Statement of the Problem

The purpose of this study is to find any gaps in the pre-service teachers' present methods
by taking into account pedagogical techniques, technology integration, student involvement, and
the ability of teaching strategies to adjust to different learning styles. Through tackling these
issues, we hope to improve pre-service teacher training programmes' overall quality and, in the
process, help students' educational experiences.
Specifically, it seeks to answer the following:
1. What is the profile of the students in terms of:
1.1 Age;
1.2 Gender; and
1.3 Section?
2. How would you rate your current understanding of research literacy in the field of
education?
2.1 a. Very poor
2.2 b. Poor
2.3 c. Average
2.4 d. Good
2.5 e. Excellent
3. Have you received any formal training or coursework on research literacy during your
pre-service training?
3.1 a. Yes
3.2 b. No
4. How often do you engage with educational research articles or publications?
4.1 a. Never
4.2 b. Rarely
4.3 c. Occasionally
4.4 d. Frequently
4.5 e. Always
5. Are you familiar with different research methodologies commonly used in educational
research?
5.1 a. Not at all familiar
5.2 b. Somewhat familiar
5.3 c. Moderately familiar
5.4 d Very familiar
5.5 e. Extremely familiar
6. How confident are you in critically evaluating and interpreting research findings?
6.1 a. Not at all confident
6.2 b. Somewhat confident
6.3 c. Moderately confident
6.4 d. Very confident
6.5 e. Extremely confident
7. How often do you incorporate research findings into your teaching strategies?
 7.1 a. Never
7.2 b. Rarely
7.3 c. Occasionally
7.4 d. Frequently
7.5 e. Always
8. What resources or support have you received from the Bachelor of Elementary
Education program at Christ the King College to develop your research literacy skills?
9. What challenges or barriers do you perceive in incorporating research findings into
your teaching strategies?
10. How important do you think research literacy is in shaping effective teaching
strategies? How do you think it impacts the quality of education provided to elementary
students?
(Note: Needs to be improve, scales should not be included in the SOP, look for teaching
strategies from Doe and Smith)

Statement of Hypotheses
The null hypothesis (H0) for this study is that Pre-service instructors who use innovative
and technology-enhanced teaching strategies do not significantly differ from one another in
terms of the learning outcomes of their students from a group that uses standard teaching
approaches. An alternative hypothesis (HA) regarding the teaching strategies of pre-service
teachers posits that the integration of innovative and student-centered approaches significantly
enhances student engagement, comprehension, and overall academic performance compared to
traditional, teacher-centered methods. This hypothesis suggests that pre-service teachers who
receive training in and actively implement modern pedagogical techniques, technology
utilization, and differentiated instruction are more likely to foster a positive and effective
learning environment, leading to improved educational outcomes for their students.