The Different Teaching Methods of Teachers and how they may Affect the

Subject Preference of the Grade 9-10 Students in Future Generation Philippine

International School

Charles Matthew G. Medina

Mitch John Lee C. Alingayao

A Research submitted to the Junior High School Department

Future Generation Philippine International School

In partial fulfillment of the requirements of

Thesis Writing 10
April, 2023
 ACKNOWLEDGEMENT

We would like to convey our heartfelt appreciation to Ms.Vanessa Joy B.

Homez and Sr. Jomar C. Aborquez for their assistance in completing our research

paper. For providing us with the courage, wisdom, drive, and vast information that

they were able to supply to help with our research paper.

We would like to express our gratitude to our friends, family, and respondents

for their assistance with our research. They have been a huge assistance since they

encouraged us to keep going, offered us encouragement, and also knowledge that

would help us better comprehend the research topic. Finally, we would like to thank

Mrs. Zenaida Meren and Mrs. Marie Con C. Caro for their approval of our research.
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TABLE OF CONTENTS

PAGE

TITLE PAGE

ACKNOWLEDGEMENT i

DEFENSE SHEET ii

APPROVAL SHEET iii

LIST OF TABLES AND FIGURES

ABSTRACT 7

INTRODUCTION 9

Rationale 9-10

Statement of the Problem 10-11

Objectives of the Study 11

Significance of the Study 11-12

Scope and Delimitation 12

Definition of Terms 12

REVIEW OF RELATED LITERATURE 13

Introduction to Review of Related Literature 13-14

Studies on Different Teaching Methods and Its Effects In terms of

14-16
Academics

The Correlation between the Teaching Methods and Learning Styles 16-17

The Different Methods of teaching that's most effective for student's

18-19
learning
Theoretical Framework 19-20

Conceptual Framework 21-22

METHODOLOGY 23
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Research Design 23

Sampling Method 23-24

Research Process 24-27

RESULTS AND DISCUSSIONS 28

Introduction to Results and Discussions 28

Close- Ended Questions 29-50

Open- Ended Questions 51-62

SUMMARY, CONCLUSION, AND RECOMMENDATIONS 63-65

REFERENCES 66-70

APPENDICES 71-75
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LIST OF TABLES AND FIGURES

PAGE

Theoretical Framework
19
Figure 1. Framework for Student Centered Learning

Conceptual Framework
21
Figure 2. The Variables of Teaching Methods

Data Collection
25
Figure 3. Data Collection Process

Results and Discussions Tables

Table 1 likert scale with the range of 5 28

Table 2 likert scale with the range of 4 28

Table 3: Preference in Mathematics 29

Table 4: Preference in Science 30

Table 5: Preference in English 30-31

Table 6: Preference in Social Studies 31

Table 7: Preference in Mapeh 32

Table 8: Preference in Filipino 33

Table 9: Preference in Thesis 34

Table 10 Preference in TLE 35

Interactive Teaching Methods

Table 11: Interactive works are more encouraged/continued. 36

Table 12: Difficult to participate in interactive activities 37

Table 13: Interactive/Participative enhance understanding 38

Table 14: Interactive/Participative enhance academic performance 39

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Lesson Centered Teaching Methods

Table 15: Lesson Centered teaching is more encouraged/continued. 40

Table 16: Comfortability to Lesson Centered Discussions 41

Table 17: Understanding to Lesson Centered Discussions 42

Table 18 Lesson Centered enhances academic performance 42-43

Table 19: Lesson centered discussions relationship with teacher 43-44

Class Atmosphere/Performance

Table 20: Activeness in discussions vs in activities 45

Table 21: Variables for grade change 46

Table 22: Pts/Activities vs Lectures 47

Table 23: Teacher Preference in terms of Personality 48

Table 24: Encouraged Critical thinking 49

Table 35: Teacher Preference in terms of trends and humor 50

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ABSTRACT

The different teaching methods of the teachers can have various effects on the

students, not just academically but also mentally. Different teaching methods can define

how proactive students will be in the class and how interested they will be in the subject.

Because of this, it is only natural for students to have a preferred teaching method, their

reasons can vary from academic performance or just their enjoyment to that specific

teaching method. This particular study was conducted in order to find out how much a

teaching method can affect the students in different ways, the study was also conducted in

order to measure how much these teaching methods are preferred by the students. Since

there is a big number of teaching methods, the researchers have decided to categorize the

teaching methods into 2, Lesson centered discussions, which is the teaching method where

there are less teacher-student interactions and is more reliant on the attention span of the

students along with their ability to memorize/take notes. The second teaching method is the

Interactive/ participative centered discussions, which is the opposite of the 1st teaching

method, this instead focuses on the interaction between students and teacher and is more

reliant on activities and the ability of the students to apply what they have learned in many

different ways like performance tasks and grouped/individual activities. This study can

benefit both the students and the teachers, and have an impact on the school system. The

particular reason for these benefits is that it can provide the teachers with reliable and

accurate information on which teaching method their students prefer, they can then therefore

try to apply that specific teaching method in order to have a positive impact on the students

academically and mentally.

Keywords: Teaching methods, Teacher-Student interactions, Lesson centered discussions,

Interactive/ participative centered discussions

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INTRODUCTION

Rationale

Teaching methods are the broader techniques used to help students achieve learning

outcomes, while activities are the different ways of implementing these methods. (Nilson,

2018). At present, the teaching methods utilized by universities/schools would mostly

include presentations such as the implementation of Powerpoint, Jamboard, and Google

Presentations to better grasp the students attention and interest on the study/topic. With

online classes coming to an end this study becomes more relevant as the teachers adapt the

online teaching methods to traditional classes resulting in the emergence of different

methods of teaching.

During online classes it is observed that there has been a massive difference in

teaching methods, the teachers would start using apps from the internet and implement it in

order to more efficiently teach students in an online setup, apps like online classroom, and

online calls have greatly helped with this. However since COVID-19 cases have started to

decline, Universities/Schools have decided to switch back to traditional classes, this resulted

in an even bigger change than expected because more teachers have started utilizing

presentations and apps that were used during the online classes. This gave more of a reason

to research on this topic in order to see just how much online classes have affected the

traditional classes.

Researchers have observed that the students would react differently based on the

teacher and how they are teaching, teachers who foster positive relationships from the way

they teach their students create classroom environments that are more conducive to learning

and meet students' developmental, emotional and academic needs (Sara Rimm-Kaufman,

2019). High-quality academic training is adapted to pupils' education level. It also provides

chances for students to think and analyze, effectively uses feedback to guide students'
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thinking, and expands students' past knowledge. Teaching Methods help students begin to

understand the process of learning. It helps students to bypass their areas of weakness and to

perform at the level at which they are capable, and promote flexible thinking and teach

students the importance of shifting their approaches to different tasks (Brandon, 2019).

That being said, It is important for educators to understand the differences in their

students' learning styles, so that they can implement their teaching strategies into their daily

activities, curriculum and assessments. This research study will examine whether different

teaching approaches affect students' academic performance in the classroom and will give

trustworthy information to assist not only students but also teachers.

