APPENDICES

Appendix A-1
Appendix A-2
Appendix A-3
Appendix A-4
 Appendix B-1

Informed Consent Form

Informed Consent
Name of Respondents: ____________________________________

Address: ________________________________________________

Instructions: These questions will be answered with Yes or No. Please check the box according
to your answer.

Yes No
1. Do you know what the purpose of the research study is?
2. Do you know the benefits you will get from the study?
3. Do you know what the data available for the study is confidential? 
4. Did the researchers explain well all about the study?
5. Are you not forced to answer the questionnaire?
6. Are you willing to answer the questions?
7. Has your right to participate in the study not been violated? 
8. Did researchers behave well in understanding the study? 
9. Do you have any trouble answering the questionnaire?
10. Did you know that your personal profile will not be exposed to
anyone?

Conformity:
 _________________________

Signature over printed name

Saint Michael College of Caraga

Brgy. 4, Nasipit, Agusan del Norte, Philippines
District 8, Brgy. Triangulo, Nasipit, Agusan del Norte, Philippines
Tel. Nos. +63 085 343-3251 / +63 085 283-3113
www.smccnasipit.edu.ph

THE INSTRUCTIONAL STRATEGIES OF COLLEGE TEACHERS IN SAINT

MICHAEL COLLEGE OF CARAGA

Name (Optional) :

Part I. Teachers profile.

1. Age
o (1) 21-25 years old
o (2) 26-30 years old
o (3) 31-35 years old
o (4) 36-40 years old
2. Gender
o (1) Male
o (2) Female
3. Department
o (1) College of Teachers Education
o (2) College of Arts and Sciences

4. Numbers of years in the service of teaching

o (1) 5 years and below
o (2) 6-10 years
 o (3) 11-15 years
o (4) 16 years and below

5. Numbers of trainings/seminars you attended regarding online and offline modalities

o (1) 5 below
o (2) 6-10 years
o (3) 11-15 years
o (4)16 years above

Part II. Instructional Strategies

The following are the different Instructional Strategies for teaching-learning process.

Directions: Put a check ( ) mark on the space provided that corresponds your answer. Kindly

answer it honestly. Noted that your answer is confidential and anonymous.

Scale Verbal description Interpretation

4 STRONGLY AGREE- The statement is always true to myself

3 AGREE The statement is sometimes true to myself
2 DISAGREE The statement is seldom true to myself
1 STRONGLY DISAGREE The statement is not true to myself

Strongly Agree Disagree Strongly

agree
A. Direct Instruction Disagree
(4)
(3) (2) (1)
1. I begin my instructional units by presenting
students with clear learning goals.
2. I provide students with specific feedback on the
extent to which they are.
3. I end my nits by providing students with clear
feedback on the learning goals.
4. Prior to presenting new content, I provide
students with direct links with previous knowledge
or studies.
5. Prior to presenting new content, I provide ways
for students to organize or think about the content
(e.g., advance organizers).
6. I use exposit method when discussing.
7. I start explaining from specific to general;
simple to complex.
8. Starting now, I explain the lesson from
generalization to specific.
9. When I design my lesson, I consciously select
content that needs the district’s curriculum
competencies, and/or performance standards.
10. During each lesson, I discuss with my students
the importance of courtesy and respect and
consciously model for my students the types of
personal behaviors that promote responsibility and
social development among early adolescents.
11. When I design my lesson, I consciously select
instructional materials based upon my knowledge
of my student’s development needs and learning
styles.
12. When I design my lesson, I consciously
prepare lessons with high expectations designed to
challenge and stimulate all students.
13. When I design my lesson, I consciously
consider how to build upon my student’s existing
knowledge and experience.
14. When I design my lesson, I consciously
consider how to create active learning experiences
for my students.
15. When I design my lesson, I consciously
designs lessons that require integration of content
from more than one content area.

Strongly Agree Disagree Strongly

agree
B. Indirect Instruction Disagree
(4)
(3) (2) (1)
1. I end my units by recognizing and celebrating
progress on the learning goals.
2. I ask students to construct verbal or written
summaries of new content.
3. I ask students to take notes on new content.
4. I ask students to represent new content in
nonlinguistic ways (e.g., graphic organizers).
5. During each lesson, I consciously implement a
teaching strategy that stimulates higher-order
thinking skills.
6. I help students relate new learning to their prior
experiences.

