Chapter 1

The Problems and Its Background

Introduction
Education is a vital tool for us to strive for economic development. We
educate ourselves because of our dreams and goals in life. Doctors, engineers
and nurses many other professions are possible because of educators.
Educators transmit information to learners they are responsible for the
academic performance of the students.

Understanding teaching starts from developing of able concept of

teaching that goes beyond analyzing teaching mythology and describing the
various activities that go into the process. For that matter educators in particular
realized the need for investigating facet of teaching with the end in view of
improving it. Such a process entails a knowledge of what has to be an improve
which can be than by a through analyses of records of action in a classroom
situation.
More than understanding what teaching is professional in the field
recognizes the need for evaluating teaching. A teacher must know what
teaching is since his concept of teaching guides his behavior. His
understanding of teaching serves as guide to all activities he and the learner
will engage in. In other words, what patterns of behavior are adapted are
determined by individuals concept of his role. In the same way ones concept of
teaching impacts on the performance of a teacher based on the
appropriateness of the activities designed to carry out specific objectives.

In teaching, the learner is the core of the teaching process. It is from

him that revolves all activities related to activities. He is the person who
receives instruction from a teacher. In educating them it is advisable to employ
different strategies.

The researchers come up with this kind of research in order to

determine and to know the different teaching strategies that is necessary and
applicable in the teaching learning process.
 Teaching ever since has been regarded as a noble profession it is
one which can be rewarding and fulfilling no matter the adds, especially for
people who regard it as a calling, more than a commitment. Many years back,
teaching was reserve to the idealists- the people who have faith in the young,
have envisioned a kind of society and future that will benefit all because
education is grounded on quality

The concept of teaching as an ideal profession has remained strong

through the years, but it has been accentuated by the need for meeting the
challenges of the times which can be addressed through quality teaching.
There is a persistent demand for professional teachers who will stick by the
profession despite the constraints. However, the prospect of better treatment
for teachers have long waned aggravated by practical problems of raising
salaries, enjoying health benefits, upgrading school facilities, and even in the
matter of expanding opportunities for growth for growth for those who will
choose to remain in teaching.

Fortunately, the love for teaching has served as a motivating factor to

teachers who have not left behind the much touted idealism. Despite the
problems attributed to present- day economic moves teaching has remained
inspiring and fulfilling.

The teaching profession demands a total commitment to total

transformation of the learn, a continuous development of his potentials for a
totally satisfying life as a person and a member of the community. This is the
reason why there is so much focus on quality .teachers that are willing to
address and meet the demands of quality instruction can bring out the best in
their pupils and student.

However, while concern of the overall well-being of the individuals is

emphasized in school in particular, there is no dinging that the teachers need
support system from the parents and the community. Where these segments
are bent on giving their share of the responsibility , there will be represent and
enrichment of all that is acknowledge act as culture of the society. Teacher play
a crucial role in the continues development of the society as is tries to meet the
challenges of the times. This will be realized if teacher will develop the rare
passion for teaching that it above any other divine profession.

Teaching is the metical of activities associated to teaching. Teacher

explains, asks, review demonstrates, submits requirements, attend official
meetings advises student, and checks on attendance teaching is on act itself
for it involves the common activities in the classroom and the teaching
strategies and techniques, but it focuses on the intent to make learners by
effective into action of teacher and student in the understanding of a particular
subject matter.

The primary purpose of teaching at any level of education is to bring a

fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the
process of knowledge transmission, teachers should apply appropriate
teaching methods that best suit specific objectives and level exit outcomes. In
the traditional epoch, many teaching practitioners widely applied
teacher-centered methods to impart knowledge to learners comparative to
student-centered methods. Until today, questions about the effectiveness of
teaching methods on student learning have consistently raised considerable
interest in the thematic field of educational research (Hightower et al., 2011).
Moreover, research on teaching and learning constantly endeavour to examine
the extent to which different teaching methods enhance growth in student
learning.