Statement of the Problem

Based on the researchers' study, the different kinds of teaching methods the faculty

applies may affect multiple factors towards a student's academic behavior in class. It could

either be how relatable the lesson is taught for students or some may even prefer a more

different kind of teaching method. To conclude The changes in teaching methods from the

transition from online to traditional have caused some junior high school students to alter or

adapt to their new way of understanding or absorbing information. From this, the

researchers specifically aim to answer the following questions:

RQ 1: What is the most preferred teaching style of grade 9-10 students

RQ 2: Does the different teaching methods affect students’ subject preference

RQ 3: What impact do teaching methods have on how proactive the grade 9-10

students are in class?

Objectives of the Study

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The researcher aims to answer and research in depth about the following:

1. Determine the teaching methods and their effect on the academic performance

of the students.

2. The preferred type of different teaching methods for the students

3. Identify if specific teaching methods make the students more active and

attentive in class.

Significance of the Study

There are many useful information to be gained from this study regarding the

students' opinion on different teaching methods and how they affect the students. This

study also contains a wide coverage ranging from how different teaching methods

affect the students academically, to how much they have changed since the conclusion

of online classes. There are also topics about how teaching methods make for a better

mood for the class and how they could make a student more proactive.

This study identifies whether or not there is a correct or more effective

teaching method. It allows room for change in the case of a certain teaching method

that is proven to be ineffective and or one that makes the students uninterested in the

subject. It allows the researcher to provide facts and evidence in order to acquire

results that can boost the students and teachers in terms of academics, mentality, and

the overall environment in the class.

Scopes and Limitations

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The study focuses mainly on the teaching methods of teachers and how their

effect could determine the academic performance of junior high students. In other

words, Another way to determine how much teachers affect academic behavior is

based on how proactive they are, the way they discuss the lessons, and their approach

on how they assist students on obstacles.

Definition of Terms

Teaching Methods - A teaching method comprises the principles and methods used

by teachers to enable student learning.

Academic Performance- This indicates the performance of the students in regards to

their grades.

Learning Styles - Learning styles are the way a student prefers to learn from the

teacher.

Traditional- This indicates the old fashioned face to face way of learning.

Online- This refers to the method they used to teach students during the pandemic.

Proactive - Refers to how active or attentive the student is in class

Academic Behavior - the primary mechanism through which academic mindsets are

hypothesized to affect academic outcomes.

Chapter II - Review of Related Literature and Review of Related Studies

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Introduction

Any level of education's main goal in teaching is to create significant change in the

student (Tebabal & Kahssay, 2011). In order to achieve that goal, the teacher must apply

what he/she thinks is the best teaching method that fits best with the class. Getting the

change that you want in your student, you need to use specific teaching methods in order to

direct that student in the direction you want to lead him on. In major subjects like Science,

or Social that involves more memorization, one can apply a teaching method that is strict,

and focused on the teacher directly giving the information to the students and without much

student teacher interactions, this is to set a mood that the class/topic being taken is serious

and/or important. But on subjects like MAPEH or TLE, the teacher may apply more

student-teacher interactions in order to make light of the students’ mood, doing this would

make the overall class morale and chemistry better which is a must for subjects that is

heavily focused on physical, grouped, or grouped physical activities.

Teaching methods and their effects on the students depends entirely on the

subject/topic that the teacher is discussing. Surprisingly, the majority of kids that

consistently perform poorly in academics, is directly related to the use of inadequate

teaching strategies by teachers to impart knowledge to students (Adunola, 2011). But that's

not to say that having a certain teaching method that is against your topic is all bad, an

example is, if you are teaching a topic you know the class isn't interested in or the class

you’re teaching is very young with little attention span, instead of using a strict and direct

approach by simply discussing it, without student-teacher interaction, you should use lessen

how strict you need and add more interactions between the students and teachers, similar to

how you would teach subjects like MAPEH and TLE but a little bit less carefree and light.
 14

Therefore, the researchers will be discussing the following topics in this Review of

Related Literature:

(a) teaching methods and their effect on students academic performance

(b) The correlation between grade level and the effect of the teaching method, and

(c) the different teaching methods that are most effective towards students in terms

of being more active and attentive in class.

Studies on Different Teaching Methods and Its Effects In terms of Academics

A research done by Ganyaupfu (2019), He came to the conclusion that teachers

should be aware of the fact that learning is a process that requires inquiry, formulation,

reasoning, and the use of appropriate solutions to solve problems, and that it is more

effective when students are given tasks to complete rather than just given material to

memorize. The traditional classroom format, which consists of the teacher lecturing and

giving a presentation, neither promotes student engagement nor aids in their development of

the essential level of thinking. To further influence and broaden our knowledge.

A study done by Atandi, Gisore, and, Ntabo(2021), they concluded that The

efficacy of teaching and learning processes greatly depends on the choice of the teacher's

teaching methods because learning is a process that requires researching, formulating,

reasoning, and employing appropriate tactics to solve problems. Teachers should

understand that giving pupils tasks to do rather than merely asking them to memorize facts

makes learning more successful. Instead of being created by the instructors, knowledge is

created by the students through activities that are experience-based.

From the past two studies by Ganyapfu, Atandi, Gisore, and, Ntabo, this confirms

that adding variance and flexibility to how you teach your students will have great effects

on their overall learning efficiency.

 15

According to a research lead by Dr. Isa, Dr. Mammam, and Dr. Bala (2020),

Teaching methods are patterns of teacher behavior that occur either simultaneously

or in sequence in a verified way. The conventional or traditional approach has been widely

used from year to year as a primary method of transmitting information to students

(Ekwueme, Popola & Orin, 2012).The strategy encompasses the expository or lecture

method, the discussion method, the demonstration method, and others. In the traditional

approach, sometimes known as the talk and chalk method, the teacher directly discusses

concepts with students. The method is teacher-centered, fosters memorization, and falls

short in inspiring students' enthusiasm and academic success. One of the most crucial

decisions a teacher must make is which specific teaching strategies will best accomplish

the course objectives.The way teaching methods are recommended to students and

institutions can have a significant impact on their performance not just in academics but

also in communication and social skills. Some examples include Cooperative Learning

such as groupwork and group assignments. These allow kids to learn as a team/group,

assisting them socially and academically. Most of these group projects are more effective

than the informal teaching technique (Book Reading) because they encourage students to

collaborate with one another and contribute their own thoughts and knowledge, which

helps to improve the group's bond. Teacher-centered methods concentrate primarily on the

teacher's skills and skill in teaching the subject and lesson at hand. Teachers are the only

ones that communicate with the pupils, and it is entirely dependent on how proactive the

teacher is both during and after class. Most universities and institutions adopt this method

of teaching since, by social standards, teachers are the ones who know the most, assuming

that they are teaching the pupils the specific subject to which they have been entrusted.

Finally, Content-Focused Methods. This style of teaching focuses on assignments and

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performance tasks, allowing students to learn solely from the performance challenges

themselves. These strategies are extremely helpful in developing experiences and

knowledge for students who yearn for their future.

The Correlation between the Teaching Methods and Learning Styles

According to a study done by Hawkar (2014) It can be said that learning styles

have a significant impact on students' daily life. Students can incorporate their preferred

learning method into their academic routine once they are aware of it. The learning process

will be more effective, quicker, and pleasurable as a result. Additionally, teachers ought to

make an effort to modify their methods of instruction to better suit the learning preferences

of their pupils. A mismatch, however, may occasionally be crucial, particularly with low

level students who experience disappointment in the early stages of learning, but it should

be done with caution. Peacock (2001:15) further suggests that "teachers should strive for a

balanced teaching style that does not disproportionately favor any one learning style but

rather that attempts to accommodate several learning styles."

