Learner’s Satisfaction in Teaching Styles among Teachers of

Sigay National High School

Members:

Kisslene Asia D. Garabiles

Adrian Efraim H. Duro

Valerie Mhay W. Ubuan

Remedios B. Acosta

Jerwin Panggay

Jay Mark Pitong

Introduction

Background of the Study

The Philippines' education system suffers a number of

difficulties, such as low financing and resource availability, high

dropout rates, overcrowding in classrooms, uneven educational

quality, and restricted access to high-quality education.

Improving infrastructure and resources is just one aspect of

addressing these problems; another is to maximize methods of

teaching. Improving educational outcomes is largely dependent on

the use of effective teaching techniques and approaches. Teachers

can better engage students and meet their unique needs by

implementing focused strategies like differentiated instruction and

formative assessments, as well as a variety of instructional methods

like interactive and student-centered approaches. To improve

access, quality, and equity in

the Philippine school system, it is imperative to prioritize the

development of effective teaching techniques in conjunction with

more comprehensive educational reforms. (Barrett P, 2019)

Teaching style pertains to the strategies and methods on how

a teacher deliver the lesson in the classroom using different

techniques.Teaching style of every teachers has something to do

with performance of every learners. From the past two decades

there are so many teaching styles used by the teachers, either

adapted or originally their own innovation. However, the learners of

the gen-Z generation needs more effective teaching style to learn

and adapt the changes of the ever changing world.

The strategies and tactics teachers employ to promote

learning and keep pupils interested are referred to as their teaching

styles. It includes a variety of methods and approaches, including

as the way in which knowledge is imparted, the ways in which

students are motivated to engage with the subject matter, and the

ways in which the instructor oversees the classroom setting.

Teaching strategies are the practices teachers use to engage

their students in better learning. Strategy meaning in English, is a

plan of action that one follows to achieve goals and objectives faster

and better (teachmint 2020). The particular approaches and

procedures that teachers employ to support learning and assist

students in meeting learning goals are known as teaching

strategies. These tactics entail organizing and putting into practice a

variety of techniques to successfully deliver knowledge, engage

students, and cater to a range of learning requirements

Students who perceive healthy interaction with teachers are

more likely to engage in academics resulting in increased

participation and overall academic achievement (Davis, 2003; Klem

& Connell, 2004).

Based on the research conducted by ( Azahra, et.al 2021) It

demonstrated the strong and favorable correlation between learning

and teaching style and learning motivation accomplishment.

Showing the result of the study illustrating that the teaching style

contributes 23% to learning achievement. It means that almost ¼ of

100% of learning achievement relates to the teaching style, while

9% is related to learning motivation.

And on the study of Abdull Sukor Shaari (2014) and Estelito J.

Punongbayan (2015) both agrees that Teaching Styles and Learning

Strategies have a significant relationship. That plays a vital role on a

students’ learning engagement.

While on the study that conducted by Joyce P. Cecelio (2015) that

there isn't much of a relationship between the methods teachers

use to teach their students

and their students' academic achievement. Saying that there is no

significant relationship between the ways teachers teach and how

well their students do in school.Students differ from each other.

There have been numerous studies delving into various

pedagogical approaches and methodologies, particularly focusing on

the satisfaction of students. These studies have often examined the

correlation between teaching styles and students' academic

engagement or accomplishments, their preferred modes of

instruction, and the impact of these strategies. However, there has

been a lack of exploration regarding students' satisfaction with

these teaching methods and the underlying reasons for their

contentment.

Teachers who engage students in learning activities can do so

by using combinations of different teaching techniques, methods,

and styles. Among the most popular approaches are active learning,

technological integration, personalization, feedback and

assessment, creativity and innovation as well as positive and

supportive learning atmosphere. On their part effective teachers are

resilient creative and devoted to fostering success among their

learners.

Teachers who are effective use variety in their teaching styles

and

methods to engage students in class, facilitate learning and support

the academic as well as personal growth of learners. There is no

one-size-fits-all approach to teaching for these teachers in this

diverse classroom context. As a substitute, they adopt different

techniques focused on different learning styles so that every

student has a chance for getting hold of difficult ideas besides

acquiring critical thoughts. This means that instead of being

abstract, the learning materials become real-life situations that can

be related by the students themselves for easy understanding.

Consequently, teachers integrating technology have an opportunity

to incorporate audio-visual or interactive multimedia resources

which suit visual, auditory or kinesthetic learner’s needs hence

improving their learning processes overall.