Quite remarkably, regular poor academic performance by the majority

students is fundamentally linked to application of ineffective teaching methods
by teachers to impact knowledge to learners (Adunola, 2011). Substantial
research on the effectiveness of teaching methods indicates that the quality of
teaching is often reflected by the achievements of learners. According to Ayeni
(2011), teaching is a process that involves bringing about desirable changes in
learners so as to achieve specific outcomes. In order for the method used for
teaching to be effective, Adunola (2011) maintains that teachers need to be
conversant with numerous teaching strategies that take recognition of the
magnitude of complexity of the concepts to be covered.
Theoretical Framework

Below are some theories in teaching. You do not need to adhere to each
style, nor do you need to teach exclusively using a single style. The resources
below are here to provide guidance, inspiration, and help you explore your
teaching. If you have any questions about the content in these pages, feel free
to consult with a member of the Teaching Centre about them.

Blooms Taxonomy is way of categorizing and ordering thinking skills. It

was initially introduced by Benjamin Bloom back in 1956. The purpose of this
classification system is to classify and compare Lower Order Learning Skills
from Higher Order Learning Skills. The biggest change that occurred in the
revised taxonomy is that the classifications went from nouns to verbs. This
helps reminds us that learning is active, and is not a thing that has already
taken place. The other noticeable difference is the addition of Creating as a
Higher order thinking skill. With the many additions of social media, web
applications and educational technologies, students now have the ability to
create at their fingertips. It is important to be cognizant of this and include it as a
higher order learning skill.

A theory that focuses on stimulus response. When teaching and utilizing

this theory, the student can be thought of as a blank slate. Then as you teach a
concept or fact, the student will respond in a certain way. You can choose to
reinforce the behaviour in a positive or a negative manner. This positive or
negative reinforcement helps to reinforce what is being taught.

The basis of this theory is that learning occurs when the learner makes
connections between the stimulus and response (what is taught or experienced
in the learning environment versus how the student reacts) This theory also
suggests that learning can depend on learning identical concepts in new
learning situations.

1. Learning requires practice and reward

2. Stimulus/Response connections can be chained together

3. Transfer of learning occurs when learners compare and contrast their
previous experiences.

4. Intelligence is a function of the number of connections learned.

ability of the student to compare the same element in two different situations
provides them with the opportunity to compare and contrast the element and
make connections between the two situations regarding the element.

This theory states that learning is an active process in which the learner
constructs knowledge based on the information they experience. New
information is constructed in relation to prior knowledge the learner has.

1. Learning should take place in a context and incorporate experiences that

are of interest to the student

2. Learning should be designed so the learner can “fill in the blanks”.

3. Learning should be structured so that concepts connect to one another.

4. The main idea behind multiple intelligences is that each learner may have
different forms of intelligence, and each learner has varying degrees of
intelligence in each form. This theory originated with Howard Gardner’s
research.

5. linguistic

musical

logical-mathematical

spatial

body-kinesthetic

intrapersonal

Gardner’s theory suggests that teaching and learning should focus on the
intelligences that the particular learner possesses.
 The basis of this theory, is that we do not learn in isolation, but rather learn
from our interactions with others. Cognition, behavior and environment all
contribute to the learners understanding of a subject.

1. Learners observe and/or rehearse modeled behaviour. They then code this
modelledbehaviour into words, labels, categories and images.

2. Modelledbehaviour is most likely adopted if the outcome is something the

learner values

3. Modelledbehaviour is more likely adopted if the model being observed is

similar to the observer in some way, if the model is admired by the observers, or
if the model can add functional value to the observer's learning.
Statement of the Problems

The main purpose of this study is to determine and identify on what

teaching strategies is much effective to be employ in teaching-learning
process.

Specifically, it sought to answer the following:

1. What are the different teaching strategies to be utilized by the educators to

have an effective teaching-learning process?

2. How the teaching strategies affect the teaching-learning procedure?

3. Why educators develop an effective teaching technique towards efficacy of

the teaching-learning process?

HYPOTHESIS

Research Locale

The study was conducted at SAINT VINCENTE COLLEGE OF CABUYAO

located at Barangay Mamatid City of Cabuyao
Significance of the study

This study may be beneficial to the following:

Grade school teachers- They will have a broader understanding on

teaching and its related activities. Since they teach pupils, through this study
they should gain knowledge to thedifferent instructional approaches to be
employed in teaching for the effectiveness of their lesson.

High school teachers-As educators of secondary level, they will be aware of

the different techniques to be utilized in their teaching process, teaching
techniques that will make their profession easier and manageable. Since they
are the one that induces ideas to learners, it is important for them to use a
technique which will best work for him and to his learners.

