“A COMPARATIVE STUDY OF THE EFFECT OF TEACHING METHODS ON

GRADE 11 STUDENTS' ENGAGEMENT AT SAN QUINTIN HIGH SCHOOL

EDUCATIONAL FOUNDATION INCORPORATED”

A research paper presented to the Senior High School Department of San Quintin High School

Educational Foundation, Incorporated for A.Y. 2024-2025

In partial fulfillment of research in PRACTICAL RESEARCH I.

By:

Aquino, Althea Ayessa, A.,

Capati, Andrew, H.

Campus, Rowell King, O.

De Guzman, Sophia Marie, A.

De Venecia, Naomi Alexi, G.

Obrador, Neil John, R.

Yu, Kimberly, A.

GRADE 12 HUMANITIES AND SOCIAL SCIENCE — HOBBES

SUBMITTED TO:

MS. DANIELLE REIHNA A. QUIROS

Research Teacher

JANUARY 2024
 FOREWORD

This research aims to explore the effectiveness of different teaching methods in

engaging students. Readers can expect to learn how various methods such as technological,

traditional, and cooperative learning impact student participation and understanding.

Through responses from students at San Quintin High School Educational Foundation

Incorporated, this study highlights which methods are most engaging and provides

suggestions for improving teaching strategies. The findings aim to help educators enhance

student engagement, meet students' needs, improve classroom experiences, and enhance

learning outcomes. This research will be useful for teachers, students, and anyone

interested in improving the learning process.

iv
 ACKNOWLEDGEMENT

The researchers would like to express the deepest gratitude to the individuals whose

support and contributions helped throughout the completion of their study. Their contributions are

sincerely appreciated and gratefully acknowledged. They would like to express their deep

appreciation and indebtedness particularly to the following:

They would like to extend their heartfelt gratitude to their research adviser, Ms. Danielle

Reihna A. Quiros for her patience, advice, support, expertise, and guidance from the start start to

the completion of the study.

They express their deepest appreciation to their principal, Ms. Jerson Jane O. April for

granting them permission to conduct the study.

Lastly, they give special thanks to the participants of this research for allowing the

researchers to gather significant data and information,.

iv
 APPROVAL SHEET

This research entitled “A COMPARATIVE STUDY OF THE EFFECT OF TEACHING

METHODS ON GRADE 11 STUDENTS' ENGAGEMENT AT SAN QUINTIN HIGH

SCHOOL EDUCATIONAL FOUNDATION INCORPORATED” was prepared by Althea

Aquino, Andrew Capati, Rowell Campus, Sophia De Guzman, Naomi De Guzman, Neil

Obrador, and Kimberly Yu. In partial fulfillment of research in PRACTICAL RESEARCH I. It

has been examined and hereby recommended for approval and acceptance.

DANIELLE REIHNA A. QUIROS

Research Coordinator

______________________________________________________________________________

PANEL EXAMINERS

BIEN ALLEN I IBASCO, L. Agr

Research Teacher

ANGEL REINE G. LIBERATO, LPT

Mathematics Coordinator

HEMMA B. CARBONELL
Librarian

NIKKA ANGELA H. OBORDO, LPT

TLE Coordinator

iv
 TABLE OF CONTENTS

TITLE PAGE ................................................................................................................................. i

Foreword ........................................................................................................................................ ii
Acknowledgement ........................................................................................................................ iii
Approval Sheet ............................................................................................................................. iv
Table of Contents ...........................................................................................................................v
Abstract ......................................................................................................................................... vi
Chapter I: Introduction
Background of the Study ..........................................................................................................1
Objectives of the Study.............................................................................................................2
Statement of the Problem .........................................................................................................3
Significance of the Study ...................................................................................................... 3-4
Scope and Delimitation of the Study ........................................................................................4
Chapter II: Review of Related Literature
Foreign Literature/Studies .................................................................................................... 5-7
Foreign Literature/Studies .................................................................................................. 8-10
Conceptual Framework..................................................................................................... 11-12
Definition of Terms .......................................................................................................... 13-14
Chapter III: Research Methodology
Research Design .....................................................................................................................15
Research Locale ......................................................................................................................15
Research Instrument ...............................................................................................................16
Data Gathering Procedure ......................................................................................................16
Chapter IV: Findings and Discussion
Treatment of Data ............................................................................................................. 17-40
Ethical Considerations ............................................................................................................41
Chapter V: Summary of Findings, Conclusions, and Recommendation
Summary of Findings .............................................................................................................42
Conclusions ...................................................................................................................... 42-43
Recommendations ...................................................................................................................43
Reference List ......................................................................................................................... 44-47
Appendices
Letter of Communication ........................................................................................................48
Informed Consent to respondents ...........................................................................................49
Sample Interview Questions ...................................................................................................50
Cirriculum Vitae .................................................................................................................... 51-57

v
 ABSTRACT

The purpose of this study is to compare and determine the most effective teaching methods

for enhancing student engagement. The way information is presented and taught significantly

influences students' understanding and their ability to stay engaged in the learning process.

Purposive sampling was applied on this study. The researchers used the survey questionnaire

method to gather inputs from the students. The main objective of this study is to discover which

among the different teaching methods is most engaging for students. fifteen (15) students studying

at San Quintin High School Educational Foundation Incorporated were interviewed about their

experience of which teaching method engaged them the most and provided recommendations on

how to improve teaching methods. The data collected were analyzed using thematic analysis,

which helped identify common themes and patterns in the responses. The findings revealed that

technological methods, such as multimedia presentations and the use of digital devices, were the

most commonly used and preferred by students due to their interactive nature. However, traditional

methods, particularly lectures, were still valued by some students for their clarity and structure.

Cooperative learning methods were also seen as effective, as they encourage student participation

and collaboration. Based on the findings, the study concludes that a combination of technological,

traditional, and cooperative methods are most effective in enhancing student engagement. It is

recommended that teachers adapt a blended approach, using various methods to cater to different

learning styles, set clear learning objectives, and create an engaging and interactive classroom

environment.

Keywords: Teaching Method, Traditional learning, Technological learning, Cooperative

l;earning, Student engagement, Blended learning

vi
 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Teaching methods play a crucial role in shaping how students engage with the subject

matter, impacting both their academic success and their involvement in class activities. The way

information is presented and taught significantly influences students' understanding and their

ability to stay engaged in the learning process. When teachers use effective teaching methods, it

helps students focus more, participate in discussions, and think critically. In turn, these methods

contribute to both academic success and lifelong learning skills.

Student engagement is a key factor in the educational process. Student engagement is

predicated on the belief that learning improves when students are inquisitive, interested, or inspired,

and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise

disengaged (The Glossary of Education Reform, 2016). When students are engaged, they are more

likely to pay attention, ask questions, and enjoy learning. Students usually engage more when the

teaching method fits their learning style or interests. This makes it important for teachers to use

teaching methods that keep students motivated and active in the classroom.

Many studies have looked at how different teaching methods, such as traditional,

technological, and cooperative learning, affect student engagement. These studies show that

different methods can help students become more involved in class. However, not much research

has focused on how combining these methods can improve engagement over time. Understanding

1
how these methods work together may give more ideas about how to keep students engaged for

longer periods.

The purpose of this research is to compare the effectiveness of technological, traditional,

and cooperative learning methods in relation to student engagement among Grade 11 students at

San Quintin High School Educational Foundation Incorporated. By evaluating these approaches,

the study aims to identify the most effective teaching strategies and combination of teaching

methods that can help teachers enhance student engagement and participation in the classroom,

ultimately contributing to improved learning outcomes.

OBJECTIVES OF THE STUDY

The objectives of this study are as follows:

 To compare the effectiveness of various teaching methods (e.g., traditional, technological, and
cooperative) on Grade 11 students' participation in class.

 To identify the most effective teaching method for increasing classroom interaction among
Grade 11 students.

 To determine the least effective teaching methods that decrease student participation in class.

 To analyze the contribution of teaching methods to the effective learning and engagement of
Grade 11 students.

 To determine the most effect combination of teaching method that increases engagement
among Grade 11 students

2
STATEMENT OF THE PROBLEM

This study aims to determine the most effective teaching method for enhancing the

engagement of Grade 11 students at San Quintin High School Educational Foundation, Inc.

Specifically, it aims to answer the following questions:

1. What teaching methods are most commonly used in Grade 11 classrooms at San Quintin
High School?

2. Is there a significant difference in student engagement when comparing different teaching

methods (e.g., traditional, technological, and cooperative)?

3. Which teaching method do students find the most engaging, and why?

4. Which combination of teaching methods increase student participation the most?

5. Based on the findings of this study, what improvements can be made to further enhance
student engagement?

SIGNIFICANCE OF THE STUDY

This research is significant to the following:

School Departments. This study will help school departments determine the most

effective teaching methods that can increase student engagement in classrooms and improve

overall school management.

3
 Teachers. This study will assist teachers in identifying the most effective teaching methods

that enhance student participation and engagement. Additionally, it will help them recognize areas

for improvement in their current teaching strategies.

Students. This study aims to help students understand the material better and retain

information for a longer period. By engaging with effective teaching methods, students can

improve their academic performance and overall learning experience.

Future Researchers: This study will provide valuable information and data for future

researchers conducting studies related to teaching methods, serving as a foundation for further

exploration in this area.

SCOPE AND DELIMITATION OF THE STUDY

This study is limited to Grade 11 students at San Quintin High School Educational

Foundation, Inc. The primary purpose is to determine the most effective teaching methods for

enhancing student engagement. The research specifically focuses on three teaching methods:

Traditional Learning, Technological Learning, and Cooperative Learning. It excludes other

potential teaching methods not covered in this research and does not examine factors outside of

these teaching methods that may influence student performance.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE

FOREIGN LITERATURE/STUDIES

Teaching Methods

According to Wikipedia (2017), teaching method is a set of principles and methods used

by teachers to enable student learning. Instructors should identify which teaching methods will

properly support a particular learning outcome. Its effectiveness depends on this alignment. To

make the most appropriate choice, an instructor should consider learning outcomes, student needs

and the learning environment. There are many types of teaching methods, depending on what

information or skill the teacher is trying to convey. Class participation demonstration, recitation

and memorization are some of the teaching methods being used. When a teacher is deciding in

their method, they need to be flexible and willing to adjust their style according to their student,

student success in their academic achievement based on effect on effective teaching method

(Gupta, 2017). Teaching methods shape how students learn and grow. It can significantly influence

students’ learning experience, engagement, and academic success. Teaching methodologies

choices plays a key role in fostering a conducive learning environment that provides to diverse

student needs. Knowing what methods are available and what objectives each method is best suited

for help teachers make this decision more easily. It should be noted that discussion and

demonstration methods help teachers plan more, talk less and students learn more while interacting

with groups (Isa et al., 2022).

