“THE INFLUENCE OF TEACHER’S TEACHING APPROACH

ON THE LEARNING OUTCOMES OF THE PUPILS AT

AMPENICAN ELEMENTARY SCHOOL”.

A Research Paper

Presented to
Feliculo U. Japona Jr. PhD
Salay Community College
Salay Misamis Oriental

In partial Fulfillment5
of the Requirements for the subject Research
Bachelor of Early Childhood Education

MARY GRACE L. RODRIGUEZ

REYMOND T. MACABINLAR

July 2021
 i

ABSTRACT

The teacher’s teaching approach to pupil’s learning is one of the biggest factor

that contributes to each child success at school. It served as their foundation and

motivation as well as their perseverance to strive hard in order to learn and acquire

knowledge.

The aim of this study is to determine the influence of teacher’s teaching

approach on the learning outcomes of the pupils, if this could positively influence

each child outcomes or achievements in school, most especially at Ampenican

Elementary School.

Likert Scale research design using survey questionnaire is used during the

conduct of survey to know if this teacher’s teaching approach positively influence the

pupil’s learning outcomes.

We collect all the data, we interpret their answer about this study. And as

we’ve done with our survey, and Interpretations we found out that teacher’s teaching

approach positively influence the pupil’s learning outcomes. This means that the

teacher’s from Ampenican Elementary School were able to provide appropriate

teaching approach to each of their pupil’s, and were all of them learn and acquire new

knowledge as they were in the process.

Teacher’s teaching approach must be appropriate and maintain for it will be a

huge help for children and serves as the bridge to their success.
 ii

ACKNOWLEDGEMENT

We, the researchers would like to express its deepest gratitude, first to the

Almighty God, for the wisdom and strength He gave all throughout of this study.

The researchers would also like to express their gratitude to this following

persons: To the administrators, instructors, Ms. Wennie Rose D. Canay, EdD,

Dean of education, Mrs. Grace S. Pimentel, Salay Community College President,

and Ms. Louella Baclayon, MASPED, who are initiated and allowed us to

conduct research outside the school and checked our research study;

To Mr. Feliculo Japona Jr., PhD who guided us and encouraged us and most

especially for generously share his knowledge to us while we are in the process

of finishing our study.

To all the School heads who allow us to conduct survey in their respective

schools

To all the teachers who are actively participating in our conduct survey and

undoubtedly answer all our questions.

To our dear classmates and friends who share their knowledge and ideas in

this matter. And most especially to the parents of every researchers for their

support.
 TABLE OF CONTENTS

Abstract.............................................................................................................…i
acknowledgement..... ......................................................................................…..ii
CHAPTER 1

INTRODUCTION………………………………………………………..1-2

CONCEPTUAL FRAMEWORK…………………………..……………..3

STATEMENT OF THE PROBLEM……………………………….……..4

HYPOTHESIS…………………………………………………………….4

SIGNIFICANCE OF THE STUDY……………………………………….4

SCOPE AND DELIMITATION OF THE STUDY………………………5

DEFINITION OF TERMS………………………………………………..5

CHAPTER 2

REVIEW OF RELATED LITERATURE……………………………6-11

CHAPTER 3

METHODOLOGY

3.1 RESEARCH DESIGN…………………………………………12

3.2 POPULATION OF THE STUDY……………………………..12

3.3 DATA GATHERING TOOL…………………………………..13

3.4 DATA GATHERING PROCEDURE………………………….13

 3.5 TREATMENT OF DATA………………………………………14

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA….....

…………………………………………………………….…15-19

CHAPTER

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

5.1 SUMMARY OF FINDINGS…………………………………20-21

5.2 CONCLUSIONS……………………………………………...21

5.3 RECOMMENDATIONS……………………………………..22

5.4 BIBLIOGRAPHY ........................................................…........23

5.5 APPENDIX ...............................................................................24

5.5.1 Letter of Permit .......................................................… ..25-26

5.5.2 Questionnaires ................................................................27-28

 1

CHAPTER 1

INTRODUCTION

Children don’t remember what you try to teach them. They remember what

you are. Teachers teaching approach is very much important in children learning

outcomes.