To involve students further, proficient educators also consider

customization, evaluation and appraisal of individual as the main

ways to foster one’s own growth. Through personalization, teachers

have the ability to adjust lessons so that they can cater for each

student’s unique requirements and interests, thus increasing

motivation and making learning more meaningful. Feedback is

another critical aspect; it serves as a stepping stone to the students’

academic development in terms of their weak areas and strong

points. For both summative and formative purposes assessment

assists instructors in following up their students’ progress, hence

informing what should be done next so that every scholar may

follow his or her learning agenda accordingly.

Another point is that effective teachers make a positive and

nurturing learning environment that encourages creativity,

innovation, and community spirit within the classroom. They do this

by creating a safe and inclusive space in which students can be

empowered to take risks, share ideas, and work together with their

classmates. Eventually, what happens is that this environment

does not only support academic progress but also contributes to

personal growth among students thereby enabling them to acquire

self-confidence, resilience, and a passion for education. In summary,

they are versatile educators who have become aware of different

ways of instructing as learning needs of students keep on changing

along with educational landscape transformations (Y Shengyao,

2024).

On the study of Erinç Karatas (2021) The findings of the current

study showed that the students’ academic achievement levels did

not change significantly according to their learning styles. This

findings is consistent with the results of a study conducted by

( A.Shaari, 2013) The results have also shown that there is a

significant but modest relationship between lecturers’ teaching style

with the students’ academic achievement. The result show no

significant difference between lecturers’ teaching style in academic

program.

While in the study of (B.Atma,2020) the study showed that

there is a positive and significant relationship between teaching

style and learning achievement aligned with the study of

(E.Punongbayan 2015) in Instructional Performance of Teacher

Education Faculty Members in One State University in the

Philippines states that there is a good relationship between

instructors and students. There was a significant difference

between the perception of the instructors and the students in as

much as the effectiveness of instructional performance of

instructors/professors was concerned.

After analyzing the Gap of the different studies, the researchers

were challenges to conduct study on the satisfaction of the learners

in the teaching style of the teachers.

THEORETICAL FRAMEWORK

Level of satisfaction of the

learners of teachers
teaching style

Teaching strategies in
Learners’ Satisfaction on
Delivery of lesson
Delivery of lesson
Project Making
Project Making
Individual/group activity
Individual/group activity
Summative assesment
Summative assesment
Quarterly assessment
Quarterly assessment

Recommended localized
school Program
 Effective teaching strategies are multifaceted, encompassing

a variety of approaches that aim to engage students, foster critical

thinking, and promote a deep understanding of the subject matter.

Engaging lessons are crucial for capturing student attention and

creating a conducive learning environment. This can be achieved

through various methods, including direct instruction, which

provides explicit teaching of new concepts and skills through

lectures, demonstrations, or presentations; inquiry-based learning,

which encourages student exploration and discovery by posing

questions or problems that students investigate independently;

scaffolding, which breaks down complex tasks into manageable

steps, providing support and guidance as students progress;

modeling, which demonstrates skills or concepts for students to

observe and learn from; and differentiation, which tailors instruction

to meet the diverse needs of learners, acknowledging that students

have different learning styles, strengths, and weaknesses.

Project-based learning offers a powerful approach that allows

students to apply their knowledge and skills to real-world problems

or scenarios. This approach fosters creativity, collaboration, and

problem-solving skills, as students work together to design, develop,

and present their projects. By engaging in project-based learning,

students gain a deeper understanding of the subject matter,

develop critical thinking skills, and learn to work effectively in

teams.
 Active learning, through individual and group activities,

encourages student participation and critical thinking, promoting

deeper understanding and engagement. Individual activities, such

as reading assignments, writing prompts, and research projects,

allow students to work independently, fostering self-reliance and

critical thinking. Group activities, such as brainstorming sessions,

discussions, role-playing, and group projects, encourage

collaboration, communication, and teamwork, developing valuable

interpersonal skills. These activities provide students with

opportunities to apply their knowledge, share their perspectives,

and learn from one another.

Assessment is an essential component of the teaching

process, providing valuable feedback to both students and

educators. Summative assessments evaluate overall learning

outcomes at the end of a unit or course, providing a snapshot of

student achievement and informing educators about the

effectiveness of their instruction. Quarterly assessments, conducted

at regular intervals, offer more frequent feedback on student

progress, identifying areas of strength and weakness and providing

opportunities for remediation. By incorporating a variety of

activities, assessments, and feedback mechanisms, educators can

create a dynamic and supportive learning environment that caters

to the diverse needs of students and fosters a love of learning.

