Final Chapter 1-3

GUIMARAS STATE UNIVERSITY
GRADUATE SCHOOL
___________________________________________________________________
Chapter 1
Introduction to the Study
Chapter 1 consists of five parts: 1) Background and Theoretical Framework of the Study,
2) Statement of the Problem and Hypotheses, 3) Significance of the Study,
4) Definition of Terms, and 5) Delimitation of the Study.
Part One, Background and Theoretical Framework of the Study, presents the concept
and rationale of the study and the theory(ies) where it is anchored.
Part Two, Statement of the Problem and Hypotheses, presents the general and specific
problems to be studied and the hypotheses to be tested.
Part Three, Significance of the Study, enumerates and explains the benefits that may be
derived from the study.
Part Four, Definition of Terms, gives the conceptual and operational meaning of some
important terms used in the study.
Part Five, Delimitation of the Study, specifies the scope and coverage of the study.
Background and Theoretical Framework of the Study
Education is an individual experience. There is always a variation in how each student
studies and learn. The best method of education is to individualize the instruction to match
each student’s learning needs. There is a need to do just as for example, assessment of
educational progress shows consistent results of gaps between poor children compared to
others who are at the middle class. Therefore, teaching and learning should be flexible and
adaptive in many aspects.
1
GRADUATE SCHOOL
___________________________________________________________________
Teacher’s strategy, learning environment, the curriculum especially the contextualized
curriculum as it was contained in the K to 12 Enhanced Basic Education Curriculum, and the
most, the learners. The aim of social studies (Araling Panlipunan) is to promote civic
competence or a practical understanding on how to properly and effectively participate in public
life. It is often discussed in terms of sustaining and developing democracy and global
citizenship.
Social studies are defined by the National Council for Social Studies External as “the
integrated study of the social sciences and humanities to promote civic competence.” General
social studies establish a foundation for all of the subsequent, more specific classes that
students will take in history, civics and the like. Typically, students take general social studies in
elementary school, then move to more specific areas of study in middle school, and even more
in-depth subjects in high school and college. In schools, students take social studies every year,
beginning with the most basic elements of geography and history, and gradually progressing to
more specific and detailed subjects as years go on. In middle school, students take a specific
social studies class each year, usually revolving around world history and Philippine history, and
in high school, classes are more dedicated to completing a thorough study of a particular
subject, like modern American history. A few of the different areas social studies covers are
geography, history, government and current events. Teaching Araling Panlipunan (AP) is not
just teaching the contents of the subject but bringing the learners into understanding better the
society. Teaching AP needs a more strategic instruction that makes the class livelier and actively
learning from each other rather than teaching-learning pedagogically. However, teaching AP
needs teachers that are active and lively rather than traditional. Teachers teaching AP must
belong to 21st Century teaching and undergone various trainings in the K to 12 Curriculum. The
2
GRADUATE SCHOOL
___________________________________________________________________
changes of instructional development in Araling Panlipunan started from the traditional teaching
to Basic Education up to the development of K to 12 Curriculum or Enhanced Basic Education
Curriculum.
Teachers use instructional strategies to help students become more independent and
tactical learners. These strategies become effective learning strategies when students
handpicked the suitable ones and use them to complete tasks. Instructional strategies can
stimulate students and help them concentrate and merge information for understanding and
remembering.
The teacher's competency reflects the quality and caliber of teachers of a country
(Magno, 2013). As teachers play a decisive role in education, the competent and committed
teachers for today's modern era are identified as one of the essential components for the
success of education and schools. The respective leaders of education in the international arena
have formulated and developed teaching standards as a growing feature of the global education
agenda. The preparation of pre-service teachers academically and professionally is a vital
responsibility of the state and its people through the respective teachers training institutions
(Nzilano, J., 2013). It is deemed necessary that schools must have a pool of highly competent
teachers to cater the delivery of education to produce preservice teachers who are well-
prepared and well-suites to the needs of the 21st century learners. It is the aim of any teacher
education program to produce pre-service teachers who can start their career with sufficient
competencies and positive attitudes towards the teaching profession (Abu Sharbain et al.,
2012). Hence, it is essential to improve pre-service teacher's competencies to provide
3
GRADUATE SCHOOL
___________________________________________________________________
meaningful change that encourages professional learning and to ensure the quality delivery of
teacher education program through the alignment of its curriculum to the standards.
In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) empower teachers to carry out
quality instruction that recognizes the diversity of learners inside the classroom with the use of
varied instructional learning materials and strategies to address learners learning needs across
the curriculum. And provides an opportunity for reflection on what learners need to learn, how
learners learn, and how best to facilitate the learning process, (D.O.No. 42, s. 2016). Teachers
are innovative in coming up with instructional strategies that are geared toward enhancement
of the Academic Performance of the learners. Some of these instructional strategies include role
playing, visualization, perspective taking, discussion, simulation, reading, web charting and the
like. These instructional strategies have been used by teachers as to its effectiveness (Villmar,
2015).
The implementation of the k-12 Basic Education Curriculum caused deterioration of
students' performance in Araling Panlipunan. The teachers have to swerve the teaching method
from the usual traditional lecture method to a method most appropriate method to suit the 21st
century skills in line with the constructivist approach based on the pedagogical student centered
where the teacher's role is more on the facilitation activities.
There are many suggestive methods of teaching that can be utilized to improve the
student's performance in Araling Panlipunan and other subject areas. Some of these methods
are the brain storming method, videotape method, group discussion method, lecture method
with technology presentation, panel of expert method, role playing method, report-back
4
GRADUATE SCHOOL
___________________________________________________________________
session, worksheets or surveys, case studies, lecture with discussion, and class discussion.
These methods were not tested through scientific experimentation to confirm the effect of
methods on the performance of the students in Araling Panlipunan in the rural area setting.
On developing the 21st century skills, Kleiman (2005) stressed that students across the
achievement and socioeconomic spectrum need and deserve motivating, supportive
instructional environments, engaging content, and the opportunity to learn in settings that
support collaboration with peers, teachers, and the larger world community. Students today live
digitally every day. They use the internet, text messaging, social networking, and multimedia
fluidly in their lives outside of school and they expect a parallel level of technology opportunity
in their academic lives. There is disconnection between the way the students live and the way
they learn, and student engagement ultimately suffers, closing this gap is a challenge for our
current school systems. It is necessary to search for appropriate method of teaching-to-
teaching Araling Panlipunan lessons in line with 21st century skills as encourage in the k-12
curriculum.
The study is anchored on theory of instructional strategy by Gagne (1987). It is a theory
that offers an explicit guidance on how to better help people learn and develop. It provides
insights about what is likely to happen and why with respect to different kinds of teaching and
learning activities while helping indicate approaches for the evaluation. Instructional designers
focus on how to best structure material behaviour to facilitate learning. Instructional theories
identify what instruction or teaching should be like. It outlines strategies that an educator may
adopt to achieve the learning objectives. Instructional theories are adapted based on the
educational content and more importantly the learning styles of the students. They are used as
5
GRADUATE SCHOOL
___________________________________________________________________
teaching guidelines/tools by teachers/trainers to facilitate learning. Instructional theories
encompass different instructional methods, models and strategies. This theory stipulates that
there are several different types or levels of learning. The significance of these classifications is
that each different type requires different types of instruction. Gagne (1987) identifies five
major categories of learning: verbal information, intellectual skills, cognitive strategies, motor
skills and attitudes. Different internal and external conditions are necessary for each type of
learning. For example, for cognitive strategies to be learned, there must be a chance to practice
developing new solutions to problems; to learn attitudes, the learner must be exposed to a
credible role model or persuasive arguments. Gagne suggests that learning tasks for intellectual
skills can be organized in a hierarchy according to complexity: stimulus recognition, response
generation, procedure following, use of terminology, discriminations, concept formation, rule
application, and problem solving.
Based on the given premises, the researcher is interested in finding out the extent of
teacher’s instructional strategies and competencies in teaching Social Studies (Araling
Panlipunan). Will teacher’s instructional strategies and competencies matter in teaching Araling
Panlipunan? These queries need answers. Thus, this investigation begins.
6
GRADUATE SCHOOL
___________________________________________________________________
The following is the conceptual framework of the study:
Figure 1. The Paradigm of the study showing the relationship of Instructional Strategies
between teacher competence in teaching Araling Panlipunan
Independent Variable Dependent Variable
Instructional
Strategies
Sex
Hours of Seminars and
Trainings Attended
Educational Attainment
Teaching Experience Competencies
Statement of the Problem and Hypotheses
This descriptive study will determine the extent of teacher instructional strategies and
competencies in teaching Araling Panlipunan of teachers in the Janiuay National Comprehensive
High School, Division of Iloilo for the school year 2023-2024.
Specifically, this will seek answers to the following questions:
1. What is the extent of teacher instructional strategies as an entire group and when
classified as to Sex, Hours of Seminars and Trainings Attended, Educational Attainment
and Teaching Experience?
2. What is the extent of teacher competencies as an entire group and when classified as to
sex, Hours of Seminars and Trainings Attended, Educational Attainment and Teaching
Experience?
7
GRADUATE SCHOOL
___________________________________________________________________
3. Is there a significant difference in the extent of teacher instructional strategies as an
entire group and when classified as to sex, Hours of Seminars and Trainings Attended,
Educational Attainment and Teaching Experience?
4. Is there a significant difference in the extent of teacher competencies as an entire group
and when classified as to sex, Hours of Seminars and Trainings Attended, Educational
Attainment and Teaching Experience?
Based on the given problems, these hypotheses are advanced:
1. There is no significant difference in the extent of teacher instructional strategies as an entire
group and when classified as to sex, Hours of Seminars and Trainings Attended, Educational
Attainment and Teaching Experience?
2. There is no significant difference in the extent of teacher competence as an entire group and
when classified as to sex, Hours of Seminars and Trainings Attended, Educational Attainment
and Teaching Experience?
Significance of the Study
This study will be significant to the readers in many aspects. The DepEd personnel in
the Schools Division of Iloilo, school head, teachers, learners, and future researchers will benefit
from the findings of this study.
DepEd Personnel in the Schools Division of Iloilo. The result of this study will
provide them important and reliable information regarding the most effective approach of
teachers and students for easy learning.
Theywill be able to share these results to many more communities for them to apply.
8
GRADUATE SCHOOL
___________________________________________________________________
School Heads. Due to a possible significant change in teaching strategies and performance of
students, they, too, will experience or benefit from the result of these positive changes. They
might continue in consulting the student body regularly about the teaching strategies
they find most comforting. They will now realize the importance of such simple factors. This
information can help them support teaching Araling Panlipunan for the benefits of increasing
mastery of the learning competencies of the pupils. Upon knowing it, they would have a basis
on an intervention plan that they need to develop.
Teachers. They may be more open to different teaching strategies they are welcomed
to adopt. This will give them a chance to discover teaching strategies of their choice and
likeness for better application and performance as to teacher. This would be a great help for
those who are teaching Araling Panlipunan especially those who encounter problems in
motivating pupils. This will be of great help for their future endeavors as teachers in the 21 st
century.
Learners. They will be able to appreciate the lessons taught by the teachers and may
even receive an opportunity to experience the teaching strategy they prefer most. This will then
help their performance in schools, especially in academics.
Future Researchers. Other researchers may use this novel data in the studies to
strengthen their research literature and can be used to have a similar study but of different
scope and limitations.
9
GRADUATE SCHOOL
___________________________________________________________________
Definition of Terms
Instructional strategies - are techniques that educators use to ensure that students
learn academic content. The goal of instructional strategies is to produce independent learners
who are able to apply what is learned and expand upon it as necessary.
In this study, instructional strategies refer techniques approaches that is being utilized by
teacher during classroom instruction.
Teacher - is the one who gives knowledge to the students. Teachers in public view is a
person who performs a specific education in places, not necessarily in a formal educational
institution, but also in mosques, surau, at home, and so on (Djamarah, 2001: 31).
In this study, teacher refers to the respondent, who will be taking part in this study.
Teachers Competencies - The combination of knowledge, skills, attitudes, values, and
personal characteristics, enabling the teacher to act professionally and appropriately in a
situation.
In this study, teacher competency refers to a skill that is being possessed of teacher that is
used in classroom instruction.
Araling Panlipunan - is a learning discipline that is concerned with the study of
society. It develops the pupils’ literate and effective participation as a citizen of the country
(Corpuz and Salandanan, 2012).
In this study, Araling Panlipunan pertains to the covering of lessons where teacher instructional
strategies and competencies will be used.
10
GRADUATE SCHOOL
___________________________________________________________________
Delimitation of the Study
This descriptive-correlational study will determine the extent of teacher instructional
strategies and competence. This will be conducted at the Janiuay National Comprehensive High
School Teacher of Junior and Senior High School, Division of Iloilo for the school year 2023-
2024. The respondents of the study comprised 35 teachers teaching Araling Panlipunan in
Junior and Senior High School. For the sample of the study, the researchers used purposive
sampling technique. An adapted questionnaire in teacher’s instructional strategies from
J.Haramain & Sabturi K Alih (2021) Instructional Strategies Employed by Public Elementary
School Teachers in South Central Mindanao, Philippines while the questionnaire in teacher’s
competencies was adapted from M. Singca (2022) entitle Learning Resources and Learning
Competencies in Teaching Araling Panlipunan Towards Student’s Outcomes. The descriptive
statistics will be the mean and standard deviation, and the inferential statistics will be the
Mann-Whitney, Kruskall Wallis tests for the differences.
11
GRADUATE SCHOOL
___________________________________________________________________
Chapter 2
Review of Related Literature
The topics to be discussed for Chapter 2 are the following: 1) Teacher instructional
Strategies, 2) Teachers Competencies, and 3) Summary.
Part One, Teacher instructional strategies, discusses how teachers utilized their teaching
strategies that suit to the needs of 21st century learners
Part Two, Teacher competencies, explains the competencies of the teacher that is being
used during teaching-learning process.
Part Four, Summary, synthesizes the topics discussed in Chapter 2.
Teacher Instructional Strategies
Instructional strategies are techniques that teachers use to help students become
independent and strategic learners. These strategies become learning strategies when students
select the ones and use them to accomplish tasks or meet goals. In this study, instructional
practices were used to describe planning strategies, instructional strategies, and the
assessment practices of teachers. Instructional practices are about ongoing interaction between
teachers and their students through the elements of teaching and learning. We can understand
the concept as all the actions performed by the teacher to create and maintain a learning
environment that enables successful instruction. This includes a diversity of techniques, like
organizing the physical environment, creating rules and procedures, preserving students’
attention to lessons, and commitment in activities. Instructional practices are a matter of
12
GRADUATE SCHOOL
___________________________________________________________________
concern among teachers everywhere. From a fresh perspective, we should consider cognitive
development as the basis for groupings of students in all curriculum levels.
The original strategies and methodologies used by teachers in their day-to-day activity
may affect the academic performance of their students. Indexes constructed to summarize how
teachers address unfamiliar teaching tasks can quantify the teaching activities’ associations with
academic results. As mathematics and science are taught by two different teachers at the
eighth grade, the results may reveal whether the original strategies used by teachers influence
the results of their students. The two other strategies, passive teaching and active assessment,
were more often negatively associated than positively associated with student achievement. By
providing open-ended questions by the teacher to the class, focusing on performance tasks and
associating and differentiating unique perspectives were the most beneficial teaching strategies
to foster students’ critical thinking skills.
Students' ability to learn is highly dependent on the standard of instruction. A high-
quality lesson is the product of quality instructional techniques implemented to teach the
learning objectives assigned to each lesson. Awareness is built on conventional assumptions
and beliefs about education, so educators must update these traditional assumptions and
beliefs to meet the current needs of their learners (Fabrice, 2010; Pangrazi&Beighle, 2019;
Sahlberg, 2021). In the midst of globalization, schools must adapt to the emerging needs and
challenges in the development of the 21st century skill-equipped and globally competent
learners. There is a significant correlation between learning and innovation skills; and
information, media, and technology skills; between learning and innovation skills; and life and
career skills; and between information, media and technology skills; and life and career skills
13
GRADUATE SCHOOL
___________________________________________________________________
(Rogalan et al. 2017). In the past three decades, there have been tremendous reforms in
education systems worldwide. As a result, concerns were raised by the public and educationists
regarding the deteriorating standards of the educational system, (Rogalan et. Al. 2017). In the
Philippines, many teachers struggle with finding out how to motivate students to learn and this
is especially true when teaching Araling Panlipunan (AP), because so many students find this
subject boring. They develop student interest and motivation in AP by relating relevant content
and current events into their daily lives. Technology has also been a teacher’s saving grace in
holding the interest of all students. By combining these strategies, they can ensure that
students will find a love for social studies that will ensure their academic success in the future,
(Garcia 2019).
In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) empower teachers to carry out
quality instruction that recognizes the diversity of learners inside the classroom with the use of
varied instructional learning materials and strategies to address learners learning needs across
the curriculum. And provides an opportunity for reflection on what learners need to learn, how
learners learn, and how best to facilitate the learning process, (D.O.No. 42, s. 2016). Teachers
are innovative in coming up with instructional strategies that are geared toward enhancement
of the Academic Performance of the learners. Some of these instructional strategies include role
playing, visualization, perspective taking, discussion, simulation, reading, web charting and the
like. These instructional strategies have been used by teachers as to its effectiveness (Villmar,
2015). Despite the practices by teachers in teaching AP, it has been a common observation that
intermediate learners of South District VI of Cebu City Division of S.Y. 2018-2019 in their
quarterly test result of AP during 2nd quarter it has only 51.37 MPS and 47.63% in 3rd quarter.
