Teaching Techniques

TEACHING TECHNIQUES: A QUALITATIVE STUDY ON THE EFFECTIVE

TEACHING TECHNIQUES EMPLOYED ON ABM STUDENTS IN OMNHS

Anfrea P. Bagayan

Joana Vizel D. Castillo

Renel C. De Castro

SUBMITTED TO ORIENTAL MINDORO NATIONAL HIGH SCHOOL

PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR PRACTICAL RESEARCH I

QUALITATIVE RESEARCH

OCTOBER 2017
Teaching Techniques
Teaching Techniques: A Qualitative Study on the Effective Teaching Techniques
Employed on ABM Students in OMNHS

Aim: The study aim to determine the different effective teaching techniques employed by

teachers in ABM – 2 students.

Topic: Education

Place: Oriental Mindoro National High School, Calapan City

Period: June-2017 – September-2017

Population: Selected teachers of ABM students in OMNHS

Group Revian:
Mrs. Madilen Espiritu
De Castro, Renel C. (Teacher)
Castillo, Joana Vizel D.
Bagayan, Anfrea P.
Teaching Techniques
Chapter 1

Introduction

This chapter presents the background of this study and its general and specific objectives

which have significant relevance on this study and from which this chapter evolve. The

significance of the study, scope & limitation, and definition of terms are presented as well.

Background of the Study

Teachers are important in our society. They are the second parent that nurtures every

student academically. [ CITATION Dav11 \l 1033 ] said that “Teaching is the essential profession,

the one that makes all other profession possible.” It is definitely true but some uses teaching

techniques that aren’t suited to the need of the learners. That is the reason why students failed

their subjects even if they are eager to learn, and they losses their motivation in pursuing their

dream professions, on the other hand there are some teachers that uses effective teaching

techniques. [ CITATION Cal \l 1033 ] State that “Passionate, motivating, effective teachers are the

foundation of a quality education; and a quality education opens the door to a lifetime

opportunity” this really means that teaching should be effective for it can help students to be

successful….

General Objectives

This study aims to determine the different effective teaching techniques employed by

teachers on ABM students in OMNHS.

Specific Objectives

1. To know what are the three (3) most common teaching technique employed on ABM

students.

2. To know why do teachers employ these teaching techniques on ABM students.

Teaching Techniques
3. To what is the most effective teaching techniques for ABM students.

Significance of the Study

The result of this study will be useful to the following:

To the School Administrators. This study may help the school administrators to gain

insights of what teaching techniques is/are effective to employ to students nowadays. This can be

done by orienting teachers about effective teaching techniques that they may employ to their

students in order to be an effective teacher.

To the Teachers. The results of this study would provide valuable information to the

teachers that can be used as basis for improving their teaching skills. They may also gain

knowledge about different effective teaching techniques in this study which they can use in

teaching their students.

To the Students. If there are people that can best evaluate the effectiveness of a teacher

in using their teaching techniques, these are the students because it is to whom they employ it.

Students may also understand why their teacher uses some kinds of techniques in teaching them

and why is it differs from the others.

To the Future Researchers. This study can serve as basis for their study relating to

education particularly on teaching techniques.

Scope & Limitations:

This study focuses on effective teaching techniques employed by teachers on ABM

students in OMNHS.
Teaching Techniques
The respondents of this study are the selected teachers on ABM students in OMNHS of

Oriental Mindoro National High School senior year 2017-2018. The study will be conducted

inside the school of OMNHS.

Definition of Terms:

For better clarification and understanding of the terms related to this study, the following

are defined conceptually and operationally:

Effective – making something that you wanted to be

Teacher – is anyone that teaches someone

Teaching – it is the process making others understand and learn things

Technique – it is a way of doing something by using special knowledge or skills

Teaching Techniques
Chapter 2

REVIEW OF THE RELATED LITERATURE

This chapter presents the related literatures and studies which have significant relevance

on the study and from which this chapter evolved. Theoretical and conceptual frameworks are

presented as well.

Teacher has many responsibilities for a student. It is their responsibility to teach students

to learn and broaden their existing knowledge about things in life. It is their job to make sure if

their students really understand and learn the lesson that they tackle. They must motivate their

students to listen even though they are not interested to the topic instead of ignoring them.