Teaching approach is the way of teachers deliver the subjects to students by

using certain methods corresponding to the characteristics of students that were

encountered. Each student has different characteristics from the very clever,

moderate, and there is also less able to receive lessons quickly. Therefore, a teacher

must be able to apply the learning method in accordance with the characteristics of

students. Unless the students whose middle - low ability will be left behind in the

understanding of the material that is presented. And it will cause the students

mentioned are not interested and lazy to learn because they have felt unable to do.

Teaching method helps to determine the success or failure of a learning and teaching

activity and it is a unity in teaching system. The more precise method that is used by

teachers in teaching is expected to be more effective the achievement of learning goal

(Qudsyi, Herawaty, Saifullah, Khaliq, & Setiawan, 2011).

Furthermore, education is the most effective agent of social and personal

transformation that leaves a relatively formative effect on learners. The primary

purpose of teaching at any level of education is to bring a fundamental change in the

learner through various teaching and learning methods (Oigara, 2011). The

effectiveness of this teaching and learning process largely depends on the choice of
 2

the teacher’s teaching method. Whalen III (2012) alludes that effectiveness of a

teaching method is reflected in the outcome of the teaching-learning process inform of

marks, grades and mean scores.

The purpose of this study is to determine if there is an influence between the

teacher’s teaching approaches to the pupils learning outcomes.

 3

CONCEPTUAL FRAMEWORK

This section shows the conceptual framework paradigm to present the

figure of the study. The independent variables is the Teacher’s Teaching

Approach, while the dependent variable is Learning Outcomes.

Independent Variable Dependent Variable

Teacher’s Teaching Learning

Approach Outcomes

Figure 1. Shows the relationship between independent and dependent variables.

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STATEMENT OF THE PROBLEM

The study aims to determine the influence of teacher’s teaching approach and

learning outcomes of the pupils.

This study aims to address the following questions:

1. What is the level of teacher’s teaching approach?

2. What is the level of the pupil’s learning outcomes?

3. Is there significant relationship between teacher’s teaching approach and the

learning outcomes of the pupils?

HYPOTHESIS

Ho. There is no significant relationship between the teachers teaching

approach and learning outcomes of the pupils.

Hi: There is a significant relationship between the teachers teaching

approach and learning outcomes of the pupils.

SCOPE AND DELIMITATIONS OF THE STUDY

This study determines the influence of the teacher’s teaching approach and the

learning outcomes of the pupil’s.

The independent variable in this study is the teacher’s teaching approach, and

the construct dependent variables is the learning outcomes of the pupil’s.

 5

SIGNIFICANCE OF THE STUDY

This study is significant to the following:

For Teachers, to know the importance of their teaching approach in pupil’s

learning outcomes, and also to help the learner’s acquire knowledge.

For Pupils, to help them more engaged and easily acquire knowledge and

develop skills from the way teachers conduct their lessons.

For Researchers, to know if there is an influence of teacher’s teaching

approach on pupil’s learning outcomes.

DEFINITION OF TERMS

 Approach- refers to the methods used by the teachers.

 Learning- it means knowledge acquire by the pupils.

 Learning outcomes- it refers to the pupils’ learning from the teacher’s

discussion or the knowledge they acquire through the process.

 Outcome- it refers to the result knowledge that pupils acquire through the

process of learning.

 Teaching approach – in other term teaching method refers to the teachers’

way of teaching his/her pupils.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter provides a review of related literature and studies about the topic,

the influence of teacher’s teaching approach on the learning outcomes of the pupil’s.

Teacher’s Teaching Approach

Teacher educators are agents who educate and help student to develop

knowledge and competence in learning. Furthermore, they also act as models that

student can observe and imitate (Lunenberg, Korthagen, & Swennen, 2007).

