Sie sind auf Seite 1von 37

University of Luzon

( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

EFFECTS OF TEACHING STRATEGIES TO THE ACADEMIC PERFORMANCE OF

UNIVERSITY OF LUZON SENIOR HIGH SCHOOL STUDENTS

A Thesis Paper

Presented to Senior High School Faculty

University of Luzon

Dagupan City

In Partial Fulfillment of the

Requirements for Practica Research II

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 )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

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

Education is a vital tool for us to strive for economic development. We educate

ourselves because of our dreams and goals in life. Doctors, engineers, teachers, nurses

and many other professions are possible because of educators. Educators transmit

information to learners, they are responsible for the teaching learning-process.

The classroom is a dynamic environment, bringing together students from

different backgrounds with various abilities and personalities. Being an effective teacher

therefore requires the implementation of creative and innovative teaching strategies in

order to meet student’s individual needs.


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

Teaching strategies means an over-all plan to achieve an objective where those

plans encourage the students to ask questions and investigate their problem-solving

skills as well as gain a deeper understanding of academic concepts.

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

them to catch up the lesson.

With this in mind, the researchers would like to know the effects of teaching

strategies to the academic performances of University of Luzon Senior High School

Students. This study will help the teachers to improve their teaching strategies in order

to help their students in their learning process.

Statement of the Problem

The purpose of this study is to identify the effects of teaching strategies to the

academic performances of University of Luzon Senior High School Students.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

a. Age

b. Sex

2. What are the effects of teaching strategies used by teachers in teaching senior high

school students to their academic performance in terms of:

a. Attitude

b. Participation

c. Homework

d. Grades

3. What suggestions can be recommended to help teachers to improve their teaching

strategies in teaching senior high school students?

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

University of Luzon will undergo a test.


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

The main goal of this study is to determine the effects of teaching strategies to the

academic performance of students.

*Profile of the Suggestion to help

respondents in teachers improve


Data Analysis
terms of: their teaching

strategies in
a. Age
teaching senior high
b. Sex
school students

INPUT PROCESS OUTPUT

Figure 1

The Research Paradigm

The research paradigm is in the form of Input-Process-Output (IPO) model. As

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

Finally, the ideas that will help the teachers to improve their teaching strategies served

as the output of this study.

SCOPE AND DELIMITATION OF THE STUDY

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

the school year 2019-2020.

SIGNIFICANCE OF THE STUDY

The results of this study will be great benefit of the following:

Students
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

It will be a great benefit to many students that are being left behind by an

educational system that some people believe is in crisis. Improving educational

outcomes involves helping students to better regulate their learning through the use of

effective teaching strategies.

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

they need most for life.

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

academic performances of the students.

DEFINITION OF TERMS

Teaching Strategies - refers to the structure, system, methods, techniques, procedures

and processes that a teacher uses during instruction. Learning activities refer to

the teacher guided instructional tasks or assignments for students.


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

CHAPTER II

REVIEW OF RELATED LITERATURE

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

opportunities of learning in a conducive environment, making all the individuals feel

that they are being taught in their own unique way being unique themselves. (Laraib

Nasir Jalbani, 2014)

According the research study about the “Teaching strategy for addressing

motivation and academic performance”, The aim of this research is to study the impact

of different teaching strategies on student performance. Specifically, we distinguish

between modern active learning, which consists of promoting the engagement of

students in their own learning using practices such as group work, use communication

technology or student self-assessment, and traditional instruction based on lecturing,

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

their background and instructional activities. Our empirical strategy is based on

applying student fixed effects models exploiting variation across different subjects. Our

results indicate that traditional teacher-centered strategies have a positive and

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

María Gil, 2015)

According to the research study about the “Teaching strategy for addressing

motivation and academic performance”, states that the Whole Brain Teaching (WBT) is

a brain-based teaching strategy rooted on the concepts developed by Biffle and

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-
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

Cabrillas Torio, 2015)

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

35% claiming to find most or all of their lectures boring.


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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,
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

teaching strategies that are being used in the school.

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 )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

strategies to the academic performances of the students.

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

study. Descriptive research is research used to describe a situation, subject, behavior,

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

quantifiable information that can be used to statistically analyze a target audience or a


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

particular subject. Description research is used to observe and describe a research

subject. Descriptive research is used extensively in social science, psychology and

educational research. It can provide a rich data set that often brings to light new

knowledge or awareness that may have otherwise gone unnoticed or encountered. It is

particularly useful when it is important to gather information with disruption of the

subjects or when it is not possible to test and measure large numbers of samples.
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

LOCALE OF THE STUDY


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

Figure 2.

