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TEACHING METHODS AND ACADEMIC PERFORMANCE OF SENIOR

HIGH SCHOOL STEM AND TVL STUDENTS: A MIXED METHOD STUDY

A Research Project
Presented to the Faculty of the Senior High School Department
University of Mindanao, Davao City

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In Partial Fulfillment of the Requirements

In RES 3S (Practical Research 3)
2nd Semester, SY 2018 – 2019

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Dag-uman, Shaine Ann R.

Gultiano, Jennifer H.
Lausa, Renmar A.
Malate, Aireine S.
Mamac, Enah Fleur B.

March 2019
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Chapter 1

Introduction

Background of the Study

Education is defined as a guiding mainstream that delivers knowledge, skills

and information from teacher to the student (Berg, 2014). Education is a vital access

to a better life of a person. Every student has the opportunities to build their own

dreams, shape their futures and becoming masters of their own fate. By the help of

educators, students’ personal identities stimulate their development to become active

members of the society. The purpose of teaching at any level of instruction is to bring

a fundamental change within a student. However, students’ academic performances

may vary of how educators deliver the knowledge in an effective way of teaching.

The regular poor academic performance by majority of students is fundamentally

linked to application of ineffective teaching methods used by teachers to impact

knowledge to learners.

According to San Jose (2015), Instructors lecturers and professors of the

institutions of progressive learning had a hard time to make their learners to become

active to the future societal roles that these students may take. As a result, the

educators are put into the dilemma on how they could answer the call of their

responsibilities to become an effective educator. To become effective, the educators

must learn, acquire and use the effective teaching method or strategies in their day by

day lessons in the classroom.

A study was conducted in South Africa regarding the most appropriate

teaching method use for attainment of better academic performance of the student. A

sample of 109 undergraduate students from the College’s Department of Economic

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and Business Sciences was used for the study. It stated that the effectiveness of the

teacher is based on the teaching methods on the learners. The mean scores results

demonstrate that teacher-student interactive method was the most effective teaching

method, followed by student-centered method while the teacher-centered approach

was the least effective teaching method to attain good academic performance

(Munyaradzi, 2013).

In Tibangan National High School, Makati Philippines, a study regarding the

improvement of academic performance by using differentiated instructions in

teaching Filipino literature and language has been conducted. The students were

classified into two groups, the experimental group and the control group. Result

shows that in the experimental group, the used of different teaching instructions or

method is effective and has increased the students’ academic performance in the

subject. Differentiated instruction made students motivated and enthusiastic in

learning. Philippines is known to have a big number of students per class, thus, using

differentiated instruction is a great challenge to all teachers as they are also required

to have a continuous training and professional development for them to assess the

students in excelling (Zamora and Aranda, 2016).

According to Galang and San Jose (2015), Davao Region DepEd still resonate

the observation on the assessment of the students and there are situations that emanate

teacher-related factors towards the students. However, teachers should apply values

and different skills in teaching which will be connected into real life situations to

assess and conduct effective learning to the students. Meanwhile, University of

Mindanao are conducting retooling programs for the teachers during summer to

update the learning styles and to acquire trending strategies in teaching to be

effectively used to the students.

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The situations stated above prove that problems concerning teaching methods

and students’ academic performance are experienced throughout the world. With that,

the main point of this study is the examination of teachers teaching methods and its

relation to the students’ academic performance.

Statement of the Problem

The objective of this study is to determine the relationship between the

teaching methods and students’ academic performance of the senior high students in

the University of Mindanao.

This study aims to seek the answers to the following questions:

1. What is the students’ perceived level of appropriateness of the teaching

methods used in class?

1.1 . Cooperative Learning

1.2 . Direct Method

2. What is the level of academic performance of the students in the first

quarter?

3. Is there a significant relationship between teaching method and

students’ academic performance?

4. How does teaching method serves as an avenue in attaining better

academic performance?

Hypothesis

This study shall test the hypothesis that there is no significant relationship

between the perceived appropriateness of teaching method and the performance of the

students in University of Mindanao at 0.05 level of significance.

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Theoretical and Conceptual Framework

The application of mixed method research in qualitative research is inline in

pragmatism world view as an attractive philosophical partner to provide a framework

for designing and conducting mixed method research. In mixed method research in

qualitative research, pragmatism has been identified as an appropriate paradigm for

conducting mixed method research (Brierly, 2017). According to Teddie and

Tashakkori (2009), it is inclined in pragmatism world view as an attractive

philosophical partner to provide a framework for designing and conducting mixed

methods.

The study presented various perceptions concerned in teaching method and

student academic strategies to student academic performance about the impact of

different teaching strategies to student academic performance. Moreover, the

researchers discovered that the said paradigm would be important for this study

because it interpret the notions of practical consequences by accepting or rejecting it.

The Behavioral Learning Theory of Pavlov, Watson and Skinner will be used

as the framework of this study. Behavioral learning theory sees learning as a change

in the rate or frequency of phenomenon, or a behavior's form or response that

primarily occurs as the environmental factors' function (Chunk, 2012). According to

Behaviorists, learning in terms of observable phenomena, and reinforcement of

consequences result to responses to occur more likely whereas punishing

consequences will become less likely. The environment's role, specifically on how

stimuli are ordered, positioned or presented and how the reinforcement of responses is

of most important. Sustained goal-directed activities are the process of motivation

(Filipitali, 2013).
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The theory mentioned above is supported by Constructivism Theory of

Vygotsky, Brunner and Dewey. Constructivism is a theory regarding to knowledge

rooted in philosophy and psychology. The authors of this theory consider that

knowledge cannot passively receive rather actively achieved thru building up by the

cognizing subject. In the experiential world, the function of cognition is adaptive and

serves the organization. In other words, "learning involves constructing one's own

knowledge from one's own experiences." Constructivist learning is a personal

adaptive effort by internalizing the concepts, rules and general principles, as a result

to be applied in the practical real-world perspective. Therefore, humans produce

knowledge and meaning from the interaction between their experiences and their

ideas or trying to make sense of something on their own with the teacher as a guide to

help them along the way so that students will learn best in their personal ideas as well

as in their experience.

The study was also anchored on the Cognitive learning theory by Aaron Beck

(1960). The Cognitive learning theory strains the accession of knowledge and skills,

as long as the formation of mental structures and regression of facts and beliefs

(Chunk, 2012). Learning is an internal mental phenomenon inferred from what people

say and do. In general, cognitivists tell that to attain mental processes on the data

received learners must takes place their learning in their mind. Teachers must seek for

students’ prior knowledge before they begin to the new concepts. The educators

should provide exercises and practices to the learners. The procedures and topics

should be divided into subparts in which the students can easily understand. Thus, the

small parts of the lesson should be taught in such a way that they corroborate each

other.
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The learning by doing theory of John Dewey is a theory that requires

instructional approach and it is based on the idea that ideal learning occurs through

concrete experiences, abstract concepts and reflection in an effort to engage all the

learning styles. Dewey emphasizes that there must be a hands-on approach in the

learning process along with the learning the content. On the other hand, students can

easily learn and remember the information by doing hands-on activities that siting in a

lecture style class. The students can easily learn through the use of experiential

education. However, it also allows the learners to develop or enhance their own

opinions of concepts based on interaction with the information that they get which

allows them to think independently and on a deeper level.

