22‘Effective Teaching Strategies as Perceived by
Bambad National High School’
Submitted by:
Gevy bonifacio
Joanne Ladrillo
Syvil Mae Gerotape
Nova Bucalod
Romena Antesco
Vanessa Roquero
Ana Mae Alcala
Ivy Rose Barrios
Submitted to:
Sir. Rex Abayon
Chapter I
INTRODUCTION
Background of the study
Education is a vital tool for us to strive economic development. We educate
ourselves because of our dream and goals in life. Doctors, engineers and nurses many
other professions ara possible because of education. Educations transmit information to
learners they are responsible for the teaching learning-process.
Understanding teaching starts from developing of able concept of teaching that goes
beyond analyzing teaching mythology and describing various activities that go into the
process. For that matter eductors in particular realized the need for the 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. Hes understanding of teaching serves as a guide to all
avtivities he and the learner will engage in. in other words, what petterns of a behavior
are adapted are determined by individuals concept of his role. In the same way ones
concept of teaching impacts on the performance of ateacher based on the
appropriatences of the activities designed to carry out specific objectives.
Statement of the problem
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
affective 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?
Scope and limitation of the study
This study is focusedon teaching strategies in effective teaching-learning process. It is
limited on the availability of the references and resource materials in Bambad National
High School campus.
Signiificance of the study
This study may be beneficial to the following:
Grade school teachers- They will have a broader understanding on teaching
and its retated activities. Since they teach pupils, through this study they should gain
knowledge to the different instructional appraoches to be employed in teaching for the
effectiveness of their lesson.
High school teachers- As a eductors 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 easierand managetable. Since they are the one that induces
ideas to learners.
College instructors- Through this study they can asses themeselves if they are
using an effective methods towards imparting knowledge to their students. This study
also provides them an opportunity to choose an what particular methods they are going
to use in their disccussion process for the efficacy of the teaching-learning process.
To educators in general- This study provides idea on hiw to make their teaching
profession an enjoyable one, rather than as a burden. Further more, this study enhance
the credibility of teaching, develops their teaching strategies to its positive state and
improve their teaching capacity.
Chapter II
Review of Related Literature
Helping students understand better in the classroom is one of the primary
concerns of every teacher. Teachers need to motivate a students how to learn.
According to Phil Schlecty (1994), students who understand the lesson tend to be more
engaged and show different characteristics such as they are attracted to do work,
persist in the work despite challenges and obstacles, and take the visible delight in
accomplishing their work. In developing students understanding to learn important
concepts, teacher may use a variety of teaching strategies that would work best for
her/his students. According to Raymond Wlodkowski and Margey Ginsbreg (1995),
research has shown no teaching strategy that will consistenly engae all learners.
The key is helping students relate lesson content to their own backkgrounds
which would include students prior knowledge in understanding new concepts. Due
recognition should be given to the fact that interest, according to Saucier (1989:167)
directly or indirectly contributes to all learning. Yet, it appears that many teachers
apparently still nedd to accept this fundamental principle. Teachers should be mind the
chief components of interest in the classroom. It means of forming lasting effort in
attaining the skills needed for life. Furthermore teacgers need to vary teaching styles
and techniques so as not to cause boredom to the students in the classroom. Seeking
greater insight into how children learn from the way teachers discuss and handle the
lesson in the classroom and teach students in life skills they need, could be one of the
greatest achievements in te teaching process.
Furthermore, researchers have begun to identify some aspects of the teaching
situation hat help enhance students motivation. Research made by Luca(1990), Weinert
and Kluwe (1987)show that several styles could be employed by the teachers to
encourage students to become self motivated independent learners. As identified,
teachers must give frequent positive feedback that supports students beliefs that they
can do well; ensure opportunities for students success by assigning tasks that are either
too easy nor too difficult; help students find personal meaning and value in the material;
and help students find perosnal meaning and value material; and help students feel that
they are valued members of a learning community. According to Brock (1976), Cashin
(1979) and Lucas (1990). It is necessary for teahers to work from students strenghts
and interest by finding out why students are in your class and what are their
expectations. Therefore it is important to take into consideration students needs and
interest so as to focus instruction that is applicable to different groups of students with
different levels.
Since 2003, many foreign profesional teachers, particulary from thenPhilippines,
came to New York City to teachwith little knowedge of American school setting. Filipino
teachers have distinct style and expressions of teaching. They expect that: education is
interactiveband spontaneous; teachers and students work together in the teaching-
learning process; students learn through participation and interaction; hoework is only
part of the process; teaching I an active process; students are not passive learners;
factual information is readility available; problem solving, creativity and critical thinking
are more important; teachers should facilitate and model problem solving; students
learn by being actively engaged in the process; and teachers need to be questioned
and challenged. However, many filipino teachers encountered difficulties in teaching in
NYC public schools. Some of there problems may be attributed to; students behavior
such as attention deficiency, hyperactivity disorder, and disrespect among others; and
language abrriers asuch as accent and poor understanding of lsnguages other than
English(e.g Spsnish)
As has been said, what happens in the classroom depends on the teachers
ability to maintain students interest. Thus, teachers plays a vital role in effecting
classroom changes.
