Teacher's Instructional Strategies and Grade 11 Student's Academic Performance

TEACHER’S INSTRUCTIONAL STRATEGIES AND GRADE 11 STUDENT’S
ACADEMIC PERFORMANCE
A Quantitative Research Presented to Claret School of Zamboanga City
by
Cabral, Krizia Marie
Canda, Larry James
Rubio, Rubziel
2017
TABLE OF CONTENTS
CHAPTER I: INTRODUCTION 1-5

BACKGROUND OF THE STUDY 1
STATEMENT OF THE PROBLEM 2
SIGNIFICANCE OF THE STUDY 3
SCOPE AND LIMITATIONS 4
DEFINITION OF TERMS 5
CHAPTER II: CONCEPTUAL LITERATURE &
REVIEW OF RELATED LITERATURE 6-20
CHAPTER III: METHODOLOGY 21-27
CONCEPTUAL FRAMEWORK 21
RESEARCH FRAMEWORK 21
THEORETICAL FRAMEWORK 22
RESEARCH DESIGN 22
RESEARCH INSTRUMENTS 22
LOCUS 24
SUBJECTS/RESPONDENTS OF THE STUDY 24
SAMPLING TECHNIQUE 24
PROCEDURES OF DATA GATHERING 25
STATISTICAL TREATMENT OF DATA 25
CHAPTER IV: DATA GATHERING, RESULTS AND DISCUSSIONS 27-53
RESPONSE RATE 27
METHODS OF DATA ANALYSIS AND PRESENTATION OF DATA 28
FREQUENCY DISTRIBUTION 28
MEASURE OF CENTRAL TENDENCY 39
DISCUSSION 53
CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATION 59-63
SUMMARY 59
CONCLUSION 61
RECOMMENDATION 62
REFERENCE 64-65
CHAPTER I
INTRODUCTION
BACKGROUND OF THE STUDY
Education is important for it serves as the foundation of the society. It enables the
people in the community to be literate. It molds the students to be what they are today.
With the help of education, we are able to attain many accomplishments in various
aspects of life. It leads to growth and development of the community. It guides them to
become competitive, to achieve success and to have a better and brighter future.
Education is a right and not a privilege. Every child is entitled to experience this
opportunity. It is highly essential for a child to harness his/her strengths and potentials
through this involvement. Education is a key that will open many doors of opportunities
in the future. A strong foundation in education will result in a good structure in the
society. Knowledge is power. It is something that cannot be stolen by anyone else.
Through education, the learning of a child will be engraved in his heart and mind.
In Mushtaq and Khan’s study on Factors Affecting Academic Performance
(2012), they have identified that one factor that greatly affects the students’ academic
performance is the learning facilities used. This includes how the teacher impart
knowledge to their students. Also, Teaching Methods and Students’ Academic
Performance (Ganyaupfu, 2013) suggests that the three teaching methods: Teacher-
Centered Methods, Student-Centered Methods, Teacher-Student Interactive Methods
have significant varying results when it comes to the students’ performance. This
research was conducted due to the students’ reliance mostly on their teachers. Their
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performance in school depends upon how their teachers would tackle the lessons with the
use of varying techniques. The researchers would like to know how the preferred
teaching strategies of the students affect their academic performance and how students’
academic performance affects teachers’ teaching strategies subsequently. In that manner,
students will easily understand and comprehend the lessons, will have improvements in
their performance, and will have high marks in every subject through the needed
alteration in teaching strategies. Through this research, the readers will learn the students’
preferred methods and techniques the teachers use in their teaching and how it may affect
their academic performance.
The different teaching practices of the teachers to the Grade 11 STEM students of
Claret School of Zamboanga City may affect the students’ performance in their studies.
In conducting the research, the readers would know what techniques teachers should
incorporate in their lessons in order to match the students’ preferred teaching strategies,
for them to cope in their studies that will mold them as an individual and as an active
learner.
STATEMENT OF THE PROBLEM
With the varied differences among teachers’ strategies for students to fully
comprehend concept notes, there is a need to assess which teaching strategy students
prefer the most to make homeroom teaching worthwhile. In return, there is a need to
know how their academic performance affects the teachers’ teaching strategy. The
following questions will be answered with a given list of different teaching strategies as a
guide or reference:
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1. What is the over-all instructional strategies utilized by the teachers?
2. What is the over-all academic performance of the students?
3. How are the instructional strategies identified in question no. 1 affect the students’
academic performance?
4. What are three most preferred instructional strategies in each section of Grade 11
STEM Strand?
SIGNIFICANCE OF THE STUDY
The study gives constructive information that will be beneficial for both the
students and the teachers of Grade 11 of Claret School of Zamboanga City. In this study,
the researchers will be able to find out if there will be necessary changes in the teachers'
current teaching strategies in relation to the preferences and academic performance of the
students. It aims to identify three fundamental teaching strategies for each section. The
following will benefit from this study:
 Administrators – This study holds significance for the school in a manner that this
will provide the administration to design and implement their policies to improve
the students’ performance and the quality of education by changing the attitude of
students towards learning, facilitating students and improving the teaching
procedures.
 Teachers - The study will enable the Senior High School subject teachers of
Grade 11 to put the students' most preferred teaching strategies into use. Knowing
their preferences and how they affect their academic performance will help the
teachers make sure that what they are teaching will be understood perfectly by
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their students. They will also not have a hard time in preparing and planning the
lessons for their discussion, helping them save time and effort in making the
discussion simple and understandable by the students.
 Students - The Grade 11 students will be able to comprehend the lessons well
because the strategies used by their subject teachers match their preferences.
Incorporating these preferences in their lessons will help them maintain and
improve their academic performance. Through this study, students will become
more academically skilled.
SCOPE AND LIMITATIONS
This study covers students’ most preferred teaching strategies and techniques that
Senior High School subject teachers of Grade 11 use in terms of making the lessons
comprehensive for their students. Also, the study discusses how it may affect their
academic performance. However, these preferences may differ in accordance to their
strands. Thus, the study will only cover Grade 11 STEM students whose lessons are
mainly concept-based. This study does not cover the remaining Grade 11 students
coming from strands ABM, HUMMS and GAS whose lessons are concept-based and
calculation-based.
The study also delimits to gender. It does not highlight the differences and
similarities of the two sexes but rather synthesize a general conclusion or perspective that
is suitable for all.
DEFINITION OF TERMS
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For the welfare of the readers, the following terms were defined according to the
manner of how they were used in this research:
 Academic Performance – This refers to how the students were able to utilize the
learning acquired through the instructional strategies used by the teachers.
 Dependent – The student relies on his/her teachers, classmates, and others.
 Independent – The student is able to operate and function alone to maximize what
he/she has learned.
 Teaching Strategies – This also refers to the instructional strategies or the methods
on how the teacher imparts knowledge to his students.
CHAPTER II
CONCEPTUAL LITERATURE
TEACHING STRATEGIES
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Teaching strategies are the techniques or methods that the teachers are using in
delivering information or in teaching the class to help their students to learn and
understand the lesson better. “These help the students become independent, strategic
learners. These strategies become learning strategies when students independently select
the appropriate ones and use them effectively to accomplish tasks or meet goals”
(Alberta, 2007). These teaching strategies are applied, practiced and utilized by both the
students and the teachers to allow for the students’ academic performance to improve.
When the students are using the teaching strategies that the teacher is implying in a
classroom, this can either help make the understanding for the students better or will just
make it difficult for them to catch up to the topic and will just cause further
misunderstandings and confusion. Using these strategies in a classroom can help create a
variety in the discussion of the teacher and help the students to be engaged in knowing
more about the topic. In strategies like doing hands-on or outdoor activities, these can
help the students to develop critical thinking skills in terms of figuring out how they are
going apply what they learned inside the classroom into real-life situations. Since the
topics being taught in a classroom are sometimes difficult to comprehend due to the
complicated concepts, different teaching strategies are used as the teachers’ way of
adjusting to the students’ learning needs.
ACADEMIC PERFORMANCE
The academic performance is the result or achievement of the students in given
long or short-term educational goals. This is usually measured by conducting an
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examination for the students, taking quizzes and written outputs and the daily
performance of a student in class every day. The academic performance of the students
will be the one that will determine if the teaching strategies used are effective or not. If
the teaching strategies used by the teacher allowed for the students’ academic
performance to rise or improve, then the researchers can say that the strategies that were
used were successful. The same goes the other way around wherein if the students’
academic performance did not show any improvement, then the teaching strategies used
were not effective. The researchers will categorize the academic performance of the
students of Grade 11 STEM based on three major divisions namely:
Low – 74% and lower
Average – 75% - 89%
High – 90% and higher
By having these three categories, the researchers will be able to identify those
students who belong to a certain group which will then be used at the latter part of this
research. The researchers will also be able to assess the number of students who will need
to use or apply a certain teaching strategy by the end of this research to help him or her to
improve his or her academic performance.
REVIEW OF RELATED LITERATURE
This chapter consists of different related literature regarding the teaching techniques
of teachers and previous researches on the academic performances of the students to see
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the relation between the two leading to either the betterment or not of the students’
performance in school.
Teaching is an interaction of the teacher and student, where the teacher imparts
knowledge and trains and nurtures the pupil. The learner acquires skills and develops
values and attitudes. It is considered as a form of art for it enriches the body and mind. In
order for the student to learn better, the following conditions must be considered:
 the choice of content/ subject matter to be taught to achieve desired objectives
of the lesson;
 the selection of appropriate instructional materials/technology to facilitate
learning; and
 the use of appropriate/effective methods and strategies of teaching to arrive at
the desired outcomes (Pedronan, 2014).
In Elvis Munyaradzi Ganyaupfu’s research study which is about Teaching
Methods and Students’ Academic Performance (2013), he discovered that using the
strategy of combining both teacher-centered and student-centered teaching methods in
teaching learners is the most effective approach that produces best student results. His
research is helpful for the study because this provides essential information about the
differential effectiveness of teaching methods on students’ academic performance. The
objective of Ganyaupfu’s research is similar and related to the current study because it
also aims to improve the academic performance of the students. The result of
Ganyaupfu’s study is also consistent with the finding by Wiggins (1987), who reported
that interaction between the teacher and students during the teaching and learning process
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encourages the students to search for knowledge rather than the lecturer monopolizing the
transmission of information to the learners.
O’Neill (2009) also agreed with this because in his study, one of the pedagogies
allowing the students to be exposed to different learning opportunities with the proper
guidance of the teacher to allow them to discover more about things themselves. These
opportunities may include allowing the students to apply what they learned through
hands-on activities that will make them realize the importance of their learnings in real
life. The students will be able to learn best if they will be given the opportunity to be
independent and not rely to their teacher only. They should also learn from other students
and from sources outside the school that are now more readily accessible through various
forms of technology. On the other hand, in the study of (Baynham et al. 2007), it was
stated that creating a safe, supportive environment for learning (e.g. through praises and
encouragement, humor, equal opportunities) was the most used or common teaching
strategy rather than relying more on outside activities or sources. By using this strategy,
the teacher will be able to assure that the students will be motivated in studying hard
because they would also want to receive praises from the teacher. The students will be
engaged in the topic or lesson for the reason that the teacher will catch their attention
through humor. This strategy will be an effective way of teaching the students because
the student’s focus and attention will be captured by the teacher and ensure that they
understood the lesson.
In addition to using teaching strategies, the Eberly Center for Teaching
Excellence, Carnegie Mellon (2007) conducted a research to where they distinguished
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different theories and researched-based principles of learning that is fundamental to
effective acquisition of knowledge. Their work discusses the following disciplines:
1. Prior knowledge can help or hinder learning - it is essential for the teacher to
identify and address the misconceptions students hold, and to link new
information to accurate information they already possess.
2. Motivation generates, directs, and sustains learning behavior - knowledge of the
students can be a powerful motivator for them. The more they know, the more
they want to explore
3. The way students organize knowledge determines how they use it – the teachers
need to help students learn to organize and need to identify and correct the
students’ faulty and disconnected information and inaccurate links.
4. Meaningful engagement is necessary for deeper learning - by forming more
connections to related ideas and concepts, the activities tend to increase the
likelihood of the students for them to be able to retrieve and use the concepts and
skills when they are relevant.
5. Mastery involves developing component skills and knowledge, and synthesizing
and applying them appropriately- the students must practice and gain proficiency
in the distinct and discrete component skills.
6. Goal-directed practice and targeted feedback are critical to learning - it guides and
