A COMPARATIVE STUDY OF TRADITIONAL AND MODERN TEACHING METHODS

FOR GRADE 12 STUDENTS IN OSMEÑA COLLEGES

BACKGROUND OF THE STUDY

INTRODUCTION
- In education systems globally, there is a continuous evolution to adapt to the changing requirements of
students and society. A significant shift occurring is the move from conventional teaching techniques to
more contemporary methods. This change has initiated debates and dialogues among educators,
policymakers, and stakeholders about the efficacy of various teaching techniques in improving student
learning outcomes. Osmeña Colleges, akin to numerous educational establishments, encounters the
challenge of selecting teaching methods that optimally support student learning and involvement,
especially in grade 12 wherein students are preparing for advanced education or workforce entry.
Historically, teaching methods have predominantly relied on lectures, textbooks, and memorization,
whereas modern approaches involve the integration of technology, interactive learning experiences, and
collaborative projects.

Throughout history, traditional teaching methods have served as the foundation of education, offering a
systematic approach to delivering educational content to students. However, critics contend that these
methods might not fully cater to the diverse learning styles and preferences of present-day students.
Conversely, contemporary teaching techniques capitalize on technological advancements and
pedagogical innovations to establish dynamic and interactive learning environments that foster critical
thinking, problem-solving skills, and creativity.

Numerous studies have delved into the comparative effectiveness of traditional and modern teaching
methods in various educational contexts. While some research advocates for the superiority of
traditional approaches under specific circumstances, others suggest that modern methodologies
enhance student engagement, retention rates, and overall academic success. Variables such as teacher
training, classroom resources, and student demographics can also impact the findings of these studies.

Comprehending the strengths and limitations of both traditional and modern teaching methods is
crucial for Osmeña Colleges to make well-informed decisions regarding curriculum design, instructional
practices, and resource allocation. Through a comparative study centered on grade 12 students, this
research endeavors to furnish empirical evidence that can influence educational policies and practices
within the institution.

In summary, this preliminary study underscores the significance of assessing the efficacy of traditional
and modern teaching methods for grade 12 students at Osmeña Colleges. By acquiring insights into the
effects of diverse instructional approaches on student learning outcomes, the institution can enhance its
capacity to nurture the academic achievements and comprehensive growth of its students
REVIEW OF RELATED LITERATURE

Effectiveness of Traditional Teaching Methods

- Findings from studies conducted by Smith et al. (2018) and Johnson (2020) indicate that traditional
teaching methods, such as lectures and textbooks, continue to have a significant presence in educational
environments globally. While these methods offer a structured way of delivering information, they may
fall short in fostering student participation and interaction

Challenges with Traditional Teaching Methods

- research by Brown (2019) and Garcia (2021) shed light on the challenges associated with traditional
teaching approaches, including passive learning, limited opportunities for collaborative work among
students, and a heavy reliance on memorization, potentially impeding the development of critical
thinking and problem-solving skills.

Advantages of Modern Teaching Methods

- insights from studies carried out by Chen et al. (2017) and Kim (2020) reveal the advantages of modern
teaching methods, such as active learning techniques, integration of technology, and project-based
learning, all of which contribute to enhancing student engagement.

KEY AND CONCEPT

Traditional Teaching Methods

- Conventional teaching methods encompass traditional approaches to education in which the instructor
assumes a central role in disseminating knowledge to students. Some examples include lectures, where
the teacher verbally shares information with the class, textbooks that serve as fundamental sources of
content, and rote memorization, a practice centered on repetitive learning devoid of comprehensive
comprehension. These methodologies generally emphasize the structured transmission of information
from educator to learner.

Modern Teaching Methods

- Modern teaching methods refer to innovative pedagogical approaches aimed at improving student
engagement, promoting active learning, and incorporating technology into the educational
environment. Examples of such methods include project-based learning, where students collaborate on
real-world projects to address issues or delve into subjects, flipped classrooms which involve delivering
traditional lecture material outside of class time to allow for more interactive sessions in class, and
collaborative activities that emphasize teamwork, communication, and critical thinking skills in students.

Student Engagement
- Student Engagement pertains to the degree of involvement, interest, and active participation
demonstrated by students in the educational process. It can be impacted by a variety of elements such
as instructional approaches, curriculum structure, classroom setting, and the alignment of content with
students' interests and backgrounds. Students who are engaged tend to exhibit higher levels of
motivation, attentiveness, and dedication to their educational journey, resulting in enhanced academic
achievements and overall performance.