5
 Han (2021) aimed to empirically investigate the contributions of four popular teaching

strategies, namely, feedback, scaffolding, active learning, and collaborating, to students’

engagement in learning and teachers’ self-concept in teaching. Good teaching strategies may not

only engage students in learning but may also promote teachers’ self-concept about teaching. The

purpose of the study was to examine how the four popular teaching strategies contributed to

students’ learning engagement and teachers’ self-concept. all the four teaching strategies (i.e.,

feedback, scaffolding, active learning, and collaborating) were found to be positively associated

with the teachers’ perceived students’ engagement in learning and teachers’ self-concept. The

findings of the study have significant practical implications for teaching practices. Different from

the commonly held concepts that active learning and collaborating strategies would get students

engaged in the learning processes, the study’s findings do not support this view. The study

concludes that not all kinds of teaching strategies are conducive to enhancing teachers’ self-

concept in teaching. In the face of numerous suggestions and choices about good teaching practices,

it is the teaching context and characteristics of the students that matter in bringing the best effects

of a specific strategy to both students and teachers in order to achieve the ultimate goal of providing

quality education, which is effective and sustainable.

Student Engagement

According to The Glossary of Education Reform (2016), student engagement refers to the

degree of attention, curiosity, interest, optimism, and passion that students show when they are

learning or being taught, which extends to the level of motivation they have to learn and progress

in their education. Student engagement is a critical component of effective education. When

students are engaged, they are more likely to learn, retain information, and achieve academic

6
success. Engaged students are active learners who perform better academically, develop

necessary thinking skills, and promote a positive classroom environment. By using active

learning strategies, providing timely feedback, fostering a safe and supportive classroom

environment, using technology, and personalizing learning, educators can increase student

engagement and create a more effective learning environment (Thompson, 2023).

According to Dr. Sutton (2021), student engagement can be seen as the glue that holds

together all aspects of student learning and growth. Not only does student engagement make

teaching itself more fun, engaging, and rewarding, but it has been shown to have critical impacts

on students. Research has shown that teacher-student relationships are a key contributor to all

types of student engagement. When students get along with their teachers and feel like they are

seen and heard within their classrooms, they are more likely to display positive indicators of

engagement. Teachers’ perceptions of their relationships with their students also impacts student

engagement. When teachers report having a difficult relationship with a student it is more likely

that the student will also show signs of disengagement. Games, contests, polls, and collaborative

hands-on activities can all be used to promote students’ willingness to participate and stay focused.

LOCAL LITERATURE/STUDIES

7
Technological Teaching Method

According to Deped Tambayan (2024), teachers need to incorporate technology in

their teaching. Integrating technology in education offers several benefits to both students and

teachers. For students, technology provides access to a vast amount of information, making

learning more engaging and personalized. Students can also collaborate with their peers and

teachers in real time, providing a more interactive and dynamic learning experience. For teachers,

technology enables them to differentiate instruction and provide feedback in a more efficient and

effective way. Additionally, technology allows teachers to track and assess student progress,

identify areas for improvement, and tailor instruction to meet the needs of individual student.

Traditional Teaching Method

According to Cielo (2019), the traditional method of teaching is an old way of teaching

where teachers are the main players in the classroom while students are mere listeners. The

common ways of teaching are the use of chalk and talk, visual aids, reporting, and different

activities that lead to teacher-student interaction .

Cielo (2019) conducted a study to know the effectiveness of the traditional method of

teaching in the academic performance of General Academic Strand (GAS) students and to find

recommendations to improve the methods of teaching and enhance the academic performance of

the students. The discussion of the study was that one of the most common factors that affect the

students in terms of knowledge, skill development, and value formation. The study proposed some

teaching methods to help students learn more and achieve high academic performance in terms of

8
Knowledge, Skills, and Values: use of visual aids aligned with the lesson during their discussion;

use activities that would raise students’ interest to avoid boredom; and use some inspirational

quotes.

Cooperative Teaching Method

According to Laguador (2014), student-centered teaching and learning is the

recommended approach to modern day pedagogy especially in the Outcomes-based Education

where the teachers served as the facilitator of learning activities rather than performing the

traditional lecture method. The study aims to discuss the option of utilizing the cooperative

learning approach as teaching and learning strategy in the classroom to encourage learners’ active

participation. Cooperation is an important aspect of unity, collaboration and social obligation that

creates an environment for better learning experience. Students are involved in solving problems,

brain storming, formulating questions on their own, discussing ideas and expressing opinion on

debates. The study concluded that cooperative learning is an approach to the aim of student-

centered classroom activities towards the attainment of the outcomes-based environment as

required by accrediting and certifying bodies and agencies of higher education. The teacher should

prepare the activities appropriately to obtain remarkable learning experience on the part of the

learners. Providing clear objectives of the classroom activities gives the learners a sense of

direction towards the attainment of the group goals. Everyone is an important composition of the

team and each member should actively participate. The teachers should set the environment

conducive for learning including the materials to be used, safety of the students during the activity,

motivation to participate, and encouragement to obtain high academic performance. Cooperative

learning also creates and hones future leaders where dedication and commitment to serve the group

9
is an experience that would cultivate their leadership skills. The learning outcomes of the students

gained from the cooperative learning serve as an essential product in an effort to provide quality

education for the future leaders of the world.

10
CONCEPTUAL FRAMEWORK

The conceptual framework illustrates the relationship between the independent variable,

teaching methods, and the dependent variable, student engagement among San Quintin High

School Educational Foundation Incorporated students. The framework also includes the mediating

variable of student motivation about teaching methods, which may influence the relationship

between the independent and dependent variables.

The framework suggests that the teaching methods employed by teachers in the classroom

may impact students' willingness to participate in class. This influence could be achieved through

traditional, technological, and collaborative learning methods, which may, in turn, enhance student

motivation and participation.

11
 Additionally, the framework emphasizes the role of students' motivation regarding

teaching methods as a mediating variable, potentially affecting the effectiveness of these methods

on student engagement.

This framework guides the research study in examining the relationship between teaching

methods and student engagement and assessing the mediating role of student motivation. Data will

be gathered through questionnaires and analyzed to determine the relationships among the

variables in the conceptual framework. The findings of the study will contribute to the existing

literature and provide insights into the effect of teaching methods on student engagement.

12
DEFINITION OF TERMS

Student Engagement. Refers to the degree of attention, curiosity, interest, optimism, and

passion that students show when they are learning or being taught, which extends to the level of

motivation they have to learn and progress in their education (The Glossary of Education Reform,

2016).

Methods. A way of doing anything or a regular, orderly, definite procedure or way

of teaching

Classroom participation. Refers to students' behaviors in class, such as raising

questions, responding to others' questions, participating in discussions, and providing feedback

(Zhou, 2020).

Teaching Methods. Is a set of principles and methods used by teachers to enable

student learning (Wikipedia 2017).

Traditional Learning. Often referred to as in-person or face-to-face learning, is the age-

old method of education that has stood the test of time (Singh, 2023).

Technological Learning. Use of technological devices like powerpoints, projectors,

educational apps, and online resources in education.

13
 Cooperative Learning. Is a strategy used within groups of learners and aims to improve

their learning experience and understanding of a learning subject (Andreev, 2020).

Blended Learning. Also known as hybrid learning, represents a seamless integration of

traditional, face-to-face classroom instruction with digital, online learning (Singh, 2023).

14
 CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

This study utilized the descriptive-comparative method using qualitative approaches.

Descriptive research was a methodological approach that sought to depict the characteristics of a

phenomenon or subject under investigation (Singh, 2023). A descriptive-comparative research

design aimed to observe and describe the variations between different groups in a population

without intentionally changing any factors (Cantrell, 2011). This study was also grounded in

phenomenological research. A phenomenological study explored what people experienced and

focused on their experience of the phenomenon (McKoy & Boyd, 2023)./

RESEARCH LOCALE

This study was based on purposive sampling. Purposive sampling involved selecting

individuals deliberately based on the qualities they possessed that were most relevant to the

research topic (Etikan, 2016). Purposive sampling allowed us to select 15 participants from Grade

11 students at San Quintin High School Educational Foundation, Inc., who were most relevant to

the research question.

15
RESEARCH INSTRUMENT

The research instrument for this study is a structured interview designed to assess the effect

of traditional, technological and cooperative teaching methods on Grade 11 students’ engagement.

A structured interview is a data collection method that relies on asking questions in a set order to

collect data on a topic (George & Merkus, 2022).

DATA GATHERING PROCEDURE

A letter of communication to conduct the study was prepared and delivered to the school

principal. The researcher constructed structured interview questionnaires related to the research,

validated by the research teacher. The researchers then prepared a letter of informed consent,

affirming the respondents participation in the research. The researcher explains to the respondents

the importance of their response to the study. The researcher clarifies some terms to the

respondents so that the respondents can answer the questionnaire with full knowledge of their

responsibility as the subject of the study. The researcher requested the respondents to answer with

all honesty. The researchers used purposive sampling, all respondents are students as they are they

are most relevant to the research. In this study, since the researchers goal is to compare the Effect

of Teaching Method on Grade 11 Students’ Engagement, the researchers believes that this method

is the most appropriate in choosing the sample for the research. After the respondents answered

the structured interview questions, the researchers gathered the data for interpretation. Based on

the data, the researchers came up with a conclusion and recommendation for this study.

CHAPTER IV

16
 FINDINGS AND DISCUSSIONS

TREATMENT OF DATA

1. Which teaching methods (e.g. Technological, Traditional, and Cooperative) are most

commonly used in your classrooms?

Participants Participant Responses Codes

A Technological because we - Technological

mostly use device.

- Usage of technological

devices

B The teaching methods that are - Technological and

commonly used in our Traditional

classroom is Technological

and traditional, because when - Usage of technological

they teaching they use their devices like cellphone, tablet,

technology like cellphone, ipad, and laptops

tablet, ipad and laptops to

teach us like they sending

handout, ppt and more.

17
C I think all of them, kasi - Combination of teaching

sometimes nag-lecture sila, methods

gumagamit no multimedia

presentations, and - Usage of multimedia

napapagroup activities or presentations, group works

group works. and group activities

“I think all of them, because

sometimes when they lecture,

they use multimedia

presentations, and grouping

activities or group works.”

D The most common used in - Traditional

our classroom are the

Traditional teaching methods.

E On this day, the method are - Technological

most commonly used are

Technological.

18
F Technological is the common - Technological

way for the teacher to discuss

different topics with their - Discussion of different

students. topics with students

G Technological and traditional - Combination of teaching

teaching methods are the most methods.

commonly used in our

schools.

H Technological. - Technological

I The teaching methods - Combination of teaching

commonly used in our method

classroom is Traditional and

Cooperative. But sometimes

its Technological.

19
J Traditional and Cooperative.

But if there's a holiday or

typhoon, Technological.

