1

STUDENT PERCEPTION ON THE EFFECTIVENESS OF TEACHING

STRATEGIES IN ENGLISH: A DESCRIPTIVE STUDY

A Research Paper
Presented to
The Faculty of Senior High School
Our Lady of La Porteria Academy
Calabanga, Camarines Sur

In Partial Fulfillment
Of the Requirements for the
General Academic Strand

Claire O. Contreras
Emil Dominick P. Morena
Jan Derrick T. Villamora

March 2019
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CHAPTER I

INTRODUCTION

Background of the Study

The K to 12 (also K-12) curriculum is an education

system under the Department of Education that aims to

enhance learners’ basic skills, produce more competent

citizens, and prepare graduates for a lifelong learning and

employment. “K” stands for kindergarten and “12” refers to

the succeeding 12 years of basic education 6 years of

elementary education, 4 years of junior high school and 2

years of senior high school. Nelson Mandela once said,

“Education is the most powerful weapon which can be used to

change the world”. Republic Act No. 1033, otherwise known

the “Enhanced Basic Education Act of 2013”. With the

passage of RA 1033, the K to 12 basic education programs

was formalized. In order to improve the academic

performance of all students, teachers need to help students

develop effective learning strategies.

Students may select improper learning strategies or

may come up learning with some strategies and use only

these ineffective strategies while giving their lesson,

even their strategies repeatedly lead to failures. For this

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reason, Pressley and Harris (2006) suggested that

instructors can implement “strategies instruction” a useful

approach to teaching learning strategies. Strategies

instruction can be attach in content-area classes; it can

be part of the teaching-learning process.

Teachers differ in how they manage their classes, how

they interact with their students, and how they look task

as instructors. When teachers show learners how to select

and use the strategies appropriately, they show their own

preferred teaching styles. Thus, teaching styles affect not

only instructional strategies take on by the teachers but

also students’ learning abilities.

Instead of depending on their preferred teaching

style, teachers should know that one style of instruction

may not fulfill the needs of all the students. Students

vary in the way they come up in the learning process and

deal with the different learning activities (Callahan,

Clark, & Kellouogh, 2002). One of the best ways to have

teachers consider individual learning varieties and

recognize the need to change their own teaching style is to

have them learn from the student’s perspective.

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Statement of the Problem

This study aimed to find out Grade 11 students’

perception of to the teachers’ teaching styles.

Specifically, the study sought to answer the following

questions:

1. What are the specific teaching strategies that

teachers use along:

a. Use of modern technology

b. Visual effects

c. Traditional method

2. What teaching strategy do teachers in English mostly

use?

3. What is the most effective teaching strategy used by

the teachers according to the students?

Scope and Delimitation

The study was delimited to Grade 11 senior high school

students at Our Lady of La Porteria Academy taking the

three strands offer in this school which is General

Academics Strand (GAS), Science Technology Engineering and

Mathematics (STEM) and Humanities and Social Sciences

(HUMSS). The English subject covered the three areas: Oral

communication, 21st Century Literature and English for

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Academic and Professional Purposes. The scope of this

research is to determine the perception of the students on

the teaching strategies of Our Lady of La Porteria Academy.

Conceptual Framework

The researcher designed a conceptual framework for

their study to be realized.

The researchers studied the teaching strategies used

by the teachers in teaching English to the Grade 11

students.

For them to realize their study, the researcher

conducted a survey. They used checklist about the teaching

strategies used by the teachers.

After gathering the data, the researchers found out

the appropriate and effective teaching strategies for the

students and their progress.

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INPUT PROCESS OUTPUT

Appropriate
Teaching teaching
strategies strategies for
used by the Questionnaire Senior High
teachers in School students
teaching Effective
English to the
teaching
students in
strategies of
Grade 11
Figure 2 English teachers
Senior High
School
Most
learning
strategies used

Figure 1

Conceptual Paradigm
 7

Theoretical Framework

One of the applied theories used in this study is the

Theory of Connectionism formulated by Edward Lee Thorndike.

According to Thorndike, learning is the result of

associations forming between stimuli and responses. This

connection is usually referred to as an S-R bond. By

situation or stimulus is meant “any state of affairs or

event which influences a person”. By response is meant “the

fact or probability that a given stimulus will evoke a

certain response”. Another theory that supports this study

is the Active Theory formulated by Yelena Portnov-Neeman

and Moshe Barak. This theory is based upon exploring

students’ perception about how learning in school is

affected by the five elements: object, tools, rules,

community and Division of Labor. This theory stated that

that the school must take an active part in forming a

learning environment so that the students learn more and

the teacher can teach well in class. The Practice Theory

made by Jennifer Campbell is also used in this study which

tackles about the influence of students’ approaches to

teaching. In this theory it demonstrated a more

sophisticated understanding of the learning opportunities

offered than surface approaches, teaching strategies also

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influenced students’ perceptions. When teachers focused

strongly an actively engaging students and creating a

supportive environment, students with both deep and surface

approaches focused on students-centered aspects of the

class. In contrast, when traditional expository teaching

methods were used exclusively, students with deep and

surface approaches both focused on transmission and

reproduction. The theory Approach toward Immediacy stated

that teachers are integral portions of a student’s ability

to succeed in life. However, too often, many teachers do

not take the time to develop the necessary skills to become

great teachers in order to help their students to succeed

in their life. Andra L. Ely designed an instrument to

measure the correlation between instructor immediacy values

and students’ perception of their success do in fact

influence one another.