College instructors- Through this study they can assess themselves if they
are using an effective methods towards imparting knowledge to their students.
This study also provides them an opportunity to choose on what particular
methods they’re going to use in their discussion process for the efficacy of the
teaching-learning process.

To educators in general-This study provides ideas on how to make their

teaching profession an enjoyable one, rather than as a burden. Furthermore,
this study enhance the credibility of teaching, develops their teaching strategies
to its positive state and improve their teaching capacity.
Scope and limitation of the study

This study is focused on teaching strategies in effective to the academic

performance of the grade 11 students. It is limited on the availability of the
references and resource materials in the library of St. Vincent College of
Cabuyao.

Definition of terms

Strategy.It refers to the technique, method by which the teacher employ.

Inductive method.A method of teaching in which the teacher starts from

specific to general.

Deductive method.A method of teaching in which the teacher start from

general to specific; complex to simple.

Demonstrative method.A method in which the teacher demonstrates the

activities to be done to the learners.
PARADIGM OF THE STUDY

INPUT PROCESS OUTPUT

Administr
Demograp
ation of Recomme
hic profile
survey ndation
Name: questionn can be
aire prepared
Age:
interview
Gender:
data
analysis

feedback

Figure 1. Schema showing the concepts of the study

 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Integrate teaching three level strategies. One characteristics of an

effective teaching strategy is that it is integrated. The word “integrated” comes

from the Latin word “integer” which means whole. An integrated strategy will put

together the parts of a while in order to arrive at a holistic, complete and more

accurate view of realities. Let’s recall the story of the four blind men who were

made to touch an elephant and who after were asked what it was that they

touched. The first who held one ear said it is a fan. The second who touch the

body said it’s a wall the third that held one lea said it’s a column and the fourth

who touch the tail said it’s a rope. Of the four blind men nobody gave a correct

answer because each touched just a part of the elephant.

That is exactly happens when we study just a part of reading like when we

put a wall to shut science from math, language from values, music from civics.

That is what we do when we teach the subject in isolation from one another we

are far from the truth and we are for from reality. To arrive closer to what is true

we make connection of the subjects; let us make them interconnected instead

of drawing demarcation lines between and among them. We teach valves,

heath, grammar and math when we teach science. We teach science, values

and math when we teach grammar. After all these math are all part and parcel

of life which is truly the one curriculum. This integrated strategy is

interdisciplinary, the same strategy that the Re- structured basic education

curriculum requirements.

An integrated teaching strategy is permeated by the multiple intelligence,

the varied learning styles and daily experience of the learners. Its use also

means empowering learners to become life belong learners and active makes

of meaning (DepEd. And 2002 Basic Education Curriculums)

The proponents of this integrated teaching assert that the teaching learning

process should touch the facts level, the concepts-level, and values level. On

the facts level the students learn isolated facts on the conceptual level the

fragmented and meaningless facts are viewed and organized into concepts

fewer than the facts while on the values level the knowledge acquired are

related to the students life.

Integrated Teaching: Learning Style-Multiple Intelligence-Based

Instructional Strategies. A teaching strategies is integrated when it is

permeated by the concepts of multiple intelligences (MI) and varied learning

styles of the learners. We used to think of intelligence in terms of linguistic and

logical mathematical aspects only. But with gardener’s MI theory, we are

introduced to six (6) more intelligences-namely bodily-kinesthetic, spatial,

musical, intrapersonal, interpersonal, naturalist intelligences. All these

intelligence with just one or two that are dominantly expressed. The ideal is for

every learner to have a balance development of all the eight intelligences. If this

is the case then we have been unfair to many of our students for the past years.

Np doubt, our teaching and testing strategies in the past have been biased in

favor of the linguistically intelligent and logically mathematically intelligent

students. More often than that not we taught in words. We also tested by way of

words written or oral. This was to the disadvantage of students whose dominant

intelligences were not linguistic.

As to learning style, I guess we were not then very particular. I cannot

recall hearing about learning style in my high school days, much less in my

elementary years. I was taught about individual differences and individualizing

instruction in my pre service education in the early seventies but I could not

recall having been introduced to pronounced learning style profile like;

sensing-thinking style (mastery style), sensing-feeling(interpersonal style),

intuitive thinking (understanding style ), intuitive feeling (self expressive style

).(Silver and Hanson 1998)

Our perception of the world is subjected to judgment by our mind. Our

mind can do this in two ways, through thinking and feeling. When we judge with

our feeling, we tend to be subjective. Instead connections thar make life rich

and meaningful. (Silver, 2000)

To give every student the opportunity to learn the lesson appropriate to

his dominant intelligence and learning style, it is best that we have a pool

oflearning activities and techniques at our disposal.