K Traditional, because they are - Traditional

familiar to us students and

easy to implement. Students - Easy implementation and

rely on teacher-centered and familiarity

readily available resources.

L Technological. - Technological

M The most commonly used in - Combination of teaching

our classroom most of the method

time is Cooperative and

sometimes technology

depending on our subject

teachers and how the teacher

teaches us to make the lessons

easily.

20
 N In my classrooms, the most - Technological

commonly used teaching

method is the Technological

Teaching Method.

O The teaching methods that is

commonly used in classroom

is Technological

Common Teaching Method

According to the result of our findings, the most common teaching method out of the three

methods taught inside classrooms is Technological. Out of fifteen (15) respondents, nine (9)

respondents reported that Technological teaching method was most commonly used in their

classroom. It was discovered that technological devices are commonly used in classrooms for

teaching. Some students also noted that the combination of Traditional, Technological, and

Cooperative learning give a varied approach to teaching.

2. Which teaching method (e.g. Technological, Traditional, and Cooperative) do you

believe engages you the most?

21
A Cooperative because my - Cooperative

friends can help me understand

it.

B My teaching method that I - Traditional

believe engages me the most is

Traditional, why i said - Better understanding of

traditional? Because traditional lessons

is the first teaching method or

like nakasayanan na natin sa

pang araw-araw and yon mas

madali! Tayung natututo kung

dinidiscuss nila ito parang

madali lang intindihin pag

dinidiscuss nila ang topic

nayon

“My teaching method that I

believe engages me the most is

Traditional, why i said

traditional? Because traditional

is the first teaching method or

22
 most used everyday and more

easier! We learn more when

they discuss because it is

easier to understand when they

discuss the topic.”

C Cooperative, since it fosters - Cooperative

interaction and teamwork with

others. - Fosters interaction and

teamwork

D Traditional, because it can help - Traditional

you to fully understand the

topic. - Better understanding of

lessons

E Traditional. - Traditional

F For me, it’s better to use - Technological

technological methods because

the new generation is - Advancement of the new

advancing, and most teaching generation

23
 methods now rely on

technology.

G For me, Technological

teaching method is the most

engaging and catchy for

students.

H Traditional. - Traditional

I I think Traditional methods - Traditional

engages me the most, because

sometimes you can't just learn - Unable to learn from

something from technological Technological

method.

J Technological, because i’m - Technological

able to change my mistakes

and improve them. - Improvement and fix

mistakes

K Technological, I can easily - Technological

take notes so that when in the

24
 upcoming exam, I will not

spend much time on writing - Ability to take notes for

my notes before I review. upcoming exams

L Traditional. - Traditional

M I find the Cooperative - Combination of teaching

learning method most method

engaging because it allows for

more interaction and - Interaction and collaboration

collaboration with students, among students

fostering a more dynamic

- Dynamic learning
learning environment.
environment

N The Technological Teaching - Technological

Method.

O Technological methods.

Engaging Teaching Method

According to six (6) students out of fifteen (15) respondents, the most effective teaching

method for them is Traditional for its simplicity and ease of understanding. Cooperative method

25
were also noted to be engaging by students because of its collaborative and interactive nature.

Technological method was favored by some students for offering a dynamic and modern learning

experience for correcting mistakes and engaging with materials interactively.

3. How can teaching methods be improved to further engage students in participating in

class?

A I suggest that task were added - Task integration

in our classrooms to help us in

our learning.

B It can help students to improve - Student comfort and active

students participating in class participation

because, when you are

comfortable to that subject or

how they teaching it to us, you

be able to be a active student

like you want to recite palagi

26
 kung maayos at naiintindihan

yung way ng pagtuturo nila.

“It can help students to

improve students participating

in class because, when you are

comfortable to that subject or

how they teaching it to us, you

be able to be a active student

like you want to recite always

if their way of teaching is fine

and easy to understand.”

C Connect the lessons sa mga - Real-life application

real-life situations to further

understand the lessons. - Better understanding of

lesson

“Connect the lessons to real-

life situations to further

understand the lessons.”

D Teaching methods can be - Teaching method

improve in your participating differentiation

27
 in class because make you

determine the difference in - Improvement of participation

each methods.

E By listening face to face or the - Traditional

traditional way.

F Technology as a method - Technological

provides an easy way to reach

- Accesibility
students.

G Teaching methods can be - Visual presentation

improved if you use visual

presentation with good - Engaging teaching skills

teaching skills that absolutely

engage students in

participating class.

H More use of visual aids. - Visual aid

I Maybe combining them is a - Blended learning

good way to improve it.

28
J Clearly show what students - Clear objectives and

will learn and provide feedback

feedback to guide them in

learning. - Guided learning

K Encourage curiosity, start - Curiosity and engagement

lessons with intriguing

questions or scenarios to - Collaborative understanding

engage students to ask

questions and explore answers

collaboratively.

L Kapag maayos yung pagturo at - Visual aid

gumagamit ng visual aid.

“If their teaching is fine and

they use visual aid.)”

M Teaching methods can be - Activities, group projects,

improve by incorporating more and technology-based

hands-on activities, group simulations.

projects, and technology-based

29
 simulations can significantly

enhance student engagement.

N By helping students to - Better understanding of

understand more their lessons. lessons

O It's improve students - Improvement of student

participation because most of participation

the students they prefer

technological.

Diverse and Effective Teaching Strategies

Students suggested that integrating real-life applications, using more visual aids and

presentation, incorporating activities and projects that engage students, and providing clear

objectives and feedback help improve student engagement. Combining teaching methods and

starting lessons with interesting questions or scenarios were also recommended to enhance

participation and maintain interest.

4. How does combining teaching methods improve student engagement?

30
A Teaching methods can help - Simpler lessons

students improve because it

make our lessons easier.

B Combining teaching methods - Diverse learning styles

can significantly enhance

student engagement by

catering to diverse learning

styles, fostering active

participation, and creating a

more dynamic and stimulating

learning environment. This

approach recognizes that

students learn in different

ways and benefit from a

variety of instructional

strategies.

C P3: Mas nakaka create ng - Interactive classroom

more interactive classroom environment

environment.

31
 “It creates a more interactive

classroom invironment.”

E P4: Combining teaching - Combination of teaching

methods improve students to methods

participate in class, because

this combining teaching - Enhanced classroom

methods can help students to participation

recognize or to fully

understand and to engage

student.

F It’s improve student by their - Student-centered method

types or what they types

methods using in teaching.

G It's because the technology, - Technology as a primary tool

technology is one of the

primary tools for basic

teaching.

32
H Combining teaching methods - Combination of teaching

improves student engagement methods

for the reason that it

effectively affects and - Effective and influences

influences the attention of student attention

students. It could be more

catchy and interesting to

participate and listen as well.

It’s more engaging in students - Blended learning

when they use all the teaching

methods.

I Well, everyone has a different - Combination of teaching

opinion. Some takes methods

technological, some don’t. So

combining these will cater to - Inclusivity

everyone, not only those who

make everyone not only who

like technological way but the

other who prefer the other

methods.

33
J Make it possible for students - Choice in learning

for students to choose their

topics or projects for future

assignments.

K Combining methods like - Combination of methods

lectures, discussions, and

hands-on activities allows

students to process

information at multiple

cognitive levels.

L Mas nakukuha atensiyon ng - Gathers student attention

students kapag traditional,

hindi lang naka based sa

pagbabasa ng presentation sa

powerpoint.

“It gathers the attention of

students if traditional, not only

based on reading the

34
 presentation on the

powerpoint.”

M Combining methods allow me - Combination of teaching

to cater to different learning methods

styles. A lecture can introduce

a concept, followed by a hands - Inclusivity

on activity to reinforce it, and

- Introduces concept
then a group discussion to

encourage critical thinking.

- Encourage critical thinking
This variety keeps students

more engaged than relying on

- Student engagement
a single method

N By adding some interesting - Implementation of ideas

ideas that relate to their related to lessons.

lessons.

O Making learning more - Meaningful and enjoyable

meaningful and enjoyable. learning

Inclusive and Interactive Learning Environment

35
 Based on the data that the researchers have collected, combining teaching methods was

seen as effective in maintaining engagement as it caters to diverse learning styles and creates a

more dynamic classroom environment for several students. It was discovered that the combination

of Traditional, Technological, and Cooperative method helps keep lessons interactive and students

attentive.

5. What improvements can be made in combining teaching methods to enhance student

participation and engagement?

A Teaching method can help - Enhanced confidence in

student to understand the participation

lessons so that their confidence

in participation can enhance.

B To improve student - Personalized and technology-

participation and engagement based learning

when combining teaching

methods, focus on personalized - Promoting collaborative and

learning, leveraging technology clear communication

effectively, promoting
- Real-life application
collaboration and clear

36
 communication, connecting

learning to real-world - Ongoing-assessment and

relevance, and using ongoing feedback

assessment and feedback to

refine teaching strategies.

C Kapag nagpapa group works or - Clear objectives in group

activities, make sure that ‘yung works.

objectives is clear.

“When giving group works or

activities, make sure that the

objectives is clear.”

D The improvements that can be - Improving student behavior

made in combining teaching

methods are the behavaior of - Student participation

studens to always participating

in your dass. Makakatulong ito

sa pamamagitan ng kanilang

mga ugali.

37
 “The improvements that can be

made in combining teaching

methods are the behavaior of

studens to always participating

in your dass. This will help

through their behavior.”

E Will help the student to - Better understanding of

understand more the lesson by lessons

the teaching methods.

F The technological approach is - Technology for tracking

effective because it provides an student progress

easy way to track student

progress.

G As a said in question no. 4, - Combination of teaching

combining teaching methods methods

can be more interesting in

participating in class. The - Enhanced interactivity and

improvements that can be Intellectuality

made is that it is good in

38
 enhancing interactivity and

intellectuality.

H It will be more exciting or fun - Excitement and knowledge

for the student to study and acquisition

maybe they will got more

knowledge.

I Students won’t complain - Student satisfaction

anymore that the teaching

methods used isn’t fun, is not

understandable, etc., and that

the teaching method will be

to their liking.

J For them to be able to adapt to - Adaptability to learning

learning paces. For example, paces

why yes, advanced learners can

explore or learn more - Guided instruction

additional information. But,

others may benefit from guided

instructions.

39
K It is best to allow students to - Choice in engagement

choose how they want to

engage with content, such as

selecting between a group

project, an individual essay, or

a creative presentation.

L Masmaiintindihan ng mga - Better understanding of

students yung lesson. lessons

“The students will understand

the lesson more.”

M More careful planning is - Careful planning

needed to ensure a smooth

transition between different - Inclusivity

methods, and assessments

should be designed to evaluate

learning across all methods

used.