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The Theory of
Connectionism

Student Perception
on the
Practice Effectiveness of Active
Theory Teaching Strategies Theory
in English: A
Descriptive Study

Approach toward
Immediacy
Theory

Figure 2

Theoretical Paradigm
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Assumption

 It is assumed that senior high school students

who participated in the study completed the

Senior High School Teacher’s Teaching Strategies

Questionnaire and responded to them truthfully.

 The teaching strategies will help to come up with

better performance and for them to identify what

affects their study.

 The teachers will have knowledge in using

different kind of teaching strategies.

 The student perceptions will help the teachers

to gain new ideas regarding the strategies that

they have been used.

 The students experience and learning will affect

their future life.

Hypotheses

 There is significant relationship among student

perception on the effectiveness of teaching

strategies in English.

 There is significant relationship among student

perception on the effectiveness of teaching

strategies in English.
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Significance of the Study

The findings of the study may provide insight on the

student perception on the effectiveness of teaching

strategy in English. Moreover, the result of this study

will be a great benefit to the following:

Grade 11 Students. With this study, the Senior High School

students will be guided to identify their proficiency and

deficiency level in English. This may also help them to

develop their capabilities.

Teacher.The result of this study will serve as a basis in

improving the teaching strategies to the Grade 11 students.

This can serve as an eye opener for the teachers to know

their strengths and weaknesses in teaching English as

subject.

Principal. The result of this study will serve as guide,

information for improving the strategies and methods of

teaching English as well as other subject areas. They may

formulate activities and programs that can help students

improve their performance.

Guidance Counselor. The result of this study would help

them to understand the new trends in education and to

assist their students to come up with better performances.

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Future Researcher. The result of this study will benefit

the researchers on the approaches and methodologies in

teaching English. This may comprehend them on how to handle

students when they are already in the teaching profession.

Definition of Terms

This terms are defined operational or on how the terms

are used in the research.

Descriptive Research – It involves gathering Data to test

hypotheses or answers questions related to the status of

the problem.

Electronic Book – Is a text or image-based publication.

Teacher– They are the instructors of Our Lady of La

Porteria Academy who assure responsibility in teaching,

guiding, and supervising the students in the classroom

area.

Freshmen Senior High School Students– All Grade 11 freshmen

Porterian.

Teaching Strategy – The method or plan chosen to bring

about in a desired future, such as achievement of a goal or

solution to a problem.
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Modern Technology – This is the teaching strategy used by

the teachers that utilized advanced technologies in

presenting the topic to the students such as online

lectures, electronic books, and etc.

Perception – The way that the students think about or the

insights to the effectiveness of teaching strategies in

English.

Teaching Style – This is the particular way of the English

teacher to teach the students.

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Notes

Pressley, M., & Harris, K. R. (2006). Cognitive strategies

instruction: From basic research to classroom instruction.

In P. A. Alexander & P. H. Winne (Eds.), Handbook of

educational psychology (2nd ed., pp. 265-286). Mahwah, NJ:

Lawrence Erlbaum Associates.

Callahan, J. F., Clark, L. H., &Kellough, R. D. (2002).

Teaching in the middle and secondary schools (7th ed.).

Upper Saddle River, NJ: Merrill Prentice Hall.

 15

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature

and studies that provides insights in the conduct of the

present study.

In order to ensure validity of this study, the

following review of related study and literature are

presented.

Related Studies

Mendoza's study (2015) showed the effectiveness of

using video presentation to student's learning is highly

effective. Also, it was shown that there is no significant

difference between the perceptions of students on the

effectiveness of video presentation to learning when

grouped according to sex. Meanwhile, it was revealed that

there is a significant difference among students'

perceptions on use of video presentations when grouped

according to their academic level.

Pelayo III, Mallari and Mungcal's study (2017) showed

that the interaction is a main ingredient in becoming an

efficient and effective educator. Teachers and counsellors

who are mostly in contact and involved with student

 16

academic and social activities are cited to have high

scores on the aspects of intellectual, physical, emotional

and spiritual interaction. Result of the survey also

confirms that constant supervision and mentoring of

educators improve self-image of students in terms of

achievement and improvement potential.

Ganyaupfu's study (2013) showed that learning is a

process that involves investigating, formulating, reasoning

and using appropriate strategies to solve problems,

teachers should realize that it becomes more effective if

the students are tasked to perform rather than just asked

to remember some information. A typical learning

environment with a presentation from the course teacher

accompanied by a lecture neither promotes learners'

participation nor build the required level of reasoning

among students. Students build a better understanding of

the main concepts more effectively when they are engaged to

solve problems during class activities.

Leon and Neblett’s study (2018)showed many of the

tenets confirmed from earlier investigation towards the

definition of an effective foreign language teacher. What

is important and glaringly consistent is the student's

desire to be taught by qualified, credible, and

 17

knowledgeable instructors. There can be no sacrifice with

respect to the attribute of knowledge because it ever so

compellingly encroaches on the attribute of delivery (I.e.

