The Problem And Its Background

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction:

Nowadays, pupils in the elementary schools both in public and private are having a problem regarding on how they can improve the quality of education. DepED Secretary Jesli Lapus, said “ we have to continuously assess our students competencies as mean to determine ways

to

further

improve

our

educational

system.”

(http://sunstar.com.ph/static/dav/2008/02/17/news.set.in.march.html). The system on how the lesson should be taught which is based on the traditional approach, the teacher is the only source of information during the lesson, is not effective anymore. Today, cognitive researchers are spending more time working with the teachers, testing and refining their theories in real classrooms, where they can see how different settings and classroom interaction influence applications of their theories. What is perhaps currently most striking is the variety of research approaches and techniques that have been developed and ways in which evidence from any different branches of science are beginning to converge. The story to evolve dramatically in the next

generation.

(

http://www.jpsim.bulan.com/2007/11/03/importance-of-instructional

%20materials–in-education.html ). The way a student learns today is quite different compared to the past years. Today, students learn in the most and to the great extent if they will learn it through experience, in an interactive and they learn through doing it by themselves. It is commonly known as learning by doing (Acero, et.al. 2000). In response to this, the Department of Education together with other non-government organizations and other government agencies introduce different types of Teaching Strategies. Expert Jigsaw, Four Corners, Numbered Heads, and Round Table are few of the many Teaching Strategies (BEAM or Basic Education Assistance for Mindanao, 2007).While it’s true that these

1

Teaching Strategies is made to enhance the quality of education and instruction inside the classroom, it is also true that not all teaching strategies are effective. In relation to this, the researchers are interested to know what are the most effective teaching strategies in teaching different subjects specifically in Science VI and how it can affect the students performance inside the classroom.

Statement of the Problem:

This research aims to identify the effective Teaching Strategies in Grade VI Science and its effects to the Students performance of the Selected Schools in the City of Koronadal for the S.Y. 2009-2010. Specifically this study will attempt to answer the following questions: 1. What are the common teaching strategies in teaching Grade VI Science? 2. What are the top five most effective teaching strategies in teaching Grade VI Science? 3. Why did it become the most effective teaching strategies in teaching Grade VI Science? 4. How do students react to the teaching strategies that were used?

Significance of the Study:

Teachers in elementary, they handles almost of the subjects that we can found in the elementary curriculum. In that way some of the teachers cannot identify the best and appropriate teaching strategies to be employed. Poor or wrong choice of the teaching strategies can cause 2

poor performance of the students of the public and even in private schools not only on the local but also in National or even internationally. In that way, we the researchers want to help the Science teachers to identify the most effective teaching strategies in handling the subject. The researchers conduct this study to provide the students a more active learning process. The main aim of this research is to support the Grade VI Science teachers in delivering the subject. The researchers conduct this study to provide the strategies in handling the subject and also the researchers conduct this study to provide the students a more active learning process. The main aim of this research is to support the Grade VI teachers in delivering the subject to maximize the learning of the pupils.

Scope and Delimitation:

This study parameters only to identify/survey the effective teaching strategies for Grade VI Science and its effects to the student’s performance of the Five Selected Schools in the City of Koronadal. With a specific time frame the researchers will conduct their study with the use of survey forms created personally. This study focuses on effective Teaching Strategies used by the Grade VI teachers and its effects to the students’ performance. With the use of check list and questionnaires, the researchers could gather the data needed in the duration of the study. Random sampling will be used in choosing the respondents of the study. This research will cover half of the School Year 2009-2010. This survey is designed to be answered by the Grade VI pupils and teachers of the Five selected schools in the City of Koronadal. The researchers will use Percentage and Ranking as the statistical tool for this research.

CHAPTER II

3

REVIEW OF RELATED LITERATURE

This chapter presents the previous studies and literatures related to the problem. This also includes the definition of terms at the end of this chapter. Since 1925, there are surveys conducted internationally which aims to identify Filipino pupil’s performances. Based on the surveys, they found out that the pupils have poor performance in the main subjects namely English, Math and especially Science. In 1995, according to the inter press report, the Philippines ranked third to the last in elementary and high school students in 45 countries. on 1997 UNESCO or the United Nations Educational Scientific and Cultural Organization study assessed the performance of the Philippine Education for All (EFA) program and the Philippine Plan of Action (PPA) for the 1990’s. (http://www.kpfi.org/what/report.asp) The trends in International Math and Science Survey (TIMSS) conducted in 1998 ranked the Philippines fourth from the last among the 39 countries that participated in the said survey. Five years later in 2003, the Philippines were number 41 among the 45 countries that took part in the TIMSS. But way up there among the major reasons should be the poor preparation and training of teachers.