Site Map of University of Luzon


This study took place in the Top Educational Institution in Northern Luzon, the

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

fateful year of 1948.

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

Region 1, awarded by the Philippine association of colleges and the Universities

Commission on accreditation (PACUCOA) with the highest number of accredited

academic programs, also in 2002.

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

distinction and accolade as an excellent higher education institution in Region 1.


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

University North of Manila -- the highest in Region 1.

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

teachers to enhance their teaching strategies.

Frequency and Precentage Distribution of respondents according to their Sex

N=72

Table 1

SEX FREQUENCY PERCENTAGE


FEMALE 41 56.94%
MALE 31 43.06%
TOTAL 72 100%
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

frequency of 72 and a total of 100%.

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.

Checklist questionnaire is a research instrument consisting of a series of

questions where there is a list of items required, things to be done, or points to be

considered for the purpose of gathering information from respondents. In determining

the effects of teaching strategies to the students’ academic performances a survey

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.
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

DATA GATHERING PROCEDURE

The researcher allotted vigorous time, effort and cooperation in

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 next working day.

The Data Gathered from this research instrument were tallied and

computed for interpretation according to the frequency of items checked by the

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.

Statistical treatment of data

The researchers use frequency count, percentage distribution, weighted

arithmetic mean, average weighted mean and Likert scale.


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

1. Frequency Count

The researchers used frequency counting in treating the background information

of the respondents.

2. Percentage Distribution

A percentage frequency distribution is a display of data that specifies the

percentage of observations that exist for each data point or grouping of data

points. It is a particularly useful method of expressing the relative frequency of

survey responses and other data. As it was stated in this formula:

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.
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of data

gathered to the Effects of Teaching Strategies to the Academic Performance of University

of Luzon Senior High School Students.

Frequency and Percentage Distribution of Respondents According to


their Age

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

ATTITUDE ALWAYS SOMETIMES NEVER WEIGHTED DESCRIPTIVE


MEAN EQUIVALENT
3 2 1
I enjoy coming to school 26 43 3 2.32 SOMETIMES
I know how to be a good 30 42 0 2.42 ALWAYS
learner
When I find learning 33 39 0 2.46 ALWAYS
difficult, I have the
courage to keep trying?
When learning, making 39 30 3 2.5O ALWAYS
mistakes is a good thing
I learn about things that 47 25 0 2.65 ALWAYS
I am interested on.
I became more 10 52 10 2 SOMETIMES
competent in class.
I became more socially 14 51 7 2 SOMETIMES
inclined.
I tend to seek answers 14 51 7 2 SOMETIMES
by myself without
asking for aid.
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

I easily catch up with 15 46 11 2.05 SOMETIMES


the lessons that I have
missed.
When I don’t 22 50 0 2.80 ALWAYS
understand the lesson, I
will not listen to the
discussion anymore.
GRAND MEAN 2.32 SOMETIMES

Table 3 shows that there is an effect of teaching strategies to the academic

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.
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

Table 4
EFFECTS OF TEACHING STRATEGIES TO THE ACADEMIC PERFORMANCE
OF STUDENTS ALONG THEIR PARTICIPATION

PARTICIPATION ALWAYS SOMETIMES NEVER WEIGHTED DESCRIPTIVE


3 2 1 MEAN EQUIVALENT
Most teachers give their 32 32 8 2.33 SOMETIMES
students a chance to bring
up questions and concern
at the of a lesson
Raising your hand is the 44 22 6 2.52 ALWAYS
common and courteous
way of letting your teacher
know that you have a
question
Tell the teacher you have a 30 34 8 2.30 SOMETIMES
question. If your teacher
fails to notice that you have
your hand up ,you can
politely alert them before
you get left behind in the
lesson
See if you come up with the 25 43 4 2.29 SOMETIMES
answer yourself
Calm your nerves. A lot of 27 38 7 2.28 SOMETIMES
students tend to be shy
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

about asking questions,


but there’s no reason to be
Ask for specific 44 21 7 2.51 ALWAYS
information. Point out
exactly what you need
clarified
Listen attentively to the 38 29 5 2.45 ALWAYS
answer. Look directly at the
teacher while they’re
answering you, or take
notes so that you can look
them over later
Write down questions you 31 29 12 2.26 SOMETIMES
have about homework
Don’t hesitate to ask 28 37 7 2.29 SOMETIMES
questions whenever there’s
something you don’t
understand
You should talk loud 34 25 13 2.29 SOMETIMES
enough to be heard clearly,
but try not to shout
GRAND MEAN 2.35 ALWAYS

Table shows above that there is an effect of teaching strategies to the Academic

Performance of University of Luzon Senior High School students when it comes to

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

equivalent to sometimes. With a grand mean of 2.35 with a descriptive equivalent of

always.