Communication skill and teaching method). Therefore, if the

former is missing then latter will be terribly

insufficient, which in turn will lead to dissatisfied

students seeing that these two attributes are the most

important from their perspective.

Upadhya’s study (2012) showed that the teaching

learning process is a dynamic process and therefore it

keeps changing as the civilization demands. The teachers

keep reforming and reapplying their knowledge in order to

keep abreast with the changing techniques. The training of

English Teachers in ELT becomes very important. An attempt

has been in this study to suggest way and means to improve

teaching of English in changed conditions of today. The

problems related to methods, approaches, reading, writing,

listening and speaking skills, teaching of prose, poetry

and grammar, testing and evaluation systems, policy

matters, teaching-learning environment, teaching aid,

reading materials, infrastructural facilities, etc.

Latif’s study (2013) showed that the student perceived

is the most important characteristics of an effective

 18

teacher to be his/her knowledge, his/her ability to explain

material clearly, and his/her adequate preparation.

Students perceived the most important teaching practice to

be provision of practice questions and the least important

to be class time dominated by traditional lectures. The

study also revealed that students think that having

attendance included as part of the course grade and having

graded assignments are relatively important teaching

practices.

Related Literature

Blazar and Kraft (2017) reveals that the upper-

elementary teachers have substandard impacts on student's

self-reported attitudes and behaviours in addition to their

math performance. They estimate the variation in teacher

self-efficacy in math and behaviour in class is of similar

magnitude to the variation in teacher effects on math test

scores. The variation of teacher effects on students'

happiness in class is even larger. Further, these outcomes

are predicted by teaching practices most proximal to this

measure, thus aligning with theory and providing important

face and Construct validity to these measures.

Specifically, teachers' emotional support for students is

 19

related both to their self-efficacy in math and happiness

in class.

AlabereRabiatAjoke and AspalilaShapii(2017) reveals

that poor performances of students in English language in

both internal and external examinations, low quality of

education all over the world promote educationists and

teachers of language to think and develop innovative

approaches for teaching the language. In view of this, this

author decides to see how literature can be used to enhance

students' knowledge of the language and as a way of

developing knowledge of writing skill as innovation in

language teaching. Therefore, this paper will look at the

problem and prospect of teaching literature in higher

institution as a way of enhancing English language

learning.

Mlcakoza (2013) elaborated the current situation of

teaching literature during English classes in Czech

secondary schools as well as reasons for including

literature into curriculums. The initial part of the thesis

introduces a variety of reasons for and benefits of

teaching literature and it also presents strategies and

methods for sufficient reading teaching. Because the

targeted students are students of secondary schools, the

 20

group of adolescents is introduced in terms of the most

suitable ways of approaching them.

Hughes (2009) researched the relationships between

teaching styles perceived by students and teaching styles

adopted by instructors. A total of 117 students

participated in the study and were put into either a

control group or an experimental group. The instructor

taught control-group students pre-calculus with a

conventional lecture-based approach. On 11 the other hand,

two instructors in the experimental group adopted a

teaching style that increased student involvement; they

also provided real-life examples and sufficient time for

students to learn a concept by asking questions. The

results showed a significant difference in students’

perceptions of teaching styles between the control group

and experimental group. The results also revealed that

students felt they learned better when instructors employed

a teaching style that was more interactive than when

instructors adopted a conventional lecture style.

Chen (2008) developed an instrument for investigating

junior high school students’ perceptions of their teachers’

teaching styles as part of his thesis project. He produced

the Junior High School Teacher’s Teaching Style

 21

Questionnaire in an effort to classify teaching styles of

educators (i.e., authoritarian, democratic, laissez-faire,

or indifferent), based on Sun’s (2007) teachers’ discipline

style inventory. In his research of 1,587 students, Chen

found that the most prevalent teaching style perceived by

students was the indifferent teaching style. The findings

of the study showed that there were significant differences

between students’ perceived teaching styles and their

academic achievement. Students who perceived that their

teachers employed an authoritarian or a democratic teaching

style scored higher on tests than students who perceived

laissez-faire or an indifferent teaching style. Chen

concluded that students performed better academically if

they felt that their teacher established rules to manage

their learning, but at the same time listened to students’

opinions toward learning and gave them feedback.

In Montague and Dietz’s (2009) review of cognitive

strategy instruction as related to mathematical problem

solving, the researchers indicated that strategic learners

could use a variety of learning strategies efficiently and

effectively. On the contrary, they found that students with

learning disabilities did not have effective learning

strategies or might not have been able to employ

 22

appropriate learning strategies to solve mathematical

problems. These students often chose strategies that

impeded their academic performance.

Liu & Lin (2010) mentioned that the teachers need to

be aware of the strategies adopted by their students. This

awareness allows teachers to design and implement learning

strategy instruction and helps teachers raise their own

awareness of strategies used by students. The teacher is a

crucial factor in helping individuals develop effective

learning strategies and become strategic learners. By

knowing students’ use of learning strategies, the teacher

can recognize learners’ strengths and weaknesses and adjust

instruction accordingly. Teachers will be able to teach

individual students to use learning strategies

appropriately and effectively if they identify and

accommodate the strategy use of students in relation to

their genders.

