learn and
use knowledge to attain their goals. Teaching strategies are an eclectic lesson plan which
compromises lesson structure. It contains intended learner behavior regarding the
instruction goals and an overview of planned techniques to put the strategies into action.
(Gill and Kusum, 2017)
Teaching is a process that involves bringing about desirable changes in learners
to achieve specific outcomes (Ayeni, 2011). According to Macsuga-Gage et al. (2012),
appropriate teaching tactics used by teachers will assist students in becoming
independent and strategic learners capable of making meaningful connections between
skills, concepts, and real-life situations. Every learner has a unique way of interpretation
and responding to questions. In ensuring that the teaching method is effective, teachers
should apply appropriate teaching strategies that best suit specific objectives and
competencies. It secures and facilitates the process of knowledge transmission. (Tebabal
& Kahssay, 2011)
11
These happened as the pandemic continued. The traditional way of teaching is
disturbed, and the interaction between the students and teachers is now changed. The
government implemented distance learning as a way for the students and teachers to
protect themselves from the spreading of viruses. It still ensures the continuity of
learning. Universities experimented with different tactics to fully comply with the
necessities of students in education in this current condition in the world. They do it by
carrying out activities for students using the internet and useful devices for online
courses.
Several studies show that student performance depends on how the teacher
conveys their lessons to the students. Different teaching strategies are used to attain the
most efficient and effective way of learning that affects the students and the proctor in
their field of education. Most students who listen, interact with their teacher and their
peers imitate or learn the lecture from the teacher as stated by them without initiative.
Universities in the Philippines use online learning as a platform. Face-to-face
classes are still prohibited. Some studies show the advantage of online learning in
teaching strategy.
12
Instead of typing answers in a document or homework, ask them some questions
that make them interact by responding to each work in a class. It boosts their engagement
in interacting with people, thus providing an active and enjoyable asynchronous
discussion. Synchronous classes could also be a great way to put students in real-time
interaction with the students and teachers. They also learn by using different media
platforms and video conferencing that would encourage students to showcase their
knowledge with the guidance of teachers. We can use different teaching strategies such
as giving puzzles, quizzes, board work, and more to make your lessons more interactive
and engaging.
Online learning could be a factor that affects the students in coping with some
advances in the learning-teaching process that are all new to everyone. There would be
delays in processing information of the student in gaining new knowledge because of
time constraint that makes the students unable to accomplish tasks and meet the deadline
on time. Therefore, the exact and effective teaching strategy might be a burden to
discover and apply in online learning. Cheating prevention in an online environment is
tough to observe since various methods could initiate the act of cheating without the
guidance of the teacher. Technical problems are prone and likely to happen when
interacting with the students in an online learning environment and many more.
13
The effectiveness of teaching methods on student learning has consistently raised
a considerable amount of interest in educational research.
In the conventional epoch, many teaching practitioners have preferred teacher-
centered procedures to impart knowledge to learners compared to student-centered
methods (Hightower et al., 2011).
A classroom consists of students varying in learning styles, which challenge the
teachers since there is no one-size-fits-all solution in teaching. Knowledge about the
"best" teaching method can help them develop their style derived from the result of this
research. Additionally, this research will help the people involved understand the
relationship between the teaching style, the type of students, and the taught subject.
This research aims to gain knowledge and skills about the most preferred
teaching strategy that would influence student performance in school. The researchers,
as students, either experienced or observed some difficulties or technicalities in the
teaching method of the teachers.
14
The researchers have conducted this research BECAUSE of the concern and
curiosity, at the same time, if the most credible teaching strategy exists in their
institution. The researchers hypothesized that if they manage to conclude this research,
it will be helpful for their sake, as a student, for their fellow students, teachers, the school,
and other people.
The theoretical underpinning of this study is Kolb's Theory of Learning Styles.
Psychologist David Kolb first outlined his theory of learning styles in 1984. Kolb's
experiential learning cycle concept divides the learning process into a cycle of four
theoretical components: concrete experience, reflective observation, abstract
conceptualization, and active experimentation.
In his experiential theory, learning is viewed as a four-stage cycle. First,
immediate and concrete experiences serve as a basis for observation. Next, the individual
reflects on these observations and begins to build a general theory of what this
information might mean (Cherry, 2020). In the next step, the learner forms abstract
concepts and generalizations based on their hypothesis. Finally, the learner tests the
implications of these concepts in new situations. After this step, the process once again
cycles back to the first stage of the experiential cycle. (Cherry, 2020)
15
Significance of the Study
The core of this research is the students since they are the top priority of this
research. Gaining the insights of the respondents will give us more knowledge and
information about the study. We used the data we gathered to make our conclusions and
recommendations.
The result of the study will benefit the students, teachers, the parents of the
students, institutions, tutors, and future researchers. This research will give them a
precise idea about the said problem.
This research will provide information and determine the order of preferred
teaching strategies of respondents to help the students develop their academic
performance whether they are in the school or not. It will be an excellent underlying
basis to guide the educators in the proper way of teaching. The results of this study could
be highly significant to the following sectors:
16
STUDENTS. Students will have the appreciable benefit once the teachers have
adapted or adjusted some preferred teaching styles. The students will have better
performance since the learning styles matches the teaching styles of teachers. Also, some
slow learners can now catch up with the discussions. Furthermore, this research will help
the students who want to become future educators.
TEACHERS. All teachers want their students to get high marks on their specific
subjects. Teachers can use the results of this research as a basis to adjust their style of
teaching. It will make them put less effort into teaching their students. They can conduct
an experiment if such teaching styles are really effective.
PARENTS. They are concerned, especially when it comes to the academic
performance of their child. This research could allow them to get a better understanding.
Such as if their son/daughter is affected by factors that can boost or hinder their academic
performance.
17
INSTITUTIONS. These will be an asset to the institution. They will help them
advance their curriculum by using facts from our conclusion. It will be a profit for the
institution for short. The school will maintain its Standard Operating Procedure on the
effective teaching that may attract student admissions.
TUTORS. The significance of the study of the teachers applies to most tutors.
The result of this research may attract student admissions for tutorship for additional
income.
RESEARCHERS. The research outcome will be a credible reference for any
researchers planning to conduct a related study. This research may be one of the
foundations for the creation of a new learning guide. These enable them to look for
credible shreds of evidence and responses from the respondents. These will also help
them to be patient and systematic. It will improve their research skills gradually as well.
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Statement of the Problem
This analysis will seek information on the selected teaching strategies of
Grade 12 Students of La Verdad Christian School, A.Y.2021-2022. It will also
investigate the connection between effective teaching strategy and academic
performance. We will rank the chosen teaching strategies that we gather from our
respondents.
Specifically, the researchers want to answer the following questions:
1. What is the demographic profile of the respondent?
1.1 Name
1.2 Age
1.3 Strand
2. What are the teaching strategies preferred by students?
3. What is the most preferred teaching strategy by the respondents?
4. What is the least preferred teaching strategy by the respondents?
5. Are there significant factors that make the respondent come up with their
choice?
19
6. Does the participant experience being taught by a teacher using his
preferred teaching style?
7. Suppose that the participant experiences sessions using his preferred
teaching style. What is the highest grade (in report card) of the participant
with that teaching style?
20
Conceptual Framework
Figure 1. Conceptual Framework
21
Figure 1 presents the conceptual framework of the study. It consists of two main
variables: the independent variable is the presence of a preferred teaching strategy. The
dependent variable is good academic performance.
There are five sub-variables when considering the factors that may affect the
choice of the preferred teaching style.
Strand refers to the disciplines implemented within a particular area of learning
or knowledge. These domains are associated with general and specific learning outcomes
or achievement targets and objectives within a definite learning area or field.
Perception is defined as the kind of information the student tends to receive. It
can be sensitive (external agents like places, sounds, physical sensations) or intuitive
(internal agents like possibilities, ideas, through hunches). (Ng & Ng, 2012)
The entry channel refers to the sensory channel the students tend to use to receive
information more effectively. It may be visual (images, diagrams, graphics) or verbal
(spoken words, sounds). (Ng & Ng, 2012)
22
Processing is the manner the information is processed in the minds of the
students. It can be either active or reflexive (introspection). (Ng & Ng, 2012)
Understanding is the process by which students make progress. It can be
sequentially (with continuous steps) or globally (through leaps and an integral approach).
(Ng & Ng, 2012)
A preferred teaching strategy is an instruction technique wherein it matches the
learning style of a student. A learning style is defined as the characteristics, strengths,
and preferences in the way people receive and process information. (Felder & Silverman,
1988)
Figure 1 consists of 9 sub-variables when it comes to the preferred teaching
