THE EFFICACY OF THEORETICAL AND PRACTICAL TEACHING

APPROACH

A Research Proposal Presented to:

Prof. Edwin Nebria

In partial Fullfilment of the

Requirements in GE 2
Purposive Communication

By

Lataran, Vanesa M.
Funa, Dona Mea
Enggaod, Karen
Benito, Jaria

February 2019
 TABLE OF CONTENT

I.Title Page

II.Chapter 1 (The Problem and its Setting) ……………………………1

Rationale of the Study

Statement of the Study ………………………………………………. 6

Review Related Literature ……………………………………………… 7

Theoretical Frameworks …………………………………………………11

Conceptual Frameworks ………………………………………………...14

Significant of the study …………………………………………………..15

Scope and Delimitation/Limitation ………………………………………16

Definition of Terms

III.Chapter II (Method) ……………………………………………………... 18

Research Design

Research Respondents/Participants

Research Locale

Research Instrument

Data Gathering Procedures

Statistical Treatment
 Chapter 1

THE PROBLEM AND ITS SETTING

RATIONALE

There is evidence in educational and Applied Linguistics literature that the

theoretical and practical knowledge developed in teacher education programs has little
influence on the student-teachers’ subsequent practical activities (Zeichner, Tabachnic, and
Densmore, 1987). This evidence points to the fact that teachers are highly influenced by their
beliefs, which are results of their personal values and background knowledge.

According to Lortie (1975), there are also research findings which support the fact that

student-teachers have the tendency to remember their own personal experiences as students

which were acquired through their "apprenticeship of observation" and to construct their

knowledge and teaching practice upon these remembrances. Beliefs, assumptions and

knowledge acquired before the student-teachers’ entrance into teacher education programs

work as mediators, filters of the input received by means of the theories and knowledge to

which student-teachers were exposed to (Lortie, op cit; Zeichner & Grant, 1981; Tabachnic &

Zeichner, 1984; Kagan, 1992; Roberts, 1998, among others) and, according to Kagan (op cit),

implicit knowledge, values and practice tend to be stronger than the teacher education

programs interventions, no matter the underlying theories of orientation.

In-service teachers also, according to Schön (1983), interpret and organize their

experience by means of a repertoire of values, knowledge, theory and practice which they

bring with experience, which he calls “appreciative systems”. These “appreciative systems”,

highly investigated, have been named differently by distinct researchers such as teachers’

personal practical theories (Connelly & Clandinin, 1988); practical theories (Handal & Lauvas,
1987); teachers’ strategic knowledge (Shulman, 1986); practical knowledge (Elbaz, 1983) and

BAK - beliefs, assumptions and knowledge (Woods, 1996).

No matter what teachers’ knowledge is called, there is something that seems evident:

every student-teacher provides input to his university teacher education program and every

teacher uses his teaching practice beliefs, assumptions, values, knowledge and experience

which seem to exert a strong influence upon his/her theoretical and practical knowledge

construction and development.

Besides those teachers’ socialization studies which evidence the weak impact formal

education can exert to alter the apprenticeship of observation effect (Feimann-Nemser &

Buchmann, 1986 and Pennington, 1990), we evidence others which argue that classroom

experience is the main source of teachers’ knowledge (Claderhead & Miller, 1985; Shulman,

1986 & 1987). Almarza (1996), on the other hand, brings evidence in her study those student-

teachers’ knowledge transformation occurred during a teacher education program and before

the beginning of her/his teaching practice:

Thus, teacher education played a very influential role in shaping student-teachers’

performance during teaching practice. It was knowledge learned in teacher education that

became apparent during teaching practice (p. 72).

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 behaviour. His understanding of teaching serves as guide to all activities him and

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

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.
Statement of the Study
Limited research studies exist that measures the effect of what is taught in a TPP and

its impact on its participants and none has been found which investigates the effects of

individual advising intervention to aid students in addressing the areas of their development

that need improvement. Training and developing teachers is an important practice on most

colleges and universities. However, as part of the No child Left Behind Act , “Congress

defines highly qualified teachers as those who not only possess full state certification but also

have a solid content knowledge of the subject they teach” (U.S. Department of Education,

2002, p.vii). An evaluation study of the impact of teaching theory (subject content) and

practice (application in fieldwork) on teacher candidates self-esteem will provide information

needed to departmental coordinators for any necessary interventions. This information will

help teacher preparation programs give teacher candidates support early in their professional

development to ensure completion of the program and staying in the profession.

The literature is limited in providing a viable instrument in evaluating the impact that

theory and practice have on teacher candidates and yet, many colleges and universities

share a compelling need to determine the quality of imparting this worthwhile knowledge from

their programs (Bhatnagar, 2008; Grossman & Richert, 1988; Ferguson & Womack, 1993;

Madzorera, 2004). Pavese (1993) identified students’ self-esteem to assess their academic

achievement in a teacher preparation program. These studies evaluated the knowledge

acquired by teacher candidates to ensure TPP are effective and teacher candidates are

developing successful teaching skills.

