The Problem and Its Scope: Rationale

Chapter 1
THE PROBLEM AND ITS SCOPE
Rationale
In this digital world, a classroom is diversifying in terms of having different
cultural background, religion, and language. It is usual in the classroom setting
that students have different learning styles in learning students have different
perceptions and various ways of understanding a topic. Students get inside the
classroom with a Tabula Rasa mind which is ready and willing to learn. Teachers
are the role model in molding the students’ ability, skills, and behavior. Through
the use of differentiated instructions in the classroom environment, students will
be able to do the activities, individually or cooperatively and most importantly
students will be able to hone the innate talents and abilities.
Students can adapt when the teachers use the modernization of teaching
that the teacher utilize the lesson through creative and effective strategies and
methods. Teachers’ will facilitate the students to achieve what is intended to
achieve and to help develop their attitudes, behaviors, and interest towards
learning Filipino subject. Having different classroom with different teaching
strategies and methods to the diverse students will be a big opportunity for the
teachers to discover learning as opportunities that can benefit the students. As
21st century teacher, it is necessary to engage the students in the modern
method of teaching rather than a traditional way of teaching to sustain the
learning style of the 21st-century learners. It is also a challenge to the teachers
adapt to the new curriculum in which the teachers should act as a facilitator so
that the students can integrate the content of the lesson. In that way, students
can experience the learning as meaningful and have the interest to do better.
It is observed by the Filipino students in Lapu-Lapu City College during
their field study in the various schools that most of the teachers are engaged in
the teacher-centered method, in which one lesson is designed to meet the needs
of all the students, and the teacher think that they are using the learner-centered
method but actually not. Filipino subject like other academic subjects suffered
much because student differences were not addressed. Teachers who teach
Filipino subject believed that they were using the learner-centered method
because they used group works and activities inside the classroom but in reality
they are not, because they designed one lesson for all students and a teachers
3
believe that “one size doesn’t fit all”, thus; methods and strategies used in
teaching the students are not met the needs and interests of the 21st-century
learners.
This study contributes to the teachers in teaching Filipino subject. It can
help the Filipino teachers to know the learning styles and behavior of the
students towards learning Filipino subject. It can also helps the teachers plan and
design the appropriate method and effective strategies in teaching Filipino
subject not just particular in one yet with all academic subjects of the students
that can help in attaining the desired learning outcomes. The attainment of the
desired learning outcome mostly depends on what goes inside the four corners in
the classrooms.
The success of the teaching and learning process depends mostly on

what goes inside the four corners in the classroom. Since the ultimate goal of
education is to make the students learn, therefore, researchers believes that the
methods and strategies should serve as a guide to the Filipino teacher in
teaching Filipino subject must influence the learners.
Theoretical Background
This inquiry sights to determine the 21 st Century Pedagogical Approaches
of the teachers in Pajo National High School in teaching Filipino. This study is
anchored on the three theories of education which are Behaviorism Theory,
Conditions of Learning Theory, and Humanistic Learning Theory. These theories
play a role in the analysis and findings of the study.

Conditions of Learning Theory states that the behavioral learning theory
had a responsible of the motion of one’s behavior in which it departs from the
functionalism which is the behavior of a person will change because of the
influence in the environment. In teaching, the teacher should make a way to
impart to their students the learning that they expert with that student can
independently stand by their learning and student will go beyond their normal
boundaries and explore more learning.
Behaviorism that tends to explain about satisfaction for something or to
have a reward to the activities performed again, yet behavior that leads to
hardships and disappointment is often getting to be oppressed, but it depends to
the student was being punished by the wrong doings (Morris and Maisto2001). In
every mistake that being encounter is learning. In the teaching-learning process,

6
motivation is one of the factors that promotes student learning. The students will
motivate if there is a reward because that is one way to boost the ability of an
individual to do the given task. A mistake doesn’t mean that the things are not
possible to do; instead, it is a wake-up call to exert effort to do such things.
Hence, mistake measures the character and capability of an individual on how to
be active in working or doing such activities. In the classroom, it is not wrong to
do again when one failed at the first attempt to learn from the mistake and able to
practice what is right.
The School with Behavioral principle deals with the holiness of the
students’ achievement and inculcating the students’ attitude and personality by
giving a positive reinforcement because they merely believe that behaviorism is a

product of environment (Bilbao et al. 2012). In this statement, the teacher will act
as a behaviorist to help students in molding their behavior towards learning. In
teaching, the teacher should always have a task for the students to monitor the
behavior during class hours and to facilitate them to have peace and order in the
classroom. By that, students will listen and focus in the teacher’s discussion in
which teacher will sustain the interests of the student and enhance their ability as
individual in expressing their learning or experiences towards the lesson.
The pivot motion in Robert Gagne's theory is pertains with the different
kinds of what the learner will know and be able to do by the end of a course or
program which have discrete inner and outer notions. The internal condition
(deals with the skills and abilities) and external condition (deals with the things
that teachers or instructional designer arrange during the instruction) are the
springboards for the holistic development of the students (Gagne 1985). This
theory focuses on how the intellectual and physical skills of the students will
condition and able to meet the learning outcomes. Each student has its ability in
learning the lesson that will last in the long-term memory which requires prior
learning from the skills. The students need a fixed and systematic procedure of
instruction from the teacher so that the learning domains of the students will
process according to what is being given to prevent from failing. In teaching, the
students will respond to what is classifying to the differences between two things
to accomplish the task.
Learning conditions is concerned with the concept of what is the meaning
of the content in a lesson where students are inclined with the to-be-learn
materials (Dunlosky, et.all2013). This theory states that the learning condition of
the students refer to the context by using materials that students will cooperate to
achieve the learning outcomes. In teaching Filipino, the teacher emphasize on
how effective strategies and methodologies can mold the students to reciprocate
the students’ perception that students easily get bored in times of discussion in
which they cooperate wherein they involved and chance to collaborate and do
the task to achieve a topic.
The factors that influence the learning style of the learners were known by
any circumstances in the learner's environment (Gredler, 1997). The statement
implies that the growth of one’s person was determined by genetics like the
elements that influence the students’ way of learning in the environment which
can change the thinking of the students and learn more with influences by others
that surrounds them. In teaching, It is significant for the teachers to know on how
to develop the critical thinking of students towards a topic so that the students will
clearly understand the instruction in which can make them gain more knowledge
in the lessons that teacher discuss during class hours.
Each person has its own need to satisfy one’s motive. This theory explains
the holistic personality of an individual that engages in every activity and on how
to participate with it. In teaching, the student needs actively participate and go
beyond its limit. Communicating, participating and engaging in every activity in
schools are the best factor towards growing and developing one’s potential.
The humanistic theory states that by observing the behavior of one’s
another, it can give learning through others that come to the result of
observation. In teaching, the attitude of students that what will students desired
learning during class discussion so that the teacher will know of what is the
learning outcome of the students. The teacher should act as a teacher in the
classroom in which not to do bad things in times of teaching. As a teacher, they
have to give motivation for each concept or give a task to the students to
participating during class discussion. The teacher should apply the good
manners to their students that learners will have courtesy towards them, the
teachers should give motivation or a task to students that learners will work to
achieve the topic during classroom discussion.
Researchers prefer the theories to be the guidelines in the study because
it focuses on how the student learns with the use of methods and strategies
construct by the teachers. This study finds out that the theories have its essential
role in teaching Filipino subject. These theories are the focus on how a teacher
provides a significant and systematic instruction in developing one’s ability and
on how the students enhance their talents and skills.
Humanistic Condition of
Behaviorism
Learning Learning
Theory
Theory Theory
Frequency of the utilization

Methods and strategies of
of the methods and
the teacher in teaching
strategies as it perceived
Filipino subject
by: teachers and students
 Workshop on the different methods and strategies of
the teachers in teaching Filipino subject.
 Teachers Guide
Figure 1 Schematic Diagram of the theoretical framework of the Study
Statement of the Problem
This study aims to find out and determine the 21 st Century Pedagogical
Approaches of the Filipino Teachers in Pajo National High School in the S.Y.
2018- 2019. It geared towards the output for creation and recommendations of
the researchers.
Categorically, it tries to obtain to response the succeeding queries:
1. What are the methods and strategies of the teachers in teaching Filipino
subject?
2. What is the frequency of the utilization of the different methods and
strategies as it perceived by:
2.1 Teachers
2.2 Students
3. Based on the findings, what can be recommended?

Significance of the Study
This research will help the Filipino teachers in Pajo National High School in
enhancing and widening the teachers’ knowledge about methods and strategies.
It will help the students to improve their abilities and capabilities as an individual
in the Filipino subject. The following are the beneficiaries of this study.
Through this study, students will understand that with the utilization of the
appropriate methods and strategies, they can actively collaborate and inclusively
incline with the subject matter and for the students to realize that Filipino is not a
boring subject but an interesting one. This study gives information to the teacher
in planning and creating the best and effective methods and strategies in which it
can help mold and enhance the students’ skills and abilities, and the teacher can
fulfill the role in teaching Filipino subject. It is also a great help for the teachers to
sustain the student's interest and needs in the Filipino subject. The study gives
awareness to the administration of Pajo National High School about the
importance of having methods and strategies in teaching.