The figure shows the conceptual framework of the study which shows the

relationship of one variable to another. Teaching method serves as the independent

variable and its indicators are cooperative learning and direct method. On the other

hand, students’ academic performance serves as the dependent variable.

Independent variable Dependent variable

Teaching Methods
Cooperative Learning Academic Performance
Direct Method

Figure 1. The Conceptual Paradigm of the Variable Used in this Study

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Significance of the Study

The result of the study which sought to determine the relationship between

teaching methods and students’ academic performance will be beneficial to the

following:

Students. The result of the study will be able to help the students in assessing

themselves in coping up with different teaching methods. With this, they can evaluate

themselves and learn which teaching method will help them excel in their academic

performance.

Teachers. This study will help the educators on how they would come up with

a creative and interesting strategies that will caught the attention of the students and

will learn with the method of teaching they are using. In addition, they can also assess

themselves on what teaching method to use that is efficient and convenient for the

students.

School Administrators. The study serves as the pride of the university’s

faculty and staffs on how they will come up with ideas on how they’re going to assess

the learning of the students in different technique of teaching methods that will gain

the interest of the students in their academic goals.

Scope and Limitation of the Study

This study covers grade 12 Science Technology, Engineering and Mathematic

(STEM) and Technical Vocational Livelihood (TVL) Senior High Students enrolled

in University of Mindanao for the school year 2018-2019. Due to the inadequate

amount of time framework and financial resources, the respondents will be limited

only to those selected STEM and TECHVOC students of University of Mindanao.

The data needed to will be gathered through survey questionnaire.

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Definition of Terms

This section includes a discussion of the key concepts to be used in the study.

These concepts serve to provide a context for the current research project and are

defined conceptually and operationally according to their application to this study.

Teaching Methods. A teaching method is an effective way of organizing and

guiding learning, a common way of procedure that unites a teacher’s and a students’

efforts (Samfira, 2014). In this study, teaching method refers to the independent

variable used to distinguish the academic performance of a student.

Academic Performance. According to Heick (2018), an academic

achievement is one of the primary goals of an academic institution to promote

proficiency of academic standards. However, in this study the term academic

performance serves as an indicator of how several teaching methods have affected a

student.

Review of Related Literature

In this study, the researchers have gathered several articles from related

sources to provide a strong framework for the study. This section includes concepts

and views regarding the subject under study. Materials were obtained from published

and unpublished thesis, online articles, and other sources to further define the scenario

of the problem presented by the researchers.

Teaching Methods

Teaching is a systematic plan to achieve a learning objective and defined as

instructing or educating the students. As a profession it is taken as a mission to mold

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the students. There are three basic methods of teaching used by the instructors

namely: teacher-centered, student-centered and focus-centered method (Manibo,

Remo, Buesa & Abanador, 2014).

Ayeni (2011) defines that teaching is a continuous process that involves

bringing about desirable changes in learners through use of appropriate methods. With

that, Adunola (2011) indicated that in order to bring desirable changes in students,

teaching methods used by educators should be best for the subject matter. Effective

learning requires both student and teacher to be flexible, creative and responsible. A

teacher who’s flexible, creative and responsible is able to provide his students the

instructional environment that would be able to respond to their individual learning

needs (Tulbure, 2012).

Teaching-learning methods depict the teacher and students’ manifestation of

the behavioural and action-based matrices during the teaching-learning activities

(Iurea, 2011). Bharadwaj and Pal (2011) continued that the teaching method works

effectively if they suit learners’ needs since every learner interprets and responds to

questions in a unique way. According to Zakaria, Daud & Chin (2010), teaching

should not simply focus on distributing rules, definitions and procedures for students

to memorize, but should also actively engage students as primary participants. The

viability of educating strategies shows that the quality of instructing is often reflected

by the accomplishments and behaviour of learners.

A great number of research shows that the performance of students in

academic can be improved through innovative teaching strategies and other kinds of

innovation (Adunola and Ayeni, 2011). Significant research on methods of teaching

indicates that the effectiveness quality of teaching is often reflected by the

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achievements of learners. The regular poor academic performance in academic by the

majority students is fundamentally linked to application of ineffective method of

teaching by the instructors or teachers to impact knowledge to learners. Hence, bias in

selecting the instructing strategies by instructors in areas in which they have selected

restraining infrastructure information ought to be avoided to improve students’

academic performance.

A study conducted by Bidabadi, Isfahani, Rouhollahi & Khalili (2016)

concluded that a good teaching method helps students question their prejudgments

before getting to learn the real idea, and also motivates them to learn. Through the use

of several teaching methods, students get to put themselves in a situation where they

are able to decide and answer questions with their own knowledge.

Cooperative Learning. According to Arhin (2017), cooperative learning is

defined as an instructional methodology by which small group of individuals learn

material and then make presentations to other groups. In his study, Arhin have found

out that specificity, complexity, experience and protectiveness are somehow related in

an opposite way to knowledge uncertainty in alliance formation and cooperative

learning. Arhin have concluded that to achieve a successful alliance, policy planning

social network and implementation must be present. Cooperative learning must

commence from top-bottom approach of management level for those inferiors to be

motivated in participating.

For Keser and Ozdamli (2012), cooperative learning or collaborative learning

means individual working as a team to achieve a common mission or purpose.

Internet, computer and technologies are the usual instrument for individuals as they

work together for a mission. The efficiency of cooperative learning is tested through
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prepared techniques and a number of different studies. Through innovative

technology, cooperative learning was supported thoroughly as it gave rise to new

researchers.

Cooperative learning as an example of a teacher-student interaction is

considered as the most effective method of teaching and next to it is the student-

centered method and student-centered as the least among others Munyaradzi (2013).

For Ko (2014), teacher effectiveness is generally referred to in terms of a focus on

student outcomes and the teacher behaviours and classroom processes that promote

better student outcomes. He also added that, teachers are one of the key elements in

any school and effective teaching is one of the key propellers for school improvement.

In other words, educators have a big contribution in maintaining an efficient learning

inside the class through cooperative learning which will then lead to a better school

performance of the students.