Khalkho (2011). Teacher doesn’t need to force their student to listen to their teachers if they are

not interested into it, what they need to do is to motivate them instead of ignoring them because

students must learn willingly because according to Suglia 2015“Effective teaching is inclining

people to learn willingly what they otherwise be disinclined to learn” it means that if a teacher is

really effective they can make students learn willingly to their lesson even though it doesn’t suit

their interest. Teachers are also the second parent of the students because students spend most of

their time at school where teachers are the one who was in charge to take care of them and teach

them moral values that their parents haven’t teach. This is one of the reason why being a teacher

is the hardest job of all because aside from being a teacher and a second parent of a lot of

students at school, they are also the first and primary teachers and parent of their own child.

Teacher largely affects student achievements, but teachers quality or their educational

attainment or degree, is not likely the factors that affects students with their achievement. It only

means that even if a teacher does not attain high achievement when he/she graduated from

studying, it does not have anything to do with their students’ academic performance or with their
Teaching Techniques
achievements, because teachers’ effectiveness can be measured in his way of teaching like using

strategies, specially teaching techniques. As cited by Buddin (2011) on his study, Aaronson et al.

(2008).

“Passionate, motivating, effective teachers are the foundation of a quality education”

from this statement they can clearly say that teaching and teachers are important but teachers

should possess good characteristics like being passionate in what they do and they should be able

to motivate their students, lastly they shall have effective strategies and techniques that they can

employed in all types of student. It is related with our study because when it comes to teaching,

effective teaching techniques is under effective teaching. California (2011).

“Teachers and administrators have spent a great deals of time in refining the teacher

evaluation process including what data is connected how it is disseminated stored and accessed”

from this statement the teacher evaluation process can help to students to learn a lot of things but

they need a great deals of time to evaluate the process and the effective teaching technique that

employed of teacher in all types of student. This is very important because in this way the

students are motivated more to study harder. Vansickle & Darling (2011).
Teaching Techniques
Theoretical Framework

This study is anchored to the Classroom Implication of Cognitivists Theory (2011). Other

students cannot catch up with their lessons and understand it because of some reasons while

others do. Some students learn differently and this is what teachers must understand because this

could be their reason why they can’t catch up with the lessons, the way or the teaching

techniques that they employ is not effective. Teachers should adjust to their students to learn.

They must think of a technique that they may employ to their students that may suit to these

students in order to learn. Not all of the students are eager to learn because others are not, and

these others must be motivated to learn by their teachers. According to this theory the two factors

that are critical to motivate students, first is the value. The students must know the importance

and the essence of learning and the worth of the activity that they do given by their teachers.

They must know that every activity and performance that they do can help them to fully

understand their lesson. And the second one is effort which is the time and energy that was used

by every student in performing their activities. These two factors are very important to motivate

students because if they will be able to know the importance of these so they may be more

motivated. It can also be helpful if students will see other students that are really active and

interested in learning because there is a possibility that they may be inspired by these students

especially if they are often receiving academic awards which they might also want.

Multimodality is a theory which looks at the many different modes that people use to

communicate with each other and to express themselves. A mode is generally defined as a

communication channel that a culture recognizes. Examples of modes are writing, gesture,

posture, gaze, font choice and color, images, video, and even the interactions between them.

While many of these modes have always existed, they have not always been recognized as a

legitimate or culturally accepted form of communication or expression. Learning theorists who

Teaching Techniques
advocate for multimodality emphasize that people communicate in a variety of ways and that in

order to completely understand someone; the many modes they use to communicate must be

observed and recognized.

The current study and the multimodality theory is connected because teachers uses

different approaches in order to discuss a topic they will introduce to their students, and to be

able to make the students understand what they are teaching. Teacher should also be able to

communicate with their students properly and must be able to establish a great interaction with

their students by using both verbal and non-verbal communication skills, but it should be

observed and recognized by the students to make an effective teaching and learning to happen.

