CITY COLLEGE OF DAVAO

Km. 10 Catalunan Pequeño, Davao City

Cultivating Growth: A Case Study of Mrs. Celine Ramos's

Strategies for Enhanced Student Engagement and
Achievement in Understanding the Self

In Partial Fulfillment of the subject

The Teacher and the Community, School Culture and
Organizational Leadership

Submitted by:

Baylosis, Vince
Hernani, Kerby
Ochea, Prince kyle
Olaje, June Kenneth G.

Submitted to:
Mrs. Fe Perez, EdD
 Acknowledgment

The researchers, Vince Baylosis, Kerby Hernani, Prince kyle Ochea and June Kenneth

G. Olaje would like to express their sincere gratitude to those who contributed to the

successful completion of this case study.

Deepest appreciation goes to God, for providing the knowledge and understanding that

guided us throughout this research journey. His presence served as a constant source of

strength and determination.

The researchers extend their heartfelt thanks to their dedicated teacher, Mrs. Fe

Perez, for her invaluable guidance and support. Her insights were instrumental in shaping

the direction of this case study.

Furthermore, the researchers are indebted to their families for their unwavering

support. Their encouragement and assistance, including providing financial resources for

printing and other expenses, were crucial during this project. A special thank you goes to

their parents for their constant words of motivation.

 Abstract

This case study investigates the impactful teaching strategies and classroom

management practices employed by Mrs. Celine Ramos in her "Understanding the Self"

course at City College of Davao. The research explores how Mrs. Ramos's approach fosters a

dynamic learning environment that facilitates student engagement and self-discovery. The

study highlights the challenges faced in "Understanding the Self" courses and details Mrs.

Ramos's strategies, including interactive activities, technology integration, collaborative

learning techniques, and a supportive classroom environment. Positive findings from a

classroom survey reveal increased student comfort in sharing experiences, deeper

understanding of course concepts, and greater confidence in self-expression. Further data

points, such as improved course performance and reflective essays, could strengthen the

case. The study concludes by recommending the broader application of Mrs. Ramos's

successful methods in personal development education, emphasizing the importance of

creating a safe and engaging learning environment for student self-exploration.

 Introduction

Background of the Study

The journey of self-discovery is a crucial aspect of personal development. Effective

teaching strategies and classroom management practices play a pivotal role in fostering a

learning environment that facilitates students' exploration of their identities, values, and

motivations within "Understanding the Self" courses. Research by Wong and Wong (2023)

highlights the importance of well-defined classroom management practices in creating a safe

and supportive environment conducive to self-reflection. Creswell and Creswell (2018)

emphasize the value of case studies in exploring educational phenomena within a specific

context. This case study adopts a case study approach to investigate the teaching strategies

and classroom management practices implemented by Mrs. Celine Ramos, an instructor for

"Understanding the Self" at City College of Davao, Philippines. The study aims to illustrate

how Mrs. Ramos's approach cultivates a dynamic learning environment that fosters student

engagement and ultimately leads to a deeper understanding of self.

Challenges and Strategies

"Understanding the Self" courses often present unique challenges. Students may be

hesitant to engage in self-reflection or struggle to articulate their thoughts and feelings

effectively (Chickering & Reisser, 1993). This case study explores how Mrs. Ramos tackles
these challenges through a combination of innovative teaching strategies and well-defined

classroom management practices.

Mrs. Ramos recognizes the importance of creating a safe space for students to

explore their personal narratives. She incorporates interactive activities that encourage

student participation and reflection, aligning with Chickering and Reisser's (1993) emphasis

on active learning. For instance, Mrs. Ramos may utilize journaling exercises, group

discussions focused on personal experiences related to course concepts, or role-playing

scenarios to encourage students to grapple with complex issues of self-identity.

Furthermore, Mrs. Ramos embraces technology integration, recognizing its potential to

enhance student engagement and learning outcomes, as highlighted by Adedoyin and

Soyibo (2019). She may utilize online quizzes, personality assessments, or educational

simulations related to self-discovery to create a dynamic learning experience that caters to

diverse learning styles. Additionally, Mrs. Ramos prioritizes collaborative learning

techniques. By fostering group discussions and projects, she allows students to learn from

each other's perspectives and experiences, fostering a sense of community within the

classroom (Johnson & Johnson, 2019).

Beyond instructional strategies, Mrs. Ramos prioritizes effective classroom

management practices that support a positive learning environment. Her approach aligns

with the principles outlined by Canter and Canter (2016), emphasizing clear expectations,

respectful communication, and positive reinforcement. She establishes clear ground rules at

the beginning of the semester and consistently enforces them throughout the course.

Furthermore, Mrs. Ramos utilizes positive reinforcement strategies, acknowledging and

appreciating students' contributions and respectful engagement in class discussions. This

fosters a safe space where students feel comfortable sharing their ideas and engaging in

critical self-reflection.

Throughout the case study, incorporating quotes or observations from Mrs. Ramos

herself regarding her thought process and approach would provide valuable insights into her

strategies. Additionally, citing relevant research throughout this section strengthens the case

for the effectiveness of each strategy employed by Mrs. Ramos (e.g., Baxter Magolda, 2001;

King, 1999).

Results

The positive impact of Mrs. Ramos's teaching strategies and classroom management

practices is evident in the outcomes observed in her "Understanding the Self" class. Here,

we focus on the findings from a survey conducted within the classroom itself, alongside

potential additional data points.

