Effective Teaching Strategies

In Teaching-learning process

------------------------

A Research paper

presented to

Ms. JanneneLiekaCeniza

________________

In Partial Fulfillment

For the requirements of English 12

Writing in Discipline

_______________

By

Alcantara, Richard

Robin, Vanessa

Pogoy, Ronald

Montalla, Noel

Padilla, Rubelyn

Cuyo, Andrew

Montesclaros, Grace

Tauy, Christine

BSEd-TLE 1-A

2nd semester, SY: 2014-2015

ACKNOWLEDGEMENTS

The researchers would like to express their innermost gratitude

and appreciation through the efforts and services rendered by the

following people that make this work possible.

To Anita Urbano, who let her time and effort in facilitating the

data and helping out in the statistical treatment.

To our parents who give moral and financial support, and

encouragement with this study is being worked on.

In the same manner, we would like to acknowledge the freshmen

students who been gracious enough in accommodating data gathering.

Lastly, we owe everything to GOD ALMIGHTY who makes everything

possible.

-The Researchers-

TABLE OF CONTENTS

Title page---------------------------------------------------------------------------------------------------- i

Acknowledgement------------------------------------------------------------------------------------------iii

Table of Contents------------------------------------------------------------------------------------------

Chapter I Introduction

Background of the study--------------------------------------------------------------------

Statement of the Problem-------------------------------------------------------------------

Theoretical and Conceptual Framework------------------------------------------------

Significance of the study--------------------------------------------------------------------

Scope and Limitation of the study---------------------------------------------------------

Definition of terms-----------------------------------------------------------------------------

Chapter II Review of Related Literature and Studies

Related Literature------------------------------------------------------------------------------

Related Studies---------------------------------------------------------------------------------

Chapter III Methodology

Research Design--------------------------------------------------------------------------------

Research Locale---------------------------------------------------------------------------------

Respondents of the Study--------------------------------------------------------------------

Research Instruments-------------------------------------------------------------------------

Data Gathering Procedures------------------------------------------------------------------

Methods of Scoring-----------------------------------------------------------------------------

Statistical Tools----------------------------------------------------------------------------------

1

CHAPTER I

INTRODUCTION

Background of the study

Education is a vital tool for us to strive for economic

development. We educate o0urselve because of our dreams and goals in

life. Doctors, engineers and nurses many other professions are

possible because of educators. Educators transmit information to

learners they are responsible for the teaching learning- process.

Understanding teaching starts from developing of able concept of

teaching that goes beyond analyzing teaching mythology and describing

the various activities that go into the process. For that matter

educators in particular realized the need for investigating facet of

teaching with the end in view of improving it. Such a process entails

a knowledge of what has to be an improve which can be than by a

through analyses of records of action in a classroom situation.

More than understanding what teaching is professional in the

field recognizes the need for evaluating teaching. A teacher must know

what teaching is since his concept of teaching guides his behavior.

His understanding of teaching serves as guide to all activities he and

the learner will engage in. In other words, what patterns of behavior

are adapted are determined by individuals concept of his role. In the

same way ones concept of teaching impacts on the performance of a

teacher based on the appropriateness of the activities designed to

carry out specific objectives.

2

In teaching, the learner is the core of the teaching process. It

is from him that revolves all activities related to activities. He is

the person who receives instruction from a teacher. In educating them

it is advisable to employ different strategies.

The researchers come up with this kind of research in

order to determine and to know the different teaching strategies that

is necessary and applicable in the teaching learning process.

Teaching ever since has been regarded as a noble profession it is

one which can be rewarding and fulfilling no matter the adds,

especially for people who regard it as a calling, more than a

commitment. Many years back, teaching was reserve to the idealists-

the people who have faith in the young, have envisioned a kind of

society and future that will benefit all because education is grounded

on quality

The concept of teaching as an ideal profession has remained

strong through the years, but it has been accentuated by the need for

meeting the challenges of the times which can be addressed through

quality teaching. There is a persistent demand for professional

teachers who will stick by the profession despite the constraints.

However, the prospect of better treatment for teachers have long waned

aggravated by practical problems of raising salaries, enjoying health

benefits, upgrading school facilities, and even in the matter of

expanding opportunities for growth for growth for those who will

choose to remain in teaching.