According to the Constructivist Learning Theory the latest catchword in education circles

is "constructivism" applied both to learning theory and the epistemology both to how people

learn, and to the nature of knowledge. Knowledge is constructed based on personal experiences

and hypotheses of the environment. Learning is contextual: we do not learn isolated facts and

theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in

relationship to what else we know, what we believe our prejudices and our fears.

This theory is related to the current study which is about teaching techniques, because

based on its content, the knowledge of people, specifically students will be constructed by

personal experiences, hypotheses of the environment and the knowledge consists of learning

about the real world. It only means that teachers is responsible in students learning process,

teachers must be able to employed techniques that is effective for their students so that they can

easily understood topics or lessons that will be introduced to them, and for students to be

motivated even if sometimes they are struggling to understand what is being discussed by their

teacher.
Teaching Techniques
Conceptual Framework

Interpretation / Description

Fig.1. The hand on the upper side represent teachers who only focus to students who’s

fast learner and willing to learn, while the other hand on the lower side represents teachers that

motivates every student to learn even though they are not smart enough and not willing to learn.

In this figure there are two student , the one who holds a certificate and wearing a graduation cap

represent students who finishes a degree while the other one, represents students who’s likely

to fail in achieving his goal.

Teaching Techniques
The whole figure represents teachers who have different approach when teaching, and

that different approach has different result and effects on students. It only means that student’s

learning may depends on the approaches or techniques used by teachers.

Statement of the Problem:

1. What are the three (3) most common teaching techniques employ on ABM students?

2. Why do teachers employ these teaching techniques on ABM students?

3. What is the most effective teaching techniques for ABM students?

Teaching Techniques
Chapter III

METHODOLOGY

This section presents the research design, respondents of the study, instrumentation,

sampling techniques to be used, scaling and quantification, construction of the instrument,

reliability of the instrument, validity of the instrument, and sources of data.

Research Design

This research study uses a case study qualitative method because it describes an in-depth

experience of teachers in using techniques in teaching and descriptive as research design. This

will be used for describing and identifying the different teaching techniques employed by

teachers of ABM students in OMNHS.

Population and Locale

This study will be conducted at Oriental Mindoro National High School. It will have two

groups of respondents which are the selected ABM students and their selected teachers for the

purpose of knowing the teaching techniques that they employ to these students.

Data Collection Instrument

The researchers will use structured interview questionnaire as the main instrument in

gathering information from the respondents. The content of the interview questionnaire will

focus only on teaching technique and why do they employ it.

They will also request a permission letter from authorized person, ABM teacher-

respondents and advisers of student-respondents. As the interview questionnaires are being

administered the researchers will discuss the reason why this study is being conducted and its
Teaching Techniques
purpose. The full honesty and intellectuality are expected from the respondents in answering the

questionnaire. The profile of the respondents will be anonymous.

Teaching Techniques
Chapter IV

RESULTS and DISCUSSIONS

This chapter presents the results of

Results

The Three (3) Most Common Teaching Technique employed on ABM students

To know the 3 most common teaching technique employed on OMNHS ABM students

the researchers count the number of the teacher-respondents who answers Always (3),

Sometimes (2), and Never (1) at the questionnaire and count the total number of their answers

and ranked it. As well as the teacher-respondents, the researchers also give questionnaires to

twenty-five (25) where five (5) in every section of Grade 11 and Grade 12 ABM students of

OMNHS.

