The Use Teaching Strategies of Teachers of Aglayan Central School
A Research Study submitted to the College of Education
Valencia Colleges (Bukidnon) Inc.
In Fulfillment of the Requirements for the Degree
Bachelors of Elementary Education
Prince R. Lofranco
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Chapter I
Introduction
Teachers deal with abilities and skills and think of suitable and diverse
learners in the classroom for they need to address differences during
instructional time. Teachers must use teaching and learning strategies that
achieve the ultimate goal of teaching. To transform learners into productive ones
in various ways. The key purpose of this research is to find out what teaching
strategies are used by the teachers in Aglayan Central Elementary for the School
Year 2024-2025
According to Bilbao (2021) different learners need different teaching styles
to cater to their individual do most of the time, learners, especially elementary
grades learn best when they collaborate with their peers. Pupils differ in terms of
abilities, skills, interests, and intelligence. For this, teachers should be observant
in determining every pupil’s learning style to successfully implement a strategy in
the teaching process
This study focused on the discovery of teaching strategies which has been
studied by some experts like Socrates and Dewey between the 19 th and 20th
Centuries. They were educational theorists who indicated that learners will shape
Their views and learning through active participation and real-life tasks. Also,
experiment effects on their students were evident in their research and theories.
There are lots of teaching strategies that can be used in the classroom. However,
its effectiveness depends on how the teacher adapts and applies the practices
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achieve the intended right strategy to deal with the individual differences of the
learners and help them achieve the intended learning outcomes s of the lesson.
Research indicates that teaching strategies, like collaborative, cooperative
learning and other forms, can assist pupils with success, it will motivate them to
learn more and participate well in the lesson.
The researcher aimed to know what are teaching strategies used by the
teachers in Aglayan Central School the researcher conducted the study to
determine what suitable learning strategy a teacher implements for every learner.
According to Mainit &De Leon (2022) Using a variety of teaching
techniques to deliver instruction enables teachers to achieve their expectations of
the learner's performance Every teacher has his/her way of teaching. It is
important to know which teaching strategy is right for every child. The researcher
hopes that these results lead to a course in which future research will be
performed well.
Theoretical Framework
Teaching strategies are essential tools that guide educators in shaping
learning experiences that are both effective and meaningful. A well-structured
theoretical framework is crucial for understanding the rationale behind the use of
various teaching strategies. It provides a foundation for why certain methods
work, how they can be implemented, and the Outcomes they are expected to
achieve In the learning process. Theoretical Frameworks in education draw on
different learning theories, such as behaviorism, cognitivism, constructivism, and
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Others, each offering unique perspectives on how learning occurs and how best
to facilitate it. This essay explores the relationship between teaching strategies
and theoretical frameworks, examining key educational theories that inform
practice and shape teaching approaches.
Statement of the Problem
This study aimed to seek the answer to the question below:
1. What is the level of the use of teaching strategies of the teachers in Aglayan
Central School?
Significance of the study
The significance of this study has contributed to the present and Future
career of the following individuals.
To the teacher, this research allows teachers to contribute to the useful
Implementation of appropriate and innovative teaching strategies for their pupils.
To the education students, they will get techniques from this research on
how to choose effective strategies to engage their audience during
demonstration teaching in the classroom.
To the student interns, this research provides ideas to student interns
regarding the techniques on how to effectively engage their learners during
practice teaching.
To the school principal, this research assists the principal in managing to
improve the teaching skills of all teachers in the school.
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To the faculty, after reading this research, teachers will be encouraged to
innovate their strategies in n delivering their instruction to the pupils.
To the school, this research like this would be beneficial for the school
administration, for they will gather not just important pieces of knowledge but also
an understanding of the difficulties that teachers encounter in choosing and
implementing strategies during their teaching process.
To the future researchers, would gather essential ideas from this research
that will serve as a guide to enhance the data and information of their future
research.
Scope and Limitations of the Study
This study focuses on the extent of the use of the teaching strategies of
the teachers. The researcher will conduct the research at Aglayan Central School
and will randomly select respondents per section in any grade level. This study is
only limited to qualitative data and will not use any statistical analysis.
Definition of Terms
The following terms are used in the study:
Reciprocal Teaching
An instructional technique in which the teacher and students take turns leading
discussion, guided by four cognitive strategies; predicting, question generating,
clarifying and summarizing.
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Meta- Cognition
Awareness or analysis of one's own learning or thinking processes.
Oral Communication
Communication by word of mouth speaking listening skills effective speaking and
listening are highly valued communication skills.
Receptive Language
The comprehension of language listening and understanding what is
communicated (reading and communication).
Interactive Lesson
A two- way system of instruction which individuals can learn from one another.