(http://opinion.inquirer.net/inquireropinion/editorial/view/20080105-110485/Teacher-

cant-teach) The 2007 NAT results in Grade VI indicated marked improvements in the Mean Percentage Score (MPS) in English and Mathematics (12 percent), while Science also registered a

strong

10

percent

increase.

(http://sunstar.com.ph/static/dav/2008/02/17/news.set.in.march.html) From all the findings gathered since 1925 the Department of Education created different plans to improve the quality of education here in the Philippines.

4

Figure 1. Conceptual Framework

5

Types Good Poor Advantages Clarity Classroom Deductive Student’s Inductive Instructional Classroom Multiple Classroom Teacher’s Voice of Teachers Student’s Materials Learning Attractiveness Audio Multiple Words Time/Schedule of the Modulation and Intelligences Visual Approach Management Performance Instructional Approach Used Instruction Management Approach Management Style Behavior used Disadvantages Intelligences Materials Effective Teaching Strategies in Grade VI Science and its Effects Student’s Teaching Subject performance Strategies Matter

to the Students Performance of the Five Selected Schools in the City of Koronadal S.Y 2009-2010. materials

6

At the same year (2007) Basic Education Assistance for Mindanao was introduced and implemented. It gives and suggests teaching strategies on how to handle students learning styles, aiming to improve the student’s performance using appropriate and précised learning strategies in each classroom activities.

Teaching Strategies

Teaching strategies or teaching methods refers to an organized, orderly, systematic, wellplanned procedure. It consists of steps which are logically arranged aimed at achieving the specific aims of the instruction, at enhancing greater and maximizing learning output. Method directs and guides the teacher in all class activities and involves as well, the organization of materials to get things done. A generic term that refers to any learning activity learners might engage in. Interactive instructional technique in which a computer is used to present instructional material, monitor learning, and select additional instructional material in accordance with individual learner needs. Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate.( http://www.gmu.edu/facstaff/part-time/strategy.html) It's now time to make choices about what you will have students do in your course in order to learn the course content and to practice the goals. What kinds of teaching strategies can be used in the classroom that accomplishes both course content goals and active engagement on the part of students? The old adage "if all you have is a hammer, everything looks like a nail" is equally true of teaching strategies. If the only classroom teaching strategy you know is traditional lecturing, 7

that's the teaching tool that you're likely to use for all classroom situations. If, on the other hand, you have more tools in your toolbox, you will have the opportunity to choose the most appropriate tool for the task at hand. In this section of the tutorial, you will explore various teaching strategies in which most students are active rather than passive in the classroom and in which the focus is less on the teacher presenting and more on the student learning (http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html ).

Teachers Instruction

As a teacher, you will have many challenges to face in teaching a group of students. All children do not learn in the same way, so a teaching method that is very effective for one student may not be very helpful to another. You need to differentiate instruction in order to reach all students, even while working toward the same academic goals. Differentiating instruction creates more

effective

learning

for

your

(http://articles.directorym.com/Ho_To_Differentiate_Instruction-a973507.html)

students. The teacher’s

activities of educating or instructing or teaching the pupils; activities that impart knowledge or skill; “he received no formal education”; “our instruction was carefully programmed”; “good teaching is seldom rewarded” (http://ardictionary.com/Instruction/5235).

Instructional Materials

An instructional material refers to the various resources available to the teachers and learners which help to facilitate instruction and learning. These elements found in the environment and which are meant to help students understand and explain reality.

