Teaching Strategies and Academic Performance in English of Grade IV Pupils at

Cainta Catholic College Academic Year 2015-2016

A Thesis

Presented to
The Faculty of the College of Education
Cainta Catholic College
Cainta,Rizal

In Partial Fulfillment
Of the requirements for the Degree
Bachelor of Science in Elementary Education

Merrylle Eunice A. Montecillo

IV-BEED

Chapter 1
The Problem and Its Background
Introduction
Education is the process of acquisition of knowledge, skills, values, beliefs and
habits. There is also an Educational method that we can use included by storytelling,
discussion, teaching, and direct research. According to Martin Luther King Jr. - "The
function of education is to teach one to think intensively and to think critically.
Intelligence plus character - that is the goal of true educator". The function of education
is to teach one to think intensively and to think critically, but education which stops with
efficiency may prove the greatest menace to society. The most dangerous criminal may
be the man gifted with reason, but no morals. We must remember that intelligence is not
enough, the complete education gives individual not only power of concentration, but
worthy objectives upon which to concentrate. Educators transmit to the pupils/students
not only the accurate knowledge of the race but also the accumulated experience of
social living.
REPUBLIC ACT NO. 7784 - An act to strengthen teacher education in the
Philippines by establishing centers of excellence, creating a teacher education council
for the purpose, appropriating funds therefore, and for other purposes. In Section 3.
Teacher Education Centers of Excellence. - There shall be identified, designated,
established and developed in strategic places in each of the regions of the country, one
or more centers of excellence for the teacher education based on criteria listed
hereunder, assessed and adjudged by the Council. These centers of excellence shall be

initially chosen from among existing public and private educational institutions by the
Teacher Education Council created under this Act.
Should the need arise, certain centers of excellence for teacher education at the
provincial level may later be identified and developed.
The criteria for identifying schools and colleges are centers of excellence shall include
the following: (a) highly educated, professionally qualified and experienced faculty
dedicated to the Philosophy, mission, vision and goals of the institution and education;
(b) well-settled students; (c) adequate library, research and study facilities; (d)
competent administrative and support staff; (e) well-planned and relevant instructional
programs; (f) adequate student development programs; (g) adequate student services;
(h) relevant extension service and outreach programs; (i) percentage of graduates who
become teachers; and (j) such other criteria as may be established and operationalized
by The Education Council.
The Teacher Education Centers of Excellence shall form a national network
which in turn shall network with elementary schools, high schools and/or part thereof for
laboratory purposes. Any center of excellence that is established shall be maintained for
at least five (5) years before any proposal or review is made to transfer it elsewhere.
The reason why the researcher conducted a study of The Relationship of
Teaching Strategies in Academic Performance in English is to know the different
teaching strategies that can help pupils to learn or achieve the academic performance in
easy ways of learning. So that they can cope in the subject easily and not getting
confused.

Background of Study
The term Teaching Method refers to the general principles, pedagogy and
management strategies used for classroom instruction. Your choice of teaching
methods depends on what fits you your educational philosophy, classroom
demographic, subject area(s) and school mission statement. Teaching theories primarily
fall into two categories or approaches teacher-centered and student-centered.

In

Teacher-centered approach to Learning, teachers are the main authority in this model.
Students are viewed as empty vessels whose primary role is to passively receive
information (lectures and direct instruction) with an end goal of testing and assessment.
While the student-centered approach to learning, teachers are an authority figure in this
model because teachers and students plays an equally active role in the learning
process. The primary role of teachers is to coach and facilitate the student learning and
their overall comprehension of material. For the better understanding in these
approaches, it is important to discuss what is generally understood as the three main
teaching styles in educational pedagogy: direct instruction, inquiry-based learning and
cooperative learning. Through these three teaching methods, teachers can gain a better
understanding of how to govern their classroom, implement instruction and connect with
the students. According to a Theorist A.F Grasha explains the five main teaching
models in her publication of Teaching with Style (1996): Expert, Formal Authority.
Personal Model, Facilitator and Delegator. To gain better understanding of the
fundamentals of each teaching styles, it is to view them through the lens of direct
instruction, inquiry-based learning and cooperative teaching.