40
 N By including more fun and - Interactive teaching

interactive stuff to gain

student's attention

O Encouraging active - Participation encouragement

participation, collaboration,

and peer interaction

Personalized and Interactive Learning Approaches

Students recommended that personalized learning, clear objectives for group

activities, using technology for progress tracking, careful planning and guided instruction can help

enhance and encourage participation. Gaining students attention by including more interactive and

fun activities, allowing students to choose their preferred mode of engagement and adapting

teaching methods to different learning paces were also seen as key to improving student

participation.

41
ETHICAL CONSIDERATIONS

For ethical research considerations, before the study will be conducted, the respondents

will receive a detail briefing and key information about the purpose of the study. Researchers

should refer to some ethical guidelines to ensure they have adhered to the principles of good

research practices (Mizra et al., 2023). Through informed consent, the respondents shall willingly

decide to take part in the study. In order to guarantee anonymity, secrecy, and the avoidance of

potential harm, all information will be held and handled with the utmost confidentiality by not

disclosing the names and identity of the research participants in accordance with RA 10173,

generally known as the Data Privacy Act.

42
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The study found that combining teaching methods cater to different learning styles, helping

keep students more engaged and increase participation. Combination of Traditional,

Technological, and Cooperative teaching method helps keep lessons more interactive and students

attentive. Students noted that Traditional method is the most engaging for its simplicity and ease

of understanding. Cooperative method were also noted to be engaging by students because of its

collaborative and interactive nature. Technological method was favored by some students for

offering a dynamic and modern learning experience for correcting mistakes and engaging with

materials interactively. Students suggested that integrating real-life applications, using more visual

aids and presentation, incorporating activities and projects that engage students, and providing

clear objectives and feedback help improve student engagement. Students believed that gaining

students attention by including more interactive and fun activities, allowing students to choose

their preferred mode of engagement and adapting teaching methods to different learning paces

were also seen as key to improving student participation.

CONCLUSIONS

43
 Combining teaching methods like Traditional, Technological, and Cooperative methods

can help improve student engagement and participation. While Traditional is familiar and easy to

understand, it lacks interactive qualities that modern students crave. Technological methods offer

students flexibility to take notes efficiently and easy access to resources, making learning more

effective for students. Cooperative method fosters collaboration and interactive activities that keep

students interested, A combination of these methods keep students more interested in lessons,

making the learning environment more interactive and inclusive. Teachers should adapt their

methods based on students needs, preferences, and the subject matter to enhance participation,

understanding, and engagement.

RECCOMENDATIONS

It is recommended to further research the specific factors that contribute to the

effectiveness of combining teaching methods. There is a need for more research on examining the

role of teacher training in implementing these methods that could be valuable in understanding

how professional development influences teaching effectiveness. Further more, there is a need for

research on the student feedback and teacher perspectives to get a full picture on the challenges

and benefits of various teaching methods. This ensures that the perspectives of all students and

teachers are considered in the assessment process.

44
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nderstanding_a_descriptive_comparative_research_design

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Traditional Method of Teaching in Academic Performance of General Academic Strand Students

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Philippines Journal of Multidisciplinary Research, 1(1). Retrieved December 10, 2024, from

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“Empowering Students Through Technology: Teaching Strategies for Digital Literacy”.

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technology-teaching-strategies-digital-literacy/

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 Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling.

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METHODS ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN

NIGERIA. International Journal of Development Research, 10(7). Retrieved December 10, 2024,

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Laguador, J. (2014). COOPERATIVE LEARNING APPROACH IN AN OUTCOMES-

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Mastul, A., de Vera, C. T., & Jayme, C. (2023). Understanding the Use of EduTech in

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Yu/1f26f8929184ecf1fa585e5e31805e62c2d1f069

48
 APPENDICES

SAN QUINTIN HIGH SCHOOL EDUCATIONAL FOUNDATION, INC.

San Quintin, Pangasinan

December 2, 2024

JERSON JANE O. ABRIL, LPT

School Principal
San Quintin High School Educational Foundation, Inc.

Dear Miss:
In partial fulfillment of our requirement in RESEARCH 1, we, the researchers are conducting a
study entitled “A Comparative Study Of The Effect Of Teaching Methods on Grade 11
Students' Engagement at San Quintin High School Educational Foundation
Incorporated,” which aims to compare the effectiveness of technological, traditional, and
cooperative learning methods in enhancing student engagement. In this regard, we would
like to ask for your permission to conduct the said research with the Grade 11 Students as our
respondents. Rest assured that the data gathered will be kept in utmost confidentiality and will
be used for academic purposes only.

Attached are the informed consent and interview questions.

Thank you very much and God bless!

Respectfully yours,
ALTHEA AYESSA A. AQUINO
Research Group Leader

Endorsed by:
DANIELLE REIHNA A. QUIROS

49
Research Teacher
INFORMED CONSENT FORM FOR INTERVIEW
A Comparative Study Of The Effect Of Teaching Methods on Grade 11
Students' Engagement at San Quintin High School Educational Foundation
Incorporated

Dear Respondent:
May I invite you to take part in our study entitled “A Comparative Study Of The Effect
Of Teaching Methods on Grade 11 Students' Engagement at San Quintin High
School Educational Foundation Incorporated.” The study aims “To compare the
effectiveness of technological, traditional, and cooperative learning methods in
enhancing student engagement”, Your participation in our study will greatly help us in the
attainment of the objectives.

The interview will take about twenty (20) to thirty (30) minutes. There are no foreseen risks
or adverse effects on your part arising from your participation in this interview. Moreover, all
information you provide will be used only for research purposes and will be kept confidential.
You will not be personally identified as a respondent in the study, nor will any connection be
made to you as an individual respondent in any report or publication.

The interview will be audio-recorded in order to ensure accuracy. If you participate in the
study, you may request that the recording be paused at any time. You may choose how much
or how little you want to speak during the interview. You may also choose to leave the at any
time.

Your participation is voluntary. By participating in the interview, you would have signified
your willingness to take part in the study. Should you participate and be interested in the study
results, kindly notify me through my contact information below. Likewise, let me know in
case you have any comments or questions.
Thank you very much, and God bless!
_______________________________
ALTHEA AYESSA A. AQUINO
Research Group Leader
Mobile phone: 09156942409
Email address: [email protected]
Messenger account: Althea Ayessa Aquino

I have read the consent form and all of my questions about the study have been answered. I
understand that the interview will be recorded. I agree to participate in this study.
_______________________________
(Name and Signature of Respondent)

50
Date: ___________________________

SAMPLE INTERVIEW QUESTIONS

1. Which teaching methods (e.g. Technological, Traditional, and Cooperative) are most
commonly used in your classrooms?

2. Which teaching method (e.g. Technological, Traditional, and Cooperative) do you believe
engages you the most?

3. How can teaching methods be improved to further engage students in participating in class?

4. How does combining teaching methods improve student engagement?

5. What improvements can be made in combining teaching methods to enhance student

participation and engagement?

51
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Althea Ayessa A. Aquino
BIRTHDATE: March 14, 2007
AGE: 17
GENDER: Female
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barangay Mabini San Quintin Pangasinan
LANGUAGE: Tagalog/English
RELIGION: Roman Catholic
MOTHER’S NAME: Rochelle Hannah C. Arcino
FATHER’S NAME: Aaron Jay B. Aquino

EDUCATIONAL ATTAINMENT

ELEMENTARY: San Quintin Central Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

52
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Andrew H, Capati
BIRTHDATE: August 23, 2005
AGE: 19
GENDER: Male
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barat Umingan Pangasinan
LANGUAGE: Tagalog
RELIGION: Roman Catholic
MOTHER’S NAME: Judith H. Capati
FATHER’S NAME: Arvin H. Capati

EDUCATIONAL ATTAINMENT

ELEMENTARY: Sisenando V. Tecson Elemenstry School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

53
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Rowell King O. Campos
BIRTHDATE: January 7, 2007
AGE: 17
GENDER: Male
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barangay Gonzalo San Quintin Pangasinan
LANGUAGE: Tagalog
RELIGION: Born Again
MOTHER’S NAME: Rowena C. Juarizo
FATHER’S NAME: Arvin H. Capati

EDUCATIONAL ATTAINMENT

ELEMENTARY: Gonzalo Elemenstry School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

54
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Sophia A. De Guzman
BIRTHDATE: August 31, 2007
AGE: 17
GENDER: Female
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Poblacion Zone 1 San Quintin Pangasinan

LANGUAGE: Tagalog
RELIGION: Roman Catholic
MOTHER’S NAME: Rowena N. Ancheta
FATHER’S NAME: Redentor M. De Guzman

EDUCATIONAL ATTAINMENT

ELEMENTARY: Sisenando V. Tecson Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

55
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Naomi Alexi G. De Venecia
BIRTHDATE: December 31, 2006
AGE: 17
GENDER: Female
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Poblacion Zone 1 San Quintin Pangasinan

LANGUAGE: Tagalog
RELIGION: Roman Catholic
MOTHER’S NAME: Helen G. De Venecia
FATHER’S NAME: Rey B.De Venecia

EDUCATIONAL ATTAINMENT

ELEMENTARY: Sisenando V. Tecson Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

56
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Neil John R.Obrador
BIRTHDATE: January 27, 2007
AGE: 17
GENDER: Male
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barangay Nangapugan San Quintin
Pangasinan

LANGUAGE: Tagalog/Ilocano
RELIGION: Roman Catholic
MOTHER’S NAME: Armelene R. Obrador
FATHER’S NAME: Neil C. Obrador

EDUCATIONAL ATTAINMENT

ELEMENTARY: Don Luis Domingo Sr. Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

57
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Kimberly A. Yu
BIRTHDATE: July 27, 2007
AGE: 17
GENDER: Female
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barangay AlacSan Quintin Pangasinan

LANGUAGE: Tagalog/Ilocano
RELIGION: Roman Catholic
MOTHER’S NAME: Sulita A. Yu
FATHER’S NAME: Edwin J. Yu

EDUCATIONAL ATTAINMENT

ELEMENTARY: Cabalaoangan Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

58
 “A COMPARATIVE STUDY OF THE EFFECT OF TEACHING METHODS ON

GRADE 11 STUDENTS' ENGAGEMENT AT SAN QUINTIN HIGH SCHOOL

EDUCATIONAL FOUNDATION INCORPORATED”

A research paper presented to the Senior High School Department of San Quintin High School

Educational Foundation, Incorporated for A.Y. 2024-2025

In partial fulfillment of research in PRACTICAL RESEARCH I.

By:

Aquino, Althea Ayessa, A.,

Capati, Andrew, H.

Campus, Rowell King, O.

De Guzman, Sophia Marie, A.

De Venecia, Naomi Alexi, G.

Obrador, Neil John, R.

Yu, Kimberly, A.

GRADE 12 HUMANITIES AND SOCIAL SCIENCE — HOBBES

SUBMITTED TO:

MS. DANIELLE REIHNA A. QUIROS

Research Teacher

JANUARY 2024
 FOREWORD

This research aims to explore the effectiveness of different teaching methods in

engaging students. Readers can expect to learn how various methods such as technological,

traditional, and cooperative learning impact student participation and understanding.