Table 5
EFFECTS OF TEACHING STRATEGIES TO THE ACADEMIC PERFORMANCE OF
STUDENTS ALONG THEIR HOMEWORK

HOMEWORK ALWAYS SOMETIMES NEVER WEIGHTED DESCRIPTIVE


MEAN EQUIVALENT
3 2 1
I don’t do my assignment 23 43 6 2.24 SOMETIMES
because I don’t
understand my teacher
I don’t get enough support 9 46 17 1.89 SOMETIMES
to do my homework at
home
I do my homework before 15 43 14 2.01 SOMETIMES
the class
I do my homework during 10 38 24 1.81 SOMETIMES
the class
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

I do my homework at 3 47 22 1.74 SOMETIMES


home
I make my assignment 16 46 10 2.08 SOMETIMES
before going to school
My friend helps me to do 10 56 6 2.06 SOMETIMES
my assignment
I find homework is very 21 41 10 2.15 SOMETIMES
useful for student
I feel good when teacher 5 48 19 1.81 SOMETIMES
gave us homework
I don’t want to do my 12 31 29 1.76 SOMETIMES
homework
GRAND MEAN 1.96 SOMETIMES

Table 5 shows that the highest participation is “I do my homework at home” has

a weighted mean of 2.24 which is equivalent to sometimes. The lowest participation is

“My teacher doesn’t check our homework at all” has a weighted mean of 1.74 which is

equivalent to sometimes. With a grand mean of 1.96 which is equivalent to sometimes.

Table 6
EFFECTS OF TEACHING STRATEGIES TO THE ACADEMIC PERFORMANCE OF
STUDENTS ALONG THEIR GRADES

GRADES ALWAYS SOMETIMES NEVER WEIGHTED DESCRIPTIVE


3 2 1 MEAN EQUIVALENT
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

I feel bad when I get 35 32 5 2.41 ALWAYS


lower grades
I feel happy when I get 22 42 8 2.19 SOMETIMES
high grades
I feel pressure when I get 27 37 8 1.88 SOMETIMES
lower grades.
I feel motivated when I 50 18 4 2.63 ALWAYS
get higher grades
I doubt myself when I 60 9 3 2.79 ALWAYS
get lower grades.
My family gets angry 15 32 25 1.90 SOMETIMES
when I get lower grades
I study my lesson before 35 33 4 2.43 ALWAYS
a test to get lower grades
I got good grades when I 46 23 3 2.45 ALWAYS
like the way the teachers
teach us
I set a standard grade to 27 36 9 2.25 SOMETIMES
maintain
Having good grades 42 25 5 2.51 ALWAYS
gives me academic
privileges
GRAND MEAN 2.34 ALWAYS

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

pressure when I get lower grades” has a weighted mean of 1.88 which is equivalent to

sometimes. With the grand mean of 2.34 which is equivalent to always.

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

The research entitled “Effects of Teaching Strategies to the Academic Performance

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

teachers has an effects to the academic performances of senior high school students in

their attitude, participation, homework and grades.

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

strategies used by the teachers than male.

2. The age of the respondents is ranging from 15-19 years old, where 17 years old has

the highest number which is 28 (38.89%).

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
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

highest number of respondents is from 17 years old with a total of 28 (38.89%).

2.The effects of teaching strategies to the academic performances of senior high school

students in terms of the following:

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

the discussion anymore.

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.
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

on the student’s learning.

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

their teachers in what teaching strategies they can follow.


University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

idea or get information about the topic.

Suggestions or Tips to help the Teachers Improve their Teaching Strategies

1.Teacher should be innovative in his/her teaching methods by using not only a

projector or PowerPoint presentation and also other strategies that will help in the

learning of the students.

2.Incorporate mystery in your lessons, learning is the most fun when it’s surprising.

Don’t just tell them information, cloak it into mystery.

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.
University of Luzon
( formerly LUZON COLLEGES )

PEREZ BOULEVARD, DAGUPAN CITY 2400, PHILIPPINES

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

them, you must make it interactive.

Das könnte Ihnen auch gefallen