September 7, 2019

Pinky B. Carig, Ed. D.

Director for Graduate Studies
This College

Mam:

I have the honor to submit the final copy of the thesis title and its sub- problems.

My thesis is entitled CLASSROOM TEACHING STYLES OF SCIENCE TEACHER IN

ENHANCING THE GRADE 8 STUDENTS’ PERFORMANCE IN SCIENCE IN AUTONOMOUS

HIGH SCHOOLS OF NAUJAN

Its sub- problems are:

1. What is the classroom teaching style of the Science teachers in terms of:

1.1. direct instruction;

1.2. inquiry-based learning; and

1.3. cooperative learning?

2. What is the level of performance of the student-respondents in Science?

3. Is there a significant difference in the classroom teaching styles of Science teachers in

terms of direct instruction, inquiry-based learning and cooperative learning?

4. Is there a significant relationship between the classroom teaching styles of Science

teachers and the level of performance of the student-respondents in Science?

CONCEPTUAL MODEL

The researcher draw conceptual model to be used as reference in dealing with the topics
of this study.

IV DV

Classroom Teaching Styles

of Science Teacher
Extent of teacher’s Level of Performance in
 Direct Instruction Science
 Inquiry-Based
Learning
 Cooperative
Learning

Grade 8 Students In Autonomous High Schools of

Naujan

Figure 1. The hypothesize relationship and difference between and among the variables

of the study

The figure shows the hypothesize relationship and difference between and among the

variables of the study. The independent variable is the classroom teaching styles of Science

teacher in terms of direct instruction, inquiry-based learning and cooperative learning. The

dependent variable is the level of academic performance in Science.

The study will examine the relationship between the classroom teaching styles of Science

teacher the level of academic performance in Science of the student. Likewise, it will determine

the differences in the classroom teaching styles of Science teacher in terms of direct instruction,

inquiry-based learning and cooperative learning.

RESEARCH DESIGN
Descriptive-correlational and comparative method of research will be used in this

study. Descriptive-correlational research tries to describe the conditions as they exist. It also gives

the condition and prevailing practices of the given situation.

Descriptive research design involves description, recording, analysis and interpretation

of conditions that currently exist (Calmorin and Calmorin 2007). It enables the researcher to

characterize the qualities of the classroom teaching styles of the Science teachers and the level

of performance in Science of the respondents with respect to their specific indicators.

On the other hand, Adaza (2007) pointed out that correlational research design sets a

criterion as reference on how the independent variable relates to the dependent variable to show

the cause-effect relationship. Hence, the researcher used correlational research design to gauge

the implication of the classroom teaching styles of the Science teachers to the level of

performance of the student-respondents.

The study will also use the comparative method of research that aims to make

comparisons among different indicators in the classroom teaching styles of the Science teachers

Sampling Technique

The respondents of the study will be selected using proportional stratified random

sampling technique. The size of the respondents will be determined using the Slovin’s formula as

shown below.
𝑁
N= 1+𝑁𝑒 2

Where: n = sample size

N = total population

e = margin of error

Research Instruments

The study will use a self-made questionnaire on the classroom teaching styles of Science

teachers in enhancing the Grade 8 students’ performance. The level of academic performance

will be determined by record analysis to obtain the average grades of the students during the first

and second grading period.

Statistical Treatment of Data

In the treatment of data, descriptive statistics including weighted mean, rank, frequency

and percentage will be used to describe the variables of the study. To determine the differences

among the variables One Way Analysis of Variance will be used. To test the relationship between

the independent variables and dependent variables Pearson’s Product Moment Correlation

Coefficient will be employed.

The statistical methods used in the analysis of data gathered are the following:

1. Weighted Mean. This will be used to describe the classroom teaching styles of the

Science teachers

∑ 𝑓𝑥
X=
N
Where:
X = weighted mean
N= number of respondents
∑ 𝑓𝑥=sum of the products of 𝑓 and 𝑥

𝑓 = frequency of each weight

𝑥 = weight
∑ 𝑓=Sum of all the frequency

2. Frequency and Percentage Distribution. These two descriptive mean will be used to

describe the level of performance in Science of the student-respondents.

𝑓
× 100
P= 𝑁
Where:
P = percentage

f = frequency of respondents

N =number of respondents

3. Pearson’s Product Moment Correlation Coefficient. This statistical tool will be used to

test the magnitude and direction of the relationship between the variables.
 N ∑ xy− ∑ x ∑ y
r=
√[N ∑ x2 −(∑ x)2 ] [N ∑ y2 − ∑(y)2 ]

Where:
r = Pearson’s Product Moment Correlation Coefficient
n = number of respondents
Ʃx = summation of test x
Ʃy = summation of test y
Ʃxy = the sum of the product of x and y
Ʃx 2 = sum of squared x score
Ʃy2 = sum of squared y score

4. One-Way Analysis of Variance (ANOVA)

It will be used to determine the magnitude of difference in the classroom teaching styles

of the Science teachers in terms of its indicators. The formula is shown below.

Where: 𝑆𝑆𝑇𝑟𝑡 = sum of squares for treatment

∑𝑌 2 = sum of the squared total of each treatment

N = number of observation per treatment

CF = correction factor with the formula

Formula for the sum of squares for total is as follows:

SST = sum of squares for total

∑Yt2 = grand sum of each observation per treatment

CF = correction factor
 Formula for the sum of squares for error is as follows:

SSE = SST – (SSR + SSTrt)

SS
𝑀𝑆 = df

𝑀𝑆𝑇𝑟𝑡
𝐹= 𝑀𝑆𝐸

Thesis/ Dissertation Student

MAED- BIOLIGICAL SCIENCES

(Course and Major)

Noted:

Mem. Thesis/ Dissertation Advisory Comm. Mem. Thesis/ Dissertation Advisory Comm.

Mem. Thesis/ Dissertation Advisory Comm. Mem. Thesis/ Dissertation Advisory Comm.