Through responses from students at San Quintin High School Educational Foundation

Incorporated, this study highlights which methods are most engaging and provides

suggestions for improving teaching strategies. The findings aim to help educators enhance

student engagement, meet students' needs, improve classroom experiences, and enhance

learning outcomes. This research will be useful for teachers, students, and anyone

interested in improving the learning process.

iv
 ACKNOWLEDGEMENT

The researchers would like to express the deepest gratitude to the individuals whose

support and contributions helped throughout the completion of their study. Their contributions are

sincerely appreciated and gratefully acknowledged. They would like to express their deep

appreciation and indebtedness particularly to the following:

They would like to extend their heartfelt gratitude to their research adviser, Ms. Danielle

Reihna A. Quiros for her patience, advice, support, expertise, and guidance from the start start to

the completion of the study.

They express their deepest appreciation to their principal, Ms. Jerson Jane O. April for

granting them permission to conduct the study.

Lastly, they give special thanks to the participants of this research for allowing the

researchers to gather significant data and information,.

iv
 APPROVAL SHEET

This research entitled “A COMPARATIVE STUDY OF THE EFFECT OF TEACHING

METHODS ON GRADE 11 STUDENTS' ENGAGEMENT AT SAN QUINTIN HIGH

SCHOOL EDUCATIONAL FOUNDATION INCORPORATED” was prepared by Althea

Aquino, Andrew Capati, Rowell Campus, Sophia De Guzman, Naomi De Guzman, Neil

Obrador, and Kimberly Yu. In partial fulfillment of research in PRACTICAL RESEARCH I. It

has been examined and hereby recommended for approval and acceptance.

DANIELLE REIHNA A. QUIROS

Research Coordinator

______________________________________________________________________________

PANEL EXAMINERS

BIEN ALLEN I IBASCO, L. Agr

Research Teacher

ANGEL REINE G. LIBERATO, LPT

Mathematics Coordinator

HEMMA B. CARBONELL
Librarian

NIKKA ANGELA H. OBORDO, LPT

TLE Coordinator

iv
 TABLE OF CONTENTS

TITLE PAGE ................................................................................................................................. i

Foreword ........................................................................................................................................ ii
Acknowledgement ........................................................................................................................ iii
Approval Sheet ............................................................................................................................. iv
Table of Contents ...........................................................................................................................v
Abstract ......................................................................................................................................... vi
Chapter I: Introduction
Background of the Study ..........................................................................................................1
Objectives of the Study.............................................................................................................2
Statement of the Problem .........................................................................................................3
Significance of the Study ...................................................................................................... 3-4
Scope and Delimitation of the Study ........................................................................................4
Chapter II: Review of Related Literature
Foreign Literature/Studies .................................................................................................... 5-7
Foreign Literature/Studies .................................................................................................. 8-10
Conceptual Framework..................................................................................................... 11-12
Definition of Terms .......................................................................................................... 13-14
Chapter III: Research Methodology
Research Design .....................................................................................................................15
Research Locale ......................................................................................................................15
Research Instrument ...............................................................................................................16
Data Gathering Procedure ......................................................................................................16
Chapter IV: Findings and Discussion
Treatment of Data ............................................................................................................. 17-40
Ethical Considerations ............................................................................................................41
Chapter V: Summary of Findings, Conclusions, and Recommendation
Summary of Findings .............................................................................................................42
Conclusions ...................................................................................................................... 42-43
Recommendations ...................................................................................................................43
Reference List ......................................................................................................................... 44-47
Appendices
Letter of Communication ........................................................................................................48
Informed Consent to respondents ...........................................................................................49
Sample Interview Questions ...................................................................................................50
Cirriculum Vitae .................................................................................................................... 51-57

v
 ABSTRACT

The purpose of this study is to compare and determine the most effective teaching methods

for enhancing student engagement. The way information is presented and taught significantly

influences students' understanding and their ability to stay engaged in the learning process.

Purposive sampling was applied on this study. The researchers used the survey questionnaire

method to gather inputs from the students. The main objective of this study is to discover which

among the different teaching methods is most engaging for students. fifteen (15) students studying

at San Quintin High School Educational Foundation Incorporated were interviewed about their

experience of which teaching method engaged them the most and provided recommendations on

how to improve teaching methods. The data collected were analyzed using thematic analysis,

which helped identify common themes and patterns in the responses. The findings revealed that

technological methods, such as multimedia presentations and the use of digital devices, were the

most commonly used and preferred by students due to their interactive nature. However, traditional

methods, particularly lectures, were still valued by some students for their clarity and structure.

Cooperative learning methods were also seen as effective, as they encourage student participation

and collaboration. Based on the findings, the study concludes that a combination of technological,

traditional, and cooperative methods are most effective in enhancing student engagement. It is

recommended that teachers adapt a blended approach, using various methods to cater to different

learning styles, set clear learning objectives, and create an engaging and interactive classroom

environment.

Keywords: Teaching Method, Traditional learning, Technological learning, Cooperative

l;earning, Student engagement, Blended learning

vi
 CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Teaching methods play a crucial role in shaping how students engage with the subject

matter, impacting both their academic success and their involvement in class activities. The way

information is presented and taught significantly influences students' understanding and their

ability to stay engaged in the learning process. When teachers use effective teaching methods, it

helps students focus more, participate in discussions, and think critically. In turn, these methods

contribute to both academic success and lifelong learning skills.

Student engagement is a key factor in the educational process. Student engagement is

predicated on the belief that learning improves when students are inquisitive, interested, or inspired,

and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise

disengaged (The Glossary of Education Reform, 2016). When students are engaged, they are more

likely to pay attention, ask questions, and enjoy learning. Students usually engage more when the

teaching method fits their learning style or interests. This makes it important for teachers to use

teaching methods that keep students motivated and active in the classroom.

Many studies have looked at how different teaching methods, such as traditional,

technological, and cooperative learning, affect student engagement. These studies show that

different methods can help students become more involved in class. However, not much research

has focused on how combining these methods can improve engagement over time. Understanding

1
how these methods work together may give more ideas about how to keep students engaged for

longer periods.

The purpose of this research is to compare the effectiveness of technological, traditional,

and cooperative learning methods in relation to student engagement among Grade 11 students at

San Quintin High School Educational Foundation Incorporated. By evaluating these approaches,

the study aims to identify the most effective teaching strategies and combination of teaching

methods that can help teachers enhance student engagement and participation in the classroom,

ultimately contributing to improved learning outcomes.

OBJECTIVES OF THE STUDY

The objectives of this study are as follows:

 To compare the effectiveness of various teaching methods (e.g., traditional, technological, and
cooperative) on Grade 11 students' participation in class.

 To identify the most effective teaching method for increasing classroom interaction among
Grade 11 students.

 To determine the least effective teaching methods that decrease student participation in class.

 To analyze the contribution of teaching methods to the effective learning and engagement of
Grade 11 students.

 To determine the most effect combination of teaching method that increases engagement
among Grade 11 students

2
STATEMENT OF THE PROBLEM

This study aims to determine the most effective teaching method for enhancing the

engagement of Grade 11 students at San Quintin High School Educational Foundation, Inc.

Specifically, it aims to answer the following questions:

1. What teaching methods are most commonly used in Grade 11 classrooms at San Quintin
High School?

2. Is there a significant difference in student engagement when comparing different teaching

methods (e.g., traditional, technological, and cooperative)?

3. Which teaching method do students find the most engaging, and why?

4. Which combination of teaching methods increase student participation the most?

5. Based on the findings of this study, what improvements can be made to further enhance
student engagement?

SIGNIFICANCE OF THE STUDY

This research is significant to the following:

School Departments. This study will help school departments determine the most

effective teaching methods that can increase student engagement in classrooms and improve

overall school management.

3
 Teachers. This study will assist teachers in identifying the most effective teaching methods

that enhance student participation and engagement. Additionally, it will help them recognize areas

for improvement in their current teaching strategies.

Students. This study aims to help students understand the material better and retain

information for a longer period. By engaging with effective teaching methods, students can

improve their academic performance and overall learning experience.

Future Researchers: This study will provide valuable information and data for future

researchers conducting studies related to teaching methods, serving as a foundation for further

exploration in this area.

SCOPE AND DELIMITATION OF THE STUDY

This study is limited to Grade 11 students at San Quintin High School Educational

Foundation, Inc. The primary purpose is to determine the most effective teaching methods for

enhancing student engagement. The research specifically focuses on three teaching methods:

Traditional Learning, Technological Learning, and Cooperative Learning. It excludes other

potential teaching methods not covered in this research and does not examine factors outside of

these teaching methods that may influence student performance.

4
 CHAPTER II

REVIEW OF RELATED LITERATURE

FOREIGN LITERATURE/STUDIES

Teaching Methods

According to Wikipedia (2017), teaching method is a set of principles and methods used

by teachers to enable student learning. Instructors should identify which teaching methods will

properly support a particular learning outcome. Its effectiveness depends on this alignment. To

make the most appropriate choice, an instructor should consider learning outcomes, student needs

and the learning environment. There are many types of teaching methods, depending on what

information or skill the teacher is trying to convey. Class participation demonstration, recitation

and memorization are some of the teaching methods being used. When a teacher is deciding in

their method, they need to be flexible and willing to adjust their style according to their student,

student success in their academic achievement based on effect on effective teaching method

(Gupta, 2017). Teaching methods shape how students learn and grow. It can significantly influence

students’ learning experience, engagement, and academic success. Teaching methodologies

choices plays a key role in fostering a conducive learning environment that provides to diverse

student needs. Knowing what methods are available and what objectives each method is best suited

for help teachers make this decision more easily. It should be noted that discussion and

demonstration methods help teachers plan more, talk less and students learn more while interacting

with groups (Isa et al., 2022).

5
 Han (2021) aimed to empirically investigate the contributions of four popular teaching

strategies, namely, feedback, scaffolding, active learning, and collaborating, to students’

engagement in learning and teachers’ self-concept in teaching. Good teaching strategies may not

only engage students in learning but may also promote teachers’ self-concept about teaching. The

purpose of the study was to examine how the four popular teaching strategies contributed to

students’ learning engagement and teachers’ self-concept. all the four teaching strategies (i.e.,

feedback, scaffolding, active learning, and collaborating) were found to be positively associated

with the teachers’ perceived students’ engagement in learning and teachers’ self-concept. The

findings of the study have significant practical implications for teaching practices. Different from

the commonly held concepts that active learning and collaborating strategies would get students

engaged in the learning processes, the study’s findings do not support this view. The study

concludes that not all kinds of teaching strategies are conducive to enhancing teachers’ self-

concept in teaching. In the face of numerous suggestions and choices about good teaching practices,

it is the teaching context and characteristics of the students that matter in bringing the best effects

of a specific strategy to both students and teachers in order to achieve the ultimate goal of providing

quality education, which is effective and sustainable.