Therefore, it is important to explore how teacher educators approach teaching to

facilitate student. Approaches to teaching are complex combinations of teaching

intentions and strategies that teacher educators employ when teaching student

(Postareff & Lindblom-Ylänne, 2008; Trigwell, Prosser, & Taylor, 1994). Two broad

approaches to teaching have been identified: the student-focused approach to teaching

and the teacher-focused approach to teaching (Trigwell et al., 1994). Teachers

combine these two approaches in different ways according to different teaching

contexts and disciplines (Lindblom-Ylänne, Trigwell, Nevgi, & Ashwin, 2006;

Postareff, Katajavuori, Lindblom-Ylänne, & Trigwell, 2008; Stes & Van Petegem,

2014). Moreover, teachers' approaches to teaching influence students' approaches to

learning (Trigwell, Prosser, & Waterhouse, 1999).

 7

Education describes the total process of human learning by which knowledge

is impacted, faculties trained and skills developed. Nkeng and Mambeh (2008)

viewed teaching methods as those techniques and strategies used by teachers in their

efforts to facilitate students learning. It is an activity that translates curriculum goals

and objectives into experience that students acquire during their interaction with their

teacher. Therefore, the ability of the teacher appropriate use the different strategies

will go a long way to improve on the students’ learning outcomes.

In addition, education is the process of facilitating learning, knowledge, skills,

values, beliefs and habits assumed to a group of people which are transfer to other

people through storytelling, discussion, teaching and training or through research.

Successful teaching and learning emanates to a large extent from careful planning,

preparation and the methods used in giving out the materials. Before this can be done

the teacher must be fully aware of the subject matter and various teaching methods of

teaching (Okpala, 1980).

Furthermore, teaching approach is the way of teachers deliver the subjects to

students by using certain methods corresponding to the characteristics of students that

were encountered. Each student has different characteristics from the very clever,

moderate, and there is also less able to receive lessons quickly. Therefore, a teacher

must be able to apply the learning method in accordance with the characteristics of

students. Unless the students whose middle - low ability will be left behind in the

understanding of the material that is presented. And it will cause the students

mentioned are not interested and lazy to learn because they have felt unable to do.
 8

Teaching method helps to determine the success or failure of a learning and teaching

activity and it is a unity in teaching system. The more precise method that is used by

teachers in teaching is expected to be more effective the achievement of learning goal

(Qudsyi, Herawaty, Saifullah, Khaliq, & Setiawan, 2011).

But the factors that affect the teaching method are a protégés (learners), goal,

situation, facilities, and teachers. The terms of teaching methods should be able to

bring the atmosphere of teaching interaction becomes instructive or educative, putting

learners to take active learning, as well as foster and develop interest in learning and

increase learning spirit, it can improve the learning outcomes and live up teaching

process which is on going (Rohani, 2004). According to Djamarah (2010) the method

of teaching is a teaching strategy to achieve the expected goals. By utilizing an

accurate method, the teacher will achieve the goal of teaching smoothly. When the

goals are formulated in order that students have certain skills, so that the methods that

are used must be adapted to goals. Thus teachers should use methods that can support

teaching and learning activities, so it can be used as an effective tool to achieve the

goal of teaching. Thus basically learning methods are learning methods that are used

by teacher to achieve the goals in teaching and learning activity. The better and the

more appropriate methods that are used in teaching and learning activities to the

student, so that the learning achievement will increase and can be optimized.

Teachers must have passion for learning and teaching as well as to understand

needs and interests of the students.

 9

The teachers, being the focal figure in education, must be competent and

knowledgeable in order to impart the knowledge they could give to their students.

Good teaching is a very personal manner. Effective teaching is concerned with the

student as a person and with his general development. The teacher must recognize

individual differences among his/her students and adjust instructions that best suit to

the learners

It is very necessary that we need to understand the need to be motivated in

doing our work well, so as to have motivated learners in the classroom. When

students are motivated, then learning will easily take place. However, motivating

students to learn requires a very challenging role on the part of the teacher

Above all, the teacher must himself come into possession of adequate

knowledge of the objectives and standards of the curriculum, skills in teaching,

interests, appreciation and ideals. He needs to exert effort to lead children or students

into a life that is large, full, stimulating and satisfying.