strategy. One of these would represent the most preferred teaching strategy after we
evaluate the results of this research.
Brainstorming is a strategy wherein all students participate by responding or
presenting views on a topic.
23
This technique encourages new ideas among students, which would never have
happened under normal circumstances.
A case study is a type of instructional method. Students observe, analyze, record,
implement, conclude, summarize, or recommend assigned scenarios or situations. Case
studies are created and used as a tool for analysis and discussion.
A discussion panel contains a selected group of students that act as a panel. The
remaining class members as the audience. The panel informally discusses selected
questions. A panel leader is chosen, and he summarizes the panel discussion and opens
the discourse to the audience.
Games and simulations refer to a series of instructional designs that use elements
from themselves. We execute it with board games, computer-assisted board games, or
fully computerized environments. Simulation and gaming are particularly popular in
business education.
24
A presentation conveys information from a speaker to an audience. Presentations
are typically demonstrations, introductions, lectures, or speeches meant to inform,
persuade, inspire, motivate, build goodwill, or present a new idea/product.
Problem-based learning (PBL) is a teaching style that pushes students to become
the drivers of their learning education. Problem-based learning uses complex, real-world
issues as the classroom's subject matter. It encourages students to develop problem-
solving skills and learn concepts instead of just absorbing facts.
A project design method is a method where students gain knowledge and skills
for an extended period. It investigates and responds to an authentic, engaging, and
complex question, problem, or challenge.
A question-and-answer method is a teaching method that allows two-way traffic,
direct communication. There is a dialogue between the teacher and students.
25
It is intended to stimulate students' thinking and guide them in achieving or
gaining knowledge.
Role-playing is a technique that allows students to explore realistic situations by
interacting with other people. It develops experience and trials different strategies in a
supported environment.
Based on the literature review, 15 hypotheses can be developed to find the
relationships of the main variables and evaluate the results. The hypotheses for this study
are proposed as:
H1: Brainstorming is the most preferred teaching strategy.
H2: Case Study is the most preferred teaching strategy.
H3: Discussion Panel is the most preferred teaching strategy.
26
H4: Games-and-Simulation is the most preferred teaching strategy.
H5: Presentation is the most preferred teaching strategy.
H6: Problem-based learning is the most preferred teaching strategy.
H7: Project Design Method is the most preferred teaching strategy.
H8: Question-and-answer Method is the most preferred teaching strategy.
H9: Role-playing is the most preferred teaching strategy.
H10: The strand chosen can affect the choice in the most preferred teaching strategy.
H11: The Perception can affect the choice in the most preferred teaching strategy.
27
H12: The Entry Channel can affect the choice in the most preferred teaching strategy.
H13: The Processing can affect the choice in the most preferred teaching strategy.
H14: The Understanding can affect the choice in the most preferred teaching strategy.
H15: When the preferred teaching style is present, it yields good academic performance.
The framework developed can be proved significant in enhancing the
understanding of teachers, educators, and lecturers in guiding students of different
learner types.
This framework contributes to the knowledge of educational researchers in which
a researcher can justly distinguish the advantages of employing definite teaching
strategies when attempting to improve student proficiency. Researchers can also use this
framework to test and compare the distinct differences among the teaching strategies and
identify the significances of each technique.
28
Profile of the Respondents
The respondents were all grade 12 students of La Verdad Christian School,
A.Y.2021-2022. Their age ranges from 16 to 19 years.
The proportion of the gender of the respondents was almost in the ratio 50:50,
which was considered to be unbiased.
There were 81 STEM Students, 27 ABM students, and 27 HUMSS students in
the population of interest. The total number of respondents was 135 students.
29
Scope and Delimitation of the Study
The study is focused and limited only to the following. The research is concerned
with the sequence of preferred teaching strategies that applies to the student. We also
cover the factors that they consider in making their choice. The research also covers the
relationship between the presence of a preferred teaching style and academic
performance.
It is further validated based on the responses of the respondents to our close-
ended questions. The research instrument used was a quantitative approach type-
questionnaire and was only administered once to the respondents who were compatible
with the study.
Our research study is limited on the amount of time that we are given to conduct
it. Our conclusion will also be restricted based on the information that we gathered
throughout the study.
30
Our respondents of the study were composed of only one hundred and thirty-five
(135) students. They were all Senior High School students that studied in the strands of
• Science, Technology, Engineering, and Mathematics (STEM)
• Humanities and Social Sciences (HUMSS)
• Accountancy and Business Management (ABM)
at La Verdad Christian School, A.Y.2021-2022.
31
Definition of Terms
For better comprehension of the reader towards this research paper, the
researchers provided the definition of the following technical terms:
Brainstorming – It is a strategy wherein all students participate by responding or
presenting views on a topic. This technique encourages new ideas among students, which
would never have happened under normal circumstances.
https://physicscatalyst.com/graduation/brainstorming/#:~:text=In%20context%20to%2
0teaching%2C%20brainstorming,have%20happened%20under%20normal%20circums
tances.
Case study – It is a type of instructional method. Students observe, analyze, record,
implement, conclude, summarize, or recommend assigned scenarios or situations. Case
studies are created and used as a tool for analysis and discussion.
https://web.cortland.edu/frieda/id/IDtheories/43.html#:~:text=Case%20studies%20is%
20an%20instructional,tool%20for%20analysis%20and%20discussion.
32
Discussion panel – In a Panel Discussion, a selected group of students act as a panel,
and the remaining class members as the audience. The panel informally discusses
selected questions. A panel leader is chosen, and he summarizes the panel discussion
and opens the discourse to the audience.
https://tltc.umd.edu/instructors/teaching-
topics/discussions#:~:text=In%20a%20Panel%20Discussion%2C%20a,opens%20disc
ussion%20to%20the%20audience.
Games and simulation – It refers to a series of instructional designs that use elements
from itself. We execute it with board games, computer-assisted board games, or fully
computerized environments. Simulation and gaming are particularly popular in business
education.
http://edutechwiki.unige.ch/en/Simulation_and_gaming
Presentation – A presentation conveys information from a speaker to an audience.
Presentations are typically demonstrations, introductions, lectures, or speeches meant to
inform, persuade, inspire, motivate, build goodwill, or present a new idea/product.
https://en.wikipedia.org/wiki/Presentation
33
Problem-based learning – Problem-based learning (PBL) is a teaching style that
pushes students to become the drivers of their learning education. Problem-based
learning uses complex, real-world issues as the classroom's subject matter. It encourages
students to develop problem-solving skills and learn concepts instead of just absorbing
facts.
https://www.hunschool.org/resources/problem-based-
learning#:~:text=Problem%2Dbased%20learning%20(PBL)%20is%20a%20teaching%
20style%20that,instead%20of%20just%20absorbing%20facts.
Project design method – It is a method where students gain knowledge and skills for
an extended period. It investigates and responds to an authentic, engaging, and complex
question, problem, or challenge.
https://www.pblworks.org/what-is-
pbl#:~:text=Project%20Based%20Learning%20is%20a,question%2C%20problem%2
C%20or%20challenge.
Question-and-answer method – It is a teaching method that allows two-way traffic,
direct communication. There is a dialogue between the teacher and students.
34
It is intended to stimulate students' thinking and guide them in achieving or gaining
knowledge.
https://www.google.com/search?q=Question+and+answer+method+teaching+strategy
&rlz=1C1CHBF_enPH908PH908&oq=quest&aqs=chrome.0.69i59j46i275i433i512j0i
433i512l3j0i512l2j69i60.1260j0j7&sourceid=chrome&ie=UTF-8
Role-playing – It is a technique that allows students to explore realistic situations by
interacting with other people. It develops experience and trials different strategies in a
supported environment.
https://blogs.shu.ac.uk/shutel/2014/07/04/role-play-an-approach-to-teaching-and
learning/#:~:text=Role%2Dplay%20is%20a%20technique,strategies%20in%20a%20su
pported%20environment.
Teaching Style – It was mentioned in various forms, including but not limited to
teaching techniques, teaching strategies, and teaching methods. Teaching strategies are
methods and techniques that a teacher will use to support their pupils or students through
the learning process.
https://thirdspacelearning.com/blog/teaching-strategies/
35
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The Review of Related Literature and Studies is presented in this chapter. It
contains all the literature and studies gathered from credible sources, such as books,
thesis, magazines, articles from trusted websites from different countries.
The researchers devoted their time searching for these foreign and local works of
literature and studies.
Local Literature and Studies
Teachers plan ahead on how students would acquire and learn a language by
assessing the needs of the students to understand the lesson properly in either a formal
or informal approach. It is in terms of English language learning. (Linde, 2018)
Teachers provided formative tests to determine the student's skills. And to know
their difficulties in the given quizzes or tests.
36
The results would guide the teachers whether they need assistance to improve
their performance in school. Observing the students in their class would yield insights
into how they manage their skills in processing knowledge in school.
In some instances, there are unqualified teachers in English grammar learning,
which is one of the challenges that can be observed inside the class. It is hard to solve
because various schools consist of English language learners. Therefore, students convey
the information from the teaching material that their teacher uses, even if it is not
accurate. Applying it to situational problems would harm the student's capabilities in the
proper understanding of the language.
Applying student-centered learning in which students would improve
independent learning, metacognition, and output-based learning. Teachers can learn
ways of teaching from the point of view of their learners by getting information from
them. They are learning while applying it as the students participate in the learning
process. (Kahng, 2015)
Teachers now know the necessary curriculum in which the students must be