supports students’ purposeful practice and helps them monitor their progress.
7. Students must learn to monitor, evaluate and adjust their approaches to learning to
become self-directed learners – the students must become conscious and aware of
their thinking practices.
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8. Students develop holistically and their learning is affected by the social and
emotional aspects of the classroom climate - the social and emotional aspects of
the classroom climate affect some students in ways that enhance or hinder their
learning.
Mellon’s theory can also be associated with Kolb et al (2008) because they also
conducted a study which focuses on experiential learning theory. The theory tackles and
explores the places where learning is prone or likely to subtle happen. It revolves around
the following foundational propositions:
 Learning is best conceived as a process, not in terms of outcomes.
 All learning is re-learning
 Learning requires the resolution of conflicts between dialectically opposed modes
of adaptation to the world.
 Learning is a holistic process of adaptation.
 Learning results from synergetic transactions between the person and the
environment
 Learning is the process of creating knowledge
Learning has departments or dimensions, wherein it discusses the gaining of
knowledge of an individual. To improve the student’s learning, a research was conducted
by Coe et al. (2014) where they identified six common components suggested by that
teachers should consider when assessing teaching quality. In order for the student to learn
better, the following conditions must be considered:
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1. Pedagogical content knowledge - teachers must try to understand the ways
students think about the lesson for them to be able to evaluate the thinking behind
students’ own approaches, and classify students’ common misunderstandings.
2. Quality of instruction – It includes elements such as effective questioning and
usage of assessment by teachers.
3. Classroom climate – It covers quality of interactions between the teacher and the
students.
4. Classroom management – It embraces the teacher’s abilities to make efficient use
of lesson time and the ability to control the behavior of the students.
5. Teacher beliefs – The teacher imparts information to the students that are
beneficial for them.
6. Professional behaviors – The teacher must learn to act accordingly in order to
establish leadership and credibility.
Relating to the modern world we are currently living in, teaching strategies are
also being affected in a way that it also changes. The following are the tips for teaching
effectively by Michael Gulledge (2015) which is also in relation with the study of Grusin
(2007):
1. Care about your students. No one wants to be somewhere that they’re not wanted.
While being tough is important, showing that you care about your students by
answering questions, listening to opinions and learning their names go a long
way. Allow the students to approach you if ever they have questions or
clarifications about the lesson.
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2. Incorporate technology. The Internet is here to stay – try and find ways to
incorporate it into your classes, no matter what they may be. Students should
expand their knowledge by studying the lessons more than what the teacher only
teaches.
3. Provide timely feedback. There’s nothing worse than not knowing where you
stand in a class. The most liked professors tend to give back stories and grades
before the next assignment is due. This allows students make adjustments and
improve. The teacher would also be able to show his or her passion about
teaching to inspire the students to work harder in studying.
4. Try and give a roadmap for the semester. If it’s possible, having key dates on a
syllabus can really help students plan ahead. If the course prevents prior date
setting, try and keep students up to date on your plans.
5. Don’t be the professor that bans laptops or tablets. Some students use laptops to
take and organize notes. Others use them for Facebook. Let students reap the
rewards or consequences for their actions.
6. Give a real world experience. Try to find ways to get students to go out and take
pictures, conduct interviews of all types and just talk to people outside of class to
incorporate the use of different ways to teach the class in a fun and unique every
time and connect the lesson in real-life situations or tell a story in relation to the
topics to catch the interest of students.
7. Encourage discussion. You have a wealth of experience and knowledge – let
students ask questions and try and draw from your experiences and let them make
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use of their communicating or socializing skills when theory classes are being
held.
8. Have in-class workshops. Having the first experience of deadline stress in the
classroom is a lot better than when a paper has to get out. Also having the ability
to ask questions and work together helps to build teamwork skills.
9. Bring in guests. Former students or working journalists can be interesting to
occasionally bring into class. It can give another perspective to what you have
been trying to convey.
10. Teach the essence of journalism. There’s a lot of really good and really bad
journalism out there. Teach and discuss what journalism really is about. Is it
really the “first draft of history?” Why is it important to get the news out with the
facts absolutely correct? What is the long-term impact of a journalist’s work?
That’s what it’s all about.
But on the research of Mira (2008), she believed that one of the effective ways of
teaching the students would be through using Joint Productive Activity. This technique
allow the students to be able to work together in pairs or by group seated together and
help each other in terms of learning through each other’s work. This will be effective
because the students will be able to learn by themselves and at the same time learn to
correct their mistakes through the help of others. But, there are some students who prefer
to work alone or are more comfortable working alone so it was suggested that it will be
the choice of the students whether they would like to sit with other students or not,
respecting their personal space.
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Another study was the research entitled Teaching Strategies for Instructional
Quality (2016), the following strategies were identified as the most common used today.
This is helpful for the search study because one of the main objectives of this study is to
identify which strategy is most common among the students of Claret School of
Zamboanga City.
Active learning
 Consists of promoting the engagement of students in their own learning.
 Under this strategy, students’ discussions, group work, cooperation, reflection and
the necessary support to foster these activities play a central role.
 Furthermore, the inclusion and use of information and communication
technologies (ICT) in the classroom can help to foster an interactive and
individual learning environment.
Cognitive activation
 Refers to the use of practices capable of challenging students in order to motivate
them and stimulate higher order skills, such as critical thinking, problem solving
and decision making.
 This strategy not only encourages students to find creative and alternative ways to
solve problems, but enables them to communicate their thinking processes and
results with their peers and teachers.
Teacher-directed instruction
 Refers to teaching practices that rely, to a great extent, on a teacher’s ability to
deliver orderly and clear lessons.
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 Making explicit the learning goals, providing a summary of previous lessons or
asking short, fact-based questions are examples of practices that help to structure
lessons.
Meanwhile, in the study of Springer Science+Business Media New York, 2008,
they specified some of the preferred and effective teaching strategies for the students.
These preferred teaching strategies include:
 Entailment Structure – showing the connections of topics and how they may be
derived or understood from other topics.
 Entailment Mesh – consists of a network or map of topics that contains no
hierarchy or direction. The paths on this map is a learning strategy that can help
create analogies and generalizations.
 Conversation Theory – having a summarization of the lesson or topics discussed
earlier. The students share their knowledge or understanding to other students that
help them to better understand the topics.
 Understanding – it almost has a technical meaning within Conversation Theory.
But the Understanding does not only involve the related topics and their relation,
but also the ability to apply and transfer the relationship to new situations.
One of the goals of higher education is to allow the students to use their skills,
talents and knowledge to make a contribution to the society. Students will be the future of
their generation as they will be the ones that will use and improve the technologies that
the world has today and continue to discover and invent more useful things. That’s why
education is important to help the students to hone their knowledge. Many of the
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institutions around the world have already adapted to the K-12 Program to further help
the students to be prepared in their higher education. In a study that was conducted about
the “Teaching Methods and Students' Academic Performance”, the outcome variable was
students’ performance assessment test scores generated from the internal test prepared by
the lecturer. Data were analyzed using descriptive statistics to examine the profile of the
sample.
From the sample of hundred and nine (n=109) students; 77.1% were female and
22.9% were male. Leaners’ performance assessment test scores were recorded in the
high, moderate and low band categories; upon which 30.3% (n=33), 67.0% (n=73), and
2.8% (n=3) were in the low, moderate and high classes; respectively. The test results
were categorically scaled as: [75-100%] = high; [50-74%] = moderate;and [0-49%] =
low. (Ganyaupfu, 2013)
Based on the teaching method applied, the estimated marginal mean estimates
reveal that teacher-student interactive approach produced the high mean score
(mean=1.87), followed by the student-centered approach (mean=1.79) and the lowest
mean score (mean=1.36) was recorded for the teacher-centered approach. The mean
estimates for all the three teaching methods fall within the 95% confidence interval
bands. The results of the academic performances of the students depend on what teaching
strategies were used in teaching the class.
In another study that was conducted, the researcher compared the academic
performances of students that are in a STEM academic program and non-STEM
aacdemic program. The analysis of quantitative data revealed that there were statistically
significant differences between eighth grade students in a STEM academic program and
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eighth grade students in a non-STEM academic program in mathematics, science, and
reading academic achievement, favoring the STEM sample.
Achievement in mathematics was measured by the proportion of correct answers
to questions in each of the six objectives. A Multivariate Analysis of Variance
(MANOVA) showed that group differences on the basis of the centroids were statistically
significant, F(6, 169) = 4.61, p < .01. A post hoc analysis showed that with the exception
of Objective 4: Concepts and Uses of Measurement, all group differences were
statistically significant, favoring the STEM group.
Achievement in science was measured by the proportion of correct answers to
questions in each of the five objectives. The MANOVA showed that the group
differences on the basis of the centroids were statistically significant, F(5, 170) = 8.36, p
< .01, favoring the STEM group. A post hoc analysis showed that with the exception of
Objective 3: Structures and Properties of Matter, all group differences were statistically
significant in favor of the STEM group. Achievement in reading was measured by the
proportion of correct answers to questions in each of the four objectives. The MANOVA
showed that the group differences on the basis of the centroids were statistically
significant, F(4, 171) = 6.42, p < .01. All group comparisons were statistically significant,
favoring the STEM group. (Olivarez, 2012)
In short, the results were that the STEM group outperformed the non-STEM
group on all mathematics objectives with the exception of the concepts and uses of
measurement objective; with the exception of the structures and properties of matter
objective, the STEM group outperformed the non-STEM group in all science objectives;
and the STEM group outperformed the non-STEM group in all four reading objectives.
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The research showed that the academic performances of the students are better through
using the teaching strategies or techniques in STEM education.
A study by Dawani and Usmani (2013) was conducted to know some teaching
methods and their impact on performance of university students. Their study determined
which the most important teaching tool is: spaced learning (chalk and talk method and
multimedia method) or massed learning (chalk and talk method and multimedia method)
that has the most positive impact on the academic performance and retention rate of the
students.
It has been proved that under spaced learning, the teaching through the chalk and
talk method is more effective as compare to teaching through multimedia method, as the
mean value of retention rate through the chalk and talk teaching tool (Mean Value of
Chalk and Talk Teaching Tool =8.2700) is greater than the mean value of retention rate
through multimedia teaching tool (Mean Value Multimedia teaching tool =7.4600), the
value of mean difference is also positive (Mean Difference Value = 0.81000) and
significance value is also lower than 0.05 (Significance Value = 0.004) .On the other
hand, it has also been found that, not only under spaced learning but also under massed
learning, the teaching through the chalk and talk method is also more effective as
compare to teaching through multimedia method, as the mean value of retention rate
through the chalk and talk teaching tool (Mean Value of Chalk and Talk Teaching Tool
=5.4800) is greater than the mean value of retention rate through multimedia teaching
tool (Mean Value Multimedia Teaching Tool =4.7400) ), the value of mean difference is
also positive (Mean Difference Value = 0.74000) and significance value is also lower
than 0.05 (Significance Value = 0.046) .
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From the results and analysis, conclusion can be made that the performance of the
students who were taught through spaced learning were better as compared to massed
learning. When students were thought through spaced learning, which is a revision
technique as an alternative to normal’ revision tasks, exam results showed extreme
improvement. On the other hand, a comparison between multimedia and chalk & talk
teaching tool have shown that chalk & talk is a more effective tool in both spaced
learning and massed learning, which increases and enhances the academic performance
and retention rate of students.
CHAPTER III
METHODOLOGY
This chapter of the research paper presents the discussion of the conceptual
framework, the research framework, the theoretical framework, the methods used and
incorporated in the research, the subjects and respondents, the sampling technique
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employed, the research instruments used, and the procedures of gathering data that were
utilized for precise and accurate examination and analysis of information and statistics.
All of the procedures that were needed to make the research possible were integrated and
compiled in this chapter.
CONCEPTUAL FRAMEWORK
Independent Variable Dependent Variable
Grade 11 STEM Students’ Grade 11 STEM Students’