Table 1.1
Questions: Always Sometimes Never No Answer
(3) (2) (1) (0)
Flipped Classroom
1. Do you recall the past lesson before you start the 8 (24) 3 (6) 0 0
new lesson?
2. Do you tell your students what will be the next 8 (24) 3(6) 0 0
topic?
3. Do you review your students before giving a short 5 (15) 6 (12) 0 0
quiz or any other exam?
4. Do you motivate your students to study in 7 (21) 4 (8) 0 0
advance?
5. Do you give them the next topic to your lesson as 3 (9) 8 (16) 0 0
an assignment?
Total : 55 (141) 31 (93) 24 (48) 0 0
Self - Learning
6. Do you let your students understand the 1 (3) 7 (14) 3 (3) 0
lesson/topic that you gave them without even
helping them?
7. Do you let your students memorize large reams of 1 (3) 4 (8) 5 (5) 0
text that they will either begrudgingly recall or
instantly forget?
8. Do you teach them how to be independent? 10 (30) 0 (0) 0 0
Teaching Techniques
9. Do they receive higher scores when they do 3 (9) 8 (16) 0 0
individual tasks?
10. Do you use Mind Maps to allow students the 5 (15) 6 (12) 0 0
freedom to expand and develop ideas?
Total: 53 (118) 20 (60) 25 (50) 8 (8) 0
Gamification
11. Do you use games in order for these students to 5 (15) 4 (8) 2 (2) 0
learn without even realizing?
12. Do you make sure that students do not just enjoy 8 (24) 3 (6) 0 0
the game but learning also?
13. Do your students understand the lesson more 6 (18) 5 (10) 0 0
when you use games?
14. Do you create your own games that can make 2 (6) 7 (14) 1 (1) 1 (0)
students learn more?
15. Do you use games as their application in order for 3 (9) 8 (16) 0 0
these students to apply what they learn from your
lesson?
Total: 55 (129) 24 (72) 27 (54) 3 (3) 1 (0)
Online Learning
16. Do you let your students use internet in time of 1 (3) 8 (16) 2 (2) 0
class?
17. Do you use social media (Facebook, Twitter, 1 (3) 10 (20) 0 0
Instagram, Youtube, etc.) teaching/
18. Do your topics or lectures downloadable in any 1 (3) 10 (20) 0 0
social networking sites?
19. Do you require your students to visit any social 1 (3) 9 (18) 1 (2) 0
networking sites?
20. Do you let your students use Wi-Fi or mobile data 1 (3) 10 (20) 0 0
to surf on the internet?
Total: 55 (112) 5 (15) 47 (94) 3 (3) 0
Design Thinking
21. Do you use 4A’s (Activity, Analysis, Abstraction, 9 (27) 2 (4) 0 0
and Application)
22. Do you let your students analyze a real-life 8 (24) 3 (6) 0 0
scenario?
23. Do you apply your lessons to a real-life situation? 10 (30) 1 (2) 0 0
24. Do you let your students act the lesson that you 6 (18) 5 (10) 0 0
have tackled?
25. Do you give real-life situation problem where 8 (24) 3 (6) 0 0
they will think of a solution to solve it?
Total: 55 (151) 41 14 (28) 0
(123)
Group/Dyad
26. Do you give them the topic to each groups or 7 (21) 4 (8) 0 0
partners and let them to brainstorm and
understand it?
27. Do you allow your students to 11 (33) 0 (0) 0 0
participate/cooperate to their group discussion?
28. Do you distribute topics by groups/dyads to report 5 (15) 6 (12) 0 0
it to the class?
29. Do you give quizzes/test to your students and 1 (3) 10 (20) 0 0
Teaching Techniques
answering it by groups/dyads?
30. Do you give your students tasks that are needed to 4 (12) 4 (8) 3 (3) 0
accomplish by groups/dyads? (such as projects or
any other group works)
Total: 55 (135) 28 (84) 24 (48) 3 (3) 0

Table 1.1 shows the number of teacher who answers Always (3), Sometimes (2), and Never (1)

in each question where these questions are divided into five (5) teaching techniques to know

what teaching technique that they often employ to their ABM students. Questions 1-5 are

Flipped Classroom Technique where teachers prepare their students before class. Questions 6-10

are Self – Learning Technique where teachers let students focus on exploring an area which

interests them and learn about it for themselves. Questions 11-15 are Gamification Technique

where teachers use games to make students learn. Questions 16-20 are Online Learning

Technique where teachers use any free online learning tools to broaden their students’

knowledge. Questions 21-25 are Design Thinking technique where teacher prepare their students

to the real world and arouses their curiosity, analytical skills, and creativity. And Questions 26-

30 are Group/Dyad Technique where teachers divide their students to form a group and help

each other.