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Chapter 2
Review of Related Literature and Studies
The content of this chapter summarizes the relevant literature that
includes Discussion, evaluation, or suggestions from different studies and articles
that were published in local and international places regarding the significant
aspects of this study.
According to Mainit & De Leon (2022), every teacher has his/her own way
of teaching. This means that teachers use a variety of teaching techniques to
Deliver instruction that enables them to achieve their expectations towards the
Leaner’s performance. In this case, they must think of effective teaching
strategies that achieve the ultimate goal of teaching which is to transform
learners into productive ones in various ways. However, making decisions
regarding the choosing of strategy to pupils in elementary is not an easy task.
Thus, teachers must consider the necessary steps in doing this to successfully
implement strategies for learners with different needs in terms of abilities, skills,
Interests, and intelligence.
Raba (2017) included the fact that good teaching practices encourage
Cooperation among learners which is a principle that deals with teaching
Practices. Also, the previous study stated that teachers encourage active
learning and project-based learning develops valuable skills for learners from
seeing and doing.
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In this way, pupils will develop critical thinking and problem-solving skills,
especially when they are allowed to work independently. Because of this, the
former statements from this literature prove that teaching is truly a multi-tasking
process that involves the responsibilities of organizing and choosing the right
tools to engage learners in discussion and tasks. Research and studies listed
different traditional and modern teaching strategies that teachers, especially
those who are teaching elementary pupils now and then have been used in
processing instruction among learners. These include the following: active
earning, collaboration, cooperation, differentiated instruction, and experiential
learning. Flipped classroom, game-based learning. Graphic organizers, group
discussion, inquiry-based instruction, peer tutoring, project-based learning, and
simulation, among various reviews on teaching strategies, the mentioned ones
are active among teachers in elementary. But still, no Individual can state what
strategy the teacher applies to his/her pupils unless a certain observation and
interview are done by curious researchers.
The CEl website (2023) stated that active learning refers to a broad range
of teaching strategies that engage students as active participants in their learning
during class time with their instructor. In other words, most of the teaching
strategies are influenced by this strategy.
Additionally, this strategy encourages student agency in the learning
process; active learning incorporates elements of project-based and inquiry-
based learning to allow students to pursue their learning paths (Study, 2023).
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Based on this, many forms of active learning can be executed in any
discipline. Truly, teachers can create an engaging environment when learners
read, write, speak, reflect, and solve different activities.
TKI (2018) defined collaboration as the process of working together to
achieve a common goal. In this sense, this strategy is different from cooperative
learning. This means that the latter term refers to a teaching strategy in which
learners divide subtasks that can be solved independently by partners at the
beginning, whereas collaborative learning is a strategy where learners solve
problems together in an interactive way.
According to Vygotsky, in collaborative learning, students rely on one
another to accomplish tasks on real worked problems, Probably, learners are
given time to improve their skills with their peers wherein the teacher acts as
facilitator of learning, In this case, some teachers prefer to use this strategy in
class.
According to Johnson & Johnson (2023). Cooperative learning is now an
accepted and often preferred instructional procedure at all levels of education. In
this strategy, learners have options either to work part of the task individually or
to accomplish the whole task with group mates. Based on this literature, the
strategy somehow involves random grouping.
While in Drakeford, (2012) states that learners with different abilities and
skills may be combined to work together, and there is a possibility that other
members will not cooperate to work on the assigned task. Eventually, current
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Empirical evidence supports the use of these methods for improving
academic outcomes with a heterogeneous population of students.
According to Onyishi Sefotho, (2020). States that research tends to
indicate that, though differentiated instruction is a viable approach to meeting
individual learner's needs in mixed-ability classrooms; it is poorly implemented in
regular. So, although it seems a perfect strategy to entertain the different learning
styles of the learners, the mentioned study found that the extent to which
teachers implement Dl was low, and time constraint limits the use of DI. It could
be understood that using differentiated instruction in instruction requires patience
and competence. Therefore, this strategy needs a more competent, creative, and
professional educator to implement during the process of learning
According to Paul (2022) states that elaborated on the reasons why
experiential learning is important for kids, He claimed that this teaching strategy
allows kids to explore their interests, helps them to learn about themselves,
teaches them how to solve problems, fosters creativity and critical thinking skills,
can be used to teach a variety of subjects, and can be tailored to different
learning styles. It appears that all of these are beneficial for elementary teachers
and children.