Scope and Limitation
This study mainly focus on the 21 st Century Pedagogical Approaches utilize
by the Filipino teachers in Pajo National High School. It focuses on the utilization
of the different methods and strategies in teaching Filipino subject. The
respondents of the study are the 8 Filipino teachers with two to three handled
sections of each Filipino teacher from Grade 7 to Grade 10. The researchers
excluded the Senior High School students because they are not being handle by
the Filipino teachers as the respondents of this study.
Definition of Terms
The following terms are defined operationally to help the readers
understand the study better.
21st Century refers to the learners, characteristics of the teacher and the
new curriculum. It is included in the study in the way of knowing the updated and
current issue of teaching and in learning the subject matter.
Filipino is the academic subject where the teachers used different
methods and strategies to have an effective teaching-learning process. It is one
of the main subjects offered in all grade levels in any schools in the Philippines.
Methods are referred to the general way of the teachers in Pajo National
High School in teaching Filipino subject. It also refers to the guidelines and
procedures used by the teachers.
Pedagogical is refers to the characteristics of the teachers or education in
a system. It is consider in this study in the way of knowing the suited approaches
in teaching the Filipino subject.
A Recommendation is the proposal of the researchers after finding out
the result of the study. It is a suggestion of the researchers on how the methods
and strategies can be helpful to the teachers in teaching Filipino subject.
Strategies refer to the techniques of the teacher in teaching Filipino
subject. It is a useful guide for teachers in conducting the effective teaching-
learning process. These are specific plans create by the Filipino teacher of Pajo
National High School to achieve one or more goals for the better learning
outcomes of the student.
Teaching refers to the application of different methods and strategies that
teachers chose in conducting the Filipino subject. It is also a way for the teachers
in delivering the lesson.
Utilization refers to the application of the methods and strategies of the
Filipino teachers in Pajo National High School. It also refers on how the methods
and strategies is being use in teaching Filipino subject.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter serves as the foundation for expanding and strengthening the
current research. This is also done to supply more factual evidence from different
authors and books about the inquiry.
Related Literature
Filipino language teaching was done in such a way that it contributes to
the development of the scholastically developed and functional literature
(Salandanan, 2015). In teaching Filipino subject, it is momentous for individuals
to know the significance of the Filipino language, the history of it, and it’s usage
of the literary form, especially to the Filipino people. It also needs to include
literature in the lesson or a certain topic to improve the vocabulary and
perception of the different literary forms, devices, and techniques which leads
creative writing to be functional neither in the classroom nor the society. Through
Filipino literary genres it helps the students to develop the ability of the students
to criticize Filipino literature.
It serves as the thing to be essential on the successful distance learning
wherein students achieve in obtaining something and teacher also benefited
something in such a way that there is always speculation between the two
variables in the classroom. The most important thing on the investment of the
teacher and the students is to have key retention regarding the topic or the
lessons discuss by the Filipino teacher. A student indeed master’s the ability that
direct the learner in the learning process.

Teaching is what occurs of the teacher by the integrity of their directive
activities affluence utterly (Corpuz et al. 2015). The teacher needs to consider
the important things in teaching students and imparting knowledge. One of this is
to ensure instructional activities which help the students to develop more the
prior knowledge about a definite topic and gain new understanding. It is the time
that the teacher considers as efficient and effective teachers because of making
the students involved in the lesson and mold from what has previously learned.
In common parlance, teaching is one of the most powerful things in the
classroom environment it is not a one-way process yet it is ongoing process
wherein students are involved and have the chance to collaborate with others
during class discussion. Through teaching, it helps widen the perception of the
students on a fix topic.
A method is a step by step process of having such a commodity (Corpuz
and Salandan, 2015). For the teacher to achieve the learning goal, the teaching
method needs to have a step by step process to organize lesson planning and to
help the students enhance the ability and capability of the students. When it
follows a functional procedure in the teaching-learning, there are possibilities that
the strategies and methods used will be efficient to the needs and interest and
help the students attain the desired learning outcomes.
Techniques play a pivotal character that provides as the pathway to abide
to achieve the objectives (Salandanan, 2008). Methods have a chief role that
gives directions which needs to follow to achieve the learning outcomes of the
students and to sustain the needs. Methods serve as a guide for teachers in
accompanying the topic and make the lesson meaningful to the students.
Teaching is an infinite procedure which comprises delivering fascinating
adjustment in the learners through the utilization of right approaches (Ayeni,
2001). It is needed for the teacher to have an appropriate method to be used on
a certain topic. Teaching requires an ongoing process in which the subject
becomes spiral progression wherein students learn simply too compound as the
students go through education. Teachers have a great responsibility to impart
knowledge to the students by using appropriate methods in teaching Filipino
subject to achieve the desired learning outcomes which consider as the main
priority of the Filipino teacher to develop and improve.
The importance of methods in assisting teachers as they plan learning
activities was include as a fitting reminder for them to consciously consider the
cardinal “whys” and “how’s” of such noteworthy task (Salandanan, 2008 and
2000). It employs that teacher needs to ensure what to do with the help of
methods in planning the learning activities in teaching Filipino. The reason
behind having a method is to know why is there need to plan for the activities and
how the methods used to affect the learning style of the students. In such a thing,
the teacher considers as the main source of students learning so, the teacher
needs to create effective strategies and methods which honed the three aspects
of learning. A method is a way to develop the abilities of the students which
neither performed nor an act of the teachers. Teachers set the learning outcomes
of the students by using the different methods and strategies. The teacher will act
as a facilitator to enhance and develop the skills and abilities of the students in
that way method will be a big help to achieve the learning outcomes of the
teachers for the students. The method has significant thought in the classroom
and teaching. It is consider the general rule or the step by step rule in the
classroom environment.
The methods include all of the planned learning experience in the
educational setting (Ruman, 1991). The methods have a role for the teacher to
the students. The teacher using methods to follow to gain the learning
experiences of the students with the help of effective strategies in teaching
Filipino subject. A teacher has the authority to plan the best methods that include
the learning experiences and activities for the better result of students learning.
This statement tells that a teacher needs to have individualized strategies or
unique strategies in presenting the topics to get the attention of the students that
enable to participate during class discussion. Teacher strategy is the way
students in learning such things in a means of presenting the topic in an
organized and understandable way.
To have a meaningful classroom environment and essential teaching and
learning process, the best way that the teacher should have is differentiated
instruction in which students are the sole or the center in the learning process.
Students were interacting with other students, collaborating and brainstorming to
the topic to be discussed by the teacher. Teacher plan a method and strategy
that will accommodate the learning style of every student in the classroom.
In further explanation, strategies are the one who already plans and
organizes set up of the things needs to accomplish in an attainable period of

time. This is the indication of the teachers plan to achieve the desired learning
outcomes of the students which consist the set of a decision and effective
teaching style to sustain the learning of the students. Students can adapt when
the teacher used the modern methods and strategies in teaching Filipino, and it’s
significant that the teacher utilizes the lesson plan by being creative in having
methods and approaches wherein teacher assist the students a better academic
result and to help improve the vocabulary of the students in the generation Z.
The advantage is identifying the situation for the school to plan for
effective methods and strategies in the classroom setting. However, argues that
the passive approach of the teacher-centered method fail to explain and support
the interests and needs of the students which has develop through the use of
methods and strategies and learner -centered methods of teaching.
Related Studies
The methods include all of the planned learning experience in the

educational setting (Ruman, 1991). The methods have a role for the teacher to
the students. The teacher using methods to follow to gain the learning
experiences of the students with the help of effective strategies in teaching
Filipino subject. A teacher has the authority to plan the best methods that include
the learning experiences and activities for the better result of students learning.
This statement tells that a teacher needs to have individualized strategies or
unique strategies in presenting the topics to get the attention of the students that
enable to participate during class discussion. Teacher strategy is the way
students in learning such things in a means of presenting the topic in an
organized and understandable way.
A method is a step by step process of having such a commodity (Corpuz
and Salandan, 2015). For the teacher to achieve the learning goal, the teaching
method needs to have a step by step process to organize lesson planning and to
help the students enhance the ability and capability of the students. When it
follows a functional procedure in the teaching-learning, there are possibilities that
the strategies and methods used will be efficient to the needs and interest and
help the students attain the desired learning outcomes. In every teaching, there
is always a sought for learning. The method of teacher use on a certain topic in
the classroom or the lesson plan itself that follows SMART which is specific,
measurable, attainable, realistic, and time bounded. It merely means that in the
classroom atmosphere have symbiotic processes of learning between the
teacher and the students wherein both of the variables invest new knowledge
from “Tabula Rasa” mind to critical thinker students in the so-called modern
generation.
Filipino language teaching was done in such a way that it contributes to
the development of the scholastically developed and functional literature
(Salandanan, 2015). In teaching Filipino subject, it is momentous for individuals
to know the significance of the Filipino language, the history of it, and it’s usage
of the literary form, especially to the Filipino people. It also needs to include
literature in the lesson or a certain topic to improve the vocabulary and
perception of the different literary forms, devices, and techniques which leads
creative writing to be functional neither in the classroom nor the society. Through
Filipino literary genres it helps the students to develop the ability of the students
to criticize Filipino literature.
Conditions of Learning Theory states that the behavioral learning theory
had a responsible of the motion of one’s behavior in which it departs from the
functionalism which is the behavior of a person will change because of the
influence in the environment. In teaching, the teacher should make a way to
impart to their students the learning that they expert with that student can
independently stand by their learning and student will go beyond their normal
boundaries and explore more learning.
Behaviorism that tends to explain about satisfaction for something or to
have a reward to the activities performed again, yet behavior that leads to
hardships and disappointment is often getting to be oppressed, but it depends to
the student was being punished by the wrong doings (Morris and Maisto2001). In
every mistake that being encounter is learning. In the teaching-learning process,

