Beruflich Dokumente
Kultur Dokumente
A Thesis Paper
University of Luzon
Dagupan City
Añonuevo, Ira R.
Biason, Aubrey Marie D.
De Vera Monica S.
Ladigohon, Angelo P.
Lopez Mary Jhoy V.
Maraan, Marietoni P.
Quinto, Dona Mae F.
Paras, King Rael A.
Valle, Irish Faye V.
Research 2019
University of Luzon
( formerly LUZON COLLEGES )
CHAPTER I
This chapter presents the background of the study, the problem stated, the
paradigm of the study, the scope and delimitation, the beneficiaries of the study and the
definition of terms.
Rationale
ourselves because of our dreams and goals in life. Doctors, engineers, teachers, nurses
and many other professions are possible because of educators. Educators transmit
different backgrounds with various abilities and personalities. Being an effective teacher
plans encourage the students to ask questions and investigate their problem-solving
Nowadays, students did not pay attention in their lesson because they cannot
understand their teachers. The way or the strategies of their teachers is not effective for
With this in mind, the researchers would like to know the effects of teaching
Students. This study will help the teachers to improve their teaching strategies in order
The purpose of this study is to identify the effects of teaching strategies to the
a. Age
b. Sex
2. What are the effects of teaching strategies used by teachers in teaching senior high
a. Attitude
b. Participation
c. Homework
d. Grades
CONCEPTUAL FRAMEWORK
This study believes that the teaching strategies used by the teachers has an effect
to the academic performance of the students, that’s why the grades 11 and 12 of
The main goal of this study is to determine the effects of teaching strategies to the
strategies in
a. Age
teaching senior high
b. Sex
school students
Figure 1
shown from the research paradigm, the profile of the respondents in terms of age and
INPUT
sex served as the inputs of this study. The process box contains the analysis of data.
PROCESS
OUTPU
INPUT
PROCESS
OUTPU
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Finally, the ideas that will help the teachers to improve their teaching strategies served
This study was focused merely on the effects of teaching strategies used by the
teachers for University of Luzon Senior High School Students. Senior High School refers
to the last two years of K to 12 program that has been implemented by the Department
of Education since 2012 namely grades 11 and 12. Students are now required to choose
their preferred senior high strands upon their entrance and to begin studying the
subjects that are going to introduce them to the career path they want to take. The
respondents of the study will be the Senior High School students currently enrolled for
Students
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( formerly LUZON COLLEGES )
It will be a great benefit to many students that are being left behind by an
outcomes involves helping students to better regulate their learning through the use of
Parents
Many parents, whose children are currently enrolled in a particular school, are
enormously concerned, more often being active to assist in their child’s classroom,
communicating constantly with their child’s teachers, assisting with their homework,
getting involved with school projects, and discussing their child’s individual academic
strengths and weaknesses with teachers. Neither are they visible in the school premises
and get involved in the desired goals of the school where their children are getting what
Teachers
The teachers, being the focal figure in education, must be competent and
knowledgeable in order to impart the knowledge they could give to their students. Good
teaching is a very personal manner. Effective teaching strategies is concerned with the
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student as a person and with his general development. The teacher must recognize
individual differences among his/her students and adjust instructions that best suit to
the learners.
School Administrators
They will be train and gain knowledge on how to improve those teaching strategies
and will help them to give quality education to the students that will help them in their
academic performances.
Future Researchers
This study will be a great benefit to future researchers because it will serve as a
reference in their future research regarding the effects of teaching strategies to the
DEFINITION OF TERMS
and processes that a teacher uses during instruction. Learning activities refer to
CHAPTER II
In this chapter the researchers reviewed some available writings and studies
dealing with a particular subject related to this research study that serves as a guide in
conceptualizing the context of this study.
RESEARCH LITERATURE
According to the research study about the “Impact of Effective Teaching Strategies
to the Academic Performances of Students”, states that a teacher plays a vital role within
a few hours in the classroom by delivering the daily specific planned content which is a
part of curriculum for a specific grade. It depends on the teacher to plan it out and use
effective strategies for its instructional deliverance. Teachers must have passion for
learning and teaching as well as to understand needs and interests of the students.