Student Engagement

According to The Glossary of Education Reform (2016), student engagement refers to the

degree of attention, curiosity, interest, optimism, and passion that students show when they are

learning or being taught, which extends to the level of motivation they have to learn and progress

in their education. Student engagement is a critical component of effective education. When

students are engaged, they are more likely to learn, retain information, and achieve academic

6
success. Engaged students are active learners who perform better academically, develop

necessary thinking skills, and promote a positive classroom environment. By using active

learning strategies, providing timely feedback, fostering a safe and supportive classroom

environment, using technology, and personalizing learning, educators can increase student

engagement and create a more effective learning environment (Thompson, 2023).

According to Dr. Sutton (2021), student engagement can be seen as the glue that holds

together all aspects of student learning and growth. Not only does student engagement make

teaching itself more fun, engaging, and rewarding, but it has been shown to have critical impacts

on students. Research has shown that teacher-student relationships are a key contributor to all

types of student engagement. When students get along with their teachers and feel like they are

seen and heard within their classrooms, they are more likely to display positive indicators of

engagement. Teachers’ perceptions of their relationships with their students also impacts student

engagement. When teachers report having a difficult relationship with a student it is more likely

that the student will also show signs of disengagement. Games, contests, polls, and collaborative

hands-on activities can all be used to promote students’ willingness to participate and stay focused.

LOCAL LITERATURE/STUDIES

7
Technological Teaching Method

According to Deped Tambayan (2024), teachers need to incorporate technology in

their teaching. Integrating technology in education offers several benefits to both students and

teachers. For students, technology provides access to a vast amount of information, making

learning more engaging and personalized. Students can also collaborate with their peers and

teachers in real time, providing a more interactive and dynamic learning experience. For teachers,

technology enables them to differentiate instruction and provide feedback in a more efficient and

effective way. Additionally, technology allows teachers to track and assess student progress,

identify areas for improvement, and tailor instruction to meet the needs of individual student.

Traditional Teaching Method

According to Cielo (2019), the traditional method of teaching is an old way of teaching

where teachers are the main players in the classroom while students are mere listeners. The

common ways of teaching are the use of chalk and talk, visual aids, reporting, and different

activities that lead to teacher-student interaction .

Cielo (2019) conducted a study to know the effectiveness of the traditional method of

teaching in the academic performance of General Academic Strand (GAS) students and to find

recommendations to improve the methods of teaching and enhance the academic performance of

the students. The discussion of the study was that one of the most common factors that affect the

students in terms of knowledge, skill development, and value formation. The study proposed some

teaching methods to help students learn more and achieve high academic performance in terms of

8
Knowledge, Skills, and Values: use of visual aids aligned with the lesson during their discussion;

use activities that would raise students’ interest to avoid boredom; and use some inspirational

quotes.

Cooperative Teaching Method

According to Laguador (2014), student-centered teaching and learning is the

recommended approach to modern day pedagogy especially in the Outcomes-based Education

where the teachers served as the facilitator of learning activities rather than performing the

traditional lecture method. The study aims to discuss the option of utilizing the cooperative

learning approach as teaching and learning strategy in the classroom to encourage learners’ active

participation. Cooperation is an important aspect of unity, collaboration and social obligation that

creates an environment for better learning experience. Students are involved in solving problems,

brain storming, formulating questions on their own, discussing ideas and expressing opinion on

debates. The study concluded that cooperative learning is an approach to the aim of student-

centered classroom activities towards the attainment of the outcomes-based environment as

required by accrediting and certifying bodies and agencies of higher education. The teacher should

prepare the activities appropriately to obtain remarkable learning experience on the part of the

learners. Providing clear objectives of the classroom activities gives the learners a sense of

direction towards the attainment of the group goals. Everyone is an important composition of the

team and each member should actively participate. The teachers should set the environment

conducive for learning including the materials to be used, safety of the students during the activity,

motivation to participate, and encouragement to obtain high academic performance. Cooperative

learning also creates and hones future leaders where dedication and commitment to serve the group

9
is an experience that would cultivate their leadership skills. The learning outcomes of the students

gained from the cooperative learning serve as an essential product in an effort to provide quality

education for the future leaders of the world.

10
CONCEPTUAL FRAMEWORK

The conceptual framework illustrates the relationship between the independent variable,

teaching methods, and the dependent variable, student engagement among San Quintin High

School Educational Foundation Incorporated students. The framework also includes the mediating

variable of student motivation about teaching methods, which may influence the relationship

between the independent and dependent variables.

The framework suggests that the teaching methods employed by teachers in the classroom

may impact students' willingness to participate in class. This influence could be achieved through

traditional, technological, and collaborative learning methods, which may, in turn, enhance student

motivation and participation.

11
 Additionally, the framework emphasizes the role of students' motivation regarding

teaching methods as a mediating variable, potentially affecting the effectiveness of these methods

on student engagement.

This framework guides the research study in examining the relationship between teaching

methods and student engagement and assessing the mediating role of student motivation. Data will

be gathered through questionnaires and analyzed to determine the relationships among the

variables in the conceptual framework. The findings of the study will contribute to the existing

literature and provide insights into the effect of teaching methods on student engagement.

12
DEFINITION OF TERMS

Student Engagement. Refers to the degree of attention, curiosity, interest, optimism, and

passion that students show when they are learning or being taught, which extends to the level of

motivation they have to learn and progress in their education (The Glossary of Education Reform,

2016).

Methods. A way of doing anything or a regular, orderly, definite procedure or way

of teaching

Classroom participation. Refers to students' behaviors in class, such as raising

questions, responding to others' questions, participating in discussions, and providing feedback

(Zhou, 2020).

Teaching Methods. Is a set of principles and methods used by teachers to enable

student learning (Wikipedia 2017).

Traditional Learning. Often referred to as in-person or face-to-face learning, is the age-

old method of education that has stood the test of time (Singh, 2023).

Technological Learning. Use of technological devices like powerpoints, projectors,

educational apps, and online resources in education.

13
 Cooperative Learning. Is a strategy used within groups of learners and aims to improve

their learning experience and understanding of a learning subject (Andreev, 2020).

Blended Learning. Also known as hybrid learning, represents a seamless integration of

traditional, face-to-face classroom instruction with digital, online learning (Singh, 2023).

14
 CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

This study utilized the descriptive-comparative method using qualitative approaches.

Descriptive research was a methodological approach that sought to depict the characteristics of a

phenomenon or subject under investigation (Singh, 2023). A descriptive-comparative research

design aimed to observe and describe the variations between different groups in a population

without intentionally changing any factors (Cantrell, 2011). This study was also grounded in

phenomenological research. A phenomenological study explored what people experienced and

focused on their experience of the phenomenon (McKoy & Boyd, 2023)./

RESEARCH LOCALE

This study was based on purposive sampling. Purposive sampling involved selecting

individuals deliberately based on the qualities they possessed that were most relevant to the

research topic (Etikan, 2016). Purposive sampling allowed us to select 15 participants from Grade

11 students at San Quintin High School Educational Foundation, Inc., who were most relevant to

the research question.

15
RESEARCH INSTRUMENT

The research instrument for this study is a structured interview designed to assess the effect

of traditional, technological and cooperative teaching methods on Grade 11 students’ engagement.

A structured interview is a data collection method that relies on asking questions in a set order to

collect data on a topic (George & Merkus, 2022).

DATA GATHERING PROCEDURE

A letter of communication to conduct the study was prepared and delivered to the school

principal. The researcher constructed structured interview questionnaires related to the research,

validated by the research teacher. The researchers then prepared a letter of informed consent,

affirming the respondents participation in the research. The researcher explains to the respondents

the importance of their response to the study. The researcher clarifies some terms to the

respondents so that the respondents can answer the questionnaire with full knowledge of their

responsibility as the subject of the study. The researcher requested the respondents to answer with

all honesty. The researchers used purposive sampling, all respondents are students as they are they

are most relevant to the research. In this study, since the researchers goal is to compare the Effect

of Teaching Method on Grade 11 Students’ Engagement, the researchers believes that this method

is the most appropriate in choosing the sample for the research. After the respondents answered

the structured interview questions, the researchers gathered the data for interpretation. Based on

the data, the researchers came up with a conclusion and recommendation for this study.

CHAPTER IV

16
 FINDINGS AND DISCUSSIONS

TREATMENT OF DATA

1. Which teaching methods (e.g. Technological, Traditional, and Cooperative) are most

commonly used in your classrooms?

Participants Participant Responses Codes

A Technological because we - Technological

mostly use device.

- Usage of technological

devices

B The teaching methods that are - Technological and

commonly used in our Traditional

classroom is Technological

and traditional, because when - Usage of technological

they teaching they use their devices like cellphone, tablet,

technology like cellphone, ipad, and laptops

tablet, ipad and laptops to

teach us like they sending

handout, ppt and more.

17
C I think all of them, kasi - Combination of teaching

sometimes nag-lecture sila, methods

gumagamit no multimedia

presentations, and - Usage of multimedia

napapagroup activities or presentations, group works

group works. and group activities

“I think all of them, because

sometimes when they lecture,

they use multimedia

presentations, and grouping

activities or group works.”

D The most common used in - Traditional

our classroom are the

Traditional teaching methods.

E On this day, the method are - Technological

most commonly used are

Technological.

18
F Technological is the common - Technological

way for the teacher to discuss

different topics with their - Discussion of different

students. topics with students

G Technological and traditional - Combination of teaching

teaching methods are the most methods.

commonly used in our

schools.

H Technological. - Technological

I The teaching methods - Combination of teaching

commonly used in our method

classroom is Traditional and

Cooperative. But sometimes

its Technological.

19
J Traditional and Cooperative.

But if there's a holiday or

typhoon, Technological.

K Traditional, because they are - Traditional

familiar to us students and

easy to implement. Students - Easy implementation and

rely on teacher-centered and familiarity

readily available resources.

L Technological. - Technological

M The most commonly used in - Combination of teaching

our classroom most of the method

time is Cooperative and

sometimes technology

depending on our subject

teachers and how the teacher

teaches us to make the lessons

easily.

20
 N In my classrooms, the most - Technological

commonly used teaching

method is the Technological

Teaching Method.

O The teaching methods that is

commonly used in classroom

is Technological

Common Teaching Method

According to the result of our findings, the most common teaching method out of the three

methods taught inside classrooms is Technological. Out of fifteen (15) respondents, nine (9)

respondents reported that Technological teaching method was most commonly used in their

classroom. It was discovered that technological devices are commonly used in classrooms for

teaching. Some students also noted that the combination of Traditional, Technological, and

Cooperative learning give a varied approach to teaching.

2. Which teaching method (e.g. Technological, Traditional, and Cooperative) do you

believe engages you the most?

