Teachers Teaching Strategies in II-Mahogany of Aquinas University Science High School, SY 2010-11

Cernechez, Jocel Karla Co, Jomari Lanuzo, Rhyme Martinez, Aileen

Keywords: teaching strategies , S.Y 2010-2011 , science high school

Abstract Education is an important part of our life. Knowledge is a key concept of education and obtaining it is one of its main goals. However the process of imparting knowledge is different for various different educational institutions. Each educator employs different methods in order to impart their knowledge. This research is to show what methods and techniques teachers employ to share information. Based from the research some methods are more commonly used than others. Methods like pure lecture are more often used while other methods like using guest is sometimes never used. In this study, lots of people can benefit Department of education, public and private secondary schools, students and future researchers are the ones who will benefit. The main concept of this research is to analyze the teaching styles and associate its effectiveness to the learning methods.In this study, descriptive-survey method was used that includes gathering of data regarding present conditions.The study used the survey questionnaire as the main instrument in gathering the data needed to answer the research problem. It was designed by the researchers and contains the teaching strategies used by the teachers for the learning of students in the study. The respondent in this study are the selected teachers in II-Mahogany section, SY 2010-2011.The only focus of the researchers is to know the effectiveness of the teaching strategies and the most and least used teaching strategies of the teachers. Questionnaires were used to gather information from the respondents. The questionnaires will be given and answered by the selected teachers. Afterwards, the questionnaires will be retrieved after the give time. The data that will be gain in the response of the respondents is the one needed in the study.

Introduction Nowadays, education is the key element to success in which every citizen wants to complete. Success starts at the preliminary level of the countrys educational system. The educational system starts with the elementary level to the college level. Education officially starts in a school wherein there are well trained instructors to nurture the students in all aspects of life. Just as people have individual learning styles, teachers have teaching styles that works best for them. Teachers who have a formal authority teaching style tend to focus on content. This style is generally teacher-centred, where the teacher feels responsible for providing and controlling the flow of the content and

the student is expected to receive the content. Teachers with this teaching style are not as concerned with building relationships with their students nor is it as important that their students form relationships with other students. This type of teacher doesn't usually require much student participation in class. "Sage on the stage" model.Teachers who have a demonstrator or personal model teaching style tend to run teacher-centred classes with an emphasis on demonstration and modeling. This type of teacher acts as a role model by demonstrating skills and processes and then as a coach/guide in helping students develop and apply these skills and knowledge. Instructors with this teaching style are interested in encouraging student participation and adapting their presentation to include various learning styles. Students are expected to take some responsibility for learning what they need to know and for asking for help when they don't understand something. Teachers who have a facilitator model teaching style tend to focus on activities. This teaching style emphasizes student-centered learning and there is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks. This type of teaching style works best for students who are comfortable with independent learning and who can actively participate and collaborate with other students. Teachers typically design group activities which necessitate active learning, student-to-student collaboration and problem solving. This type of teacher will often try to design learning situations and activities that require student processing and application of course content in creative and original ways.Everyone has a way or style of learning which works best for them. Most people have one style which is strongest but they can exhibit other styles in any given situation.People who have a visual learning style learn best if a major component of the material or lesson is something they can see or watch. This learner works best with written material and instructions, diagrams, posters, and demonstrations. The information which the visual learner takes in is translated into and stored as pictures or images in their brains. These learners are usually neat and well organized. They may use statements with visual cues such as "I get the picture". Unnecessary movement can be a distraction to a visual learner.

This study aims to know if there are significant drift between the level of teaching techniques of teachers and the learning style of students. This does not aim to know the cause of low grades attained by some students. This study only focuses on the level of education of II Mahogany and not the other year level. . It only aims to know the conformity of teaching skills of teachers and learning skills of students. The effectiveness of teaching styles also depend on the category of learning methods used by the students. The effectiveness of a certain teaching style on a certain learning method may be different if associated with another learning method. There are numerous results if the combination of these methods are interlinked to different situations.

Research Problem This study aims to answer the following questions:

1. What are the least and most teaching strategies used by the teachers?

2. Do the teaching strategies of teachers give students motivation to learn and does it aid students with different learning styles?