Brain compatible instructional strategies. Brain based instruction on

finding about the brain and learning. Some research findings about the brain:

without rehearsal or constant attention, information remains in working memory

for only about 15 to 20 seconds learning is a process of building neural

networks, this network is formed through concrete experience, representational

or symbolic learning and abstract learning; our brains have difficulty

comprehending very large numbers because we have nothing in our

experience to ‘hook ‘them to. The eyes contain nearly 70 percent of the body’s

sensory receptors and send million of signals every second along the optic

nerves to the visual processing of the brain, the capacity of the long-term

memory for pictures seems almost unlimited; there is little doubt that when

information is embedded in music or rhyme, its recall is easier than when it is in

prose.

Brain based strategies includes involving students in real-life or

authentic problem solving; using projects to increase meaning makers:

classroom strategies using visual processing; songs, jingles, and raps,

Mnemonic strategies ; writing strategies; peer teaching; active review; and

hands on activities (brain matters: Translating Research into action.

Individualized Teaching strategies. It is oftentimes labeled self-learning

techniques, includes ways of exposing the individual students to conducive

situations wherein they will gain information, develop skills and values through

their own time and effort. Strongly motivated and guided by the teachers, their

interests are aroused and sustained throughout the learning activity. In the end,

their learning could be described as self directed and spontaneously.

Individualized teaching strategies includes independent study, interest

learning centers, problem solving, journal writing, projects, collections, special

reports, discovery, reading and students research.

Teaching with media. There is no drab lesson if appropriate media is

used in this presentation properly selected, its impact on the attention and

sustained interest of student has long been recognized to a point that this wide
collection of teaching tools earned the title ‘sub-strategies “ it is hot surprising to

see these materials, devices and instruments, accumulated in every teachers

storehouse. Of late, more teaching technologies such as recordings, projectors

and computers have been available in some schools.

Audio recordings are used by teachers in connection with speech

rehearsals, drama musical representation, and radio, television broadcasting. It

improves listening skill, easy to operate, safe way of storing information, can be

used for big or small groups, best used to improve speech skills and it will

lessens distraction when we used with headphones .

Overhead transparencies easily present step-by-step instructions,

enumerations or any sequenced illustrations. Transparencies can easily be

prepared by the teacher or the students. Iit enables the teachers to maintain

eye contact while the transparency is on. It is on reusable and can be used with

large or small groups. Overhead projectors are easy to operate.

Bulletin boards can present a preview of the lesson to be presented as a

way of motivating the students. The attractive display can allow a number of

students to browse over its contents at the same time.

Chalkboard is a convenient writing area where illustrations can instantly be

drawn even during a discussion. An eraser can easily keep it clean and ready

for continuous use. Charts, mock-ups, regalia, video tapes/films, models and

pictures are medias applicable in teaching learning process.

Related studies

Hunter (1980) cited studies conducted by Hunter and McCouts. Using

theCanfield Learning Styles Inventory, they collected data from 1,000 students at

SinclairCommunity College in Dayton, Ohio. Important learning style differences were

shownon 12 of 16 profile scales with respect to age group. Older students preferred

reading,organization, detail, qualitative and listening. Younger students preferred

affiliation withpeers and teachers, iconics, direct experience, and inanimates. Some

studies wereeffective in identifying significant interactions between preferred learning

styles andpreferred teaching styles while others were not.

Hunter (1979) conducted research at three two-year colleges in the North

CentralAccreditation Region. Subjects consisted of 5 teachers and 285 students within

15courses. Using the Canfield Learning Styles Inventory and Canfield Instructional

StylesInventory, Hunter found that students preferred listening and direct experience

asopposed to reading.

Zippert (1985) conducted research to investigate whether teaching strategies

thatmatched assessed learning styles of students produced a higher level of

achievement. Thesite of her research was Miles College--Eutaw, Greene County,

Alabama. TheProductivity Environmental Preference Survey was used to assess

learning style preferences. The College Level Examination Program (CLEP) Social

Studies andHistory examination was used as the measurement of achievement.