Besides, the website of Grade Power Learning (2017), has been studied
thoroughly for decades, and one that is proven to be beneficial for all ages of
students. This minimizes the supervision of the teachers after they provide
instruction before giving a particular task to the pupils. From the study by Cheng
et al (2021), it could be seen that Flipped teaching is one of the most popular
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Innovative teaching methods which has attracted a lot of attention and led to
much discussion in recent years. In this era, this strategy has been used by the
teachers as the educational system changes its mode of delivery.
Furthermore, Bruza et al, (2022) state that this teaching strategy is a type
of blended learning where learners are provided with learning content at home
whether through digital or printed materials, and assigned specific tasks to be
done at school. it is conveyed that this strategy truly caters to the needs of those
kids who have short attention spans, need longer time to study and understand
the concept, or those from remote areas who may encounter danger while on the
way to school.
According to Arcagok, (2021), studies emphasized that game-based
teaching practices applied to curricula improve students' motivation, willingness
to learn, curiosity, and different skills in this regard, the pupils have multiple
intelligences that make them curious about things in the real world. Definitely.
This strategy will help the teacher to get the attention of the learners and to make
them focus on the tasks, Pellissier (2019) claimed that to strengthen
concentration among elementary graders, encourage activities like meditation
and attention and strategy games, like checkers and chess. This means that
children have given opportunity to use their competence in participating in a
particular game. Overall, game-based earning can surely create fun and effective
learning for the pupils.
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In additional, Uba et al (2017) defined graphic organizers as a visual and
kinetic display of information designed for the benefit of all classes of learners,
his means that
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colorful pictures, printed or not, can help pupils easily understand the concept.
Additionally, they are designed to improve learning outcomes for students, review
information, and are especially helpful to students who struggle with arranging
information (Haddad, 2022). So, teachers who use this strategy will achieve their
goals for the pupils, at the end of the instruction. In fact, the results of most
studies have voiced the positive effects of graphic organizers in mainly reading
and writing (Kilickaya, 2019). Surely, this will help children who suffer from
dysgraphia, but only if the teachers can effectively teach them using graphic
organizers like t-charts, star diagrams, and storyboards. Mangalam (2019) wrote
that when it comes to children, not many know the immense benefits that group
discussions can endow young minds with. It could be seen in the article that
participating in group discussions can sharpen the skits of children. At this point,
the author seems to insist that when the pupils change their ideas and through to
analyze a particular topic or question, their critical thinking skills will be
harnessed and their knowledge will be widened truly, teachers know that this
strategy benefits learners.
Wheatley (2018) revealed that inquiry-based learning has been around for
Over 40 years and since the beginning has acquired a sizable amount of
research. other words, this teaching strategy is guided by the teacher, because
inquiry is not always the normal mode of teaching in elementary school, so for it
to be successful in the classroom it is important to help prepare Students for the
inquiry process (Ellingson, 2020). This may mean that learners also engage
themselves to a reading activity where they can ask questions from their teacher
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to better Empirical evidence supports the use of these methods for improving
academic outcomes with a heterogeneous population of students.
According to Bilbao et al (2022). Peer tutoring helps teachers address the
individual learner’s issue in a specific skill. In addition, teachers may use Peer
tutoring to help accommodate classrooms full of diverse students who need more
individualized attention (Cook, 2022). This means that pupils who struggle to
learn a specific skill will be taught by their classmates who are considered
experts in that skill. In other words, those who are higher achieving learners will
be tasked to tutor those peers who find it harder to learn the skill in whole-class
teaching. However, although peer tutoring is beneficial for both teachers and
learners, its process challenges teachers to invest time in planning it. John
Dewey was the founder of project-based learning (PBL) wherein learners
specifically learn by doing something that is based on reality8.
Moreover, LearObots (2021) claimed that it is best to go with the flow and
teach the kids what is in demand in this era this strategy allows elementary pupils
to help others, clean the environment by writing letters, eating healthy, recycling
and using water property, In this way, teachers can easily discuss the concept
because the pupils manipulate the task at hand over time, various researchers
have distinguished between different types of simulations (Jones & Barrett,
2017).
This allows learners to imitate scenarios in real life. For instance, singing a
song just like Sarah Geronimo or playing the role of a famous anime is the best
example of a simulation activity for children in elementary school. This could be
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essential in acquiring 21st-century skills-creativity, and critical thinking. And
learning (Problem-solving, wherein learners explore their abilities globally by
showing the world that they can do it. In fact, Caniglia (2019) stated that effective
learning comes through
According to Bilbao et al (2022). Peer tutoring helps teachers address the
individual learner’s issue in a specific skill. In addition, teachers may use Peer
tutoring to help accommodate classrooms full of diverse students who need more
individualized attention (Cook, 2022). This means that pupils who struggle to
learn a specific skill will be taught by their classmates who are considered
experts in that skill. In other words, those who are higher achieving learners will
be tasked to tutor those peers who find it harder to learn the skill in whole-class
teaching. However, although peer tutoring is beneficial for both teachers and
learners, its process challenges teachers to invest time in planning it. John
Dewey was the founder of project-based learning (PBL) wherein learners
specifically learn by doing something that is based on reality.