According to Garcia (1997) he claimed that from it springs all others professions,
trades and vocations. From teaching born successful leaders of the nations, great
scientists of the world, power politicians, lawyers, engineers, doctors, technicians,
businessman, and the like. It is a social process, which takes place only when it brings
out effective and meaningful learning. According to William Kelly Learning is the
ultimate purpose of teaching and true essence of its success. Teaching is also a
Science and an art (Eisner, 1983 and Silberman, 1966).

Theoretical Framework
According to Jerome Bruner the Constructivist Learning Theory was the
foundation for the theories, but he reached different conclusions about the best way to
teach. He advocated Discovery-based instruction in which teachers provide situations
that let students discover ideas for themselves, as they explained by Learning-Theories
and Greg Kearsley and Life Circles.
Jerome Bruner credited with originating discovery learning in the 1960s, but his
ideas are very similar to those of earlier writer (e.g. John Dewey). Bruner argues that
Practice in discovering for oneself teaches one to acquire information in a way that
makes that information more readily viable in problem solving Bruner, 1961, p. 26)
The label of discovery learning can cover a variety of instructional techniques.
According to a meta-analytic review conducted by Alfieri, Brooks. Aldrich and
Tenenbaum (2011), a discovery learning task can range implicit pattern detection to the
elicitation of explanations and working through manuals to conducting simulations.

Discovery learning can occur whenever the student is not provided with an exact
answer but rather the materials in order to find the answer themselves.
Discovery learning takes place in problem solving situation where the learner
draws on his own experience and prior knowledge and is a method of instruction
through which students interact with their environment by exploring and manipulating
objects, wrestling with questions and controversies, or performing experiments.
Most human behavior is learned observationally through modeling: from
observing others, one from an idea of how new behavior are performed, and on later
occasions this coded information serves as guide for action. Bandura
Social learning theory explains human behavior in terms of continuous reciprocal
interaction between cognitive, behavioral, and environmental influences. Some of the
necessary conditions for effective modeling; attention, retention, reproduction and
motivation. Bandura believed in reciprocal determinism, that is, the world and a
persons behavior cause to eh other, while the behaviorism essentially states that ones
environment causes ones behavior. Bandura soon considered personality as an
interaction between three components: the environment, behavior and ones
psychological processes (ones ability to entertain images in minds and language).
The researcher wants to tell is that every pupil is capable to learn from their own
ideas, we just need to provide a situation that they can solve by themselves. They also
have to socialize to have a motivation on what theyre doing, and also a guide for their
actions that they will perform.

Conceptual Framework
In this study the Relationship of Teaching Strategies in Academic Performance in
English conceived the conceptual framework based on the Input Process Output
system approach. This approach is composed of interrelated elements that served as
guide by the researchers in solving problem under investigation.

INPUT
Profile of the
Respondents

PROCESS

Title Defense

Development
of Chapter 1
to 3

Gathering
data of
Teaching
Strategies
and Academic
Performance

Validation of
Questionnaire

Age
Gender/Sex
Name (Optional)

The Relationship of
Teaching Strategies
and Academic
Performance in
Grade 4

Questionnaire
Survey
FEEDBACK
Analysis and
Interpretation
of Data

Development
of Chapter 4
and 5

FEEDBACK

OUTPUT

Statement of the Problem

1. What is the profile respondent in term of relationship of teaching strategies?
1.1. Age
1.2. Gender
1.3. Name (Optional)
2. What are the teaching strategies of Grade IV Students?
3. What is the academic achievement of Grade IV in English?
Assumption
(Hakuta, 1990; Tucker, 1999) discuss the need research studies that develop an
international perspective for the teaching of English learners. A number of international
studies, such as the only Organization of Economic Cooperation and Development
(OECD, 1989) and the comprehensive review of research on the use of first and second
languages in education, carried out of the World Bank (Dutcher and Tucker, 1994), have
shown that the United States is not alone in experiencing major changes in the linguistic
and cultural diversity of the student body.