related or interested in that field. Once they identify the needs of the students through
the lesson plan, it will now serve as the foundation. It is for the performance assessment
of a student through tests, activities, quizzes, and others. (Albassri, 2016)
37
As the teachers explore the needs of their students, it becomes part of their lives
as they assess the proper teaching strategy for them. Teachers provide teaching
strategies. It helps the students excel and apply this knowledge. They learn it inside and
outside of school and for their career path. (Shank, 2016)
Students would like to apply this knowledge in using English in communication.
It is for future purposes. If the teachers did not assist and teach the necessary information,
it would affect their academic performance. (Center for Applied Linguistics, 2016)
By applying formal and informal assessment, teachers would know the necessary
needs of the students to improve their knowledge in learning. In addition, some students
find sharing information about their educational status confidential. It is the
responsibility of the teachers to know the problems of their students before finding an
effective way to generate the needs of their students.
Teachers aim to create lesson plans and teach students without putting pressure
on them. In this process, students became more socially welcome to share their opinions
and more engaged in participating in the class. Most students prefer to hear the teacher's
personal life experiences to connect with their subject topic. They find it much
compulsive and easy to discuss with the students. (BVC, 2016)
38
In certain situations, teachers must always provide necessary feedback or
comments on their student's performance. Whether it is compliments or improvement
for failing the expectation in their language grammar learning. The teachers maintaining
eye contact and keeping positive vibes in front of the students may improve the teaching
and learning process. (Kapur, 2019)
Adjusting learning strategies with student intelligence has improved learning
motivation and emotional intelligence. Educational conditions under which a student
learns influence learning. It suggests that learning style involves not only what students
need. It also includes the process. (Stewart& Felicetti, 1992)
Several studies have shown that teaching strategies have a significant impact on
the academic performance of students. Individual learning styles must be taken into
consideration in choosing the most effective teaching strategy.
Cognitive, affective, and psychological factors make up the components of
learning styles. It is used as indicators to distinguish how a learner acknowledges,
interacts with, or responds to the learning environment. (Kaefa, 2012)
39
The teacher-student interactive method, a feature of cooperative learning, was
the most effective teaching strategy, followed by the student-centered approach. The
least effective was the teacher-centered approach which was shown in the lecture-type
technique. (Ganyaupfu, 2013)
The demonstration method is effective in increasing mathematical ability. It
increases the student's activeness and helps in understanding material. (Ramadhan &
Surya, 2017)
Drill and exercises with incentives, intensive assignments, and frequent
evaluation were found effective. They showed a noticeable difference in the pre-test
from the post-test results. (Berches, 2005)
Instructional strategies are effective for all learners and present better
opportunities for inclusive teaching and learning. Enhancement of academic learning
time and accessibility of the students to practical teacher structure learning tasks were
recommended. (Choate, 2000)
40
Foreign Literature and Studies
As the generations pass by, there is a continuous change in the education system.
Which makes it difficult for students to meet their needs in their academic performance.
With the consistent improvement of information technologies, there is now online
learning. Which is a flexible type of learning that helps both students and teachers.
Nonetheless, some challenges are needed to take into account to effectively and
efficiently strengthen the process of teaching and learning. (Popovici, 2015)
There are eight principles of effective online teaching: encouraging contact
between students, collaborative learning, quick feedback, active learning, task time, and
high expectations. The teacher should appropriately approach students so that the
students would know what they need to accomplish. They also motivate the students in
school, diversified learning, and technology application. (Cheung and Cable, 2017)
Studies show that students gain more knowledge in modern learning than
traditional ways in an online environment. (Navarro and Shoemaker, 2000)
Online learning is proven to enhance learning and communication for those
introverted and slow learner students.
41
They are unable to show their full potential to participate in a classroom. (Stern,
2004)
Students' perception of their entire learning experience through teaching methods
and online course design was influenced not solely by their perceived learning but
overall satisfaction with an online course. (Myers & Schiltz 2012)
An online teaching strategy is an approach for organizing learning activities,
course content, and student interaction in online courses. (Bonk & Dennen, 2003)
Common strategies used in online courses are promoting interactivity through
communication (Ku et al. 2011: Lawton et al. 2012); concept application facilitation
(Steinberg 2010; Strang 2012); using video demonstrations (Gemmell et al. 2011);
bearing a social sense of belonging to an academic community. (Zhang & Walls, 2006)
According to the students, case studies, video demonstrations, instructor notes,
mini-projects, and discussion forums are some most effective teaching strategies. (Yang,
2017)
42
Some teachers tend to teach for examinations rather than for conceptual
understanding caused by the sanctions attached to student's performance, even going as
far as engaging in unethical methods such as examination malpractice which is not
appreciated by the student as it denied students the opportunity to gauge their level of
preparedness in the examination (Samson Murithi Njiru et al., 2020)
We can avow that past, utilizing a particular showing procedure inside the
course of the execution of assignments. There is a motivation behind why we use it.
Goals that can change contingent upon the factors that impact the snapshot of utilizing
them. In this review, the educators express the impact of the OME cooperative bunch in
using some showing systems recuperating a solid significance in their academic practice.
The utilization of showing techniques becomes rich to the extent the instructors
question ourselves regarding the reason: why, how, when, and where to utilize them
accordingly. It is through these inquiries that these systems recapture significance in
their execution. They become the key for devices for the showing system tended to by
the instructor.
43
It is critical to recall that every educator should be cautious when utilizing
showing techniques since all attempt to create superior learning in the understudy. In
this way, the approach and how the educator plans it establishes a significant stage to
figure out which showing procedures are fitting to utilize.
Therefore, it can't be failed to remember that: behind its utilization, there is an
entire scope of aims that every educator looks for. Even though the showing
methodologies are planned to assist with intervening understudy learning.
The teaching strategies in modern blended learning are student-oriented (Petrina,
2007). This method is modified for the needs of the learners and aims to focus more on
them. In this way, teachers would provide them the information that they need. Yet, the
students would have to do more investigation and careful understanding of the lesson.
Having group and individual works helps the students to further solve difficulties
that they encounter. Teachers and students have the chance to learn and process
information at the same time. (Hart, 2014)
44
Direct instruction strategy is considered the traditional method of teaching that
is concerned with teaching the information to the students without engaging them to
work on an activity.
Compared to modern forms of teaching, students are more engaged in learning
the material. With the constant changes in technologies and different media platforms,
students gain and share their knowledge with other people. Therefore, it enhances their
social learning skills.
A collaborative learning strategy is defined as an interactive way of learning. The
students, teachers, and other people involved are having an exchange of ideas or
information. It helps them to simultaneously learn with the guidance of teachers. It
improves their communication and sharing or gaining knowledge with the consistent
interaction between them with the help of different media platforms that could help in
information processing.
Situated learning strategy involves critical thinking that helps in practical
problem solving and experiments. Lastly, a self-directed learning strategy is also an
active way of learning that is fixed to the needs of the students. It helps them find and
learn the teaching material from the teachers by researching on web pages, wiki, blogs,
and printed materials.
45
In South African schools, students have difficulties adapting to English First
Additional Language (EFAL) reading. It might be a burden to both the students and
teachers as well. The teacher's failure to express and provide the teaching material to the
students is sufficient for students to fail. The primary cause of this problem is the
teaching strategies that need modification in the efficient and effective teaching process.
The Social Inclusive Teaching Strategies (SITS) find solutions to the inability to
apply different learning styles. (Armstrong, 2011) It empowers progressive learning with
a response to the social changes and needs of the students.
In addition, SITS have the advantage in processing and incorporating good ways
of teaching. It can connect and engage a variety of students without neglecting their
needs in improving their reading and writing skills. This strategy is made possible for
the students to motivate and empower their knowledge and skills in education.
(Devereaux, 2013)
On the other hand, this strategy mismanages the rights of people in education.
(Malebese, 2016)
46
This incorporates the sharing of knowledge or ideas with one another. It is
possible through sharing stories and life experiences that help students to relate to
situational topics. It brings excitement and interest in the subject. (Mahlomaholo, 2013)
Listening skills aren't entirely taught in the same way that speaking is separated
from writing instruction. The act of hearing, like speaking, cannot be separated from
listening. Regardless of their various languages, speaking as a result of both listening
and speaking skills are taught.
As a result, speaking should be treated as a whole, especially in remote areas.
Where there is only one instructor who teaches a variety of disciplines to students of
different ages. Content incorporation of learning and participation of key stakeholders
who can make a difference in the teaching and learning of EFL is crucial.
Teaching a subject while lacking the proper skills and knowledge can be
challenging. That is why teachers are required to have a certain level of proficiency to
effectively instruct a subject. Students struggle the most as readers and tend to avoid