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?

Review Related Literature

According to George Bernard Shaw’s (1908), notion that teaching is about learning

with students as fellow travellers. Others may see the process of teaching in entirely different

ways. However, few educators would disagree with Shaw’s view that the practice of teaching

involves pointing ahead through intentional processes that facilitate learning’s. Clinical

teachers can guide learners with the help of established theoretical foundations from the

discipline of education.

Theoretical foundations in the discipline of education include understanding and

valuing how to integrate scholarship in the practice of teaching. They also include knowing

how to apply conceptual frameworks theories and models. Theories tend to offer more

immediate, practical and punctual guidance. They are more adaptable to change and may or

may not be useful, depending on circumstances. Models offer even more specific direction

and are often represented visually in diagram or chart.

Theoretical foundations include terms such as educate, pedagogy and andragogy.

Pedagogy, the art and science of education, seeks to understand practices and methods of

illustration that can help teachers educate draw out learners, while pedagogy seeks to

understand how to teach learners of all age andragogy is the study of helping adults learn

(Knowles, 1908).
 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 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 strategy 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-kinaesthetic, 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. No doubt, our teaching and testing strategies in the past have

been biased in favour 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 of learning activities and

techniques at our disposal.

Brain compatible instructional strategy. 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 labelled 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. It 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.

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 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

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.

1. Linguistic Body-kinesthetic

Musical Intrapersonal

Logical-mathematical

Spatial

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, behaviour and environment all contribute to the learners

understanding of a subject.

1. Learners observe and/or rehearse modelled behaviour. They then code this modelled

behaviour into words, labels, categories and images.

2. Modelled behaviour is most likely adopted if the outcome is something the learner

values

3. Modelled behaviour 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.

Conceptual Framework

Learning is an enduring change in behaviour, of the capacity to behave in a given

fashion which results from practice or other forms of experience (Chunk, 2012). Learning can

also be looked at as a relative permanent change of behaviour as a result of experience.

Learning theories are theories are those whose main concern is to link research with

education. In other words learning theories explain how learning and teaching processes

should be and or should take place. As teachers deal with teaching and of equal importance

learning of students, the contribution of various learning theories to teacher development is

with some detail given hereunder.

Although theories differ in many ways, including their general assumptions and guiding

principles, many rests on a common with teaching and of equal importance learning of

students, the contribution of various learning theories to teacher development is with some

detail given hereunder.

Although theories differ in many ways, including their general assumptions and guiding

principles, many rest on a common foundation. These theories differ in how they predict that

learning occurs in the processes of learning and in what aspects of learning they stress. Thus,

some theories are oriented more toward basic learning and others toward applied learning

and, within that, in different content areas; some stress the role of development, others are

strongly linked with instruction; and some emphasize motivation.

 William Purkey (1992) put forward invitational theory as an educational framework of

learning and teaching relationships based on human value, responsibility and capabilities.

Invitational learning is observed in social context, where learners should be invited by the

teacher to develop their potentials. The four pillars of invitational theory are respect, trust,

optimism and intentionality (Purkey, 1992). The invitational instructor invites learners in,

welcomes them, creates warm and welcoming educational environments, intentionally

provides learners with optimum learning opportunities, and bids learners a warm farewell at

the conclusion of the learning experience.

In 1983 Parker Palmer introduced the term invitational classroom. In particular

Palmer emphasizes that “an air of hospitality” facilitates the inviting environment (1983, 1993,

p. 71). Hospitality in Palmer’s words means “receiving each other, our struggles, our newborn

ideas, with openness and care” (1983, 1993, p. 74). Palmer concludes that both teachers and

learners experience positive consequence when the classroom is invitational (Palmer, 1983,

1993, 1998, 2007)

Significant 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 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, these studies enhance

the credibility of teaching, develop their teaching strategies to its positive state and improve

their teaching capacity.

Scope and Delimitation/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 University

of Mindanao in Davao City.

Definition of terms

Inductive method. These are method of teaching in which the teacher starts from specific to

general.

Deductive method. These are method of teaching in which the teacher starts from general to

specific complex to simple.

Demonstrative method. These are method in which the teacher demonstrates the activities

to be done to the learners.

Independent Variable Dependent Variable

Choice of Teaching

Strategies

 Theory

 Practical

Learning Styles

 Visual

 Auditory

 Kinesthetic
 Figure 1. Conceptual Framework of the study

Chapter 2

Method

Presented in this chapter is a discussion of research steps and procedures that were

employed by the researchers in this study. These include the research design, research

locale, research respondents, research instrument, data gathering procedure, and statistical

treatment.

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 University of Mindanao located at Matina Davao City.

Research Respondents

Teachers 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.

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.

Frequency

P= _____________ X 100
Number of case