8

The effective use also of non-book materials in teaching-learning process will capture the student’s interest and develop good attitude towards the topic being discussed. Examples of nonbook materials are audio-visual, instructional aides, educational media, etc. (Acero. et. al., 2000) Instructional Materials (IM) are considered to be forms of communication and must therefore be delivered in a manner that is equally effective for persons with disabilities. (http://www.calstate.edu/accesibility/instructionalmaterials/index.html)

Classroom Management

Elements of classroom management vary. For this purpose, management refers to issues of supervision, refereeing, facilitating, and even academic discipline. Not all student behaviors require intervention or confrontation while some are serious enough in nature to warrant formal disciplinary action. Rest assured that while there are current studies in higher education literature that suggest a growing trend of rudeness and even overt animosity toward faculty by students, the

vast

majority

of

classroom

experiences

are

not

dramatic.(

http://4faculty.org/includes/108r2.jsp)

Teacher’s Approach

Is an enlightened viewpoint of teaching which provide some philosophy and orientation of the whole process of teaching in which the selection of an instructional method is part and parcel of, it also embraces the whole spectrum of the process such that: it specifies the major goal of teaching; the given priorities among the three domains, cognitive, psychomotor, and affective; the role of the teacher; the expectations from the students; the nature of teaching-

9

learning process ; and the kind of evaluative techniques and suitable teaching method/strategies to be employed. (Acero, et. al. 2000) Deductive approach begins with a generalization and subsequently all examples and specific situations to be given are supportive this generalization. It is also a process of starting with the generalization and arriving at a specific statements or conclusion namely: one which is not applicable to a class of objects, situations, or phenomena. (Acero, et. al. 2000)

Time/ Schedule

It refers to the amount of time allotted for a specific subject or subject matter for every class, the time which the subject area is scheduled. The pupil has a short attention span and they get easily bored easily and they tend to do other things such as talking with their seatmates and doing some assignments which are not related to the subject. The use of different strategies can help

the

teacher

to

catch

their

attention

and

prolonged

their

attention

span.

(http://4faculty.org/includes/108r2.jsp)

Subject Matter

It refers to the specific topic which is taught by the teacher to the students. The teacher indicates the subject matter that he believes will help attain his objectives. This may be indicated as generalization in outline form. Sometimes, it can be a part of the procedure or it can be written on a separate sheet of paper if the teacher wants more details in the outline. The teacher should also consider the materials and the equipment that he may need. Illustrations and posters may be prepared to help students concretize what are to emphasize. (Acero. et al. 2000)

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Students Performance

Is a performance that refers to the academic and non-academic capacity of a student. It may be observed inside or even outside of the classroom but most of the time, students’ performance, is associated with the academic performance of a student. The general level of ability and interests of students various grade levels differ. Or, within an age-grade itself, there may be variations due to different environment among pupil. (Acero, et. al., 2000)

Multiple intelligences

The theory of multiple intelligences was developed by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead Dr. Gardner proposes eight different intelligence to account for a broader range of human potential in children and adults. These intelligences are: Linguistic intelligence (‘word smart”), Logical-mathematical intelligence(“number/reasoning smart”), Spatial intelligence(“picture smart”), Bodily kinesthetic intelligence (“body smart”), Musical intelligence (“music smart”), Interpersonal intelligence (“self smart”), Naturalist intelligence (“nature smart”), Dr. Gardner says that our school focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should place equal attention on individuals show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children with these gifts don’t receive much of reinforcement for them in school. Many of these kids, in fact, end up being labeled “learning disabled,” “ADD (attention deficit disorder,” or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical- mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our school are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, 11

cooperative learning , art activities, role play, multimedia, field trips, inner reflection, and much more (see Multiple intelligences in the Classroom). The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to design the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lecture, and boring worksheets and textbooks. The challenge is to get this information out too many teachers, school administrators and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds. The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be must happier in a job where they could move around, such as recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adult a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self development. (http://sustar.com.ph/static/dav/2008/02/17/news.set.in.march.html)

Definition of Term: Behavior is the way the students react against something or someone. Classroom Management is the way the teacher control and handles the classroom situations, extra activities, and discussions. Education involves the teaching and learning process. It is an act of educating with correct instruction and discipline used. Effective means it is the most precise and accurate use of strategies that increases and maximizes the learning of the students. Performance is the way the students behave after the deployment of the teaching strategy.