In a published study done by Cristina, and Mihaela(2014), it states that we can assist

teachers in revising and changing the way they construct their activities (courses, seminars),

in order to adapt to a diversity of learning styles, by identifying the learning tendencies

displayed by students exposed to various educational approaches. Additionally, the

information gleaned from these studies about these tendencies may help create a manual for

teachers that will aid them in understanding students' unique learning requirements, which

are grouped according to their dominant learning styles, and in developing changes to the

teaching material in light of this information.

Students rely on the teachings of the teacher and how the teacher will relay that

information and how the students will absorb the information depends on them. Hawkar,
 17

Cristina, and Mihaela, through research and experimentation proves that there is a relation

between the students’ learning styles and the teacher’s teaching method. This further

encourages our research on what kind of connections they have and how much of an

impact certain teaching methods have on the learning styles of students.

To further enhance credibility to this research, Corina Iureaa, Ioan, Cristina, and

Mihaela’s research states that Identifying learning tendencies manifested by students

exposed to various educational methods, we can help teachers revise and change the way

they design their activities (courses, seminars) in order to adapt to a variety of learning

styles. By using a learning-teaching framework based on the active involvement of the

students, teachers will also benefit from the students’ knowledge and creativity.

The Different Methods of teaching that's most effective for student's learning

A study done by Ali Hassan (2018) stated that Learning styles of most students and

teaching styles of most professors are incompatible in several dimensions. Many or most

engineering students are visual, sensing, inductive, and active, and some of the most

creative students are global; most engineering education is auditory, abstract (intuitive),

deductive, passive, and sequential. These mismatches lead to poor student performance,

professorial frustration, and a loss to society of many potentially excellent engineers.

Although the diverse styles with which students learn are numerous, the inclusion of a

relatively small number of techniques in an instructor’s repertoire should be sufficient to

meet the needs of most or all of the students in any class.

There have been mountains of research from a wide variety of perspectives into what

really works in learning. But despite the range of different tools, methods and environments

studied over the years, three key insights consistently emerge loud and clear.
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To design an effective learning experience, we need to:

● understand the learner’s context (past, present and future);

● establish and respond to the learner’s existing level of knowledge; and

● provide adequate and appropriate practice over time.

Everyone would have the necessary motivation, skills, support and self-awareness to

direct their own learning effectively, as well as enough time and minimal pressure or other

constraints. But in the real world, we often find ourselves needing to learn something fast

because of some kind of pressure from external factors. Maybe an employer is starting a

new initiative to upskill the workforce, or perhaps a change in life circumstances has

suddenly prompted a need for new skills or qualifications.

For learners with plenty of other priorities and other demands on their time, such as

learning designers, we have to be confident that the experiences we design will actually

work.

These principles which we’re regularly reviewing and updating as we learn more can

help anyone who is designing a learning experience to make more evidence-informed

choices and therefore serve learners better. Agarwal, P. K(2020)

 19

Theoretical Framework

Figure 1 : Framework for Student-Centered Learning

Building from the notion of teaching methods in traditional discussion, this study

also bears the concept of different types of “student learning” that integrates social,

cognitive and teaching elements in a way that will initiate and sustain critical reflection on

the information given. It builds up two central concepts that are critical to today's higher

education: constructivist and instructivist. Constructivist recognizes the social nature of

education and the importance of interaction, collaboration in constructing knowledge with

other fellow members; it reflects the process of constructing meaning through personal

responsibility and choice. (Garrison & Vaughan 2008), a constructivist way of teaching

method is a cohesive and interactive community of learners whose purpose is to critically

analyze, construct, important knowledge. Instructivism focuses more on the instructor and

the way the teacher teaches it incorporates the casual style of memorization, recitation, and

moreover reading from the book, it prohibits the sharing of ideas and collaboration of
 20

knowledge among many to let you learn but rather all the information purely on the

instructor’s book.

Conceptually, the blended learning framework refers to a mix of learning theories,

teaching practice & student centered learning, with meaningful learning experiences that

leave an impact on students and instructors.

Various studies can prove that especially when it comes to younger students, their

short attention span combined with the instructivist approach leads to lower academic scores

and lower learning outcomes. As compared to a constructivist approach which results in a

higher academic performance of the students, it is also proven that this makes the students

more flexible, creative, and mentally healthy as a constructivist approach focuses on

interactions and activities.

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Conceptual Framework

Figure 2: The variables of teaching methods

Considering the drastic changes in teaching methods made due to the worldwide

pandemic, the setting for these teaching methods have to drastically change adapting to the

new lifestyle. The researchers have observed that numerous factors impact teaching

methods. The dependent variables surrounding factors that impact teaching methods are

Subject/Lesson based on the subject you are learning you're teaching method may change,

for example a Physical education class the way you teach would revolve more on

teacher-student interaction while on subjects like science, math, and etc.. It would revolve

more around the teacher teaching the students (Teacher-Centered Instruction) . In order for

the teacher to efficiently teach the students they must know how the students learn or their

learning methods this can be done by simply observing the students for a long period of time
 22

(Student-Learning Methods). The environment surrounding the students include the class

atmosphere, teacher-student relationship, and overall layout of the classroom arrangement.

(Samuel.O, 2017) Good classroom arrangement inspires and encourages children to easily

interact with each other and develop various skills including language, friend groups, and

social behavior. Poor classroom physical arrangement may affect student free movement

and could majorly affect students' social skills as they are more exposed to outside their

comfort zone leaving them to develop low social skills, confidence, & self-esteem.

Different teaching methods may have a significant effect on a student's participation,

research proves that depending on the teaching method the students behavior, participation

and the overall class environment could take a positive turn. The students' participation also

plays a vital role in improving teacher-student relationship, leading to a spike in the child's

social and emotional skills.

This leads back to our independent variable which is the teaching method, this is

because if there is improvement in a child's social and emotional skill, that would mean that

you are open to become more flexible and have more teaching methods to choose from. This

then directly affects our dependent variable which is the academic performance of the

student.
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METHODOLOGY

Research Design

Because of the nature of this study the researchers have adapted to

quali-quantitative research. The fundamental reason for this is because the researcher has

chosen the sample population with the use of the formula given and that this study deals

with an individual’s beliefs, and preference on a subject . The methods being used for data

collection are manipulated by the researcher, Methods such as Surveys or questionnaires,

will be applied in order to collect the data needed for this research.

Sampling Method

The research instrument on this study will be utilizing surveys given randomly

to the sample population of around 75%. This type sampling method will fall into

Probability Sampling since it uses random and representative samples of data.

The total population size from every class the researchers will be gathering from will

be around 132 students in total considering the grade 9 and grade 10 male & female

sections. Since the gr9-g10 students have higher maturity, experience, and judgment

Regarding the teaching methods applied by their teachers, and by considering that they have

been taught by many different teachers from gr7- gr9 experiencing all their different

teaching methods along the way, the researchers have concluded that their judgment would

contain more basis and value.

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Using the formula below:

Formula: N/ 1+Ne^2
N = Sample population
E = Margin error

Each sample populations or section the researchers will be gathering:

G9 Curie- 26 students taken from a total population of 38

G9 Descartes - 28 students students taken from a total population of 34

G10 Tesla - 26 students students taken from a total population of 36

G10 Newton - 20 students students taken from a total population of 26

Research Process

Research Locale

The entirety of this research takes place in Future generation Philippine International

school, Riyadh, Saudi Arabia. More specifically, in As Sulimaniyah which is located

slightly in the northeastern part of Saudi Arabia.