World is changing and advancing day by day, so teachers need to be technology savvies
as well, in order to meet new global emerging demands. Great emphasis has been laid
on the teachers to use effective teaching strategies and method for improved learning by
many researchers and educationists but on the other hand, one must also understand
that the amount of students’ learning in a class also depends on their native ability of
cognition and as well as their prior preparation. Teachers should prepare mental set
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through rapport with students before they start teaching. With the passage of time, the
importance of instructors’ teaching style is being spread and the teachers are taking
initiative to improve their teaching strategies for students’ improved learning by getting
enrolled in such programmers which help them reflect upon their teaching practices and
improving them as per requirement. The teachers who are willing for professional
development in this area are able to deliver even complex and complicated content
effectively, helping the students generate their interest and eagerness for more
that they are being taught in their own unique way being unique themselves. (Laraib
According the research study about the “Teaching strategy for addressing
motivation and academic performance”, The aim of this research is to study the impact
students in their own learning using practices such as group work, use communication
memorization and repetition. Our empirical analysis is based on recent data provided by
PISA 2015, which includes for the first time a questionnaire completed by teachers about
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applying student fixed effects models exploiting variation across different subjects. Our
significant effect on student achievement, while the effect of modern strategies is smaller
and concentrated in high- achieving students. (José M. Cordero, Víctor Cristóbal and
According to the research study about the “Teaching strategy for addressing
motivation and academic performance”, states that the Whole Brain Teaching (WBT) is
Hermann. This strategy treats every child to have four brain areas that require close
attention. The four brain areas correspond to four learning activities to address the
holistic need of an individual. The four learning activities are: (1) lecture; (2) individual
work; (3) group work; and (4) practical display. The study aims to determine the effect
of the use of whole brain teaching on students’ learning gains and motivation. Quasi-
experimental research method was used in the study. The pre-test-posttest design
without control group was specifically used to determine learning gains. A set of six
lessons were planned and delivered to two groups of grade 10 Physics classes. Learning
gain was measured by getting the difference of pre- and posttests using a validated 40-
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item taken from released international test items. Motivation results were gauged using
a Physics Motivation Questionnaire (Koballa & Glynn). The results revealed that the two
sections of Grade 10 science students had an average learning gain of 20%. It was
further found that the students had average to high motivation with intrinsic and
extrinsic motivation in the top two of the six components of motivation. The results
revealed positive effects to academic performance and motivation can be derived from
the use of WBT as teaching strategy. (Von Anthony Gayas Torio and Myla Zenaida
CONCEPTUAL LITERATURE
Keeping students engaged can be a difficult task for any teacher, but it becomes
especially hard as school breaks approach or during holiday seasons. As a teacher, you
may get a group of students that you just can’t seem to keep interested. No matter what
you do, it seems like all of the students are bored out of their minds. If students aren’t
paying attention, and their minds are wandering, then they are not absorbing any of the
information that you are giving them to pass your class. One study of student boredom
suggested that almost 65% of students find at least half their lectures boring, with about
Here are 10 teaching strategies that you can do to keep your class interested and
engaged. Discover new things together, It’s much more fun for both parties when
students and teachers learn new things together. Make it interactive, if you want your
students to be interested in what you are teaching them, you must make it interactive.
Incorporate mystery into your lessons, Learning is the most fun when it’s surprising.
Don’t just tell them information; cloak it in to mystery. Be crazy, but show you care, let
loose; laugh; make fun of yourself. Don’t worry about sacrificing your authority.
If you want to make your class the most interesting class that everyone loves to
go to, then you must incorporate some kind of technology. Allowing your students
creative freedom in their learning is essential. Learning off set phrases is useful up until
a point. After that, they need to be able to understand why a particular word is said in
a particular way, and how they can manipulate it to suit the current situations. Overall,
talk less and involve with students more. The more you make your class interactive and
the more that you utilize technology, the more your students will enjoy what they are
learning.
The different types of teaching strategies are essential to the research topic since
we ought to seek the effects of teaching strategies on the senior high school students,
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the researchers gave consideration to the variety of subject, the instructor and the
instructor's approach of teaching that is why the researchers considered defining all
These facts provide an insight into what it’s like to be a teacher and how the
education system works. With a greater understanding of what the role entails, students
and parents can ensure they take an active role in the education process and support
their teachers wherever possible. When people understand why teachers want to work
in the education sector and the effort they put in, they have a greater insight into the
struggles they face and the impact they have on students and their futures.
University of Luzon
( formerly LUZON COLLEGES )
CHAPTER III
RESEARCH DESIGN
This chapter includes the research design, locale of the study, the respondents
of the study, research methodology, validity of instrument, the data gathering procedure,
and the statistical treatment of the data. The survey for the factors that identifies the
most effective teaching strategies for the senior high school students of university of
Luzon. This survey instrument was design to learn the effects of different teaching
RESEARCH METHODOLOGY
The researchers made use of descriptive method in order to know the effects
of teaching strategies to the academic performance of the students with the use of
checklist questionnaires. Knowing their answers will be the way to the success of this
or phenomenon. It is used to answer questions of who, what, when, where, and how
associated with a particular research question or problem. Descriptive studies are often
described as studies that are concerned with finding out “what is”. It attempts to gather
educational research. It can provide a rich data set that often brings to light new
subjects or when it is not possible to test and measure large numbers of samples.