Strongly Agree Disagree Strongly

agree
C. Interactive Instruction Disagree
(4)
(3) (2) (1)
1. I ask students to keep track of their own
performance on learning goals.
2. I organize students into groups based on their
understanding of the content when appropriate.
3. Prior to presenting new content, I ask students’
questions that help them recall what they might
already know about the content.
4. I emphasize the importance of effort with
Students.
5. I make my students tell they belong to a
community of learners with a shared goal or
purpose to teach their potentials.
6. I use the imitative method or demonstrating
method. Demonstrate to the learns the job be
accomplish with the execute what have been
demonstrated.
7. I apply the cooperative learning and group them
heterogenous
8. During each lesson, I create social interaction
among students that enhances learning by
requiring students to work as a team with both
individual and group responsibilities.
9. During each lesson, I vary the size and
composition of learning groups.
10. When I design my lesson, I consciously select
methods and strategies that accommodate the
individuals needs and interest.
11. When I design my lesson, I consciously
consider how to create cooperative learning
experiences for my students.
12. I try to motivate students by confronting them
during group discussions with their classmates.
13. I allow a student’s motives for participating in
continuing education to be a major determinant in
the planning of learning objectives
Strongly Agree Disagree Strongly
agree
D. Independent Study Disagree
(4)
(3) (2) (1)
1. I recognize students who are making observable
progress toward learning goals
2. I provide specific feedback on the homework
assigned to students.
3. I allow students more time to complete
assignments when they need it.
4. I end units by asking students to assess
themselves relative to the learning goals.
5. I assign tasks that require students to practice
important skills and procedures.
6. I prescribe assignments that require students to
compare and classify content
7. I prescribe assignments that require students to
construct metaphors and analogies.
8. I let the learners do the activities in their own
and let them “learn by doing”.
9. During each lesson, I consciously implement
two or more learning activities
10. During each lesson, I consciously implement a
learning activity that requires students to read or
write in my content area
11. During each lesson, I move among the
students, engaging individually and collectively
with them during the learning experiences.
12. I use written tests to assess the degree of
academic growth rather than to indicate new
directions for learning.
13. I let each student work at her/his own pace
regardless of the amount of time it takes her/him to
learn a new concept.
14. I give all students in my class the same
assignment on a given topic.
15. I use tests as my chief method of evaluating
students.
Strongly Agree Disagree Strongly
agree
E. Experiential Learning Disagree
(4)
(3) (2) (1)
1. I prescribe assignments that require students to
generate and test hypotheses.
 2. I encourage the students to participate in
collaborative interactions; Support Group
processes and be attentive to the ideas of others.
3. I use structured reflection in assessing an
engaged inquiry experience; Use reflection on the
inquiry process to guide lifelong learning in
students.

4. I formulate an inquiry approach driven by

questions relevant to the problem.
5. I assess what they have learned about
themselves as an individual (self-awareness) from
experiences; Use reflection on the inquiry process
to guide lifelong learning.

Saint Michael College of Caraga

Brgy. 4, Nasipit, Agusan del Norte, Philippines
District 8, Brgy. Triangulo, Nasipit, Agusan del Norte, Philippines
Tel. Nos. +63 085 343-3251 / +63 085 283-3113
www.smccnasipit.edu.ph

THE INSTRUCTIONAL STRATEGIES OF COLLEGE TEACHERS IN SAINT

MICHAEL COLLEGE OF CARAGA

Name (Optional) :
Part I. Student’s profile.
1. Age
o (1) 20-22 years old
o (2) 23-25
o (3) 26-28
o (4) 29 years old and above
2. Gender
o (1) Male
o (2) Female

Part II. Instructional Strategies

The following are the different Instructional Strategies for teaching-learning process.
Directions: Put a check ( ) mark on the space provided that corresponds your answer. Kindly answer it
honestly. Noted that your answer is confidential and anonymous.