Anonat (2009) mentioned in her book that personality

type influence what people prefer to do and how they prefer

to do it. These preferences apply not only to how students

prefer to learn, but also how teachers prefer to teach, it

is a good idea for teacher to analyze their teaching

styles. In addition, teachers who understand the learning

 23

preferences of style of their students can compare them to

their own teaching styles.

State of the Art

The related studies in this chapter provided the

researchers with baseline information into their research.

This literature review shows that teaching strategies

have been defined in many ways. Research say that teaching

students with different learning strategies is very

important to ensure a successful learning experience. It is

similarly vital for teachers to know their own teaching

styles from students’ perceptions because students are

aware of and also influenced by their teachers’ teaching

strategies. The clarification of the relationship between

students’ perceptions of teaching strategies and usage of

learning strategies will offer educators suggestions that

will be helpful in modifying their teaching strategies. It

will also help educators consider how to provide

instruction that intends to encourage senior high school

students to develop meaningful learning strategies.

All the cited studies and literatures have similarities and

differences with the present study. But, the present study

particularly deals with the student perception on teaching

 24

strategies of the teachers in Our Lady of La Porteria

Academy. This study also conceptualized to determine the

factors that affect the students learning and performance

in the class.
 25

Notes

Blazar and Kraft (2017). Teacher and teaching effects on

student's attitudes and behavior.

Ganyaupfo (2013). Teaching methods and student's academic

performance. Department of economic and business sciences:

PC Training and Business College: South Africa

Mendoza L. (2015). Effectiveness of video presentation to

students' learning. College of Nursing, Benguet State

University, LA Trinidad, Benguet, Philippines.

Mungcal M., Mallari C. and Pelayo III (2017). Student

perception towards educators, the school and self-image as

learners. Assessment, Counseling, Alumni and Placement

Center (ACAP).

Latif (2010). Students' perception of effective teaching.

Thompson Rivers University.

Mlcakova (2013). Teaching English Language and Literature

for Secondary Schools. Teaching Literature in Secondary

School, Master's Diploma Thesis, Department of English and

American Studies.

Leon and Neblett (2018). Student Perceptions of Effective

English Language Teachers a Quantitative Study-Republic of

 26

Panama. Vol. 6, No. 2, May - August 2018. Panama City,

Panama.

Hughes, G. B. (2009). Students' perceptions of teaching

styles in mathematics learning Environments. Mathematics

Teaching-Research Journal Online, 3(2), 1-12.

Chen, Y.-C. (2008). An investigation of the relationships

between teaching style and studies achievement in Miaoli

Jianguo Junior High School. (Unpublished master's thesis).

Hsuan Chuang University, Miaoli, Taiwan.

Liu, E. Z. F., & Lin, C. H. (2010). The survey study of

mathematics motivated strategies for learning questionnaire

(MMSLQ) for grade 10-12 Taiwanese students. TOJET: The

Turkish Online Journal of Educational Technology, 9(2),

221-233.

Montague, M., & Dietz, S. (2009). Evaluating the evidence

base for cognitive strategy instruction and mathematical

problem solving. Exceptional Children, 75(3), 285-302.

 27

CHAPTER III

METHODOLOGY AND RESEARCH DESIGN

This chapter includes the different methods of

researched employed and procedures followed in the conduct

of the study. The research design, respondents of the

study, research instruments, sampling procedure, and data

gathering procedure are also presented.

Research Design

Since the present study aims to investigate

perceptions of education faculty students on teaching

methods and materials in terms of its conformity with their

own learning, a descriptive method was utilized.

Respondents of the Study

In determining the teaching strategies of the teachers

teaching the English subject, the researchers considered

the top fifteen Grade 11 students on their class at Our

Lady of LaPorteria Academy. They were the chosen

respondents because their course has to do with English

subject. Those grade 11 students are presumed to be the

ones with direct knowledge and proper position to evaluate

and appraise their strategies based on their performance

and experiences encountered.

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Methods and Procedure

The main data gathering instrument used in this study

will be a survey based on the objectives and specific

research problems on the teaching strategies and

difficulties experienced by teachers in teaching English

subject.

Informal interview will also be conducted during the

dry-run to improve the instrument as well as to provide

inputs on the validity of the survey.

The survey will be distributed personally and will be

retrieved as soon as the respondents accomplished them to

gain a high percent of retrieval rate.

Sampling Procedure

The researcher chose Grade 11 Senior High School

students of Our Lady of La Porteria Academy taking up all

strands in the school as the respondents of the study. This

was practical to the researchers since they are at the same

school, would not be difficult in taking up with their co-

students, and would save time, energy, money, and efforts.

This Grade 11 Senior High School student had a total

population of 110 divided into Grade 11 - GAS with

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36students, Grade 11 - HUMSS with 29 students, and Grade 11

–STEM with 45 students.

It was large, thus, sampling methods was applied to

come up with an acceptable number of samples.

Data Analysis and Techniques

The researchers made use of a research-made

questionnaire to collect the data for this study. The

questionnaire undergoes pre-testing and also submitted to

the consultant to check and add some comments and

suggestions. The questionnaire contains of two parts.