motivation is one of the factors that promotes student learning. The students will
motivate if there is a reward because that is one way to boost the ability of an
individual to do the given task. A mistake doesn’t mean that the things are not
possible to do; instead, it is a wake-up call to exert effort to do such things.
Hence, mistake measures the character and capability of an individual on how to
be active in working or doing such activities. In the classroom, it is not wrong to
do again when one failed at the first attempt to learn from the mistake and able to
practice what is right.
The School with Behavioral principle deals with the holiness of the
students’ achievement and inculcating the students’ attitude and personality by
giving a positive reinforcement because they merely believe that behaviorism is a
product of environment (Bilbao et al. 2012). In this statement, the teacher will act
as a behaviorist to help students in molding their behavior towards learning. In
teaching, the teacher should always have a task for the students to monitor the
behavior during class hours and to facilitate them to have peace and order in the
classroom. By that, students will listen and focus in the teacher’s discussion in
which teacher will sustain the interests of the student and enhance their ability as
individual in expressing their learning or experiences towards the lesson.
Some teachers directly create the lesson with the same strategies,
methods, and approach because of the so-called student’s behavior. Trying to
convince the students is one thing to be considered in the teaching-learning
process. Such strategies and methods used by the teacher can be a big help for
the student in attaining the outcome.

Some teachers have and inadequate vocabulary of the amiable of
executive teaching styles that they oblige to select things to bail rowdy attitudes
and personality (Amodia, 2016). Teachers need to create some effective
strategies to unlock the knowledge of the students. The teacher should manage
the strategies in order to handle the different behaviors of the students. Teachers
make use the variety of strategies to engage the students in terms of learning
and apply the methods which can unlock the hidden talents, abilities, and
capabilities of the students. Teachers have a great role in parting and develop
the behaviors of the students by using the different and effective methods and
strategies of teaching.
In teaching Filipino subject, the teacher should provide specific choices
and targets to attains the learning outcomes of the students and the strategy
should have tactics on how it going to be used in a classroom setting. The timing
in terms of using the strategies in teaching the Filipino subject is a big help to
attain the learning outcomes of the students. It is a responsibility of the teacher to
improve the meaningful instruction and learning. The teacher should know what
goes inside the classroom, in that way the teacher can observe how the students
can learn effectively. A teacher should make sure that every student in the class
should participate in every activity conducted so that the teacher can be
determined the strategies is effective or not. As a 21st century teacher, it is
important to determine the targets in teaching by framing the specific choices and
tactics using the different methodologies and strategies for teaching Filipino
subject. The teacher should use the effective methods in teaching the students
21
so that the teacher can encourage the students to construct knowledge as well
as to develop the collaborative learning of the students. In teaching a Filipino
subject it is a great challenge for the Filipino teachers to choose the best
methods of teaching the students. The teaching method is a big help for the
teachers to create effective strategies in teaching the students that can help to
bring out the desirable changes in terms of learning.
Strategy is a step by step procedure of having such things that need to
accomplish (Bernardo, 2006). This study signifies the specific sets of plan and it
is also consider as a daily routine by the teacher in nationwide area in Manila.
The methods and strategies involved around the educators and students in which
completes the learning cycle in Education. This study helps the researcher in the
present research study. Through the specific way in teaching a certain topic
students will deeply understand the lesson and the desired learning outcomes
will attained at the end of the lesson. In this study, the teachers’ tactics, methods,
and strategies really affect the three domains of the students which are cognitive,
affective, and psychomotor. It is also a considerable thing that through methods
and strategies the students will enhance the vocabulary and have critical thinking
skills. Meta-cognitive teaching style is one way to involve the students in “thinking
about thinking” in the teaching-learning process.
Teachers have the significant aspect in the life of the students in terms of
learning. In teaching the students, it requires some creative motivation so that the
students are motivated in the lesson. It is a responsibility of the teachers to
convince the students’ that the teacher is involved in terms of learning inside the
four corners of the classroom. The teachers in the Filipino subject should utilize
some personal strategies that can motivate the students to work hard to achieve
the learning desired outcomes. Teachers have a big role in parting the positive
academic performance of the students.
Teaching is what occurs of the teacher by the integrity of their directive
activities affluence utterly (Corpuz et al. 2015). The teacher needs to consider
the important things in teaching students and imparting knowledge. One of this is
to ensure instructional activities which help the students to develop more the
prior knowledge about a definite topic and gain new understanding. It is the time
that the teacher considers as efficient and effective teachers because of making
the students involved in the lesson and mold from what has previously learned.
In common parlance, teaching is one of the most powerful things in the
classroom environment it is not a one-way process yet it is ongoing process
wherein students are involved and have the chance to collaborate with others
during class discussion. Through teaching, it helps widen the perception of the
students on a fix topic.
Many researchers believe that through pedagogical approaches that the
teacher used in everyday life helps the development of the students. As a result,
many researchers determine that teaching styles are beneficial in the teaching
process, especially in teaching Filipino subject.
This chapter starts with the review of the concept development of the
methods and strategies from various creative writings and studies Furthermore,
the most essential things in the study are reviewed and evaluated as the
strategic tools in this research. Finally, it has been reviewed focus on the
researchers and the argument about the benefits of attaining the teaching-
learning process with the help of the 21st Century Pedagogical Approaches in
Teaching Filipino subject.
Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methods, environment, respondents, sampling

design, instruments and procedures for gathering data used by the researchers
to make the study meaningful and useful for everyone. It also describes the
respondents who can help the recent study reliable and presents how the
researchers gather data to determine the 21st Century Pedagogical Approaches
in Teaching Filipino subject.
Research Design
The research design used by the researchers in the study was descriptive-
quantitative design. It is the most widely-used research design as indicated by
the thesis. Quantitative research involves gathering data that describe events
which base on the measurement of quantity or amount. It organizes, tabulates
and describes the 21st Century Pedagogical Approaches utilize by the Filipino
teachers. It aims at discovering the underlying motives and desires, using in
depth questionnaire for the purpose of the study.
Research Environment
The researchers will administer the study in Pajo National High School is a
Public High School, located at Sangi, Lapu-Lapu City (Opon). Pajo National High
School established on January 01, 1971. It has been chosen because the
researchers want to find out and determine the methods and strategies used by
the Filipino teachers of Pajo National High School in teaching Filipino Subject.
Figure 2 Location of Pajo National High School
Research Respondents
The respondents of the study are the eight (8) Filipino teachers and the
two (2) to three (3) handled sections of each Filipino teacher with the total
number of 24 sections for the students. In having the sampling population for the
students, the researchers make used of the Slovin’s formula in order to maintain
the feasibility and validity of the current study.
Sloven’s Formula
n= N / (1+Ne2)
where:
n= sample population size
N= total population size
e= margin of error
Respondents of the study
GRADE LEVEL NUMBER OF NUMBER OF

STUDENTS RESPONDENT
GRADE 7 300 55
GRADE 8 254 42
GRADE 9 325 73
GRADE 10 321 70
TOTAL 1080 240
Sampling Design
The researchers utilized the Random Sampling Design in the study to
ensure the reliability and validity; the researchers gather the number of students
from grade 7 to grade 10 in the selected sections that comprise the sampling
population of the students and eight (8) Filipino teachers in Pajo National High
School. Random Sampling Design is a method of selecting the respondents.
Only those respondents selected are include in the study which ensures that the
students of the selected two (2) to three (3) sections being handle by the Filipino
teachers are included in the sample. In conducting the survey, the total numbers
of students as the respondents of the study are 240 which will be randomly
selected by the researchers in Pajo National High School.
Research Instrument
The questionnaire is the main instrument used in gathering data in this

study. The researchers produce one questionnaire for the 8 Filipino teachers and
selected 240 students in Pajo National High School. The researchers adapted
the survey questionnaire from Trainer’s Handbook-A14 days Teaching
Methodology Course and Inclusive Classrooms- Engage, Persist, Self-Regulate.
After several readings and researches on the different references and sources,
the researchers put together the variables to be included in the study.
Data-gathering Procedure
A letter of request is written for approval to the researchers, to the
advisers, and to the principal. Permit to conduct the study and distribute the
questionnaires. Those were then submitted to the research adviser Mr. Roniel S.
Fortuna for the evaluation. When it was approved and corrected, qualified
respondents were asked to answer the questionnaire. In every section, there are
particular schedule in conducting the survey. The researchers used the random
sampling design in which the statistical method of drawing representative data by
selecting 240 students in the selected sections of the different grade level and 8
Filipino teachers. Concerns and classification in the given questionnaire were
entertained. The data was then collected and then summarized.
Phase 1: The methods and strategies of the Filipino teachers.
Readers are attracted to the style of teaching and way of imparting

knowledge because it is worth the size and match of the methods and strategies
to incorporate perception to the reader’s level.
This is the first sub-problem facing the researchers in the study. It shows a
connection that helps to improve the Filipino teachers through the use of different
methods and strategies. The first column are the methods and strategies of the
Filipino teachers that might be utilize by the teachers in Pajo National High
School, the second column represents the frequency wherein it signifies on how
often the Filipino teachers utilized those methods and strategies, and the third
column is the Percentage in order to know the percent of the Filipino teachers
used such methods and strategies. The table below will be used for the analysis
of data.
Methods used by the Filipino teachers.
METHODS FREQUENCY PERCENTAGE