14
GRADUATE SCHOOL
___________________________________________________________________
The proficiency level of two quarter examination falls under average mastery level. Teachers
are presented with the real challenge in order to come up improve the delivery of instruction in
order to improve the performance in AP. As a Grade 4 teacher, it is important to identify the
instructional strategies utilized by the teacher in teaching AP to the intermediate learners to
come up with enhancement plan. Hence, the study is undertaken with the instructional
strategies of teachers and academic performance of intermediate learners in AP.
Al-Assaf and Samawi (2012) found out in his study that there were significant
differences on the level of awareness of Social Studies teachers as to gender, teaching
experience but no significant differences as to educational attainment. However, while
numerous studies discussed the differences that exist between the male and female genders in
personal and professional preferences, Bautista (2016) posited that individual uniqueness
overshadows the impact of any possible gender differences. Faculty and students’ natural
interests, skills and aspiration are likely to exert a far greater influence on the academic
achievement of their gender. On the other hand, teachers as human beings would naturally
teach according to their own strengths and weaknesses.
Lora, Nancy, and Jerita (2014) as cited by Siam and AlNatour (2016) looked into
teachers’ tendencies, classroom application and the effectiveness of differentiated instruction.
They found that to be successful, differentiated instruction takes time to apply, and there is a
need for professional development of teachers so they can manage a class and apply effective
strategies of differentiated instruction to cater for the needs of every learner within a
comprehensive environment. Dixon, Yssel, McConnell, and Hardin (2014) as cited by Siam and
Al-Natour (2016) carried out a study entitled “Differentiated Instruction, Professional Teachers
15
GRADUATE SCHOOL
___________________________________________________________________
Training and Effectiveness of Teachers” and found a positive and proportional relationship
between teachers’ qualifications and their effectiveness in implementing differentiated
instruction. In the case of teaching Araling Panlipunan, the students’ lack of interest to the
subject, difficulty to enrich activities to suit the needs of the students, the lack of opportunity to
attend trainings and seminars from updated approaches, methods and techniques, and the lack
of supplementary references as well as appropriate materials were just few of the problem’s
teachers encounter. Besides, students frequently are not positive about their social studies
experiences. Even more alarming is that studies show young people do not feel social studies as
a particularly valuable or interesting part of our curriculum. Conrad (1996) stressed that if social
studies are perceived by young people as not being valuable, then learning Social Studies is
adversely affected. He further stated that it is increasingly urgent that social studies educators
pay attention to what young people as well as others might be able to ask what ways to
improve the social studies program.
Ross (2017) states, “In this globally and digitally interconnected world, all learners, from
cradle to career, need new skills and knowledge to succeed. If we want to prepare our children
for success in school, work and life, opportunities to learn 21st-century skills are essential.
These 21st-century skills are more important to students now than ever before.”
Tomlinson (2000) as cited by the Association for Supervision and Curriculum Development
Journal or ASCD (2013) pointed out that instructional strategies are tools of the teacher's art.
Like all tools, they can be used artfully or clumsily, appropriately or inappropriately. No
instructional strategy can compensate for a teacher who lacks proficiency in his or her content
area, is unclear about learning goals, plans and unfocused activity, or does not possess the
leadership and management skills to orchestrate effective classroom functioning. Alberta
16
GRADUATE SCHOOL
___________________________________________________________________
Learning Centre (2002) emphasized that instructional strategies refer to the teachers’
techniques which are used to help students become independent and strategic learners.
Operationally, these refer to the teaching strategies used by the teachers in order to easily be
understood at the same time to get the interest and attention of the school children.
Instructional strategies encompass any type of learning technique a teacher uses to help
students learn or gain a better understanding of the course material. They allow teachers to
make the learning experience more fun and practical and can also encourage students to take
more of an active role in their education. The objective of using instructional strategies beyond
subject comprehension is to create students who are independent strategic learners. The hope
is, with time and practice, students will be able to select the right strategies on their own and
use them effectively to complete tasks (Persaud, 2018).
Newman (2009) as supported by Persaud (2018) underscored that, implementing different
instructional strategies in any classroom is not an easy task, but is something that is worthwhile
for the teachers and students. Many teachers are apprehensive about change, and the impact it
may have on their students. By starting with formative assessment as a small change in the
classroom, the only change is for the better. The teachers will only have more information
about students learning, and will not have made any major changes in their instruction.
Differentiation will come naturally after formative assessments have been used because the
teacher will easily see the needs of the students and will want to change instruction based on
those needs. Instructional strategy as stated by Westwood (2015), is really about taking
account of significant differences among students in terms of their ability (or disability), rate of
learning, language proficiency, literacy and numeracy skills and then using this knowledge to
adapt the way the curriculum and learning activities are presented. These differences also
17
GRADUATE SCHOOL
___________________________________________________________________
determine the amount of additional support individual students may need. Instructional strategy
is an approach that encourages teachers to respond to relevant differences among individuals
while maintaining high expectations for all. It needs to be used together with effective
evidence- based teaching methods to minimize learning failure. These methods, when skillfully
implemented, actually reduce the need for extensive differentiation as they ensure that, from
the start, almost all students understand the concepts, information and skills being taught.
Other strategies employed by the teachers during this time were the use of leveled readers,
meaningful learning centers and modified lessons. Additionally, teachers expressed concern
over time for planning and reflection. Each believed a common planning time would better
support their use of differentiated instruction and allow them to reflect on and adjust lessons
(Robison, 2004; Lorcher, 2019).
Persaud (2018) emphasized that in exploring various types of instructional strategies,
teachers find that there is something to suit every serve as a backbone for teaching, and, when
applied correctly, can help students gain a deeper understanding of course material and
encourage critical thinking, beyond basic retention and surface understanding. Educators, too,
can benefit by using different strategies throughout the semester to determine the efficacy of
lesson plans, and how each learner is progressing through each concept.
The following are the identified instructional strategies that are commonly employed by the
teachers in the field for effective teaching- learning process, to wit:
Collaboration is an instructional strategy wherein learning occurs naturally social act in
which the participants talk among themselves (Gerlach, 1994). Operationally, this refers to the
instructional strategy applied by a teacher with the school children that promote learner-teacher
interaction while developing higher-level thinking, oral communication, self-management, and
18
GRADUATE SCHOOL
___________________________________________________________________
leadership skills of the learners. Persaud (2018) pointed out that, there are a variety of different
instructional approaches and strategies that can be used effectively at all levels and subject
areas, with a wide range of learning styles. These learning strategies motivate students by
improving their engagement, capturing their attention and encouraging them to focus not only
in remembering course material, but also in understanding it. Collaborative teaching-learning
improves social interaction in a traditional classroom often detracts from the learning
experience. Collaborative learning allows students from different backgrounds and cultures to
share positive learning experiences, allowing diverse students to come together for a common
goal. In addition, real-life success involves developing communication skills and through
collaborative learning, students are required and encouraged to interact and communicate with
their peers (Lorcher, 2019).
Executing demonstrations or performing a particular activity or concept where the teaching-
learning process takes place in a systematic way is termed as demonstration (Physicscatalyst,
2017). Operationally, demonstration as an instructional strategy involves illustrating a point in a
lecture or a lesson by means of something other than routine visual aids or other means of
instruction. Gardner (1983) suggested that demonstrations may enable learners to evoke the
‘wow’ experience. This consequently can increase their curiosity and enhance their reasoning
abilities. In addition, it may have an impact on student achievements.
Moreover, there are occasions in which teachers' demonstrations are educationally more
effective than the students' own experimentations (Hofstein & Lunetta, 2004; Hofstein, Navon &
Mamlok, 2005). Although research on the effectiveness of demonstrations has been conducted
since the early 1960s, most of the studies were general; namely, comparing students using
experimentations with teachers' demonstrations, covering a wide range of topics and concepts.
19
GRADUATE SCHOOL
___________________________________________________________________
A number of research papers reported clear benefits when demonstrations are used for
teaching the sciences. In a study on college introductory physics courses, Buncick, Betts, and
Horgan (2001) found that demonstrations encourage generalization because they promote
active participation on the part of the students. An elevated level of student attention and
involvement in tasks has also been reported for demonstrations carried out in high-school
chemistry courses. Meyar et.al. (2003) have shown that demonstrations encourage student
involvement, since they are less teacher-oriented and give students an opportunity to produce
questions and to become more active in the learning process. This in turn can motivate
students to undertake an initial inquiry and also provides a learning opportunity, because it
helps create mental links between new and previous learning.
In addition, Meyar et.al. (2003) reported that students can illustrate cognitive strategies by
observing the teachers as they think out loud while doing the demonstration and formulating