Table 1.2

Teaching Techniques
1. Design Thinking 151
2. Flipped Classroom 141
3. Groups/Dyads 135
4. Gamification 129
5. Self – Learning 118
6. Online 112

Table 1.2 shows the ranking of the teaching techniques employed on ABM students and as you

can see at the table the 1st teaching technique is Design Thinking where they prepare their
Teaching Techniques
students to the real world and arouses their curiosity, analytical skills, and creativity that got 151.

2nd is Flipped Classroom where they let students focus on exploring an area which interests them

and learn about it for themselves that got 141 and Groups/Dyads where they divide their students

to form a group and help each other that got 135.

Table 2.1
Questions: Always Sometimes Never No Answer
(3) (2) (1) (0)
Flipped Classroom
1. Do you recall the past lesson before you start the 8 (24) 17 (34) 0 1
new lesson?
2. Do you tell your students what will be the next 8 (24) 16 (32) 1 (1) 0
topic?
3. Do you review your students before giving a short 12 (36) 13 (26) 0 0
quiz or any other exam?
4. Do you motivate your students to study in 14 (42) 11 (22) 0 0
advance?
5. Do you give them the next topic to your lesson as 2 (6) 22 (44) 1 (1) 0
an assignment?
Total : 125 (292) 44 79 (158) 2 (2) 0
(132)
Self - Learning
6. Do you let your students understand the 7 (21) 13 (26) 5 (5) 0
lesson/topic that you gave them without even
helping them?
7. Do you let your students memorize large reams of 2 (6) 20 (40) 3 (3) 0
text that they will either begrudgingly recall or
instantly forget?
8. Do you teach them how to be independent? 14 (42) 9 (18) 2 (2)
9. Do they receive higher scores when they do 3 (6) 22 (44) 0 0
individual tasks?
10. Do you use Mind Maps to allow students the 1 (3) 22 (44) 2 (2) 0
freedom to expand and develop ideas?
Total: 125 (262) 27 (78) 86 (172) 12 0
(12)
Gamification
11. Do you use games in order for these students to 5 (15) 18 (36) 2 (2) 0
learn without even realizing?
12. Do you make sure that students do not just enjoy 9 (27) 14 (28) 2 (2) 0
the game but learning also?
13. Do your students understand the lesson more 11 (33) 13 (26) 1 (1) 0
when you use games?
14. Do you create your own games that can make 9 (27) 15 (30) 1 (1) 0
students learn more?
15. Do you use games as their application in order for 5 (15) 17 (34) 3 (3) 0
these students to apply what they learn from your
Teaching Techniques
lesson?
Total: 125 (280) 39 77 (154) 9 (9)
(117)
Online Learning
16. Do you let your students use internet in time of 1 (3) 17 (34) 7 (7) 0
class?
17. Do you use social media (Facebook, Twitter, 1 (3) 15 (30) 9 (9) 0
Instagram, Youtube, etc.) teaching/
18. Do your topics or lectures downloadable in any 2 (6) 20 (40) 3 (3) 0
social networking sites?
19. Do you require your students to visit any social 2 (6) 16 (32) 7 (7) 0
networking sites?
20. Do you let your students use Wi-Fi or mobile data 2 (6) 17 (34) 6 (6) 0
to surf on the internet?
Total: 125 (226) 8 (24) 85 (170) 32 0
(32)
Design Thinking
21. Do you use 4A’s (Activity, Analysis, Abstraction, 8 (24) 15 (30) 2 (2) 0
and Application)
22. Do you let your students analyze a real-life 13 (39) 12 (24) 0 0
scenario?
23. Do you apply your lessons to a real-life situation? 11 (33) 14 (28) 0 0
24. Do you let your students act the lesson that you 8 (24) 17 (34) 0 0
have tackled?
25. Do you give real-life situation problem where 10 (30) 15 (30) 0 0
they will think of a solution to solve it?
Total: 125 (298) 50 73 (146) 2 (2) 0
(150)
Group/Dyad
26. Do you give them the topic to each groups or 17 (51) 7 (14) 1 (1) 0
partners and let them to brainstorm and
understand it?
27. Do you allow your students to 23 (69) 1 (2) 1 (1) 0
participate/cooperate to their group discussion?
28. Do you distribute topics by groups/dyads to report 14 (42) 10 (20) 1 (1) 0
it to the class?
29. Do you give quizzes/test to your students and 7 (21) 16 (32) 2 (2) 0
answering it by groups/dyads?
30. Do you give your students tasks that are needed to 13 (39) 10 (32) 2 (2) 0
accomplish by groups/dyads? (such as projects or
any other group works)
Total: 125 (329) 74 44 (100) 7 (7) 0
(222)