Instructor/ Teacher-centered
Learner-centered
Content-focused
Interactive/Participative
Lecture Method
Discussion Method
Programmed Instruction Method
Study Assignment Method
Tutorial Method.
Demonstration Method
Deductive Method
Inductive Method
Inquiry Method
Strategies used by the Filipino teachers.
STRATEGIES FREQUENCY PERCENTAGE

Graphic Organizer
Jigsaw
Gallery Walk
Debate
Think-pair-share
Quiz-quiz-trade
Games
Rate it
Response card
Simulation
Autocratic Style of Teaching
Carousel Brainstorming
Frayer Model
Talking Drawings
The First Word
Anticipation/ Reaction Guide
Concept Mapping
Venn Diagram
Power Notes
Shaping Up Review
Phase2: The frequency of the utilization of the methods and strategies as it
perceived by the Filipino teachers and students.
The second sub-problem of the researchers is to determine how the
methods and strategies utilize in teaching Filipino subject in the perception of the
Filipino teachers and students in Pajo National High School.
This sub-problem will make it possible for the researchers to explain the
significance of the methods and strategies of the Filipino teachers in Pajo
National High School in the teaching-learning process. In which how the teachers
get the interest of the students during class discussion.
This second sub-problem is categorized into two the perception of the
teachers and the perception of the students to the frequency of the utilization of
the methods and strategies. The first column is the methods and strategies being
used by the Filipino teachers in Pajo National High School, the second column is
the frequency of the utilization of the methods and strategies which signifies on
how often the Filipino teachers utilized such methods and strategies to sustain
the interest of the learners, the third column is the mean that refers to the
average point of the frequency of the utilization of the methods and strategies,
and the fourth column is the descriptive equivalent for the total mean gather from
the findings. The table below will be used for the analysis of data.
FREQUENCY OF THE
UTILIZATION OF DESCRIPTIVE
METHODS METHODS AND MEAN EQUIVALENT
STRATEGIES
5 4 3 2 1
Learner-centered
Content-focused
Lecture Method
Discussion Method
Programmed Instruction
Method
Tutorial Method.
Deductive Method
Inductive Method
Inquiry Method
Utilization of the methods and strategies as it perceived by the teacher
FREQUENCY OF THE
UTILIZATION OF DESCRIPTIVE
STRATEGIES METHODS AND MEAN EQUIVALENT
STRATEGIES
5 4 3 2 1
Graphic Organizer
Jigsaw
Gallery Walk
Debate
Think-pair-share.
Quiz-quiz-trade
Games
Rate it
Response card
Simulation
Frayer Model
Talking Drawings
The First Word
Concept Mapping
Venn Diagram
Power Notes
Shaping Up Review
Utilization of the methods and strategies as it perceived by the students
FREQUENCY OF THE
FREQUENCY
UTILIZATION
OF OF
THE DESCRIPTIVE
METHODS UTILIZATION
METHODS AND OF MEAN DESCRIPTIVE
EQUIVALENT
STRATEGIES METHODS
STRATEGIES
AND MEAN EQUIVALENT
5 STRATEGIES
4 3 2 1
Instructor/ Teacher-centered 5 4 3 2 1
Graphic Organizer
Learner-centered
Jigsaw
Content-focused
Gallery Walk
Lecture
Debate Method
Discussion Method
Think-pair-share.
Programmed
Quiz-quiz-tradeInstruction
Method
Games
Rate it Method.
Tutorial
Response card Method
Demonstration
Simulation
Deductive Method
Inductive Method
Inquiry Method
Frayer Model
Talking Drawings
The First Word
Concept Mapping
Venn Diagram
Power Notes
Shaping Up Review
Analysis of Data
In order to obtain significant findings for this undertaking, the data
gathered were treated and analyzes using the method; the Simple Percentage.
The formula is hereby shown.
1. Weighted mean was used to determine the utilization of different
methods and strategies in teaching Filipino subject.
The formula is: WM = ∑FW
Where:
WM= weighted mean
∑= is the sum of
F= frequency
W= weight
N= total number of population
A five-point scale was used to interpret the WM, as follows:
Scale, Range and Description equivalent
Scale Range Description

5 4.20-5.00 All the time
4 3.40-4.19 Most of the time
3 2.60-3.39 Often
2 1.80-2.59 Sometimes
1 1.00-1.79 Never
2. The researchers made use of frequency counts and simple percentage
to determine the distribution of the students in their respective year
level. The formula is:

P= F x 100
Where:
P = the percentage
F = the frequency
N = the number of cases
100 = the constant number
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERVIEW OF DATA
This chapter deals with the presentation of data concerning the strategies
and methods of teacher in teaching Filipino subject. The quantitative discussion
of the study revolves around on the different methods and strategies utilized by
the Filipino teachers, its affection to the interest of the students and its
effectiveness with regards to the domains of learning of the students.
Methods and strategies utilized by the teachers in teaching Filipino subject
The methods and strategies had significant role in teaching the students
that could arouse the interests and make the students productive as well as in
learning Filipino subject. It is the most important thing that the teacher should
know the desired needs and wants of the students in order to have an effective
teaching and learning process.
Table 1.1 Methods used by the Filipino teachers.
METHODS FREQUENCY PERCENTAGE

Instructor/ Teacher-centered 8 100%
Learner-centered 8 100% 32
Content-focused 8 100%
Interactive/Participative 8 100%
Lecture Method 8 100%
Discussion Method 8 100%
Programmed Instruction Method 8 100%
Study Assignment Method 8 100%
Tutorial Method 7 88%
Demonstration Method 8 100%
Deductive Method 8 100%
Inductive Method 8 100%
Inquiry Method 8 100%
As shown in the table above, most of the teachers use different techniques of
teaching Filipino subject. It can be seen above that most of the teachers are
100% utilized the different tactics of teaching the Filipino subject. Methods serve
as the springboard in the teaching-learning process; they serve as the pathways
to learning that must abide to attain the desired learning outcomes (Salandanan,
2008). It means that the methods will serve as a guide for the Filipino teachers to
achieve the desired learning outcomes of the students. The table above shown
that Tutorial method have the lowest percentage among the methods that used
by the Filipino teachers in Pajo National High School. It means that most of the
Filipino teachers in today’s generation are not merely using the traditional
process of teaching wherein the teachers are the one who would feed and give
the information yet teachers used modernized methods to sustain the needs and
interest of the students in the Filipino subject.
Table 1.2 Strategies used by the Filipino Teachers
STRATEGIES FREQUENCY PERCENTAGE

Graphic Organizer 8 100%
Jigsaw 8 100%
Gallery Walk 8 100%
Debate 8 100%
Think-pair-share 8 100%
Quiz-quiz-trade 8 100%
Games 8 100%
Rate it 8 100%
Response card 8 100%
Simulation 8 100%
Autocratic Style of Teaching 5 63%
Carousel Brainstorming 8 100%
Frayer Model 8 100%
Talking Drawings 8 100%
The First Word 8 100%
Anticipation/ Reaction Guide 8 100%
Concept Mapping 8 100%
Venn Diagram 8 100%
Power Notes 8 100%
Shaping Up Review 8 100%
Teachers involved in different strategies in teaching the Filipino subject
and it’s proven in the table above. As seen in the table, that teachers utilized the
different plans to sustain the needs of the 21 st-century learners. As we can see in
the table that most of the strategies by the Filipino teachers are engaged in a
group activity in which the teachers will act as a facilitator and let the students do
the things that can enhance their skills and abilities.
As seen in the table, the strategies that get the 100% are jigsaw,
stimulation, debate, think-pair-share, carousel brainstorming and many more
which means that all Filipino teachers of Pajo National High School used these
strategies. It means that teacher needs to consider the strategies that engage all
the students. The tactics that least use of the Filipino teacher of Pajo National
High School is the autocratic style of teaching in which deals on the traditional
way or what we called the spoon-feeding teaching. It talks about the materials or
the instruction and the skills and capabilities that the learner has already
mastered. It means teacher needs to emphasize the inclusive education or no
students will leave behind to have effective teaching instruction as well as
learning outcomes. In 21st century teaching, the learners must impart their skills
and abilities in different activities so that they know their strength and
weaknesses on that particular situations and doing their learning with their own.
Table 2.1 Frequency utilization of the Methods and Strategies as it