questions that lead to an explanation of the concepts in question. This may challenge students'
preexisting understanding and can encourage perceptual understanding.
Differentiated instruction is a philosophy of teaching that is based on the premise that
students learn best when their teachers accommodate the differences in their readiness levels,
interests and learning profiles (Tomlinson, 2005). Operationally, it refers to the teaching
techniques given by a teacher to meet individual‘s learning interest. Tomlinson (2005), a
leading expert in this field, defines differentiated instruction as a philosophy of teaching that is
based on the premise that students learn best when their teachers accommodate the
differences in their readiness levels, interests and learning profiles. A chief objective of
differentiated instruction is to take full advantage of every student‘s ability to learn. In addition,
differentiating can be performed in a variety of ways, and if teachers are willing to use this
20
GRADUATE SCHOOL
___________________________________________________________________
philosophy in their classrooms, they opt for a more effective practice that responds to the needs
of diverse learners.
Tomlinson (2005) maintains that differentiation is not just an instructional strategy, nor is it
a recipe for teaching, rather it is an innovative way of thinking about teaching and learning. To
differentiate instruction is to acknowledge various student backgrounds, readiness levels,
languages, interests and learning profiles (Hall, 2002). Differentiated instruction sees the
learning experience as social and collaborative, the responsibility of what happens in the
classroom is first to the teacher, but also to the learner (Tomlinson, 2005). Building on this
definition, Mulroy and Eddinger (2003) added that differentiated instruction emerged within the
context of increasingly diverse student populations. Within the learning environment permitted
by the differentiated instruction model, teachers, support staff and professionals collaborate to
create an optimal learning experience for students. Also in this environment, each student is
valued for his or her unique strengths, while being offered opportunities to demonstrate skills
through a variety of assessment techniques. This working definition of differentiated instruction
reflects Vygotsky‘s socio-cultural theory, the main tenet of which lies in the social, interactional
relationship between teacher and student. Tomlinson (2005) points out that the teacher is the
professional in the classroom, an individual who has been suitably trained to mentor and lead
his or her wards, using appropriate techniques, assisting each learner to reach his or her
potential within the learning context. Teachers are legally and ethically bound to be the expert
leading the child to full development.
Hands off is an instructional strategy requiring that the teacher should only intervene when
it is absolutely necessary (Cox, 2009). Operationally, this strategy refers to the limitation of the
21
GRADUATE SCHOOL
___________________________________________________________________
participation of teachers in the class discussion with the learners or simply describe that
teachers should only occur as needed.
An easy way to employ the hands-off approach in the classroom is to encourage inquiry.
Instead of rushing over to give students the answer when struggling, allow them to sit in the
moment and think for themselves. Give them question prompts and encourage them to look up
things on their own. This will help students use their critical thinking skills as well as promote
responsibility for their own learning. Hands-off instructional strategy challenge students to
become versatile. The hands-off approach means that the teacher should only intervene when
it is absolutely necessary. Once learners learn to work independently and can find answers on
their own, the only job the teacher has is to intervene when absolutely necessary. For example,
a student may be stuck on question and does not understand how to answer it. The job of the
teacher would be to guide them to figure out how they can find the answers on their own.
Students should be able to solve their own problems now because that is what the teacher has
taught them. If for any reason students still need assistance, then the teacher can guide them
and remind them how they can do it by themselves. Hands-off approach encourages students
to think outside the box. Challenge them to brainstorm what they know before introducing a
new topic. Graphic organizer is used such as the KWL chart (K-Know, W-Want to Know and L-
Learned). Students fill in these three sections of the chart as part of their brainstorming
technique. When students learn to think outside the box, they are learning that their ideas
matter, no matter how silly or crazy they may sound (Cox, 2009).
On the other hand, hands on is another instructional strategy by means of using physical
assignments or activities that engage the students in learning or by actually doing something
rather than learning about it from books, lectures, and the like. Involving or allowing the use of
22
GRADUATE SCHOOL
___________________________________________________________________
hands or touching with hands (Merriam-Webster, 1828). Operationally, this refers to a total
learning experience which enhances the child‘s ability to think critically with the task given by
the teacher. Hands-on approach is a method of instruction where students are guided to gain
knowledge by experience. This means giving the students the opportunity to manipulate the
objects they are studying, for instance, plants, insects, rocks, water magnetic field, scientific
instruments, calculators, rulers, mathematical set, and shapes. In fact, it is a process of doing
mathematics and science where students become active participants as Guido (2017)
underscored that peer teaching increased literacy scores.
Students who read and discuss story passages with their peers recall more content and
score higher on assessments, according to an Ohio University pilot study. The researcher
divided four average-reading 6th grade students into pairs. The first pair participated in peer
reading activities twice a week, whereas students in the second pair read the same passages
individually at the same frequency. The first pair scored higher on each reading assessment.
Peer teaching also developed reasoning and critical thinking skills. Students who work in pairs
and groups typically perform better on tests that involve reasoning and critical thinking. This is
largely because students must become active learners, discussing and rationalizing lesson
concepts in their own words in the classroom (Guido, 2017).
Haury and Rillero (2015) posit that hands-on learning approach involves the child in a total
learning experience which enhances the child‘s ability to think critically. It is obvious therefore,
that any teaching strategy that is skilled towards this direction can be seen as an activity-
oriented teaching method. Hands-on approach has been proposed as a means to increase
student academic achievement and understanding of scientific concepts by manipulating objects
which may make abstract knowledge more concrete and clearer. Through hands-on approach,
23
GRADUATE SCHOOL
___________________________________________________________________
students are able to engage in real life situations and observe the effects of changes in different
variables. It offers concrete illustrations of concepts. This method learner-centered which allows
the learner to see, touch and manipulate objects while learning as mathematics are more of
seeing and doing than hearing; so also with science that advocates ―do it yourself (Ekwueme
et al., 2015).
Masten and Monn (2015), support the idea of different psychologists that hands-on learning
is not just for sewing, cooking or painting; it can be a part of any subject. It is the common
name for experiential learning, which is the philosophical term behind the idea of immersing
oneself in a subject in order to learn. Experiential learning has been around since 350 BCE,
when Aristotle wrote, "for the things we have to learn before we can do them, we learn by
doing them." This idea ultimately became popular in the early 1950's from the famous
psychologists such as Jean Piaget, Kurt Lewin and John Dewey.
Lesson objective transparency means clearly stating lesson goals or objectives (Salminen,
2018). This could be announced in class or written on the board. This operationally refers to the
preliminary work of teachers that before going to start the proper topic of discussion there
should have a clear objective shared to the learners. The learning transparency objective
focuses attention away from the delivery of instruction and onto the students. Management of
learning suggests a more active role by the student. Students can use objectives to guide their
learning efforts choosing appropriate materials, reading selectively, and the like. Objectives can
also be used for self-evaluation, which may direct the student's efforts (e.g., skipping ahead or
reviewing). In lesson objective instructional strategy, once the teachers have developed
learning objectives for a course or module of learning, it can become easier to sequence
instruction, allot time to topics, assemble materials, and organize instructional time. Learning
24
GRADUATE SCHOOL
___________________________________________________________________
objectives can also be used as a guide to developing learning activities, which can engage
learners in ways that match the desired learning outcome, (e.g., small-group work, independent
study, Socratic questioning among others (Derek, S. 2016).
Modelling is a two-fold process that includes demonstrating a desired skill or behavior while
describing the actions and decisions being made throughout the process (Educational Research
Newsletter and Webinars, 2020). According to Belknap (2020), it is important for coaches to
model the thinking behind, and implementation of, an instructional strategy or other teaching
move for collaborating with teachers, anit is important for teachers to model how to engage in
a task for students. Setting up a simple process to allow for this modeling to happen, and the
learnings from it to follow is the purpose of this strategy. Examples include demonstrating the
elements of a task, thoughtful interaction with learning (reading, speaking, listening, and
writing), breaking down a complex task into steps and the behaviors or thought processes of a
member of the learning community. Modeling is a highly effective strategy when the recipient
knows the purpose and has been given time and a structure to synthesize it. Modeling should
not be considered a "final act" that is one and done. Modeling is often needed as a repeated
strategy, as it may be demonstrating a complex process that is entirely new to a learner. This
strategy provides a toolbox of resources and steps to prepare, execute and reflect on how to
model a strategy for teachers as a coach.
Through explicit teacher modeling, the teacher provides students with a clear example of a
skill or strategy. The teacher provides a structure to guide students by: describing the skill or
strategy, clearly describing features of the strategy or steps in performing the skill, breaking the
skill into learnable parts, describing/modeling using a variety of techniques, and engaging
students in learning through showing enthusiasm, keeping a steady pace, asking good
25
GRADUATE SCHOOL
___________________________________________________________________
questions, and checking for student understanding (Educational Research Newsletters and
Webinars, 2020).