Hypothesis of the Study

The hypothesis of this study is a null hypothesis:
That there is significant relationship in the Teaching Strategies in Academic

Achievement in English of Grade 4 Pupils at Cainta Catholic College.

That there significant in teaching strategies in academic achievement in English
and their respondents profile.

Scope and Delimitation of the Study

Scope: The geographical scope of the present study is located at A. Bonifacio Avenue
English teachers of Cainta Catholic College (Elementary Department).
Limitation: The study is intended only to the grade 4 pupils of Cainta Catholic College

Significance of the Study

English is important in helping you to read and write well, how to use the English
language to its greatest effect and be creative with the language itself. The study of both
topics can increase your vocabulary, increase your creative ability and teach you about
the history of the language and the culture from which great writers were writing their
books.
Teacher They can benefit from the study in case of information in the teaching

strategies in academic achievement.

Future Educators this study will help them to their study in teaching strategies in
teaching English subjects.
Pupils This study will help the pupils to know what will be the teaching strategies that
will help them to their academic.
Parents They will benefit from the study in the sense that they will come and
appreciate the teaching strategies for their children.
The School Personnel and Administrators The school administrators could gain
enough knowledge for this study in the English subject in terms of teaching strategies in
academic achievement.

Chapter 2
Research Methodology and Related Literature
This chapter discusses about the relationship of teaching strategies and academic
achievement, through local and foreign literature. Teaching strategies is a method that
engages students to improve their learning, and the academic achievement is the
outcome of the students performance in their education.

According to Meyers and Jones (1993) define active learning as learning environments
that allow students to talk and listen, read, write, and reflect as they approach course
content through problem-solving exercises, informal small groups, simulations, case
studies, role playing, and other activities -- all of which require students to apply what
they are learning.
According to Bruffee, 1993 Cooperative Learning is a systematic pedagogical strategy
that encourages small groups of students to work together for the achievement of a
common goal. The term 'Collaborative Learning' is often used as a synonym for
cooperative learning when, in fact, it is a separate strategy that encompasses a broader
range of group interactions such as developing learning communities, stimulating
student/faculty discussions, and encouraging electronic exchanges.
According to Gilbert 1995 Distance learning is not a new concept. We have all
experienced learning outside of a structured classroom setting through television,
correspondence courses, etc. Distance learning or distance education as a teaching
pedagogy, however, is an important topic of discussion on college campuses today.
Distance learning is defined as 'any form of teaching and learning in which the teacher
and learner are not in the same place at the same time.
According to Dewey (1926) Education is a continuous process of experiencing and
revising or non-revising experiences. It is the development of all those capacities in the
individual, which enables him to control his environment and fulfill his possibilities
(Y.K.Singh, p.22).

According to Jawaharlal Nehru declared that if all were well with our educational
institutions, all would be well with the nation. Educational institutions are intimately
linked with society at large. They are the temples of knowledge. They are the agents of
social change and transformation. Therefore, the general condition of our schools,
colleges and universities is a matter of great concern to the nation. Environment plays a
vital role in the development of the personality of the students. As a student spends
most of his life at school, the school environment is highly responsible for the inculcating
of great values in him. The Kothari Commission (1964-66) has beautifully said, The
destiny of India is now being shaped in her classrooms (p.2).
According to Oxford and Nyikos (1989: 291), the use of appropriate learning strategies
enables students to take responsibility for their own learning by enhancing learner
autonomy, independence and self-direction. Consequently, strategies are especially
important for language learning, because they are tools for active, self directed
involvement, which is essential for developing communicative competence. Appropriate
language learning strategies result in improved proficiency and greater self- confidence.
Various researchers have studied parameters related to choice of language learning
strategies such as language being learned, language proficiency, degree of
metacognitive awareness, often related to knowledge of more than one foreign
language, gender, career orientation, motivation, personality traits, language teaching
methods, etc. (for a detailed review see Oxford 1989).
Naiman et al. (1978), Oxford (1985, 1986), and Rubin (1975), have identified strategies
reported by students or observed in language learning situations that seem to contribute

