CHAPTER I

INTRODUCTION

Different educators utilize a variety of teaching methods with varying

effectiveness and impact to students. In addition, students individually

possess their own nuance that needs accommodation in their respective

learning environment. This leads to a teaching method in extension distinct

educators being unappealing to a demographic of learners and presenting an

effective learning experience to other students. Due to this, different teaching

methods presents different impacts and gains distinct attitudes. This presents

an importance in understanding the complexity of teaching strategies it’s

antecedents and its impact to students’ learning experience. Brande Jackson

(2018) defined teaching as the process of attending and intervening so that a

person can learn particular things, and go beyond the given. In which there

are many methods that an educator can utilize to intervene, and help shape a

person's body of knowledge, these means of intervention are called; teaching

strategies. Teaching strategies is an essential factor which determines how

much students learn from their educational experience.

Considering that many changes regarding the education sector had

occurred in the past half a decade in the introduction of many new variables

both in the student driven aspect of teaching, the curricular aspect of the

academe and the reforms surrounding the changes presented by the shift

present in the status quo, and the relationship of teachers to their teaching

approach and the methods taught in many institutes. This environment of

many varying variables can greatly impact students’ perception and attitude

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towards different teaching strategies, and these perceptions affect the

learning experience of students.

The understanding of what constitutes effective teaching and learning

has increased significantly over time. Several attempts have been made to

describe effective teaching and identify the factors that influence teaching

effectiveness. The Organization for Economic Cooperation and Development

(OECD, 2013 as cited in Clores et al., 2023) The topic of finding “which

teaching strategy is most effective?” is a highly debatable aspect of education,

and the understanding of this subject had been a curious endeavor of many

previous researchers. The changes that happened to the education sectors

are significant in creating and disrupting an environment of effective teaching

and learning.

As written by Raycova (2023) systems of education worldwide needs to

keep adapting to the constant changes that the world provides to various

educational systems. The new educational solutions have modified classroom

practices through the means which increase learning accessibility while

making lessons more interactive. This change was after the advent of new

technological advancements and the worldwide effect of the “new normal”. It

can be seen at many facets of education that the medium of sharing

information in the four corners of the classroom had vastly changed in the

past decade with the introduction of new ways to interact and intervene in the

student learning process. Considering the new technologies and the new

ways that the student-educator interactions can presently be built in more

ways than the lecture-based approach.

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 In adaptation to this changes the US Department of Education released

a paper written by Lomalinda J. Clores (2023) Which proposes the I-ASPIRE

an educational pattern that engages students to Activate, Strategize, Present,

Investigate, Reflect, and Evaluate. And most importantly Innovative

considering, that the quantitative and qualitative data used in creating the

model are obtained from teachers' instructional practices in the field before

and during the COVID-19 pandemic. Which are being utilized as the teaching-

learning precursors of the I-ASPIRE instructional model. Teachers are

expected to practice enabling students to create an environment where the

students can investigate and create their own hypothesis about the world

around them, to instigate the youth to making changes and creating new

avenues of improvement. This expresses that there is a continuous addition of

reforms regarding the teaching methods that teachers should apply in addition

to their personal philosophies regarding teaching to create a better

environment for student learning. Presenting that the environment of the

current age possesses the attitude of putting students on the driver seat and

letting them explore the endeavors of their studies. And creating less need in

more didactic approaches on teaching in the current structure.

Meanwhile in the Philippines there are many problems that surrounds

the topic of education and more so regarding the issues about literacy and its

effectiveness on teaching the current generation of Filipino children. In recent

years, many jurisdictions have introduced radical changes to the school

curriculum that is not serving society nor students well, particularly in the

context of new developments and challenges (Brodowicz,2024). And with the

changes regarding the curriculums also comes necessary adjustments in the

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teaching methods used by teachers to achieve the objectives of the new

structure. In addition, events such as the Covid-19 Pandemic had vastly

impacted the teaching methods used in the Philippines creating different

reactions and having different outcomes from student, more prominently

negative.