perceived by the Filipino Teachers
FREQUENCY OF
THE MEAN DESCRIPTIVE
METHODS UTILIZATION OF EQUIVALENT
METHODS
5 4 3 2 1
Instructor/ Teacher-centered 1 3 3 1 3.50 Most of the time
Learner-centered 4 4 4.50 All the time
Content-focused 5 3 4.63 All the time
Interactive/Participative 4 3 1 3.40 Most of the time
Lecture Method 4 4 3.50 Most of the time
Discussion Method 2 4 2 4.00 Most of the time
Programmed Instruction Method 4 1 3 3.13 Often
Study Assignment Method 2 6 1 3.13 Often
Tutorial Method. 3 4 1 2.26 Sometimes
Demonstration Method 2 4 2 4.00 Most of the time
Deductive Method 3 5 4.38 All the time
Inductive Method 1 4 2 1 3.63 Most of the time
Inquiry Method 2 2 4 3.75 Most of the time
Legends: 4.20-5.00- All the time; 3:40-4.19- Most of the time; 2.60-3.39- Often;
1.80- 2.59- Sometimes; 1.00-1.79- Never
The table above shows and reveals that most of the teachers used different
methods of teaching Filipino subject. Methods serve as the springboard in the
teaching-learning process; they serve as the pathways to learning that must
abide to attain the desired learning outcomes (Salandanan, 2008). As it shown in
the table above, the learner-centered, content-focused, and deductive method
had the highest mean which had a descriptive equivalent of All the Time. It
implies that most of the teachers in today’s generation are not always giving
some information yet the teachers will act as a facilitator to sustain the needs of
the students in which they can develop their own skills, abilities, and talents.
It supported by the Gagne’s theory which the teacher focused on how the
intellectual and physical skills of the students condition so that it can be able to
meet the learning outcomes of the students.
As shown in the table above, it deals on how often does the Filipino
teacher used a certain methods and strategies in teaching the Filipino subject.
The styles of the teacher were very effective in motivating the students.
Planning such effective methods and strategies affect the interest of the
learners. It is one of the main things to involve learners in teaching-learning
process. This problem is anchor on the theory of behaviorism. Behaviorist looks
at “people as a complex combination of matter that acts only in response to
internally or externally generated physical stimuli” (Bilbao et al. 2012). It means
that if the Filipino teachers planned alternative methods and strategies in
teaching Filipino subject, it greatly affects the students internally and externally
generated to its physical stimulus but if the teachers don’t have enough
approaches or teaching styles then how would the teachers catch and arouse the
students’ interests.
FREQUENCY OF
THE UTILIZATION MEAN DESCRIPTIVE
STRATEGIES OF STRATEGIES EQUIVALENT
5 4 3 2 1
Graphic Organizer 5 3 4.63 All of the time
Jigsaw 1 6 1 4.01 Most of the time
Gallery Walk 3 2 3 3.00 Often
Debate 1 3 4 3.63 Most of the time
Think-pair-share. 3 5 4.38 All of the time
Quiz-quiz-trade 4 4 3.50 Most of the time
Games 4 2 2 3.25 Often
Rate it 1 2 4 1 3.38 Often
Response card 3 5 3.38 Often
Simulation 2 4 2 4.00 Most of the time
Autocratic Style of Teaching 1 1 2 1 3 2.51 Sometimes
Carousel Brainstorming 1 6 1 3.88 Most of the time
Frayer Model 1 4 1 2 3.51 Most of the time
Talking Drawings 2 3 2 1 3.75 Often
The First Word 1 4 3 1 4.01 Most of the time
Anticipation/ Reaction Guide 1 6 1 4.01 Most of the time
Concept Mapping 2 3 2 1 3.75 Most of the time
Venn Diagram 4 3 1 3.13 Often
Power Notes 1 3 3 1 3.51 Most of the time
Shaping Up Review 4 4 3.50 Most of the time
1.80- 2.59- Sometimes; 1.00-1.79- Never
In the classroom environment teachers faced different personality with
different behaviors of the students. It depends on the teachers on how they will
interact to the students. One of the effective ways is to have strategies that would
accommodate all the students because through the use of the different methods
and strategies, it signifies the students’ behavior.
In the table shown above, inclined with this theory that underlying
behaviors depend on how the teachers interact with the students. Behaviorism
theory deals and has something to do with learning style and personality of the
students.
Hence, the used of different methods and strategies affects in arousing
students interest towards learning the Filipino subject that supports by the theory
of behaviorism. It signifies the importance of having such appropriate methods
and different strategies in the teaching-learning process.
The researchers want also to integrate the affective domain which is one of
the factors for the students to know what is right. Teachers also enhanced and
expanded the knowledge and vocabulary of the students in the Filipino subject.
The teachers also create innovative and differentiated activities for the students
to hone the innate ability of one’s mind.
Filling up the tabula rasa mind of the students is one of the crucial parts of
the Filipino teachers in doing so. Through the help of such 21 st pedagogical
approaches, teachers will be able to track the attainment of the desired learning
outcomes. It concludes that having such pedagogies in teaching Filipino subject
has a role in developing the skills and abilities of the students.
Table 2.2 Utilization of the methods and strategies as it perceived by the

students
FREQUENCY OF THE
UTILIZATION OF MEAN DESCRIPTIVE
METHODS METHODS AND EQUIVALENT
STRATEGIES
5 4 3 2 1
Instructor/ Teacher-centered 96 77 33 31 9 3.86 Most of the time
Learner-centered 81 83 38 35 1 3.72 Most of the time
Content-focused 99 75 45 22 1 3.93 Most of the time
Interactive/Participative 78 79 44 37 4 3.69 Most of the time
Lecture Method 68 79 47 40 4 3.55 Most of the time
Discussion Method 72 86 41 40 6 3.68 Most of the time
Programmed Instruction 72 53 54 44 11 3.36 Most of the time
Method
Study Assignment Method 95 63 34 36 2 3.64 Most of the time
Tutorial Method. 50 65 58 62 7 3.28 Often
Demonstration Method 81 73 37 36 8 3.58 Most of the time
Deductive Method 89 81 34 32 4 3.79 Most of the time
Inductive Method 74 70 45 49 6 3.58 Most of the time
Inquiry Method 38 46 49 34 74 2.67 Often
34
1.80- 2.59- Sometimes; 1.00-1.79- Never
Methods have an important role that gives directions which needs to
follow to achieve the learning outcomes of the students and to sustain the needs.
Methods serve as a guide for teachers in accompanying the topic and make the
lesson meaningful to the students. There are many roads to learning: Principle of
Education that partly says that in learning towards a certain topic there are lots of
ways, strategies, and methods that the teacher has to create for the students to
increase the vocabulary and to solidify that through the use of the modern
methods of teaching by the teacher, the learning outcomes are attained by the
students.
As seen in the table above, it deals on the methods used by the Filipino
teachers in teaching Filipino subject. It shown in the table that the first highest
mean which the Filipino teachers utilized the method is the content-focus which
had a mean of 3.93 and a descriptive equivalent of most of the time. The second
highest mean is the instructor/teacher-centered which had 3.86 with a descriptive
equivalent of most of the time and the third highest mean in the method that the
teacher utilized is deductive method which had3.79 mean with a descriptive
equivalent of most of the time that arouse the interest and the learning style of
the student. The first method that had the lowest mean utilized by the Filipino
teachers is Inquiry method that had a mean of 2.67 with a descriptive equivalent
and second lowest mean is the tutorial method which had a mean 3.28 with a
descriptive equivalent of often. It supported by the Behavioral Learning that
states that teachers are responsible for the motion of one’s behavior. The
teachers should make a way to impart their learning towards the students
through the methods used. Students are responsible for their learning on how
they go beyond their normal boundaries with the help of the teaching styles of the
teacher. Behaviorist schools are concerned with modification and shaping of
student behavior by providing for a favorable domain, since they believe that they
are a product of the habitat. (Bilbao et al. 2012). In this statement, the teacher
will act as a behaviorist to help students molding their behavior towards learning.
In teaching, the teacher should have a task to monitor student behavior during
class hours and facilitate them to have peace and order in the classroom.
FREQUENCY OF THE
UTILIZATION OF MEAN DESCRIPTIVE
STRATEGIES METHODS AND EQUIVALENT
STRATEGIES
5 4 3 2 1
Graphic Organizer 80 91 26 36 5 3.75 Most of the time
Jigsaw 75 85 33 38 8 3.62 Most of the time
Gallery Walk 70 67 44 44 16 3.44 Most of the time
Debate 43 63 49 65 17 3.05 Often
Think-pair-share. 53 72 40 56 19 3.24 Often
Quiz-quiz-trade 50 56 44 58 30 3.03 Often
Games 48 52 48 60 31 3.00 Often
Rate it 54 95 54 39 22 3.68 Most of the time
Response card 48 65 52 48 26 3.14 Often
Simulation 69 78 57 30 12 3.63 Most of the time
Autocratic Style of Teaching 58 69 54 50 8 3.37 Often
Carousel Brainstorming 83 68 53 36 7 3.73 Most of the time
Frayer Model 40 74 68 48 9 3.25 Often
Talking Drawings 61 68 46 51 12 3.34 Often
The First Word 64 74 51 42 9 3.48 Most of the time
Anticipation/ Reaction Guide 47 65 69 53 6 3.28 Often
Concept Mapping 62 67 54 56 12 3.48 Most of the time
Venn Diagram 68 74 40 50 8 3.48 Most of the time
Power Notes 59 69 59 36 10 3.35 Often
Shaping Up Review 71 60 45 47 9 3.36 Often
1.80- 2.59- Sometimes; 1.00-1.79- Never
Teaching is an infinite procedure which comprises delivering fascinating
adjustment in the learners through the utilization of right approaches (Ayeni,
2001). It is need for the teacher to have an appropriate method to be used on a
topic. Teaching requires an ongoing process in which the topic becomes spiral
progression wherein students learn simply too compound as the students go
through education. Teachers have a great responsibility to impart knowledge to
the students by using appropriate methods in teaching Filipino subject to achieve
the desired learning outcomes which consider as the main priority of the Filipino
teacher to develop and improve.
Teachers involved different strategies in teaching Filipino subject. As seen
in the table above, the students are capable of choosing those strategies that
usually used by the Filipino teachers, the 21 st Century learners are having their
mind that the Filipino teachers are engaged in group activity in which the
students can easily understand and also the students can do things that could
enhance their skills and abilities.
As seen in the table, the strategies that get the descriptive equivalent of
most of the time are the Graphic organizer, jigsaw, gallery walk, rate it and many
more that are usually used by the Filipino teachers during class discussion that
based on the survey conducted by the researchers. In supporting this result, the
factors that influence growth are primarily genetically determined. It means that
the learner may learn of the strategies used by Filipino teachers that can get the
attention and the interest of the students during class discussion. The approach
that get the descriptive equivalent of often are Debate, games, Frayer’s model
and many more that are not usually used by Filipino teachers, this strategy may
not get the interest and the attention of the students during class discussion.
In conclusion to this, the students may have the interest in the methods
and strategies that can get their attention and interest which they understand and
make themselves comfortable and make them participate during class
discussion.
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary and findings of the study conducted. This
chapter also involves the conclusion of the profound result of the investigation
and the recommendations of the researchers for the benefits of the readers and
for the future researchers who will also conduct the same research.
Summary of Findings:
The following are the salient findings of the study:
1. Based from the gathered data of the Filipino teachers and students, the
benefits of using the 21st-century pedagogical approaches shows the
importance in enhancing and developing the innate skills and abilities of
the students in the Filipino. Through the use of different methods and
strategies, teachers will contribute to the improvement of the three