to learning. More recent studies (OMalley and Chamot 1990, Wenden 1998)
emphasized on the importance of metacognition in learning strategy use while some
others (Erhman and Oxford 1988, Green and Oxford 1995, Lynn 1994, Oxford and
Nyikos 1989, Politzer 1983, Rosen 1995, Sheorey 1999) focused on the relation
between the strategy use and the gender, stating that the final strategy selection by
males and females is closely related to their cultural background and to the prevailing
social conditions of the local community they live in.
Moreover, some researchers (Artelt, Schellhas and Lompscher, 1995, Chamot et al.
1987, Halbach 2000, Oxford and Nyikos 1989, Politzer 1983) found that learners with a
higher proficiency in a foreign language tend to use a higher number of strategies
(especially metacognitive) every time they face linguistic difficulties in L2, compared to
those with a lower proficiency in the foreign language, whose strategy use is relatively
low.
Several studies, on the other hand, have shown that career orientation influences
choice of language learning strategies. Oxford and Nyikos (1989) and Politzer and
McGroarty (1985) found that humanities, social science or education majors used
significantly more strategies than engineers.

Strategies are defined as the specific methods of approaching a problem or task, the
modes of operation for achieving a particular end and the planned designs for
controlling and manipulating certain information (Brown, 2007:199).
According to Chamot (2004:14) describes learning strategies as the thoughts and

actions that individuals use to accomplish a learning goal.

Chapter 3
Research Methodology
This chapter presented and described the research method used, the population
and sample, the locale, research instrument and its validation, the data collection
procedures as well as the statistical treatment of data.
The Research Design
This study made use of descriptive correlation method and weighted mean to
determine the proficiency in reading development. The descriptive correlation method
provided an accurate portrayal of a particular individual, situation and involved also
systematic investigation of the relationship between the aforementioned variables. In
this study, the variables were proficiency in reading development and socio
demographic profile. This method was therefore appropriate to the study, which would
lead to a more thorough understanding and solution of the problem.
Research Locale
The research study conducted at Cainta Catholic College. This was a private
school in Cainta Rizal offering nursery, elementary education, secondary and tertiary
education. The rationale for the choice of the place was because the researchers were
studying in the college department of the said school. Convenience was one of the
consideration aside from being able to add to the schools efficient delivery of lessons in
the intermediate level specifically for the English and reading subjects.

Instrumentation
The data gathering instrumentation that researchers used to conduct the study
was the survey questionnaire for the demographic profile and one of the reading
strategies to know their knowledge in reading comprehension. The instrument and was
developed by the researchers and validated by their thesis adviser and by some teacher
s who were knowledgeable in the construction of research instruments. The researcher
thought it is wise to use a survey questionnaire for a greater accuracy in gathering the
needed information from the respondents regarding their gender, access to reading
materials, presences to reading materials and peer group influence. The researchers
used one of the reading strategies to help data for reading development of the
respondents. The researchers chose the getting main idea, noting details, cause and
effects and sequencing event to know the ability of the respondent about in reading
development for the given selection.
The respondent was as to rate and check each item with the given questions; as
follows:
4 Always
3 Often
2 Sometimes
1 Never

Validation of Instrument
For the purpose of the study the researcher prepared a letter asking permission
from the Principal of the Elementary Department of Cainta Catholic College to allow
them and minister the survey instrument. The researcher also asked the teachers of
Cainta Catholic College in the Grade IV elementary pupils in second quarter. The
researcher also goes to every designated rooms that theyre assign to conduct their
research. Questions were examined by the adviser teacher of each room and allow the
researcher to conduct the study.
Data Collection Procedures
For the purpose of this study the researchers prepared a letter asking permission
from the principal of Cainta Catholic College to allow them to and minister the survey
instrument. The researchers also asked the teachers of Cainta catholic College for the
Grade four elementary students to allow them to and minister the survey instrument.
The researchers also asked the teachers of Cainta catholic College for the Grade four
elementary students in 2nd quarter. The researchers also attend the class session of
the English class of the pilot section. During their English class the researcher able to
observe teaching strategies and how the students will have the academic
performances.