Research Instruments

Considering that this type of study is qualitative, the research instruments that will be

applied are Surveys, and document analysis. The reason for this is because they are the most

common research instruments for a qualitative type of research due to their effectiveness.

Surveys that mostly consist of using the likert scale can provide diverse and accurate data

from the respondents, observations can confirm the data gathered and further provide the

researchers with more data, finally, document analyses will provide additional structure and

basis to your overall research.

 25

The survey itself consisted of open and close-ended questions aimed to gather data

like their names, grade and section, preferred subjects and teachers in terms of how

interested they become in a lesson, and their top 3 subjects in terms of their academics. The

likert scale is used in the majority of the survey unless further explanation from the

respondent is needed or if the nature of the question cannot be answered in agree-disagree

format.

Figure 3: Data Collection Process

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Data Collection process

Shown in the figure above is the complete data collection process which includes

observation, surveys/questionnaires, and document analyses. First, observation is used in

order to provide the data and analyze the behavior of the grade 9-10 students based on their

actual behavior, in order to prove if the data collected from surveys and document analyses

were correct. Second, Surveys are used as the main source of data, they are used in order to

gather the main data needed which are the answers of the respondents, the format of the

survey include open and close-ended questions utilizing the Likert scale in order to grasp

how the student feels and genuine answer to the questions. Third source of data is the

document analyses which is used as a source of information and to support the results and

claims of the research, document analyses also serves as a comparison to see how accurate

the data is collected from observations and surveys/questionnaires.

The survey includes questions with the aim to gather data from the chosen

population of grade 9-10 male and female students of FGPIS, Some of the data required

from the survey in order to produce an accurate research are the following:

1. Name

2. Grade and section

3. Favorite teacher

4. Favorite subject

5. How the respondents feel about certain subjects

6. Their top 3 best subjects in terms of academics

7. Their proactiveness in specific subjects

8. How much they think a teacher could affect a subject

Close-ended will utilize the five point likert scale, five (5) represents Strongly Agree,

four (4) – Agree, three (3) –Fairly Agree, two (2) –Disagree, and one (1) –Strongly
 27

Disagree. The data that was gathered from the close-ended question include: How the

respondents feel about certain subjects, Their proactiveness in specific subjects, How much

they think a teacher could affect a subject, favorite teacher and favorite subject. Meanwhile

open ended questions include: Name, Grade and section, and Their top 3 best subjects in

terms of academics.
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RESULTS AND DISCUSSION

Introduction

This chapter presents the results of the data from the sample population made

up of grade 9-10 students. It is split between two subsections, the close ended

questions and the open ended questions. The open ended subsection will consist of the

specific themes formed and comments from the respondents, while the close ended

subsection will contain the weighted mean for each likert scale question along with its

interpretation, use the tables below as guide.

Table 1: likert scale with the range of 5

Mean Interpretation
1 - 1.79 Strongly disagree
1.80 - 2.59 Disagree
2.60 - 3.39 Neutral
3.40 - 4.19 Agree
4.20 - 5 Strongly Agree

Table 2: likert scale with the range of 4

Mean Interpretation
1,0 - 1.74 Preferred least
1.75 - 2.49 Preferred less
2.55 - 3.24 Preferred more
3.25 - 4.00 Preferred most
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Close-ended questions

Preference in Subjects

Table 3: Mathematics

Preference Frequency Percentage(%)

1- Least Preferred 7 9.6%

2 21 28.8%

3 25 34.2%

4 - Most Preferred 20 27.4%

Total 73 100%

2.79

Table 3 represents the percentage and frequency of the students’ preference

level regarding Math. As seen in the table, there is a weighted mean of 2.79 which

means that the respondents prefer this subject more. There are 7 respondents, which is

9.6% of the total respondents, that prefer Math the least, while there are 21

respondents or 28.8% of the respondents who answered “2” which leans a little

towards “Least preferred”. There are 25 respondents which is 34.2% of the total

sample population who chose “3” which leans more towards the “most preferred”,

while 20 respondents or 27.4% of the total respondents chose “4” or “Most preferred”
 30

Table 4: Science

Preference Frequency Percentage(%)

1- Least Preferred 10 13.7%

2 16 21.9%

3 29 39.7%

4 - Most Preferred 18 24.7%

Total 73 100%

Mean 2.75

Table 4 represents the percentage and frequency of the students’ preference

level regarding Science. As seen in the table, there is a weighted mean of 2.75 which

means that the respondents prefer this subject more. There are 10 respondents, which

is 13.7% of the total respondents, that prefer Science the least, while there are 16

respondents or 21.9% of the respondents who answered “2” which leans a little

towards “Least preferred”. There are 29 respondents which is 39.7% of the total

sample population who chose “3” which leans more towards the “most preferred”,

while 18 respondents or 24.7% of the total respondents chose “4” or “Most preferred”
 31

Table 5: English

Preference Frequency Percentage(%)

1- Least Preferred 3 4.1%

2 12 16.4%

3 32 42.8%

4 - Most Preferred 26 35.6%

Total 73 100%

Mean 3.11

Table 5 represents the percentage and frequency of the students’ preference

level regarding English. As seen in the table, there is a weighted mean of 3.11 which

means that the respondents prefer this subject more. There are 3 respondents, which is

4.1% of the total respondents, that prefer English the least, while there are 12

respondents or 16.4% of the respondents who answered “2” which leans a little

towards “Least preferred”. There are 32 respondents which is 42.8% of the total

sample population who chose “3” which leans more towards the “most preferred”,

while 26 respondents or 35.6% of the total respondents chose “4” or “Most preferred”
 32

Table 6: Social Studies

Preference Frequency Percentage(%)

1- Least Preferred 6 8.2%

2 15 20.5%

3 30 41.1%

4 - Most Preferred 22 30.1%

Total 73 100%

Mean 2.93

Table 6 represents the percentage and frequency of the students’ preference

level regarding Social Studies. As seen in the table, there is a weighted mean of 2.93

which means that the respondents prefer this subject more . There are 6 respondents,

which is 8.2% of the total respondents, that prefer Social Studies the least, while there

are 15 respondents or 20.5% of the respondents who answered “2” which leans a little

towards “Least preferred”. There are 30 respondents which is 41.1% of the total

sample population who chose “3” which leans more towards the “most preferred”,

while 22 respondents or 30.1% of the total respondents chose “4” or “Most preferred”
 33

Table 7: Mapeh

Preference Frequency Percentage(%)

1- Least Preferred 1 1.4%

2 14 19.2%

3 33 45.2%

4 - Most Preferred 25 34.2%

Total 73 100%

Mean 3.12

Table 7 represents the percentage and frequency of the students’ preference

level regarding Mapeh. As seen in the table, there is a weighted mean of 3.12 which

means that the respondents prefer this subject more. There is 1 respondent, which is

1.4 % of the total respondents, that prefer Mapeh the least, while there are 14

respondents or 19.2% of the respondents who answered “2” which leans a little

towards “Least preferred”. There are 33 respondents which is 45.2% of the total

sample population who chose “3” which leans more towards the “most preferred”,

while 25 respondents or 34.2% of the total respondents chose “4” or “Most preferred”
 34