Effective learning in the classroom depends on the teacher's ability to maintain

the interest that brought students to the course in the first place (Erickson, 1978).

LEARNING OUTCOMES
Every teacher should take into account that no two students learn the same

way. Each plan must have room for revision that adapts to the learning styles of the

individuals being taught. “A well-thought out course eliminates confusion and helps

you and your students focus on what matters most.” While this is a difficult task, it is

nonetheless important to learning outcomes. Learning styles include visual, verbal,

 10

listening, kinesthetic, logical and social learners. Including activities that cater to each

learning style will help students retain the information taught. There are ways to

incorporate several teaching styles at one time. For example, for the visual learner it is

important to visually convey what is being taught, so graphs, maps, charts and notes

on a whiteboard during the lecture will ensure that their attention is held along with

the listening learners.

Good student development and learning outcomes should include student

feedback. During the planning process and throughout the course, it is important to

include the students in the learning process by asking what they expect to get out of

the course and the best way to help them understand the material. By including the

students, it fosters an atmosphere of trust and shows that you are there for them and

you care about each individual student’s ability to learn and retain the subject matter.

If learning outcomes are not met, teachers must be able to adapt and change

the teaching plan. If an individual student is having difficulty, the plan must include

ways to get them help through further instruction or tutoring. If there seems to be a

collective confusion about the course then a new plan must be devised, a plan that is

clear and helps to foster a strong learning ethic among the students.

Positive learning outcomes are what teaching is about. Good teachers want to

ensure that each student walks away from their course with a strong understanding of

the materials taught and the confidence that each student will retain that information

throughout their lives and careers. A strong leadership curriculum, teaching plan, and

the ability to adapt to each student’s needs are evidence of a strong instructor.
 11

Increased student awareness of their own learning. Explicitly-stated learning

goals give students a way to think and talk about what they have learned. They make

it easier for students to “know what they know” and give students a language to

communicate what they know to others.

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CHAPTER 3

METHODOLOGY

This study presents the research design, population of the study, data gathering

tool, data gathering procedure, and treatment of data.

RESEARCH DESIGN

The study used the Likert Scale research design using survey questionnaire to

determine if the teacher’s teaching approach positively influence on the learning

outcomes of the pupil’s.

POPULATION OF THE STUDY

The respondents of this study are the pupil’s of the Ampenican Elementary

School, and the researcher’s selects 30 respondents for this study.

The researcher used Likert Scale research design in gathering data about the

influence of teacher’s teaching approach on the learning outcomes of the pupils.

 13

DATA GATHERING TOOL

This study uses survey questionnaires. The study is conducted through Likert

Scale research design. The study is concern with the influence of teacher’s teaching

approach on the learning outcomes of the pupils.

Under the approval of the School Principal, and Adviser of the pupils, as well

as the approval of their parents we give them the survey questionnaires in order to

collect data, analyze, and interpret their answers.

DATA GATHERING PROCEDURE

The researchers proposed the research title to their research adviser. When the

proposed title was approved, the researchers then started formulating their research

study.

The researcher submitted their research paper to their adviser.

When everything is set, the researchers then submit a request letter to the

chosen school for their intentions to conducting a survey among the pupils of

Ampenican Elementary School.

Upon the approval of the school principal to conduct their research, the

researchers conducted the survey to the pupils of Ampenican Elementary School,

Salay Misamis Oriental.

 14

TREATMENT OF DATA

After collecting the data needed, the researchers analyze the gathered data

with the help of statistical tools.

The following are the statistical tools used in this study.

For problem 1 and 2, mean and standard deviation were used. And to find the

relationship between the two variables, Pearson r is used.