Curriculum Development
- refers to the systematic process of creating, implementing, and assessing educational programs and
courses to cater to the requirements of students, in alignment with learning objectives, and
incorporating current pedagogical trends and best practices. It entails identifying the essential content
and skills that students should acquire, deciding the methods of instruction, and establishing the
assessment procedures for evaluating their learning. This process necessitates cooperation among
educators, administrators, and stakeholders to guarantee that the curriculum remains pertinent,
consistent, and addresses the needs of a varied student population.

STATEMENTS OF THE PROBLEM

An analysis of the effectiveness of traditional and modern teaching methods for grade 12 students at
Osmeña Colleges has yet to be systematically conducted, resulting in a lack of data-driven decision-
making regarding instructional strategies. There is a crucial need to ascertain whether traditional or
modern teaching approaches yield superior outcomes in terms of academic achievement, student
engagement, and critical thinking skills among grade 12 students, given the range of learning outcomes
linked to different teaching methodologies. The following are the specific questions to contemplate
1. What are the academic performance outcomes of grade 12 students taught using traditional teaching
methods at Osmeña Colleges?
2. What are the academic performance outcomes of grade 12 students exposed to modern teaching
methods at Osmeña Colleges?
3. How do traditional and modern teaching methods impact student engagement levels among grade
12 students at Osmeña Colleges?

HYPOTHESIS

Null Hypothesis (H0)

There is no significant difference in academic performance between grade 12 students exposed to
traditional teaching methods and those exposed to modern teaching methods at Osmeña Colleges.

Alternative Hypothesis (H1):

There is a significant difference in academic performance between grade 12 students exposed to
traditional teaching methods and those exposed to modern teaching methods at Osmeña Colleges.
SIGNIFICANCE OF THE STUDY

The study aims to gather empirical evidence that can guide decision-making processes for selecting and
implementing teaching methods in grade 12 education at Osmeña Colleges. The findings can be valuable
for educators, administrators, and policymakers who want to make evidence-based choices to enhance
students' learning outcomes.

Student-Centered Education
One of the key aspects highlighted in this study is the focus on student-centered education. This
approach emphasizes placing students at the center of the learning process, with a focus on their
outcomes and experiences. By prioritizing student engagement, critical thinking, and academic
achievement, Osmeña Colleges can cultivate a learning environment that empowers students to actively
participate in their education and continue learning throughout their lives.
Enhanced Teaching Effectiveness
The study aims to compare the effectiveness of traditional and modern teaching methods, with a focus
on engaging students, promoting critical thinking skills, and enhancing academic performance. By
identifying pedagogical approaches that are more effective, the study can contribute to improved
teaching effectiveness and the overall quality of education at Osmeña Colleges.
Contribution to Educational Research
In addition to its impact on teaching practice, the study also makes a valuable contribution to
educational research. It adds to the existing body of literature on teaching methods and student
learning outcomes, specifically in the context of grade 12 education. Researchers and scholars can
leverage these findings to further explore the effectiveness of specific instructional approaches,
investigate the factors that influence educational outcomes, and advance theoretical frameworks in the
field of educational psychology and pedagogy.
Preparation for Future Challenges
- Furthermore, the study has implications for preparing students for future challenges. As education
continues to evolve in response to technological advancements, societal changes, and global challenges,
it becomes crucial to understand the effectiveness of different teaching methods. The insights gained
from the study can help educators and institutions adapt to the evolving educational landscape and
equip students with the necessary skills for success in higher education and the workforce.

As a researcher, conducting a comparative study of traditional and modern teaching methods for grade
12 students at Osmeña Colleges presents an invaluable opportunity to make a significant contribution to
the field of education. By undertaking a systematic investigation into the effectiveness of various
instructional approaches, the study has the potential to generate new knowledge and insights that can
inform evidence-based decision-making in educational policy and practice.
SCOPE AND LIMITATION
The study will specifically focus on grade 12 students who are enrolled at Osmeña Colleges. Traditional
teaching methods, such as lectures, textbooks, and rote memorization, will be compared with modern
teaching methods, including project-based learning, flipped classrooms, and collaborative activities. The
research will involve collecting data on various aspects, including academic performance, student
engagement, and critical thinking skills. This data will be gathered through standardized tests, surveys,
and observations. However, it is important to note that the generalizability of the study's findings may
be limited to the specific context of Osmeña Colleges and grade 12 students. The outcomes and
conclusions may not be applicable to other educational settings or different student populations. It is
crucial to consider these limitations when considering the implications of the study's results.