Table 8: Filipino

Preference Frequency Percentage(%)

1- Least Preferred 5 6.8%

2 29 39.7%

3 28 38.4%

4 - Most Preferred 11 15.1%

Total 73 100%

Mean 2.62

Table 8 represents the percentage and frequency of the students’ preference

level regarding Filipino. As seen in the table, there is a weighted mean of 2.62 which

means that the respondents prefer this subject more. There are 5 respondents, which is

6.8% of the total respondents, that prefer Filipino the least, while there are 29

respondents or 39.7% of the respondents who answered “2” which leans a little

towards “Least preferred”. There are 28 respondents which is 38.4% of the total

sample population who chose “3” which leans more towards the “most preferred”,

while 11 respondents or 15.1 % of the total respondents chose “4” or “Most preferred”
 35

Table 9: Thesis

Preference Frequency Percentage(%)

1- Least Preferred 5 6.8%

2 26 35.6%

3 30 41.1%

4 - Most Preferred 12 16.4%

Total 73 100%

Mean 2.67

Table 9 represents the percentage and frequency of the students’ preference

level regarding Thesis. As seen in the table, there is a weighted mean of 2.67 which

means that the respondents prefer this subject more. There are 5 respondents, which is

6.8% of the total respondents, that prefer Thesis the least, while there are 26

respondents or 35.6% of the respondents who answered “2” which leans a little

towards “Least preferred”. There are 30 respondents which is 41.1% of the total

sample population who chose “3” which leans more towards the “most preferred”,

while 12 respondents or 26.4% of the total respondents chose “4” or “Most preferred”
 36

Table 10: TLE

Preference Frequency Percentage(%)

1- Least Preferred 15 20.5%

2 23 31.5%

3 23 31.5%

4 - Most Preferred 12 16.4%

Total 73 100%

Mean 2.44

Table 10 represents the percentage and frequency of the students’ preference

level regarding TLE. As seen in the table, there is a weighted mean of 2.44 which

means that the respondents prefer this subject less. There are 15 respondents, which is

20.5% of the total respondents, that prefer TLE the least, while there are 23

respondents or 31.5% of the respondents who answered “2” which leans a little

towards “Least preferred”. There are 23 respondents which is 31.5% of the total

sample population who chose “3” which leans more towards the “most preferred”,

while 12 respondents or 16.4% of the total respondents chose “4” or “Most preferred”
 37

Interactive Teaching Methods

Statement 1: I prefer when Interactive works are more encouraged/continued.

Table 11

Preference Frequency Percentage(%)

1- Strongly Disagree 0 0%

2 7 9.6%

3 18 24.7%

4 30 41.1%

5 - Strongly Agree 18 24.7%

Total 73 100%

Mean 3.81

The number of respondents that “Strongly Disagree” with statement 1 is 0, while 7 or

9.6% of the total respondents “Disagree”. As seen in the table, there is a weighted

mean of 2.44. There are 18 or 24.7% of the total respondents who are “Neutral” with

the statement. 30 or 41.1% of the total respondents “Agree”, and 18 or 24.7% of the

total population “Strongly Agree”

 38

Statement 2: I find it difficult to participate in interactive activities.

Table 12

Preference Frequency Percentage(%)

1- Strongly Disagree 6 8.2%

2 25 34.2%

3 23 31.5%

4 14 19.2%

5 - Strongly Agree 5 6.8%

Total 73 100%

Mean 2.82

The number of respondents that “Strongly Disagree” with statement 2 is 6 or 8.2% of

the total respondents, while 25 or 34.2% of the total respondents “Disagree”. There

are 23 or 31.5% of the total respondents who are “Neutral” with the statement. 14 or

19.2% of the total respondents “Agree”, and 5 or 6.8% of the total population

“Strongly Agree”
 39

Statement 3: Interactive/Participative discussions enhance my understanding in the

classroom.

Table 13

Preference Frequency Percentage(%)

1- Strongly Disagree 0 0%

2 4 5.5%

3 7 9.6%

4 42 57.5%

5 - Strongly Agree 20 27.4%

Total 73 100%

Mean 4.07

The number of respondents that “Strongly Disagree” with statement 3 is 0, while 4 or

5.5% of the total respondents “Disagree”. There are 7 or 9.6% of the total respondents

who are “Neutral” with the statement. 42 or 57.5% of the total respondents “Agree”,

and 20 or 27.4% of the total population “Strongly Agree”

 40

Statement 4: I believe that interactive/participative activities enhance my academic

performance.

Table 14

Preference Frequency Percentage(%)

1- Strongly Disagree 0 0%

2 3 4.1%

3 12 16.4%

4 35 47.9%

5 - Strongly Agree 23 31.5%

Total 73 100%

Mean 4.07

The number of respondents that “Strongly Disagree” with statement 4 is 0, while 3 or

4.1% of the total respondents “Disagree”. There are 12 or 16.4% of the total

respondents who are “Neutral” with the statement. 35 or 47.9% of the total

respondents “Agree”, and 23 or 31.5% of the total population “Strongly Agree”

 41

Lesson Centered Teaching Methods

Statement 1: I think that Lesson Centered/focused teaching should be

encouraged/continued.

Table 15

Preference Frequency Percentage(%)

1- Strongly Disagree 1 1.4%

2 9 12.3%

3 28 38.4%

4 27 37%

5 - Strongly Agree 8 11%

Total 73 100%

Mean 3.43

The number of respondents that “Strongly Disagree” with statement 1 is 1 or 1.4% of

the total respondents, while 9 or 12.3% of the total respondents “Disagree”. There are

28 or 38.4% of the total respondents who are “Neutral” with the statement. 27 or 37%

of the total respondents “Agree”, and 8 or 11% of the total population “Strongly

Agree”
 42

Statement 2: I am more comfortable when it comes to lesson centered discussions.

Table 16

Preference Frequency Percentage(%)

1- Strongly Disagree 1 1.4%

2 13 17. 8%

3 28 38.4%

4 21 28.8%

5 - Strongly Agree 10 13.7%

Total 73 100%

Mean 3.43

The number of respondents that “Strongly Disagree” with statement 2 is 1 or 1.4% of

the total respondents, while 13 or 17.8% of the total respondents “Disagree”. There

are 28 or 38.4% of the total respondents who are “Neutral” with the statement. 21 or

28.8% of the total respondents “Agree”, and 10 or 13. 7% of the total population

“Strongly Agree”
 43

Statement 3: Lesson centered discussions enhance my understanding in the classroom.

Table 17

Preference Frequency Percentage(%)

1- Strongly Disagree 1 1.4%

2 8 15.1%

3 14 31.5%

4 23 41.1%

5 - Strongly Agree 8 11%

Total 73 100%

Mean 3.43

The number of respondents that “Strongly Disagree” with statement 3 is 1 or 1.4% of

the total respondents, while 11 or 15. 1% of the total respondents “Disagree”. There

are 28 or 31.5% of the total respondents who are “Neutral” with the statement. 30 or

41.1% of the total respondents “Agree”, and 8 or 11% of the total population

“Strongly Agree”
 44

Statement 4: believe that Lesson Centered Discussions enhance my academic

performance.