Part 1 is a personal data which include the name

(optional), grade and strand, gender and age. Part 2 is a

checklist which contains the teaching strategies along

modern technology, visual effects, and traditional method

used by the teachers in Our Lady of La Porteria Academy.

The respondents are interrogating to evaluate the teaching

strategies used by the teachers.

Statistical Treatment and Data

The data collected for tabulation is the subject to

proper statistical treatment in order to answer the problem

raise in the study. After adding all the answers of the

respondents, the weighted mean is get to determine the

 30

different teaching strategies used along with modern

technology, visual effects and traditional method.

To determine the teaching strategies used by the

teachers, the data in the questionnaire will be tally,

compute in percentage and ranked accordingly by using

weighed mean.

Weighted Mean- the weighted mean of the scores in every

strand was determined by getting the sum of the results and

dividing it to the number of respondents in each strand.

The formula is:

∑ 𝑓𝑥
WM =
𝑁

where: WM – weighted mean

∑ 𝑓𝑥 – sum of the products of the frequency

N – number of items
 31

CHAPTER IV

ANALYSIS AND INTERPRETATION

This chapter will present the data gathered by the

researchers on the teaching strategies used by the teachers

in Our Lady of La Porteria Academy. The data were

tabulated, calculated, analyzed and presented using

different statistical formula. It seeks to answer the

following specific questions: 1.) what are the specific

teaching strategies that teachers use along: a.) use of

modern technology, b.) visual effects and c.) traditional

method 2.) What teaching strategy do teachers in English

mostly use?3.) What is the most effective teaching strategy

used by the teachers according to the students?

The preceding paragraphs discuss the interpretation of

each table in student perception on effectiveness of

teaching strategies in English as a subject.

 32

Teaching Strategies along Modern Technology

21st Century Literature

Table I

Qualitative
Variables Weighted Mean Rank
Description

H
S
G U
T
GAS STEM HUMSS GAS STEM HUMSS A M
E
S S
M
S
Multimedia
4.8 4.13 4.27 VS S VS 1 2 1
Presentation
Ebooks 3.4 3.47 3.33 S S S 3 4 3
Audio Books 2.93 2.93 2.87 G G G 4 5 5
Laptop 4.8 4.33 3.87 VS VS S 1 1 2
Online
3.8 3.8 3.27 S S G 2 3 4
Lecture
Average
Weighted 3.95 3.73 3.52 S&VS S G&S
Mean

Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 33

Along Modern Technology in 21st Century Literature

Table I, it shows that the respondents tally of the

teaching strategies along with modern technology. Based on

the data, multimedia presentation and using of laptop got

first rank in GAS with the same weighted mean of 4.8 and

qualitative description of very satisfactory. HUMSS also

got the first rank in multimedia presentation with a

weighted mean of 4.27 with a qualitative description of

very satisfactory. In STEM, using of laptop during lecture

got the first rank with a weighted mean of 4.33 with a

qualitative description of very satisfactory. On the

contrary, the use of audio books got the lowest rank in

three strands. In GAS and STEM, 2.93 is the weighted mean

with a qualitative description of good. 2.87 is the lowest

weighted mean of HUMSS with a qualitative description of

good. It shows that teaching strategies in modern

technology in 21st Century Literature subject, the

multimedia presentation and using of laptop are the mostly

used by the teachers.

The average weighted mean of modern technology was

3.95 in GAS, 3.73 in STEM and 3.52 in HUMSS with a

qualitative description of satisfactory.

 34

With the advances of technology nowadays, multimedia

is one of the widely used teaching strategies around the

world. Nowadays, student is more attracted and attentive in

discussion when the teacher used multimedia presentation

than traditional method.

Technology in classroom can improve teaching and

student’s learning. It plays an important role in the

student from different ways. Modern technology used to add

fun element to education and it goes with saying that the

“Internet has endowed educational with interactivity”.

 35

Teaching Strategies along Visual Effects

21st Century Literature

Table II

Qualitative
Variables Weighted Mean Rank
Description

H
S
G U
T
GAS STEM HUMSS GAS STEM HUMSS A M
E
S S
M
S
PowerPoint
4.8 4.67 4.13 VS VS S 1 1 1
Presentation
Projector 4.13 4.07 4.2 S S S 3 3 2
Visual Movie
4. 53 4.13 3.13 VS S G 2 5 5
Clips
Film Viewing 3.2 4 2.8 G S G 6 4 6
Charts and
3. 73 4.33 3.4 S VS G 5 2 3
imagery
Realia 3.87 4.07 3.33 S S G 4 3 4
Average
Weighted
4.04 4.21 3.50 S S G
Mean

Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 36

Along Visual Effects in 21st Century Literature

Table II, shows the respondent tally of the teaching

strategies along with visual effects. The total tally of

the teaching strategies which are always used by the

teachers are shown on the right part of the table. It can

be seen that in the three strands, the power point

presentation is the most used teaching strategy and got the

first rank with the qualitative description of very

satisfactory. Among the variables, film viewing and visual

movie clip got the lowest rank in teaching strategies along

visual effects.

The average weighted mean of visual effects was

4.04 in GAS, 4.21 in STEM and 3.50 in HUMSS with a

qualitative description of very satisfactory in GAS and

STEM and satisfactory in HUMSS.