 15

CHAPTER 4

RESULT, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the statistical analysis

done and interpretation of findings. These are presented in tables following the

sequence of the specific research problem regarding the Extrinsic Motivation at Salay

Central School, Salay, Misamis Orinetal’s Classroom: It’s Role in Enhancing Student

Academic Performance.

Table 1. Shows the level of Teacher’s Teaching Approach.

Teachers teaching approach SD D U A SA Mea SD Remark

n s
My teacher....

1. Bring dull academic concepts to 0 0 0 18 12 4.4 0.45 SA

life with visual and practical
experiences

2. Encourage us with mixed abilities 0 0 0 22 8 4.27 0.45 SA

to work together by promoting small
group or whole class

3. Encourage us to ask questions to 0 0 0 24 6 4.2 0.41 SA

help us improve our understanding

4. Diffrentiate his/ her teaching by 0 0 0 25 5 4.17 0.38 A

giving us a task based on pupils
abilities to ensure no one gets left
behind.

5. Incorporate technology in his/her 0 0 0 19 11 4.37 0.49 SA

teaching to actively engage us,
specially with picture example.
 16

6. Doesn’t implemented an effective 12 17 1 0 0 4.37 0.56 SD

behavior manangement strategy.

7. Dont ask questions in class to 8 19 3 0 0 4.17 0.59 D

contriobute to the class

8. Doesn’t make a class presentation. 7 23 0 0 0 4.23 0.43 SD

9. Didnt gives credit/merit to the 6 21 3 0 0 4.1 0.55 D

pupils.

10. Didnt involve us in establishing 4 24 2 0 0 4.07 0.45 D

house rules and procedures.

Table 1 shows the level of teacher’s teaching approach. The highest mean in

this category is 4.40 which has a remarks of “Strongly Agree”, and which the

indicator of “My teacher bring dull academic concepts to life with visual and practical

experiences.” Which indicates that teachers were able to bring experiences to children

that relates to the real concept of life. That teachers were positively provides lessons

and experiences were they can learn and adjust in every life situation.

On the same table, the lowest mean in this category is 4.07 which has a remarks

of “Disagree”, and which indicator of “My teacher didn’t involve us in establishing

class rules and procedures.” This means that most of the respondents disagreed that

their teacher doesn’t able to involved them in establishing class rules and procedure,

for they believed that their teacher had done its best to remind them with the things

they need to do inside the class.

The standard deviation of 0.38 and which indicator of “My teacher differentiate

his/her teaching by giving us a task based on pupils abilities to ensure no one gets left
 17

behind.” This implies that their teacher is responsible enough in dealing with his/her

pupils progress in learning and ensures that everyone will equally learned.

Table 2. Shows the level of Pupil’s Learning Outcomes.

S Mea Remar
Pupils Learning outcome D U A SA SD
D n ks

1. I like to listen to my teacher while

he/she is teaching.
0 0 0 17 13 4.43 0.5 SA

2. I learned a lot from my teachers’ 0.5

discussion
0 0 0 16 14 4.47
1
SA

3. I understand every lesson because 0.5

our teacher teach us positively.
0 0 0 17 13 4.27
4
SA

4. I am very much attentive in my 0.4

0 0 0 22 8 4.27
5
SA
teachers’ way of teaching.
5. I understand clearly when my etacher
teache us individually.
0 0 0 26 4 4.26 0.5 SA

6. I caanot understand my teacher

0.4
discussion when he/she doesnt answer 7 23 0 0 0 4.23
3
SD
my questions
7. I cannot understand my teacher if 0.3
he/she didn’t give us example.
3 27 0 0 0 4.1
1
D

8. I can’t understand my teacher when

0.3
my classmates are so loud while my 4 26 0 0 0 4.13
5
D
teachers keeps on discussing.
9. I didn’t like the way she organized in
0.4
presenting trends relevant to the subject 8 22 0 0 0 4.27
5
SD
matter.
10. I dont’t like when my teacher
doesn’t have the mastery of the siubjetc 9 21 0 0 0 4.3 0.4 SD
matter.
 18

Table 2 shows the level of pupil’s learning outcomes. The highest mean in this

category is 4.47 with the remarks of “Strongly Agree”, and which indicator of “I

learned a lot from my teachers’ discussion.” This means that the respondents strongly

agreed that they really learned a lot from the lessons of their teacher. That their

teacher done its best for them to acquire knowledge and skills they deserved.