reading activities. In a traditional face-to-face setting, constant monitoring and guidance
help the students learn.
47
Malaysia's Ministry of Education (MOE) has emphasized the importance of
STEM (Science, Technology, Engineering, and Mathematics) to learners as early as
preschool. The STEM field's demands alert lawmakers and educators to the need to
prepare students for a changing workforce and a technology-driven future. The
improvement of 21st-century education is said to have the potential to bring the goal of
STEM education to reality. In fact, it produces a creative STEM innovator, plan for the
country's bright future. Stakeholders in Malaysia are beginning to emphasize the
relevance of STEM education, as they had an issue with pupils enrolling in science
classes. Based on this, the 60:40 (science: arts) policy has yet to be implemented. As a
result, a solution is required to guarantee that STEM may be applied excitingly. Several
researchers have discovered that integrating art into STEM leads to more enjoyable
learning, particularly preschool education.
All of the teachers who took part in the study thought CS was beneficial in their
Afrikaans classes. They all agreed that CS may be used as a teaching tool in the L2
language class. The participants' response to the issue on the benefit of combining
languages in Afrikaans teaching was also unanimous. Eighty percent of those surveyed
said that CS helped students learn things better.
48
Teachers must use teaching technique varieties and procedures to ensure that
English Language Learners (ELLs) understand the materials and information offered.
(Byland et al., 2012)
Cross-curricular studies and various types of art-making collaborations are
mentioned as effective methods of supporting language acquisition and communication
development skills in school-aged ELLs. Students are motivated to use the four language
skills. It is in response to the art: how they learn, search and create. Students must read,
write, speak, and listen to generate ideas, organize thoughts, and propel creations.
(OBEWL, 2010)
ELL populations are growing faster than the regular school population, emphasizing
the importance of instructors having successful tactics while working with ELLs. (Li,
2013)
49
The South African Constitution (Republic of South Africa, 1996a) recognizes
eleven official languages to "redress the injustice of apartheid by emphasizing
multilingualism and the rights of indigenous languages against English," as well as the
right of "everyone to receive education in their choice of public educational institutions"
(Section 29(2) of the Constitution of the Republic of South Africa, 1996a).
However, teachers face unique difficulties in consequence of this
acknowledgment of official languages. The child's right to education is affected as well.
It is the job and function of the educator to meet the different students' needs, including
the need for learning in their native language.
It appears that writing in English as a foreign language (EFL) is a difficult task.
Many students, not only in Indonesia but across the world, had a terrible experience. For
many teachers, writing is a challenging task. Some difficulties with EFL writing, such
as the students' lack of understanding of English structure. The restricted number of
words available and the cultural impact have both been factors.
50
Many researchers in the field have reported on this (Ghabool, Marriadas, and
others). Aside from that, the teacher factor might play a role in the impact of the teaching
of English as a Foreign Language (EFL) writing.
One of the most fundamental aspects of language learning is motivation. Long-
term goals would be difficult to fulfill without it, regardless of the educational program
or the educator. (Krashen, 2009)
The findings revealed that, according to participants, playing games plays a
significant role in stimulating learners' interest, enthusiasm, and dynamic environment.
(Abdullah et al., 2018)
The results showed that the foundation of teachers' perception of grammar
teaching comes from their conceptual experiences and grammar theories. They still
encounter obstacles in teaching grammar, such as student learning patterns and fewer
teaching references, despite using various grammar approaches and strategies. (Eval &
Res, 2020)
51
Educators at online and distant learning institutions constantly look for new
and effective ways to help students learn. While some teaching tactics may be fashioned
after those used in traditional classrooms, others will take a little more effort to adapt to
the online setting. This study recounts three academics' attempts to adapt argument as a
teaching approach for use in an online learning environment.
It goes beyond the adaption process to detail our collaborative experiences
while also commenting on the process. We had no idea the others were employing the
same instructional technique. We have diverse teaching perspectives and come from
various disciplines. Yet, we find a method to support one another's professional
development and improve our teaching by working together.
The "Intelligences That Plants May Pass On" Activity was created to show how
Multiple Intelligences (MI) can be used to give educational programs to students of all
ages. The activity serves as a great entry point for effective lesson planning. It was used
to better integrate MI lesson planning. It also improves teaching strategies in elementary
and science teacher in-service training. As well as Junior Master Gardener (JMG)
Volunteer Certification.
52
The teaching process is one of the main factors that make learning attractive and
has meaning. Having appropriate teaching strategies used by instructors can make
comprehension of modules easier.
Academically gifted students require more attention regarding the teaching
strategies that the professors will use. It can either encourage students or disappoint
them. Some students need teaching strategies that meet their intellectual and cognitive
abilities. It makes their learning process more sufficient.
Academically Gifted Students show a high level of preference for the creative
thinking strategy followed by the critical thinking strategy. (Al-Khayat et al., 2017)
The definitions of learning style had pointed to several factors (Keefe, 1987).
Learning styles are personality traits that determine the consistency of student behavior.
53
Learning styles include psychological and physiological aspects of individual
functioning in a learning situation, the combination of which allows a unique approach
to learning within predetermined categories.
Learning styles are the product of interaction between students and their
physical and surroundings. The learning style is the typical way an individual settles on
a distinct approach to the problem. (Skehan, 2001)
It is stated that when they used the method to the kids suited to their preferred
learning styles, they got higher academic achievements. (Pritchard, 2009)
Aforementioned that teachers who are aware of the student learning styles are
better equipped to schedule teaching contents. They tend to choose appropriate methods
and instructional aids in the teaching process. It boosts student intrinsic motivation and
individualizes teaching content. (Tubic, 2003)
It is critical to emphasize the pedagogical importance of understanding and
respecting student learning styles.
54
It is possible through effective teaching (research) methodologies to improve
school performance and educational quality.
Empirical research on learning styles has demonstrated that simply being aware
of different learning styles for a particular student creates beneficial effects in student
and teacher work. (Blackmore, 1996)
The physiological preferences of the learner, as well as his emotional, social,
psychological preferences and learning environment, can all influence learning styles.
(Dunn et al., 2009)
Student academic successes improve when the teaching style and the student
learning style are matched. It results in an extended recall of information, more efficient
application of data, and more positive attitudes toward the teaching subject and learning
in general. (Tubic, 2005)
The significance of understanding and respecting student learning styles was
underlined.
55
They analyze each learning style and present them with suitable stimuli. The
results are unexpected. (Dryden & Vos, 2001)
Involving kids in inquiry is a practical strategy to help them develop critical
thinking skills, self-directed learning skills, and a deep understanding of particular
topics. (Tsybulsky et al., 2020)
Students learn best when the following characteristics are evident: (1)
educational method variability, (2) interest, (3) clarity, (4) task-oriented behavior, (5)
instructor use of structuring comments, (6) student opportunities to study the material,
(7) multiple levels of questions, and (8) enthusiasm. (Rosenshine & Frust, 1973)
Teaching is the opportunity to assist people in living their lives fully, which
implies that we give assistance to our students in growing physically, emotionally,
intellectually, and socially. (Carkhuff, 1981)
Instructional plannings, teaching method selections, and diversity of learning
activities have significant impacts on student outcomes.
56
According to the Committee on Agricultural Education (1988), the teaching
approach is the main factor in educating pupils in learning activities. (Anderson, 1994)
The selection of an appropriate teaching approach is one of the main processes
to have teaching success and student achievements in their study about the impact of
teaching methods on Agricultural Education Students with Different Learning Styles.
(Dyer & Osborne, 1995)
Students react differently to different teaching approaches. The correct method
selection is crucial to the learning style of those being taught by the instruction. (Joyce
& Weil, 1986)
Any learner can learn or master knowledge and skills using the proper teaching
style. (Odubiyi, 1988)
As there are teachers, there are several various types of teaching. Teaching
activities are frequently reflected by teaching attitudes and preferences about teaching
methods, according to numerous researches.
57
Some professors emphasize the use of question and response approaches. While
others utilize a lot of programmed instruction. (Carkhuff, 1981)
Programmed instruction is most effective at lower levels of learning, whereas
independent projects are suitable at higher levels. Both methods are adaptable to student
differences. (Weston & Canton, 1986)
Teaching strategies are teacher-led activities in the classroom that engage
students in the subject. It requires them to participate in learning activities, share evenly
with other learners, and react to the learning experience. (Kassem, 1992)
Learning aids are instruments or methods that simplify and organize complex
content and connect new ideas to old ones to make learning more effective, efficient,
and enjoyable. (Yelom, 1996)
Instructional strategies are divided into two categories: group and individual
techniques. Discussion, demonstration, field excursions, role acting, and resource people
are examples of group techniques.
58
The supervised study, experiments, and independent study are some
individualized ways. (Newcomb et al. 1986)
Lectures, teaching, inquiry-based learning, questioning, discovery learning,
and simulations as examples of strategies. (Henson, 1988)
One of the main strategies in the teaching-learning process is using aid as a
remarkable teaching tool. There are instructional aids designed to improve the
effectiveness, efficiency, and satisfaction of learning. Some examples are handouts,