PowerPoint presentation used to deliver

information to the students in an interactive manner.

Teachers use projectors to be able to cope up with the

large number of students in a class. With the start of the

visual effects in education, the teachers are easily

provide knowledge to their student and easily discussed the

topic with the used of visual effects.

 37

Teaching Strategies along Traditional Method

21st Century Literature

Table III

Qualitative
Variables Weighted Mean Rank
Description

H
S
G U
T
GAS STEM HUMSS GAS STEM HUMMS A M
E
S M
M
S
Chalkboard
4.87 4.8 4.8 VS VS VS 2 1 1
lecture
Textbook 4.47 4.2 4.07 VS S S 3 3 2
Graded
5 4.67 4 VS VS S 1 2 3
recitation
Individual
3.2 2.47 2.73 G S G 5 5 5
Reporting
Group
3.67 3.8 3.27 S S G 4 4 4
Reporting
Average
Weighted
4.24 4.31 3.77 VS S S&G
Mean

Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 38

Along Traditional Method in 21st Century Literature

Table III, it shows the respondents tally of the teaching

strategies along with traditional method. The total tally

of the teaching strategies which are always used by the

teachers are shown on the right part of the table.

In the table below, the chalkboard lecture got the

first rank in the strand of STEM and HUMSS with a weighted

mean of 4.8 and qualitative description of very

satisfactory. Graded recitation ranked first in GAS with a

weighted mean of 5 and qualitative description of very

satisfactory. Individual reporting got the lowest rank in

the three strands with a weighted mean of 3.2 in GAS, 2.47

in STEM and 2.73 in HUMSS with a qualitative description of

satisfactory in STEM and good in GAS and HUMSS.

The average weighted mean of Traditional Method was

4.24 in stand of GAS, 4.31 in strand of STEM and 3.77 in

strand of HUMSS with a qualitative description of very

satisfactory in GAS and STEM and satisfactory in HUMSS.

 39

Teaching Strategies along Modern Technology

Oral Communication

Table IV

Qualitative
Variables Weighted Mean Rank
Description

H
S
G U
T
GAS STEM HUMSS GAS STEM HUMSS A M
E
S S
M
S
Multimedia
Presentation 4.73 4.2 4 VS S S 2 2 2
Ebooks 3.33 2.87 2.67 G G G 3 5 4
Audio book 2.93 2.93 2.6 G G F 4 4 5
Laptop 4.87 4.27 4.27 VS VS VS 1 1 1
Online
Lecture 3.33 3.8 3.2 G S G 3 3 3
Average
Weighted
Mean 3.84 3.61 3.35 G&VS G&VS G

Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 40

Along Modern Technology in Oral Communication Table

IV, it shows the respondents tally of the teaching

strategies along with modern technology. Based on the data,

using of laptop got first rank in three strands with a

weighted mean of4.87 in GAS,4.27 in STEM and HUMSS and a

qualitative description of very satisfactory. On the

contrary, the use of e-books got the lowest rank in STEM

with a weighted mean of 2.87 and qualitative description of

good. In GAS and HUMSS, audio books got the lowest rank

with a weighted mean of 2.6 and qualitative description of

fair in HUMSS. In GAS, 2.93 is the weighted mean with a

qualitative description of good.

E-books and online lecture got the same rank in GAS

with a weighted mean of 3.33 and qualitative description of

good.

It shows that in teaching strategies in modern

technology in Oral Communication subject, the using of

laptop is mostly used by the teachers.

The average weighted mean of modern technology was

3.84 in GAS, 3.61 in STEM and 3.35 in HUMSS with a

qualitative description of very satisfactory.

 41

Teaching Strategies along Visual Effects

Oral Communication

Table V

Qualitative
Variables Weighted Mean Rank
Description

H
S
G U
T
GAS STEM HUMMS GAS STEM HUMSS A M
E
S M
M
S
Power Point
4.8 4.8 3.87 VS VS S 1 1 1
Presentation
Projector 4 3.47 3.07 S S G 2 4 5
Visual Movie
3.4 3.87 3.4 G S G 5 3 2
Clips
Film Viewing 3.2 3.8 3.33 G S G 6 2 3
Charts and
3.6 3.8 3.13 S S G 4 2 4
imagery
Realia 3.87 3.4 2.73 S G G 3 5 6

Average
Weighted Mean 3.81 3.86 3.26 S S G
Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 42

Along Visual Effects in Oral Communication Table

V, shows the respondent tally of the teaching strategies

along with visual effects. The total tallies of the

teaching strategies which are always used by the teachers

are shown on the right part of the table. It can be seen

that in the three strands, the power point presentation is

the most used teaching strategy and got the first rank with

the qualitative description of very satisfactory with the

weighted mean of 4.8 in the same strand which is GAS and

STEM and 3.87 in HUMSS. Film viewing and chart and imagery

are got the second rank in STEM with weighted mean of 3.8

and with a qualitative description of satisfactory. Among

the variables, film viewing got the lowest rank in GAS with

the weighted mean of 3.2 and qualitative description of

good and relia in STEM and HUMSS with a weighted mean of

3.4 in STEM and 2.73 in HUMSS with the same qualitative

description of good.