Subject Teachers’ Academic Performance
Instructional Strategies
Figure 1. Interplay of Variable
RESEARCH FRAMEWORK
The independent variable is the one that is consistent and can stand alone. The
Grade 11 STEM Students’ subject teachers’ instructional teaching strategies do not
change and remain constant over time. The dependent variable shows inconsistency and
dependency. The Grade 11 STEM students’ academic performance changes and can be
manipulated. The double headed arrow signifies the significant relationship of the two variables
and their mutual effect on how both act and react with each other.
THEORETICAL FRAMEWORK
Conversation theory entails having a summarization of the lesson or topics
discussed earlier. The students share their knowledge or understanding to other students
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that help them to better understand the topics (Springer Science+Business Media New
York, 2008).
The Theory of Mental Self-Governmnent refers to an inventory of different
thinking styles that gives an indication of people’s preference and thinking patterns. It
refers to the different thinking styles which constitutes preference in the use of abilities
(Sternberg, 1990).
RESEARCH DESIGN
The research that was done used the quantitative method. As a quantitative study,
the collected factual information and the reaction of the people were used to explain and
describe the natural phenomena. It utilizes numerical analysis with the use of statistics.
The gathered data were used for evaluating and measuring of information. The
researchers differentiated the data that was collected after quantifying it.
RESEARCH INSTRUMENTS
In collecting data and information, various instruments are needed to accomplish
the said task. The first part focused on the Grade 11 subject teachers of the STEM strand.
It highlighted their experiences, involvement, and relationship towards their students. All
of the subject teachers are professionals and are relevant in the field of research the
researchers are working on. They were interviewed regarding their teaching methods and
approaches they are utilizing in the process of how they teach and the reason why they
are using that particular strategy. They were asked on what strategies they are
comfortable in using and are helping the students to be productive and successful and
also were asked about the teaching strategies they tried to incorporate but ended up to be
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unsuccessful in regards to the students’ studies and performance. The last part needed the
participation of the Grade 11 STEM students. They were given a questionnaire, where it
included all kinds of questions to be asked: open ended questions which enabled the
respondents to have an opportunity to share their suggestions and responses; close ended
questions where there are predetermined and specific answers; dichotomous questions
where the respondents had 2 options to choose from; and multiple choices where there
are numerous options the respondents can choose from. After getting the desired results
from the respondents, their answers were examined and analyzed for the formulation of
the next chapter of this research paper.
LOCUS
In connection with the institution, all of the procedures and processes in gathering
of information and data that were needed in the said research were held inside the campus
of Claret School of Zamboanga City respectively.
SUBJECT/RESPONDENT OF THE STUDY
The Grade 11 STEM students of Claret School of Zamboanga were the persons
that were subjected to be studied and investigated; hence, they were the subject of the
study. The whole research basically circulates around them for they are the ones being
examined. The respondents were the ones that provided information that were needed in
the research. All of the Grade 11 STEM subject teachers and the Grade 11 STEM
students of Claret School of Zamboanga City were the providers in making this
research’s success to be possible.
SAMPLING TECHNIQUE
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In order for the researchers to collect the data that they needed, the researchers
extracted information from their respondents. The sampling technique that they followed
in determining their respondents was the nonprobability sample, where the respondents
are predetermined. Under the nonprobability sampling is the purposive sampling where
each respondent is selected based on characteristics of a population and the objective of
the study. This sampling technique was utilized due to that the researchers already have
their prospect audience. They already determined their target audience. Since the entire
subject teachers of the Grade 11 STEM students were relevant in accordance to their
teaching which is in the field STEM of the 11th grade, all of them are part of the
respondents of the study and also the researchers’ target to be the source of information
that are primarily needed for the development of the research. It helped the researchers to
have results coming from every Grade 11 STEM student who has different traits, beliefs,
attitudes, perceptions, and standing in life.
PROCEDURES OF DATA GATHERING
Each of the subject teachers from the Grade 11 STEM from Claret School of
Zamboanga City were interviewed orally to determine their thoughts and opinions
regarding on the different approaches of the teachers to their students. A total number of
12 subject teachers from the Grade 11 STEM strand participated in the activity.
The Grade 11 STEM students were given questionnaires for them to fill out and
answer. 3 sections were subjected to answer the questionnaires given: STEM A with 33
students; STEM B with 41 students; and STEM C with 40 students. 114 students
responded to the researchers’ request for data and statistics. It enabled the researchers to
24
be connected with the Grade 11 STEM sections of Claret School of Zamboanga City to
determine their preferred strengths and scopes in the different areas and fields they were
exposed at for each class has different fortes which vary from one another.
The researchers were the ones that personally delivered and performed the
procedures needed. Through this, the researchers were able to prevent prejudiced and
biased judgment. The identity of the respondents remained confidential for the research
that was done dealt and concerned with sensitive topics and issues.
STATISTICAL TREATMENT OF DATA
To interpret the data accurately and effectively, the researchers must recognize the
errors that are bound to happen to prevent further errors to occur. If sampling errors
occurred due to biased judgment and if the researchers did not precisely present the
sample size, the sample size must be increased. If non-sampling errors happened, the
response rate must be increased. To calculate the response rate, the researchers must
divide the number of valid respondents over the number of questionnaires deployed.
The data measurement scale the researchers must utilize in order to represent the
data and information gathered is nominal, where the results will be tallied and will be
represented by numbers.
25
CHAPTER IV
RESULTS AND DISCUSSIONS
In this chapter the results of the data analysis are presented. The data were
collected and then processed in response to the problems posed in the first chapter of this
study. Answering the research questions drove the collection of the data and the
subsequent data analysis. Those answers were to develop a base of knowledge about the
teacher’s instructional strategies and Grade 11 stem student’s academic performance. The
26
required answers for the questions were accomplished. The findings presented in this
chapter demonstrate the potential for merging theory and practice.
RESPONSE RATE
One hundred and fourteen surveys were initially sent to the Grade 11 STEM students
of Claret School of Zamboanga City. The researchers used the nonprobability sampling
where under it is the purposive sampling where each respondent is selected based on
characteristics of a population and the objective of the study. Therefore, 114 surveys
were considered to be legitimate for this research. With the one hundred and twelve
useable surveys returned out of 114, the response rate was 100%. Of the 114 surveys,
thirty-three were sent to STEM A with thirty-three students. Forty-one were sent STEM
B with forty-one students. And forty were sent to STEM C with forty students. Thirty-
three surveys from STEM A were returned, resulting in a 100% response rate. Forty-one
surveys from STEM B were returned, resulting in a 100% response rate. And forty
surveys from STEM C were returned, resulting in 100% response rate.
METHODS OF DATA ANALYSIS AND PRESENTATION OF DATA
Descriptive statistical technique was used to identify frequencies and percentages to
answer all of the questions in the questionnaire. All the respondents answered all of the
questions therefore percentages reported correspond to the total number of students
answering the individual questions.
A. FREQUENCY DISTRIBUTION
SOP 1: What are the over-all instructional strategies utilized by the
teachers?
27
Teaching Ms. Mr.
Mr. Mr. Ms. Mr. Mr. Mr. Mr. Mrs. Mrs. Ms.
Strategies Rica Hern
Rubi Salaz Quij Fern Jime Cuev Zapa Alfor Narz Amo
bord ande
a ar ano ando nez as nta que abal ncio
a z
A. Use of
Visual / / / / / / / / / / / /
Aids
B. Film
/ / / / No / / / / / / /
Viewing
C. Jigsaw
/ / No / / / / / / / / /
Method
D.
Teacher-
/ / / / / / / / / / / /
directed
Instruction
E. Use of
Diagnostic / / / / / / / / / / / /
Test
F. Use of
Independe / / / / / / / / / / / /
nt Practice
G. Active
/ / No / / / / / / / / /
Learning
The table above shows what teaching strategies Grade 11 STEM students’ subject
teachers use in student’s academic learning. The first column represents the teaching
strategies: A. Use of Visual Aids, B. Film Viewing, C. Jigsaw Method, D. Teacher-
directed Instruction, E. Use of Diagnostic Test, F. Use Independent Practice or Quiz, G.
Active learning. While, the first row represents the teachers subjected to the interview:
Mr. Rubia, Mr. Salazar Ms. Quijano, Ms. Ricaborda, Mr. Fernando, Mr. Jimenez, Mr.
Cuevas, Mr. Hernandez, Mr. Zapanta, Mrs. Alforque, Mrs. Narzabal, and Ms. Amoncio,
in the same order.
SOP 2: What is the over-all academic performance of the students?
Table 1. Classification of Grade.
28
Classification
A % B % C % TOTAL
of Grade
LOW 0 0 0 0 0 0 0
AVERAGE 2 6.06% 39 95.12% 39 97.5% 80
HIGH 31 93.94% 2 4.88% 1 2.5% 34
Table 1 – shows the number of STEM students from sections A, B, and C with
regards to the classification of their grades. Low class ranges from average grades of 65%
up to 74%; average class ranges from 75% up to 89%; and high class ranges from 90%
and higher average grades. The average grades were based on the first academic quarter
of the school year. The table shows that there were no students from all three sections
whose average grades belong to low class. Average class, however, is made up of 80
students: 2 students from section A, and 39 students each from both sections B and C.
Meanwhile, High class is populated by 34 students in total: 31 students from section A, 2
students from section B, and 1 student from section C. Thus, the highest number of
STEM students have an average class of average grades.
SOP 3: How are the instructional strategies identified in question no. 1 affect the
students’ academic performance?
To back up the statement of the problem no. 3, tables 2.1 and 2.2 are shown to
give the researchers an idea on how students perceive their own academic performance
and their subject teacher’s teaching performance.
Table 2.1 Rating of Student’s Performance.
Rating of Student’s Academic Performance