Hypothesis

There is a significant relationship between teaching strategies and academic

achievement.

There is a significant relationship between the academic achievement

involvements using the teaching strategies.

CHAPTER 4
PRESENTATION, ANALYSIS AND INTREPRETATION OF DATA

This chapter deals with the analysis results and interpretation of data in
accordance with the problems.
Table 1
Frequency and Percentage Distribution on the Profile of the Respondents in
terms of Age
Age
9
10

F
13
43

P
23
77

Total

56

100

Table 1 presents the frequency and percentage distribution on the profile of the
respondents in terms of Age. Ages 10 has a highest with frequency of 43 and a percent
of 77 and the lowest is the age of 9 with the frequency of 13 and percentage of 23.

Table 2

Frequency and Percentage Distribution on the Profile of the Respondents in

terms of Gender
Gender
Male

F
23

P
41

Female

33

59

Total

56

100

Table 2 presents the frequency and percentage distribution on the profile of the
respondents in terms of Gender There are 56 respondents in this study. There are 33
females and a percent of 59 and 23 males and a percent of 41.

Table 3
Computed mean on the Teaching Strategies of Grade IV Students in terms of
Teacher - centered Approaches
Teacher - centered Approaches
1. My teacher uses talk and chalk method in discussing
his/her lecture.
2. My teacher integrates different types of lecture.

3.50

VI
A

Rank
1

3.20

2.5

3. My teacher integrates visual and manipulates into the

lecture.
4. My teacher conducts lectures more discussions.

3.20

2.5

3.00

5. My teacher gives us assignments and homework.

2.70

6. My teacher allows us to memorize things, even without

understanding.
7. My teacher tells us that reviewing is a positive and
necessary practice.
8. My teacher encourages students to ask qualifying
question.
9. My teacher encourage us for answer in class.

2.60

10

3.05

3.10

2.85

10. My teacher asks questions that are precise and definite.

2.90

3.01

Average

Mean

4.00-3.25 Always; 3.24-2.50 Often; 2.49-1.75 Sometimes; 1.74-1.00 Never

Table 3 presents the computed mean on the Teaching Strategies of Grade IV Pupils in
terms of Teacher - centered Approaches.
In this table the overall average of the general weighted mean of 3.01 verbally
interpreted as Often for the Teacher- Centered Approaches.
. In this question the highest mean is the My teacher uses talk and chalk method
in discussing his/her lecture With a weighted mean of 3.50 verbally interpreted as
always for Teacher- centered approaches.

Table 4
Computed mean on the Teaching Strategies of Grade IV Pupils in terms of
Student - centered Approaches
Student-centered Approaches
1.Promotes, Measures and celebrates
understanding.
2. Acts as model worthy of emulation

3.15

VI
O

Rank
1.5

2.85

3.Let student choose their own media from

that rellect the purpose of reading.
4. starts the class with a story.

3.05

2.70

10

5. chooses and assesses students work

carefully and consider others work
6. Collaborates with the students to create the
rubric or scoring guide.
7. Gives feedback and improvements

3.05

3.00

2.95

8.Diversifies what is accept as evidence of

understanding.
9. Helps students understand what is worth
understanding and learning.
10. Uses the on-demand writing prompt as the
summative assessment.