 The Meutic Theory of Teaching is a philosophical approach

to education that emphasizes the role of questioning in unlocking

knowledge and fostering self-realization. This theory posits that

learning is not about passively absorbing information but rather

about actively engaging with knowledge through critical inquiry.

This theory is based on the idea that knowledge is not something

that is external to the learner but rather something that is inherent

within them. It assumes that individuals possess a latent

understanding of concepts, which can be brought to the surface

through the right kind of questioning.

The central element of this theory is the use of Socratic questioning

to guide learners towards self-discovery. Teachers act as facilitators,

asking probing questions that encourage students to think critically,

challenge assumptions, and arrive at their own conclusions. The

ultimate aim of the Meutic Theory is to help students achieve self-

realization, which means developi ng their own understanding,

critical thinking skills, and capacity for independent thought.

The Meutic Theory also acknowledges the influence of heredity in

shaping an individual's potential for learning. It suggests that

students' innate abilities and predispositions play a significant role

in their learning journey.

This theory contrasts with other prominent theories of teaching,

such as the Communication Theory, which views the teacher as the

primary source of knowledge and the student as a passive recipient,

and the Molding Theory, which emphasizes the role of the

environment in shaping the student's behavior. The Meutic Theory,

in contrast, emphasizes the learner's active role in constructing

knowledge and achieving self-realization.

The Meutic Theory has several strengths, including its promotion of

active learning, self-directed learning, and critical thinking skills.

However, it also has limitations, such as its difficulty of

implementation, time-consuming nature, and potential unsuitability

for all subjects.

Cognitive Learning Theory is a more active approach to

learning, where learners’ answers are not just judged by

correctness, but also on how a learner arrives at their answer. This

theory is based on a term called “Metacognition”, which is pretty

much just the idea of thinking about one’s thinking. So, if an

instructor was applying cognitive learning theory to the classroom –

instead of just evaluating whether a student got an answer right or

wrong, they would examine how the student came up with their

answer.
 Cognitive learning theory is vital in today’s world because it

takes into consideration that everybody thinks differently based on

their own memories, experiences, and relevant information they

have learned in the past. Understanding how people think

differently can help improve eLearning and professional training for

SMBs and corporations in all types of industries.

Find a thoery in Teaching Strategy Experimental and contradiction

Production Theory.

Statement of the Problem

This study wants to determine the context of Learner’s Satisfaction

in Teaching Styles among Teachers of Sigay National High School

Specifically, the study wants to answer the following questions:

1. What is the level of satisfaction of the learners on the different

teaching styles of teachers in Sigay National High High School in:

a.Delivery of lesson

b.Project Making

c.Individual/group activity

d.Summative assesment

E Quarterly assessment
2. What are the challenges encountered by the learners on the

different teaching style of teachers in?

a.Delivery of lesson

b.Project Making

C.Individual/group activity

d.Summative assesment

E Quarterly assessment

2. Is there a significant relationship between the level of satisfaction

of the learners on the different teaching styles of teachers and the

challenges encountered they encountered?

This survey delves into student satisfaction with various

teaching styles and assessments, employing a 4-point Likert scale

ranging from "Never" to "Always" to gauge participant sentiment.

The evaluation encompasses a comprehensive range of teaching

practices, including the delivery of lessons, project-based learning,

individual and group activities, summative assessments, and

quarterly assessments.

For each teaching style and assessment category, participants

are asked to rate their level of satisfaction with specific elements.

For instance, in the "Delivery of Lessons" section, students are

prompted to assess the clarity of teacher explanations, the

engagement of presentations, the appropriateness of examples

used, and the pace of lessons. Similarly, the "Project Making"

section probes student satisfaction with the clarity of project

instructions, opportunities for creativity, the relevance of projects to

course content, and the time allotted for project completion.

The survey also explores challenges encountered with

different teaching styles. Participants are asked to indicate the

frequency with which they face specific difficulties, such as

struggling to understand explanations, finding it hard to stay

focused during lessons, or feeling inadequate in their creative

abilities when undertaking projects. This section provides valuable

insights into potential areas for improvement in teaching practices

and the development of more effective learning environments.

By collecting data on student satisfaction with diverse

teaching styles and assessments, this survey aims to inform

pedagogical practices and enhance the overall learning experience

for students. The insights gleaned from participant responses can be

used to identify strengths and areas for improvement in teaching

methods, curriculum design, and assessment strategies.

CHAPTER II

Research Design

The researcher used the descriptive type of research. Based

on the Academic One File (2011) descriptive research, also known

as statistical research, describes data and characteristics about the

population or phenomenon of the study. Descriptive research had

been very useful in answering questions who, what, where, when of

the research study.