3

Fortunately, the love for teaching has served as a motivating

factor to teachers who have not left behind the much touted idealism.

Despite the problems attributed to present- day economic moves

teaching has remained inspiring and fulfilling.

The teaching profession demands a total commitment to total

transformation of the learn, a continuous development of his

potentials for a totally satisfying life as a person and a member of

the community. This is the reason why there is so much focus on

quality .teachers that are willing to address and meet the demands of

quality instruction can bring out the best in their pupils and

student.

However, while concern of the overall well-being of the

individuals is emphasized in school in particular, there is no dinging

that the teachers need support system from the parents and the

community. Where these segments are bent on giving their share of the

responsibility , there will be represent and enrichment of all that is

acknowledge act as culture of the society. Teacher play a crucial role

in the continues development of the society as is tries to meet the

challenges of the times. This will be realized if teacher will develop

the rare passion for teaching that it above any other divine

profession.

Teaching is the metical of activities associated to teaching.

Teacher explains,

4

asks, review demonstrates, submits requirements, attend official

meetings advises student, and checks on attendance teaching is on act

itself for it involves the common activities in the classroom and the

teaching strategies and techniques, but it focuses on the intent to

make learners by effective into action of teacher and student in the

understanding of a particular subject matter.

Statement of the problem

The main purpose of this study is to determine and identify on

what teaching strategies is much effective to be employ in teaching-

learning process.

Specifically, it sought to answer the following:

1. What are the different teaching strategies to be utilized by the

educators to have an effective teaching-learning process?

2. How the teaching strategies affect the teaching-learning

procedure?

3. Why educators develop an effective teaching technique towards

efficacy of the teaching-learning process?

Significance of the study

This study may be beneficial to the following:

Grade school teachers- They will have a broader understanding on

teaching and its related activities. Since they teach pupils, through

this study they should gain knowledge to the

6

different instructional approaches to be employed in teaching for the

effectiveness of their lesson.

High school teachers-As educators of secondary level, they will

be aware of the different techniques to be utilized in their teaching

process, teaching techniques that will make their profession easier

and manageable. Since they are the one that induces ideas to learners,

it is important for them to use a technique which will best work for

him and to his learners.

College instructors- Through this study they can assess

themselves if they are using an effective methods towards imparting

knowledge to their students. This study also provides them an

opportunity to choose on what particular methods they’re going to use

in their discussion process for the efficacy of the teaching-learning

process.

To educators in general-This study provides ideas on how to make

their teaching profession an enjoyable one, rather than as a burden.

Furthermore, this study enhance the credibility of teaching, develops

their teaching strategies to its positive state and improve their

teaching capacity.

Theoretical Framework

Below are some theories in teaching. You do not need to adhere to

each style, nor do you need to teach exclusively using a single style.

The resources below are here to provide guidance, inspiration, and

help you explore your teaching. If you have any questions about the

content in these pages, feel free to consult with a member of the

Teaching Centre about them.

Blooms Taxonomy is way of categorizing and ordering thinking

skills. It was initially introduced by Benjamin Bloom back in 1956.

The purpose of this classification system is to classify and compare

Lower Order Learning Skills from Higher Order Learning Skills. The

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biggest change that occurred in the revised taxonomy is that the

classifications went from nouns to verbs. This helps reminds us that

learning is active, and is not a thing that has already taken place.

The other noticeable difference is the addition of Creating as a

Higher order thinking skill. With the many additions of social media,

web applications and educational technologies, students now have the

ability to create at their fingertips. It is important to be cognizant

of this and include it as a higher order learning skill.

A theory that focuses on stimulus response. When teaching and

utilizing this theory, the student can be thought of as a blank slate.

Then as you teach a concept or fact, the student will respond in a

certain way. You can choose to reinforce the behaviour in a positive

or a negative manner. This positive or negative reinforcement helps to

reinforce what is being taught.

The basis of this theory is that learning occurs when the learner

makes connections between the stimulus and response (what is taught or

experienced in the learning environment versus how the student reacts)

This theory also suggests that learning can depend on learning

identical concepts in new learning situations.

1. Learning requires practice and reward

2. Stimulus/Response connections can be chained together

3. Transfer of learning occurs when learners compare and contrast

their previous experiences.