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( formerly LUZON COLLEGES )
Figure 2.
University of Luzon which is located at the Perez Boulevard, Dagupan City, Pangasinan.
The University was designed by Atty. Luis F. Samson Sr. along with his helpers: Atty.
Liberato LI. Reyna, Sr., Dean Basilio Fernandez ang Servillano Romasanta in the
UL's high spirits is strongly demonstrated by its major achievements in the last
13 years: Universityhood in 2002, liberalized status in 2003 and one of the top 10 higher
education institutions in the entire country, the only provincial HEI to have made it in
All these educational thrusts gained fruits when in march 11, 2009, the University
received the confirmation from CHED that our institution is finally elevated to full
autonomy. With this, UL has finally seen the realization to be given the scale of
UL, true to its mission-vision, constantly aims for quality and excellence and
prides itself in having carved a permanent niche in the consciousness of the public as a
quality institution of higher learning. The University is now the most accredited
RESPONDENTS
The respondents in this study were the Grades 11 and 12 of University of Luzon
because the researchers considered the availability of their respondents. Also the
researchers choose senior high school because they have different strands and teaching
approach to another which requires variety of teaching strategies. The success of this
study might help the students in order to improve their academic performances and the
N=72
Table 1
As shown in the table above the highest number is from female which is
41 with a percentage of 56.94% and male has 31 with a percentage of 43.06%. With a
VALIDITY OF INSTRUMENTS
To a valid and reliable research, the researchers used checklist
questionnaires to gather data on the respondents on how the teaching strategies used
by the teaching effect academic performances of the senior high school students at the
University of Luzon.
questionnaire in the form of checklist has been made by the researchers and the Likert
scale has been used, a three-point scale each point correspond to a Likert item.
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developing questionnaire so as to serve its intended respondents. The survey was created
using suitable questions modified from related research and individual questions formed
by the researchers. Likert scale was used to determine if the respondent agreed or
disagreed in a statement. After the research adviser approved the questionnaire, copies
were distributed to the 72 respondents of Senior High School students. Participants were
given time to respond and then the researchers collected the checklist questionnaires
The Data Gathered from this research instrument were tallied and
participants. Along with primary data, the researchers also made use of secondary
resources in the form of published articles and literatures to support the survey results.
1. Frequency Count
of the respondents.
2. Percentage Distribution
percentage of observations that exist for each data point or grouping of data
value
𝑝= 𝑥100%
total value
3. Weighted Mean
Weighted mean is the totality of the frequency and score of the respondents divided
by the respondents. The formula used in the computation of weighted mean is:
Σfx
𝑊𝑀 =
n
Where
Σfx = the totality of the product of the frequency and score of the respondents.
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N = respondents
For the interpretation of the data, the following descriptive points will be used.
VERBAL
POINT SCALE INTERPRETATION
3 2.34-3 Always
2 1.67-2.33 Sometimes
1 1-1.66 Never
Likert Scale
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CHAPTER IV
This chapter deals with the presentation, analysis and interpretation of data
N=72
Table 2
AGE FREQUENCY PERCENTAGE
15 4 5.56%
16 27 37.5%
17 28 38.89%
18 12 16.67%
19 1 1.39%
TOTAL 72 1OO%
As shown from the table above, this study has 72 respondents with different ages.
There are 4 students who are 15 years old with a percentage of 5.56%, there are 27
students who are 16 years old with a percentage of 37.5%, there are 28 students who
are 17 years old with a percentage of 38.89%, there are 12 students who are 18 years
old with a percentage of 16.67% and lastly, the least number of students is 19 years old
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which only consists of only 1 with a percentage of 1.39%. Table 2 shows that the
students who are most affected in their academic performances are the ages 15-18.
Table 3
EFFECTS OF TEACHING STRATEGIES TO THE ACADEMIC PERFORMANCE OF
STUDENTS ALONG THEIR ATTITUDE
performance of University of Luzon Senior High School students in their attitude. The
highest is “When I don’t understand the lesson, I will not listen to the discussion
anymore” has a weighted mean of 2.80 with a descriptive equivalent of always while the
lowest are “I became more competent in class, I became more socially inclined, I tend to
seek answers by myself without asking for aid” had a weighted mean of 2 with a
descriptive equivalent of sometimes. With a grand mean of 2.32 and had a descriptive
equivalent of sometimes.