Scale Verbal description Interpretation

4 strongly agree
3 agree
class
2 disagree
1 strongly disagree
the situation always happens in our online class
the situation sometimes happens in our online
the situation seldom happens in our online class
the situation does not happen in our online class

Strongly Agree Disagree Strongly

agree
A. Direct Instruction Disagree
(4)
(3) (2) (1)
1. The teachers begins instructional lesson by
presenting with clear learning goals.

2. The teacher provides specific feedback on the

extent to which they are.

3. The teacher ends the lessons by providing clear

feedback on the learning goals.

4. Prior to presenting new content, the teacher

provides with direct links with previous knowledge or
studies.

5. Prior to presenting new content, the teacher

provides ways for students to organize or think about
the content (e.g., advance organizers).

6. The teacher is using exposit method when

discussing.

7. The teacher starts explaining from specific to

general; simple to complex.

8. From the start, the teacher explains the lesson from

general to specific; from whole to abstract.

9. When the teacher designs the lesson, they

consciously select content that needs the district’s
curriculum competencies, and/or performance
standards.

10. During each lesson, the teacher discusses the

importance of courtesy and respect and consciously
model for the students the types of personal behaviors
that promote responsibility and social development
among early adolescents.

11. When the teacher designs the lesson, they

consciously select instructions based upon their
knowledge of student’s development, needs and
learning styles.

12. When the teacher designs the lesson, they

consciously prepare lessons with high expectations
designed to challenge and stimulate all students.

13. When the teacher designs the lesson, they

consciously consider how to build upon student’s
existing knowledge and experience.

14. When the teacher designs the lesson, they

consciously consider how to create active learning
experiences for the students.
15. When the teacher designs the lesson, they
consciously design lessons that require integration of
content from more than one content area.

Strongly Agree Disagree Strongly

agree
B. Indirect Instruction Disagree
(4)
(3) (2) (1)
1. The teacher ends the lesson by recognizing and
celebrating progress on the learning goals.

2. The teacher asks students to construct verbal or

written summaries of new content.

3. The teacher asks students to take notes on new

content.

4. The teacher asks students to represent new content

in nonlinguistic ways (e.g., graphic organizers).

5. During each lesson, the teacher consciously

implements a teaching strategy that stimulates higher-
order thinking skills.

6. The teacher helps students relate new learning to

their prior experiences.

Strongly Agree Disagree Strongly

agree
C. Interactive Instruction Disagree
(4)
(3) (2) (1)
1. The teacher asks students to keep track of their own
performance on learning goals.

2. The teacher organizes students into groups based

on their understanding of the content when
appropriate.

3. Prior to presenting new content, the teacher asks

students questions that help them recall what they
might already know about the content.

4. The teacher emphasizes the importance of the

effort given by the students.

5. The teacher makes the students tell they belong to a

community of learners with a shared goal or purpose
to teach their potentials
6. The teacher uses the imitative method or
demonstrating method. Demonstrate to the learns the
job be accomplish with the execute what have been
demonstrated.

7. The teacher applies the cooperative learning. Group

them heterogenous

8. During each lesson, the teacher creates social

interaction among students that enhances learning by
requiring students to work as a team with both
individual and group responsibilities.

9. During each lesson, the teacher varies the size and

composition of learning groups.

10. When the teacher designs the lesson, they

consciously select methods and strategies that
accommodate individual’s needs and interests.

11. When the teacher designs the lesson, they

consciously consider how to create cooperative
learning experiences for the students.

12. The teacher tries to motivates students by

confronting them during group discussions with their
classmates.

13. The teacher allows a student’s motives for

participating in continuing education to be a major
determinant in the planning of learning objectives.

Strongly Agree Disagree Strongly

agree
D. Independent Study Disagree
(4)
(3) (2) (1)
1. The teacher recognizes students who are making
observable progress toward learning goals.

2. The teacher provides specific feedback on the

homework assigned to students.

3. The teacher allows students more time to complete

assignments when they need it.

4. The teacher ends the lesson by asking students to

assess themselves relative to the learning goals.

5. The teacher assigns tasks that require students to

practice important skills and procedures.
6. The teacher prescribes assignments that require
students to compare and classify content.