In addition, Castle (2014) found out in his study that through participating in

cooperative learning activities students has positively influence in the development of

their need for cognition. It very evident that cooperative learning helps the students

develop their aptness to immerse themselves in the thinking process which give

impact in their lives. He also added that cooperative learning is deliberately known as

a good practice in liberal ideas. With that regards, through cooperative learning liberal

education is well discussed and supports positive outcomes in relation to cognitive

processing, which is known to be critical to higher education.

Hossain and Tarmizi (2013), in their study has determined that cooperative

learning have significant effects on the students’ achievement and attitude towards a

subject. It was found that after using cooperative learning, how a student perceived a
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lesson and his performance with regards to the lesson has greatly improved. As a

conclusion to their study, cooperative learning can be successfully used to promote

academic achievements in several subjects.

Direct Method. For Lindsay (2014), direct method which provides a constant

interaction between students and the teacher through having an authoritarian

developed and highly scripted way of teaching. “If the child hasn’t learned, the

teacher hasn’t taught” – a philosophy regarding direct instruction. It is said that even

the most disadvantaged children can excel, if only schools will teach them.

In a study conducted by Andriyani (2015), he claimed that using direct

method in teaching was able to improve students’ speaking skills. However, there

were several problems that had occurred during the implementation of direct method

in the class. The problems include difficulties in terms of organizing the class,

difficulties in getting the students’ attention, to speak naturally and to use correct

pronunciation.

According to Hussain and Syed (2010), direct teaching method compared to

traditional teaching method is more effective as a teaching method. He found out that

low achievers retained more material if they are taught using direct method. Direct

teaching method has the capability of giving students learning materials that they

cannot have in using traditional teaching method.

Direct learning-teaching method was criticized in many ways. It was said that

direct method only focuses on how the teacher provide the students the lesson they

need and how the content of their lesson properly introduce rather than encouraging

the students to engage in different cultural resources, background knowledge and

community context. This kind of teaching method seems to be a routine for teachers
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as they only repeat their task of introducing the lesson without any assessment from

the students. It the skills of the teachers that downplays their professional capabilities

as educators. Also, the students’ progress and learning abilities are strictly tracked for

direct method follows a scripted way of instruction. Lastly, it was criticized due to the

rigid relationship it gives between the teacher and the students. Teachers are always

known to be the ones with power and knowledge and students as the ones who are

always thirsty of knowledge. This kind of relationship between a teacher and a student

is not conducive for the students to properly learn and enhance their creativity and

innovation in learning and teaching (Luke, 2014).

However, Lestari and Rahmi (2011) have presented the advantages and

disadvantages of direct method. According to them direct method is a natural method

for it teaches the foreign language the same as how a student learns a lesson using his

mother tongue. Teaching method is usually taught through demonstration and

conversation in context. With that, the students are able to acquire fluency in speech

and they can easily understand the context used by foreign language. For its

disadvantage, effectiveness of direct method depends on the maturation of the student.

First language is essential for every student for they get to fully understand a lesson

using their mother tongue, but by using direct method, foreign or second language can

only be fully acquired by total immersion. Obviously the time we have in school is

not enough for the students to fully learn the second language. In relation to that,

students won’t be able to fully gasp the lesson easily and quickly.

Academic Performance

As defined by Heick (2018), an academic achievement is one of the primary

goals of an academic institution to promote proficiency of academic standards.

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Curriculum, class and instruction, by design, are built to help students with regards to

the enhancement of their academic performance. However, for Williams (2018)

academic success is indicated with several factors namely: students’ scholarly

achievements skills; impressive test scores; extracurricular accomplishments; and

student leadership. Scholarly achievement and skills is where a students’ academic

performance is based on his GWA and school rank. But grades don’t always reflect a

person’s knowledge and intelligence, and is sometimes based on having high marks

on IQ test. Academic performance is not limited on classroom setting only; it can also

be extended in an outside classroom performance. The ability to master a diverse set

of skills illustrates intelligence, curiosity and persistence which are also considered as

academic achievement. Some demonstrate their academic performance through

competent leadership. These factors all in all if performed by a student is considered

as an academic achievement.

According to Shoukat, Munid and Khan (2013), the type of educational

institution where students acquired their knowledge strongly affects their learning

outcomes and educational performance. Students from elite schools are expected to

have good academic performance because of their rich resources and up to date

facilities. In other words, an institutions facility, resources and quality of education

greatly affects a student’s school performance.

Kasshay and Tebabal (2011), the primary purpose of teaching at any level of

education is to give new set of knowledge and bring fundamental change in a student.

However, Siringi (2011) identified that poor performance in school is the result of

poor school admission policies, inadequate staffing, limited learning resources,

reduced community support, mismanagement and widespread teachers and students’

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absenteeism and indiscipline. The given factors are just environmental factors that

may contribute to poor academic performance of students.

School, home, student and teacher are factors that have an extensive effect on

the academic performance of the student. The teacher related factors have the greatest

impact on a student academic performance among the four given factors. This tells

that teaching strategies, student- teacher relationship and communication barrier

between a student and a teacher may hinder a students’ academic performance

(Alshammari, 2017). This supports the result of the study conducted by Alos (2015)

which concluded that from among several factors posing a great impact on the

academic performance of students, teacher-related factors top the list. This implies

that teachers play the most significant role in student performance and are therefore

greatly responsible for poor or good student performance.

In addition, Raychauduri and Amitava (2010) said that class, family income,

mother’s and father’s education, teacher – student ratio, presence of trained teacher in

school, sex of student and distance of school are socio-economic factors that affects

the performance of the student. This factors have an impact on the students’ academic

performance especially the presence of trained teachers that can contribute a lot to

students for it affect the students’ capability and willingness to strive in attaining

better academic performance. Moreover, academic success of a student will be

enhanced if there are low optimal health related barriers (Kernan, 2011).

According to Lorenz and Moore (2016) that physical fitness activities can help

the children to improve not just their physical fitness but also their academic

performance. Physical activity opportunities are positive predictor of academic

performance on standardized test. The academic outcome of those students who

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perform better on fitness measures will have a possibility to earn high grades.

Attaining good academic performance include physical activities and it’s either

positively related or not (Rasberry, 2011). This supports the study of Shaw, Gomez,

Polotskaia and Jankowska (2015) that students who are unhealthy and have a poor

health have a higher risk of academic failure rather than those students who are free

from medical problems that may result to grade retention and dropout. The students’

health should be one of the priorities in attaining academic excellence.

In the research of Greene and Bradley (2013), they stated that leaders in

education should implement a unified system that addressed health-risk related to the

students not only on the children and adolescents but also to the adults in obtaining

academic achievement. However, students who feel sense of belongingness in school

tend to experience more positive emotions which can contribute to their academic

success in which they felt accepted (school belongingness) and the emotions they

experienced in learning (academic emotions). The relation of academic achievement

between school belongingness and academic emotion will have an impact to the

academic grade of the student (Lam and Chen, 2015).