Rating A % B % C % TOTAL
29
10 0 0% 2 4.88% 0 0% 2
9 0 0% 7 9.76% 6 15% 10
8 20 60.61% 8 21.95% 10 25% 39
7 9 27.27% 14 36.59% 14 35% 38
6 4 12.12% 5 21.95% 6 15% 19
5 0 0% 2 4.88% 4 10% 6
4 0 0% 3 0% 0 0% 0
3 0 0% 0 0% 0 0% 0
2 0 0% 0 0% 0 0% 0
1 0 0% 0 0% 0 0% 0
Table 2.2 Rating of Teacher’s Performance.
Rating of Student’s Academic Performance

Rating A % B % C % TOTAL
10 1 0% 2 4.88% 0 0% 3
9 8 0% 4 9.76% 16 15% 31
8 12 60.61% 9 21.95% 16 25% 36
7 9 27.27% 15 36.59% 4 35% 27
6 3 12.12% 9 21.95% 4 15% 12
5 0 0% 2 4.88% 0 10% 2
4 0 0% 0 0% 0 0% 3
3 0 0% 0 0% 0 0% 0
2 0 0% 0 0% 0 0% 0
1 0 0% 0 0% 0 0% 0
30
Table 2 – shows the respondents’ rating of his own academic performance for the
first quarter and his rating of his teacher’s instructional strategies. The first and sixth
columns of the table hold the possible ratings respondents can give, ranging from 1-10
with 10 as the highest. The second and seventh columns hold the ratings of STEM A
students; the third and eight columns hold results from section B; and the fourth and ninth
columns hold the rating of students from section C. The fifth column shows that there
were a total of two students who gave their academic performance a rating of 10; ten
students gave themselves 9; thirty-nine rated themselves with 8; thirty-eight students with
7; and nineteen students gave a rating of 6 to themselves. The last column on the right
shows the total number of students who gave a certain rating to their teacher’s
instructional strategies. Three students gave their teachers a rating of 10; thirty-one
students gave a rating 9; thirty-six gave a rating of 8; twenty-seven students gave a rating
of 7; twelve students gave a rating of 6; two students gave a rating of 5; and three
students gave a rating of 4. The table shows that most students rated their academic
performance and their teachers’ strategies an 8, that is a total of 39 students and 36
students, respectively while the least number of students with a total number of two gave
themselves a rating of 10. On the other hand, the least number of students, only two
students, gave their teachers’ instructional strategies a rating of 5.
31
Table 3. How Teacher’s Instructional Strategy Affect Student’s Performance.
Answers A % B % C % TOTAL
a. Need more time to process the lesson/s 0 0% 1 2.44% 2 5% 3