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Table 4
EFFECTS OF TEACHING STRATEGIES TO THE ACADEMIC PERFORMANCE
OF STUDENTS ALONG THEIR PARTICIPATION
Table shows above that there is an effect of teaching strategies to the Academic
participation. The highest participation that affect the academic performance of Senior
High School students is “Raising your hand is the common and courteous way of letting
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your teacher know that you have a question” has a weighted mean of 2.52 which is
equivalent to always while the lowest participation that affect the academic performance
of Senior High School students “Calm your nerves. A lot of students tend to be shy about
asking questions, but there’s no reason to be” has a weighted mean of 2.28 which is
always.
Table 5
EFFECTS OF TEACHING STRATEGIES TO THE ACADEMIC PERFORMANCE OF
STUDENTS ALONG THEIR HOMEWORK
“My teacher doesn’t check our homework at all” has a weighted mean of 1.74 which is
Table 6
EFFECTS OF TEACHING STRATEGIES TO THE ACADEMIC PERFORMANCE OF
STUDENTS ALONG THEIR GRADES
Table 6 shows that the highest grade is “I doubt myself when I get lower grades”
has a weighted mean of 2.79 which is equivalent to always. The lowest grade is “I feel
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pressure when I get lower grades” has a weighted mean of 1.88 which is equivalent to
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter contains the summaries of the significant findings of the study, the
conclusion the researcher arrived at though the completion of the study and
recommendation of the proposed measures that could answer the problems under study
SUMMARY
of University of Luzon Senior High School Students”, was conducted to know the effects
of teaching strategies to the academic performance of the senior high school students
when it comes to their attitude, participation, homework and grades. The research
method that used in the study was descriptive method, survey technique was used for
gathering data and the questionnaire was served as the instrument for collecting data.
The Senior High School students currently enrolled for the school year 2019-2020 were
the respondents. The researcher found out that the teaching strategies used by the
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teachers has an effects to the academic performances of senior high school students in
FINDINGS
After gathering data through conducting a checklist questionnaire for the grades
11 and 12 of University of Luzon aging 15-19, the findings are the following:
1. There are more female respondents who are more affected in their academic because
most of them give high points that their academic performance is affected by the teaching
2. The age of the respondents is ranging from 15-19 years old, where 17 years old has
3. Among the four, participation affects most the academic performance of the grades
11 and 12 because of the teaching strategies used by teachers with a grand mean of
2.35.
CONCLUSIONS
1.Majority of the respondents were female with a total of 41 (56.94%), this means that
females academic performance is more affected because most of them give high points
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that their academic performance is affected by the teaching strategies used by the
teachers than males. The age of the respondents is ranging from 15-19, where the
2.The effects of teaching strategies to the academic performances of senior high school
a. Attitude is the third that affects the academic performance of the senior high school
students because when students don’t understand their lesson, they will not listen to
b. Participation is the highest that affects the academic performance of the senior high
school students because raise your hand is common and courteous always way of letting
their teacher know that they have a question, therefore the students will participate well
in the class because if they have a question they will just raise their hands, in that way
the teacher will answer their question to clearly understand by the students.
c. Homework is the least affected because when they cannot follow the discussion they
will not understand the lesson so that they will not do their assignment.
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d. Grades is the second highest that affects the academic performance of the senior high
school students in which the students get lower grades when they don’t understand the
lesson and because of this, they doubt themselves, feel pressure and feel bad.
RECOMMENDATIONS
Based from the preceding sections of this study, the researcher suggests the
following:
1. For Teachers, they should to know the subject that they are teaching because
knowing your subject very well will come to a point that will have a significant impact
2. For Students, they should at least be familiar with the different teaching strategies
and try to observe what strategies are being frequently used in the learning facilities and
how do they cope up with it, at that simple method they can make open suggestions to
3. For Future Researchers, this study will serve as their reference when they will
conduct a research about the effects of teaching strategies. It will help them to have an
projector or PowerPoint presentation and also other strategies that will help in the
2.Incorporate mystery in your lessons, learning is the most fun when it’s surprising.
3.Relate your content with their lives, when you create a real-world connection,
to what students are learning, it will give them a greater understanding of why they need
to learn it.
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4.Teachers should discover new things together with your students, it’s much more fun
for both parties when students and teachers learn new things together.
5.Make it interactive, if you want your students to be interested in what you are teaching