Students who facilitate their understanding in content and express their

knowledge in technology-based activities are able to have a positive influence on their

academic performance (Sun and Bradley, 2010). Meanwhile, it was proven by Capan

(2010) that note-taking strategy had a significant effect on the students’ academic

performance. Academic procrastination is one of the problems why most of the

students are leaving academic task and feel the discomfort of doing last minute home

works and studying the exams. However, Acheaw and Larson (2014) stated that

educators should lessen in providing hand-outs to the students and encourage them to
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use library instead and to attain academic achievement one should have time to read

and impose reading as a habit.

According to Palani (2012) that reading habit is essential it shapes good

personality, ideas and thinking. It creates literate society and nurture the individual to

develop their personalities and creating ideas especially methods. In modernization

time, people especially some of the students are not showing interest in reading

academic books and tabloids anymore due to the rampant usage of mass media.

Developing reading habit is an urgent need among individuals in the society because

reading involves the growth of literate people and achieves academic success because

reading activities acquires process of learning.

With that, Adeyibi and Ayobe (2013) stated that student’s attitude on studying

or ‘study habit’ has been described as interest towards any subject. It can be efficient

or inefficient sometimes. Efficient study habit was measured directly through rating,

reports, assessment or examinations while inefficient study habit leads to academic

failure while maintaining good study habit will produce good academic performance.

In the study conducted by Ebrahimi (2016), it was depicted that used of plain

teaching method or single-subjects-teaching have positive but not meaningful

relationship to the academic success of students while using multiple creative

methods of teaching or multi-subject-teaching approach have significant and positive

relationship to the academic success of students. Ebrahimi have suggested that in

order for the students excel in their academic performance and teachers improved

their teaching capabilities the usage of teaching methods should be continued with

some adaptations and more training.

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Samuelson (2010) found that traditional teaching and peer collaboration was

better suited than independent work strategies alone for improving seventh grade

students’ performance in computational concepts. However, those collaboration teams

were exposed to considerably higher order thinking than students within the

alternative teaching observe treatment teams. The scholars United Nations agency

actively participated within the peer and teacher collaborations developed additional

crucial mathematical understanding. Instructional practices that foster student

discussion and positive teacher feedback provides students with the opportunity to

explore variations between their own and their partner knowledge and thinking, to

correct misconceptions, and to fill gaps in understanding.

The relationship between teaching methods (cooperative learning and direct

method) and students’ academic performance has not yet been exhausted through

time. In this present study researchers have conducted a research and give a wider

comprehension on the significant relationship of teaching methods and academic

excellence among senior high school students.

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Chapter 2

Method

This chapter presents a discussion of the research design, research subject,

sampling procedure, research instruments, data gathering procedure, statistical

treatment of data used to analyze the data, ethical considerations and trustworthiness

of the study.

Research Design

This study uses sequential explanatory mixed method design as the research

design. A mixed method design which is considered to be the most conventional for it

combines quantitative and qualitative study that would further explain the results of

the study (Wachira, 2015). In this study quantitative data were first gathered and

analyzed by the researchers. It is then followed by an interview which will provide the

researchers the qualitative data for the broader interpretation and explanation for this

study.

Quantitative Qualitative
Data and Data and Interpretation
Results Results

Figure 2. Sequential Explanatory Design

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Initially, we used descriptive correlational as a research design. According to

Creswell (2012), in descriptive correlational design the purpose of this method is to

“measure the relationship between two variables and to give an indication on how one

variable may predict another”. However, in this phase we used sequential explanatory

mixed method design that would further explain the quantitative findings.

Research Subject

This study involves enrolled grade 12 SHS students of STEM and TECHVOC

strand at the University of Mindanao for the school year 2018-2019 as the chosen

respondents of the study particularly those who are in the Davao City main branch.

The participants of the survey are Grade 12 students specifically the following

strands: TECHVOC with 459 and STEM with 499 students a total of 958 students

who are studying in the University of Mindanao, where the researchers would select

randomly using the said sampling method. The recommended sample size given by

Raosoft is 428 students.

The chosen sampling method of the researchers is purposive sampling. This

sampling method is focused in a particular population of people and the purpose to

select the participants according to interest (Amorado, Boholano & Talili, 2017).

Respondents of this study were chosen according to the research purpose since the

selected participants are TVL and STEM strand which is perfectly fitted in this kind

of sampling because they are more on application learning in laboratories rather than

discussion based on the study. The collection of data was made accessible through the

use of purposive sampling method.

In the second phase of this study this involved the selection of five randomly

chosen participants who filled up the inform consent during the quantitative phase
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which is randomly picked through a draw by the researchers. According to Patton

(2002) purposive sampling is best used in mixed method studies since it involves

identifying individuals that has the experience or interest about the situation and it is

effective for it involves in-depth study of the information that are given by the

involved respondents to meet the interview qualifications depending on the study

purpose.

The interviewees consist five respondents which composed of 3 students from

STEM and 2 students from the TVL strand of Grade 12 students from University of

Mindanao.

Research Instrument

The questionnaire is adapted from Demant & Gregory (2003) and Abrami

(1998). The researchers modified the adapted questionnaire; it is composed of 26

questions in all. The questionnaire has been validated by the group of experts with the

mean score of 4.28 which means that the questionnaire is very good.

Before the actual survey the researchers conducted a pilot testing in order to

assess the reliability of the questionnaire. The corresponding respondents are

randomly chosen and it was proven that the questionnaire is ready for the actual

survey through the use of Cronbach Alpha, the result shows .924 which indicates that

the 26 items questionnaire passed.

In the second phase of this study this involves the making of Interview script

with interactive questions with the basis of the research central and sub questions. It is

composed of 11 questions in all with a mean score of 4.43 validated by the experts

and principal.
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Data Gathering Procedure

This research will undergo a procedure that will guide the researchers in

conducting research. The phase one contains the procedures followed in attaining the

quantitative data. On the other hand, phase two are the procedures being followed for

the qualitative phase. The following are the data gathering procedure in this study:

Phase 1

Asking Permission to Conduct the Study. The researchers will be

addressing a letter to the Senior High School Principal concerning the number of

officially enrolled grade 12 SHS students on the following strand: STEM and

TECHVOC.

Administration of Questionnaire. Upon the approval of the said letter,

researchers will distribute the questionnaire to the selected grade 12 students in their

vacant time. Upon the completion of the forms, the researchers will gather the

questionnaires.

Collection and Encoding of Data. After the questionnaires will be collected

the researcher’s task is to tabulate, to present and interpret the questionnaire

accordingly.

Phase 2

Asking Permission to Conduct the Interview. The researchers will be

addressing a letter to the Senior High School Principal concerning the verification of

the interview script as well as the permission to conduct an interview to the selected

grade 12 students in STEM and TVL strand.