Peer teaching is a kind of instructional strategy that engages learners during class through
activities that require each learner to apply the core concepts being presented, and then to
explain those concepts to their fellow students. Operationally, this teacher strategy refers to the
learner to learner teaching-learning process where learner adopts his or her classmates for
mentoring. Lim (2014) noted that peer-teaching provides an atmosphere that promotes the
improvement of communication skills, encourages independent learning, and helps to develop
self-confidence. Because peer-teaching actively engages students in the learning process,
students gain a sense of purpose with regard to the course.
In peer-teaching activity, the peer-teachers must understand and work well enough to
present it to their peers, and the peers must be attentive in order to assess the performances of
their peer-teachers. Students also gain a sense of stewardship over their learning by peer-
teaching and learning, as they are encouraged to learn from one another as well as from the
lecturer, “peer- teaching is a technique in helping students perform better in understanding the
different concepts, especially their ability to express their ideas.” Students’ learning is influenced
by how they learn, with many learning best through active, collaborative, small-group work
inside and outside the classroom (Lim, 2014).
Problem-based instruction is conceptually and operationally referring to a student-centered
pedagogy in which students learn about a subject through the experience of solving an open-
ended problem found in trigger material. Problem-based instruction means believing all
students can solve problems on their own and giving them a chance to try. The curriculum we
write is designed to support problem- based instruction. Each lesson is built around a set of
26
GRADUATE SCHOOL
___________________________________________________________________
activities that students can work on by themselves or in groups, starting with a warm-up that
activates relevant prior learning. The activities are designed to be amenable to different
approaches that different students might bring to the work. Because not all students will be
ready just to jump right in, each activity has a launch which is designed to help them
understand the problem without giving away the punchline (William, 2019).
This refers to a classic methodology where the student is a passive spectator of the lesson
taught by the teacher (Brinthaupt, 2020). Operationally, it is a traditional classroom teaching
model, where the teacher delivers lecture verbally that sometimes in combination with a
projector, visual display surface and writing surface.
Xing-ju, Lin and Gui-feng (2013) noted in their study that the traditional lecture method is
the method that the teachers impart knowledge to students through oral language. Lecture
method includes telling method, interpretation method, speak pronunciation and speech
method. Traditional teaching method is beneficial to give full play to the teacher's leading role
and enable the students to obtain more knowledge. However, this kind of teaching method
makes the students lose the learning initiative and creativity at the same time.
Teaching Competency
Teaching competencies include the acquisition and demonstration of the composite skills
required for student teaching like introducing a lesson, fluency in questioning, probing
questions, explaining, pace of lesson, reinforcement, understanding child psychology,
recognizing behavior, classroom management and giving assignment. Competency development
must a continuous process in the organization. Encyclopedia Dictionary of Education (vol.1:
1997) describes teaching competency as the state of having demonstrating skills, abilities or
27
GRADUATE SCHOOL
___________________________________________________________________
aptitudes in the satisfactory execution of a learning task. Encyclopedia of teacher training and
education (vol.ii 1998) defines teaching competency as suitable or sufficient skill, knowledge
and experience for teaching purpose, properly satisfied. As defined by B.K.Passi and M.S.Lalitha
, ― teaching competency means an effective performance of all observable teacher behavior
that brings about desired pupil outcomes. S.Venkataiah (2000), defines, ―Teaching
Competency as any single knowledge, skill or professional expertise which (1.) a teacher may
be said to possess and (2) the possession of which is believed to be relevant to the successful
practice of teaching. Halls & Jones (1976), defines competencies as ―composite skills, behavior
or knowledge that can be demonstrated by the learner and desired from explicit
conceptualization of the desired outcomes of learning competencies are states so as to make
possible the assessment of student learning through direct observation of student behavior.
Walker (1992), developed the following definition of competence, ―the attributes (knowledge,
skills and attitudes) which enable an individual or group to perform a role or set of tasks to an
appropriate level or grade of quality or achievement (i.e. an appropriate standard) and thus
make the individual or group competent in that role. In the consultations initiated by NCTE at
several national seminars the following ten inter related categories of competencies have
emerged quite prominently:
 Contextual competencies include not only educational but social and cultural systems
also. It includes dealing with problems of wastage and stagnation, diversities in society,
developing cohesive society and issues like urbanization and value inculcation
 Conceptual competencies include knowledge about stages of child development,
right perspective toward education and implications of education
28
GRADUATE SCHOOL
___________________________________________________________________
 Content competencies include joyful activities, media intervention, individual learning
and provision of enriched environment for learning
 Transactional competencies include planning of action and evaluation, inclusion of
activities like storytelling, singing etc in teaching process
 Competencies related to other educational activity include human values,
celebration of national events and community life activities.
 Competencies to develop teaching learning material include innovative ways to
teaching and local visits to banks and other community resources
 Evaluation competencies include positivistic evaluation process, importance of
feedback etc.
 Management competencies include skills of classroom management and role and
responsibilities of teacher
 Competencies related to working with parents include role of parents and
requirement of their cooperation in teaching learning process
 Competencies related to working with community and other agencies include
the knowledge about importance of community in the holistic development of students
The competency-based approach teacher education, on its being translated into actual
practice will lead in improving not only the performance of the teachers but would also
help them raise their status in society.
Knowledge Competence
Moreover, teachers will use this framework to provide students with opportunities for
effective interdisciplinary working by making connections across and between subject
boundaries. Teachers should not feel constrained by the organisers and should explore the
29
GRADUATE SCHOOL
___________________________________________________________________
opportunities to plan within and across curriculum areas as outlined below to enhance learning.
The organisers will assist with the collaborative planning of coherent programmes of learning
within and between establishments. Although the content of the curriculum is important, our
aspirations can only be achieved through high quality learning and teaching. The social studies
experiences and outcomes will support staff in planning challenging, engaging and enjoyable
learning and teaching activities which will stimulate the interest and motivation of children and
young people. They allow flexibility and choice for both teachers and learners which can sustain
interest and enthusiasm. The development of skills is an essential aspect of learning in social
science and the experiences and outcomes provide frequent opportunities for applying these
skills in new and more complex contexts. Terms such as „investigating‟, „exploring‟,
„discussing‟ and „presenting‟ are used throughout the experiences and outcomes from early to
fourth level, recognising that at all stages learners are capable of exercising these skills at a
level appropriate to their development.
On the other hand, teachers‟ competence has been identified as one of the most critical
factors for the future success of education and schools. It is closely connected to teacher‟ work
performance and their ability to make innovations in the teaching environment and as a result,
they are able to integrate new ideas into their own practice, with this, effectiveness attained.
Harju, V., & Niemi, H. (2018). Teachers operate amidst continuous societal changes that
transform schools. In response, teachers must acquire wide-ranging professional competences
to work in complex school situations while cooperating with numerous partners both within and
outside the school. This study examines how teacher growth and the new demands of the
teaching profession appear from the perspectives of school leaders and newly qualified
teachers. The aim is to investigate in which professional competences new teachers require
30
GRADUATE SCHOOL
___________________________________________________________________
support at the beginning of their careers. After presenting various theoretical reflections, we
analyse the empirical data of Finnish school leaders (N = 104) and new teachers (N = 145)
using quantitative and qualitative methods. The results indicate that new teachers require
support, for example, in order to provide holistic support for students‟ learning and in working
with partners, both within and outside the school community. The results provide important
knowledge for the induction phase of teachers‟ careers.
Catacutan (2011) conducted a study on “Competencies among Elementary School
Teachers of Tarlac West Based on NCBTS.” This study revealed that indicators in the four (4)
domains (1, 2, 3 and 5) assessed the teachers to be strong or expert. Other indicators in the
four (4) domains (1, 2, 3 and 4) identified the teachers weak/developing. After identifying the
strengths and weaknesses of the teachers the researcher designed professional development
program to assist the teachers in the said district. The current study is certainly similar to this
study for finding teachers’ strengths and weaknesses then propose a plan to assist the teachers’
weaknesses.
Competency-Based Teacher Education means that as educators, the main focus should
always be on the outcome of education, rather than the process of education. Process should
be planned and carried out with the outcome of competency-based education in mind. It is an
approach to instruction and assessment that places primary emphasis on identifying and
measuring specific learning outcomes or competencies. Unlike general goals, competencies are
written as real-life abilities that are required for effective professional practice. It is also an
institution process that moves education from focusing on what academics believe graduates
need to know (teacher-focused) to what students need to know and be able to do in varying
complex situations – student and/or workplace focused (De Torres, 2010).
31
GRADUATE SCHOOL
___________________________________________________________________
Suryanarayana (2011) stated that the keystone in the educational edifice is doubtless