4. Intelligence is a function of the number of connections learned.

The ability of the student to compare the same element in two

different situations provides them with the opportunity to compare and

contrast the element and make connections between the two situations

regarding the element.

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This theory states that learning is an active process in which the

learner constructs knowledge based on the information they

experience.  New information is constructed in relation to prior

knowledge the learner has.

1. Learning should take place in a context and incorporate

experiences that are of interest to the student

2. Learning should be designed so the learner can “fill in the

blanks”.

3. Learning should be structured so that concepts connect to one

another.

4. The main idea behind multiple intelligences is that each learner

may have different forms of intelligence, and each learner has

varying degrees of intelligence in each form. This theory

originated with Howard Gardner’s research.

5. linguistic

musical

logical-mathematical

spatial

body-kinesthetic

intrapersonal

Gardner’s theory suggests that teaching and learning should focus on

the intelligences that the particular learner possesses.

The basis of this theory, is that we do not learn in isolation, but

rather learn from our interactions with others. Cognition, behavior

and environment all contribute to the learners understanding of a

subject.

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1. Learners observe and/or rehearse modeled behaviour. They then

code this modelledbehaviour into words, labels, categories and

images.

2. Modelledbehaviour is most likely adopted if the outcome is

something the learner values

3. Modelledbehaviour is more likely adopted if the model being

observed is similar to the observer in some way, if the model is

admired by the observers, or if the model can add functional

value to the observer's learning.

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Conceptual Framework

Different Teaching Strategies

Level of effectiveness

Figure 1. Schema showing the concepts of the study

Scope and limitation of the study

This study is focused on teaching strategies in effective

teaching-learning process. It is limited on the availability of the

references and resource materials in the library of Eastern Visayas

State University-Ormoc City Campus.

Definition of terms

Strategy.It refers to the technique, method by which the teacheremploy.

Inductive method.A method of teaching in which the teacher starts fromspecific to general.

Deductive method.A method of teaching in which the teacher start fromgeneral to specific; complex to simple.

Demonstrative method.A method in which the teacher demonstrates theactivities to be done to the learners.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Integrate teaching three level strategies. One characteristics of

an effective teaching strategy is that it is integrated. The word

“integrated” comes from the Latin word “integer” which means whole. An

integrated strategy will put together the parts of a while in order to

arrive at a holistic, complete and more accurate view of realities.

Let’s recall the story of the four blind men who were made to touch an

elephant and who after were asked what it was that they touched. The

first who held one ear said it is a fan. The second who touch the body

said it’s a wall the third that held one lea said it’s a column and

the fourth who touch the tail said it’s a rope. Of the four blind men

nobody gave a correct answer because each touched just a part of the

elephant.

That is exactly happens when we study just a part of reading like

when we put a wall to shut science from math, language from values,

music from civics. That is what we do when we teach the subject in

isolation from one another we are far from the truth and we are for

from reality. To arrive closer to what is true we make connection of

the subjects; let us make them interconnected instead of drawing

demarcation lines between and among them. We teach valves, heath,

grammar and math when we teach science. We teach science, values and

math when we teach grammar. After all these math are all part and

parcel of life which is truly the one curriculum. This integrated

strategy is interdisciplinary, the same strategy that the Re-

structured basic education curriculum requirements.

An integrated teaching strategy is permeated by the multiple

intelligence, the varied learning styles and daily experience of the

learners. Its use also means empowering learners to

12

become life belong learners and active makes of meaning (DepEd. And

2002 Basic Education Curriculums)

The proponents of this integrated teaching assert that the

teaching learning process should touch the facts level, the concepts-

level, and values level. On the facts level the students learn

isolated facts on the conceptual level the fragmented and meaningless

facts are viewed and organized into concepts fewer than the facts

while on the values level the knowledge acquired are related to the

students life.

Integrated Teaching: Learning Style-Multiple Intelligence-Based

Instructional Strategies. A teaching strategies is integrated when it

is permeated by the concepts of multiple intelligences (MI) and varied

learning styles of the learners. We used to think of intelligence in

terms of linguistic and logical mathematical aspects only. But with

gardener’s MI theory, we are introduced to six (6) more intelligences-

namely bodily-kinesthetic, spatial, musical, intrapersonal,

interpersonal, naturalist intelligences. All these intelligence with

just one or two that are dominantly expressed. The ideal is for every

learner to have a balance development of all the eight intelligences.