On the same table, the lowest mean is 4.10 with the remarks of “Disagree”, and

which indicator of “I cannot understand my teacher if he/she didn’t give us example.”

This means that most of the respondents disagreed that they cannot understand the

lesson if their teacher didn’t give an example. This means that even without and

example they can still learned from their teacher for they know that their teacher able

to do things for them to acquire new knowledge and it is stated above that they

positively learned a lot from their teacher.

The standard deviation of 0.31 and which indicator of “I cannot understand my

teacher if he/she didn’t give us example.” This implies that even without an example

they can still learned a lot from their teacher.

Table 3. Shows the relationship between the variables.

Pearson r Coefficient of Correlation between Variables

Variables Mean Pearson r Interpretation

Teacher’s Teaching 4.23 0.99 Strong Positive

Correlation
 19

Approach

Pupil’s Learning Outcomes 4.27

Table 3 shows the Pearson r correlation coefficient between variables. The

Pearson r yields 0.99, which indicates Strong Positive Correlation between the two

variables. The Teacher’s Teaching Approach and Pupil’s Learning Outcomes has

resulted positive that both variables had positive relationship with each other. This

means that the teacher’s teaching approach positively influence the pupil’s learning

outcomes.
 20

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter includes the Summary of Findings, Conclusions, and

Recommendations of the study.

SUMMARY OF FINDINGS

1. The teacher’s teaching approach have resulted positive wherein most of the

respondents agreed that their teacher were able to bring positive experiences to

learners and which also related to the real life situations. This also indicates

the teacher were able to teach children how to adjust in everything. Their

teacher also able to involved children to its class rules that teaches them the

rightful things and doings they need to remember and do as well. This means

that their teacher is responsible enough for their learning progress.

2. The pupil’s learning outcomes resulted positive wherein the respondents

strongly agreed that they really learned a lot from their teacher. That even their
 21

teacher doesn’t give some example in some lessons, they still learned from it

for they have seen the effort extend by their teacher for them to learn and

acquire knowledge.

3. There is a significant strong positive correlation coefficient between teacher’s

teaching approach, and pupil’s learning outcomes based on Pearson r which

yields 0.99 with strong positive correlation.

CONCLUSIONS

1. Teacher’s teaching approach has positive influence on the pupil’s learning

outcomes. The teacher able to provide lessons that makes pupil’s learned and

does well in school. And it also indicates that teachers are very responsible,

supportive, and willing to guide children in their path.

2. The pupil’s learning outcomes have resulted positive which means that the

pupil’s positively learned from their teacher, were their teaching approach

have influence the learning outcomes of the pupil’s and were each of them

learned and acquire knowledge.

3. Strong Positive Correlation between the two variables, the teacher’s teaching

approach and pupil’s learning outcomes has realized and yields 0.99 which

indicates strong positive correlation.

RECOMMENDATIONS
 22

1. The teachers should ensure that their teaching approach to pupil’s

learning must be more effective and which positively influence the

pupil’s learning outcomes.

2. Teachers should continue to provide interesting, engaging, and real

life concept lesson for the pupil’s for them to learn in adjusting to

real life situations.

3. Teachers must also remember to always extend effort for their

pupils so that no one of them will be left behind.

 23

Bibliography

International Journal of Environmental and Science Education 2017, The

Influence of Teaching Methods and Learning Environment to the Student’s Learning
Achievement of Craft and Entrepreneurship Subjects at Vocational High School.

SAJ Beausaert 2013, The Influence of Teacher’s Teaching Approaches on

Student’s Learning Approaches: The Student Perspective.