the teacher. On him depends much more than any other the progress and prosperity of
children. Nobody can effectively take his place or influence children in the manner and to the
degree; it is possible, for him alone to do. It is strongly believed that to be a teacher is to be
the member of a holy order.
Professional teachers are constantly interacting with people in the school and in the
community and are actively involved with learners, fellow teachers, school officials and
community leaders. With regard to the teacher’s professional strengths and needs, he found
weak on planning, assessing, reporting and personal growth but they are strong on social
regard for learning, learning environment, diversity of learners, curriculum and community
linkages. Thus, in terms of the influence of teachers’ attributes to their professional strengths
and needs; teachers’ educational attainment, academic rank and in- service trainings attended
were significant. There are many potential variables affecting the teacher academic outcomes
which are related to the study (Dancel, 2010).
According to the Code of Ethics for Professional Teachers (1997), a professional teacher is a
licensed professional who possesses dignity and reputation with high moral values as well as
technical and professional competence.
In the Philippine system of education, there are factors that give difficulty to the
implementation of objectives. The problems of inadequately-trained teachers, lack of support
either from the government or from private sector, lack of solid planning, lack of follow-up of
result – all these add to the difficulty (Nem Singh et al., 2009).
In evaluating teacher’s instructional competencies, the use of student achievement as the basis
to assess or evaluate teachers is one of the many approaches of teacher evaluation. Other
32
GRADUATE SCHOOL
___________________________________________________________________
approaches in evaluating teacher’s instructional competencies include classroom observation,
student ratings, peer ratings, principal/HOD/administrator ratings, self-rating, teacher interview,
parent rating, competency tests, and other indirect measures (Joshua et al., 2006).
Aquino (1989) found that students’ academic performance can be influenced by their abilities
and interests, routine practices, classroom management, motivation, and even the instructional
quality.
Saliot (2011) cited that the most prevailing competency was communication with the learners,
and the least prevailing is learner reinforcement- involvement. The most prevailing factor was
intellectual, and the least prevailing was physical. There was moderate correlation between the
competencies of college instructors and the factors affecting the academic performance of
students.
Barnuevo, Hasegawa and Hugo (2012) claims that there is no significant relationship
between the teachers’ instructional competencies and the students’ academic performances in
English, Science and Technology and Mathematics. This could be explained by studying other
instructional competencies that have direct effects on the students’ academic performance.
Lansangan, Quiambao, Baking, Nicdao, Nuqui, and Cruz (2015) found that there is no
significant relationship that exists among pupil, teacher, school related factors and pupils’
academic performance.
Ethel de Leon-Abao (2014) specified that teachers’ instructional competence is highly
instrumental in the development of students’ comprehension and critical thinking ability. Since
reading is significant to success both in the academic and non-academic undertaking, reading
instruction should be made relevant so that students will be led to function effectively in
society.
33
GRADUATE SCHOOL
___________________________________________________________________
In the study conducted by Fernandez (2013) he determined that there is no significant
relationship between the teachers’ competence and learners’ performance in the Competency
Based Examination under the five learning strands.
Summary
Instructional strategies are techniques that teachers use to help students become
independent and strategic learners. These strategies become learning strategies when students
select the ones and use them to accomplish tasks or meet goals. In this study, instructional
practices were used to describe planning strategies, instructional strategies, and the
assessment practices of teachers. Republic Act (RA) No. 10533 or the Enhanced Basic Education
Act of 2013, the Department of Education (DepEd) empower teachers to carry out quality
instruction that recognizes the diversity of learners inside the classroom with the use of varied
instructional learning materials and strategies to address learners learning needs across the
curriculum. And provides an opportunity for reflection on what learners need to learn, how
learners learn, and how best to facilitate the learning process, (D.O.No. 42, s. 2016).
Competency development must a continuous process in the organization. As defined by
B.K.Passi and M.S.Lalitha , ― teaching competency means an effective performance of all
observable teacher behavior that brings about desired pupil outcomes. On the other hand,
teachers‟ competence has been identified as one of the most critical factors for the future
success of education and schools. It is closely connected to teacher‟ work performance and
their ability to make innovations in the teaching environment and as a result, they are able to
integrate new ideas into their own practice, with this, effectiveness attained. Harju, V., & Niemi,
H. (2018).
34
GRADUATE SCHOOL
___________________________________________________________________
Chapter 3
Methodology
Chapter 3 is composed of two parts: 1) Research Design and 2) Methodology.
Part One, Research design, restates the reasons for conducting the study and the
research design used.
Part Two, Methodology, describes the respondents involved in the study, the data
gathering instruments, the steps of the research process as well as the procedure for data
analysis.
Research Design
This study is descriptive-correlational research which involves collecting data to test
hypotheses or to answer questions concerning the extent of teacher’s instructional strategies
and competencies. Descriptive research according to David (2002) finds answers to the
question who, what, when, where, and how. It describes a situation or a given state of affairs
of specified aspects or factors. Furthermore, David stated that correlational research
investigates relationship among the variables.
Correlational research according to Price, Jhangiani, Chiang, Leighton, & Cuttler (n.d.) is
a type of non-experimental research in which the researcher measures two variables and
assesses the statistical relationship (i.e., the correlation) between them with little or no effort to
control extraneous variables. There are many reasons that researchers interested in statistical
relationships between variables would choose to conduct a correlational study rather than an
experiment. The first is that they do not believe that the statistical relationship is a causal one
or are not interested in causal relationships. Recall two goals of science are to describe and to
35
GRADUATE SCHOOL
___________________________________________________________________
predict and the correlational research strategy allows researchers to achieve both of these
goals. Specifically, this strategy can be used to describe the strength and direction of the
relationship between two variables and if there is a relationship between the variables then the
researchers can use scores on one variable to predict scores on the other (using a statistical
technique called regression).
Methodology
The respondents. The respondents of the study will be the purposively selected 35
teachers teaching Social Studies (Araling Panlipunan) in the Janiuay National Comprehensive
High School. These respondents will be classified as to Sex, Hours of Seminars and Trainings
Attended, Educational Attainment, and teaching experience. As to sex, they will be grouped as
to male or female. The mean will determine the grouping. As to Hours of seminars, they will be
grouped according to none, less than 40 hours, 40-80 hours and more than 80 hours. As to
educational attainment, they will be grouped as to With Units in Doctorate Degree, Master’s
Degree Holder, With Units in Masters, Bachelor’s Degree. As to teaching experience, they will
be grouped as to Less than 3 years, 3 – 6 years and more than 6 years.
36
GRADUATE SCHOOL
___________________________________________________________________
Table 1 shows the distribution of respondents.
Table 1. Distribution of Respondents
Category N %
Sex
Male
Female
Hours of Seminars
None
Less than 40 hours
40-80 hours
More than 80 hours
With Units in Doctorate Degree
Master’s Degree Holder
With Units in Masters
Bachelor’s Degree
Teaching Experience
Less than 3 years
3 – 6 years
More than 6 years.
37
GRADUATE SCHOOL
___________________________________________________________________
The Instruments. The instrument is composed of two parts. The first part was the
profile of teachers in terms of name, school, sex, hours of seminars, educational attainment,
and teaching experience. The second part was a questionnaire proper on the teacher’s
instructional strategies. The instrument on teacher’s instructional strategies was adapted from
J.Haramain & Sabturi K Alih (2021) Instructional Strategies Employed by Public Elementary
School Teachers in South Central Mindanao, Philippines while the questionnaire in teacher’s
competencies was adapted from M. Singca (2022) entitle Learning Resources and Learning
Competencies in Teaching Araling Panlipunan Towards Student’s Outcomes.
Data collection procedure. A letter from the office of the Graduate School
of the Guimaras State University was secured to conduct the study. Then another letter from
the superintendent of the Schools Division of Iloilo was likewise secured asking the permit to
utilize the teachers in the Janiuay National Comprehensive High School as respondents of the
study and another letter from the office of the principal of the said school. letter to the owner
of the questionnaire will also be secured. The distribution was done by the researcher by
visiting the schools. The collected instrument was computed using the Statistical Package for the
Social Sciences (SPSS) software.
Data analysis procedure. The data gathered were subjected to certain statistical
treatment. Appropriate statistical tools were used. All computations were done through the use
of Statistical Package for Social Sciences (SPSS) software. In order to determine the extent of
teacher’s instructional strategies and competence, the mean and standard deviation were used.
38
GRADUATE SCHOOL
___________________________________________________________________
To measure the teacher’s extent of instructional strategies, this scale and its
corresponding description was used.
Scale Description
4.50-5.00 Very High
3.50-4.49 High
2.50-2.49 Moderate
1.50-2.49 Low
1.00-1.49 Very Low
To measure the teacher’s extent of teacher’s competencies, this scale and its
corresponding description was used.
Scale Description
3.25 – 4.00 Strongly Agree Very High
3 2.50 – 3.24 Agree High
2 1.75 – 2.49 Disagree Low
1 1.00 – 1.74 Strongly Disagree Very Low
To look into the differences in the extent of teacher’s instructional strategies and
competence of teachers classified as to age, sex, educational attainment and position, Mann
Whitney was used.
39
GRADUATE SCHOOL
___________________________________________________________________
DUMMY TABLE
40
GRADUATE SCHOOL
___________________________________________________________________
Table 2. Profile of Teachers in terms of Sex, Hours of Seminars, Educational