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Conducting an Interview. Upon the approval of the said Interview protocol

the researchers will choose their respondents and conduct the interview during their

designated and vacant time.

Transcribing and Analyzing of Data. After interviewing the researchers

will analyze with the help of transcription and interpret the recorded information

given by the respondents.

Data Analysis Procedure

The following are the statistical tools that the researchers need to use in order

to analyze and determine the gathered data.

Mean. It is used measure of central tendency. It is used to determine the

average score. To get the average, the researchers will add all the number of points

and divide it to the total number of respondents (Rouse, 2014). This tool will help the

researchers to determine if there is no significant relationship on the perceived

appropriate teaching methods and students’ academic performance or there is.

Standard Deviation. It provides some idea about the distribution of scores

around the mean (average). It's used in a huge number of applications (Manikdan,

2011). This tool was used in the study to give idea about the distribution of scores

with regards to the computed mean.

Pearson correlation coefficient. It is used to measure of the strength of the

linear relationship between two variables it can range from -1 to 1 (Lane). If the

relationship is not linear, then the correlation coefficient does not sufficient to

represent the strength of the relationship between the variables.

Thematic Analysis. A process of analysis that is widely used across the range

of epistemology of qualitative research questions. It is used for analyzing, identifying,

 25

describing, and even organizing themes that can be found inside the data set (Braun &

Clarke, 2006).

Ethical Considerations

These are the norms or standards for conduct that distinguish the right

behaviour (May, 2011). It helps to distinguish the difference between acceptable and

unacceptable behaviors (Dich, McKee & Porter, 2013). The following are the

principles that the researchers should follow in conducting an interview:

Social Value. This research study does not only have significance to other

context or similar studies but also in an existing social problem. With that, the

researchers will ensure that the findings and results of this study is related or similar

to the existing social issues. The results of this study will bring a better understanding

of related issues to promote the well-being of individuals. By determining this study’s

design, methodology and data collection, a better understanding of social issues can

be established. It can also provide information helpful to the objectives of the study.

Informed consent form. Before the starting the interview of this study, the

researchers had disseminated informed consent which contains the approval of the

persons involved to become respondents for this study. The researchers emphasized

their responsibility of treating the respondents as rational, autonomous being and able

to make their own decisions on how the information they provide can be used and

shared. The researchers will ensure that the prospective participant has understood

well the information and sign the informed consent.

Privacy and confidentiality. Researchers will respect the respondents’

privacy. It is written in the informed consent that the confidentiality of the

 26

information from the respondent is one of the concerns of the researchers. The

researchers are given confidence and agreed to be kept in the highest level of

confidentiality, rest assured that all information that will be gathered in this study will

be protected from disclosing sensitive information. The records of the answers will

not be released to anyone else except the researchers.

Transparency. Researchers must be transparent about aspects of a study that

may have impact on the health, rights, safety and confidentiality of the participant’s

information by showing respect and bearing on the decisions based on their answers.

The findings are scientifically valid and confirmed and significant implication for the

participant’s well-being the course of action to improve these concerns is readily

accessible when research results are disclosed to its participants. Research participants

are responsible to be truthful in declaring their health conditions, and to be genuine in

expressing their concerns about their involvement in research.

Trustworthiness of the Study

This refers to the perception of the investigators to explain the virtues of

qualitative provisions outside of the parameters which is particularly used in

qualitative research (May, 2011). The following are the important factors in

establishing trustworthiness:

Credibility. It depends on the richness of the data and analysis and can be

enhanced by triangulation (Patton, 2002). To ensure that all information in this study

is gathered, the researchers have formulated an interview protocol. The interview

protocol intends to measure or test the respondents’ knowledge and experiences

concerning the teaching method they used in class. The researchers are confident
 27

enough that the information’s are recorded accurately and the truth of the study’s

findings because the research methods are established well. Before conducting the

actual interview, the interview protocol was being validated by three professional

validators and gathered a mean score of 4.7 which means that the interview protocol

is very good.

Transferability. It corresponds to external validity, i.e. generalizing a study’s

results yet it can be achieved by thorough description of the research context and

underlying assumptions (Trochim, 2006). The researchers ensure that this study’s

findings are applicable to other contexts or similar situation, similar populations and

similar phenomena. An interview protocol was used in this study to obtain

information from the respondents concerning the “teaching methods and students’

academic performance.” In establishing transferability, the researchers used thick

description to show that the research study’s findings can be applicable to other

contexts, circumstances and situations.

Dependability. It refers to the consistency and reliability of the research

findings and the degree to which research procedures documented or allowing

someone outside the research follow, audit, and critique the research process (Polit,

Beck & Hungler, 2006). In order to address the dependability issue more directly, the

researcher’s employs techniques to show the process on how the study should be

reported in detail, the correct research process, and the accurate data analysis that will

be using. After being done with the interview, the respondents’ answers will be

transcribed and a list of topics that has similarities will be clustered together.

Columns, indicating major, unique and leftover topics are formed. This enables the

researchers to ensure that the findings are consistent and if not necessarily to gain the

same results from other study.

 28

Confirmability. This is the concerned of the establishing data and

interpretations of the findings that are not figments of the inquirer’s imagination, but

are clearly derived from the data (Tobin & Begley, 2004). The researchers provide

steps that must be taken to help ensure as far as possible that the work’s findings are

the result of the experiences and ideas of the information rather than the

characteristics and the researcher’s preferences and to emphasized and reduce the

effect of investigators bias. In conducting the interview, the time and venue were set

by the researchers. A voice recorder was used with consent of the interviewees. This

was to ensure that the findings are based on the respondent’s responses and not any

potential or personal motivation of the researchers.

 29

Chapter 3

Results and Discussions

This chapter presents the analysis and interpretation of the data gathered from

the respondents in the quantitative and qualitative phase such as findings, thematic

analysis, conclusion and recommendation.

Findings

In this chapter, analysis and interpretations of the data gathered from the

respondents will be presented. The following results are the finding gathered from the

quantitative phase.

Level of Appropriateness of Teaching Method used in Class

The data provided in Table 1 shows the level of appropriateness of teaching

method used in class in terms of cooperative learning and direct method among Grade

12 TVL and Stem students of University of Mindanao.

Table 1
Level of Appropriateness of Teaching Method used in class in terms of
Cooperative Learning and Direct Method among Grade 12 TVL and Stem
Students of University of Mindanao

Grade 12 Strand

Teaching Method TVL STEM Mean SD

Cooperative Learning 4.03 4.09 4.06 .519

Direct Method 3.88 3.81 3.85 .515

Overall 3.96 3.95 3.95

 30

Cooperative Learning. The mean rating for this item is 4.06 or high which

means that the appropriateness of teaching method in terms of cooperative learning is

above the expectation exist and with a standard deviation of .519. This indicates that

the use of cooperative learning as a teaching method in class is appropriate for the

students. This implies that cooperative learning has a significant effect on the

students’ achievement and attitude towards a subject. A students’ performance with

regards to the lesson and how he perceived a lesson after using cooperative learning

has greatly improved. Indeed, cooperative learning can be successfully used to

promote academic achievements in several subjects (Hossain et al., 2013).