In a study conducted by Saro et. al (2022) they concluded that the

majority of students find it difficult to transition to the new normal classes,

emphasizing the importance of prioritizing students' learning and experiences,

as required by the new normal teaching and learning perspective. There is a

current struggle that students are facing with the many curriculum changes,

the new normal and new technologies that is offered by the status quo.

The changes in the educational climate merits study and many

previous researchers had studied effective teaching strategies to produces

the most effectual learning outcomes. Though, open instruction is still not

sufficiently embedded in pedagogical practice from the learners’ perspective

and that perceptions of strategies’ use vary between learners and teachers

warrant further research attention to explore the factors that influence the

effective use of these strategies in teaching practice and to address the

different judgements made by teachers and learners. (Mithans et al., 2024).

Justifying the need for further understanding in gaps with-in this body of

knowledge regarding different approaches on teaching. And the students’

attitude to different teaching methods that is being applied.

Thus, the researchers through this study aims learn the different

teaching methods being utilized and the students’ perception regarding the

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different teaching strategies. By performing various methods of inquiry, which

may also lead to understanding more about the teaching-learning experience

by asking the question of “What is being utilized?” and “What is the impact of

the methods being utilized?” The researchers being students aim to explore

the nuances that is evident in students’ perception and to aid educators in

finding ways to improve the learning experience of students and perchance

improve the students’ learning outcome via the means of improving the body

of knowledge in regards of looking for students’ thoughts, feedbacks and

experience of the different teaching methods of today.

Statement of the Problem

This study examines the impact of teaching methods on students

learning experience of Junior Highschool and Senior Highschool Students.

1. What specific teaching strategies are utilized:

1.1 Subject that they teach?

1.2 Teacher’s preferences of teaching strategies

1.3 Reason for their teaching style

1.4 Learning environment

1.5 State of classroom discussion

1.6 How does it helps teachers in tackling lessons?

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 2. What is the perception of the students towards the teaching

strategies:

2.1 Personal type or preference

2.2 How effective is it in introducing lesson details?

2.3 How does it helps students in participating in classroom

discussions?

2.4 How effective is it to be part of a teacher’s teaching style?

3. How does teaching strategies affect at their learning experience:

3.1 How effective is it in discoursing lessons?

3.2 Does it increases their interest to learn?

3.3 Do it make learning and understanding easier?

3.4 Does it boost their memories to remember concepts?

4. What is the teaching strategies influence positive student

experience:

4.1 Does it help increase the student’s capacity to learn?

4.2 What is the preferred teaching strategies favored by students?

4.3 Does this teaching strategies help students to be knowledgeable

and confident?

4.4 Does it make students focus on learning?

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 Objectives of the Study

The study aimed to figure out the impact of teaching methods on

students learning experience of Junior Highschool and Senior

Highschool, Specifically, it sought to achieve the following objectives:

1. Find the teaching strategies used by teacher

1.1 Find what subjects the respective educator teach

1.2 Find the teacher’s preferences of teaching strategies

1.3 Figure out the reasons for their teaching style

1.4 Evaluate the learning environment

1.5 Find the state of classroom discussion

1.6 Evaluate how does it helps teachers in tackling lessons?

2. Understand how these strategies affect the students, and help their

academic performance

2.1 Figure out the students’ personal preference

2.2 Find if its effective is it in introducing lesson details

2.3 Figure out how various teaching strategies help students in

participating in classroom discussions

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 2.4 Evaluate the effectiveness as a part of a teacher’s teaching style