transparencies, checklists, and videotapes. (Yelom, 1996)
The findings of this study point to various areas in secondary agriculture
education where more research and practical implementation are needed. STEM
integration studies should be done in the future to identify why female agriculture
teachers are less confident in incorporating engineering principles. It is suggested that
this study could be replicated with a topic knowledge component. (Scales et al., 2009)
59
One of the main components in making learning meaningful and appealing is
the teaching process. Instructors that employ appropriate teaching tactics can help
students understand the modules more easily. Teaching practices, on the other hand, are
likely to either encourage or discourage a student. As a result, when delivering lectures
to students, instructors have a great responsibility to determine the needs and traits of
the pupils. (Galustov et al., 2016)
There is a study regarding how teaching strategies promote active learning. As
a result, student comprehension is highly dependent on the teaching method used.
(Dincer, 2019)
Instructors must develop teaching tactics tailored to the student's intellectual
ability when it comes to the concept of intelligence. (Cildir, 2017)
Instructors must consider various forms of knowledge in pupils and construct
learning procedures suited to their intellectual growth. (Yildinm & Akcayoglu, 2018)
60
When instructors use teaching approaches based on the student's chosen
teaching strategy, they benefit and like it more. (Akkas & Tortop, 2015)
When tackling complex problems, students prefer to use the visual method.
(Ho & Lowrie, 2014)
Pre-service teachers had trouble handling abstract issues and problems
requiring numerous stages. (Tatto et al., 2011)
Teaching pupils to solve concerns entails not just offering a model and real-
world issues. It also solves the teacher's advice. (Jose, 2017)
In mathematics education, especially in problem-solving, visual representation
of information is considered an efficient representation procedure. (Guler & Ciltas,
2011)
61
Rather than relying on symbolism and formalism, the student's comprehension
can be improved by using visualization to stimulate the student's thinking. (Lavy, 2007)
Visuals are potent aids for learning mathematics because they provide an
alternative mass resource. It is everywhere in the media as a simplified version of
mathematical language. Especially when conveying the problem-solving process, it can
be used practically. (Lavy, 2007)
In Nigeria, the term giftedness refers to the students who perform exceptionally
in their studies compared to other students. This means that students have a different
pace of acquiring knowledge or information that the teachers must understand to
improve the student's capacity in learning. (Marley & Carbonneau, 2014)
A teaching strategy called Activity-based learning strategy (ABTS) is a method
of learning by doing physical and mental actions that enable their potential in an activity.
(Carbonneau & Marley, 2012)
62
Those gifted students will explore their knowledge, thoughts, and ideas in a given
activity, allowing them to raise their critical thinking and curiosity. For example, creative
problem solving would help them utilize their ability. (Kontaş, 2009)
The effect of traditional teaching on students is that they cannot express their full
potential in school. They are only limited to learning a textbook without practicing and
applying critical thinking, problem-solving, and life problems. While in modern
teaching, it aims to disseminate knowledge in different aspects of life. (Bognar and
Matijević, 2005)
Schooling is not always about finding a solution to something and creating a
conclusion about curiosity. It is finding the needs and interests of the learners in every
field of education in doing active learning where they can showcase their talent in many
ways. (Tankersley, 2012)
Teachers have a significant role in the teaching process. Analyzing teaching
strategies that will express the student's abilities and their emotional state is notable.
Providing students with a variety of choices would help them explore their talents in
different fields freely.
63
Allowing them to develop their strengths with the assistance and guidance of
teachers and appropriately adjusting their words in directing them would bring joy and
trust to the students. (Slatina, 2006)
The openness and friendliness of the teachers towards their students are
reciprocated. It will turn into a victorious teaching and easy learning process. (Bratanić,
1996)
Didactics is a teaching strategy that helps the teachers to provide them the
knowledge and skills to learn in a classroom setting. It consists of four methods: frontal
teaching method, group work, pair work, and individual work.
The frontal teaching method is stating the lesson in front of the class. It helps
students to observe and recognize the given information. (Jurčić, 2012)
Students have an insight regarding the given activity. The teachers are
responsible for the overview of the students. By applying this method, teachers disregard
the individual characteristics and views of the students. It is because it is a disadvantage
in frontal teaching methods. At the same time, their work is concentrated on those
average students in the class that all students must submit the given tasks unto them at a
given time.
64
Individual work is by working independently, in which the student can solve and
understand the given task all by themselves. The process of learning depends only on
them whether they fully understand the context or not. They would work at their own
pace and on the different learning styles that are comfortable for them to solve the given
problem. (Matijević, 2005)
Group work allows people to manage, provide, and brainstorm ideas in their
team. It is to answer the problems given to them. These methods must be explained well
and provide rules that will initiate the teamwork by agreeing on the tasks.
Pair work is a type of work that associates two students who work together on
the assigned task. They have to establish a partnership that will discuss the things needed
to accomplish inside the classroom.
STEM strands find difficulties in maintaining their rates in pursuing a degree
course aligned with the subjects taken in the strand. So, some modifications are
implemented in retaining undergraduate students.
Transferring the method: from teaching-centered to student-centered technique
helps increase the gradual reduction of STEM students. It improves the teaching
strategies and discipline of students. (Beach et al., 2012)
65
On the other hand, research regarding students who take science classes finds
their viewpoint regarding student interest in science, about grasping the concept and
understanding the focal point of a topic.
The main reason is the teaching strategy of the teachers in which they use
teaching instruction that focuses primarily on stating the theoretical understanding
instead of doing practical work. (Tseng, 2013)
Students find it uninteresting to learn science. It only highlights memorization
without fully understanding the concept. (Nolen, 2003)
By performing project-based learning, it will allow students to take advantage of
solving complex problems. They will find the strand meaningful and enjoyable as they
go through the process of learning.
It develops their critical thinking in an organized manner that allows students to
increase their knowledge and skills. They have the freedom to search for different
strategies that will help them to solve complex problems without any limitations.
(Capraro, 2013)
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Project-based learning is not just limited to memorizing the concept or the lesson.
It is more about relating it to more than a branch of knowledge. That is why students are
now free of boundaries in learning. They make it fascinating for them to learn different
aspects of studying in various formats. (Railsback, 2002)
Allowing students to interact and share ideas gathered from the teachers through
peer discussion will enhance socialization and broad knowledge about introductory
science in their classroom. By doing so, teachers would gain a view over their students,
whether strengths or weaknesses. Having this allows them to constantly improve their
teaching strategies. (Watkins & Mazur, 2013)
Active student participation is one of the teaching strategies used to promote
complimenting students. (Baird & Narayanan, 2010)
One example is calling students to participate in the class rather than just listening
to the teacher. It is a great way to boost their performance and as well as their attention.
It has an impact on maintaining the information that one has learned and internalized in
their mind. (Hawtrey, 2007)
67
Using visual aids that engage students in active learning allows them to explore
more on the outside world. It provides a more in-depth discussion that the students enjoy.
(Bond et al., 2012)
Learners can state their facts or opinions that help them develop their
socialization skills in giving information in front of the class. They are also improving
their thought processes while engaging in the discussion. (Ali et al., 2009)
It includes different creative visuals such as pictures, videos, graphs that are
pleasing to the viewer's eye. (Watts & Christopher, 2012)
Still, there are some negative impacts of using visual aids. It needs more
improvement in using this teaching strategy. (Hanft, 2003; McDonald, 2004)
Reading different contemporary books might help students to find resources that
will help them in their studies. Such examples are quizzes, case studies, feedback, and
study plan.
Another strategy that may be effective for students is the use of new stories or
newspaper articles.
68
Allowing them to share their personal experiences by providing an email for
them. They can relate to their situation while still being able to engage themselves in the
learning process. (Crosling et al., 2008; 2009)
The review was created in Cameroon Public Secondary School, where a few
high school students graduated with a history major. It is blameless to observe proficient
freedoms radiating from the illustrations and practice of History. It was rapidly analyzed
that the issue was originating from deficient instructing approaches.
It was introduced on this psycho-educational issue: that the panel inspects the
connection between Histoshowing systems and expert variety. The committee looked
explicitly to examine the correlation between immediate, circuitous, and intelligent
showing procedures and 'expert variety.' With the guide of polls, it was found that there
is a negative connection between the immediate showing system and 'expert variety.'
The discoveries additionally uncovered that there is a positive connection
between the circuitous instructing procedures and expert variety. It demonstrated further
that the process utilized in showing History will impact more slender's discernment on
proficient openings presented by the investigation of History.
69
Interactive teaching is one of the most effective training methods for increasing
speaking skills strategy. Interactive teaching is an approach that encourages students to
learn for themselves throughout the process by allowing them to interact with their
classmates. Students' active participation in classroom communication is a method for
efficient learning. This research looked at the impact of an interactive teaching technique
on pupil achievements learning Turkish as a second language's speaking abilities.