Related Literature 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. These are some of the prominent strategies Lecture. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being widely examined today, the lecture still remains an important way to communicate information. Used in conjunction with active learning teaching strategies, the traditional lecture can be an effective way to achieve instructional goals. The advantages of the lecture approach are that it provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is non-threatening to students. The disadvantages are that lecturing minimizes feedback from students, assumes an unrealistic level of student understanding and comprehension, and often disengages students from the learning process causing information to be quickly forgotten. Case Method. Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios. Course content cases can come from a variety of sources. Many faculty have transformed current events or problems reported through print or broadcast media into critical learning experiences that illuminate the complexity of finding solutions to critical social problems. The case study approach works well in cooperative learning or role playing environments to stimulate critical thinking and awareness of multiple perspectives. Discussion. There are a variety of ways to stimulate discussion. For example, some faculty begin a lesson with a whole group discussion to refresh students memories about the assigned reading(s). Other faculty find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s). These strategies can also be used to help focus large and small group discussions. Obviously, a successful class discussion involves planning on the part of the instructor and preparation on the part of the students. Instructors should communicate this commitment to the students on the first day of class by clearly articulating course expectations. Just as the instructor carefully plans the learning experience, the students must comprehend the assigned reading and show up for class on time, ready to learn. Active Learning. Meyers and Jones (1993) define active learning as learning environments that allow students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning (p. xi). Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives. Although there are times when lecturing is the most appropriate method for disseminating information, current thinking in college teaching and learning suggests that the use of a variety of instructional strategies can positively enhance student learning. Obviously, teaching strategies should be carefully matched to the teaching objectives of a particular lesson. For more information about teaching strategies, see the list of college teaching references in Appendix N.

Assessing or grading students' contributions in active learning environments is somewhat problematic. It is extremely important that the course syllabus explicitly outlines the evaluation criteria for each assignment whether individual or group. Students need and want to know what is expected of them. For more information about grading, see the Evaluating Student Work section contained in this Guide. Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and student involvement in the learning process. When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience. Before you begin, you may want to consult several helpful resources which are contained in Appendix N. In addition, the Program in Support of Teaching and Learning can provide faculty with supplementary information and helpful techniques for using cooperative learning or collaborative learning in college classrooms. Integrating Technology. Today, educators realize that computer literacy is an important part of a student's education. Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for faculty and students. Many faculty have found electronic mail to be a useful way to promote student/student or faculty/student communication between class meetings. Others use list serves or on-line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- specific software to increase student understanding of difficult concepts. Currently, our students come to us with varying degrees of computer literacy. Faculty who use technology regularly often find it necessary to provide some basic skill level instruction during the first week of class. In the future, we expect that need to decline. For help in integrating technology into a course curriculum contact the Program in Support of Teaching and Learning or the Instructional Development Office (IDO) at 703993-3141. In addition, watch for information throughout the year about workshops and faculty conversations on the integration of technology, teaching and learning. Distance Learning. Distance learning is not a new concept. We have all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an important topic of discussion on college campuses today. Distance learning is defined as 'any form of teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995). Obviously, information technology has broadened our concept of the learning environment. It has made it possible for learning experiences to be extended beyond the confines of the traditional classroom. Distance learning technologies take many forms such as computer simulations, interactive collaboration/discussion, and the creation of virtual learning environments connecting regions or nations. Components of distance learning such as email, list serves, and interactive software have also been useful additions to the educational setting. stimulate

Method The researchers used the descriptive-survey method for this study. Descriptivesurvey method includes gathering of data regarding present conditions.The study used the survey questionnaire as the main instrument in gathering the data needed to answer the research problem. It was designed by the researchers and contains the teaching strategies used by the teachers for the learning of students in the study. The questionnaire contains the different teaching strategies used by the teachers for the learning of the students.The respondents rated each of the teachers teaching strategies by checking the blank whether it is always(1), often(2), sometimes(3), rarely(4), and never(5) employed by the teachers to accomplish the objectives of their lessons. The researchers had session where they gave or distributed the questionnaire to the selected teachers of Aquinas University Science High School Department. The data gathered are the selected teachers evaluation on the teaching strategies theyve been using to accomplish the objectives of their lessons. The results are tallied, summarized, and recorded into a table for a clear presentation of findings. The data will be inferred by a statistician through the method of Statistical Package for Social Sciences (SPSS) to be able to achieve all the data needed in the study. Next, data will be returned to the researchers and the data will be presented in tabular form. The table includes data with the frequency count, mean and adjectival rating based from the questionnaires.