3. To furtherly comprehend how does teaching strategies affect at their

learning experience

3.1 Figure out how effective is it in discoursing lessons

3.2 Evaluate as how it increases their interest to learn

3.3 Find how the various teaching strategies make learning and

understanding easier

4. Identify the teaching strategies used to influence the positive student

experience

4.1 Evaluate on how effective it is on increasing the student’s capacity

to learn

4.2 Find the preferred teaching strategies favored by students

4.3Figure out this teaching strategies help students to be

knowledgeable and confident

4.4 Evaluate how it makes students focus on learning

Scope and Delimitation

This research will tackle the impact of the different teaching strategies being

utilized in the pedagogy of today. This study aims to close the gap of the

connection of the teaching strategies and its’ impact to the students learning

experience. The study will interview the Highschool Faculty and teachers

consisting of 23 “teacher respondents” and will be interviewing 20 students of

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different grade level in conducting the research. We will interview two (2)

students from each of the two (2) sections from grade 7 to grade 12 of the

Dominican School of Calabanga. This study delimits its coverage on the junior

and senior high school students both due to the time needed to extrapolate

the data from the interviews. And will be limited to the teaching strategies

being utilized on the locale.

Significance of the Study

1. For Teachers: The results from this study deliver important knowledge to

teachers regarding how different teaching approaches affect student

involvement alongside their understanding abilities and academic

performance outcomes. Teachers achieve better classroom response by

learning which instruction techniques work best to enhance student needs.

Through this study teachers receive tools for development and reflection

which lets them improve their instruction methods by designing better

educational strategies.

2. For Students: The analysis discloses which teaching approaches most

impact student educational performance and motivational levels as well as

knowledge maintenance. Learning styles match will benefit students because

it creates enhanced understanding and improved academic achievement.

Understandings about the significance of teaching strategies give students

knowledge about their learning styles which establishes a foundation for

student-driven educational participation.

3. For Parents: This research will help parents develop full comprehension of

different educational tactics which impact their children's educational

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development. The study could motivate parents to back their children's

educational development through active participation in supportive teaching

methods discussions with teachers. This information enables parents to

develop home settings which support educational methods that their child

experiences at school.

4. For School Administration: The evaluation and improvement of teaching

policies and curriculum development and teacher training programs can be

supported by school administrators through analyzing study findings. The

knowledge of teaching method effects enables administrators to make smart

decisions about selecting suitable teaching approaches that bring positive

outcomes. The research enables the school to establish a continuous

improvement culture and academic excellence by ensuring teaching methods

support student learning needs.

5. For Future Researchers: Future researchers can use these research

outcomes as they investigate teaching strategies that affect distinct student

groups and educational content. The research generates multiple possibilities

to perform comparative studies between different educational systems and

countries. Future researchers should analyze the effects that developing

technologies together with modern learning methods have on both teaching

achievement and student educational outcomes.

Theoretical Framework

The theoretical basis of this research is based on the Multiple Intelligences

Theory by Howard Earl Gardner (1983), Social Constructivism Theory by Lev

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Vygotsky (1896-1934), and Student-Centered Learning and Andragogy

Theory by Malcolm Shepherd Knowles (1984). The Theoretical Paradigm is

shown on Figure 1.

Howard Earl Gardner’s Multiple Intelligences Theory (1983)

Gardner claimed that students learn in different ways depending on

their dominant intelligence (linguistic, logical-mathematical, spatial, musical,

bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic). Teaching

approaches should be varied to accommodate different learning styles. For

example, some students learn more through visual aids and some learns

through various activities like group discussions. Gardner claims that people

have different levels of intelligence, which affect their learning preferences,

strengths, and their way of interacting with the outside world. His idea has

been widely used in education, pushing the area away from a standard

approach to intelligence assessment and training and toward to a more

tailored teaching strategies that accommodate a variety of learners.

Lev Vygotsky’s Social Constructivism Theory (1896 – 1934)

Vygotsky believed that knowledge is formed through social interactions

and collaboration with more experienced individuals, like teachers. The Zone

of Proximal Development (ZPD) is an essential concept in his theory,

indicating the gap between what a learner can achieve on their own and what

they can achieve with guidance. Vygotsky’s theory encourages inquiry- based

learning, group discussions, peer tutoring, and collaborative learning, in which

students actively create knowledge rather than merely absorb it. His theory

impacted modern teaching strategies that emphasizes interactive learning

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settings, inclusive instruction, and student engagement. The Social

Constructivism Theory acknowledges the social impact of learning and offers

a framework for designing engaging and productive learning opportunities that

promote greater comprehension and active engagement.