Table 18

Preference Frequency Percentage(%)

1- Strongly Disagree 2 2.7%

2 9 12.3%

3 30 41.1%

4 20 27.4%

5 - Strongly Agree 12 16.4%

Total 73 100%

Mean 3.43

The number of respondents that “Strongly Disagree” with statement 4 is 2 or 2.7% of

the total respondents, while 9 or 12.3% of the total respondents “Disagree”. There are

30 or 41.1% of the total respondents who are “Neutral” with the statement. 20 or

27.4% of the total respondents “Agree”, and 12 or 16.4% of the total population

“Strongly Agree”
 45

Statement 5: Lesson centered discussions increase the relationship between the class

and the teacher.

Table 19

Preference Frequency Percentage(%)

1- Strongly Disagree 5 6.8%

2 21 28.6%

3 19 26%

4 17 23.3%

5 - Strongly Agree 11 15.1%

Total 73 100%

Mean 3.43

The number of respondents that “Strongly Disagree” with statement 5 is 3 or 5.6% of

the total respondents, while 16 or 29.6% of the total respondents “Disagree”. There

are 13 or 24.1% of the total respondents who are “Neutral” with the statement. 13 or

24.1% of the total respondents “Agree”, and 9 or 16.7% of the total population

“Strongly Agree”
 46

Class Atmosphere/Performance

Statement 1: I become more active in class activities than class discussions/lectures

Table 20: Activeness in discussions vs in activities

Preference Frequency Percentage(%)

1- Strongly Disagree 0 0%

2 8 11%

3 12 16.4%

4 40 54.8%

5 - Strongly Agree 13 17.8%

Total 73 100%

Mean 3.79

The number of respondents that “Strongly Disagree” with statement 1 is 0, while 8 or

11% of the total respondents “Disagree”. There are 12 or 16.4% of the total

respondents who are “Neutral” with the statement. 40 or 54.8% of the total

respondents “Agree”, and 13 or 17.8% of the total population “Strongly Agree”

Statement 2: My grades change depending on the teacher and not the subject

Table 21: Variables for grade change

Preference Frequency Percentage(%)

1- Strongly Disagree 7 9.6%

2 18 24.7%
 47

3 26 35.6%

4 16 21.9%

5 - Strongly Agree 6 8.2%

Total 73 100%

Mean 2.95

The number of respondents that “Strongly Disagree” with statement 2 is 7 or 9.6% of

the total respondents, while 18 or 24.7% of the total respondents “Disagree”. There

are 26 or 35.6% of the total respondents who are “Neutral” with the statement. 16 or

21.9% of the total respondents “Agree”, and 6 or 8.2% of the total population

“Strongly Agree”

Statement 3: I can learn more in pts and activity work rather than lectures

Table 22: Pts/Activities vs Lectures

Preference Frequency Percentage(%)

1- Strongly Disagree 1 1.4%

2 15 20.5%

3 21 28.6%

4 23 31.5%

5 - Strongly Agree 13 17.8%

Total 73 100%

Mean 3.44
 48

The number of respondents that “Strongly Disagree” with statement 3 is 1 or 1.4% of

the total respondents, while 15 or 20.5% of the total respondents “Disagree”. There

are 21 or 28.6% of the total respondents who are “Neutral” with the statement. 23 or

31.5% of the total respondents “Agree”, and 13 or 17.8% of the total population

“Strongly Agree”

Statement 4: I prefer when teachers are more relatable in terms of personality.

Table 23: Teacher Preference in terms of Personality

Preference Frequency Percentage(%)

1- Strongly Disagree 0 0%

2 1 1.4%

3 21 28.6%

4 29 39.7%

5 - Strongly Agree 22 30.1%

Total 73 100%

Mean 3.99

The number of respondents that “Strongly Disagree” with statement 4 is 0, while 1 or

1.4% of the total respondents “Disagree”. There are 21 or 28.6% of the total

respondents who are “Neutral” with the statement. 29 or 39.7% of the total

respondents “Agree”, and 22 o.r 30.1% of the total population “Strongly Agree”
 49

Statement 5: I prefer the teacher to encourage critical thinking into our lectures

Table 24: Encouraged Critical thinking

Preference Frequency Percentage(%)

1- Strongly Disagree 0 0%

2 4 5.5%

3 28 38.4%

4 25 34.2%

5 - Strongly Agree 16 21.9%

Total 73 100%

Mean 3.73

The number of respondents that “Strongly Disagree” with statement 5 is 0, while 4 or

5.5% of the total respondents “Disagree”. There are 28 or 38.4% of the total

respondents who are “Neutral” with the statement. 25 or 34.2% of the total

respondents “Agree”, and 16 or 21.9% of the total population “Strongly Agree”

 50

Statement 6: I prefer younger teachers as they feel more relatable and understanding in

terms of current trends and humor

Table 25: Teacher Preference in terms of trends and humor

Preference Frequency Percentage(%)

1- Strongly Disagree 2 2.7%

2 9 12.3%

3 27 37%

4 20 27.4%

5 - Strongly Agree 15 20.5%

Total 73 100%

Mean 3.51

The number of respondents that “Strongly Disagree” with statement 6 is 2 or 2.7% of

the total respondents, while 9 or 12.3% of the total respondents “Disagree”. There are

27 or 37% of the total respondents who are “Neutral” with the statement. 20 or 27.4%

of the total respondents “Agree”, and 15 or 20.5% of the total population “Strongly

Agree”
 51

Open-ended questions:

Question 1: Who is your favorite teacher? And what made them your favorite?

Specific Themes Formed:

● Sir Jomar - 14 (19.4%)

- Good at teaching

- Always positive

- Understanding

- Approachable

- Kind and patient

“Sir Jomar is my favorite teacher, the reason for this being that he is someone who

understands the minds and lives of a student, he knows when it's time to laugh and be

serious, and he is honestly just really good at teaching in my opinion and is almost all

the time, positive.”

“I picked sir Jomar because of how easily approachable he is and fun.”

“He's like a bigger kuya to me”

● Sir Luigi - 22 (30.6%)

- Good at teaching

- Positive teacher-student relationship

- Humorous and kind

- Entertaining

“He is a funny teacher and knows his subject and his stories are funny”

“My favorite teacher is Sir Luigi because he is very fun to be with and he makes the

lessons easy to understand and entertaining to learn.

 52

“Sir Luigi is my favorite teacher because he always makes learning the lesson fun. His

way of teaching is not only fun, but he knows well how to explain the lesson in a way

that the students easily understand.”

● Sir Robin - 1 (1.4%)

- Encouraging

- Fun and easy to understand discussions

“Sir Robin is my favorite teacher because you can learn a lot from his fun discussions

and he encourages us if we're having a hard time.”

● Sir Rome - 1 (1.4%)

- Positive general attitude towards teaching the students

“Sir Rome is my favorite. What made him my favorite is his general attitude towards

teaching his students.”

● Sir Rhodelle - 11 (15.3%)

- Motivating

- Humorous and kind

- Positive teacher-student relationship

“Sir Radel. Because Sir sometimes makes chika to us about 9-Descartes, and Sir likes

us because he says that we're the only ones who laugh at his jokes. “

“Sir Radel. He’s very humorous and really kind. Overall, he’s a really nice teacher.”
 53

● Maam Che - 12 (16.7%)

- Kind and caring

- Positive teacher-student relationship

- Good at teaching

“I choose Ma’am Che because she is the closest to us and she is open to our opinions

and thoughts.”