Direct Method. This item yielded a mean score of 3.85 or high which means

that the appropriateness of teaching method in terms of direct method is above the

expectation exist and with a standard deviation of .515. This indicated that using

direct method as a teaching method in class is appropriate for the students. Students

retained more materials if they are taught using direct method. Direct method as a

teaching method has the capability of giving students learning material that they

cannot have in using traditional teaching method. Direct method compared to other

traditional teaching method is more effective as a teaching method (Hussain et al.,

2010).

The overall mean of the appropriateness of teaching method used in class in

terms of cooperative learning and direct method is 3.95 which is described as high.

This signifies that the teaching method used in class among the Senior High School

students is above the expectation exist. This simply shows that the students have a

positive and high response in terms of cooperative learning and direct method being

used as a teaching method in class.

 31

Level of Academic Performance of Students in the First Quarter

The data in Table 2 will show the level of academic performance of the Grade

12 TVL and Stem students of University of Mindanao. In this table it will be shown

how a certain teaching method used in class has affected a students’ academic

performance.

Table 2
Level of Academic Performance in the First Quarter of Grade 12 TVL and Stem
Students in University of Mindanao

Level of Academic
Strand Performance Mean Standard
GWA Deviation

TVL 89.00 89.00

.472
STEM 89.66 89.66

Overall 89.33 89.33 .472

The academic performance of the students was determined by their General

Weighted Average or GWA. The mean score of the level of academic performance of

the students in the first quarter is 89.33 or very satisfactory with a standard deviation

of .472. This indicates that through the use of a certain teaching method in class, the

students’ academic performance has been positively affected. A students’ academic

performance can be greatly improved through innovative teaching strategies and other

kinds of innovation (Adunola et al., 2011).

The overall mean of the appropriateness in the level of academic performance

of the grade 12 TVL and STEM students in the term of GWA is 89.33 which is

describe as very satisfactory. This shows that the level of academic performance of
 32

the Senior High School students is above the expectation exist. This simply signifies

that the students’ level of academic performance has been positively affected by the

certain teaching method used in class.

Significant Relationship between Teaching Method and Academic Performance

of Grade 12 TVL and Stem Students in University of Mindanao

The main focus of this research is to find out if teaching method was

considerably an influencing factor in determining the students’ academic

performance. Result of the statistical tests of the significant relationship between the

variables understudy is reflected in Table 3.

Table 3
Significant Relationship between Teaching Methods and Academic Performance
among Grade 12 TVL and Stem Students in University of Mindanao

Correlated Variable Mean Standard r – value p – value

Deviation

Cooperative 4.06 .519

Teaching Learning
Method
.640 .000
Direct 3.85 .515
Method

Academic 89.33 .472

Performance

In reference to Table 3, it has been found out that the teaching method is

significantly related to the students’ academic performance. The computed r-value is

0.640 which indicates that the significant relationship of teaching methods and

students’ academic performance is moderately high and has a direct relationship. The

p-value resulted 0.000 where it is less than 0.05 means that the null hypothesis should
 33

be rejected. The moderately high positive correlation confirms that the teaching

methods used in class is a vital indicator affecting considerably the academic

performance of the students and has a direct relationship. With this significant result

of the relationship understudy, teaching method is proven to be a factor in boosting

the academic performance of the students. This in support with the study of Ebrahimi

(2016), using multiple creative methods of teaching have significant and positive

relationship to the academic success of the students. The said findings, therefore,

reject the hypothesis of the study. Statistically, it has been proven that there is a

significant relationship between teaching methods and students’ academic

performance among the Grade 12 Senior high school students of University of

Mindanao.

Thematic Analysis

Thematic analysis is a flexible process of analyzing the data to generate

themes from the interview data (Clarke, 2013). In this study the gathered data which

is from the interviewed respondents and the following answers from the transcribed

information are analyzed through identifying the themes and sub-themes.

Classifies suitable teaching style

Teaching styles are considered as the all-purpose principles, instructive, and

management techniques for classroom context instruction. Everybody has the

different way of obtaining knowledge for the better learning; it is observable that it is

needed to have a different teaching styles to accommodate the learning styles

(Bohren, 2018).
 34

Traditional way of learning. There are 2 out of 5 respondents who are

observed that most of their teachers use the traditional way of learning. Teachers opt

to use this kind of method because students used to earn in this kind of teaching. Until

now some teachers are using this because it is more accessible and easier.

“Gaano siya nagapa report siya in every lesson or topics para daw
ma kuan amoang unsaon namo pag understand ang lesson so na
gapa- report siya para daw amoang understanding kung unsaon
namo siya pagpasabot sa uban.” [Respondent 1]

“Katung mag kuan sa board which is the traditional one.”

[Respondent 3]

Traditional classes are more on interacting to everybody specifically teacher to

students and students to teacher. In traditional learning where in the teacher will

instruct to the students and the students work on it also can directly share their ideas

and clarify their own questions with the teacher. Most of the time books and jot down

on their notes are very helpful for studying as well as the students motivated to

achieve higher marks (De, 2018).

Technology based learning. There are 2 out of 5 respondents observed that

most of their teachers uses visual information as their way of learning. There are

teachers who belong in the modern age where technology is arising and they are able

to cope up with different styles in teaching using technology. Some teachers are well

equipped in teaching with the use of different software to efficiently teach their

students.

“Sometimes uhm... naga ano lang siya uhm kanang

sa power point.” [Respomdent 4]

“Kanang maghatag siyag powerpoint or naa siyay

activity naihatag, naasiyay-ipa scan sa among research.”
[Respondent 5]
 35

“Yes, Ang cooperative learning is kanang if naay walay gina

ginabuhat ani na time ang mga studyante gihatagan silag
time para kanang katung mga lessons nawala nila nasabtan
is matabangan nila sa pag mindset dapat.” [Respondent 5]

Technology is the basic and modern way of learning in a visual information

aspect of giving some knowledge to the students. In classroom context, technology is

basically used by the teachers through a power point presentation and also people use

the technology to improve their ability to do such school works. In a modern way of

learning, technology has implemented many forms to enhance student interest and

achievement (Flanagan, 2016).

Promotes active learning

Active learning requires the student to be responsive in class, to avoid being

sleepy and unfocused of listening to the lessons that a teacher discussed. There are so

many strategies that may help the students to be an active listener in class, one of

these are a brief question and answer sessions, discussion integrated into the lecture

also the impromptu writing assignments, hands-on activities and abrupt quiz

(Bransford, Brown & Cocking, 2000).

