Pangasinan State University

Urdaneta City Campus

Graduate School of Teacher Education

21st Century Pedagogical

Strategies Of Elementary
Teachers In Dagupan City
Researched by: Ms. Marissa F. Tandoc, Teacher III
Dagupan City West Central Elementary School
Academic Year 2015

CHAPTER 1: RESEARCH
INTRODUCTION

KEY TERMS:
st century- this era covers the year 2001 to
) 21st
st century according to the
2100. The 21st
perspective of History marks the postmodern era
since in this epoch, there is a tremendous
developments on technology and existence of
virtual reality (Jean Baudrillard).
) Pedagogy- this is a formal denotation of
The following terminologies
teaching profession. Pedagogy entails all principles
are the significant words
found in the research study: and maxims regarding teaching.
) Pedagogical Strategies- this is a formal
denotation of teaching strategies in which can be
synonymous to teaching styles and teaching
method. Pedagogical strategies refer to the set of
plans formulated by the teacher to deliver the
lesson effectively and efficiently.
) Elementary Teacher- In Philippine educational

Background of the Study:

About the 21st Century
Condition
Technocratic Society ( High
Technology)
Time and Space
Compression Through
Borderless Communication
Globalizing world

IN EDUCATION:
Multimedia Facility in Teaching
Integrated Method of Teaching
(Inductive-Deductive Approach &
Operant Conditioning in Learning
by Skinner)
Active Learning (Learner-centered
Approach)
Multi-Tasking of the Teacher
High Competency Development
For the Teacher

THE LOCATION OF THE

RESEARCH STUDY:

DAGUPAN CITY

-Bangus Capital of the

Country

-Most Active City in

Pangasinan
-Has 4 Educational
Districts with a
population of more
than 500 teachers and
more than 3000
elementary students.

About The
Learning Style in
21st Century
Students are autonomous (Let
the child learn on his own)
Active Learning (Experiential
Learning, John Dewey) NOT
Passive Learning
Group Dynamics and Hands-on
Activities Rather than
Memorization of the Lesson
Involve in Community
Activities such as tree-planting,
garbage segregation, etc.

WHY?
A PARADIGM SHIFTLearning must be
PURPOSEFUL rather than
theoretical. To LIVE is To
LEARN!

About the Teaching

Strategies in the 21st
Century
Highly Innovative in Practice
a.) Illustrative visual aids
b.) Mind Maps
c.) Movie and Sound Clips
d.) Computer-assisted
Instruction
Integrated Approach in
Delivering the lesson
Teacher as Facilitator of Learning
Outcomes-Based Education
( Active Learning and Hands-on
Activities)

TREND IN
TEACHING
STRATEGY
Innovative styles of teaching
significantly outperforms traditional
teaching styles. (Khurshid & Ansari,
2012)
Human cognitive ability is pluralistic
rather than unitary and that learners of
any subject will make greater progress
if they have the opportunity to use
their areas of strength to master the
necessary material. It is also
recommended that teachers use a wide
variety of ways to deal with the subject
because genuine understanding is
most likely to emerge and be apparent
to others. (Gardner, 1991)

Innovative
Teaching
Styles
Traditional Teaching
Styles

BRIEF COMPARISON
TRADITIONAL / CONVENTIONAL
PEDAGOGICAL STRATEGIES
STUDENT: Passive Role in Learning (Receiver of
Knowledge)

TEACHER: Primary Actor

METHOD:
Authoritative in Nature (Lecture-Method)
Bookish in Practice
Chalk-and-Board Method

INNOVATIVE / MODERN PEDAGOGICAL

STRATEGIES

STUDENT: Active Role in Learning (Both Sender and

Reciever of Knowledge)

TEACHER: Secondary Actor

METHOD:
Democratic in Nature (Lecture-Discussion)
Strategical in Practice
Visual-Auditory-Kinesthetic Learning (Group Activities,
Situational Analysis)

How To Approach to this Fact: Model of the Approach:

First: This research study is not a reenactment of
investigating the effects of innovative teaching styles
to the students but a survey on the most utilized
traditional and innovative teaching styles in this
contemporary times
Second: Traditional and innovative teaching styles
must not be treated as antagonistic in essence
rather they should be treated as complementing
strategies since both styles are directed toward
effective and efficient learning process.
Third: The research study aims to have a
comprehensive survey and analysis regarding the
21st century common teaching styles whether
innovative or conventional styles of elementary
teachers in Dagupan City

Traditional
Teaching
Strategies

C
O
M
P
L
E
M
E
N
T
A
T
I
O
N

Innovative
Teaching
Strategies

Socio-Economic Factors and

Socio-Cultural Considerations

STATEMENT OF THE
PROBLEM
This section
discusses the core
problems of the
research study:

1.) What are the common innovative teaching styles performed by

the teacher in delivering the subject matter?
2.) What are the common conventional teaching styles
performed by the teacher in delivering the subject matter?
3.) What are the common assessment methods utilized by the
elementary teacher in Dagupan City to analyze the comprehension
level of the students?
4.) What are the prominent behaviors of the teacher in
classroom management in terms of setting up the classroom
climate? In terms of emotional conditioning of oneself? And in
terms of disciplining the students?
5.) What are the common notions regarding the 21st century
pedagogy of elementary teachers in Dagupan City?
6.) How did elementary teachers perceive the learning process
of their students?
7.) Does the elementary teachers perception to pedagogy and
academic learning affects their style in teaching?
8.) Does the competency development of the teacher affect the

1.) The most common type of traditional teaching style for the 21st century
academe is lecture method conducted by the teacher aided with the boardand-chalk technique.
2.) The most common type of innovative teaching the 21st century academe is
the interactive method of the teacher and students through lecture-discussion
facilitated by the usage of more illustrative charts, slide shows and video clips.
3.) Assessment methods manifested through role playing, group discourse,
flash card drills, experiments and puzzles are increasingly significant for the
evaluation of the learners comprehension level on a particular lesson.

RESEARCH HYPOTHESIS:

4.) The teacher in the 21st century educational context is becoming more
democratic. Elementary teachers are becoming less authoritative toward their
students since they are empowered to enhance the cognitive level of the
children based on self-discovery approach.
5.) Pedagogical perceptions of elementary teachers in Dagupan City is more
of social in nature rather than personal.
6.) Perceptions to learning of elementary teachers in Dagupan City is highly
transformational in nature.
7.) The elementary teachers perception to pedagogy and academic learning
affects their style in teaching.

 To investigate the common teaching methods

PURPOSE
OF THE STUDY:
utilize by the elementary teachers in Dagupan
City
To assess generally the competency
development of the teachers
To prove that though we are living in the
modern times, traditional teaching methods in
elementary schools are still prominent
however, there is also an increasing
significance of the innovative teaching
methods.

Significance of the Study:

The research study gives relevant and updated

information to all members of the academe including the

policy-makers in our education system.
The research study provides also a substantial analysis
regarding the importance of different teaching methods
executed by the elementary teachers.
Moreover, this research study depicts the 21 st century
educational scenario involving the elementary teachers
and the elementary students.

 The researcher floated the survey questionnaire in different schools

particularly in the first educational district of Dagupan City having a
population of at least 150 teachers. The survey questionnaire is
divided into two main components: a.) the first part which is the
demographic profile of the respondents such as the age, gender,
highest educational degree, etc. and b.) the second part which is the
survey questions consisting of 5 sub-components namely
Academic Profile, Classroom Management, Teaching Styles,
Approach to Academic Learning and Teaching, and Competency
Development.

The research study is limited to enumerate and to explain the

common teaching styles of elementary teachers in Dagupan
City; hence, the foci of this research are the elementary teachers.
In addition, the research study also aim to investigate the
prominent behaviors of the elementary teachers in managing
their class since this is believed to be a substantial component
of their teaching aptitude.

SCOPE AND
DELIMITATION
This discusses the coverage
of the research study.

CHAPTER 2: REVIEW OF RELATED LITERATURE

And
THEORETICAL FRAMEWORK

PUBLISHED RESEARCHES:
There is a strong consensus that high performance in education systems

is dependent on the quality of teaching . (Barber & Mourshed, 2007)

What all the great teachers appear to have in common is love of their

Regarding Pedagogy
(The Art of Teaching)
&
Education

subject, an obvious satisfaction in arousing this love in their

students, and an ability to convince them that what they are being taught
is deadly serious. (Epstein, 1981)
The dominant form of pedagogy in classrooms of America, Japan, and other
industrialized countries continues to be whole-class instruction . The
pervasive assumption is that knowledge is transmitted to students through direct
instruction with occasional individual assistance. Students are seen as individuals,
and the success or otherwise of learning as predominantly reflecting their
individual attributes and talents . (Boaler, 1999; Tharp & Gallimore, 1988,
Wells, 2000).
The effective teachers engender positive pupil attitudes to school
and learning. (Kington, et al., 2012)

Standards of Effective
Pedagogy:

Husbands and Pearce

(2012)

1.Effective pedagogies give serious consideration to pupil voice.