Stakeholders all over the world strive for qua;ity education of chidren. First of all,
there is a need to define quality education so that one can differentiate it from less-
preffered education. Similarly, there are many educators and researchers who have
debated that there are some school variables which influenced the students achivement
in particular. According to Coleman (2003), minimal role is played by the schools as far
as the students achievement is concerned because it is independent of their
background as well as sociel factors. On the other hand, a few researchers suggest that
the factors like size and space (Glass 2001), the teachers qualification(Fergudon 2004),
the schools size space (Halle, 1993) and a few more variables vital role in what the
students learn in general.
Another researcher, Depplern(2000), suggest that the teachers would be able to
change their teaching practices when they would reflect upon them and engage
themeselves in examining theie own theories of teaching practices. But, ironically, it’s a
fact that the teachers hardly get any time to reflect on their daily practices, leading to
improvement, or they are unaware of this process and it is out of the question for them.
They believed that delivering the content which has planned for a specific day and
subject is the basic necessity, neglecting the fact and being least bothered about
knowing if the student learned or it was impossible for a student to grasp the basic
concept even.
Most of the teachers think that they can improve their teaching practices through
developing sound knowledge of content that needs to be taught and delivered (Hill and
Crevola, 2003). This is a mjor drawback in many schools. The teachers lose focus on
their teaching strategies and they assume that the learners face difficulties because the
content (what needs to be itaught and delivered) is complicated or not of their interest,
instead of realizing the fact that the teaching strategy (how to teach and deliver) should
be more effective and as per their requirement and needs in oreder to generate their
interest and better learning opportuniy for the students. Furthermore, both, how and
what are linked together but still far different and unique in nature.
Integrated teaching three level strategies. One characteristics of an effective
teaching strategy is that it is entegrated. The wor “entegrated” comes from the latin
word “anteger” which means whole. An entegrated strategy will put together the parts
of a while in order to arrive at a holistic, complete and more accirate view of reabilities.
Lets recall the story of the four blind men who were made to touch an elephant and who
after wer asked what it was that they touched. The first who held one ear said it is a fan.
The second who touched the body said it was a wall the third that held one ear said it
was a column and the fourth who touched the tail said it was a rope. Of the four blind
men gave a correct answer beacause each touched just a part of the elephant.
An entegrated teaching strategy is premaeted by the multiple intellegence, the
vained learning style 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 Curriculum).
The proponent of this integrated teaching assert that the teaching learning
process should touch the facts level, the concept-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 yhe students life.
Integrated teaching: Learning style-Multiple Intelligence-Based Instructional
Strategies. A teaching strategies is integrated when it is permited by the concepts of
multiple intelligences (MI) and varied learning styles of the learners.
As to learning style, I guess we are not then very particular. We cannot recall
hearing about learning style in our high school days, much less in our elementary years.
We taught about individual differences and individualizing instruction in our pre service
education in the early seventies but we 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,2000).
To give every student the oppurtunity to learn the lesson appropriate to his
dominant intelligence and learning style, it is best that we have a pool of learning
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 brains, the capacity of the long term memory for
pictures seems almost unlimited; there is little doubt that when informationis embedded
in music or rhyme, its recall is easier than when it is in prose.
Individualized Teaching Strategies. It is often times 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 , theor learning could be described
as self directed and spontaneously.
Individualized teaching strategies include independent study, interest learning
centers, problem solving, journal writing, projects, collection, special reports, discovery,
reading and students research.
Teaching with media. There is no drab lesson if approprite media is used in the
presentation properly selected, its impact on the attention and sustained interest of
students 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 the teachers in connection with speech
rehearsals , drama musical presentation, 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.
The teachers, being the focal figure in education, must be competent and
knowledgeable in order to impart the knowledge they could give to their students. Good
teaching is a very personal manner. Effective teaching is concerned with the student as
a person and with his general development. The teacher must recognize individual
differences among his/her students and adjust instructions that best suit to the learners.
It is always a fact that as educators, we play varied and vital roles in the classroom.
Teachers are considered the light in the classroom. We are entrusted with so many
responsibilities that range from the very simple to most complex and very challenging
jobs.
Everyday we encounter them as part of the work or mission that we are in. It is
very necessary that we need to understand the need to motivated in doing our work
well, so as to have motivated learners in the classroom. When students are motivated,
then learning will easily take place. However, motivating students to learn requires a
very challenging role on the part of the teacher. It requires a variety of teaching styles or
techniques just to capture student’s interests. Above all, the teachers must himself
come into possession of adequate knowledge of the objectives and standards of the
curriculum, skills in teaching, interests, appreciation and ideals. He needs to exert effort
to lead children or students into a life that is large, full, stimulating and satisfying. Some
students seem naturally enthusiastic about leraning, but many need or expect their
instructors or teachers to inspire, challenge or stimulate them.”Effective learning in the
classroom depends on the teacher’s ability to maintain the interest that brought students
to the course in the first place(Erickson, 1978). Not all students are motivated by the
same values, needs, desires and wants. Some students are motivated by the approval
of others or by overcoming challenges.