Population Locale of the Study

This study will be conducted at Sigay National High School,

Ilocos Sur during the school year 2023–2024. Total enumeration was

used wherein all the students at the Junior High School were our

respondents. All 94 students composed of sixty-one (61) males and

thirty-three (33) females, will serve as the respondents to this study.

Research Instrument

This research employs a survey questionnaire as its primary

data collection tool. The questionnaire, designed to gather data

from 151 Grade 7 to 10 students at Sigay National High School,

aims to explore the effectiveness of various teaching styles and

strategies. The survey utilizes a Likert scale format to measure

student perceptions of different teaching approaches. By analyzing

the collected data, the study aims to identify the most effective

teaching strategies employed by teachers at Sigay National High

School, ultimately contributing to a deeper understanding of the

context of learner satisfaction in relation to teaching styles.

Data Gathering Procedure

 Crafting of questionnaires/survey form

Research instrument validation

Legal process and communication for the permit

on the conduct of the study

Pilot testing for validity and reliability test of the

item in research instrument

Researchers conference before the proper

conduct of the study
The researchers obtained authorization from the relevant

Floating of questionnaires to the respondents

Retrieving of the questionnaires

Analysis of the result

The researchers first crafted questionnaires to be used for the

conduct of this study. And then a head teacher, master teacher,

research adviser, and a number of professionals have helped

validate the completed research instrument. The researcher moves

on to the next phase after determining that the research instrument

was valid. The researchers then request permission from the school

head of Sigay National High School to conduct the study there and
notify the authorities that they are their responders. Then the

researchers then distributed the questionaries. Following the

survey’s recovery, the researchers met and examined the data

analysis findings.

CHAPTER III

The following sections provide an analysis of the results from

the two tables: "Level of Satisfaction" and "Challenges Encountered

by Learners," based on the responses of the students regarding the

teaching styles and assessment methods used at Sigay National

High School. Each part of the analysis is accompanied by

implications and a comparison to related studies.

SOP 1 Level of satisfaction of the learners on the different

teaching styles of teachers in Sigay National High High

School

Table 1: Level of Satisfaction of Learners on the Different

Teaching Styles

Grade

Teaching Style/ Assessment Mea Descriptio

n n
1.1 Delivery Lesson
1.1 The teachers explained well the lesson with various example. 3.47 Always

1.2 The teacher provides engaging presentation. 2.99 Sometimes

1.3 The examples given by the teachers are appropriate to the 2.84 Sometimes
lesson/topics.
1.4 The pace of lessons in just right for me. 2.59 Sometimes
1.5 I feel comfortable asking question in class. 2.36 Sometimes
1.2 Project Making
1.2 Project instructions are clear and easy to follow. 2.91 Sometimes
1.3 Projects give me a chance to be creative. 3.01 Oftentimes
1.4 Projects related to what I’m learning in class. 3.02 Oftentimes
1.5 I have enough time to complete projects. 2.7 Sometimes
1.6 Projects help me learn new skills. 3.01 Oftentimes
1.3 Individual/Group Activities
1.3 Teachers provide support during activities 2.99 Oftentimes
1.4 Activities give me a chance to work with others. 2.92 Oftentimes
1.5 Activities help me learn and understand the material. 2.95 Sometimes
1.6 Activities are engaging and fun. 2.77 Sometimes
1.7 Activities create a positive learning environment. 3.02 Oftentimes
1.4 Summative Assessments
1.4 Assessments are fair and reflect what I’ve learned. 2.95 Sometimes

1.5 Assessments are aligned with what we’ve studied in class. 2.94 Sometimes
1.6 I know what to expect on assessments. 2.84 Sometimes
1.7 Assessments help me learn and improve. 2.95 Sometimes
1.8 I get helpful feedback on assessments. 2.87 Sometimes
1.5 Quarterly Assessments
1.5 Assessments cover the material we’ve learned in class. 2.89 Sometimes
1.6 I have enough time to prepare for assessments. 2.62 Sometimes
1.7 Assessments are graded fairy. 2.81 Sometimes
1.8 Assessments help me track my progress. 2.76 Sometimes
1.9 Assessments are aligned with curriculum. 2.85 Sometimes

1.1 Delivery Lesson

The statement "The teachers explained well the lesson with

various examples" (Mean: 3.47, Always) received the highest rating,

indicating that most learners feel that teachers generally present

lessons effectively with sufficient examples. However, the

statement "I feel comfortable asking questions in class" (Mean:

2.36, Sometimes) scored the lowest, indicating that there might be

discomfort or hesitation among students in actively engaging or

seeking clarification during lessons.