b. It interests me to learn more about the lesson /s 2 6.06% 5 12.20% 10 25% 17
c. It makes the lesson/s easier to understand 11 33.33% 10 24.39% 13 32.5% 34
d. Don’t understand the teacher or not reliable
7 21.21% 8 19.51% 5 12.5% 20
information
e. No comment 13 39.39% 17 41.46% 10 25% 40
In table 3, it highlights the students’ response to the teachers’ instructional
strategies that affect their academic performance. There are 2 students from STEM C
who say that they need more time for them to process the lessons presented, while there
is one student from STEM B who says the same thing and none from STEM A, causing
to have 3 students in total. In the second response, the STEM C has the greatest number
of 10 students who agree to this, followed by the STEM B with 5 students and STEM A
with 2 students who are interested to learn more about the lessons given to them which
results to 17 students in all. Same with the previous, the third one was dominated by the
STEM C with 13 students but then tailed by STEM A with 11 students and STEM B with
10 students who believe that the way the teacher teach aids their learning and enable
them to understand the lessons easier enabling to have 34 students in total . While others
concern that they sometimes do not understand the teacher and the information laid to
them are not reliable and it affects their knowledge. There are 8 students from STEM B
who affirm to this, followed by STEM A with 7 students and STEM C with only 5
32
students causing to have 20 students in all. While, there were other students who chose
not to choose from the selection. STEM B has the highest number of students with 17
students, followed by STEM A with 13 students and STEM C with 10 students, adding to
40 students in total.
Table 4. Reasons for Difficulty in Understanding the Lesson/s.
Reasons for Difficulty

in Understanding the A % B % C % TOTAL
Lesson/s
Quality of voice of the 3.03% 9.76% 20%
1 4 8 13
teacher
Insufficient time for 39.40
13 13 31.71% 20 50% 46
discussion %
Lessons are not well- 18.18

6 11 26.83% 4 10% 21
discussed %
Others: Discussing not 3.03% 0% 0%

1 0 0 1
necessary
Others: 6.06% 0% 0%
2 0 0 2
Requirements/Sleepy
30.30
NO 10 % 13 31.71% 8 20% 31
In table 4, it shows the number of respondents who favored particular reasons for
difficulty in understanding the lessons. In the first one, where the quality of voice of the
teacher serves a cause that barricades the learning of the student, only one student in
STEM A favored to this, while there are 4 students who agreed in STEM B and 8
students in STEM C. Enabling the researchers to have 13 students in total who favored
the first reason. There are 13 students from STEM A, 13 students from STEM B, 20
students from STEM C, and a total of 46 students who believe that having insufficient
time during discussion minimizes the understanding of the students regarding the topics
33
and lessons presented by the teachers. Also, lessons not being well discussed can attribute
to poor learning and understanding. There are 6 students from STEM A who agreed to
this, and 11 students from STEM B and 4 students from STEM C, having 21 students in
all who considered the said principle. There were other students who were not satisfied
with the given choices and chose to include their own reasons. In STEM A, there is one
student who included that difficulty in understanding the lessons can be experienced if
the discussion of the teacher is not highly necessary or relevant to what was needed.
There were two students who incorporated that the attribution of self contributes to the
degree of learning and understanding. The comprehension of one is can be based to the
commitment that was offered. Most students are having hard time grasping the
knowledge offered to them if they are focusing on other things. . In addition, there were
students who chose to not answer or give their insight. The highest was the STEM B with
13 students, followed by STEM A with 10 students, lastly, STEM C with 8 students,
having 31 students in total.
SOP 4: What are three most preferred instructional strategies in each section of
Grade 11 STEM Strand?
Collectively, table 5.1 shows the preferred teaching style of students, the
researchers elaborated the teaching strategies into sentence form so that the students will
be able to discern how much they agree to a certain strategy or not. Strategy A is the Use
of Visual Aids; Strategy B is Film Viewing; Strategy C is Jigsaw Method; Strategy D is
Teacher-directed Instruction; Strategy E is the Use of Diagnostic Test; Strategy F is the
Use Independent Practice or Quiz; and Strategy G is Active learning.
34
Table 5.1a STEM A Students’ Preferred Teaching Style.
STEM A
Strongly Disagree
AgreeStrongly
Disagree
Agree
Q % % % %
A 2 6.06% 1 3.03% 11 33.33% 19 57.58%
B 2 6.06% 1 3.03% 23 69.70% 7 21.21%
C 3 9.09% 4 12.12% 18 54.55% 8 24.24%
D 2 6.06% 3 9.09% 18 54.55% 10 30.30%
E 3 9.09% 10 30.30% 16 48.48% 4 12.12%
F 2 6.06% 3 9.09% 21 63.64% 7 21.21%
G 3 9.09% 0 0% 18 54.55% 12 36.36%
The table above shows the number of STEM A students who prefer a certain
teaching strategy which are represented by the letters found in Q column. Their
preferences are varied based on the following degrees: strongly disagree, disagree, agree
and strongly agree. It shows that teaching styles A, Use of Visual Aids; G, Active
Learning; and D, Teacher-directed Instruction are the most preferred strategies by STEM
A students garnering 19, 12, and 10 frequencies, respectively.
Table 5.1b STEM B Students’ Preferred Teaching Style.
STEM B
Strongly Disagree
AgreeStrongly
Disagree
Agree
Q % % % %
35
A 1 2.44% 0 0% 24 58.54% 16 39.02%
B 1 2.44% 3 7.32% 25 60.98% 12 29.27%
C 1 2.44% 15 36.59% 19 46.34% 6 14.63%
D 1 2.44% 8 19.51% 21 51.22% 11 26.83%
E 3 7.32% 21 51.22% 11 26.83% 6 14.63%
F 0 0 9 21.96% 22 53.66% 10 24.40%
G 0 0% 7 17.07% 19 46.34% 15 36.59%
The table above shows the number of STEM B students who prefer a certain
and strongly agree. It shows that teaching styles A, Use of Visual Aids; G, Active
Learning; and B Film Viewing are the most preferred strategies by STEM B students
garnering 16, 15, and 12 frequencies, respectively.
Table 5.1c STEM C Students’ Preferred Teaching Style.
STEM C
AgreeStrongly
Disagree
Disagree
Strongly
Agree
Q % % % %
A 4 10% 0 0% 12 30% 24 60%
B 4 10% 2 5% 20 50% 14 35%
C 6 15% 4 10% 12 30% 18 45%
D 4 10% 6 15% 14 35% 16 40%
E 6 15% 8 20% 18 45% 8 20%
F 6 15% 8 20% 18 45% 8 20%
G 6 15% 6 15% 16 40% 12 30%
36
The table above shows the number of STEM C students who prefer a certain
and strongly agree. It shows that teaching styles A, Use of Visual Aids; C, Jigsaw
Method; and D, Teacher-directed Instruction are the most preferred strategies by STEM
C students garnering 24, 18, and 16 frequencies, respectively.
Table 5.2 Students’ Preferred Teaching Style.
TOTAL
A B C
Disagree
Disagree
Disagree
Disagree
Disagree
Disagree
Strongly
Strongly
Strongly
Strongly
Strongly
Strongly
Agree
Agree
Agree
Agree
Agree
Agree
7 1 50 56 7 6 68 33 10 23 49 32
TOTAL
D E F G
DisagreeStrongly
DisagreeStrongly
DisagreeStrongly
DisagreeStrongly
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
Disagree
Disagree
Disagree
Disagree
Agree
Agree
Agree
Agree
7 17 53 37 12 39 45 18 8 20 61 25 9 13 53 39
The results gained from all three sections were tallied in table 5.2. Strategy A has
the highest number of students who strongly agreed with 56 students, followed by
37
Strategy G with 39 students, then Strategy D with 37 students and Strategies B, C, F, and
E with 33, 32, 25, and 18 students respectively. On the other hand, there were also
students who strongly disagreed with a certain type of teaching strategy. Strategy E has
the highest number with 12 students; next to it was Strategy C with 10 students, then
Strategy G with 9 students, Strategy F with 8 students, followed with Strategies A, B, and
D which had the same number of 7 students. Strategy B has the highest number of
students who agreed with 68 students, and then Strategy F comes in second with 61
students, followed by Strategy G and D with both 53 students, and Strategies A, C, and E
with 50, 49, and 45 students respectively. Lastly, Strategy E has the highest amount of
students who disagreed with 39 students. Strategy C followed with 23 students, then
Strategy F with 20 students, Strategies D, G, and B, with 17, 13, and 6 students
respectively and Strategy A with only 1 student who disagreed.
B. MEASURE OF CENTRAL TENDENCY
Mean
The number of students per class is as follow: 33, 41, and 40
33+41+ 40
x= =38
3
This means that the total of each table must result to 38.
a. Classification of Grade.
0+0+ 0
I. Low x= =0
3
2+39+39
II. Average x= =26.67
3
31+2+1
III. High x= =11.33
3
b. Rating of Student and Teacher’s Performance.
38
A. Rating of Student’s Academic Performance
0+2+0 0+2+ 4
I. 10 x= =0.67 VI. 5 x= =2
3 3
0+ 4+6 0+0+ 0
II. 9 x= =3.33 VII. 4 x= =0
3 3
20+9+10 0+0+ 0
III. 8 x= =13 VIII. 3 x= =0
3 3
9+15+14 0+0+ 0
IV. 7 x= =12.67 IX. 2 x= =0
3 3
4 +9+6 0+0+ 0
V. 6 x= =6.33 X. 1 x= =0
3 3
B. Rating of Teacher’s Academic Performance
1+2+0
I. 10 x= =1
3
8+7+16
II. 9 x= =10.67
3
12+ 8+16
III. 8 x= =12.33
3
9+14+ 4
IV. 7 x= =9
3
39
3+5+ 4 I. Need more time to process the
V. 6 x= =4
3 0+1+2
lesson/s x= =1
3
0+2+0
VI. 5 x= =0.67
3 II. It interests me to learn more
0+3+0 2+5+10
VII. 4 x= =1 about the lesson /s x= =5.67
3 3
0+0+ 0 III. It makes the lesson/s easier to