If this is the case then we have been unfair to many of our students

for the past years. Np doubt, our teaching and testing strategies in

the past have been biased in favor of the linguistically intelligent

and logically mathematically intelligent students. More often than

that not we taught in words. We also tested by way of words written or

oral. This was to the disadvantage of students whose dominant

intelligences were not linguistic.

As to learning style, I guess we were not then very particular. I

cannot recall hearing about learning style in my high school days,

much less in my elementary years. I was taught about individual

differences and individualizing instruction in my pre service

education in the early seventies but I could not recall having been

introduced to pronounced learning style profile like; sensing-thinking

style (mastery style), sensing-feeling(interpersonal style), intuitive

thinking (understanding style ), intuitive feeling (self expressive

style ).(Silver and Hanson 1998)

Our perception of the world is subjected to judgment by our mind.

Our mind can do this in two ways, through thinking and feeling. When

we judge with our feeling, we tend to be subjective. Instead

connections thar make life rich and meaningful. (Silver, 2000)

To give every student the opportunity to learn the lesson

appropriate to his dominant intelligence and learning style, it is

best that we have a pool oflearning activities and techniques at our

disposal.

Brain compatible instructional strategies. Brain based

instruction on finding about the brain and learning. Some research

findings about the brain: without rehearsal or constant attention,

information remains in working memory for only about 15 to 20 seconds

learning is a process of building neural networks, this network is

formed through concrete experience, representational or symbolic

learning and abstract learning; our brains have difficulty

comprehending very large numbers because we have nothing in our

experience to ‘hook ‘them to. The eyes contain nearly 70 percent of

the body’s sensory receptors and send million of signals every second

along the optic nerves to the visual processing of the brain, the

capacity of the long-term memory for pictures seems almost unlimited;

there is little doubt that when information is embedded in music or

rhyme, its recall is easier than when it is in prose.

Brain based strategies includes involving students in real-life

or authentic problem solving; using projects to increase meaning

makers: classroom strategies using visual processing; songs, jingles,

and raps, Mnemonic strategies ; writing strategies; peer teaching;

active review; and hands on activities (brain matters: Translating

Research into action.

Individualized Teaching strategies. It is oftentimes labeled

self-learning techniques, includes ways of exposing the individual

students to conducive situations wherein they will gain information,

develop skills and values through their own time and effort. Strongly

motivated and guided by the teachers, their interests are aroused and

sustained throughout the learning activity. In the end, their learning

could be described as self directed and spontaneously.

Individualized teaching strategies includes independent study,

interest learning centers, problem solving, journal writing, projects,

collections, special reports, discovery, reading and students

research.

Teaching with media. There is no drab lesson if appropriate media

is used in this presentation properly selected, its impact on the

attention and sustained interest of student has long been recognized

to a point that this wide collection of teaching tools earned the

title ‘sub-strategies “ it is hot surprising to see these materials,

devices and instruments, accumulated in every teachers storehouse. Of

late, more teaching technologies such as recordings, projectors and

computers have been available in some schools.

Audio recordings are used by teachers in connection with speech

rehearsals, drama musical representation, and radio, television

broadcasting. It improves listening skill, easy to operate, safe way

of storing information, can be used for big or small groups, best

used to improve speech skills and it will lessens distraction when we

used with headphones .

Overhead transparencies easily present step-by-step instructions,

enumerations or any sequenced illustrations. Transparencies can easily

be prepared by the teacher or the students. Iit enables the teachers

to maintain eye contact while the transparency is on. It is on

reusable and can be used with large or small groups. Overhead

projectors are easy to operate.

Bulletin boards can present a preview of the lesson to be

presented as a way of motivating the students. The attractive display

can allow a number of students to browse over its contents at the same

time.

Chalkboard is a convenient writing area where illustrations can

instantly be drawn even during a discussion. An eraser can easily keep

it clean and ready for continuous use. Charts, mock-ups, regalia,

video tapes/films, models and pictures are medias applicable in

teaching learning process.

Related studies

Hunter (1980) cited studies conducted by Hunter and McCouts.