The positive feedback on teachers' explanations and

examples aligns with findings from other studies that highlight the

importance of clear and relevant instruction in fostering student

understanding (Hattie, 2009). However, the lower rating for student

comfort in asking questions reflects findings from other research,

such as McKinsey & Company (2007), which indicates that

classroom environments need to be more supportive of active

student participation to enhance learning outcomes.

Teachers could focus on creating a more open, non-

judgmental atmosphere, where students feel more confident in

asking questions and expressing confusion. Building a classroom

culture that encourages curiosity and questioning may contribute to

higher levels of satisfaction.

1.2 Project Making

"Projects give me a chance to be creative" (Mean: 3.01,

Oftentimes) and "Projects help me learn new skills" (Mean: 3.01,

Oftentimes) both received fairly high ratings, suggesting that

students generally find project work engaging and beneficial for

developing new skills. However, "I have enough time to complete

projects" (Mean: 2.70, Sometimes) reflects a common concern

regarding time management.

This result supports the findings in studies by Barron and

Darling-Hammond (2008), which emphasize that project-based

learning helps improve students’ critical thinking and creativity.

Nonetheless, the challenge of limited time to complete

projects mirrors common issues observed in other studies, where

students report feeling rushed or overwhelmed during project tasks

(Krajcik et al., 1998).

 Teachers should consider adjusting project timelines or

offering more structured guidance to ensure that students have

sufficient time to complete projects while still benefiting from

creative and skill-building opportunities.

1.3 Individual/Group Activities

"Teachers provide support during activities" (Mean: 2.99,

Oftentimes) and "Activities create a positive learning environment"

(Mean: 3.02, Oftentimes) received relatively high ratings, indicating

that group activities are generally seen as beneficial.

However, "Activities help me learn and understand the

material" (Mean: 2.95, Sometimes) and "Activities are engaging and

fun" (Mean: 2.77, Sometimes) scored lower, indicating that the

quality and engagement of activities may vary.

This finding aligns with studies that suggest group activities

can promote peer learning and enhance engagement (Johnson &

Johnson, 1994). However, when activities lack clear learning goals or

are not well-structured, students may not fully engage with the

content (Wiggins & McTighe, 2005).

It would be beneficial to review the structure and objectives of

group activities to ensure they are effectively reinforcing key

learning outcomes. Teachers may also explore incorporating a wider

variety of activity types to maintain interest and engagement.

1.4 Summative and Quarterly Assessments

 Both "Summative assessments" and "Quarterly assessments"

have mean scores in the range of 2.76-2.95, reflecting that students

perceive these assessments as somewhat aligned with the material

covered in class but not fully supportive of learning improvement.

Specifically, the statements about receiving helpful feedback

(Summative: 2.87, Quarterly: 2.34) scored low, indicating that

students may not find the feedback on assessments constructive

enough for improvement.

Research indicates that clear and timely feedback is one of

the most effective ways to enhance student learning and motivation

(Hattie & Timperley, 2007). The low ratings for feedback in Sigay

National High School suggest that there may be a gap in providing

actionable feedback that students can use to improve.

Teachers should prioritize providing detailed, constructive

feedback on assessments. This can include specific areas for

improvement, suggestions for further study, and acknowledgment

of strengths. Timely and frequent feedback could also help in better

guiding students toward academic success.

Table 2 challenges encountered by the learners in learners

on the different teaching styles of teachers in Sigay National

High High School

2.1 Delivery of Lessons Mean Descriptio

n
2.1 I have trouble understanding explanations. 2.72 Sometimes
2.2 I find it hard to stay focused during lessons. 2.66 Sometimes
2.3 Teachers don’t use enough examples. 2.68 Sometimes
2.4 Lessons are too fast or too slow for me. 2.77 Sometimes
2.5 I’m afraid to ask questions in class. 2.3 Sometimes
2.2 Project Making
2.2 Project instruction are unclear. 2.31 Sometimes
2.3 I don’t feel creative enough to do projects well. 2.45 Sometimes
2.4 Projects don’t have enough time to complete projects. 2 Sometimes
2.5 I don’t have enough time to complete projects. 2.25 Sometimes