21
A Cooperative because my - Cooperative

friends can help me understand

it.

B My teaching method that I - Traditional

believe engages me the most is

Traditional, why i said - Better understanding of

traditional? Because traditional lessons

is the first teaching method or

like nakasayanan na natin sa

pang araw-araw and yon mas

madali! Tayung natututo kung

dinidiscuss nila ito parang

madali lang intindihin pag

dinidiscuss nila ang topic

nayon

“My teaching method that I

believe engages me the most is

Traditional, why i said

traditional? Because traditional

is the first teaching method or

22
 most used everyday and more

easier! We learn more when

they discuss because it is

easier to understand when they

discuss the topic.”

C Cooperative, since it fosters - Cooperative

interaction and teamwork with

others. - Fosters interaction and

teamwork

D Traditional, because it can help - Traditional

you to fully understand the

topic. - Better understanding of

lessons

E Traditional. - Traditional

F For me, it’s better to use - Technological

technological methods because

the new generation is - Advancement of the new

advancing, and most teaching generation

23
 methods now rely on

technology.

G For me, Technological

teaching method is the most

engaging and catchy for

students.

H Traditional. - Traditional

I I think Traditional methods - Traditional

engages me the most, because

sometimes you can't just learn - Unable to learn from

something from technological Technological

method.

J Technological, because i’m - Technological

able to change my mistakes

and improve them. - Improvement and fix

mistakes

K Technological, I can easily - Technological

take notes so that when in the

24
 upcoming exam, I will not

spend much time on writing - Ability to take notes for

my notes before I review. upcoming exams

L Traditional. - Traditional

M I find the Cooperative - Combination of teaching

learning method most method

engaging because it allows for

more interaction and - Interaction and collaboration

collaboration with students, among students

fostering a more dynamic

- Dynamic learning
learning environment.
environment

N The Technological Teaching - Technological

Method.

O Technological methods.

Engaging Teaching Method

According to six (6) students out of fifteen (15) respondents, the most effective teaching

method for them is Traditional for its simplicity and ease of understanding. Cooperative method

25
were also noted to be engaging by students because of its collaborative and interactive nature.

Technological method was favored by some students for offering a dynamic and modern learning

experience for correcting mistakes and engaging with materials interactively.

3. How can teaching methods be improved to further engage students in participating in

class?

A I suggest that task were added - Task integration

in our classrooms to help us in

our learning.

B It can help students to improve - Student comfort and active

students participating in class participation

because, when you are

comfortable to that subject or

how they teaching it to us, you

be able to be a active student

like you want to recite palagi

26
 kung maayos at naiintindihan

yung way ng pagtuturo nila.

“It can help students to

improve students participating

in class because, when you are

comfortable to that subject or

how they teaching it to us, you

be able to be a active student

like you want to recite always

if their way of teaching is fine

and easy to understand.”

C Connect the lessons sa mga - Real-life application

real-life situations to further

understand the lessons. - Better understanding of

lesson

“Connect the lessons to real-

life situations to further

understand the lessons.”

D Teaching methods can be - Teaching method

improve in your participating differentiation

27
 in class because make you

determine the difference in - Improvement of participation

each methods.

E By listening face to face or the - Traditional

traditional way.

F Technology as a method - Technological

provides an easy way to reach

- Accesibility
students.

G Teaching methods can be - Visual presentation

improved if you use visual

presentation with good - Engaging teaching skills

teaching skills that absolutely

engage students in

participating class.

H More use of visual aids. - Visual aid

I Maybe combining them is a - Blended learning

good way to improve it.

28
J Clearly show what students - Clear objectives and

will learn and provide feedback

feedback to guide them in

learning. - Guided learning

K Encourage curiosity, start - Curiosity and engagement

lessons with intriguing

questions or scenarios to - Collaborative understanding

engage students to ask

questions and explore answers

collaboratively.

L Kapag maayos yung pagturo at - Visual aid

gumagamit ng visual aid.

“If their teaching is fine and

they use visual aid.)”

M Teaching methods can be - Activities, group projects,

improve by incorporating more and technology-based

hands-on activities, group simulations.

projects, and technology-based

29
 simulations can significantly

enhance student engagement.

N By helping students to - Better understanding of

understand more their lessons. lessons

O It's improve students - Improvement of student

participation because most of participation

the students they prefer

technological.

Diverse and Effective Teaching Strategies

Students suggested that integrating real-life applications, using more visual aids and

presentation, incorporating activities and projects that engage students, and providing clear

objectives and feedback help improve student engagement. Combining teaching methods and

starting lessons with interesting questions or scenarios were also recommended to enhance

participation and maintain interest.

4. How does combining teaching methods improve student engagement?

30
A Teaching methods can help - Simpler lessons

students improve because it

make our lessons easier.

B Combining teaching methods - Diverse learning styles

can significantly enhance

student engagement by

catering to diverse learning

styles, fostering active

participation, and creating a

more dynamic and stimulating

learning environment. This

approach recognizes that

students learn in different

ways and benefit from a

variety of instructional

strategies.

C P3: Mas nakaka create ng - Interactive classroom

more interactive classroom environment

environment.

31
 “It creates a more interactive

classroom invironment.”

E P4: Combining teaching - Combination of teaching

methods improve students to methods

participate in class, because

this combining teaching - Enhanced classroom

methods can help students to participation

recognize or to fully

understand and to engage

student.

F It’s improve student by their - Student-centered method

types or what they types

methods using in teaching.

G It's because the technology, - Technology as a primary tool

technology is one of the

primary tools for basic

teaching.

32
H Combining teaching methods - Combination of teaching

improves student engagement methods

for the reason that it

effectively affects and - Effective and influences

influences the attention of student attention

students. It could be more

catchy and interesting to

participate and listen as well.

It’s more engaging in students - Blended learning

when they use all the teaching

methods.

I Well, everyone has a different - Combination of teaching

opinion. Some takes methods

technological, some don’t. So

combining these will cater to - Inclusivity

everyone, not only those who

make everyone not only who

like technological way but the

other who prefer the other

methods.

33
J Make it possible for students - Choice in learning

for students to choose their

topics or projects for future

assignments.

K Combining methods like - Combination of methods

lectures, discussions, and

hands-on activities allows

students to process

information at multiple

cognitive levels.

L Mas nakukuha atensiyon ng - Gathers student attention

students kapag traditional,

hindi lang naka based sa

pagbabasa ng presentation sa

powerpoint.

“It gathers the attention of

students if traditional, not only

based on reading the

34
 presentation on the

powerpoint.”

M Combining methods allow me - Combination of teaching

to cater to different learning methods

styles. A lecture can introduce

a concept, followed by a hands - Inclusivity

on activity to reinforce it, and

- Introduces concept
then a group discussion to

encourage critical thinking.

- Encourage critical thinking
This variety keeps students

more engaged than relying on

- Student engagement
a single method

N By adding some interesting - Implementation of ideas

ideas that relate to their related to lessons.

lessons.

O Making learning more - Meaningful and enjoyable

meaningful and enjoyable. learning

Inclusive and Interactive Learning Environment

35
 Based on the data that the researchers have collected, combining teaching methods was

seen as effective in maintaining engagement as it caters to diverse learning styles and creates a

more dynamic classroom environment for several students. It was discovered that the combination

of Traditional, Technological, and Cooperative method helps keep lessons interactive and students

attentive.

5. What improvements can be made in combining teaching methods to enhance student

participation and engagement?

A Teaching method can help - Enhanced confidence in

student to understand the participation

lessons so that their confidence

in participation can enhance.

B To improve student - Personalized and technology-

participation and engagement based learning

when combining teaching

methods, focus on personalized - Promoting collaborative and

learning, leveraging technology clear communication

effectively, promoting
- Real-life application
collaboration and clear

36
 communication, connecting

learning to real-world - Ongoing-assessment and

relevance, and using ongoing feedback

assessment and feedback to

refine teaching strategies.

C Kapag nagpapa group works or - Clear objectives in group

activities, make sure that ‘yung works.

objectives is clear.

“When giving group works or

activities, make sure that the

objectives is clear.”

D The improvements that can be - Improving student behavior

made in combining teaching

methods are the behavaior of - Student participation

studens to always participating

in your dass. Makakatulong ito

sa pamamagitan ng kanilang

mga ugali.

37
 “The improvements that can be

made in combining teaching

methods are the behavaior of

studens to always participating

in your dass. This will help

through their behavior.”

E Will help the student to - Better understanding of

understand more the lesson by lessons

the teaching methods.

F The technological approach is - Technology for tracking

effective because it provides an student progress

easy way to track student

progress.

G As a said in question no. 4, - Combination of teaching

combining teaching methods methods

can be more interesting in

participating in class. The - Enhanced interactivity and

improvements that can be Intellectuality

made is that it is good in

38
 enhancing interactivity and

intellectuality.

H It will be more exciting or fun - Excitement and knowledge

for the student to study and acquisition

maybe they will got more

knowledge.

I Students won’t complain - Student satisfaction

anymore that the teaching

methods used isn’t fun, is not

understandable, etc., and that

the teaching method will be

to their liking.

J For them to be able to adapt to - Adaptability to learning

learning paces. For example, paces

why yes, advanced learners can

explore or learn more - Guided instruction

additional information. But,

others may benefit from guided

instructions.

39
K It is best to allow students to - Choice in engagement

choose how they want to

engage with content, such as

selecting between a group

project, an individual essay, or

a creative presentation.

L Masmaiintindihan ng mga - Better understanding of

students yung lesson. lessons

“The students will understand

the lesson more.”

M More careful planning is - Careful planning

needed to ensure a smooth

transition between different - Inclusivity

methods, and assessments

should be designed to evaluate

learning across all methods

used.

40
 N By including more fun and - Interactive teaching

interactive stuff to gain

student's attention

O Encouraging active - Participation encouragement

participation, collaboration,

and peer interaction

Personalized and Interactive Learning Approaches

Students recommended that personalized learning, clear objectives for group

activities, using technology for progress tracking, careful planning and guided instruction can help

enhance and encourage participation. Gaining students attention by including more interactive and

fun activities, allowing students to choose their preferred mode of engagement and adapting

teaching methods to different learning paces were also seen as key to improving student

participation.

41
ETHICAL CONSIDERATIONS

For ethical research considerations, before the study will be conducted, the respondents

will receive a detail briefing and key information about the purpose of the study. Researchers

should refer to some ethical guidelines to ensure they have adhered to the principles of good

research practices (Mizra et al., 2023). Through informed consent, the respondents shall willingly

decide to take part in the study. In order to guarantee anonymity, secrecy, and the avoidance of

potential harm, all information will be held and handled with the utmost confidentiality by not

disclosing the names and identity of the research participants in accordance with RA 10173,

generally known as the Data Privacy Act.