“My favorite teacher is Ma'am Che because she has a good personality and she

always takes care of her students. She appreciates or compliments us whenever she

sees us do a good job or whenever we give her something. She is also very talented

and intelligent as a teacher, so we get to easily understand the lessons whenever she

teaches.”

● Maam Van - 7 (9.7%)

- Good at teaching

- Chill

- Kind

- Inspiring

“Ma’am Van is my favorite teacher. This teacher is my favorite as they are a person I

look up to and aspire to be.”

“Because she knows when to be serious and fun but is also accepting to everyone “

“Ma'am Van is my favorite teacher because she makes doing research bearable and

somehow quite easier as she divides the information needed into different pts”
 54

● Maam Lauren - 1 (1.4%)

- Funny

“Because they're funny”

● Maam Jean - 2 (2.8%)

- Gives good advice

- Mother figure

“Ma'am Jean. She's not just my adviser, she's also like a second mother to me and the

rest of my classmates would probably feel the same way.”

“My favorite teacher is ma'am jean because she is my adviser and she gives us helpful

advice”

● Maam Violi - 1 (1.4%)

- Good at teaching

“I like how she teaches”

Question 2: What is your favorite subject? And what made this subject your favorite?

Specific Themes Formed:

● Math

- Satisfaction of being correct

- Challenging

- Fun to learn

“Math. I like the short equations. It is also quite easy thanks to the adviser.”

“Math or English. I just have a good understanding of what the topics are and

sometimes enjoy them. The teachers in both are great too.”

“Math. Because the logic behind it is easy to understand and also interesting. This

subject is also my favorite because I aspire to become an architect one day.”

 55

● English

- Incorporated Greek God/Goddesses

- Teacher is fun

- Stories & New Words

“My favorite subject is English, and I love it because of the teacher and the literature

and history itself. English is basically the subject that I always look forward to. I think

the teacher also plays a big role in whether that person likes that subject. If the

teacher is good at that subject and tries their best to make it fun and easy to

understand, then I guess that person would like that subject, as the same goes for me,

which is English.”

“My favorite subject is english. It is very fun to learn. And it is interesting to listen to

stories.”

“My favorite subject is English. It is favorite subject because I like literature, I like

learning about different classic stories and learning about Greek mythology. I also

like the Grammar aspect of English because it is easy to understand since it has been

our lessons since we were grade 4.”

● Science

- Requires you to analyze everything

- Interesting

- Discovering things yourself

- Lessons are easy to understand

“Science is my favorite subject. I like science because it requires me to analyze

everything, which improves my critical thinking skills. It's also fascinating to see how

Science works and how everything is connected to Science.”\

 56

“Science, because Im really interested in different types of elements. Creating

chemicals out of things we mostly use is really interesting since you can discover

things for yourself. It has been my thing observing chemical changes and discovering

a lot of new things about it.”

● Mapeh

- Activity Based

- Unique Stories

- Story Telling Teacher

“Mapeh - Because of the activities and the different pts, the pts are fun to work on

especially the pts that require sports, dancing, and music, learning arts is fun as well

especially when learning different methods.”

“The subject I look forward to a lot is MAPEH. Something about physical activities,

drawing, and music is a passion for me.”

● Social Studies

- Look into differing views and opinions.

- Generally Easier to Understand

“My favorite subject is social studies. This subject is my favorite subject since I like

history and how the people used to act back then as well as their style in clothing and

also how they gained or fought for their freedom.”

“Social Studies is my favorite because I love doing the research part there T-T. I also

love how our main focus is the economy. The teacher is also great, that's why it's my

favorite.”
 57

● TLE

- Requires Presence of mind

- Satisfaction after getting the calculations right

“At the moment TLE, the thing which makes this subject my favorite is its involvement

in accounting. It involves the use of presence of mind and common sense when it

comes to adding and subtracting different values and understanding the concept of

each lesson of accounting which I enjoy. I also simply just like to feel the satisfaction

of getting my calculations right and precise to one another.”

“My favorite subject is TLE. It is because it is interesting and helpful in my choice of

strand. The teacher's way of teaching also helped me.”

● Solid Geometry

- Computing for Shapes & Structures

- 3d perspective

“Math and Solid geometry are either of my favorite subjects. I enjoy computing for

shapes and structures since i like to be accurate for those kinds of things. It's also

because I want to be an architect in the future.”

Question 3: What is your least favorite subject? And what made you dislike it?

Specific Themes Formed:

● Math

- Hard to understand

- Difficult

- Not interesting

- Too many formulas

 58

“Mathematics because I'm not very good at solving problems and some of the lessons

are hard to understand and math here is very advanced compared to the Philippines

so I can say that math is my least favorite subject”

“Math (basta all the maths). I just really have a hard time memorizing different types

of numbers combined with letters and it doesn't really peek my interest since I can be a

slow thinker as well and that I need more time to process everything like math.”

● Filipino

- Hard to understand words/terms

- Not used to speaking Filipino

“Filipino. THERES STILL SOME WORDS THAT I DONT UNDERSTAND

AND ESPECIALLY IF ITS A STORY, HOLY ****. I WILL BE BARELY ABLE TO

UNDERSTAND BUT AT THE END OF THE DAY, MOST OF THE TIME I AM ABLE

TO UNDERSTAND IT”

“Filipino. The subject is very hard for me. I've gotten used to English being the

standard language that I've forgotten what Filipino is like.”

● English

- Not enjoyable/interesting

“my least favorite subject is english since i do not enjoy it that much considering that

i’m not that interested in the lessons being discussed”

 59

● Science/Biology/Chemistry

- Complicated

- Too many formulas

- The teacher

- Not interesting

- Demands too much understanding

- Memorization

“Science. Since I was young I hated science, mainly biology. I’m not really into these

types of things and it’s my weakness as well.”

“SCIENCE. Memorization is my weakness, and I don't like chemicals or chemical

formulas.”

“Science/Chemistry because it is hard to understand for me. All the formulas and

elements confuse me. Science is my lowest subject.”

● Mapeh

- Teacher’s teaching method is not interesting

- Discussions are not interesting

- Full of details

“My least favorite subject would be Mapeh because some of the lessons are full of

details. The discussions and the way the teacher teaches the lesson is not interesting

either.”
 60

● Social Studies

- No interest in politics

- Hard to understand

- Social paper

“Social studies, since it's a lot of text. And most of the time it's memorization. I just

personally think it's boring to read so much text.”

“My least favorite subject is Social Studies. This is my least favorite subject because

I'm not really good when it comes to encountering political, social, and contemporary

issues. They are very necessary for our society, but then I find it hard to see things in

another perspective.”

● TLE

- Not fun/Interesting

- Confusing

- Tedious

- Memorization

“I dislike TLE the most. This is because I sometimes find it tedious to do all the work

that comes with the subject. I also am not very interested in studying it overall.”

“My least favorite subject is TLE because there was too much to memorize. Although

we stopped learning TLE, I still did not like it because all its tests counted on

memorization. I kept thinking that it would not be that helpful to be able to identify

parts of some machines in the future.”

 61

● Solid Geometry

- Hard to understand

- Confusing

- difficult

“Solid Geometry. I don't get any of the lessons”

“Solid Geometry, I just really don't like it. First it involves Math. And it is honestly

just really confusing in which I don't understand that much. I know the formulas, by I

don't know how to use it on the problems given to us to solve.”