Malcolm Shepherd Knowles’ Student-Centered Learning and Andragogy

Theory (1984)

Malcolm Shepherd Knowles developed the Andragogy Theory which

focuses on how adults learn and promotes student-centered learning as an

important approach to education. Andragogy, as opposed to pedagogy (which

refers to child-centered learning), is based on the beliefs that adults learn

differently than children because they contribute prior experiences, self-

direction, and intrinsic drive to learning process. Knowles identified six (6) key

principles of Andragogy: (1) the need to understand why students are learning

something, (2) self-concept (adults prefer autonomy in learning, (3) prior

experience as a variable, (4) ability to learn base on real-life significance, (5)

problem-centered learning rather than content focused instruction, and (6)

intrinsic motivation as a driving force. These concepts highlight that learning

should be dynamic, relevant, and self-directed, creating student-centered

learning an ideal approach. The focus in student-centered learning shifts from

the teacher providing information to students actively participating in their

education. In contrast to passive memorizing, this method emphasizes

teamwork, critical thinking, problem-solving, and self-directed inquiry.

Knowles’ principles are supported by tactics like project-based learning,

flipped classrooms, and individualized instructions because they allow

students to take charge of their education. Rather than just imparting

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knowledge, teachers serve as guides or facilitators, providing assistance and

resources.

The Impact of Teaching Methods on Students' Learning

Malcolm
Howard Earl Lev Shepherd
Gander's Vygotsky's Knowles' Student
Multiple Social Centered
Intelligence Constructivism Learning and
Andragogy
Theory Theory Theory

Fig 1. Conceptual Paradigm

Conceptual Framework

The conceptual framework shown in fig shows the connection of the input,

process, and output variables in the study. The input consists of data gathered

from the interviews, which will serve as the foundation of the research. These

interviews will be conducted with faculty members and students to get

relevant insights. The process will outline the systematic steps undertaken by

the researchers to transform the raw data into meaningful conclusions. The

researchers will distribute first the formal letters to the faculty members and

conduct interviews that will ensure that they gather needed information.

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Formal letters will also be sent to student advisors that will facilitate a

structured approach in selecting and interviewing student who will participate.

The output of this process is a seminar for teachers, which will as the practical

application of the gathered data of the researchers. By collecting and

analyzing the information from faculty and student interviews, the researchers

can design an effective seminar that will address identified certain issues that

will help to enhance teaching strategies. Thel output will show how the

research findings of the researchers are translated into actionable steps that

will benefit educators for them to improve the learning experience of the

students.

The Impact of Teaching Methods on Students' Learning Experience

-The researchers will The researchers

OUTPUT
INPUT

distribute formal
interviews: letters to members of
will conduct a
the faculty for an seminar to the
1. Interview interview faculty and
from teachers - The researchers will teachers about
conduct an interview the impact of
2. Interview to the faculty
teaching
of students -The researchers will
strategies to
extrapolate the data
from the interview student learning
from the faculty to aid experience.
the interview for the
students
-We will send formal
letters to the advisors
of each grade level to
interview a number of
students
-We will introduce the
research to the
chosen students and
perform the interview
to get the data for this
research

Definition Of Terms

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To prevent misinterpretation of the terms used in this study, operational

definitions are given for the terms and concepts used in this paper:

Teaching strategies/methods: The manner and approach that an educator

utilize to teach their lessons to their classroom. Each educators possess their

own techniques to create an effective environment to the students, and teach

their respective lessons and subjects.

Learning outcome: The grades and values that is presented as an outcome of

learning. This can be by the means of periodical grades, points on quizzes or

tests or grades from essays and recitation.

Learning experience: The students experience, sentiment, sensations and/or

feelings before, while and after their learning time. This is an important factor

to consider in creating a positive environment for student growth and

development.