Using theCanfield Learning Styles Inventory, they collected data from

1,000 students at SinclairCommunity College in Dayton, Ohio. Important

learning style differences were shownon 12 of 16 profile scales with

respect to age group. Older students preferred reading,organization,

detail, qualitative and listening. Younger students preferred

affiliation withpeers and teachers, iconics, direct experience, and

inanimates. Some studies wereeffective in identifying significant

interactions between preferred learning styles andpreferred teaching

styles while others were not.

Hunter (1979) conducted research at three two-year colleges in

the North CentralAccreditation Region. Subjects consisted of 5

teachers and 285 students within 15courses. Using the Canfield

Learning Styles Inventory and Canfield Instructional StylesInventory,

Hunter found that students preferred listening and direct experience

asopposed to reading.

Zippert (1985) conducted research to investigate whether teaching

strategies thatmatched assessed learning styles of students produced a

higher level of achievement. Thesite of her research was Miles

College--Eutaw, Greene County, Alabama. TheProductivity Environmental

Preference Survey was used to assess learning style preferences. The

College Level Examination Program (CLEP) Social Studies andHistory

examination was used as the measurement of achievement. Subjects

consisted of 30 students. Fifteen students were randomly assigned to

the experimental group and l5were assigned to the control group.

Students in the control group received instructionthrough conventional

methods, whereas instruction was modified to correspond to thelearning

style preferences of students in the experimental group. Zippert

concluded that“students can identify their individual learning

preferences and tend to respond positivelyto teaching methods which

are consonant with their preferred mode of learning”

Charkins, O’Toole, and Wetzel (1985) conducted research at Purdue

University todetermine if there was a link between teaching styles and

learning styles and the effect ofany link on student learning. This

study included 600 students, 20 instructors, and 3teaching/learning

styles. The Grasha-Riechmann Learning Styles Questionnaire wasused to

determine the types of learning styles. It was an ex post facto

design--prior todata collection no controls were instituted. Their

findings indicated that “the larger thedivergence between teaching

style and learning style, the lower the student’s gain in

achievement”. Implications for education as a result of their study

are thatstudents’ achievement should improve by matching students and

instructors who possess similar learning and teaching styles. Because

students react variously to different methods of teaching as a result

of their varied learning styles, “some students may gain,but others

may lose, from using a new teaching method....Researchers may be able

todiscover which types of students gain (or lose) from different types

of teaching methods”when there is a match between learning styles and

teaching styles through studyingbusiness instructors and their

students.Student Achievement as Indicated by Course Grades

Battle (1982) conducted research to “investigate the extent to which

variations ingrade achievement corresponded with variations in total

divergent measures ofinstructional/learning styles in Principles of

Accounting I at Broward Community

Matthews (1995) studied the effect learning style had on grade

point average offirst year students in colleges and universities. The

association of learning style withachievement as measured by grade

point average showed that “Students with thesocial/applied,

independent/applied and social styles had higher grades than did

studentswith other styles.Students with neutral preference had the

lowest grade point averageswhen compared with students in other

categories. Grade point averages in six categories(social/applied,

independent/applied, social, applied, social/conceptual, and

conceptual)differed significantly from the averages in the low

category (neutral preference)”

Raines (1978) conducted research using the Canfield Instructional

StylesInventory and the Canfield Learning Styles Inventory to

determine if significantdifferences existed between the teaching

styles of math instructors and the learning stylesof their students.

Raines also compared the learning styles inventories of students

withvarying levels of grade achievement.

Results of research conducted by Hunter (1979) revealed that only

theorganization method was related to grade. To obtain this result,

Hunter investigated therelationship between preferred learning style

and grades in 15 courses at three two-yearcolleges in the North

Central Accreditation Region. Subjects consisted of five teachersand

285 students. The Canfield Learning Styles Inventory and Canfield

InstructionalStyles Inventory were used.

Scerba (1979) determined that there was no significant

interaction betweenlearning styles, teaching styles, and course grade.

Scerba used the Canfield InstructionalStyles Inventory and the

Canfield Learning Styles Inventory, a posttest achievementmeasure for

mathematics and English, and McKeachie’s teacher/course

evaluationinstrument. Subjects included 500 subjects at Miami Dade

Community College, NorthCampus, who were placed in one of five

teaching style settings as determined by theresults of their Learning

Styles Inventory. Scerba concluded that due to the limitations ofhis

study, the trait-treatment interaction model that was used to predict

interaction effects

was in effective.