Attainment and Teaching Experience
Variables Frequency Percent

Sex
Male
Female
Hours of Seminars
None
Less than 40 hours
40-80 hours
More than 80 hours
Bachelor’s Degree
Teaching Experience
Less than 3 years
3 – 6 years
More than 6 years
41
GRADUATE SCHOOL
___________________________________________________________________
Table 3. Extent of teacher instructional strategies
Variables Mean Description Standard Deviation

Sex
Male
Female
Hours of Seminars
None
Less than 40 hours
40-80 hours
More than 80 hours
Bachelor’s Degree
Teaching Experience
Less than 3 years
3 – 6 years
More than 6 years
____________________________________________________________
Note: This scale and its description was used: 5.00-4.50 Very High, 4.49-3.50 High, 2.49-2.50 Moderate.
2,49-1.50 Low, 1.49-1.00 Very Low
42
GRADUATE SCHOOL
___________________________________________________________________
Table 4. Extent of teacher competencies
Variables Mean Description Standard Deviation

Sex
Male
Female
Hours of Seminars
None
Less than 40 hours
40-80 hours
More than 80 hours
Bachelor’s Degree
Teaching Experience
Less than 3 years
3 – 6 years
More than 6 years
____________________________________________________________
Note: This scale and its description was used: 4.00-3.26 Very High, 3.25-2.56 High, 2.50-1.76 Low, 1.75-
1.00 Very Low
43
GRADUATE SCHOOL
___________________________________________________________________
Table 5. Difference in the extent of teacher instructional strategies
Variables z-value p-value Decision
Sex
Male
Female
Hours of Seminars
None
Less than 40 hours
40-80 hours
More than 80 hours
Bachelor’s Degree
Teaching Experience
Less than 3 years
3 – 6 years
More than 6 years
p>.05
44
GRADUATE SCHOOL
___________________________________________________________________
Table 5. Difference in the extent of teacher competencies
Variables z-value p-value Decision
Sex
Male
Female
Hours of Seminars
None
Less than 40 hours
40-80 hours
More than 80 hours
Bachelor’s Degree
Teaching Experience
Less than 3 years
3 – 6 years
More than 6 years
p>.05
45
GRADUATE SCHOOL
___________________________________________________________________
References:
Al-Assaf, Jamal Abdel-Fattah and Fadi Soud Faried Samawi. (2012). Multiple Intelligence by
Social Studies Teachers in Jordan. The Social Sciences 7. Medwell Journals. Jordan.
ASCD (2013). Association Supervision and Curriculum Development Journal. University of
Virginia, USA.
A. Mohammed, ―Investigating teachers' perceptions of their own practices to improve students'
critical thinking in secondary schools in Saudi Arabia‖. I nternational Journal of Cognitive
Research in Science Engineering and Education, Vol. 6, No. 3, pp. 15-27, 2018.
Batomalaque, Antonio. Basic Science Development Programs of the Philippines for International
Cooperation. University of San Carlos.; Marinas, Bella and Ditapat, Maria. Philippines:
Curriculum and Development. UNESCO International Bureau of Education
Belknap, C. (2014). Better Lesson Instructional Coach International Letters of Social and
Humanistic Sciences Online: SciPress Ltd Switzerland. Retrieved from www.scipress.com.
Brinthaupt, T. (2020). Traditional Lecture. IGI Global, Publisher of timely knowledge, Middle
Tennessee State University, USA.
Buncick, M. C., Betts, P. G., & Horgan, D. D. (2001). Using demonstrations as a contextual road
map: enhancing course continuity and promoting active engagement in introduction
Corpuz, Brenda B. and Salandanan Gloria G. (2015). Principle of Teaching 2 (with TLE). Quezon
City: Lorimar Publishing, Inc.
D. Blazar, M.A. Kraft, ―Teacher and Teaching Effects on Students’ Attitudes and Behaviors‖.
Educational Evaluation and Policy Analysis, Vol. 39, Issue 1, pp. 146–170, 2017.
Derek, S. (2016). Advantage of using learning objectives. University of California, USA.
46
GRADUATE SCHOOL
___________________________________________________________________
Fabrice, H. (2010). Learning our lesson review of quality teaching in higher education: Review
of quality teaching in higher education.
Gerlach, J.M. (1994). Is this collaboration? In Bosworth, K. & Hamilton, S.J. (Eds.),
Collaborative Learning: Underlying Processes and Effective Techniques, New Directions
for Teaching and Learning. San Francisco; USA, Jossey-Bass Publishing.
Guido, M. (2017). 15 Easy Peer Teaching Strategies to Help Students, Advantages and
Disadvantage of Peer Teaching. Burlington, Ontario, Canada.
Hall, T. (2002). Differentiated Instruction. Effective Classroom Practices Report. National Center
on Accessing the General Curriculum, CAST, U.S. Office of Special Education Programs.
Retrieved from http://www.cast.org.
Haury, D.L., & Rillero P. (1994). Perspectives of hands-on science teaching . ERIC Clearinghouse
for Science, Mathematics and Environmental Education. 1929 Kenny Road, Columbus,
Ohio.
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the
twenty‐first century. Science Education, 88(1), 28-54.
Hofstein, A., Navon, O., Kipnis, M., & Mamlok‐Naaman, R. (2005). Developing students' ability
to ask more and better questions resulting from inquiry ‐type chemistry laboratories.
Journal of Research in Science Teaching, 42(7), 791-806.
J.G. Clavel, F.J.G. Crespo, I. Méndez, ―Are Teacher Characteristics and Teaching Practices
Associated with Student Performance?‖ International Association for the Evaluation of
Educational Achievement. No. 11, pp 1-8, 2016.
K to 12 Curriculum Guide: ARALING PANLIPUNAN (Grade 1 to Grade 7). [2] January 31, 2012 K
to 12 Toolkit: Reference Guide for Teachers Educations, School Administration and
47
GRADUATE SCHOOL
___________________________________________________________________
Teachers. Southeast Asian Ministers of Education Organization (SEAMEO) Regiion
Center for Education Innovation and Technology (INNOTECH)
K to 12 Basic Education Program, The March 12, 2012.
Lim, L.L. (2014). A Case Study on Peer-Teaching. Open Journal of Social Sciences, 2(8), 35-40.
Lorcher, T. (2019). Collaborative Learning Strategies in the Classroom. Cornell University,
Ithaca New York. Retrieved from https://eduhup.com
Masten, A. S., & Monn, A. R. (2015). Child and family resilience: A call for integrated science,
practice, and professional training. Family Relations, 64(1), 5-21.
Meyer, L. S., Panee, D., Schmidt, S., & Nozawa, F. (2003). Using demonstrations to promote
student comprehension in chemistry. Journal of Chemical Education, 80(4), 431.
Newman, N. (2009). The rise of social media and its impact on mainstream journalism. Reuters
Institute for the Study of Journalism: Working Papers, Department of Politics and
International Relations, University of Oxford.
Nzilano, Josta L. (2013). Pre-service teachers’ teaching competencies: the experience of
practicing teaching in secondary schools and teacher colleges. African Journal of
Teacher Education Vol. 3. No. 1
Pangrazi, R. P., &Beighle, A. (2019). Dynamic physical education for elementary school children.
Human Kinetics Publishers.
Persaud, C. (2018). Instructional Strategies: The Ultimate Guide . Toronto, Canada.
Physicscatalyst (2017). Demonstration method as teaching strategy. B.Ed. Notes.
Republic Act 10533 known as Enhanced Basic Education Curriculum Act of 2013 or K to 12 basic
education program.
Robison, E.M. (2004). Teacher decision-making in utilizing differentiated instruction.
48
GRADUATE SCHOOL
___________________________________________________________________
Unpublished PhD thesis. Marywood University.
Rogalan, D., Lacase, J., Gallardo, C & Roque, D. (2017). 21st century skills of AralingPanlipunan
students: basis for proposed training program. Retrieved from
https://www.researchgate.net/publication/317341197_21ST_CENTURY_SKILLS_OF_A
RALING_PANLIPUNAN_STUDENTS_BASIS_FOR_PROPOSED_TRAINING_PROGRAM last
March 15, 2019.
Ross, D. (2017). Empowering Our Students with 21st-Century Skills for Today. Retrieved from
https://www.gettingsmart.com/
Sahlberg, P. (2021). Finnish Lessons 3. 0: What Can the World Learn from Educational Change
in Finland?. Teachers College Press.
Salminen, E. (2018). Transparent Teaching, Better Learning. Interdepartmental Program in
Classical Art and Archaeology Rackham Graduate School, 915 E. Washington USA.
Siam, Karam and Al-Natour, Mayada. (2016). Teacher’s Differentiated Instruction Practices and
Implementation Challenges for Learning Disabilities in Jordan. International Education
Studies; Vol. 9, No. 12. Published by Canadian Center of Science and Education.
Retrieved February 12, 2017 from www.ccsenet.org › Home › Vol 9, No 12 (2016) › Siam
Tomlinson, C.A. (2005). The Differentiated Classroom: Responding to the Needs of all Learners.
Alexandria: Association for Supervision and Curriculum Development, Curry School of
Education, the University of Virginia, USA.
Villamar, H. (2015). Revisiting approaches and strategies in AralingPanlipunan. Retrieved from
http://deped-ne.net/?
page=news&action=details&opt=popup&REFECODE=AR12080001 last March 18,
2019.
49
GRADUATE SCHOOL
___________________________________________________________________
Westwood, P. (2015). Commonsense Methods for Children with Special Educational Needs. New
York: Routledge.
Xing-ju, W., Lin, Z., & Gui-feng, G. (2013). Analysis of the Traditional Lecture Method combined
with the Seminar Teaching Method in the Graduate Education. Atlantis Press:
International Conference on Advanced Information and Communication Technology for
Education.
50
GRADUATE SCHOOL
___________________________________________________________________
APPINDICES
51
GRADUATE SCHOOL
___________________________________________________________________
Survey Instrument
Part I. Profile of the Respondents
Name (Optional) _____________________________
Age: ________________________
Sex: _____ Male _____ Female
Hours of seminars: none: _____ less than 40 hours: _____ 40-80 hours: _____
more than 80 hours: _____
Educational Attainment: With Units in Doctorate Degree: _____ Master’s Degree Holder: _____
With Units in Masters: _____ Bachelor’s Degree: _____
Teaching Experience: Less than 3 years: _____ 3 – 6 years: _____ more than 6 years: _____
Part II. Questionnaire Proper
A. Teacher’s Instructional Strategies
Direction: Please check the number that indicates the extent of Teacher’s Instructional
Strategies in teaching Social Studies. Please refer to the guide below in choosing your
option. It is important that you honestly answer each item. Please do not leave any item
unchecked. Rest assured that your individual information will be treated with strict
confidentiality.
Code Interpretation: 5 always 4 often 3 sometimes 2 seldom 1 never
Teacher’s Instructional Strategies 5 4 3 2 1