Preference: Having a greater liking to certain alternative over other. This will

be used as a greater liking to a certain teaching strategy or other variables

and stakeholders, for example: preferred class, students, subjects or

educator.

Learning-Teaching Relationship: The relationship between the teaching

methods utilized, the teaching environment present, and the teaching attitude

of educators to the learning experience and learning outcomes of students.

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 CHAPTER II

METHODOLOGY

This chapter aims to present the procedures that the researchers will

take in gathering and evaluating the data that will be presented in this paper.

The researchers will use these methods as means to answer the research

questions. This chapter will present the instruments, sampling methods, and

the data gathering procedures that will be used to gather and analyze data

Research Design

his study will use mixed method research design, focusing on students' lived

experiences with the different teaching methods used in schools and other

establishments that teaches People. This research aims to discover how

various teaching methods utilized can be—such as discussion-based

learning, project-based learning, lecture-based learning, and technology

enhanced teaching—influence students' participation, understanding, and

overall academic experience. To gain a deeper understanding about how

instructional strategies affect students learning experience, this study will

utilize qualitative data collection namely, semi structured interviews, with

these method, students and faculty will be motivated to share their first-hand

experiences, preferences, and challenges regarding the different teaching

experiences.

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 Research Method

The research selects a mixed design with correlational methods to understand

how students experience and understand different teaching approaches. The

chosen research design will allow comprehension of the various instructional

methods being utilized and its effect on student experience and the learning-

teaching dynamics. The study participants will consist the Highschool faculty

of Dominican School of Calabanga to understand which teaching method is

being utilized in the locale and 20 student participants will be interviewed to

understand the impact of the teaching method that is being used. To

guarantee teaching method and student background diversity and to clear the

study of biases we will apply random stratified sampling on our selected

student participants.

The study will use teachers with different teaching approaches together with

students who have different learning versions to have complete results. The

study will use semi-structured interviews to study students’ experiences,

challenges, and preferences regarding different teaching methods.

Additionally, a set of questionnaires will be distributed to gather quantitative

data on students’ understandings and attitudes toward various teaching

methods. The researchers will use thematic analysis to convert the gathered

data into identifying patterns and themes for better data comprehension. A

review of participant responses will occur for identification of standard learning

experience patterns among students. In order to maintain ethical standards

each participant will be fully informed about the purpose of the study. The

study approach delivers advanced understanding about teaching methods in

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relation to student learning experiences that let teachers/educators to improve

their teaching techniques.

Data Gathering Procedure

The researchers will an organized procedure in conducting the study.

Primarily, the researchers will ask their research adviser to validate and

see any errors in the procedures and the questionnaires that will be used to

evaluate the teaching methods used by the teachers in the locale along with

the data gathering procedures that will be used in conducting this research.

Then the researchers will provide formal letter for consent/request asking

permission from the school administration, the high school faculty and

research adviser to proceed to inquiry. After the formal letters of consent had

been approved, the researchers will orient the teacher participants about the

interview and to where the data of the interview will be directed to, along with

the ethical considerations that the research possess. After the orientation the

researchers will proceed to the interview asking relevant questions that had

been validated previously, along with follow-up questions in case of unclear

information. After the interview the researchers will evaluate the data from the

interview and for a new batch of questionnaires that will evaluate the impact

and student attitude towards the teaching methods that the educators utilize,

these questions will be based on the information from the first interview with

the teacher respondents.

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 After this the researchers will ask their research adviser to validate the

questionnaire that will be presented to the student interviews. The

researchers will also provide formal letter of request to the adviser of each

section to ask for two (2) that will be part of the interview and to the research

adviser. The participants will be chosen randomly. Once the letter of request

had been approved, the researcher will proceed to the student interview

asking questions necessary to answer the research questions and fulfill the

research objectives, and also had been previously validated. After this the

researchers will evaluate the answers given by the students using the mixed

method of interpreting data. And the researchers will organize the data using

both charts and in-depth explanations of their answers. And lastly, the

important data gathered by this research will be presented in this paper.

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