7. The teacher prescribes assignments that require

students to construct metaphors and analogies.

8. The teacher lets the students do the activities in

their own let them “learn by doing”.

9. During each lesson, the teacher consciously

implements two or more learning activities.

10. During each lesson, the teacher consciously

implements a learning activity that requires students
to read or write in my content area.

11. During each lesson, the teacher moves among the

students, engaging individually and collectively with
them during the learning experiences.

12. The teacher uses written tests to assess the degree

of academic growth rather than to indicate new
directions for learning.

13. The teacher lets each student works at her/his own

pace regardless of the amount of time it takes her/him
to learn a new concept

14. The teacher gives all students in their class the

same assignment on a given topic.

15. The teacher uses tests as their chief method of

evaluating students.

Strongly Agree Disagree Strongly

agree
E. Experiential Learning Disagree
(4)
(3) (2) (1)
1. The teacher prescribes assignments that require
students to generate and test hypotheses.

2. The teacher encourages the students to participate

in collaborative interactions; support group processes
and be attentive to the ideas of others.

3. The teacher uses structured reflection in assessing

an engaged inquiry experience; Use reflection on the
inquiry process to guide lifelong learning in students.

4. The teacher formulates an inquiry approach driven

by questions relevant to the problem.
5. The teacher assesses us about what we have
learned from ourselves as an individual (self-
awareness) based on experiences; Use reflection on
the inquiry process to guide lifelong learning.

Appendix C

MAP OF THE RESEARCH LOCALE

 Appendix D-1

CURRICULUM VITAE

I-Personal Information

Name: Ellen Grace G. Alimanio

Nickname: “lalang”

Age: 21
Gender: Female

Citizenship: Filipino

Civil Status: Single

Home Address: Purok – 12 B Poblacion, Sibagat, Agusan del Sur

Date of Birth: May 30, 2000

Place of Birth: Poblacion, Sibagat, Agusan del Sur

E-mail Address: alimanioellen@gmail.com

Name of Father: Edgardo M. Alimanio

Name of Mother: Lormita G. Alimanio

II-Educational Attainment

Grade School: Sibagat Central Elementary School

Secondary: Father Saturnino Urios College of Sibagat Inc.

College: Saint Michael College of Caraga

I-Personal Information

Name: Charlene Econar Castro

Nickname: Dandin

Age: 21

Gender: Female
Citizenship: Filipino

Civil Status: Single

Home Address: P- 14 Poblacion, Sibagat, Agusan del Sur

Date of Birth: December 24, 2000

Place of Birth: Poblacion, Sibagat, Agusan del Sur

E-mail Address: charlenecastro024@gmail.com

Name of Father: Larry A. Castro

Name of Mother: Luzminda E. Castro

II-Educational Attainment

Grade School: Sibagat Central Elementary School

Secondary: Father Saturnino Urios College of Sibagat Inc.

College: Saint Michael College of Caraga

I-Personal Information

Name: Reynagine Orilla Tundag

Nickname: “Gine”

Age: 21
Gender: Female

Citizenship: Filipino

Civil Status: Single

Home Address: Purok 13 Poblacion Sibagat, Agusan del Sur

Date of Birth: July 26, 2000

Place of Birth: Poblacion, Sibagat, Agusan del Sur

E-mail Address: reynaginetundag@gmail.com

Name of Father: Michael A. Tundag

Name of Mother: Emelita O. Tundag

II-Educational Attainment

Grade School: Sibagat Central Elementary School

Secondary: Father Saturnino Urios College of Sibagat Inc.

College: Saint Michael College of Caraga

Appendix E-1
Documentations
Title approval/Title defense
 Appendix E-2
Documentations
Consultation of Adviser
 Appendix E-3
Documentations
Formulation of chapter 1-3
 Appendix E-4
Documentations
During oral defense of chapter 1-3

Appendix E-5
Documentations
Consultation of Statistician

Validation of Instruments
 Appendix E-6
Documentations
Human Grammarian Checking

Tabulation and Interpretation of Data

 Appendix E-7
Documentations
During Final Oral Defense

Routing of Manuscript