The emphasis is on teaching high-frequency vocabulary as well as phonics as
well as language that is specific to a particular subject. Readers of L2 will benefit from
memorizing terms with a high frequency of occurrence. (Nation, 2001)
Increasing learners' awareness of words and teaching them to use them will
benefit them if they can recognize when they don't understand a word. They will be able
to improve their skills on their own. Students are being taught how to master tactics that
they can utilize without the help of others. Using the assistance of a teacher will be a
better long-term method than the phrase. (Blachowicz & Fisher, 2015)
70
A crucial goal of primary education is for students to improve their text
comprehension. Reading has two primary qualities, the reading outcomes, which
comprises vocabulary knowledge and apprehension of text. The other quality is the
interest in reading. (Cambria & Guthrie, 2010)
The vocabulary-development strategy enhanced pupils' vocabulary
understanding. Reading comprehension and grammatical errors had an impact on
students' reading outcomes and reading interests. (Käsper et al., 2018)
Innovation in styles of teaching, examination, and evaluation aims to develop
and support students’ creativity. (Tuyen, 2008; Vy & Tien, 2016)
Lecturers should show passion and devote a significant amount of time and
effort. It enhances their professional qualifications and innovates their teaching methods
to develop an effective teaching and learning approach.
At the same time, students should understand the value of studying and training
in a university. (Hang & Van, 2020)
71
Several studies found that adjusting learning strategies with students' intelligence
has improved learning motivation and emotional intelligence to positively impact
student achievement. New experiences linked with curiosity play a role in developing
intellectuals. Vygotsky's theory suggests that individuals associate new knowledge with
prior knowledge to build meanings to understand new experiences. (Slavin, 2016)
Students' learning motivation plays a significant role in choosing the most
effective learning strategy. It influences the preferences of the student's individual
learning styles. Appropriate teaching strategies may increase students' learning
motivation, increasing learning efficiency. (Melek Çakmak, 2027)
The most prevalent technique in conveying information is through directed
instruction. (Cashin, 1995)
The academic will primarily be offered through lectures (OECD, 2016).
Generally, they are in charge of the learning process and are the primary source of
information. Students will put their knowledge into regular practice to grasp this
knowledge. (Li, 1999)
72
This study discovered that the expertise and qualifications of science instructors
did not affect their use of innovative teaching tactics. (Oyelekan et al., 2017)
Science teachers do not use most tactics, indicating that they are not likely to use
the appropriate teaching strategies for certain science subjects. (Achor et al., 2010) The
teacher is a vital component of educational success. (Furqon, 2007)
The most significant attributes of a good teacher are personality and will,
intelligence, tact and sympathy, open-mindedness, and sense of humor. (Kyriacou, 2001)
Most teachers primarily educate through transferring curricular materials rather than
guiding students to understand how to learn. (Buchori, 2007)
Quantum teaching can be considered to be a successful teaching approach.
(Kyriacou, 1997)
73
Quantum teaching is similar to conducting a symphony while orchestrating two
primary elements: context and content. (DePorter, 1992)
Using a Quantum Teaching Strategy boosted my academic field and confidence.
(Barlas et al., 2002)
The goal is to get students to actively engage in generating, evolving, and modifying
cognition models to achieve deep levels of scientific conceptual understanding.
(Clement, 2008)
Their hypothesis established in this study explains science instruction by combining
social and cognitive viewpoints. (Billet, 1996)
Teachers must be aware that not all teaching methods are equally effective. A
well-chosen teaching approach can considerably contribute to high-quality teaching and
learning. (Magajna, 1995)
74
The teacher can help students improve their artistic and creative abilities. While
also facilitating the potent and unique acquisition of other competencies that are not
necessarily related to formal education. (Illeris, 2005)
We found that using teaching approaches that included cross-curricular
integration in sculpting tasks as part of the learning process proceeds in higher learning
results in art education. (Birsa, 2018)
Adequate teaching methods include an explanation, elaboration, plans. They
drive task performance, sequencing, drill repetition, offering strategy clues, domain-
specific processing, and a concise instructional aim. (Hattie, 2009)
Mastery learning was not only the most effective teaching technique, but it was
also the most successful strategy at all educational levels. (Willett et al., 1983)
A demonstration is an activity approach in which the teacher performs some
job. While the students attempt to duplicate it, follow his lead, and execute it the way he
has.
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It's used when a teacher wants the students to complete a task in the same way
he did has done it, and you can learn a little by hearing, a little more by watching, but
you can learn the most by really doing it. It is a method of teaching concepts, principles,
or real-life situations by integrating oral and written communication.
This method focuses on the material content being presented in a logical order.
It progresses from broad to narrow concepts. So that learners are capable of forming
cognitive structures and encoding new data. (Akinbobola & Afolabi, 2009)
In a session where a participant definitely did better on tasks they were familiar
with, even if the improvement is minor. Which could be attributable to a combination of
factors. (Touhill, 2012)
Furthermore, it is critical to emphasize that these findings were obtained when
students were exposed to videos. Since data demonstrate that pupils followed them. It
appeared to be more enticing and engaging. Directions are accurate, maybe as a result of
the audiovisual instructions being clearer. As a result, it is possible to conclude that this
method had a favorable impact.
76
According to Thomas (1991), INSERT facilitates readers sustained engagement
and promotes metacognitive activity by recalling previous readings of something new.
SQ3R is a reading comprehension strategy named for its five steps: survey,
question, read, recite, and review, which offers to read textbook material more efficiently
and dynamically. (Heilman, 2005)
Students' reading comprehension achievement is higher when using the INSERT
approach than using the SQ3R strategy. There is substantial interaction between teaching
styles and curiosity on the side of the learners. (Gurning & Siregar, 2017)
Engaging in the learning of subjects and developing positive attitudes towards
them will help in high levels of literacy development. (Goodnough, 2001)
Focusing on teaching strategies centered on developing multiple intelligence of
students exhibit positive development.
77
Students educated by an approach based on Multiple Intelligences are more
successful than the students who have been educated by the traditional teaching methods.
(Ali Abdi et al., 2013)
It is demonstrated that the efficiency of reciprocal teaching in the development
of various skills. To the best of the researcher's knowledge, the researcher located no one
related research while searching relevant literature. (Lemlech & Hertzog, 1999)
One of the causes for low student accomplishment is the lack of teaching
methods that are too difficult to deal with students' capabilities development. (Isa et al.,
2007)
Changes in teaching methodology that someone had customized to the topic
and individual differences in students can help, especially legal skills and social
interaction. (Al Sha'bi, 2001)
78
The goal was to identify the summarization strategies used in written summaries
using qualitative data analysis. Another goal is to identify the summarization strategies
usage trend using a scanning model. Lastly, they want to develop a text summary writing
strategy and rubric.
There was no evidence of an experimental investigation with Turkish teacher
candidates based on summarizing methodologies. This research is unusual in this regard.
One of the learning tactics that should be used in all situations is summarization.
Language lessons, in particular. The primary language of instruction for summarization
methods will be Turkish. Turkish teacher candidates who will be on duty in improving
students' summarizing abilities should have the appropriate information and skills. The
findings of this study are expected to serve as a guide for developing Turkish teacher
candidates and teaching summarizing skills to educators.
Many research in Western educational contexts evaluate Chinese background
students' foreign study experiences (e.g., Hsieh, 2012; Su, 2006; Zhang, 2005).
However, studies on the learning disparities between Chinese-background pupils of
other nations and races are rare. (Smith, 2001; Thao & Li, 2006)
79
In the host academic institutional setting, students' cultural assumptions and past
educational experience might influence their perceptions of learning and the
expectations of their lecturers. (Sit & Chen, 2010). Teachers must understand their
students' habits, attitudes toward training, and interaction patterns to encourage
classroom interactions.
80
CHAPTER III
RESEARCH METHODOLOGY AND PROCEDURES
This chapter consists of the research method used, the respondents participating,
and the collection and analysis of the data.
Research Design
This study entitled "Teaching Strategies Preferred by Grade 12 Students on
Major Subjects in La Verdad Christian School" used close-ended questionnaires that
offer respondents a fixed set of choices to select from. It will guide the respondents in
answering the survey in a proper manner.
We used a non-experimental type of research due to the following reasons. It will
be enough for us to collect information and analyze the results. Experimental research
will be complicated due to some restrictions, such as limited physical activity and a
limited amount of time. We consider using the former type. There are also no variables
that we need to control for us to get the desired results.
81
The prepared questions are easy to understand and can be answered quickly.
Since the survey will be held during this period of online learning, the researchers
provided a Google Form. It is a survey administration software that is flexible and can
easily collect information. This will be easier for researchers to compare and analyze the
data within the given amount of time.
The shared questions are expected to be answered well as they will help address
the problems presented in the first chapter or part of this study. There were five questions
in that questionnaire. Three "what" questions, one "were" question, and one "do"
question was administered.
82
Population of Samples
The selected students who participated in the study were students from 12th
grade in La Verdad Christian School. A total of twenty-seven (27) students each came
from the selected strand and section in the 12th grade.
These selected students – participants in this research are significant because they
will provide shreds of evidence that can solve the problems involved in this research.
Strand and Population Sample