1. Helps learner understand the topic
2. Guides learner through the stages of team building
3. Gives learner time and opportunities within the activity to develop
different skills
4. Establishes learners‘expectations and norms for working together
5. Helps learner design protocols for handling conflict disagreement to
resolve issues within their teams
6. Promotes learners’ creative thinking skills
7. Helps create learners’ mental links between new and previous learning
8. Encourages learners’ involvement
9. Increases learners’ curiosity and reasoning abilities
10. Enhances learners’ understanding
11. Develops learners’ better independence
52
GRADUATE SCHOOL
___________________________________________________________________
12. Places learners stay on task

13. Meets diverse learners’ need
14. Allows learners do the same content of different tasks
15. Invites attention to learners’ readiness, interest, and learning profile
16. Allows learners to become teachers or experts in a topic
17. Cultivates inquiry among learners and get thinking for possible answers
18. Encourages brainstorming
19. Allows learners think out loud
20. Encourages learners to become more active in their own learning
21Encourages learner to do something in order to learn the lesson
22. Allows learner to directly apply and understand task
23. Encourages young learner to do things for themselves independently
24. Allows learner learn on his or her own way
25. Activates learner’s all senses at once
26. Guides learner for learning efforts
27. Engages learner in ways that match the desired learning outcome
28. Provides information about the content to be learned
29. Guides for grading and determining levels of learner‘s achievement
30. Guides both teacher and learner for self- evaluation
31. Benefits learner from seeing before having to do
32. Guides the learner with step-by-step process
33. Limits the supply needed because not everyone needs to handle
materials
34. Allows teacher to control potentially dangerous materials
35. Encourages questioning among learners
36. Allows learner receive more time for modified learning
37. Improves learner’s confidence and interpersonal skills
38. Promotes learner’s active learning
39. Develops learner’s reasoning and critical thinking skills
40. Engages learner feel more comfortable while interacting with a peer
41. Reinforces learners understanding on factual situation
42. Addresses real-life issues that require real-life solutions
43. Engages learner the opportunity from normal lessons and common
exercises to greater comprehension
44. Allows learning to become more profound and durable
45. Builds transferable skills based on teamwork and collaboration
46. Helps learner understands effectively at his or her natural speeds
47. Provides facts to learners while the teacher assumes the role of an
expert
53
GRADUATE SCHOOL
___________________________________________________________________
48. Allows learner take notes on the information that is being taught
49. Assists learner before tests
50. Offers learner the main topic to study
B. Teacher’s Competencies
Direction: Please check the number that indicates the extent of Teacher’s competencies in
teaching Social Studies. Please refer to the guide below in choosing your option. It is important
that you honestly answer each item. Please do not leave any item unchecked. Rest assured that
your individual information will be treated with strict confidentiality.
Code Interpretation: 4 Strongly Agree 3 Agree 2 Disagree 1 Strongly Disagree
Teacher’s Competencies 4 3 2 1
1. Teachers have deep knowledge about the subject they are teaching.
2. Teachers can clarify information that students are seeking.
3. Teachers understand the topics clearly and flexibly.
4. The teacher can plan and teach the lesson by highlighting the lesson's
main points to the learner.
5. The teacher can build concepts upon the students' prior knowledge and
give additional information about these.
6. The teacher uses different approaches and instructional materials.
7. The teacher uses differentiated instructions for every activity.
8. The teacher engages students with challenges and performance activities.
9. The teacher allows learners to involve in various tasks that can develop
their skills.
10. The teacher lets the students reflect on their understanding.
11. The teacher can handle various students with different characteristics
and knowledge.
12. The teacher can provide inclusive education for all students.
13. The teacher allows students to contribute to their classroom rules and
regulations.
14. The teacher establishes fairness and consistency in the classroom.
54
GRADUATE SCHOOL
___________________________________________________________________
15. The teacher allows students to be involved in decision-making in their

classroom.
16. The teacher uses different evaluation sheet for every activity.
17. The teacher promotes participation in subject evaluations.
18. The teacher uses direct student evaluations earlier for the subject.
19. The teacher allows the students to evaluate their progress by providing
self-regulating activities.
20. The teacher avoids bias in scoring and evaluating students' works.
55

Final Chapter 1-3

Uploaded by

Copyright:

Available Formats

Final Chapter 1-3

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Chapter 1-3

Uploaded by

Copyright:

Available Formats

GUIMARAS STATE UNIVERSITY

Introduction to the Study

2) Statement of the Problem and Hypotheses, 3) Significance of the Study,

4) Definition of Terms, and 5) Delimitation of the Study.

and rationale of the study and the theory(ies) where it is anchored.

problems to be studied and the hypotheses to be tested.

derived from the study.

important terms used in the study.

Background and Theoretical Framework of the Study

Education is an individual experience. There is always a variation in how each student

adaptive in many aspects.

Teacher’s strategy, learning environment, the curriculum especially the contextualized

competence or a practical understanding on how to properly and effectively participate in public

to Basic Education up to the development of K to 12 Curriculum or Enhanced Basic Education

agenda. The preparation of pre-service teachers academically and professionally is a vital

2012). Hence, it is essential to improve pre-service teacher's competencies to provide

The implementation of the k-12 Basic Education Curriculum caused deterioration of

where the teacher's role is more on the facilitation activities.

achievement and socioeconomic spectrum need and deserve motivating, supportive

current school systems. It is necessary to search for appropriate method of teaching-to-

The study is anchored on theory of instructional strategy by Gagne (1987). It is a theory

teaching guidelines/tools by teachers/trainers to facilitate learning. Instructional theories

skills can be organized in a hierarchy according to complexity: stimulus recognition, response

generation, procedure following, use of terminology, discriminations, concept formation, rule

application, and problem solving.

teacher’s instructional strategies and competencies in teaching Social Studies (Araling

Panlipunan? These queries need answers. Thus, this investigation begins.

The following is the conceptual framework of the study:

between teacher competence in teaching Araling Panlipunan

Independent Variable Dependent Variable

Hours of Seminars and

Teaching Experience Competencies

Statement of the Problem and Hypotheses

competencies in teaching Araling Panlipunan of teachers in the Janiuay National Comprehensive

High School, Division of Iloilo for the school year 2023-2024.

Specifically, this will seek answers to the following questions:

classified as to Sex, Hours of Seminars and Trainings Attended, Educational Attainment

and Teaching Experience?

3. Is there a significant difference in the extent of teacher instructional strategies as an

Educational Attainment and Teaching Experience?

4. Is there a significant difference in the extent of teacher competencies as an entire group

Attainment and Teaching Experience?

Based on the given problems, these hypotheses are advanced:

1. There is no significant difference in the extent of teacher instructional strategies as an entire

Attainment and Teaching Experience?

and Teaching Experience?

Significance of the Study

from the findings of this study.

provide them important and reliable information regarding the most effective approach of

teachers and students for easy learning.

might continue in consulting the student body regularly about the teaching strategies

they find most comforting. They will now realize the importance of such simple factors. This

on an intervention plan that they need to develop.

help their performance in schools, especially in academics.

scope and limitations.

teacher during classroom instruction.

Teachers Competencies - The combination of knowledge, skills, attitudes, values, and

personal characteristics, enabling the teacher to act professionally and appropriately in a

used in classroom instruction.