Self-improvement. There are 3 out of 5 respondents observed that most of their

teachers applied the direct method and cooperative learning results by having self-

improvement as the way of learning. Engaging with different teaching method will

not just help the students to excel academically but also improve their selves in

attaining their academic goals. The teaching method used is probably one of the tool

to assess themselves for the better.

“Example pag groupings is medyo okay ang performance kasi

I'm an introvert ka kailangan kong mga members for ano para
ma improve ang performance.” [Respondent 1]
 36

“Cooperative and direct learning method naga help talaga siya

di lang sa students but as well as the teachers kasi ma reflect
man nila yung kailangan pang iimprove sa teachings nila tapos
it gives to the student na ah… their students ah na para maka
work pud sila dili lang pud na maka spoon feeding ang teachers.”
[Respondent 2]

“It help you /me improve our learning capabilities.” [Respondent 4]

Self-improvement is one of the ways to become a better version of yourself

and to improve your job as a student in your business and relationship. It is needed

that you have to constantly look at what you can improve as well as to have the

awareness to know what needs to be done to do it (Leslie, 2016).

Self-motivation. There are 2 out of 5 respondents observed that most of the

teachers applied the direct method and cooperative learning to the respondents that

results into being self- motivated as the way of learning. In accessing ones’ learning,

students must possess self –motivation to improve their learning and academic

performance. learning is a hard process for the students, but with self-motivation

learning things would be easier.

“Kanang I take jud nila ang cooperative learning ugang

direct method, i- sabton jud nila.” [Respondent 5]

“Direct and cooperative learning uh leads the student’s ah

lead the student to... yung parang mas maka learn siya.”
[Respondent 2]

Self- motivation does not certainly happen all the time. However, motivation

is a better predictor or a success of everything that we do over intelligence and ability.

Also being motivated by our own selves there will be an assurance that you could

possibly do the things when you are motivated (Kaplan, 2017).

 37

Self- study. There are 3 out of 5 respondents observed that most of the teachers

applied the direct method and cooperative learning to the respondents that may lead

them in self- study as the way of learning. One way to be independent is to learn how

to stand alone on one situation and by that self-studying is one of the way to improve

the learning without depending on others. Some students preferred self-study to

avoid distractions from peers and other people around them and to help them

concentrate more on the information.

“In direct method, I learned how to stand alone myself. Ugm…

relying on my own ideas and studying myself alone.”
[Respondent 3]

“Possible na mas mag motivate sila ng mag dig sila kanang

yung mag self-study nalang sila kay dili man sila maka learn
sa ilang teacher.” [Respondent 2]

“It helps you /me improve our learning capabilities.”

[Respondent 4]

Self-study known as self-directed learning is the way of being ready to learn,

setting learning goals, engaging in the learning process, and evaluating learning

based on their acquired information from a teacher. Learning independently can be

challenging for every motivated student (Kim, Olfman, Ryan, & Eryilmaz, 2014).

Improves learning capabilities

Learning capabilities has been designed to encourage the process of acquiring,

creating and sharing of knowledge among the institution of higher education

community. It is all about the ability of an organization in order to apply the

appropriate and accurate management practices, as well as its structures and the

procedures that facilitate, encourage and enhance learning (Shoid, Kassim & Salleh,

2011).
 38

Keeping ideas. There are 2 out of 5 respondents observed that most of the

teachers applied the direct method and cooperative learning to the respondents that

may lead them in keeping ideas on their own selves as the way of learning. Most of

the learners can easily understand and remember the lessons if they are keeping

ideas and it is also a way to improve their memory in remembering things especially

in previous lessons. The other way around to keep ideas is to have an interaction with

the teachers and in that way that information will have an impact and will remain in

the students’ mind.

“May lesson dun na something na hindi mo maintindihan,

iba-iba ang perceptions ay kung paano mag perceive ng
mga lessons mga ganoon so kumbaga parang mas better
kung yung teacher talaga ninyo ang magpa understand
para mas maintindihan niyo talagang mabuti para total
maapply doon sa mga pinapa-activity nila.” [Respondent 1]

“Mas nindot man gud yang parang nag interchange kayo

nang ideas para mas mag grow yung ideas para mas
maraming knowledge ganon.” [Respondent 2]

Educators have been trying new and latest teaching styles to keep their

students on their toes and get them eager about learning. Teachers circumvent some of

the issues that can interfere with keeping a line of sight to student learning. According

to Gaddy, Dean & Kendall, (2002) teachers reflect on the factors that interfere with

learning, it could become obvious that student motivation is an issue. Furthermore,

Park (2003) stated that learners who are actively engage with what they are studying

tend to learn more, understand more, remember more, enjoy it more and to be able to

appreciate the significance and relevance of what they have learned and understand.

Individualistic approach. 2 out of 5 respondents observed that most of the

teachers applied the direct method and cooperative learning to the respondents that

lead them to gain knowledge through individualistic approach. In attaining academic

 39

progression, it is evident that most of the students prefer to work things out

individually. One of the teaching method used by the teacher is the direct method,

wherein it caters individualistic approach between the teacher and the student

especially in some of the given task that should be done alone.

“The role of cooperative learning in my uhm, learning progression is

is that this kind of method, Uhm really makes me more independent
in my, Uhm... academic and also it really makes me, Uhm... kanang
more, kanang mag strive ka ba to really get a good grade. Uhm...
Yes. As what I have said kanina. It teaches me now to become not
relying to others studying and also memorizing the things what the
teacher has said.” [Respondent 3]

“If the students will learn from themsleves yung parang yung mga
question hindi masagot sa kanila so kailangan din nila ng ibat-
ibang klaseng methods of learning na ituro yung mga teachers
para mas may makaintindi yung mga students.” [Respondent 2]

Individualism considers personal advantage to be the most significant thing

when making a choice. In educational practice, individual approach follows from the

very nature of homework, the homework depends entirely on the individual

characteristics, abilities, organization and the level of independence of students

(Stukalenko, 2016).

Adhere guidance of the teacher. There are 2 out of 5 respondents observed that

most of the teachers applied the direct method and cooperative learning to the

respondent to more understand and accept the lessons by adhere guidance of the

teacher. Students improved academic performance sometimes depends on the adhere

guidance of the teachers inside the class wherein teachers are really passionate to

guide their students during their free time. During discussion some students will ask

information regarding the topic and the adhere guidance of the teachers. This will help

the students to know what are the lesson all about and can answer the question clearly

and build an interaction with the students.