Moreover, LearObots (2021) claimed that it is best to go with the flow and
teach the kids what is in demand in this era this strategy allows elementary pupils
to help others, clean the environment by writing letters, eating healthy, recycling
and using water property, In this way, teachers can easily discuss the concept
because the pupils manipulate the task at hand over time, various researchers
have distinguished between different types of simulations (Jones & Barrett,
2017).
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This allows learners to imitate scenarios in real life. For instance, singing a
song just like Sarah Geronimo or playing the role of a famous anime is the best
example of a simulation activity for children in elementary school. This could be
essential in acquiring 21st-century skills-creativity, and critical thinking. And
learning (Problem-solving, wherein learners explore their abilities globally by
showing the world that they can do it. In fact, Caniglia (2019) stated that effective
learning comes through simulations when students are actively engaged. More
senses are involved, hence learners are engaged in deep learning that
empowers understanding as opposed to surface Cano et al, 2022)
Furthermore, Baldwin et al (2021) claimed that a definition for effective
teaching is teaching that utilizes instructional strategies that are most appropriate
for the content and the student and is carried out in a proficient manner that
allows for real learning. In summary, teachers should be resourceful and skillful
enough in choosing what teaching strategy to implement, especially to the
different pupils in elementary.
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Chapter 3
Methodology
This chapter presents the research design and locale of the study.
Participants and sampling procedures, research instrument, data gathering
procedure, and statistical too of data that were employed by the researcher in
conducting the study.
Research Design
This study was focused on finding out the teaching strategies of the
teachers to their pupils using a descriptive research design. The research was
conducted through a quantitative survey. This method was used to collect and
analyze the numerical data for testing objective theories by examining the
relationship among variables (Creswell 2014).
Locale of the Study
Aglayan Central School is one of the public schools in the Division of
Malaybalay City, Bukidnon. Located at sayre Highway, Purok 3A Aglayan
Malaybalay City, Bukidnon. Region X the school has approximately 1,500
enrolled students for the school year 2024-2025. Aglayan Central School was
selected for the research The Use of Teaching Strategies of The Teachers." In
grade level 4, 5 and 6 of students of the said school. The researcher chooses
Aglayan Central School as their area of study their area of study.
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Figure 2. Geographical Location of AGLAYAN CENTRAL SCHOOL
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Respondents of the study
The participants of this study is the students from grade IV, V, VI sections
every grade level of Aglayan Central School. To ensure credibility. Containment,
and consistency of the results in the study, the researcher was guided by the
criteria in selecting the participants. First, the participants must be students in the
school that has been enrolled for the school year 2024-2025. Second, they must
a grades 4, 5, and 6.
Table 3.1 Distribution of Respondents in Grade IV, V, VI.
Grades Number of Learners Number of
respondents
Grade IV 80 30
Grade V 80 30
Grade VI 80 30
TOTAL: 240 TOTAL: 90
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Research instruments
The instrument used in this study is a survey questionnaire with the use of
frequency and percentage distribution to determine the teaching strategies Used
by teachers in Aglayan Central School. The results were gathered and answered
through the survey questionnaire.
In this study, the researcher adopts the Likert Type of Scoring, with
responses to know various manners with its assigned numerical Procedure.
Table 3.2 Scoring Procedure
Scale Range of Description
Interval
5 4.20-5.0 Strongly Agree
4 3.40-4.19 Agree
3 2.57-3.49 Neutral
2 1.80-2.59 Disagree
1 1.0-1.79 Strongly
Disagree
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Sampling Method
Random Sampling will be used to gather respondents and the researcher
will select representatives from 4, 5, and 6 grade levels of Aglayan Central
School and will represent the entire group. Researchers will use their discretion
to select individuals from the population to take part in their study. Subsequently,
the participants will complete the questionnaire following the provided
instructions.
Data Gathering Procedure
The researcher obtained a letter of authorization from the principal of
Valencia Colleges (Bukidnon). Incorporated, allowing the study to take place The
Researcher will create multiple copies of the questionnaire and seek consent
from Participants to include them in the study, afterward. The researcher will
distribute the Survey questionnaires to the participants and allow them one (1)
day to complete their Responses.
Statistical Treatment
The study employed descriptive statistics as its statistical method. The
mean will be utilized to analyze the teaching strategies implemented by Teachers
at AGLAYAN CENTRAL SCHOOL.
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