Teachers must recognizethe divesity and complexity in the classroom, be it the
ethnicity, gender, culture, language abilities and interests. Getting students to work and
learn in class is largely influenced in all these areas. Classroom diversity exists not only
among students and their peers but may be also exacerbated by language and cultural
differences between teachers and students.
As has been said, what happens in the classroom depends on the teachers
ability to maintain student’s interests. Thus, teacher’s play a vital role in effecting
classroom challenges.
As stressed in the educators diary published in 1995,”teaching takes place only
when learning does”. Considering one’s teaching style and how it affects students
motivation greatly concerns the researchers. Although we might think of other factors,
however, emphasis has been geared towards the effect of the teacher’s teaching style
and student motivation.
Teaching styles defines the behaviours or actions teachers exhibit in the teaching
process. Moreover, it reflects the beliefs and values teachers hold about the role of the
teacher and the learner in the learning exchange(Heimlich & Norland,2002). Teaching
style is not only the teaching method itself but something larger that relates to the entire
teaching-learning exchange, regardless of the environment or content of teaching.
The relationship between teaching styles and early school leaving (ESL) has not
been directly studied. But there is varying evidence that teachers teaching style affects
certain factors such as self efficacy, acdemic self-image, school related attitudes,
achievements, engagement in school(e.g. Walker, 2009; Wentzel,2002) that have been
shown to be important predictors of ESL (Lan & Lanthier,2003). Different studies that
analysed teaching styles through the framework of parenting styles indicate that
teachers characteristics, similar to parenting behaviours characterised as authoritative
(warm and supportive of autonomy as opposed to controlling), were found to be
positively related to students motivation and feelings of academic competence ( e.g
Moos ,1978;Ryan, Stiller,and Lynch, 1994; Wentzel 1997). In addition some
characteristic of the authoritative teaching style ( such as warmth, openness, support,
supervision etc.) have been shown to help students at risk for ESL stay more engaged
in school and thus be less prone to dropping out (fallu and janosz 2003, crosnoe, Kirk
patric jhonson, and elder.2004, murray & Malgrem 2005).
There is empirical evedince that a teachers teaching style significantly affects
the different outcomes of the teching-learning process in school. What is important for
teachers to realize is that their teaching style influences students perception of school
and school work. The development of a teaching style is an on going process base on
teachers for professional growth and students characterestics. It is the teachers respo
nsibility to recurently analyse their teaching styles, reflect on it and implement
necessary changes. Constant reflection on one’s own teaching practices, classroom
activities and problem-solving approaches in the classroom are the basic teaching style
monitoring approaches.
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 a way of a categorizing and ordering thinking skills. It was
initially introduced by Benjamin Bloom back in 1956. The purpose of this callssification
system is to classify and compare Lower Order Learning Skills from Higher Order
Learning Skills.
Conceptual Framework
Different Teaching Strategies
Level of effectiveness
Definition of terms
To have a pellucid and better understanding of the study, the variables are
defines, as follows:
Strategy- it refers to the techniques method by which teacher employ.
Teachers- Refers to the second parent of the students in the school.
Performance- Refers to the capability of the teachers in performing her/his
lesson.
Language Learning Instruction Through Multimedia- This refers to
the teachers techniques by using multimedia such as using of power point, videos
presentation and images.
Speaking Competence- It refers to the speaking skills of the students; a
nature of interaction in a conversation such as common greetings, and small talks
Chapter III
Methodology
This chapter depicts the pertinent aspects of the study, specifically on the
method and procudres that we use. Subject involved and the technique used in
gathering the desired data, procesing as well as the use of appropraite statistical tools
employed in the data analysis.
Resreach Design
The study utilized the deprective survet method of reseach. The objective of the
studyis to determine the significant realation of the teaching strategies to teaching-
learning process.
Local of the Study
The study was conducted at BAMBAD NATIONAL HIGH SCHOOL CAMPUS at
Barangay Bambad, Iuslan, Sultan Kudarat
Respondents of the study
Fifteen (15) teachers in education were used as respondents of the study
held at Bambad National High School.
Sampling Technique
The researcher used the simple random sampling where the odd/even
scheme was used in getting the number of respondents of the study.
Research Instrumentation
The main instrument used in gathering the data was the questionnaire-
checklist to supplement and determine the certain aspects of the survey.
Data Gathering Procedure
The researchers personally distributed the questionnaires. The
questionnaires were collected and data obtained were tabulated in tables and
interpreted using the simple percentage. While the open ended questions, answers that
were given by the students with the most frequency were noted.
Statistical Analysis
The descriptive-survey method was used in this study, and descriptive
means that surveys are made in oreder to discover some aspects of teacher’s teaching
style and the word survey denotes an investigation of a field to ascertain the typical
condition is obtaining.