42
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The study found that combining teaching methods cater to different learning styles, helping

keep students more engaged and increase participation. Combination of Traditional,

Technological, and Cooperative teaching method helps keep lessons more interactive and students

attentive. Students noted that Traditional method is the most engaging for its simplicity and ease

of understanding. Cooperative method were also noted to be engaging by students because of its

collaborative and interactive nature. Technological method was favored by some students for

offering a dynamic and modern learning experience for correcting mistakes and engaging with

materials interactively. Students suggested that integrating real-life applications, using more visual

aids and presentation, incorporating activities and projects that engage students, and providing

clear objectives and feedback help improve student engagement. Students believed that gaining

students attention by including more interactive and fun activities, allowing students to choose

their preferred mode of engagement and adapting teaching methods to different learning paces

were also seen as key to improving student participation.

CONCLUSIONS

43
 Combining teaching methods like Traditional, Technological, and Cooperative methods

can help improve student engagement and participation. While Traditional is familiar and easy to

understand, it lacks interactive qualities that modern students crave. Technological methods offer

students flexibility to take notes efficiently and easy access to resources, making learning more

effective for students. Cooperative method fosters collaboration and interactive activities that keep

students interested, A combination of these methods keep students more interested in lessons,

making the learning environment more interactive and inclusive. Teachers should adapt their

methods based on students needs, preferences, and the subject matter to enhance participation,

understanding, and engagement.

RECCOMENDATIONS

It is recommended to further research the specific factors that contribute to the

effectiveness of combining teaching methods. There is a need for more research on examining the

role of teacher training in implementing these methods that could be valuable in understanding

how professional development influences teaching effectiveness. Further more, there is a need for

research on the student feedback and teacher perspectives to get a full picture on the challenges

and benefits of various teaching methods. This ensures that the perspectives of all students and

teachers are considered in the assessment process.

44
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https://www.valamis.com/hub/cooperative-learning

Cantrell, M.A. (2011). Demystifying the research process: understanding a descriptive

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nderstanding_a_descriptive_comparative_research_design

Cielo, A., Lopez, M. P., Torres, J., Tenio, A., & Dela Fuente, A. L. (2019). Effectiveness of

Traditional Method of Teaching in Academic Performance of General Academic Strand Students

at Bestlink College of the Philippines. Ascendens Asia Singapore – Bestlink College of the

Philippines Journal of Multidisciplinary Research, 1(1). Retrieved December 10, 2024, from

https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1245

“Empowering Students Through Technology: Teaching Strategies for Digital Literacy”.

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technology-teaching-strategies-digital-literacy/

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 Etikan, I. (2016). Comparison of Convenience Sampling and Purposive Sampling.

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George, T. & Merkus, J. (2022). Structured Interview. Retrieved December 4, 2024,

from https://www.scribbr.com/methodology/structured-interview/

Gupta, P. (2017). Study the effect of teaching method on the academic achievement of

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Home Science 2017, 3(2), 447-453. Retrieved August 28, 2024,

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Isa, S., Mammam, M., Bala, Y., & Badar, Yusuf. (2022). THE IMPACT OF TEACHING

METHODS ON ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS IN

NIGERIA. International Journal of Development Research, 10(7). Retrieved December 10, 2024,

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Mastul, A., de Vera, C. T., & Jayme, C. (2023). Understanding the Use of EduTech in

Schools in the Philippines: Recommendations for Effectiveness. Engineering Science Letter, 2,

37-40. Retrieved December 10, 2024, from https://pmc.ncbi.nlm.nih.gov/articles/PMC8606608/

Mirza, Hadjer & Bellalem, Fouzi & Mirza, Chahrazed. (2023). Ethical Considerations in

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from https://www.edglossary.org/student-engagement/

Thompston, L. (2024). The Importance of Student Engagement: Why Active Participation is

Essential for Learning. Retrieved December 10, 2024, from

https://eduengagement.com/posts/the-importance-of-student-engagement/

Zhou, George & Yu, Zongyong & Rideout, Glenn & Smith, Clayton. (2020). Why Don't They

Participate in Class? A Study of Chinese Students' Classroom Participation in an International

Master of Education Program. 10.4018/978-1-7998-5030-4.ch005. Retrieved December 10,

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Yu/1f26f8929184ecf1fa585e5e31805e62c2d1f069

48
 APPENDICES

SAN QUINTIN HIGH SCHOOL EDUCATIONAL FOUNDATION, INC.

San Quintin, Pangasinan

December 2, 2024

JERSON JANE O. ABRIL, LPT

School Principal
San Quintin High School Educational Foundation, Inc.

Dear Miss:
In partial fulfillment of our requirement in RESEARCH 1, we, the researchers are conducting a
study entitled “A Comparative Study Of The Effect Of Teaching Methods on Grade 11
Students' Engagement at San Quintin High School Educational Foundation
Incorporated,” which aims to compare the effectiveness of technological, traditional, and
cooperative learning methods in enhancing student engagement. In this regard, we would
like to ask for your permission to conduct the said research with the Grade 11 Students as our
respondents. Rest assured that the data gathered will be kept in utmost confidentiality and will
be used for academic purposes only.

Attached are the informed consent and interview questions.

Thank you very much and God bless!

Respectfully yours,
ALTHEA AYESSA A. AQUINO
Research Group Leader

Endorsed by:
DANIELLE REIHNA A. QUIROS

49
Research Teacher
INFORMED CONSENT FORM FOR INTERVIEW
A Comparative Study Of The Effect Of Teaching Methods on Grade 11
Students' Engagement at San Quintin High School Educational Foundation
Incorporated

Dear Respondent:
May I invite you to take part in our study entitled “A Comparative Study Of The Effect
Of Teaching Methods on Grade 11 Students' Engagement at San Quintin High
School Educational Foundation Incorporated.” The study aims “To compare the
effectiveness of technological, traditional, and cooperative learning methods in
enhancing student engagement”, Your participation in our study will greatly help us in the
attainment of the objectives.

The interview will take about twenty (20) to thirty (30) minutes. There are no foreseen risks
or adverse effects on your part arising from your participation in this interview. Moreover, all
information you provide will be used only for research purposes and will be kept confidential.
You will not be personally identified as a respondent in the study, nor will any connection be
made to you as an individual respondent in any report or publication.

The interview will be audio-recorded in order to ensure accuracy. If you participate in the
study, you may request that the recording be paused at any time. You may choose how much
or how little you want to speak during the interview. You may also choose to leave the at any
time.

Your participation is voluntary. By participating in the interview, you would have signified
your willingness to take part in the study. Should you participate and be interested in the study
results, kindly notify me through my contact information below. Likewise, let me know in
case you have any comments or questions.
Thank you very much, and God bless!
_______________________________
ALTHEA AYESSA A. AQUINO
Research Group Leader
Mobile phone: 09156942409
Email address: [email protected]
Messenger account: Althea Ayessa Aquino

I have read the consent form and all of my questions about the study have been answered. I
understand that the interview will be recorded. I agree to participate in this study.
_______________________________
(Name and Signature of Respondent)

50
Date: ___________________________

SAMPLE INTERVIEW QUESTIONS

1. Which teaching methods (e.g. Technological, Traditional, and Cooperative) are most
commonly used in your classrooms?

2. Which teaching method (e.g. Technological, Traditional, and Cooperative) do you believe
engages you the most?

3. How can teaching methods be improved to further engage students in participating in class?

4. How does combining teaching methods improve student engagement?

5. What improvements can be made in combining teaching methods to enhance student

participation and engagement?

51
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Althea Ayessa A. Aquino
BIRTHDATE: March 14, 2007
AGE: 17
GENDER: Female
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barangay Mabini San Quintin Pangasinan
LANGUAGE: Tagalog/English
RELIGION: Roman Catholic
MOTHER’S NAME: Rochelle Hannah C. Arcino
FATHER’S NAME: Aaron Jay B. Aquino

EDUCATIONAL ATTAINMENT

ELEMENTARY: San Quintin Central Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

52
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Andrew H, Capati
BIRTHDATE: August 23, 2005
AGE: 19
GENDER: Male
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barat Umingan Pangasinan
LANGUAGE: Tagalog
RELIGION: Roman Catholic
MOTHER’S NAME: Judith H. Capati
FATHER’S NAME: Arvin H. Capati

EDUCATIONAL ATTAINMENT

ELEMENTARY: Sisenando V. Tecson Elemenstry School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

53
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Rowell King O. Campos
BIRTHDATE: January 7, 2007
AGE: 17
GENDER: Male
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barangay Gonzalo San Quintin Pangasinan
LANGUAGE: Tagalog
RELIGION: Born Again
MOTHER’S NAME: Rowena C. Juarizo
FATHER’S NAME: Arvin H. Capati

EDUCATIONAL ATTAINMENT

ELEMENTARY: Gonzalo Elemenstry School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

54
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Sophia A. De Guzman
BIRTHDATE: August 31, 2007
AGE: 17
GENDER: Female
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Poblacion Zone 1 San Quintin Pangasinan

LANGUAGE: Tagalog
RELIGION: Roman Catholic
MOTHER’S NAME: Rowena N. Ancheta
FATHER’S NAME: Redentor M. De Guzman

EDUCATIONAL ATTAINMENT

ELEMENTARY: Sisenando V. Tecson Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

55
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Naomi Alexi G. De Venecia
BIRTHDATE: December 31, 2006
AGE: 17
GENDER: Female
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Poblacion Zone 1 San Quintin Pangasinan

LANGUAGE: Tagalog
RELIGION: Roman Catholic
MOTHER’S NAME: Helen G. De Venecia
FATHER’S NAME: Rey B.De Venecia

EDUCATIONAL ATTAINMENT

ELEMENTARY: Sisenando V. Tecson Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

56
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Neil John R.Obrador
BIRTHDATE: January 27, 2007
AGE: 17
GENDER: Male
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barangay Nangapugan San Quintin
Pangasinan

LANGUAGE: Tagalog/Ilocano
RELIGION: Roman Catholic
MOTHER’S NAME: Armelene R. Obrador
FATHER’S NAME: Neil C. Obrador

EDUCATIONAL ATTAINMENT

ELEMENTARY: Don Luis Domingo Sr. Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

57
 Curriculum Vitae

CURRICULUM VITAE

PERSONAL INFORMATION
NAME: Kimberly A. Yu
BIRTHDATE: July 27, 2007
AGE: 17
GENDER: Female
STATUS: Single
CITIZENSHIP: Filipino
ADDRESS: Barangay AlacSan Quintin Pangasinan

LANGUAGE: Tagalog/Ilocano
RELIGION: Roman Catholic
MOTHER’S NAME: Sulita A. Yu
FATHER’S NAME: Edwin J. Yu

EDUCATIONAL ATTAINMENT

ELEMENTARY: Cabalaoangan Elementary School

JUNIOR HIGH SCHOOL: San Quintin High School Education Foundation Incorporated

58