Carthey (1993) conducted research to determine the relationship

between learningstyles and grade performance in Principles of

Management, Principles of Economics,Intermediate Accounting, and

Business Law. His subjects included 64 second-yearaccounting students

from Northeast Iowa Community College. The Kolb Learning

StyleInventory was used to determine their learning styles. Students’

final grade pointaverages earned in Principles of Management, Business

Law, Intermediate Accounting,and Principles of Economics were used to

measure academic achievement. The learningstyle variable was reduced

to four styles: Divergers--information was perceivedconcretely and

processed reflectively by learners; Assimilators--experience is

perceivedabstractly and processed reflectively; Convergers--

information is perceived abstractly andprocessed actively; and

Accommodators--experience is perceived concretely andprocessed

actively. The study showed a relationship between students with the

Convergerlearning style and high academic achievement in all courses

under study. According toCarthey, “Individuals with learning styles

(Convergers and Assimilators) that employabstract perception received

the greatest percentage of A grades in all courses when theirresults

were combined and compared to those learning styles (Divergers

andAccommodators) which perceived concretely”

CHAPTER III

METHODOLOGY

This chapter depicts the pertinent aspects of the study,

specifically on the method and procedures that we used. Subject

involved and the technique used in gathering the desired data,

processing as well as the use of appropriate statistical tools

employed in the data analysis.

Research Design

The study utilized the descriptive survey method of research. The

objective of the study is to determine the significant relation of the

teaching strategies to teaching-learning process.

Research Locale

The study was conducted at EASTERN VISAYAS STATE UNIVERSITY-ORMOC

CITY CAMPUS located at Barangay Don Felipe, Ormoc City

Research Respondents

Twenty (20) students enrolled in education were used as

respondents of the study.

Sampling Procedure

The researcher used the simple random sampling where the odd/even

scheme was used in getting the number of respondents of the study.

Research Instrument

The main instrument used in gathering the data was the

questionnaire-checklist to supplement and determine the certain

aspects of the survey.

Methods of Scoring

To ascertain the appropriate scoring and interpretation of data

yielded in this study, the five(5) scales and their corresponding

interpretation is used. These are as follows:

Scale Description5 Most effective4 More Effective3 Effective2 Less Effective1 Not effective

Data Gathering procedure

After the permit was granted, the researchers conducted a survey

by sending out questionnaire-checklist where questions really

congruent to the desired responses.

Statistical Treatment

The gathered data was analyzed, tabulated, and interpreted in

order to gain a clear understanding of the use of the approaches,

methods, and strategies towards teaching-learning process.

The person R and simple percentage are used in the study

1. Simple Percentage

This was used to compare group of objects in equitable basis. It

is calculated by dividing the total number of respondents in

certain items by the number of cases.

FrequencyP= _____________ X 100 Number of case

Bibliography

A. BOOKS

Caroll, Jim B. Principles of Teaching . New Jersey: PrenticeHall Inc…. 1999

Mcland, Reymood C. Method of Teaching . Makati Philippines: MCP PublishyInc; 1998

Brown Edmund.Teaching Profession.Quezon City; QP Publishy. Inc… 2001

SURVEY QUESTIONNAIRE

Please read this questionnaire and answer to the best of your knowledge. Rate the effectives of the following methods by checking onthe column you choose.

Name:

Course:

Year & Section:

Age:

Legend:

5- Most effective 3- Effective 1- Not effective

4- More effective 2- Less effective

Teaching Strategies 5 4 3 2 11. Giving learners opportunities to participate in classroom activities2. Using multi-sensory Aids3. Make our learner’s fell they belong to a community of learners with a shared goalor purpose to reach their potentials.4. Using exposit method when discussing.5. Start explaining from specific to general; simple to complex.6. Explain the lesson starting from generalization to specific; from whole to abstract.7. Let the learners do the activities in their own and let them “learn by doing”.8. Using the imitative method or demonstration method; Demonstrate to the learns the job be accomplish with the execute what have been demonstrated.9. Applying the cooperative learning.

Group them heterogeneously.10. Teachers will let the older, smarter and more responsible member of the class to tutor, coach, and instructor and teach his/her other classmate.