Table 2.1 shows the number of student who answers Always (3), Sometimes (2), and Never (1)

in each question where these questions are divided into five (5) teaching techniques to know

what teaching technique that their teachers often employ for them as ABM students. Questions
Teaching Techniques
1-5 are Flipped Classroom Technique where teachers prepare their students before class.

Questions 6-10 are Self – Learning Technique where teachers let students focus on exploring an

area which interests them and learn about it for themselves. Questions 11-15 are Gamification

Technique where teachers use games to make students learn. Questions 16-20 are Online

Learning Technique where teachers use any free online learning tools to broaden their students’

knowledge. Questions 21-25 are Design Thinking technique where teacher prepare their students

to the real world and arouses their curiosity, analytical skills, and creativity. And Questions 26-

30 are Group/Dyad Technique where teachers divide their students to form a group and help

each other.

Table 2.2

Teaching Techniques
1. Group/Dyad 329
2. Design Thinking 298
3. Flipped Classroom 292
4. Gamification 280
5. Self – Learning 262
6. Online 226

Table 1.2 shows the ranking of the teaching techniques employed on ABM students and as you

can see at the table the 1st teaching technique is the Group/Dyad Technique where they divide

their students to form a group and help each other that got 135. 2 nd is the Design Thinking where

they prepare their students to the real world and arouses their curiosity, analytical skills, and

creativity that got 151. And 3rd is the Flipped Classroom where they let students focus on

exploring an area which interests them and learn about it for themselves that got 141.

Table 3

Teaching Techniques Students Teachers Total

1. Group/Dyad 329 134 463
2. Design Thinking 298 151 449
Teaching Techniques
3. Flipped Classroom 292 141 433
4. Gamification 280 129 409
5. Self – Learning 262 118 380
6. Online Learning 226 112 338

Table 3 shows the overall result of the teacher and student respondents’ answer in the

questionnaire and as a result the three (3) most common teaching technique employ on ABM

students by their teachers the Group/Dyad, Design Thinking, and Flipped Classroom.

Reasons Why Teachers’ Employ These Teaching Techniques to ABM students

The findings presented according to teaching techniques and analytical typologies: (i)

mental, (ii) social, (iii) required, (iv) observation, (v) independent, (vi) psychological. Verbatim

quotes from teacher – respondents are labeled in terms of their teaching technique, age, gender,

subject handle, years in teaching, civil status, awards received and position while from student –

respondents are in terms of grade, section, age and gender.

 Groups/Dyads

(i) Mental

Those, as a teacher they want all of their students to learn from them and to be successful

someday. If ever there is a child that doesn’t able to come up with their topic they are asking for

help with their other students that can help their classmate to come up with it.

“Kung sakaling mahina ang isa mahihila siya pataas ng mga kagrupo… ayoko din naman

na may naiiwan ano.” – Teacher K (Age 38, female, Contemporary Phil. Arts from the Region, 8

years in teaching, married, graduate, Doctorate)

Teaching Techniques
“Halimbawa ay medyo advance na ayy medyo tinatabi ko dun sa may kailangan ng

tulong ano” – Teacher E (Age 27, male, Media and Information Literacy, 7 years in teaching,

single, graduate, Master Teacher I)

(ii) Socialization

“Siguro ano, para mas ma-enhance yung pakikipag socialize namin sa iba, pati hindi lang

yung pati rin sa pag-iisip ng hindi lang iyo kundi para mai-share sa ibang tao.” – Student 1

(grade 11, ABM – 2)

“Para kasi yung ibang kagrupo, hindi nakakasunod sa mga tackle about dun sa topic so kaya

pinapagrupo para yung mayroong idea sa grupo na iyo ay nakabahagi ng knowedge about dun sa

topic so yung hindi nakakasabay nakakaroon ng idea sa topic na yon” – Student 3 (grade 11,