2.6 I don’t feel confident in my skills for project’s. 2.4 Sometimes

2.3 Individual/ Group Activities
2.3 Teachers don’t provide enough support during activities. 2.25 Sometimes
2.4 I have trouble working with others in groups. 2.58 Sometimes
2.5 Activities don’t help me learn the material. 2.31 Sometimes
2.6 Activities are boring or not engaging. 2.52 Sometimes
2.7 Activities don’t create a positive learning environment. 2.17 Sometimes
2.4 Summative Assessment
2.4 Assessments seem unfair. 2.31 Sometimes
2.5 Assessments don’t test what we’ve learned in class. 2.27 Sometimes
2.6 I don’t know what to expect on assessments. 2.57 Sometimes
2.7 Assessments don’t help me learn or improve. 2.18 Sometimes
2.8 I don’t get helpful feedback on assessment. 2.34 Sometimes

2.5 Quarterly Assessments

2.5 Assessments don’t cover the material we’ve learned. 2.31 Sometimes
2.6 I don’t have enough time to prepare for assessment. 2.40 Sometimes
2.7 Assessments are graded unfairly 2.37 Sometimes
2.8 Assessments don’t help me track my progress. 2.33 Sometimes
2.9 Assessment are not aligned with the curriculum. 2.29 Sometimes

2.1 Delivery of Lessons

"I have trouble understanding explanations" (Mean: 2.72,

Sometimes) and "Lessons are too fast or too slow for me" (Mean:

2.77, Sometimes) suggest that some students face difficulty in

keeping up with lesson pace or comprehending the material.

"I’m afraid to ask questions in class" (Mean: 2.30, Sometimes)

further underscores the concern of students not feeling comfortable

engaging in the classroom.

 Studies show that a mismatch between the pace of lessons

and students' comprehension levels can lead to disengagement and

academic struggles (Marzano, 2007). Furthermore, fear of asking

questions in class is often linked to classroom dynamics and the

teacher's ability to foster a supportive environment (Franke et al.,

2007).

Teachers should assess the pacing of their lessons and

provide additional opportunities for review or clarification.

Encouraging a supportive environment where students feel

comfortable asking questions could also mitigate these challenges.

2.2 Project Making

Responses to project-related challenges (e.g., unclear

instructions, lack of creativity, limited time to complete projects)

generally fell in the "Sometimes" category, reflecting common

frustrations with project work.

Notably, the lowest score was for "Projects don’t have enough

time to complete" (Mean: 2.00, Sometimes).

Project work often requires significant time and resources, and

students may struggle if the project instructions are unclear or the

time frame is insufficient (Anderson & Krathwohl, 2001). This aligns

with other studies that highlight time management and project

clarity as critical factors for success in project-based learning

(Thomas, 2000).
 Teachers should clarify project expectations and provide

additional time or resources to ensure students can complete their

work effectively.

2.3 Individual/Group Activities

Similar to the responses for project work, students reported

challenges with group activities, particularly "Teachers don’t provide

enough support during activities" (Mean: 2.25, Sometimes) and

"Activities don’t help me learn the material" (Mean: 2.31,

Sometimes).

Research supports that when group activities are not well-

facilitated or lack structure, they may not contribute significantly to

learning (Johnson et al., 2007). Additionally, group dynamics can

sometimes hinder individual learning if the activity is not well-

designed (Slavin, 1995).

Teachers should ensure that group activities are well-

structured, provide adequate support, and align with the learning

objectives to maximize their effectiveness.

2.4 Summative and Quarterly Assessments

Both summative and quarterly assessments showed

challenges related to fairness, clarity, and alignment with what was

taught in class.

Several studies (Black & Wiliam, 1998) suggest that

assessments should be closely tied to the instructional content and

should provide clear, actionable feedback to enhance learning.

 Teachers should ensure that assessments are more closely

aligned with the content covered and provide detailed feedback to

help students improve their understanding and performance.

The findings from both tables indicate areas of strength as

well as opportunities for improvement in teaching practices and

assessment methods at Sigay National High School. Teachers are

generally successful in explaining lessons and facilitating creativity

through projects, but there is room for improvement in engaging

students in activities and assessments, as well as addressing

challenges such as pace, clarity, and feedback. By addressing these

challenges and leveraging best practices from research, the school

can improve student satisfaction and learning outcomes.

SOP3. Significant relationship between the level of

satisfaction of the learners on the different teaching styles

of teachers and the challenges encountered they

encountered.

Pearson Correlation

satisfaction challenges
satisfaction Pearson Correlation 1 .221

Sig. (2-tailed) .288

N 25 25
challenges Pearson Correlation .221 1

Sig. (2-tailed) .288

 N 25 25

Pearson Correlation Coefficient between satisfaction and

challenges: 0.221. This indicates a weak positive correlation

between satisfaction with teaching methods and the challenges

students face. The significance (2-tailed): 0.288 Since the p-value is

greater than 0.05, this result is not statistically significant, meaning

that there is no strong, reliable relationship between satisfaction

and challenges based on the data.