VIII. 3 x= =0 11+10+13
3 understand x= =11.33
3
0+0+ 0
IX. 2 x= =0 IV. Don’t understand the teacher
3
or not reliable information
0+0+ 0 7+8+5
X. 1 x= =0 x= =6.67
3 3
c. Reasons for Difficulty in V. No comment
Understanding the Lesson/s 13+17+10
x= =13.33
I. Quality of voice of the teacher 3
1+4 +8 e. Students’ Preferred Teaching Style. a)
x= =4.33
3
I. I understand the lesson more if
II. Insufficient time for the teacher uses visual aids. (e.g. LCD
13+13+20 projector, charts, graphs, handouts)
discussion x= =15.33
3
A. Strongly Disagree
III. Lessons are not well-
6+11+ 4 2+1+4
discussed x= =7 x= =2.33
3 3
IV. Others: Discussing not B. Disagree

1+0+0 1+0+0
necessary x= =0.33 x= =0.33
3 3
V. Others: Requirements/Sleepy C. Agree
2+0+0
x= =0.67 11+24+ 12
3 x= =15.67
3
10+13+8
VI. NO x= =10.33 D. Strongly Agree
3
d. How Teacher’s Instructional Strategy
Affect Student’s Performance 19+16+24
x= =18.67
3
40
II. I understand the lesson more if
the teacher conducts a film viewing that 8+6+18
x= =10.67
is related to our lesson. 3
2+1+4 IV. I understand the lesson more
x= =2.33
3 if the teacher simply explains the lesson
in the classroom.
B. Disagree
1+3+2
x= =2
3 2+1+4
x= =2.33
3
B. Disagree
C. Agree
3+8+6
23+25+20 x= =5.67
x= =22.67 3
3
C. Agree
18+21+14
D. Strongly Agree x= =17.67
3
D. Strongly Agree
7+12+14
x= =11
3
10+11+16
x= =12.33
3
III. I understand the lesson more
if we gave our explanation or
understanding about the topic before the V. I understand the lesson more
teacher discusses it. if we are given diagnostic tests before
the discussion.
3+1+6
x= =3.33
3 3+3+6
x= =4
3
B. Disagree
B. Disagree
4 +15+4
x= =7.67
3 10+21+8
x= =13
3
C. Agree
18+19+12
x= =16.33
3 C. Agree
D. Strongly Agree
41
16+11+18 B. Disagree
x= =15
3
0+7+ 6
x= =4.33
D. Strongly Agree 3
C. Agree
4 +6+8
x= =6 18+19+16
3 x= =17.67
3
D. Strongly Agree
VI. I understand the lesson more 12+ 15+12

x= =13
if we are given independent practices or 3
quizzes after the discussion.
Median
2+0+6
x= =2.67 a. Classification of Grade.
3
I. Low
B. Disagree
3+9+ 8 0, 0, and 0 = 0
x= =6.67
3 II. Average
C. Agree 2, 39, and 39 = 39
21+22+18 III. High
x= =20.33
3
1, 2, and 31= 2
D. Strongly Agree
b. Rating of Student and Teacher’s
Performance.
7+10+8
x= =8.33 A. Rating of Student’s Academic
3
Performance
I. 10 9, 10,
VII. I understand the lesson more and 20 = 10
if we engage in activities such as games, 0, 0, and
team competitions, and group 2=0 IV. 7
presentations. II. 9 9, 14,
and 15 = 14
0, 4, and
A. Strongly Disagree 6=4 V. 6
3+0+6 III. 8 4, 6, and

x= =3 9=6
3
42
VI. 5 0, 0, and III. Lessons are not well-
0=0 discussed
0, 2, and
4=2 IX. 2 4, 6, and 11 = 6
VII. 4 0, 0, and IV. Others: Discussing not
0=0 necessary
0, 0, and
0=0 X. 1 0, 0, and 1= 0
VIII. 3 0, 0, and V. Others: Requirements/Sleepy
0=0
0, 0, and 2 = 0
B. Rating of Teacher’s Academic
VI. NO - 8, 10, and 13 = 10
Performance
I. 10 VI. 5
d. How Teacher’s Instructional Strategy
1, 2, and 0, 0, and
Affect Student’s Performance.
10 = 2 2=0
I. Need more time to process the
II. 9 VII. 4
lesson/s
7, 8, and 0, 0, and
0, 1, and 2 = 1
16 = 8 3=0
II. It interests me to learn more
III. 8 VIII. 3
about the lesson /s
8, 12, 0, 0, and
2, 5, and 10 = 5
and 16 = 12 0=0
III. It makes the lesson/s easier to
IV. 7 IX. 2
understand
4, 9, and 0, 0, and
10, 11, and 13 = 11
14 = 9 0=0
IV. Don’t understand the teacher
V. 6 X. 1
or not reliable information
3, 4, and 0, 0, and
5, 7, and 8 = 7
5=5 0=0
V. No comment
c. Reasons for Difficulty in
Understanding the Lesson/s 10, 13, and 17 = 13
I. Quality of voice of the teacher e. Students’ Preferred Teaching Style. a)
1, 4, and 8 = 4 I. I understand the lesson more if
the teacher uses visual aids. (e.g. LCD
II. Insufficient time for
projector, charts, graphs, handouts)
discussion
13, 13, and 20 = 13
43
1, 2, and 4 = 2 IV. I understand the lesson more
if the teacher simply explains the lesson
B. Disagree
in the classroom.
0, 0, and 1 = 0
C. Agree
1, 2, and 4 = 2
11, 12, and 24 = 12
B. Disagree
D. Strongly Agree
3, 6, and 8 = 6
16, 19, and 24 = 19
C. Agree
II. I understand the lesson more if
14, 18, and 21 = 18
the teacher conducts a film viewing that
is related to our lesson. D. Strongly Agree
A. Strongly Disagree 10, 11, and 16 = 11
1, 2, and 4 = 2 V. I understand the lesson more
if we are given diagnostic tests before
B. Disagree
the discussion.
1, 2, and 3 = 2
C. Agree
3, 3, and 6 = 3
20, 23, and 25 = 23
B. Disagree
D. Strongly Agree
8, 10, and 21 = 21
7, 12, and 14 = 12
C. Agree
III. I understand the lesson more
11, 16, and 18 = 16
if we gave our explanation or
understanding about the topic before the D. Strongly Agree
teacher discusses it.
4, 6, and 8 = 6
VI. I understand the lesson more
1, 3, and 6 = 3 if we are given independent practices or
quizzes after the discussion.
B. Disagree
4, 4, and 15 = 4
0, 2, and 6 = 2
C. Agree
B. Disagree
12, 18, and 19 = 18
3, 8, and 9 = 8
D. Strongly Agree
C. Agree
6, 8, and 18 = 8
44
18, 21, and 22 = 21 II. 9 0, 2, and
4 = no mode
D. Strongly Agree 0, 4, and
6 = no mode VII. 4
7, 8, and 10 = 8
III. 8 0, 0, and
VII. I understand the lesson more
0=0
if we engage in activities such as games, 9, 10,
team competitions, and group and 20 = no VIII. 3
presentations. mode
0, 0, and
IV. 7 0=0
A. Strongly Disagree 9, 14, IX. 2
and 15 = no
0, 3, and 6 = 3 0, 0, and
mode
0=0
B. Disagree
V. 6
X. 1
0, 6, and 7 = 6
4, 6, and
0, 0, and
C. Agree 9 = no mode
0=0
16, 18, and 19 = 18 VI. 5
D. Strongly Agree B. Rating of Teacher’s Academic