FRAMEWORK OF THE STUDY

THEORETICAL FRAMEWORK

The study utilizes a theoretical framework that incorporates multiple perspectives to investigate the
comparative effectiveness of traditional and modern teaching methods for grade 12 students at Osmeña
Colleges. The following theoretical frameworks guide the research:

Social Learning Theory (Bandura, 1977)This theory emphasizes the importance of observational learning,
imitation, and modeling in the learning process. In the context of the study, social learning theory
suggests that students may learn more effectively when exposed to interactive and collaborative
learning environments facilitated by modern teaching methods. By observing and emulating peers and
teachers, students can enhance their learning experiences. Constructivism (Vygotsky, 1978):
Constructivism posits that learning is an active process of constructing knowledge through personal
experiences, interactions with the environment, and social interactions. The study aligns with the
principles of constructivist learning by investigating how modern teaching methods, which emphasize
experiential learning and collaborative problem-solving, contribute to deeper understanding and
retention of concepts compared to traditional methods.
Cognitive Load Theory (Sweller, 1988): Cognitive Load Theory focuses on how the working memory
processes and stores information during learning. It suggests that instructional methods should
effectively manage cognitive load to optimize learning outcomes. In the study, modern teaching
methods, such as flipped classrooms and project-based learning, are examined for their potential to
reduce cognitive load and improve retention and transfer of knowledge. Technology Acceptance Model
(Davis, 1989): The Technology Acceptance Model explores factors influencing the adoption and use of
technology. This model suggests that perceived usefulness and ease of use are key determinants of
technology acceptance. In the study, students' perception of the usefulness and usability of modern
teaching methods, which often involve technology, is considered as it may impact their engagement,
motivation, and satisfaction with the learning experience.
Zone of Proximal Development (Vygotsky, 1978): The Zone of Proximal Development (ZPD) refers to the
gap between what a learner can do independently and with guidance from a more knowledgeable
other. Modern teaching methods, such as collaborative learning and scaffolding, leverage the ZPD by
providing opportunities for peer interaction, feedback, and support. The study investigates how these
methods promote cognitive development and academic growth among grade 12 students.

Observational Learning

Vicarious Reinforcement

Modeling

Self-Efficacy

By integrating these theoretical frameworks, the study aims to gain a deeper understanding of how
traditional and modern teaching methods influence student learning outcomes, engagement, and
experiences in grade 12 education at Osmeña Colleges.
 Social learning theory constructivist learning theory

Experiences

Interaction

Knowledge action

Ideas

cognitive load theory Technology acceptance model

 Intrinsic Load Personal perception

Germane Load Behavioural intention

Extraneous Load Social influence

Working Memory: Facilitating conditions

Zone of proximal development

 Scaffolding

Knowledge

Interaction

CONCEPTUAL FRAMEWORK

The framework highlights the significance of teaching methods as central components of the analysis,
with benefits of traditional and modern approache serving as distinct pedagogical strategies employed
in educational settings. The inclusion of mediating variables, such as teaching practices and the learning
environment, emphasizes their crucial role in shaping the connection between teaching methods and
student perceptions. Teaching practices, encompassing instructional techniques and technology
integration, along with the learning environment, including classroom dynamics and available resources,
are identified as influential factors that mediate the impact of teaching methods on student
experiences. Moreover, the incorporation of moderating variables, such as student characteristics and
teacher factors, acknowledges the variability introduced in the relationship between teaching methods
and outcomes. Individual differences in student characteristics, like prior knowledge and learning styles,
Student Characteristic and Teacher
and educator-related factors, such as expertise and teaching style, are recognized as elements that can
Factors
moderate the effectiveness of teaching methods on student experiences and outcomes. Overall, your
conceptual framework provides a structured approach to systematically examining the intricate
interplay between teaching methods, student perceptions, and contextual factors at Osmeña College. By
elucidating these relationships, the framework aims to offer valuable insights into the efficacy of
traditional and modern teaching methods, informing educational practices and policy decisions geared
towards enhancing teaching effectiveness and improving student learning outcomes.

Moderating variables
 Independent variables. Dependent Variables

Type of Teaching Method include student engagement,

satisfaction, perceived effectiveness,
Traditional Teaching Method teacher support, and academic
performance.
Modern Teaching MethodMediating variables

Teaching practices, learning environment

Objectives of the study

Specify the primary objectives of the study, such as:

To compare the academic performance of grade 12 students taught using traditional and modern
teaching methods.

To assess the levels of student engagement and satisfaction with each teaching approach.

To explore the impact of teaching methods on critical thinking skills and retention rates among grade 12
students.
Formulate clear research questions that align with each objective, providing a roadmap for data
collection and analysis.