12

Survey is a study conducted in several forms. It is also an act of deploying the survey tools and to gather it afterwards for the data analysis. Teaching Strategies are the strategies of the teacher in giving the lesson to the pupils. It is also an organized, orderly, systematic, well-planned procedure.

13

CHAPTER III

METHODOLOGY

This chapter also presents the conceptual framework, as shown in figure 1 and the theoretical framework as shown in figure 2. This section includes the locale of the study, subject of the study, research instruments, research methodology, and statistical tools.

A. Respondents of the Study (Subject of the Study) The subjects of the study were the Grade VI Science Students and Teachers of the five selected schools in the city of Koronadal. All respondents are enrolled in grade VI and taking the science subject for the school year 2009-2010. All teachers’ respondents are teaching grade VI Science for the same school year. B. Locale of the Study The locales of the study were the five selected schools within the city of Koronadal as identified by the researchers. C. Research Instruments Data were gathered through the prepared questionnaire. Before the survey, the prepared questions were tested using actual survey. It elicited responses from the common and effective teaching strategies, the effect to the students and the reasons why it was used. D. Research Methodology The survey questionnaire was made up of two types, the first is the teacher survey form and the second is the students’ survey forms, questionnaires were

14

Figure 2: Research Design Survey Science Five Grade Frequency Percentage/Ratio selected VI Subject Locale teachers Science Descriptive schools Distribution of of of students the the the in and Study Study five the of Research Research Statistical Methodology Instruments Tools How Why Effective What do did are students itQuestionnaires become the top Teaching react five the most to most the effective effective teaching Strategies in Gradethe VI What are the common teaching The researchers will be able to identify City the selected five of Koronadal selected schools Ranking in school the city in the of strategies inand teaching Grade VI VI teaching teaching strategies strategies strategies that in inwere teaching teaching Grade Grade VI Science its used? Effects to the Effective Teaching Strategies in Students Grade VI City of KoronadalScience? Koronadal

Science? Science? Science and to the Schools Students in Performance ofits theEffects Five Selected Performance of the Fivefor Selected Schools in the City of Koronadal the S.Y. 2009-2010

the City of Koronadal for the S.Y. 2009-2010.

15

also made up of questions to gather relevant information regarding with the effects and common teaching strategies. E. Statistical Tools Statistical tools used in the presentation and analysis of the data includes: Ranking and Percentage to describe the general findings and to determine the common effects and Teaching Strategies. The data were gathered through survey questionnaires. The second part includes the effects of the common Teaching Strategies and the reason why it was employed.

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CHAPTER IV

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

This chapter includes the presentation, analysis and interpretation of data.

Table 1. Top Five Effective Teaching Strategies used in Grade VI Science

Number of Respondents

Percenta ge

Socialized Classroom Discussion

314

64.64%

Lecture

295

60.65%

Laboratory

283

58.23%

Small Goup Discussion

266

54.80%

Reporting

218

44.89%

Teaching Strategies

Formula for percentage

% = No. of respondents responded ×100% Total no. of respondents

17

Figure 3: Top Five Effective Teaching Strategies used in Grade VI Science

The graph shows that 64.64% of the respondents agreed that Socialized Classroom Discussion is the most effective teaching strategy in teaching Grade VI Science while 60.65% of the respondents agreed that lecture is the most effective teaching strategy in teaching Grade VI Science, 58.23% believed that it is Laboratory Method, 54.80% agreed for Small Group Discussion and 44.89% on Reporting. This result simply means that most of the respondents agree that Socialized Classroom Discussion is effective in teaching Science to the Grade VI pupils. Not far from the Socialized Classroom Discussion is the Lecture which has also earned a great percentage. These two teaching strategies has been found out similar to each other but they differ in some aspects, like the Lecture is a teacher focused strategy while the Socialized Classroom Discussion would involved the teacher and the students in discussing regarding with the concepts or ideas regarding with a certain topic. The percentage of difference between these two strategies is very small. The other teaching strategies had also gathered a high percentage, like Small Group Discussion, Laboratory and Reporting, which means that they are also highly effective among the other teaching strategies. Table 2. The Common Teaching Strategies used in Teaching Grade VI Science