The average weighted mean of visual effects was

3.81 in GAS, 3.86 in STEM and 3.26 in HUMSS with the same

qualitative description of satisfactory in GAS and STEM and

good in HUMSS.
 43

Teaching Strategies along Traditional Method

Oral Communication

Table VI

Qualitative
Variables Weighted Mean Rank
Description

G S H
A T U
GAS STEM HUMSS GAS STEM HUMSS S E M
M S
S
Chalkboard 4.6 4 4.2 VS S S 1 3 3
lecture
Textbook 4.2 3.47 3.6 S S S 3 5 4
Graded 4.4 4.27 3.6 VS VS S 2 1 4
recitation
Individual 4.2 3.67 4.73 S S VS 3 4 1
Reporting
Group 4.13 4.13 4.6 S S VS 4 2 2
Reporting
Average 4.31 3.91 4.15 S S S
Weighted
Mean

Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 44

Along Traditional Method in Oral Communication Table

VI, it shows the respondents tally of the teaching

strategies along with traditional method. Based on the

data, chalkboard lecture got first rank in GAS with the

same weighted mean of 4.6 and qualitative description of

very satisfactory. HUMSS also got the first rank in

individual reporting with a weighted mean of 4.73 with a

qualitative description of very satisfactory. In STEM,

graded recitation during class hours got the first rank

with a weighted mean of 4.27 with a qualitative description

of very satisfactory. Both using of textbook and individual

reporting got the third rank in GAS with a weighted mean of

4.3 and with a qualitative description of satisfactory. On

the other strand, HUMSS got the lowest rank in textbook and

graded recitation with a weighted mean of 3.6 and with a

qualitative description of satisfactory.

The average weighted mean of traditional method was

4.31 in GAS, 3.91 in STEM and 4.15 in HUMSS with a

qualitative description of very satisfactory in GAS and

satisfactory in STEM and HUMSS.

 45

Teaching Strategies along Modern Technology

English for Academic and Professional Purposes

Table VII

Qualitative
Variables Weighted Mean Rank
Description

H
S
G U
T
GAS STEM HUMSS GAS STEM HUMSS A M
E
S S
M
S
Multimedia
4.87 4.2 4.27 VS S VS 1 2 2
Presentation
Ebooks 3.33 3.2 2.8 G G G 4 4 4
Audio Visual 3.13 2.87 2.6 G G F 5 5 5
Laptop 4.8 4.6 4.6 VS VS VS 2 1 1
Online
3.47 3.6 3.93 S S S 3 3 3
Lecture
Average
Weighted
3.92 3.69 3.64 G-VS G-VS VS
Mean

Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 46

Along Modern Technology in English for Academic

Purposes Table VII, shows the respondent tally of the

teaching strategies along with modern. The total tallies of

the teaching strategies which are always used by the

teachers are shown on the right part of the table. It can

be seen that in the three strands, the multimedia

presentation, using of laptop and online lecture are the

three strategies that are frequently in used by the

teachers in three strands and got the top three ranked in

all the strategies. In contrary, Audio books got the lowest

rank in three strands and it shows that it is not

frequently in used by the teachers in Our Lady of La

Porteria Academy.

The average weighted mean of modern technology

was 3.92 in GAS, 3.69 in STEM and 3.64 in HUMSS with a

qualitative description of very satisfactory in all the

strands.
 47

Teaching Strategies along Visual Effects

English for Academic and Professional Purposes

Table VIII

Qualitative
Variables Weighted Mean Rank
Description

H
S
G U
T
GAS STEM HUMSS GAS STEM HUMSS A M
E
S S
M
S
Power Point
4.93 4.67 4.67 VS VS VS 1 1 1
Presentation
Projector 3.93 3.53 3.53 S S S 3 6 2
Visual Movie
3.33 4.07 2.8 G S G 5 2 5
Clips
Film Viewing 3.27 3.87 2.67 G S G 6 3 6
Charts and
3.8 3.6 3 S S G 4 5 4
imagery
Realia 4.2 3.67 3.07 S S G 2 4 3
Average
Weighted Mean 3.9 3.90 3.29 S S G

Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 48

Along Visual Effects in English for Academic and

Professional Purposes Table VIII, it shows the respondents

tally of the teaching strategies along with traditional

method. The total tallies of the teaching strategies which

are always used by the teachers are shown on the right part

of the table.

In the table above, the PowerPoint Presentation got

the first rank in all strand with a weighted mean of 4.67

in both STEM and HUMSS and qualitative description of very

satisfactory and 4.93 in GAS with the qualitative

description of very satisfactory also. Film viewing got the

lowest rank in both GAS and HUMSS with a weighted mean of

3.27 and 2.67 with a qualitative description of good and in

STEM, using of projector got the lowest rank with the

weighted mean of 3.53 and with a qualitative description of

satisfactory.

The average weighted mean of visual effects was 3.9 in

stand of GAS, 3.90 in strand of STEM and 3.29 in strand of

HUMSS with a qualitative description of satisfactory in GAS

and STEM and good in HUMSS.