domains in learning which comprises the attained learning outcomes.
Among particular teaching style common used by the Filipino teachers in
Pajo National High School in a class discussion which involve the students
are graphic organizers, jigsaw, debate, think-pair-share, rate it, carousel
brainstorming and many more that would really enhance the state of
having a harmonious relationship between other students and act of
collaboration in the teaching-learning process.
2. Based on the findings, most of the teachers used the learner-centered,
content-focused and deductive type of method which focuses on the
students itself; they ensure that the learners must do their learning by their
own.
3. The pedagogy used by the teachers is more likely student-centered and
performance-based that enables the learners to develop and enhance
their skills and abilities on doing such things. It can help the students apply
their learning in a real-world situation.
4. Methods and strategies play a significant part to the teachers for the
students that enable the teacher to sustain and arouse the interest of the
students in the class discussion for the desired learning outcome attained.
Conclusion
Based from the findings of the study, the combination of the different
methods and strategies may arouse the interest of the students, but it depends
on the matter on how the teacher used 21 st century pedagogical approaches in

teaching Filipino subject.
Recommendations
From the prominent findings of the study, the researchers offer the following
recommendations:
1. It is recommended that the teacher should utilize a modernized methods
and strategies that would greatly affect the interest of the students in
teaching Filipino subject.
2. The Filipino teachers should encourage the students to be socially
involved and engaged in the teaching learning process that will enhance
their creativity and vocabulary in the Filipino.
3. The teacher must integrate real life situation in every discussion.
4. The teacher must find and create new methods and strategies in the
classroom environment.
Further Recommendations:
The following titles or topics are recommended for future research.
1. Strategies and Methods of 21st Century Teaching
2. Teaching Filipino: Methods and Strategies
3. Teaching Styles: Holistically Develop Students
4. Effective Strategies and Methods in Teaching Filipino Subject
5. Inclusive Education Using Different Approaches

PROPOSED
ACTION
PLAN AND
ACTIVITY
DESIGN
LAPU-LAPU CITY COLLEGE SEMINAR-WORKSHOP ON METHODS AND
STRATEGIES OF THE 21ST CENTURY TEACHER
I. Introduction
Welcome! The person behind this institution are very excited to see the
Filipino High School and thankful that they have chosen to join the Seminar-
Workshop entitled “Methods and Strategies of the 21 st Century Teachers”.
The institutions have plan a lot of activities, trainings, seminars for the recent
academic year intended for the Filipino High School Teachers. This seminar-
workshop strengthens the knowledge and abilities about using such different
methods and appropriate strategies that could help the Filipino teachers to
effectively teach the lesson.
II. Rationale
This seminar-workshop serves as an entry level and bridge program for
the various methods and strategies used by the Filipino teachers in teaching
Filipino subject. Participants are expected to attend the said seminar-workshop
because it improves their capabilities in teaching Filipino subject especially
arousing the students interest and attaining the domains of learning. Methods
and strategies are the way that will help and guide the teachers in clarifying
abstract information about the Filipino subject.
III. Objectives
The Proposed Seminar-Workshop commits itself to the following directions:
1. To construct a teachers’ guide regarding to the methods and strategies ;
2. To develop an awareness of the qualities and responsibilities of a good
teacher;
3. To develop awareness of Filipino values profitable in teaching the
students;
4. To introduced the 21st Century Pedagogical Approaches that the teachers

need to apply and implement in conducting classroom instruction.
5. To provide opportunities for the teachers in the application of the 21 st
Century Approaches.
IV. Mode of Delivery
The Seminar-Workshop is applicable to all teachers of Lapu-Lapu City.
The seminar-workshop is intended for three days and it is a whole day program
conducted through a series of lectures, discussion, activities, and self-realization
by the expert Instructors and key persons to cover the different topics of being a
teacher.
DATE EVENTS/ACTIVITIES COMMITTEE
March 28, 2019 Opening Program Ms. Maricris Aying

(7:30 – 4:00)  Announcement of Activities,
series of lectures and
discussion.
March 29, 2019  Continuation of the lectures

(7:30 – 4:00) and discussion Mr. Khrisneil Cosep
Culminating Program
AM (7:30 – 11:00)
 Applications of the methods
March 30, 2019 and strategies Ms. Evan Dungog
PM (1:00 – 5:00)
 Giving of certificates
V. Budgetary Requirements and Source Of Funds
Source: LLCC- SALAWIKAFIL Funds & Sponsorship

ITEMS QUANTITY UNIT COST AMOUNT
Snacks For 12 25.00 300.00
Instructors
Meals for 6 50.00 300.00
Instructors
Long Bondpapers 50 pcs. 1.00 50.00
Manila Paper 2 pcs. 2.50 5.00
Marker/ Pen 1 pc. 10.00 10.00
Ballpen 3 pc. 5.00 15.00
Note: This is intended/ good for three (3) days TOTAL: Php 680.00
VI. Committees
COMMITTEE IN-CHARGE
EXECOM Mr. Roniel S. Fortuna

Resource Teacher
Facilitators
REGISTRATION
Budget
Food
Program Flow/ Maker
Dissemination
Letter Makers
Documentation
Certificate/s
Before & After Care
VII. Program Flow
SEMINAR-WORKSHOP ON METHODS AND STRATEGIES OF THE
21ST CENTURY TEACHER
Carajay, Gun-ob Lapu-Lapu City

Lapu- Lapu City College, Main Campus
March 28, 29 & 30, 2019, 8:00-5:00 P.M.
Date: March 28, 2019

8:00- 8:30 A.M. Registration
8:30- 9:00 A.M. Levelling Off/
Energizer/ Welcome
9:00- 10:30A.M. Lecture 1:
The Importance of the
Teaching Styles
10:30- 12:00 A.M. Lecture 2:
Development and
Organization Concepts
of Methods and
Strategies
12:00- 1:00 P.M. LUNCH
1:00- 1:15 P.M. Energizer
1:15- 2:30 P.M. Lecture 3:
Values Clarification,
Social Ethics, Etiquette
in Teaching Filipino
2:30- 4:00 P.M. Lecture 4: Mrs. Florentina Villamor
Enhancing Basic Life Filipino Instructor
Skills through the Use
of Approaches
4:00- 5:00 P.M. Lecture 5:
Leadership Skills
8:00- 8:30 A.M. Registration/
Attendance
8:30- 9:00 A.M. Energizer and Ice
Breaker
9:00- 12:00 P.M. Team Building and
Leadership
12:00- 1:00 P.M. LUNCH
1:00- 1:30 P.M. Energizer
1:30- 2:30 P.M. Evaluation Form
2:30- 3:30 P.M. Afternoon Snacks
3:30- 4:00 P.M. Closing Remarks
7:30- 11:30 A.M. Giving of Certificates to
the Participants
VIII. Sample Certificate
Certificate for Speaker

Certificate for Participants
INTERACTIVE
AND INNOVATIVE
TEACHING
METHODS AND
STRATEGIES
(TEACHER’S GUIDE)
STRATEGIES
Talking Drawings
Purpose: To activate and evaluate students’ knowledge of a topic.
Description: this activity, students will activate prior knowledge by creating

Description:In
graphic representation of a topic before the lesson. After engaging in learning
about that topic, students will re-evaluate their prior knowledge by drawing a
second depiction of their topic. They willthen summarize what different drawing
say to them about what they learned.
Procedure:
1. Ask students to close their eyes and think about topic “x”. using the talking
drawings, have students draw a picture on what they saw about thinking
the topic “x”.
2. Teach cognitive portion of your lesson.
3. At the end of the lesson, ask students to elaborate upon their initial
drawing by creating a new drawing that incorporates what they learn about
the topic “x” during the lesson.
4. Have students share their before and after drawings with a partner.
Students should discuss the differences between the two depictions of

topic “x”.
5. Finally, have students’ responds in writing at the bottom of their talking
drawings worksheet. What do the two drawings tell them about what they
learned during the lesson?
Possible Sentences
Purpose: To activate and evaluate students’ knowledge of a topic.
Description:Possible
Description: sentences takes what the students know of a topic and
their familiarity with the English language sentences structure to activate prior
knowledge of a topic. After new information is introduce through the use of
cognitive teaching strategies, possible sentences are re-evaluated for accuracy.
Procedure:
1. Generate a lists of ten words related to your lesson. These words should
represent concepts that are both familiar and unfamiliar to students.
2. Have students create five possible sentences by using two words in each
sentence until all words are gone.
3. Teach your lesson on the topic.
4. After the main instruction is given, have students go back and evaluate the
accuracy of their possible sentences by placing a + (for correct), - (for
incorrect), or (for cannot determine) beside each sentence.