Number of Respondents

Percenta ge

Socialized Classroom Discussion

314

64.64%

Lecture

295

60.65%

Laboratory

283

58.23%

Small Goup Discussion

266

54.80%

Teaching Strategies

18

Reporting

218

44.89%

Others

158

32.51%

Storytelling

128

26.34%

25

5.14%

Think Pair and Share

Formula for percentage

% = No. of respondents responded ×100% Total no. of respondents

19

Figure 4. The Common Teaching Strategies used in Teaching Grade VI Science

The graph shows the percentage of the common Teaching Strategies used in teaching Grade VI Science. The following are the common teaching strategies used in teaching Grade VI Science: 1. Socialized Classroom Discussion 2. Lecture 3. Laboratory 4. Small Group Discussion 5. Reporting 6. Storytelling 7. Think Pair and Share 8. Others: Film Viewing, Giving trivia and other motivational Strategies As the graph reflects that 64.64% of the total respondents said that socialized classroom discussion are one of the commonly used teaching strategies by the teacher, while 60.65% vote for lecture, 58.23% for Laboratory, 54.80% for Small Group Discussion, 44.89% for the Reporting, 26.54% for the Storytelling, 5.14% for the Think Pair and Share and 32.51% for other teaching strategies. The enumerated teaching strategies are the commonly used Teaching Strategies in teaching the subject. These are the strategies that are used by the teachers from time to time as an aid in teaching the lesson. The enumerated teaching strategies are also effective in teaching the subjects because they were recommended by the teacher who teaches the said subject. Table 3. The Positive Effects of the Teaching Strategies to the Learners

Effects

Number of Respondents

Percentage

20

Active

326

67.29%

Excited

296

61.12%

Interested

283

58.38%

Learns Faster

263

54.30%

Enjoy

206

42.40%

Formula for percentage

% = No. of respondents responded ×100% Total no. of respondents

21

Figure 5. The Positive Effects of the Teaching Strategies to the Learners

The graph shows the percentage of the positive effects of the teaching strategies to the learners. It indicates that with the use of the teaching strategies the students became: 1. Active in learning 2. Enjoy the subject and the lesson 3. Interested in learning more about the Subject 4. Like the subject 5. Excited for the new lessons 6. Understand the lesson in an easier way 7. Eager to learn

The enumerated effects were based on the survey conducted. The enumerated effects are also major effects of the strategies employed by the teacher in teaching the subject. The respondents said that they became active in participating on the activities held inside the classroom with a percentage of 96.15%, mean while 66.12% of the respondents said that they enjoy the lesson when a certain teaching strategies were employed, 65.30% of the respondents answered that they became interested in learning new lessons and concepts, 61.39% said that they started to like the subject , 61.18% said that they became excited for the new activities and lesson to be taught by the teacher, 60.77% of the respondents choose the answer that they understand the lesson in an easier way and 59.33% of the total respondents said that they became eager in learning Science. Based on the survey conducted, the positive effects had earned a high percentage. The difference in the percentage between the effects is quite small that each effect is related to each other and one effect can result to another effect on.

22

It shows that using teaching strategies can help the learners in learning and studying the subject and the teachers in teaching the subject. The effects of the use of teaching strategy had been shown as a positive one. As the percentage supports this conclusion that the teaching strategies is a positive and a good way of making the students understand the lessons and complex ideas.

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Table 4. Negative Effects of the Teaching Strategies to the Learners