2. Effective pedagogies depend on behavior (what teachers do),
knowledge and understanding (what teachers know) and beliefs
(why teachers act as they do).
3. Effective pedagogies involve clear thinking about longer term
learning outcomes as well as short-term goals.
4. Effective pedagogies build on pupils prior learning and experience.
5. Effective pedagogies involve scaffolding pupil learning.
6. Effective pedagogies involve a range of techniques, including
whole-class and structured group work, guided learning and
individual activity.
7. Effective pedagogies focus on developing higher order thinking
and meta-cognition, and make good use of dialogue and questioning
in order to do so.
8. Effective pedagogies embed assessment for learning.
9. Effective pedagogies are inclusive and take the diverse needs of a
range of learners, as well as matters of student equity, into account.

21st Century View on

Education
-Damodharan (2003)

Education is an engine for the growth and

progress of any society. It not only imparts
knowledge, skills and inculcates values, but is also
responsible for building human capital which breeds,
drives and sets technological innovation and
economic growth. In todays era, information and
knowledge stand out as very important and critical
input for growth and survival. Rather than looking at
education simply as a means of achieving social
upliftment, the society must view education also
as an engine of advancement in an information
era propelled by its wheels of knowledge and
research leading to development.

 Effective classroom teaching requires the teacher to give feedback to

students about their behavior often and in very specific forms. Students
need to know that the teacher is aware of student behavior, both
appropriate and inappropriate, and will deal with the students effectively
and consistently. (South Dakota University, 2014)

Regarding Teaching
Styles

Teaching methods used in the class have imperative role in learning and
producing skilled and knowledgeable students. In Pakistani schools, two
types of teaching methods are being used; innovative and traditional. In
most of the schools, especially located in low-privileged areas, students
are still attended by traditional teaching methods which are impeding their
intellectual growth. On the other hand, innovative teaching methods
facilitate the intellectual growth by developing critical thinking and
creativity. (Umer and Siddiqui, 2013)
Innovative teaching methods initiates student-centered learning,
therefore, this teaching styles embraces the practices of active teaching
skills. Active, or experiential, teaching is a student-centered approach to
teaching. It includes any technique that involves the students in the
learning process and holds students responsible for their own learning
(Bonwell & Eison, 1991; Michel, et al, 2009; Yoder & Hochevar, 2005).

Research on Learning
Styles

The International Education Advisory Board (2008)

suggest that innovations in teaching must be implemented
to suit with the modern behavior of the students. The
following are the said characteristics:
They like to be in control
They like choice.
They are group-oriented and social.
They are inclusive
They are practiced users of digital technology.
They think differently.
They value time off because they view life as uncertain.

Traditional Teaching Style

The instructor is the center of this strategy delivering

factual knowledge to the whole group of learners and
having a complete authority in the classroom. The
students have a minimum role to play here and the
just at the receiving end of the transmission. Basically, the
teacher controls the instructional process, the content is

delivered to the entire class and the teacher tends

to emphasize factual knowledge. In other words, the
teacher delivers the lecture content and the students
listen to the lecture. Thus, the learning mode tends to
be passive and the learners play little part in their
learning process (Orlich et al.,1998).

 1.This is a one way transmission of

knowledge.
2. The knowledge is purely factual.

WEAKNESSES OF THIS STYLE

Educators of today find this method
limiting and less effective as the learners
may lose their concentration within half an
hour due to passive role and less
participation. Some of the limiting factors
can be summarized as:

3. Students feedback and queries are

very limited or even non-existent at times.
4. Course material is limited to the preprepared lectures and text books.
5. Insufficient elements of interest and
engagement for the learners.
6. Applied and real life knowledge is least
discussed and focus is purely based
theory.
7. The system promotes memorizing skills
of student and least concerned with the
understanding.

Provided a historical analysis regarding the shift from traditional

to modern teaching styles for the development and further
betterment of learning process (student-centered learning).
The following are the shifts as reiterated by Barraket (2004).

Weimer (2002)

shifting the balance of classroom power from teacher to student;

designing content as a means to building knowledge rather than
a knowledge end in itself;
positioning the teacher as facilitator and contributor, rather than
director and source of knowledge;
shifting responsibility for learning from teacher to learner;
promoting learning through effective assessment.

 Conventional teaching methods are evident to be ineffective

for the growth of students (McGee & Howard, 1998)

Researches on Advantages of
Innovative Teaching Style

Teaching aids (audio/video lectures, documentaries, pictures

and images, art and craft material) are used as innovative
teaching style. Researchers have demonstrated that video
based demonstration proved to be effective learning tool for
students (Shefton, 2001)
The benefit of an in-class activity is the same as
demonstrations, in that it increases attention and students are
able to see a phenomena unfold, but are also able to
personally manipulate and practice using that phenomena in a
first-hand environment (Forsyth, 2003)
Zirbel and colleagues (2005) argues that there various
teaching styles that can improve student learning namely peer
instruction, cooperative learning style, case study,
workshop-style learning and role plays.