Subjects consisted of 30 students. Fifteen students were randomly assigned to the

experimental group and l5were assigned to the control group. Students in the control

group received instructionthrough conventional methods, whereas instruction was

modified to correspond to thelearning style preferences of students in the experimental

group. Zippert concluded that“students can identify their individual learning

preferences and tend to respond positivelyto teaching methods which are consonant

with their preferred mode of learning”

Charkins, O’Toole, and Wetzel (1985) conducted research at Purdue

University todetermine if there was a link between teaching styles and learning styles

and the effect ofany link on student learning. This study included 600 students, 20

instructors, and 3teaching/learning styles. The Grasha-Riechmann Learning Styles

Questionnaire wasused to determine the types of learning styles. It was an ex post

facto design--prior todata collection no controls were instituted. Their findings indicated

that “the larger thedivergence between teaching style and learning style, the lower the

student’s gain in achievement”. Implications for education as a result of their study are

thatstudents’ achievement should improve by matching students and instructors who

possess similar learning and teaching styles. Because students react variously to

different methods of teaching as a result of their varied learning styles, “some students

may gain,but others may lose, from using a new teaching method....Researchers may

be able todiscover which types of students gain (or lose) from different types of

teaching methods”when there is a match between learning styles and teaching styles

through studyingbusiness instructors and their students.Student Achievement as

Indicated by Course Grades

Battle (1982) conducted research to “investigate the extent to which variations ingrade

achievement corresponded with variations in total divergent measures

ofinstructional/learning styles in Principles of Accounting I at Broward Community

 Matthews (1995) studied the effect learning style had on grade point average

offirst year students in colleges and universities. The association of learning style

withachievement as measured by grade point average showed that “Students with

thesocial/applied, independent/applied and social styles had higher grades than did

studentswith other styles.Students with neutral preference had the lowest grade point

averageswhen compared with students in other categories. Grade point averages in

six categories(social/applied, independent/applied, social, applied, social/conceptual,

and conceptual)differed significantly from the averages in the low category (neutral

preference)”

Raines (1978) conducted research using the Canfield Instructional

StylesInventory and the Canfield Learning Styles Inventory to determine if

significantdifferences existed between the teaching styles of math instructors and the

learning stylesof their students. Raines also compared the learning styles inventories

of students withvarying levels of grade achievement.

Results of research conducted by Hunter (1979) revealed that only theorganization

method was related to grade. To obtain this result, Hunter investigated therelationship

between preferred learning style and grades in 15 courses at three two-yearcolleges in

the North Central Accreditation Region. Subjects consisted of five teachersand 285

students. The Canfield Learning Styles Inventory and Canfield InstructionalStyles

Inventory were used.

Scerba (1979) determined that there was no significant interaction

betweenlearning styles, teaching styles, and course grade. Scerba used the Canfield
InstructionalStyles Inventory and the Canfield Learning Styles Inventory, a posttest

achievementmeasure for mathematics and English, and McKeachie’s teacher/course

evaluationinstrument. Subjects included 500 subjects at Miami Dade Community

College, NorthCampus, who were placed in one of five teaching style settings as

determined by theresults of their Learning Styles Inventory. Scerba concluded that due

to the limitations ofhis study, the trait-treatment interaction model that was used to

predict interaction effects

was in effective.

Carthey (1993) conducted research to determine the relationship between

learningstyles and grade performance in Principles of Management, Principles of

Economics,Intermediate Accounting, and Business Law. His subjects included 64

second-yearaccounting students from Northeast Iowa Community College. The Kolb

Learning StyleInventory was used to determine their learning styles. Students’ final

grade pointaverages earned in Principles of Management, Business Law, Intermediate

Accounting,and Principles of Economics were used to measure academic

achievement. The learningstyle variable was reduced to four styles:

Divergers--information was perceivedconcretely and processed reflectively by

learners; Assimilators--experience is perceivedabstractly and processed reflectively;

Convergers--information is perceived abstractly andprocessed actively; and

Accommodators--experience is perceived concretely andprocessed actively.

The study showed a relationship between students with the Convergerlearning

style and high academic achievement in all courses under study. According toCarthey,
“Individuals with learning styles (Convergers and Assimilators) that employabstract

perception received the greatest percentage of A grades in all courses when

theirresults were combined and compared to those learning styles (Divergers

andAccommodators) which perceived concretely”