Number of Respondents

Percenta ge

Uncomfortable

123

25.31%

Tired

137

28.19%

Sleepy

124

25.51%

Bored

120

24.69%

Effects

Formula for percentage

% = No. of respondents responded ×100% Total no. of respondents

24

Figure 6. Negative Effects of the Teaching Strategies to the Learners

The graph shows the percentage of the negative effects of the teaching strategies to the students. The following are the negative effects of the teaching strategies to the students: 1. Uncomfortability in performing the activity 2. Tired, they became tired after the activity 3. Sleepy, they became sleepy during the activity 4. Bored, they became bored when doing the activity The 28.19% of the respondents agreed that they fell bored when conducting the activity, 25.51% of the respondents answered that they feel sleepy when the activity is employed, 25.31% of the respondents said that they became tired because of the different activities that they performed and 24.69% of the respondents said that they are uncomfortable when performing the activities. The named negative effects had no great effects to the learners as the percentage shows. The negative effects are so minimal than the positive effects has greater, which means that using the teaching strategies is a good way of teaching the subject. The teachers also cited the reasons why they choose a particular teaching strategy in teaching the subject. These are the following reasons: 1. Science is a subject that needs interaction and a hands-on way of teaching. 2. Science is a subject that focuses on discovery. 3. Science needs a collaborative learning process. 4. Science is a subject that help the students understand their environment. 5. Science is a subject that needs a real life experience for understanding. They choose the teaching strategy for the reasons enumerated above. They said that science is not an ordinary subject that can be taught in just sitting inside the classroom.

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CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and recommendations after conducting the study.

Summary This study tells us that the use of Teaching Strategies are effective and its effects to the learners, this study also identifies the top five effective teaching strategies, it also identifies the reasons why the different teachers use the teaching strategies in teaching the subject. The use of teaching strategies in teaching science is effective with its great positive impacts to the students like: they became active in participating on the activities held inside the classroom with a percentage of 96.15%, mean while 66.12% of the respondents said that they enjoy the lesson when a certain teaching strategies were employed, 65.30% of the respondents answered that they became interested in learning new lessons and concepts, 61.39% said that they started to like the subject , 61.18% said that they became excited for the new activities and lesson to be taught by the teacher, 60.77% of the respondents choose the answer that they understand the lesson in an easier way and 59.33% of the total respondents said that they became eager in learning Science. The use of the teaching has also a minimal negative effects like: 28.19% of the respondents agreed that they fell bored when conducting the activity, 25.51% of the respondents answered that they feel sleepy when the activity is employed, 25.31% of the respondents said that they became tired because of the different activities that they performed and 24.69% of the respondents said that they are uncomfortable when performing the activities. The study also identified the top five effective teaching strategies namely: 64.64% of the total respondents said that socialized classroom discussion are one of the commonly used 26

teaching strategies by the teacher, while 60.65% vote for lecture, 58.23% for Laboratory, 54.80% for Small Group Discussion, 44.89% for the Reporting, 26.54% for the Storytelling, 5.14% for the Think Pair and Share and 32.51% for other teaching strategies. The research also found out that the teachers use the following teaching strategies because of some reasons like: Science is a subject that needs interaction and a hands-on way of teaching, Science is a subject that focuses on discovery, Science needs a collaborative learning process, Science is a subject that help the students understand their environment, Science is a subject that needs a real life experience for understanding. This study also found out that not all teaching strategies are effective and has an impact to the learners specifically to the learners in the identified locale.

Conclusions After conducting this study, the researchers therefore conclude the following: 1. Not all teaching strategies are effective to the learners of the identified locale. 2. The use of teaching strategies is good and can contribute to the meaningful learning. 3. Selected teaching strategies can be employed effectively to the said locale. 4. The teachers consider a certain qualification in selecting a teaching strategy.

Recommendations After reflecting on the study, the researchers have drawn the following recommendations: 1. The teachers should use the top five most effective teaching strategies identified in this research. 2. The teacher should consider some qualities of the teaching strategy before using it. 3. The teacher should avoid strategies that can deteriorate his/her students.

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BIBLIOGRAPHY

Book: Acero, V, et. Al., (2000). Principles of Teaching. Quezon City, Philippines. REX Bookstore and Publishing Company. ©2000. Internet:

http://sustar.com.ph/static/dav/2008/02/17/news.set.in.march.html http://4faculty.org/includes/108r2.jsp http://www.calstate.edu/accesibility/instructionalmaterials/index.html http://ardictionary.com/Instruction/5235 http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/strategies.html http://www.gmu.edu/facstaff/part-time/strategy.html http://www.kpfi.org/what/report.asp http://opinion.inquirer.net/inquireropinion/editorial/view/20080105-110485/Teachercant-teach http://www.pdfcoke.com http://yahoo.com http://google.com

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Appendix A: Questionnaire for Students

29

Appendix B: Questionnaire for Teacher

30

Appendix C: Computations Computation 1: Percentage

Total Respondents = 486

Number of Votes Total Number of Respondents

x 100

31