Performance
12, 12, and 15 = 12
I. 10 VI. 5
Mode
1, 2, and 0, 0, and
a. Classification of Grade. 10 = no mode 2=0
I. Low II. 9 VII. 4
0, 0, and 0 = 0 7, 8, and 0, 0, and
II. Average 16 = no mode 3=0
2, 39, and 39 = 39 III. 8 VIII. 3
III. High 8, 12, 0, 0, and

and 16 = no 0=0
1, 2, and 31= no mode mode
IX. 2
b. Rating of Student and Teacher’s IV. 7
Performance. 0, 0, and
4, 9, and 0=0
A. Rating of Student’s Academic 14 = no mode
Performance X. 1
V. 6
I. 10 0, 0, and 0, 0, and
2=0 3, 4, and 0=0
5 = no mode
45
c. Reasons for Difficulty in Understanding the Lesson/s
I. Quality of voice of the teacher
1, 4, and 8 = no mode
II. Insufficient time for discussion
13, 13, and 20 = 13
III. Lessons are not well-discussed
IV. Others: Discussing not necessary
0, 0, and 1= 0
V. Others: Requirements/Sleepy
0, 0, and 2 = 0
VI. NO
8, 10, and 13 = no mode
d. How Teacher’s Instructional Strategy Affect Student’s Performance.
I. Need more time to process the lesson/s
II. It interests me to learn more about the lesson /s
III. It makes the lesson/s easier to understand
10, 11, and 13 = no mode
IV. Don’t understand the teacher or not reliable information
V. No comment
10, 13, and 17 = no mode
e. Students’ Preferred Teaching Style. a)
I. I understand the lesson more if the teacher uses visual aids. (e.g. LCD projector,
charts, graphs, handouts)
50
B. Disagree
0, 0, and 1 = 0
C. Agree
11, 12, and 24 = no mode
D. Strongly Agree
16, 19, and 24 = no mode
II. I understand the lesson more if the teacher conducts a film viewing that is
related to our lesson.
B. Disagree
C. Agree
20, 23, and 25 = no mode
D. Strongly Agree
7, 12, and 14 = no mode
III. I understand the lesson more if we gave our explanation or understanding
about the topic before the teacher discusses it.
B. Disagree
4, 4, and 15 = 4
C. Agree
12, 18, and 19 = no mode
D. Strongly Agree
IV. I understand the lesson more if the teacher simply explains the lesson in the
classroom.
51
B. Disagree
C. Agree
14, 18, and 21 = no mode
D. Strongly Agree
10, 11, and 16 = no mode
V. I understand the lesson more if we are given diagnostic tests before the
discussion.
3, 3, and 6 = 3
B. Disagree
8, 10, and 21 = no mode
C. Agree
11, 16, and 18 = no mode
D. Strongly Agree
VI. I understand the lesson more if we are given independent practices or quizzes
after the discussion.
B. Disagree
C. Agree
18, 21, and 22 = no mode
D. Strongly Agree
52
VII. I understand the lesson more if we engage in activities such as games, team
competitions, and group presentations.
B. Disagree
C. Agree
16, 18, and 19 = no mode
D. Strongly Agree
12, 12, and 15 = 12
DISCUSSION
In the frequency distribution, there were a total of five tables that interpreted the
results of the given questionnaires to the respondents. Table 1 showed the classification
of grade of the students which revealed that most of the grade 11 STEM students belong
to the category of having an average grade. Exactly 80 students out of 144 got an average
grade while only 34 are in high category and none are in low category. This means 80
students have an average that ranges from 75%-89%; 34 students have an average that
ranges from 90% and above; and no student have an average that ranges from 65%-74%
in their first academic quarter of the school year. Table 2 was divided into 2 categories
which are table 2.1 and table 2.2. Table 2.1 shows the students’ rating of their own
academic performance for the first quarter. Here, students were to rate their academic
performance with 10 being the highest and 1 being the lowest. Most of the students rated
their performance as 8 which were rated with 39 students. This was followed with a
rating of 7 with 38 students, then with a rating of 6 with 19 students, rating of 9 with 10
students and rating of 10 with 2 students. None of the students rated their academic
53
performance in the first quarter with 4 and below. Table 2.2 on the other hand, showed
the rating of the respondents to their teacher’s performance in the first quarter. Most of
the students gave a rating of 8 with 36 students which was followed by a rating of 9 with
31 students. Next was a rating of 7 with 27 students, rating of 6 with 12 students, rating
of 10 with 3 students, rating of 4 with 3 students as well and a rating of 5 with 2 students.
None of them gave a rating for their teacher’s performance as 3 and below. In table 3, it
showed the results of the different reasons for the difficulty of students in understanding
the lessons. Most of the students answered that the greatest reason for them was because
of the insufficient time for discussion. This reason has a total 46 students which was
followed by the reason that the lesson were not well-discussed which have a total of 21
students. Next to it was for the reason of the quality of the voice of the teacher with 13
students followed by due to the reason of the requirements or being sleepy with 2
students and because of the discussion being unnecessary with 1 student. 31 of the
students said that the teacher’s way of teaching does not make it difficult for them to
understand the lessons. Table 4 showed how the teacher’s teaching strategies affect the
student’s academic performance and it revealed that most of the students answered that
the strategies used by their teachers helped make the lessons easier to understand. A total
of 34 students had this answer which was followed by the answer of not understanding
the teacher or not having reliable information with 20 students. Next to this was the
answer of giving interest to the students to learn more about the lesson with 17 students
then the answer of needing more time to process the lesson with 3 students. There were
also 40 students who had nothing to say about the matter or have no comment about it.
Table 5 was divided into 2 distinct categories which are Table 5.1 and Table 5.2. Table
54
5.1 was further divided into 3 subcategories namely Table 5.1a, 5.1b and 5.1c. Table 5.1a
showed the results of the preferred teaching style of students from STEM A, Table 5.1b
showed the results from STEM B and Table 5.1c showed the results from STEM C.
Table 5.2 presented the tallied numbers from table 5.1 which revealed that the number of
students who strongly agreed with the strategy of Using Visual Aids was 56 students and
the number of students who strongly disagreed with this are 7 students. With the Film
Viewing strategy, 33 students strongly agreed with this and 7 students strongly disagreed
with this. The strategy of Jigsaw Method had a total 32 students who strongly agreed with
it and had 10 students who strongly disagreed. Teacher-directed Instruction strategy had a
total of 37 students who strongly agreed while having 7 students who strongly disagreed.
A total of 18 students strongly agreed with the strategy of the Use of Diagnostic Test
while 12 students strongly disagreed. The Use of I.P. or Quiz strategy had 25 students
who strongly agreed with this and had 8 students who strongly disagreed. Lastly, the
strategy of Active Learning had a total of 39 students who strongly agreed and had 9
students who strongly disagreed with it. The three most agreed teaching strategies for the
students are Strategies A, G and D which are the Use of Visual Aids, Active Learning
and Teacher-oriented Instruction respectively. Strategy A was the most agreed with 56
students, Strategy G comes in second with 39 students and Strategy D was third with 37
students.
In the measure of central tendency, the mean of the students were 38 which mean
that the total of each table must result to 38. The mean was able to be attained by adding
up all the number of respondents and then dividing it by how many numbers there are. In
the classification of grade, the mean of low category is 0 because there were no students
55
who are in this category. In average category, the mean was 26.67 and high category has
the mean of 11.33. In the rating of the student’s academic performance, the mean of the
rating 10 was 0.67, rating 9 has the mean of 3.33, rating 8 has 13, rating 7 has 12.67,
rating 6 has 6.33, and rating 5 has the mean of 2. Ratings 4, 3, 2 and all had the mean of
0. In the rating of the teacher’s performance, rating 10 has the mean of 1, rating 9 has
10.67, rating 8 has 12.33, rating 7 has 9, rating 6 has 4 and rating 5 has the mean of 0.67.
Ratings 4, 3, 2, and 1 all had the same mean of 0. In the reasons for the difficulty in
understanding the lessons, the results showed that the mean for reason I was 4.33, reason
II has 15.33, reason III has 7, reason IV has 0.33, reason V has 0.67 and reason VI has
the mean of 10.33. In the results of how the teacher’s instructional strategy affect the
student’s performance, answer I has the mean of 1, answer II has 5.67, answer III has
11.33, answer IV has 6.67 and answer V has 13.33. While in the results of the preferred
teaching style of students, the answers for the use of visual aids revealed that the mean
for strongly disagree was 2.33, disagree has 0.33, agree has 15.67 and strongly agree has
the mean of 18.67. Conducting a film viewing resulted with having the mean for strongly
disagree as 2.33, disagree with 2, agree with 22.67 and strongly agree with the mean of
11. The answer of the students giving their own understanding about the topic resulted
with strongly disagree with the mean of 3.33, disagree with 7.67, agree with 16.33, and
strongly agree with 10.67. The teacher simply discussing the lesson has the mean for
strongly disagree with 2.33, disagree with 5.67, agree with 17.67 and strongly agree with
12.33. Next was the answer of giving diagnostic tests which resulted with having the
mean for strongly disagree with 4, disagree with 13, agree with 15 and strongly agree
with the mean of 6. Then, the answers for having I.P. or quizzes revealed that strongly
56
disagree has the mean of 2.67, disagree with 6.67, agree with 20.33 and strongly agree
with the mean of 8.33. Lastly, the answers for engaging in different activities showed the
results of strongly disagree with the mean of 3, disagree with 4.33, agree with 17.67 and
strongly agree with the mean of 13. The total of all the means from each table presented
resulted to either 37.99 or 38 which corresponds to the mean of the respondents.
The measure of central tendency allows the readers and the researchers to have an
insight about the average, the middle ground, and the evident answers regarding the
responses of the respondents. With the collected data and statistics, the researchers are
able to come up with a unified conclusion. In computing the mean, it highlights the
average answers of the students. Given a certain question, if we added the number of
students who answered the same answer from the three sections and divided it by three,
we would get the normal or the average number of students who answered the same. In
calculating the mean, the number of students who answered a particular question from the
three sections is weighed from ascending order or from lowest to highest. The center
number will be considered as the median for it lies at the center of the series. It is neither
the least nor the greatest. The mode is the number that is repeated most often. In figuring
out the mode, same with the median, the number of students who answered a particular
question from the three sections is weighed from ascending order or from lowest to
highest. The numbers that appear most often are considered as the mode. While, there are
some series in the tally that do not have a mode, because they do not have repeating
numbers.
57
58
CHAPTER V
SUMMARY, CONCLUSION AND RECOMMENDATION
SUMMARY
This section states a concise information of the entire study, followed by the
drawn conclusions based on the data gathered and the recommendations for each group
of individuals who will benefit from the study for further improvement.
Summary:
To sum up, academic performance refers to how the students utilize the learning
they acquired through the instructional strategies used by their teachers. This is correlated
with so-called instructional strategies or teaching strategies, which refers to the methods
used by the teachers to impart knowledge to their students. This research is based on
Mushtaq and Khan’s study on Factors Affecting Academic Performance(2012) in which
they have identified that the learning facilities used to aid education is one great factor
that affects students’ academic performance which include the use of teaching strategies;
and Ganyaupfu’s study on Teaching Methods and Students’ Academic Performance
(2013), where it suggests that the three teaching methods: Teacher-Centered Methods,
Student-Centered Methods and Teacher-Student Methods each has significant varying
results to students’ performance. Hence, this study is conducted to further understand
how the instructional strategies of the teachers affect the academic performance of Grade
11 STEM students of Claret School of Zamboanga City for more improved academic
performance in their following school year. By knowing the students’ preferences, the
researchers will be able to draw the strategies’ significance in students’ academic
59
performance whether it will alleviate difficulty in comprehension or not. Aside from that,
the study aims to identify the three most preferred strategies in each section of STEM
strand for the benefit of the administrators, teachers and students of the said school.
The methods of acquisition of data were defined through the identification of
respondents. Out of all the students of Grade 11 STEM strand, each individual were
given equal opportunity to respond to the questions that will answer the needs of the
study. The same goes with the subject teachers who were asked about the instructional
methods they use in classroom setting. Over-all, the study subjected 114 respondents
from student population and 12 respondents coming from the teacher population.
The researchers found out that the strategies that students from section A prefer
the most are the use of visual aids, active learning and teacher-directed instruction, where
the respondents collectively give a satisfactory rating of 8 for both performances of theirs
and their teachers’. For section B, the researchers discovered that the students’ similar
with section A they prefer the strategies such as, the use of visual aids and active
learning. What differs is they rather prefer film viewing. The respondents gave a
collective rating of 7 for both their teachers’ and own performance. On the other hand,
section C were found to have preferences alike to both section A and B. The respondents,
who gave a collective rating of 7 for their own performance and 8 for their teachers’,
prefer the use of visual aids, jigsaw method and teacher-directed instruction. In
summation, the students have an average classification of grade which is defined to have
average grades that ranges from 75%-89% with a mean of 26.67. The students responded
that the instructional strategies of the teacher affect their performance in a manner that
how they understand the lessons lies dependent to the strategies in use. Hence, the
60
effectiveness of the strategy will make it easier for them to comprehend which results to
improved academic performance. To further understand the connection of the students’
academic performance and teacher’s instructional strategies, the students were asked to
identify the factor that primarily affects difficulty in understanding the lessons and their
collective response was revealed to be insufficient time for discussion.
The study proved that the students’ academic performance is largely dependent on
their teacher’s instructional strategies which means the two variables have a relationship
that is directly proportional. The effectiveness of teaching strategies results to positive
outcomes in the students’ academic performance or negative outcomes if the teaching
strategies are found to be ineffective based on the responses of the students regarding
how the teachers’ instructional strategies affect their academic performance. The study
also came with an interesting discovery wherein the teaching strategy preferences each
Grade 11 STEM student has were mainly pointing to the idea that a great number of
population are visual learners.
CONCLUSION
Based on the findings, the following conclusions are drawn:
a. The instructional strategies that subject teachers use greatly affect the academic
performance of the students.
b. The greatest factor that makes comprehension of lessons difficult for students is
the insufficient time allotted on subject periods.
61
c. Most students are highly inclined to their auditory and visual capacities that are
proven by the highest number of frequencies in strategies, film-viewing and use
of visual aids.
RECOMMENDATION
For the administrators, it is highly recommended that they allow the Grade 11
STEM students to have their own projectors in class as this will help strengthen their
visual and auditory capacities for greater retention of memory. Also, the researchers
recommend lengthening the amount of time allotted for subjects as it is found that having
insufficient amount of time is a great contributor to student’s difficulty in comprehension.
For teachers, it will be of great import if they use strategies that complement the high
capabilities of students in visual and auditory aspects. The most recommended strategies
to use are: Use of Visual Aids, Film Viewing, Independent-Learning, Teacher-based
instructions, and Active Learning such as games.
For students, it will be best for them to use their time wisely if ever the
recommendation of having longer class periods is failed to be taken upon consideration.
Also, they are advised to suggest activities to their teachers to make academic learning
worthwhile for their own good and for their teachers, as well.
For future researchers, it is recommended to have a shorter questionnaire, whilst
avoiding open-ended questions, for the desired respondents not to be lazy in answering
the surveys. They are also advised to conduct the further study in grade levels and class
sections that are observed to have poor academic performance. That way, their actual
learning strengths will be worked on and will be used in their academic learning.
62
REFERENCE
Aikat, D. (2011). Effective Teaching Strategies for Teaching in the Digital Age. Boston:
AEJMC .
63
Alberta, A. (2007). Health and Life Skills Guide to Implementation (K–9). Canada:
Alberta Learning, Alberta.
Aloisi, C., Coe, R., Higgins, S., & Major, L. E. (2014). What Makes Great Teaching?
Chicago: Centre for Evaluation and Monitoring.
Baynham, M., Roberts, C., Cooke, M., Simpson, J., Ananiadou, K., Callaghan, J., . . .
Wallace, K. (2007). Effective Learning and Teaching ESOL. London: National
Research and Development Centre for Adult Literacy and Numeracy. Retrieved
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Cox, M., Douglas, T. C., & Smith, K. (2009). Supportive Teaching and Learning
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Dawani, K., & Usmani, S. (2013). Teaching Methods and their impact on performance of
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Eberly Centre for Teaching Excellence - Carnegie Mellon. (2007). Theory and Research-
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65