5. For sentences marked incorrect, students should write a corrected
sentence. Sentences whose accuracy cannot be determined can be
research by utilizing outside resources.
Purpose: To activate and evaluate students’ knowledge of a topic or topics
through movement and conversation.
Description:With Carousel brainstorming, student will rotate around the
classroom in small groups, stopping at various stations for a designated amount
of time. While at each station, student will activate their prior knowledge of
different topics or different aspects of a single topic through conversation with
peers. Ideas shared will be posted at each station for all groups to read. Through
movement and conversation, prior knowledge will be activated, providing
scaffolding for new information to be learned in the proceeding lesson activity.
Procedure:
1. Generate “x” number of questions for your topic of study and write each
question in a separate piece of poster or chart paper. (Note: the number of
question should reflect the number of groups you intended to use during
this activity). Post questions sheets around your classroom.
2. Divide your student into group of five or less. For example: In a classroom
of 30 students, you would divide your class into six groups of five that will
rotate around the room during this activity.
3. Direct each group to stand in front in a home-base question station. Give
each group a colored marker for writing their ideas at the question
stations. It is advisable to use different color for tracking each group.
4. Inform groups that they will have “x” number of minutes to brainstorm and
write ideas at each question station. Usually 2 to 3 minutes is sufficient.
When time is called groups will rotate to the next station in clockwise
order. Numbering the station will make this easy for students to track.
Group 1 would rotate to question station 2; group 2 would rotate to
questions station 3; and so on.
5. Using a stop watch or other timer, begin the group rotation. Continue until
each group reaches their last question station.
6. Before leaving the final station, have each group select the top three ideas
from their station to share with the entire class.
Two Minute Talks

Purpose: To activate prior knowledge and focus students learning from the topic
about to be addressed.
Description: During two minute talks, students will share with a partner by
brainstorming. In doing so, they are establishing a foundation of knowledge in
preparation for learning new information.
Procedure:
1. Group students into pairs.
2. Inform students that they will each be talking about for topic “x” for two
minutes.
3. Using a stopwatch, tell students to begin talking.
4. At this point, the other partners begin talking.
5. Have a few groups share some of the responses with the entire class
when the activity is don
Think-Pair Share
Purpose: To engage students in about their prior knowledge of a topic.
Description: During this activity, students will have individual time to think about
a question related to the topic of study. They will pair up to share their thought to
the topic of study. They will then pair up with a partner to share their thoughts.
Finally, the pairs will select one major idea to share with the entire class.
Procedure:
1. Generate a higher-level question related to the topic you are about to
study.
2. Group students into pairs.
3. Pass out a Think-Pair-Share worksheet to each student.
4. Give students 5 minutes to write down their individual thoughts in the
“Think” section of the worksheet.
5. Then, in pairs have groups share their individual thoughts. Pairs should
summarize their common thoughts in the “Pair” section of their worksheet.
6. Finally, pairs choose one major idea to share with the entire class. This
should be written in the “Share” section of their worksheet.
3x3 Vocabulary
Purpose: To promote the development of complete sentences as well as the
identification of relationships between concepts.
Description: In this activity, students will take related words, ideas, and
concepts and combine them together in sentences. The sentences should
illustrate the relationship among the words, ideas, and concepts. This can be
used as a form of alternative assessment as well as a cognitive teaching
strategy.
Procedure:
1. Pass out a 3x3 vocabulary sheet to each student.
2. The sheet can be filled out in one of two ways: (1) Assign specific words
to their blocks, or (2) allow students to choose from a word list, placing
words in the blocks they choose.
3. Once the sheet is filled out, students should write six sentences which
illustrate the relationships between the words in column 1 down, 2 down, 3
down, and 1 row 1 across, 2 across, and 3 across.
Frayer Model
Purpose: To promote vocabulary development and student thinking.
Description: Using the Frayer Model, students will activate their prior knowledge
of a topic, organize knowledge into categories, and apply their new knowledge to
the compartmentalized structure.
Procedure:
1. Brainstorm a list of ideas related to your topic.
2. Have students read a selection or participate in an activity related to your
topic.
3. Pass out a blank copy of the Frayer Model.
4. Using their brainstormed words and new knowledge of a topic, students
will group their words into one of four categories: Essential
Characteristics, Non-essential Characteristics, Effective, Examples, and
Non-example.
5. Have students add additional words to the Frayer Model until all four
categories are substantially represented.
Exit Slips
Purpose: To engage students in summarizing their learning.
Description: Using this strategy, students will synthesize learned information,
skills and processes by writing an Exit Slip. An Exit Slip can be a One Sentences
Summary of what students learned or can be used in a variety of others ways.
Other uses are: to answer a review questions to pose a question related to the
topic studied, to make a short list of facts learned, to set a learning goal for the
next day, etc.
Procedure:
1. Prior to using the Exit Slip as a summary activity in your classroom, decide
upon its purpose (Including whether or not it will be used as a
assessments or evaluation tool).
2. During the last 5-10 minutes of class, inform students of the purpose/task
associated with their Exit Slip.
3. Tell students to take out a half-sheet of paper and complete the assigned
Exit Slip.
4. As students exit your own classroom that day, collect their Exit Slip as a
pass out the door.

Four-Two-One
Purpose: To engage students in reflecting, evaluating and integrating their own
learning into prior knowledge.
Description: Four-Two-One uses learning partners or small teams to foster in-
depth reflection and integration of significant information.
Procedure:
1. Ask students to individually generate four words that capture the most
important aspects of the learning experience.
2. Share, with learning partners or in small teams, their four words and
compile a list of the words they have a common. From this list, determine
two words that they agree capture the most important aspects.
3. Determine the 1 word or big idea that best represents the most important
learning of the experience.
4. Share the various lists generated by their group in order for the whole
class to make as many learning connections as possible.
Final Countdown
Purpose: To engage students in reflecting, evaluating and integrating their
learning.
Description: This activity emphasizes the important role that reflection plays in
the learning process. Final countdown provides learners with a framework for
reflection, evaluation, and integration of new knowledge into previously learned
material.
Procedure:
1. Ask students to individually reflect over what they have learned about the
topic being reviewed.
2. Using the Final Countdown worksheet, have students write the three most
important things they learned about the topic.
3. On the second tier of the Final Countdown, have students write two
questions they still have about the topic. These should be questions that
they expect get answer to; likewise, questions they will get answers to.
4. Finally, on the top tier of the Final Countdown, have students write one
way in which what they have learned relates or connects to material
previously learned.
Word Sorter
Purpose: To engage students in the activity of classifying topics, words, phrases,
into categories based upon their knowledge of the content.
Description: In this activity, students have the chance to classify topics, words
and phrase into categories. The process of sorting and classifying strengthens
that student’s ability to comprehend and retain difficult information. Through a
discussion of possible solutions, studies negotiate the contextual meaning of the
topics, words or phrases they are sorting.
Procedure:
1. Generate a list of words related to the topic for the review. These
words should fall into one of the following categories: Important
Characteristics, Uses, Examples and Non-examples. (Hint: These
categories can be changed to accommodate your topic study.)
2. Make a copy both of the word list and the Frayer Model graphic
organizer on transparency paper.
3. Cut out the words on the word list and store in a zip-lock bag when not
in use.
4. Lay the graphic organizer on an overhead projector.
5. Place word list words in the center of the graphic organizer one at a
time (jumble the order) allowing students to identify the appropriate
quadrant location for the word.
METHODS
Teacher-centered
 Here the teacher casts himself/herself in the role of being a
master of the subject matter. Learners on the other hand are
presumed to be passive and copious recipients of knowledge
from the teacher.
Learner-centered
 The teacher/instructor is both a teacher and a learner at the
same time. The teacher, “becomes a resource rather than an
authority”.
Content-focused
 Both the teacher and the learners have to fit into the content
that is taught. This means the information and skills to be taught
are regarded as sacrosanct or very important.
Interactive
 These methods are driven by the situational analysis of what is
the most appropriate thing for us to learn/do now given the
situation of learners and the teacher. They require a
participatory understanding of varied domains and factors.
Lecture Method
 A formal or semi-formal discourse is which the instructor
presents a series of events, facts, or principles, explores a
problem or explains relationships.
Discussion Method
 A method in which group discussion techniques are used to
reach instructional objectives.
Study Assignment
 A method in which the instructor assigns reading to books,
periodicals, project or research papers or exercises for the
practice.
Tutorial Method
 A method of instruction in which an instructor works directly with
an individual student.
Demonstration
 A method of instruction where the instructor by actually
performing an operation or doing a job shows the students what
to do, how to do it, and through explanations brings out why,
where, and when it is done.
Deductive Method
 This means that the teacher gives the students a new concept,
explains it, and then has the students practice using the
concept.
Inductive Method
 Makes use of student “noticing”. Instead of explaining a given
concept and following this explanation with examples, the
teacher presents students with many examples showing how
the concept is used.
Inquiry Method
 Teacher will never be able to help children to learn rather
provide opportunities to explore, inquire and discover things.