 40

“Oo Kasi may mga lesson talaga sa book na hindi mo

maintindihan at sabay na rin sa paano mag perceive
ng lessons ang teacher pero mas better talaga kung
yung teacher talaga ang magpa understand para
ma-apply doon sa pinapa-activity nila.” [Respondent 1]

“Mas nindot man gud yang parang nag interchange kayo

nang idea para mas mag grow yung ideas para mas
maraming knowledge ganon.” [Respondent 2]

The guidance role of the teacher is challenging because of the diversity of

today's new classroom set that includes student’s wide range of intellectual skills,

cultural context, social and family experience. Teachers are like sparkling and shining

sun who has a unique role in teaching and learning process (Hamidi & Bagherzadeh,

2010).

Develop student’s rapport in socialization

Socialization is the process by which individuals adopt and learn the skills,

values, knowledge attitudes, and expectations of a group in a particular organization

or community (Andersom, 2012). Rapport can also be seen as the positive relationship

of mutual trust and respect between the student and the teacher, on a personal and not

just on an academic level (Chávez, Maldonado, Zamarrón & Bermejo del Villar,

2017).

Interaction skills. There are 2 out of 5 respondents observed that most of the

teachers applied cooperative learning to the students to develop their interaction skills.

Engaging in interactive learning will not just develop their learning capabilities but

also boost their confidence. Performance task is one of the tool to enhance the

interaction skills of the students by building a rapport to their peers and also to the

people around them.

“For if direct siya kanang diretso lang gud mag ano maglisud ang
 41

students while for others kayang cooperative is much better kasi

naga interact sila in all.” [Respondent 1]

“While in cooperative learning, I learned how to interact with

somebody to socialize and also to give my ideas to them about it.”
[Respondent 3]

The degree and quality of teacher’s attention, and their interest in learners as

well as building rapport towards the learner is a positive progress and relationship

between the teacher and the student. According to Alsubaie (2017), interaction with

other people, language, religion, culture, and races is helpful for learners to improve

their communication skills and their second language acquisition. The learner’s ability

to create internal knowledge depends upon his or her skills to set the needed

knowledge, select, evaluate, and apply it, which happens in the interactions not only

with the information and computers, but also with people. Success of the students’

learning, however, depends upon a great extent on the instructor’s readiness to engage

them (Serdyukob & Serdyuva, 2016).

Coping mechanism. There are 2 out of 5 respondents observed that most of the

teachers applied cooperative learning to the students to develop their coping

mechanism. Students ability to cope up with different teaching method used by their

teacher will help them improve their strengths by coping up on their weaknesses.

Students should be flexible in the teachers’ way of teaching to test how the students

will venture out beyond their comfort zone.

“Maka affect sa akoa kay cooperative kay groupings man gud

siya then nasanay ko nga groupings so maglisud jud ko kung
direct method.” [Respondent 1]

“All the students is capable of that direct method but some they
they are more on interaction skills and some students in direct
learning is not really capable.” [Respondent 1]
 42

Coping mechanism are the ways of people often use in the face of stress

and/or problem to make it easier in dealing with painful or difficult emotions.

Coping mechanisms can assist people adjust to stressful events while helping

them maintain their emotional well-being. According to Logan (2009), coping

strategies might include an individual’s thoughts about how they can deal with the

stressor from their life and seeks recommendation from others on how to cope-up

with their stressor, and avoiding distractions to deal with it.

Based on the following information that has gathered from the interviewee

teaching method serves as an avenue in attaining academic performance. It classifies

suitable teaching style, promotes active learning, improves learning capabilities, and

develop student’s rapport in socialization. The gathered data from the 5 interviewees,

it dominates the answer of teaching method is the avenue to attain a better academic

performance.

Conclusion

This part of the study showcases the final result formulated and analyzed from

the survey gathered in quantitative data and qualitative data which answered the

statement of the problem.

The results show that the grade 12 TVL and STEM students have a positive

and high response in terms of the cooperative learning and direct method being used

in teaching method in class. Therefore, this signifies that the both grade 12 TVL and

STEM students of the University of Mindanao shows their perceived level of

appropriateness in the teaching method used in class (e.g. cooperative learning and

direct method) as above the expectation exist.

 43

Most of the respondents’ say that an innovative teaching strategies have a big

impact in their level of academic performance. In the survey conducted the level of

academic performance of the grade 12 TVL and STEM students in the first quarter in

term of GWA was describe as very satisfactory.

The null hypothesis was rejected because the result shows that there is a

significant relationship between teaching method and student’s academic

performance. Thereby, the result suggests that teaching method (e.g. cooperative

learning and direct method) should be used in the grade 12 TVL and STEM students

of the University of Mindanao.

In qualitative phase, the researchers undergo a series of interviews to further

understand the quantitative phase. In conclusion, teaching method used in class such

as cooperative learning and direct method positively affects the academic

performance of the students in class. However, it also helps the students in coping up

different lessons especially in their academic performance. On the other hand, the

result of the interview shows the themes and subthemes of the study. The themes of

this study are classifies suitable teaching style, promotes active learning, improves

learning capabilities, develop student’s rapport in socialization and the subthemes are

traditional way of learning, technology based learning, self-improvement, self-

motivation, self-study, keeping ideas, individualistic approach, adhere guidance of the

teacher, interaction skills, and coping mechanism.

Therefore, this study shows that there is a significant relationship between

teaching methods and the academic performance of the senior high school STEM and

TVL students of the University of Mindanao. This signifies that using different

teaching methods in class positively affects the students’ academic performance and
 44

this helps them to enhance their knowledge and skills in coping up different teaching

strategies that the educators used in class. It is also stated that the teachers’ strategies

in delivering a lesson will make a students’ attentively listen and easier to cope up the

lessons. However, this study concluded that using different teaching methods in class

has an advantages in the teachers and students’ role.

Recommendation

In this section, the researchers identified various areas where further research

was needed; the following are the suggestion that can help further to the people who

can benefit in our study.

As the primary recipient of this study, the results will be beneficial to the

students that instead of staying in their comfort zone, they should embrace their

weaknesses and adapt different teaching methods to improve their learning

capabilities. With this, students can cope up with the new and innovative teaching

methods introduce in the new curriculum. Also, the result will be recommended to the

educators that they should use a creative and interesting strategies that will caught the

attention of the students and they will also learn with the method of teaching they are

using. In addition, they can also assess themselves on what teaching method to use

that is efficient and convenient for the students.

The result of this study also involves the school administrators, which is the

faculty and staffs. With the result of this study, they should know how they will come

up with ideas on how they’re going to assess the learning of the students in different

strategies of using teaching methods. In that way they can gain the interest of the

students that could help in their learning progression and academic goals.
 45

Lastly, this study is recommended for the future researchers for further

development procedures in describing the limit of detection for quantitative methods.

They could this study as a guide for further development of the research in a wide

variety of respondents. This study serves as the reference of the future research

regarding on how teaching methods affect the academic performance of the students.
 46

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