Girls Boys
Section Size Size
12 STEM A 28 20 48 27
12 STEM B 20 26 46 27
12 STEM C 18 24 42 27
12 ABM A 31 8 39 27
12 HUMSS A 23 9 32 27
120 87 207 135
Table 1. Population of Samples
83
Table 1 represents the distribution of the population of interest from the twelfth
(12th) grade in Senior High School of La Verdad Christian School.
We used Multistage Sampling as the sampling technique in which the population
is divided into strata. However, a stratum may or may not be a part of the sample. In this
case, they use strands and are assigned through draw lots. The participants in each
stratum are selected randomly.
We prefer this method because it allows us to organize our strata based on similar
attributes. When considering the selection of our respondents, there can be equal
representation because you can choose the same amount of respondents for every group.
There were five chosen strata in this research. Twenty-seven students are selected
in each stratum to reach the assigned number of samples, 135 respondents.
84
Research Instrument
We used a close-ended survey questionnaire to know their answer to a specific
inquiry. We also asked the respondents about their background information.
We use this type of questionnaire due to some salient reasons. The teaching
strategies are narrowed to nine main techniques that match the learning styles of the
respondents. The answers of the respondents will be easier to compare and analyze.
Irrelevant or clouded answers will also be minimized.
The said questionnaire familiarizes the researchers with the teaching strategies
suited to the learning styles of the students. They can also be aware of the primary causes
that lead the respondents to give such answers. It applies to SHS students, A.Y.2021-
2022 of La Verdad Christian College - Apalit.
85
Data Gathering Procedure
In this study, the researchers took the first step in thinking about and designing
the paper's questions. The questionnaire was created in response to the posed questions,
which were sufficient to resolve and solve the study's problem. Questionnaires will be
distributed to each of the study's participants.
The feasibility of the questionnaire is the second step, in which the researchers
examine and evaluate the questions' possible results to see if they will produce good or
negative results.
The questionnaires are distributed in the third step. The researchers agree that the
participants in the study will complete the questionnaires that are required of them. They
will have sufficient time to do so.
The data collected from the respondents were interpreted, which was done by the
researchers. It became the study's whole point. When the research is over, the results of
the presented data will serve as the study's foundation, contributing to the advancement
of knowledge and serving as a reference for the research's conclusions and
recommendations.
86
In this analysis, the researchers also use supplementary data from publications
and related studies. The second-hand data pertains to Kolb's Theory of Learning Style,
as well as terms and words that are relevant to this study.
87
Data Processing Procedure and Statistical Treatment
The data are categorized based on the purposes and objectives of our research. It
is to determine the most preferred teaching strategy of the population of interest.
The statistical tool used for Teaching Style Ranking will be a statistical measure
of central tendency. We will use the Mode as the statistical tool. It will be best since our
data is not numerical or unconvertible into numerical means. Hence, it will be the best
statistical treatment.
The independent variables are also alphabetically coded. We can use percentages
to analyze if a variable is a factor that can affect the respondent's choice.
The grades of the report card will be treated using a different approach. We will
use the Mean as a statistical measure of central tendency. It is fitted for the values are
numerical, and there are no outliers.
We will also compute the standard deviation for the further interpretation of data.
We will use the Gaussian Distribution or the Normal Curve for further analysis. We can
then conclude if the presence of a preferred teaching style can yield good academic
performance.
88
These are the formulas that we will use to get our conclusions.
∑ 𝑓𝑥
𝑥̅ =
𝑛
∑(𝑥𝑖 − 𝑥̅ )2
𝑆2 =
𝑛−1
∑(𝑥𝑖 − 𝑥̅ )2
𝑆= √
𝑛−1
𝑎
𝑝= ∙ 100%
𝑏
𝑋−𝜇
𝑧=
𝛼
1 (𝑥−𝜇)2
−
𝑦= 𝑒 2𝜎2
𝜎√2𝜋
89