HOWEVER
Though tradition teaching is very rigid in practice, current researches by Saint Louis
University-School of Teacher Education headed by Espique (2013) shows that traditional
delivery of the lesson could outperforms the modernized method. In fact, chalk-and-board
technique surpasses the modernized way such as slideshow presentation in delivering the
subject matter. According to findings, learners could easily remember the concepts if these
were written by the teacher in the blackboard. Thus, theory of attachment in learning
applies to this scenario. Moreover, the research of Vaishnav (2013) prove that majority cases
of student learning are visual in manner meaning students could learn well if they can see
the object discussed and reenact them to their daily activities. Therefore, chalk-and-board
technique can be concluded as still effective method of teaching.

LECTURE METHOD
Generalization:
The research study adds to
the literature the following
active teaching methods with
elaborative discussion (also
known as the innovative
methods) as cited in the work
of Hackathorn, et al. (2011)

DEMONSTRATION
DISCUSSION
IN-CLASS
ACTIVITIES

SYNTHESIS OF THE
RESEARCH:
Considering the socio-economic status in
the locus of study, though the educational
system is trying to cope with the changing
needs of the society, there is always the
presence or traces of financial
insufficiency so the teachers are obliged
to strategize the techniques in delivering the
subject matter. Innovative methods in
teaching are becoming ubiquitous yet due
to financial limitations, these are not fully
implemented by the educators.
(COMPLEMENTATION OF TEACHING
STYLES)

Innovative
and
Conventio
nal
Teaching
Styles

THEORETICAL FRAMEWORK:
The conceptual framework of the research study
considers the teaching styles as the independent
variable influencing the dependent variable which
is the holistic learning development of the child.
As provided by the illustration, the research study
focuses on the traditional and innovative teaching
strategies applied by the elementary teachers in
Dagupan City, Pangasinan that contribute to the
holistic learning process of the young learners.
Moreover, the research study considers the fact that
whether traditional or innovative styles of
teaching, these are enormously influenced by the
21st century condition most especially by the
advancements in technology and by philosophical
upbringing of the people.

Research Paradigm:
Accordingly, research paradigm as distinguished with
the research design elaborates the processes performed
by the researcher in the study. The research paradigm
also entails the flow of the entire research process.

CHAPTER 3: RESEARCH METHODOLOGY

Research Methods:
The researcher adapted the quantitative research design as required by
the research study itself. Regarding the data collection process, the
researcher both utilized primary sources such as casual interview of
some teacher-respondents and objective observation particularly
non-participant observation and secondary sources such as
published researches relating to the subject matter. The researcher
used survey-questionnaire with five sub-components addressing the
research problem. Considering research ethical standards, the
researcher recorded short descriptions about the respondents. The
researcher ensured the plausibility of each respondent by verifying the
list of teaching staffs in the district located at the registrar of the
education district office in Dagupan City.

Population of the Research

Study:
The intended population of the research study is the elementary teachers
rendering their profession in elementary schools located in Dagupan City. These
residents will consist of individuals of diverse socio-economic backgrounds and
ethnicity. The respondents will be asked regarding their age, health condition
and scholastic background. The study is solely a survey of teaching styles that
are mostly utilized by them. The sample size for this study is calculated based on
the nearly 200 teachers in the District 1 of Dagupan City.
The sample size is :
105 respondents
with a 5.0% margin of error,
and a 95% confidence interval.

Research Design

Descriptive-Historical

The research design is descriptive-historical in

nature. Historical research has been defined as the
systematic and objective location, evaluation and
synthesis of evidence in order to establish facts
and draw conclusions about past events (Borg
(1963). Descriptive research is defined as a type
of quantitative research design that presents firsthand evidence directly gathered through interview
and survey. It aims to explicate extrinsic forces that
influence a particular condition.

The Research Questions:

The survey questionnaire consists

of two parts namely the demographic profile
and the research question. Under the research
question, the researcher divided this part into
five sub-components such as the questions on
academic profile, classroom management,
delivery and assessment of the lesson,
perceptions on academic learning and
pedagogy and lastly, the competency level of
the respondent.
In the portion for the delivery and
assessment of the lesson, the respondents are
asked to put a check mark on the statement
that best represents their answer. Statements
indicated in this section are combination of
innovative and conventional teaching styles.

Page 1 of

Page 2 of Questionnaire:

Page 3 of Questionnaire

For listening..
Mabuhay
Pangasinan!