3.05

3.15

1.5

2.70

2.97

Average

Mean

4.00-3.25 Always; 3.24-2.50 Often; 2.49-1.75 Sometimes; 1.74-1.00 Never

Table 4 presents the computed mean on the Teaching Strategies of Grade IV Pupils in
terms of Student - centered Approaches.
In this table the overall average of the general weighted mean of 2.97 verbally
interpreted as Often for the Student- Centered Approaches.
. In this question the highest mean is the Promotes, Measures and celebrates
understanding With a weighted mean of 3.15 verbally interpreted as always for
Student- centered approaches.

Table 5
Computed mean on the Teaching Strategies of Grade IV Pupils in Terms of
Teacher- centered Approaches and Student-centered Approaches
Approaches
Teacher- centered

Mean
3.01

VI
O

Rank
1

Student-centered

2.97

2.99

Average

4.00-3.25 Always; 3.24-2.50 Often; 2.49-1.75 Sometimes; 1.74-1.00 Never

Table 5 presents the composite table on the Teaching Strategies of Grade IV Pupils in
Terms of teacher-centered Approaches and Student-centered Approaches
In this table show computed mean of the Approaches, the teacher- Centered has
a mean of 3.01 as verbally interpreted as often and a rank of 1, the Student- Centered
has a mean 2.97 as verbally interpreted as often and a rank of 2. And has an Average of
2.99 verbally interpreted as often.

Table 6

Academic Performance in English of Grade IV Pupils at Cainta Catholic College

Subject

Mean

Sd

VI

Academic Grades in

89

4.11

Very Satisfactory

English
90-100 outstanding; 85-89 very satisfactory; 80-84 satisfactory; 75-79 fairly satisfactory;75below poor

Table 6 presents the Academic Performance of Grade IV Pupils in English. This table
shows that the Academic Grade in English has a mean and a SD of 4.11 verbally
interpreted as Very Satisfactory.

Table 7
Significant Difference on the Teaching Strategies Used by the Grade IV Pupils in
Cainta Catholic College in terms of Gender
Male

Female

Approaches

Mean

Sd

Mean

Sd

Teacher-centered
Student-centered

2.76
2.74

0.19
0.22

3.26
3.19

0.39
0.31

p-value

Ho

VI

4.95
3.33

0.00
0.00

Reject
Reject

S
S

Table 7 presents the significant difference on the Teaching Strategies Used by the
Grade IV Pupils in Cainta Catholic College in terms of Gender

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

This chapter

presents the summary of findings, conclusion drawn and

recommendations offered.
Summary of Findings
Based on the analysis and interpretation of data. The following are hearing by
summarized.
1. Profile of the Elementary Grade 4 in subject English School year 2015-2016.
1.1 in terms of age, there are ages 9 with a frequency of 13 and a percent
of 23 and ages 10 with a frequency 43 and a percent of 77.
1.2 in terms of gender, there are 23 Female frequency of 23 and a
percentage of 59 and 23 Male frequency 23 and a percent of 41.

2. The Factors affecting Elementary teacher competencies in teaching science and

health.
2.1 Teacher Centered Approaches obtained a weighted mean of
3.01 interpreted as Often
2.2 Students- Centered Approaches obtained a weighted mean of
2.97 interpreted as Often.

3. There is no significant relationship on the Teaching Strategies and Academic

Performance in English of Grade IV Pupils at Cainta Catholic College

3.1 Teacher Centered Approach has no significant in Teaching Strategies and

Academic Performance in English of Grade IV Pupils.
3.2 Student Centered Approach has no significant in Teaching Strategies and
Academic Performance in English of Grade IV Pupils.
Recommendation
Based on the findings. The following must offered.

1. Teacher Centered Approach the classroom remains orderly. Students are

quiet and behave; the teacher retain full control of the classroom and its activities.
2. Students will learn on their own way, they learn to be independent and make
their decisions.
3. Students will learn important communicative and collaborative skills through
group work.
4. Students learn to direct their own learning, ask questions and complete tasks
independently.
5. Students are more interested in learning activities when they can interact with
one another and participate actively.