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LA VERDAD CHRISTIAN SCHOOL

Teaching Strategies Preferred by Grade 12 Students on Major Subjects in La Verdad

LA VERDAD CHRISTIAN SCHOOL

In Partial Fulfillment of the Requirements in

LA VERDAD CHRISTIAN SCHOOL, INC.

November 25, 2021

LUZVIMINDA E CRUZ, Ph.D.

Dear Ms. Cruz:

We hope for your positive response.

Flint Zaki Y. Flores

Mr. Federico Gelido Mr. Gilbert E. Fruel, RL Mr. Roldan C. Villanueva

Recommended by: Approved by:

Mr. Noriel P. Mangasil Mr. Albert D. Soriano Dr. Luzviminda E. Cruz

Title: Teaching Strategies Preferred by Grade 12 Students on Major Subjects in

La Verdad Christian School

Jonne Tangpus, Menavic Varon, Kenshin Bryle Victoria, Jamalkel Yambao

Work: Non-Experimental Research

Adviser: Mr. Federico Gelido

Degree: Science, Technology, Engineering and Mathematics

Institution: La Verdad Christian School

teaching strategy of Grade 12 Students of La Verdad Christian School. It would

Management (ABM) at La Verdad Christian School, A.Y.2021-2022. A totalized number of

135 respondents partake in this speciation.

closed-ended questionnaire, which provided respondents with a limited number of choices.

It will help respondents complete the survey correctly.

in pursuing this study.

have been participating in data or information gathering.

Having faith within motivated us verily.

SOURCE OF WISDOM AND STRENGTH.

THIS RESEARCH WAS DEDICATED TO OUR FAMILY, ESPECIALLY OUR

PARENTS, WHO SUPPORTED US AND WERE ALWAYS THERE FOR US.

LASTLY, THIS RESEARCH WAS INSPIRED BY OUR TEACHER, SIR RICKY

GELIDO, FOR GUIDING US IN MAKING THIS RESEARCH PAPER.

Chapter I: Problem and Its Background

Introduction ................................................................................................. 11-15

Chapter II: Review of Related Literature and Studies

Local Literature and Studies ....................................................................... 36-40

Chapter III: Methodology of the Study

Research Design ........................................................................................... 81-82

Chapter IV: Presentation, Analysis and Interpretation of Data

Presentation of Data ..............................................................................................

Chapter V: Summary, Conclusions and Recommendations

Summary of Findings ............................................................................................

Table 1. Population of Samples .............................................................. 83

Figure 1. Conceptual Framework ............................................................ 21

PROBLEM AND ITS BACKGROUND

compromises lesson structure. It contains intended learner behavior regarding the

(Gill and Kusum, 2017)

Teaching is a process that involves bringing about desirable changes in learners

to achieve specific outcomes (Ayeni, 2011). According to Macsuga-Gage et al. (2012),

appropriate teaching tactics used by teachers will assist students in becoming

independent and strategic learners capable of making meaningful connections between

competencies. It secures and facilitates the process of knowledge transmission. (Tebabal

& Kahssay, 2011)

These happened as the pandemic continued. The traditional way of teaching is

necessities of students in education in this current condition in the world. They do it by

Universities in the Philippines use online learning as a platform. Face-to-face

Instead of typing answers in a document or homework, ask them some questions

in interacting with people, thus providing an active and enjoyable asynchronous

delays in processing information of the student in gaining new knowledge because of