The weak positive correlation suggests that while satisfaction

and challenges may be somewhat related, they are not strongly

connected in a way that significantly influences each other. A slight

increase in satisfaction does not necessarily result in an increase in

challenges faced, and vice versa.

The lack of statistical significance means that the relationship

observed could be due to random variation rather than a true

pattern in the data.

Other studies on student satisfaction often show a more

nuanced relationship with the challenges students face. For

instance, research by Terenzini et al. (1996) found that while

student satisfaction can be influenced by challenges (like workload

or unclear instructions), it is also shaped by external factors such as

institutional support and teacher-student rapport, which may not be

captured in this study.

Kendall's Tau-b

Correlations
Satisfaction challenges
Kendall's tau_b satisfaction Correlation Coefficient 1.000 -.051

Sig. (2-tailed) . .725

N 25 25
challenges Correlation Coefficient -.051 1.000
Sig. (2-tailed) .725 .
N 25 25
Spearman's rho satisfaction Correlation Coefficient 1.000 -.025

Sig. (2-tailed) . .905

N 25 25
challenges Correlation Coefficient -.025 1.000
Sig. (2-tailed) .905 .
N 25 25

Kendall’s Tau-b Correlation Coefficient between satisfaction

and challenges: -0.051This is a very weak negative correlation,

indicating that as satisfaction with teaching methods increases,

challenges slightly decrease, though the relationship is negligible. A

Significance (2-tailed): 0.725. The p-value is greater than 0.05,

indicating that the correlation is not statistically significant.

The very weak negative correlation suggests that there is no

meaningful inverse relationship between satisfaction and

challenges. Essentially, satisfaction with teaching styles does not

noticeably reduce the challenges students face in their learning

environment.

Since the p-value is high, this result indicates that the

correlation observed is likely due to chance, and no real, reliable

pattern exists between the two variables.

 This weak relationship is consistent with findings from other

educational research, which often show that while satisfaction and

challenges can be related, factors like student motivation, support

systems, and teaching strategies often play a more significant role

in determining overall satisfaction (Duchesne et al., 2015).

Challenges related to learning difficulties or teaching style

preferences are often multifaceted and cannot be explained simply

by satisfaction levels.

Spearman's Rho

Spearman's Rho Correlation Coefficient between

satisfaction and challenges: -0.025. This is an almost negligible

negative correlation, indicating an extremely weak inverse

relationship between satisfaction and challenges. At a Significance

(2-tailed): 0.905 The p-value is 0.905, which is far above the

significance threshold of 0.05. This confirms that there is no

statistically significant relationship between satisfaction and

challenges.

The negative correlation, being almost zero, indicates that

satisfaction with teaching methods and the challenges students face

are essentially independent of one another. There is no discernible

trend or relationship between these two variables in the data. The

very high p-value further reinforces that the relationship, if any, is

not meaningful or consistent.

 This finding aligns with the results from various studies that

examine the disconnect between satisfaction and the challenges

students encounter. In many instances, student satisfaction is

influenced by factors like personal preferences, teacher-student

rapport, and overall learning environment, which may not directly

correlate with specific challenges they face (Tinto, 1993).

Conclusions:

The correlations between satisfaction and challenges in

this study are weak and statistically insignificant, suggesting

that there is no strong or reliable relationship between the

two. Despite some minor positive or negative tendencies,

satisfaction with teaching methods does not consistently align

with the challenges students face. The lack of statistically

significant correlations across all three measures (Pearson,

Kendall’s tau-b, and Spearman’s rho) indicates that other

factors, potentially beyond the scope of this study, may be

influencing students’ experiences and perceptions.

Since satisfaction and challenges do not appear to be directly

related, educational interventions should focus on addressing the

specific challenges students face (such as improving clarity in

project instructions or providing more time for tasks) without

necessarily expecting these changes to drastically affect overall

satisfaction.
 The study highlights the complexity of the factors affecting

both satisfaction and challenges. While improving certain aspects of

the teaching and learning process can help reduce challenges, these

changes may not automatically lead to higher satisfaction levels.

Recommendations:

For teachers and administrators:

Focus on clear communication, time management, and

providing sufficient academic support. These improvements are

likely to reduce specific challenges without necessarily expecting a

drastic increase in overall student satisfaction.