Discussion and Analysis Table 1. Teaching Strategies of the Teachers of Aquinas University Science High School, AY 2010 11 RATING TEACHING METHODS Nev er (1) Pure Lecture Lecture/Discussi on Combination Jigsaw Case Study Team Project Lab Work In-class Exercises Guest Speakers Applied Projects Oral Presentations Brainstorming Videotapes 1 0 0 0 0 4 0 5 1 0 0 3 Rare ly (2) 1 0 0 4 0 0 2 1 4 0 1 1 2 1 6 3 3 1 2 1 1 2 1 0 Someti mes (3) Oft en (4) 2 3 0 0 2 1 2 0 1 3 3 3 Alwa ys (5) 1 3 1 0 2 1 1 0 0 2 2 0 3.1429 sometimes 4.2857 often 3.2857 sometimes 2.4286 rarely 3.8571 often 2.2857 rarely 3.2857 sometimes 1.4286 never 2.2857 Rarely 4.0000 often 3.8571 often 2.4286 rarely MEA N ADJECTIVAL RATING

Class Discussion Report-Back Session Role Playing Worksheets/Sur vey Index Card Exercise Panel of Experts Value Clarification Exercises Explanatory Discussion Debate ILPE Guided Imagery Brain Writing Simulations In-class Demonstration Socratic Methods PBL Concept Mapping 1.00 1.49 1.50 2.49 2.50 3.49 3.50 4.49 4.50 5.00

0 1 1 1 4 2 1

0 0 1 2 0 2 3

1 4 3 3 2 1 1

4 0 2 0 1 1 1

2 2 0 1 0 1 1

4.1429 often 3.2857 Sometimes 2.8571 sometimes 2.7143 sometimes 2.0000 rarely 2.5714 sometimes 2.7143 sometimes

0 0 1 0 1 2 0 0 0 0 never rarely sometimes often always

0 1 0 2 1 2 0 0 1 1

1 4 3 3 2 1 3 3 3 3

3 2 2 2 3 2 4 3 3 2

3 0 1 0 0 0 0 1 0 1

4.2857 often 3.1429 sometimes 3.2857 sometimes 3.0000 sometimes 3.0000 Sometimes 2.4286 rarely 3.5714 often 3.7143 often 3.2857 Sometimes 3.4286 sometimes

Conclusion There are 29 teaching strategies used by the teachers of II-Mahogany. The teaching strategies are Pure Lecture, Lecture/Discussion Combination, Jigsaw Method, Case Study Method, Team Project Method, Laboratory Work, In-Class Exercise, Guest Speakers, Applied Projects, Oral Presentations Brain Storming, Videotapes, Class Discussion, Role-Playing, Worksheets/Surveys, Index Card Exercises, Panel of Experts, Value Clarification Exercises, Explanatory Discussion, Debate, ILPE Method, Guided Imagery, Brain Writing, Simulations, In-Class Demonstrations, Socratic Methods, Problem Based Learning and Concept Mapping.Based in the results of the

questionnaires collected from the teachers of II-Mahogany, their most often used teaching strategies are Lecture/Discussion Combination, Team Project, Oral Presentations, Brainstorming, Class Discussion, Explanatory Discussion, Socratic Methods and In-class Demonstration. The least used teaching strategies are Case Study, Lab Work, Applied Projects, Videotapes, Index Card Exercise and Simulations. Guest speaker is the only one never used teaching strategy among the 29 strategies. The sometimes used teaching strategies are Pure Lecture, Jigsaw method, In-class Exercises, Report-Back Session, Role Playing, Worksheets/Survey, Panel of Experts, Value Clarification Exercises, Debate, ILPE , Guided Imagery, Brain Writing, PBL and Concept Mapping.

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