Atandi Bwari Christine, Gisore Billiah and Ntabo Ayona Jared 2019,
Influence of Teaching Methods on Student’s Academic Performance in Kiswahili
Subject in Public and Private Secondary Schools in Langata Sub-county.

MA Khandaghi 2011, The Effect of Teacher’s Teaching Style on Student’s

Adjustment.

Jiao 2010, Influences on Teaching: Perceptions and Experiences of University

Teachers.

Laraib Nasir Jalbani 2014, The Impact of Effective Teaching Strategies on the
Student’s Academic Performance and Learning Outcome.
 24

Adeyemi, T.O., Influence of Teacher’s Teaching Experience on Students Learning

Outcomes in Secondary Schools in Ondo State, Nigeria.

APPENDIX
 25

July 9, 2021
GRACE PIMENTEL, PHD
College President
Salay Community College
Salay, Misamis Oriental

Dear Ma’am,

Greetings of Peace!

We, the BECED 3 students of Salay Community College would like ask permission to allow
use to conduct a survey among teachers in Salay Elementary School and Salay River Side – 2
Elementary school.

This is in view of our research study entitled: “THE INFLUENCE OF TEACHERS’

TEACHING APPROACH ON PUPILS LEARNING OUTCOME OF AMPENICAN

ELEMENTARY SCHOOL” With the pandemic that the country experiencing now, we will

rest assured that health and safety protocols will strictly followed.

Thank you and God Bless.

Respectfully yours,

Macabinalr, Reymond T.
 26

Rodriguez, Mary Grace L.

July 9, 2021
GINA I. CAGANG
School Principal
Ampenican, Salay, Misamis Oriental

Dear Ma’am,

Greetings of Peace!

We are the Third Year students of Bachelor of Early Childhood in Salay Community
College. We sincerely ask for your assistance for validation in our thesis entitled
“THE INFLUENCE OF TEACHER’S TEACHING APPROACH ON PUPILS
LEARNING OUTCOME OF AMPENICAN ELEMENTARY SCHOOL”.
In connection with this, all information provided will be kept in utmost confidentially
and would be used only for academic purpose. For as much in the crisis we are facing,
safety protocols will be followed to prevent the spread of virus.

Your approval to conduct this study will be greatly appreciated

Respectfully yours,

Macabilar, Reymond T.

Rodriguez, Mary Grace L.

 27

Questionnaire
Name:_______________________________________

Direction: Put Check (/) on the box of your preferred answer.

SD- Strongly Disagree U- uncertain
D- Disagree A- Agree
SA- Strongly Agree
Different extrinsic motivation that teacher being used.
Teachers teaching approach SD D U A SA

My teacher....

1. Bring dull academic concepts to life with visual

and practical experiences

2. Encourage us with mixed abilities to work

together by promoting small group or whole class

3. Encourage us to ask questions to help us improve

our understanding

4. Diffrentiate his/ her teaching by giving us a task

based on pupils abilities to ensure no one gets left
behind.

5. Incorporate technology in his/her teaching to

actively engage us, specially with picture example.

6. Doesn’t implemented an effective behavior

manangement strategy.
 28

7. Dont ask questions in class to contriobute to the

class

8. Doesn’t make a class presentation.

9. Didnt gives credit/merit to the pupils.

10. Didnt involve us in establishing house rules and

procedures.

Pupils Learning outcome SD D U A SA

1. I like to listen to my teacher while he/she is

teaching.
2. I learned a lot from my teachers’ discussion

3. I understand every lesson because our teacher

teach us positively.

5. I am very much attentive in my teachers’ way of

teaching.
5. I understand clearly when my etacher teache us
individually.
6. I caanot understand my teacher discussion when
he/she doesnt answer my questions

7. I cannot understand my teacher if he/she didn’t

give us example.
8. I can’t understand my teacher when my
classmates are so loud while my teachers keeps on
discussing.
9. I didn’t like the way she organized in presenting
trends relevant to the subject matter.

10. I dont’t like when my teacher doesn’t have the

mastery of the siubjetc matter.
29