● Computer

- Complicated

- Too many terms/codes

“My least favorite subject would be Computer. It's my least favorite because there are

just a lot of things about this which makes it kind of complicated for me. I'm also not a

techie person.”

“My least favorite subject is Computer because it has a lot of terms and codes that I

don't really understand. When there is an error with the code, I wouldn't easily know

how to fix it. And we rarely have class discussions, so we end up not learning that

much on how to do such codes or programs.”

 62

● Arabic

- Repetition of topics

- Hard to understand

- Absence of the teacher

“Arabic because I don't understand anything at all since our arabic teacher sometimes

doesn't attend classes or in some days, we would repeat the same topic over and over

again”
 63

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary and Conclusion

This particular study is all about how the teaching method of teachers can affect the

students and how much those students prefer different teaching methods. This study falls

under the quali-quantitative category as the process of collecting the data needed consisted

of both open ended and close ended questions. The chosen sample population will be the

grade 9-10 students of Future Generation Philippine International School, the particular

reason for this is because of their experience and maturity when it comes to understanding

the teachers and subjects. In order to fulfill this study, the researchers will be needing a

statement of the problem and objectives. With the use of online surveys, the researchers

were able to gather data from a total of 73 respondents from the grade 9-10 students, the

researchers were able to find out their preference of each subject and their reasoning for

them, the researchers were also able to gather data about which teaching method they prefer

and which one has the most positive effect on the students

Starting with teaching method preference of either Lesson centered discussions or

Interactive/ participative centered discussions, based on the survey “The Different Teaching

Methods of Teachers and its Effects on the Academic Performance of Students” it is proven

that overall, the students prefer Interactive/ participative centered discussions as they prefer

if it was encouraged, this teaching method also has more of a positive impact on their

academic grades and understanding of the subject/topic. Results also show that the Lesson

centered discussions are preferred by students and also have a positive impact, although the

Interactive/ participative centered discussions is preferred more as its weighted mean is

overall better.
 64

The teaching method of teachers also affects the class atmosphere as it decides how

proactive and attentive the students will be in your class. According to the survey that the

researchers made, the class is more participative and interested when the teacher interacts

with the students and provides activities in relation to the topic/subject. This creates a bright

and busy environment in which all students are participative and or have a chance to do so.

In conclusion each teaching method will have their own effects on the students and

overall class. Each teaching method has their own pros and cons and some are better than

others at achieving certain things. In this situation where the teaching methods are

categorized into two categories, the respondents ended up preferring the

Interactive/participative discussion instead of the lesson centered discussion. Although

lesson centered discussion was preferred less, according to the survey that was conducted,

the difference between the two in terms of mean isn't that big and that lesson centered

discussion even had specific situations where it was more preferred than the

Interactive/participative discussion.

In terms of effects, the teaching method used by the teacher has proven to have an

effect on the academics of students and how proactive they are in class discussions. The

survey results states that the respondents agree that the kind of teaching method does have

an effect on both their academics and mentality in class, and based on the observations

made, there are more people interested in the subject when interactive/participative

discussions are being discussed as compared to lesson centered discussion.

 65

Recommendation

Teaching Methods is the type of way a teacher discusses in a classroom. Teachers

should be able to understand the benefits of the different types of teaching methods and

when to apply them based on the grade level of their students. The teacher should also

observe their students in order to determine the kind of teaching methods they prefer or

which teaching method has the most positive impact on the students’ grades. Such as

students who prefer Lesson Centered Discussion like the pilot classes or students who aspire

to be scholars in universities/schools, compared to students who prefer

Interactive/participative Centered Discussions which are more likely students that are more

active in the classroom compared to the others, so in result this type of teaching method will

benefit them in learning. “Teachers should be teaching depending on their audience.”

For researchers who are doing a study similar study and is related to teaching

methods, we would recommend you to do more observations and let your collected data be

more on the opinion of the students and what they prefer, you should also correlate their

grades from each subject, assuming that you have the time and are able to determine the

teaching methods of the teachers in each of the subjects.

 66

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 71

Appendix

The Different Teaching Methods of Teachers and its Effects on the Academic

Performance of Students

Greetings respondents! <3

The researchers, Charles Medina, and Mitch Alingayao, aim to find out if the teacher’s

teaching method provides a significant impact towards the academic performance of the

students. The aim of this study is to collect information from students with different

perspectives regarding the impact of teaching methods and which among those teaching

methods prove to be more effective. This, in theory, should improve the overall experience

of the students, assuming that the best teaching chosen via this survey is applied by the

teachers.

We encourage the respondents to answer the following questions as honestly as

possible in order to collect more accurate data and further improve research on this subject.

Take your time in answering the survey and carefully think about your answers before

submitting. All the information that is gathered from this survey will be left confidential in

order to keep the privacy of the respondent

 72

INFORMATION SHEET

Name: _____________________________

Class Number: _____________________________

Grade and Section

9 - Curie

9 - Descartes

10 - Newton

10 - Tesla

Gmail: ___________________________________

Choosing favorites

Who is your favorite teacher?

_________________________

why?

___________________________________________________

What is your favorite subject?

_________________________

why?

___________________________________________________

What is your least favorite subject?

_________________________

why?

___________________________________________________
 73

PREFERENCE IN SUBJECTS

INSTRUCTIONS: Rank the following subjects from 1 to 4 based on your

preferences.

1 -Least preferred 4 - Most Preferred

1. Mathematics 1 2 3 4

2. Science 1 2 3 4

3. English 1 2 3 4

4. Social Studies 1 2 3 4

5. Mapeh 1 2 3 4

6. Filipino 1 2 3 4

7. Thesis 1 2 3 4

8. TLE 1 2 3 4
 74

TEACHING METHODS

INSTRUCTIONS: The following questions will determine if teachers and their

teaching method/s affect the class in terms of class atmosphere and academic

performance. Please use the scale as follows:

1 - Strongly disagree 2 -Disagree 3 - Neutral

4 -Agree 5 - Strongly agree

Interactive/ Participative Method

1. I prefer when Interactive works are more encouraged/continued.

1 2 3 4 5

2. I find it difficult to participate in interactive activities.

1 2 3 4 5

3. Interactive/Participative discussions enhance my understanding in the

classroom.

1 2 3 4 5

4. I believe that interactive/participative activities enhance my academic

performance.

1 2 3 4 5

5. I think that interactive activities increase the relationship between the class and

the teacher.

1 2 3 4 5
 75

Lesson- Centered Method

1. I think that Lesson Centered/focused teaching should be

encouraged/continued.

1 2 3 4 5

2. I am more comfortable when it comes to lesson centered discussions.

1 2 3 4 5

3. Lesson centered discussions enhance my understanding in the classroom.

1 2 3 4 5

4. I believe that Lesson Centered Discussions enhance my academic

performance.

1 2 3 4 5

5. Lesson centered discussions increase the relationship between the class and the

teacher.

1 2 3 4 5
 76

Class atmosphere/performance

1. I become more active in class activities than class discussions/lectures

1 2 3 4 5

2. My grades change depending on the teacher and not the subject

1 2 3 4 5

3. I can learn more in pts and activity work rather than lectures

1 2 3 4 5

4. I prefer when teachers are more relatable in terms of personality.

1 2 3 4 5

5. I prefer the teacher to encourage critical thinking into our lectures

1 2 3 4 5

6. I prefer younger teachers as they feel more relatable and understanding in

terms of current trends and humor

1 2 3 4 5