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TEACHER’S INSTRUCTIONAL STRATEGIES AND GRADE 11 STUDENT’S

A Quantitative Research Presented to Claret School of Zamboanga City

Cabral, Krizia Marie

Canda, Larry James

CHAPTER I: INTRODUCTION 1-5

BACKGROUND OF THE STUDY

society. Knowledge is power. It is something that cannot be stolen by anyone else.

In Mushtaq and Khan’s study on Factors Affecting Academic Performance

knowledge to their students. Also, Teaching Methods and Students’ Academic

Centered Methods, Student-Centered Methods, Teacher-Student Interactive Methods

academic performance affects teachers’ teaching strategies subsequently. In that manner,

their academic performance.

STATEMENT OF THE PROBLEM

2. What is the over-all academic performance of the students?

SIGNIFICANCE OF THE STUDY

following will benefit from this study:

students towards learning, facilitating students and improving the teaching

discussion simple and understandable by the students.

more academically skilled.

SCOPE AND LIMITATIONS

academic performance. However, these preferences may differ in accordance to their

is suitable for all.

manner of how they were used in this research:

learning acquired through the instructional strategies used by the teachers.

 Dependent – The student relies on his/her teachers, classmates, and others.

he/she has learned.

on how the teacher imparts knowledge to his students.

adjusting to the students’ learning needs.

The academic performance is the result or achievement of the students in given

long or short-term educational goals. This is usually measured by conducting an

students of Grade 11 STEM based on three major divisions namely:

Low – 74% and lower

Average – 75% - 89%

High – 90% and higher

improve his or her academic performance.

REVIEW OF RELATED LITERATURE

 the choice of content/ subject matter to be taught to achieve desired objectives

 the selection of appropriate instructional materials/technology to facilitate

 the use of appropriate/effective methods and strategies of teaching to arrive at

the desired outcomes (Pedronan, 2014).

In Elvis Munyaradzi Ganyaupfu’s research study which is about Teaching

strategy of combining both teacher-centered and student-centered teaching methods in

differential effectiveness of teaching methods on students’ academic performance. The

transmission of information to the learners.

understood the lesson.

In addition to using teaching strategies, the Eberly Center for Teaching

Excellence, Carnegie Mellon (2007) conducted a research to where they distinguished

effective acquisition of knowledge. Their work discusses the following disciplines:

information to accurate information they already possess.

2. Motivation generates, directs, and sustains learning behavior - knowledge of the

they want to explore

students’ faulty and disconnected information and inaccurate links.

4. Meaningful engagement is necessary for deeper learning - by forming more

skills when they are relevant.

5. Mastery involves developing component skills and knowledge, and synthesizing

in the distinct and discrete component skills.

their thinking practices.

the following foundational propositions:

 Learning is best conceived as a process, not in terms of outcomes.

 All learning is re-learning

 Learning requires the resolution of conflicts between dialectically opposed modes

of adaptation to the world.