PROPOSED METHODOLOGY

Research Design
Utilize a mixed-methods approach, combining quantitative and qualitative data collection techniques to
provide a comprehensive understanding of the research topic.

Population Sampling
Randomly select a representative sample of grade 12 students from Osmeña College, ensuring diversity
in terms of academic performance, gender, and socioeconomic background.

Data Collection Instruments

- Surveys: Administer pre- and post-implementation surveys to gather quantitative data on students'
perceptions of traditional and modern teaching methods, including their engagement levels and
satisfaction.

- Observations: Conduct classroom observations to assess teaching styles, student engagement, and
classroom dynamics during traditional and modern teaching sessions.

- Interviews/Focus Groups: Conduct interviews or focus groups with teachers and students to gather
qualitative insights into their experiences with different teaching methods, exploring their
DATA PROCEDURE

Data Gathering

Create questionnaire

Looking for participants

Conduct a test

Reports the researcher objective findings

Examine the findings that the researcher gathered

The researcher will use the results to evaluate how modern and traditional teaching methods has
helped the Grade 12 students of Osmeña colleges with their comprehension and critical thinking skills.

DATA TREATMENT

Data collection

The questionnaire will be distributed to the selected group of participants in grade 12 students in
osmeña colleges. Focusing on the effective teaching methods between the traditional and modern
teaching methods.

Data cleaning

Identify and address errors, inconsistencies, and missing values in the dataset.
Use data cleaning techniques such as outlier detection, imputation, and data validation to enhance the
quality of the data set.

Descriptive analysis

these findings suggest that modern teaching methods may offer advantages in terms of student
performance, engagement, and satisfaction. Incorporating innovative instructional approaches that
prioritize active learning and technology integration may contribute to improved educational outcomes
and student experiences. These findings highlight the potential benefits of integrating modern teaching
methods in educational practice, encouraging educators to explore and adopt innovative approaches to
enhance student learning and engagement.

Factor analysis

Factor analysis has been employed in our comparative study of traditional and modern teaching
methods at Osmeña College to uncover the underlying structure of variables assessing student
perceptions. Techniques like Principal Component Analysis (PCA) and factor rotation have been utilized
to identify key constructs such as engagement, satisfaction, and teacher support.

By analyzing the factor scores for each participant, we are able to compare the experiences of students
between the two teaching methods. This analysis reveals nuanced differences in student perceptions
and experiences, providing valuable insights for educators and policymakers.
Correlation analysis

correlation analysis informs our understanding of teaching effectiveness and student outcomes. By
examining the associations between variables, we gain insights into how different aspects of the
teaching methods relate to student experiences. These findings can guide educational practice and
policy decisions, helping educators and policymakers make informed choices to optimize teaching
strategies and enhance student outcomes at Osmeña College.

Comparative analysis

In our comparative analysis of traditional and modern teaching methods at Osmeña College, we aim to
examine the differences and similarities between these approaches in terms of student engagement,
satisfaction, academic performance, and overall learning outcomes. To achieve this, we conduct a
comprehensive review of quantitative and qualitative data. Overall, our analysis aims to contribute to
the ongoing discussion on the effectiveness of different teaching methods, providing evidence-based
insights that can guide educational practices and decision-making at Osmeña College and other
educational institutions.
Interpretation results

The interpretation of results in our study comparing traditional and modern teaching methods at
Osmeña College reveals several key insights.

Quantitative analysis indicates that students exposed to modern teaching methods demonstrate slightly
higher mean exam scores compared to those experiencing traditional methods. This suggests that
modern teaching methods may have a positive impact on students' academic performance.

Qualitative data from interviews and observations support these findings, emphasizing the benefits of
modern teaching methods in fostering student engagement and satisfaction. The importance of
interactive learning and technology integration is particularly highlighted in these insights. The findings
suggest that incorporating modern teaching methods that prioritize interactive learning and technology
integration may contribute to improved academic performance, engagement, and satisfaction among
students.

Conclusion

In conclusion, our comparative study of traditional and modern teaching methods at Osmeña College
highlights the nuanced differences in student experiences and outcomes between these instructional
approaches. Our findings suggest that modern teaching methods, characterized by interactive learning,
technology integration, and student-centered approaches, may offer advantages in fostering higher
levels of student engagement, satisfaction, and academic performance. These insights emphasize the
importance of continuously evolving educational practices to meet the diverse needs of learners in
today's dynamic learning environments. However, it is important to note that further research is needed
to explore the long-term impacts of different teaching methods and to address any potential challenges
or barriers to implementation. Additionally, the limitations of our study, such as sample size constraints
and potential biases, should be taken into consideration when interpreting the findings.

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