Monitor other factors that might influence student satisfaction,

such as classroom environment, teacher rapport, and personalized

feedback, which may not be directly tied to the challenges students

face.

For future studies:

Explore additional variables that could have a stronger

relationship with both satisfaction and challenges, such as the

quality of teacher-student interactions, the availability of learning

resources, and the overall school climate.

Consider using qualitative methods to gather more detailed

insights into why students may or may not feel satisfied despite

facing challenges, to better inform targeted interventions.

 Future studies could explore other variables that might better

explain student satisfaction and the challenges they face, such as

teacher communication skills, classroom environment, or

instructional methods.

Schools might also need to provide more targeted interventions

to address specific challenges that could potentially improve

satisfaction, even if the correlation between the two factors is weak.

It might be helpful to separate the factors contributing to

satisfaction and challenges. For example, identifying which specific

challenges (e.g., unclear instructions, lack of time for projects, or

lack of teacher support) have a more direct impact on student

satisfaction could lead to targeted interventions.

Schools should focus on reducing specific challenges without

necessarily assuming that doing so will automatically improve

satisfaction. For instance, improving clarity in instructions or offering

more support during group activities may not directly affect how

students feel about their overall learning experience, but it could

still improve their academic success.

REFERENCES
APPENDIX A
REQUEST LETTER
APPENDIX B
LETTER TO RESPONDENTS

APPENDIX C SURVEY RESULT

SOP 1 Level of satisfaction of the learners on the different teaching

styles of teachers in Sigay National High High School

Grade 7 8 9 10

Teaching Style/ Assessment Ave M.ave Description

1.1 Delivery Lesson

1.1 The teachers explained well the 4 3.1 3.4 3.3 3.47 Always
lesson with various example. 9

1.2 The teacher provides engaging 3 2.88 3.1 3 2.99 Sometimes

presentation.

1.3 The examples given by the 3 2.08 3.1 3.2 2.84 Sometimes
teachers are appropriate to the
lesson/topics.
1.4 The pace of lessons in just right 3 2.05 2.9 2.4 2.59 Sometimes
for me. 4
1.5 I feel comfortable asking 2 2.06 2.6 2.7 2.36 Sometimes
question in class. 8
1.2 Project Making

1.2 Project instructions are clear 2.7 3 3 2.9 2.91 Sometimes

and easy to follow. 4
1.3 Projects give me a chance to be 2.8 2.5 3.2 3.5 3.01 Oftentimes
creative. 6
1.4 Projects related to what I’m 2.9 2.7 3.3 3.2 3.02 Oftentimes
learning in class.
1.5 I have enough time to complete 2.2 2.8 2.8 3 2.7 Sometimes
projects.
1.6 Projects help me learn new 3.2 2.8 3.1 2.9 3.01 Oftentimes
skills. 4
1.3 Individual/Group Activities

1.3 Teachers provide support 3.2 2.88 3.1 2.8 2.99 Oftentimes
during activities
1.4 Activities give me a chance to 3.1 2.8 3 2.8 2.92 Oftentimes
work with others.
1.5 Activities help me learn and 2.7 2.9 3 3.2 2.95 Sometimes
understand the material.
1.6 Activities are engaging and fun. 2.9 2.7 2.7 2.8 2.77 Sometimes

1.7 Activities create a positive 3.1 2.8 3.1 3.1 3.02 Oftentimes
learning environment.
1.4 Summative Assessments
1.4 Assessments are fair and 3 3 2.9 2.9 2.95 Sometimes
reflect what I’ve learned.
1.5 Assessments are aligned with 3 2.88 2.8 3.1 2.94 Sometimes
what we’ve studied in class.
1.6 I know what to expect on 3 2.88 2.7 2.8 2.84 Sometimes
assessments.
1.7 Assessments help me learn and 3 2.8 3 3 2.95 Sometimes
improve.
1.8 I get helpful feedback on 3 2.9 2.9 2.7 2.87 Sometimes
assessments.
1.5 Quarterly Assessments
1.5 Assessments cover the material 3 2.5 2.8 3.28 2.89 Sometimes
we’ve learned in class.
1.6 I have enough time to prepare 3 2.5 2.9 2.1 2.62 Sometimes
for assessments.
1.7 Assessments are graded fairy. 3 2.5 2.8 2.94 2.81 Sometimes

1.8 Assessments help me track my 3 2.8 2.74 2.5 2.76 Sometimes

progress.
1.9 Assessments are aligned with 3 2.8 2.8 2.83 2.85 Sometimes
curriculum.
APPENDIX D REPERTORY

GRID
BIBLIOGRAPHY