 49

Teaching Strategies along Traditional Method

English for Academic and Professional Purposes

Table IX

Qualitative
Variables Weighted Mean Rank
Description

H
S
G U
T
GAS STEM HUMSS GAS STEM HUMSS A M
E
S S
M
S
Chalkboard
4.8 3.73 3.87 VS S S 1 3 2
lecture
Textbook 4.27 3.53 3.67 VS S S 4 4 3
Graded
4.47 4 3.2 VS S G 2 2 4
recitation
Individual
3.93 3.73 3.67 S S S 5 3 3
Reporting
Group
4.4 4.2 4.2 VS S S 3 1 1
Reporting
Average
Weighted
3.17 3.84 3.72 VS S S
Mean

Legend:

4.21-5.00 Very Satisfactory (VS)1.81-2.60 Fair (F)

3.41-4.20 Satisfactory (S)1.00-1.80 Poor (P)

2.61-3.40Good (G)
 50

Along Traditional Method in English for Academic

and Professional Purposes Table IX, it shows the

respondents tally of the teaching strategies along with

traditional method. The total tallies of the teaching

strategies which are always used by the teachers are shown

on the right part of the table.

In the table below, the chalkboard lecture got the

first rank in the strand of GAS with a weighted mean of 4.8

and qualitative description of very satisfactory. Group

reporting ranked first in STEM and GAS with a weighted mean

of 4.2 and qualitative description of satisfactory.

Chalkboard lecture and individual reporting got the same

rank in the STEM with a weighted mean of 3.73 with a

qualitative description of satisfactory.

The average weighted mean of traditional method was

3.17 in strand of GAS, 3.84 in strand of STEM and 3.72 in

strand of HUMSS with a qualitative description of

satisfactory in STEM and HUMMS and good in GAS.

 51

CHAPTER V

Summary, Conclusion and Recommendation

This chapter presents the summary of the finding for

effectiveness of teaching strategies in English as a

subject. From these finding, conclusions were drawn and

recommendation were given.

Problem 1. What are the specific teaching strategies that

teachers use along: Modern Technology, Visual Effects and

Traditional Method?

Findings

1. The teaching strategies along modern technology in 21st

Century Literature, multimedia presentation and using

of laptop got the first rank in GAS, in STEM using of

laptop got the highest rank and multimedia

presentation in HUMSS. In contrary, Audio books got

the lowest rank in the entire strand. In Oral

Communication, using of laptop, multimedia and

presentation and online lecture got the top rank in

the entire strand. Its shows that using of this three

 52

strategies are the mostly used teaching strategies by

the teachers. In English for Academic Purposes,

multimedia presentation got the highest rank in GAS

and using of laptop in STEM and HUMSS. Online lecture,

E-books and audio books got the lowest rank in the

entire strand.

2. In terms of teaching strategies along visual effects

it was found out that PowerPoint Presentation is

highly used in teaching 21st Century Literature and

Oral Communication as well as in English for Academic

Professional Purposes.

3. Teaching strategies along traditional method in 21st

Century Literature, graded recitation got the first

rank in GAS and chalkboard lecture in STEM and HUMSS.

In Oral Communication, the highest ranks are

chalkboard lecture in GAS, graded recitation in STEM,

and individual reporting in HUMSS. In English for

Academic and Professional Purposes, group reporting

got the first rank in STEM and HUMSS and chalk board

lecture in GAS.
 53

Problem 2. What teaching strategy do teachers in English

mostly use?

Findings

The teaching strategies that teachers mostly used in

teaching 21st Century Literature is traditional method in

GAS and HUMSS and visual effects in STEM. In Oral

Communication, traditional method is the mostly used

strategy in entire strand and in English for Academic

Professional Purposes; the mostly used strategy is modern

technology in GAS, visual effect in STEM and traditional

method in HUMSS.

Problem 3.What is the most effective teaching strategy used

by the teachers according to the students?

Findings

The most effective teaching strategy used by the

teachers according to the students is the traditional

method which has the highest average weighted mean in the

entire strands based on the result of the tallied survey.

 54

Conclusion

The researcher concluded that the English teachers in

Our Lady of La Porteria Academy are using variety of

teaching strategies to fulfill the needs of their students.

As reflected on the data, it was remarkable that

Traditional Method was the mostly used teaching strategies

by the teachers. It includes chalk board lecture, graded

recitation, individual reporting and group reporting. It

reveals that changes in the teaching strategies give way to

the students to boost their ability in learning,

comprehension, and applying the topics that the teachers

cater to them. The combination of these three types of

teaching strategies methods enhances the ability of the

students and gain more knowledge that they can use in the

near future.

Recommendation

The researchers recommend that the teachers need to

collaborate with their students in regards of choosing of

teaching strategy to be used. Teachers should continue to

give ideas, topics and concepts because it provides new

knowledge and information to the students as well as

continuous development to the teacher. The necessity of the

students in teaching norm should be met to avoid difficulty

 55

in learning and reduce the number of failing students as

well as the teachers.

Knowing the students’ perception in teaching

strategies give the teachers an idea on what specific

strategies that the teacher should used and how to discuss

to them by the use of teaching strategy that they are

prefer and will result in a positive effect in teachers as

well in the students.

The researchers recommend that the teachers and the

student will have a collaborative discussion along the

subject taught for them to have a better understanding of

the topic to be tackled during the discussion. Learning is

a two way process. Teach the student and learn from them.