BIBLIOGRAPHY
BIBLIOGRAPHY
Published Sources:
Ayeni , 2011 on factors affecting the performance of freshmen students Amang ,
Charizet.Al , 2015
Basas, Marife et.al 2014, Factors affecting the performance in English of Fourth
year English majors of Lapu-Lapu City College
Gagne, R. & Driscoll, M. (1988).Essentials of Learning for Instruction (2nd Ed.).
Englewood Cliffs, NJ: Prentice-Hall
Gagne, R. (1985). The Conditions of Learning (4th Ed.). New York: Holt, Rinehart
& Winston.
Gredler, M. E. (1997). Learning and instruction: Theory into practice. Upper
Saddle River, NJ: Prentice-Hall, Inc.
Harb and El-shaarawi , 2006 on Factors affecting academic performance of
working students of the college of education , Abellanosa , Jeffrey et.al,
2016
Neidlinger, A. ( 2015). Pearson Education, Inc. Upper Saddle River, New Jersey
07458 Principles of teaching 1 , Brenda Corpuz, Ph.D and Gloria G.
Salandanan ,Ph.D 2015 Principles of teaching with TLE 2 , Brenda B. Corpuz
Ph.D and Gloria G.
Ramsden , 1998 on instructional Materials used in teaching Filipino , Berdon,
Juvelyn, 2015
Gloria Salandanan, Ph.D,,Teaching Approaches and strategies revised edition :
Copyright 2008 and 2000 by Katha Publishing Co., Inc.and Gloria G.
Abanado ,Jeamarie el.al , 2014, Teaching methods and learning preference of
engineering department of an Asian University
Shinn , Yun Ho , 1997 Teaching strategies , the use and effectiveness by the
teachers of Agriculture : Anational study
Unpublished Sources:
Gregory ,G.H& Chapman, C (2013). Differentiated Instructional strategies. USA:
Corwin
Subban , P. (2006). Differentiated instruction: A research basis. International
Education journal. 7, 935-947. Retrieved from pearlsubban@iprimus.com.au
www.garph.co.uk. ( 2013). International journal Of advance research In

management and social Science's
APPENDICES
APPENDIX C
Methods and Strategies of the teachers in teaching Filipino
subject.
Name (optional): Rank:

Direction: Put a check mark to your preferred answer.
Legends:
5 – All the time 2 – Sometimes
4 – Most of the time 1 – Never
3 – Often
METHODS 5 4 3 2 1
 Here the teacher casts himself/herself in the role of being a
master of the subject matter. Learners on the other hand
are presumed to be passive and copious recipients of
knowledge from the teacher.
Learner-centered
 The teacher/instructor is both a teacher and a learner at the
same time. The teacher, “becomes a resource rather than
an authority”.
Content-focused
 Both the teacher and the learners have to fit into the
content that is taught. This means the information and skills
to be taught are regarded as sacrosanct or very important.
 These methods are driven by the situational analysis of
what is the most appropriate thing for us to learn/do now
given the situation of learners and the teacher. They require
a participatory understanding of varied domains and
factors.
Lecture Method
 A formal or semi-formal discourse is which the instructor
presents a series of events, facts, or principles, explores a
problem or explains relationships.
Discussion Method
 A method in which group discussion techniques are used to
reach instructional objectives.
Programmed Instruction Method
 A method of self-instruction.

 A method in which the instructor assigns reading to books,
periodicals, project or research papers or exercises for the
practice.
Tutorial Method
 A method of instruction in which an instructor works directly
with an individual student.
 A method of instruction where the instructor by actually
performing an operation or doing a job shows the students
what to do, how to do it, and through explanations brings
out why, where, and when it is done.
Deductive Method
 This means that the teacher gives the students a new
concept, explains it, and then has the students practice
using the concept.
Inductive Method
 Makes use of student “noticing”. Instead of explaining a
given concept and following this explanation with examples,
the teacher presents students with many examples showing
how the concept is used.
Inquiry Method
 Teacher will never be able to help children to learn rather
provide opportunities to explore, inquire and discover
things.
Others specify:
STRATEGIES 5 4 3 2 1
Graphic Organizer
 Choose a structure that will help students organizes ideas.
Jigsaw
 Assign groups different chunks of information to learn and
teach to others.
Gallery Walk
 Students show ideas or work on “wall”, groups rotate to
discuss and leave feedback.
Debate
 Provide two opposing views for students to choose from and
defend.
Think-pair-share
 Pose a question. Allow think time. Have students pair up,
discuss and share out.
Quiz-quiz-trade
 Give each student a question card. Students par up, “quiz”
each other, then trade cards and find a new partner.
Games
 Use a game format such as pyramid to review information.
Rate it
 Partners or groups use rubric or checklist to discuss and rate
work.
Response card
 Students hold up cards to show thinking (yes/no, true/false.,
etc.)
Simulation
 Teacher provides real-world, interactive experience.
 An autocratic style of teaching is traditional styles of
teaching.
 A cooperative learning activity focused around movement,
conversation, and reflection that can be used both to
discover and discuss background knowledge prior to
studying a new topic, as well as for review of content already
learned.
Frayer Model
 A strategy that uses a graphic organizer for vocabulary
building.
Talking Drawings
 In this activity, students will activate prior knowledge by
creating a graphic representation of a topic before the
lesson.
The First Word
 The First Word is a variation on traditional acronyms. By
going through the process of analyzing words and creating
related sentences, students will gain a deeper understanding
of the meaning.
 Students will make predictions based upon prior knowledge
and evaluate those predictions after exposure to new
information.
Concept Mapping
 Using concept mapping, students construct a model for
organizing and integrating the information that they are
learning.
Venn Diagram
 Using the Venn Diagram form, students are able to compare
and contrast characteristics of two concepts, ideas, or
words. They provide a visual display of similar and different
attributes that can be used to launch discussion, writing, or
further research.
Power Notes
Power note taking is a strategy used to record essential
information while denoting its level of importance.
Shaping Up Review
 Using the Shaping Up Review, students will synthesize
major concepts from the lesson using four different shapes.
By varying the manner in which students visually summarize
their learning, retention of the information learned is
increased.
Others specify:
Source:
Trainer's Handbook - A 14 days Teaching Methodology Course
APPENDIX D
DOCUMENTATIONS
CURRICULUM
VITAE

The Problem and Its Scope: Rationale

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Chapter 1

THE PROBLEM AND ITS SCOPE

In this digital world, a classroom is diversifying in terms of having different

cultural background, religion, and language. It is usual in the classroom setting

the use of differentiated instructions in the classroom environment, students will

be able to do the activities, individually or cooperatively and most importantly

students will be able to hone the innate talents and abilities.

methods. Teachers’ will facilitate the students to achieve what is intended to

learning Filipino subject. Having different classroom with different teaching

teachers to discover learning as opportunities that can benefit the students. As

21st century teacher, it is necessary to engage the students in the modern

method of teaching rather than a traditional way of teaching to sustain the

learning style of the 21st-century learners. It is also a challenge to the teachers

It is observed by the Filipino students in Lapu-Lapu City College during

This study contributes to the teachers in teaching Filipino subject. It can

design the appropriate method and effective strategies in teaching Filipino

The success of the teaching and learning process depends mostly on

methods and strategies should serve as a guide to the Filipino teacher in

teaching Filipino subject must influence the learners.

This inquiry sights to determine the 21 st Century Pedagogical Approaches

anchored on the three theories of education which are Behaviorism Theory,

Conditions of Learning Theory, and Humanistic Learning Theory. These theories

play a role in the analysis and findings of the study.

functionalism which is the behavior of a person will change because of the

influence in the environment. In teaching, the teacher should make a way to

boundaries and explore more learning.

Behaviorism that tends to explain about satisfaction for something or to

hardships and disappointment is often getting to be oppressed, but it depends to

every mistake that being encounter is learning. In the teaching-learning process,

possible to do; instead, it is a wake-up call to exert effort to do such things.

Hence, mistake measures the character and capability of an individual on how to

be active in working or doing such activities. In the classroom, it is not wrong to

practice what is right.

students’ achievement and inculcating the students’ attitude and personality by

giving a positive reinforcement because they merely believe that behaviorism is a

as a behaviorist to help students in molding their behavior towards learning. In

individual in expressing their learning or experiences towards the lesson.

to accomplish the task.

Learning conditions is concerned with the concept of what is the meaning

achieve the learning outcomes. In teaching Filipino, the teacher emphasize on

the task to achieve a topic.

any circumstances in the learner's environment (Gredler, 1997). The statement

in the lessons that teacher discuss during class hours.

beyond its limit. Communicating, participating and engaging in every activity in

The humanistic theory states that by observing the behavior of one’s

classroom in which not to do bad things in times of teaching. As a teacher, they

achieve the topic during classroom discussion.

Researchers prefer the theories to be the guidelines in the study because

provides a significant and systematic instruction in developing one’s ability and

on how the students enhance their talents and skills.

Frequency of the utilization

Figure 1 Schematic Diagram of the theoretical framework of the Study

Statement of the Problem

Categorically, it tries to obtain to response the succeeding queries:

2. What is the frequency of the utilization of the different methods and

strategies as it perceived by:

3. Based on the findings, what can be recommended?

awareness to the administration of Pajo National High School about the

importance of having methods and strategies in teaching.

This study mainly focus on the 21 st Century Pedagogical Approaches utilize

of the different methods and strategies in teaching Filipino subject. The

the Filipino teachers as the respondents of this study.

The following terms are defined operationally to help the readers