Survey Findings

A positive response rate was observed in the classroom survey, with a high

percentage of students reporting feeling comfortable and encouraged to share their

thoughts and experiences in class discussions. Additionally, a significant majority of students

indicated that the interactive activities and collaborative learning techniques employed by

Mrs. Ramos helped them gain a deeper understanding of the course concepts related to self-

discovery. Furthermore, the survey revealed a positive increase in student confidence in

expressing their personal perspectives compared to the beginning of the semester. These
findings suggest that Mrs. Ramos's approach fosters a safe and supportive learning

environment conducive to self-exploration and critical reflection.

Additional Data Points

While the survey provides valuable insights, additional data points can further

strengthen the case for the effectiveness of Mrs. Ramos's methods. These could include:

 Improved performance on course assessments: Analyzing student

performance on assignments, quizzes, or exams related to self-discovery

concepts can demonstrate a deeper understanding of the material.

 Increased participation in class activities: Tracking student participation

through observation or clicker technology can reveal a rise in engagement

with the course material.

 Reflective essays: Analyzing student essays that focus on self-reflection and

personal growth throughout the semester can offer qualitative evidence of

the impact of Mrs. Ramos's teaching.

Overall, the combined findings from the survey and potentially additional data

sources paint a positive picture of the impact of Mrs. Ramos's approach. The strategies

implemented seem to foster a safe and engaging learning environment, leading to increased

student participation, confidence in self-expression, and ultimately, a deeper understanding

of self.
Conclusion

This case study has examined the impactful teaching strategies and classroom

management practices implemented by Mrs. Celine Ramos in her "Understanding the Self"

course at City College of Davao. The research revealed that Mrs. Ramos's approach,

encompassing interactive activities, technology integration, collaborative learning

techniques, and a supportive classroom environment, fosters a dynamic learning experience

that promotes student engagement and self-discovery. The positive findings from the

classroom survey, coupled with the potential for additional data analysis, demonstrate the

effectiveness of Mrs. Ramos's methods in facilitating a deeper understanding of the complex

concepts explored within "Understanding the Self."

Recommendations

The successful implementation of Mrs. Ramos's strategies in her classroom suggests

their potential for broader application within the field of personal development education.

Here are some key recommendations:

Educators teaching "Understanding the Self" courses can consider adopting similar

strategies This includes incorporating interactive activities, technology integration, and

collaborative learning techniques to create a dynamic and engaging learning environment.

Fostering a safe and supportive classroom environment is crucial for facilitating self-

exploration. Educators can take inspiration from Mrs. Ramos's approach by establishing clear

expectations, utilizing positive reinforcement, and promoting respectful communication

within the classroom.

 Further research is recommended to explore the long-term impact of Mrs. Ramos's

approach on student self-awareness, critical thinking skills, and overall personal

development. Additionally, investigating the effectiveness of these methods in diverse

classroom settings can contribute valuable insights to the field.

By implementing these recommendations and drawing inspiration from Mrs. Celine

Ramos's successful methods, educators can cultivate thriving learning environments that

empower students to embark on a meaningful journey of self-discovery within

"Understanding the Self" courses and beyond.

 References

Adedoyin, O. A., & Soyibo, O. M. (2019). The impact of technology integration on

engagement and academic performance of students. International Journal of
Educational Development Using Information and Communication Technology
(IJEDICT), 16(1), 181-192.

Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher
education to promote self-development. Sterling, VA: Stylus Publishing, LLC.

Brophy, J. (2010). Motivating students to learn: Creating a learning environment that works.
Boston, MA: Allyn & Bacon.

Canter, L., & Canter, M. (2016). Assertive discipline: Positive behavioral interventions for
effective classroom management. Alexandria, VA: ASCD.

Chickering, A. W., & Reisser, L. (1993). Education and identity. San Francisco, CA: Jossey-Bass.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches (5th ed.). Thousand Oaks, CA: Sage Publications.

Frey, N., & Fisher, D. (2013). Improving reading comprehension: Effective strategies for
struggling readers. Alexandria, VA: ASCD.

Johnson, D. W., & Johnson, R. T. (2019). Five essential elements of cooperative learning.
Alexandria, VA: ASCD.

King, P. M. (1999). The development of identity in late adolescence. San Francisco, CA:
Jossey-Bass.

Tomlinson, C. A. (2020). How to differentiate instruction in mixed-ability classrooms.

Alexandria, VA: ASCD.

Wong, H. K., & Wong, R. T. (2023). The first days of school: How to be an effective teacher.
Mountain View, CA: Harry K. Wong Publications, Inc.
 Appendix

Survey Questionnaire

Dear Respondents,

A pleasant day student of CCD! We are writing this to request approval to survey the
performance of our Understanding the Self subject teacher as part of our academic
requirements for our subject (The Teacher and the Community, School Culture, and
Organizational Leadership). Attached is a brief overview of the survey. Your prompt approval
is appreciated.

Thank you for your cooperation!

Kindly fill up the following:

Gender

o Female
o Male

Section

o HVACRT 1A

Direction: Read the statement carefully and check the table if you disagree or agree.
Questions Agree Disagree
The classroom activities and discussions helped me gain a
deeper understanding of the concepts related to self-discovery
I felt comfortable sharing my thoughts and experiences in class
discussions.
The technology integration in the course (e.g., online quizzes,
simulations) enhanced my learning experience.
Working on group projects helped me learn from different
perspectives about self-understanding.
Mrs. Ramos' teaching style was engaging and helped me stay
interested in the course material.
I felt comfortable asking questions and seeking clarification
from Mrs. Ramos.
The classroom environment felt safe and supportive for open
and honest discussions about self-reflection.
By the end of the course, I felt more confident in expressing my
personal perspectives on topics related to self-understanding.
The course assignments and assessments helped me reflect on
my own personal growth journey.
Overall, I would recommend Mrs. Ramos' "Understanding the
Self" course to other students.

Optional:

Please feel free to share any additional comments or suggestions you have about the course
below.

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Evidence