ABM – 1)

“Siguro ano, para mas ma-enhance yung pakikipag socialize namin sa iba, pati hindi lang

yung pati rin sa pag-iisip ng hindi lang iyo kundi para mai-share sa ibang tao.” – Student 1

(grade 11, ABM – 2)

“Para kasi yung ibang kagrupo, hindi nakakasunod sa mga tackle about dun sa topic so

kaya pinapagrupo para yung mayroong idea sa grupo na iyo ay nakabahagi ng knowedge about

dun sa topic so yung hindi nakakasabay nakakaroon ng idea sa topic na yon” – Student 3 (grade

11, ABM – 1)

“Para mag-share ng idea” – Student 5 (grade 12, ABM – 3)

Teachers’ enhance their students’ socialization skills at their early stage so that they will

get used to interact with others. They also want their students to help each other to catch-up with

their topics so that no one will be left behind. Socializing can help these students because some
Teaching Techniques
of them will be entrepreneurs someday, accountants or manager where this skill is very

important for the success of their jobs. Therefore, the findings why teachers use this technique is

because (1) to enhance their socialization skill, and; (2) to help each other.

 Design Thinking

(iii) Required

“Unang-una bunso ay because of legal basis ano dahil yun ay mandate of Basic

Educaton that we have to apply that 4A’s” – Teacher B (Age 30, male, Personal

Development/First Aid/DRRR) 7 years I teaching, married, Cum Laude, Teacher I)

“Kasi ang tinuturo ko ay applied subject. At the same time ah yun ang proseso ng

pagtuturo sa K-12.” – Teacher F (Age 49, female, Filipino sa Piling Larang – Akademik,

married, graduate, Master Teacher II)

“Yun naman talaga ang main purpose ng ating education kailangan kung ang pinag-

aaralan ay maging applicable sa iyong sarili.” – Teacher E (Age 36, male, P.E. and Health,

married, graduate, Teacher I, teaching since 2013)

(iv) Observation

However, one of the teacher-participant has a different answer why he used this teaching

technique:

“Kasi ang 4 A’s ay more on student centered approach” – Teacher E (Age 27, male,

Media and Information Literacy, 7 years in teaching, single, graduate, Master Teacher I)

“para mas malaman namin yung mga binibigay nilang topic, para mas alam na namin kung

paano i-aaply sa tunay na buhay..” – Student 4 (grade 12, ABM – 2)

Teaching Techniques
“doon nalalaman kung naiintindihan ng estudyante ang mga tinuturo nya. In that way mas

nadedevelop ng estudyante yung topic na napag-aralan.” – Student 2 (grade 12, ABM – 1)

 Flipped Classroom

(v) Independent

“Gusto kong matutunan ng mga estudyante ang pagiging independent nila, para matuto sila

through their own.” – Teacher A (Age 37, female, Understanding Culture Society and Politics,

married, graduate, Teacher III, MAEd Guidance and Counciling) are the only teacher-

participants uses Self – Learning technique in teaching.

(vi) Psychological

“Sa recall mas madaling maka catch-up pag may repetition comparing dun sa palaging

ginagawa pagka yun ay palagian ah- you can recall all the previous lessons connect the lesson

the present ” – Teacher G (male, married, Entrepreneurship, teaching since 207, graduate,

Teacher III)

Studying in-advance is the main reason why teachers employ this teaching technique, they think

that if a student will study in advance they will be able to absorb what topic they have tackle.

Teacher also want to learn from their students that is why they ask their students to research or

surf to the internet to find other information about their topic.

“eh kasi wala kaming textbook so ang ginagawa- pag hindi kasi sila nagresearch wala

silang maisasagot sa aking tanong kaya pinapa-advance ko ang mga possible topics namin tapos

saka ko na lang sila pinapaliwanag next meeting. Sa tingin ko dahil wala ngang textbook eh edi

dapat advance ang kanilang pagre-research ipinaplus ko na agad sa kanila ano ang ating

tatalakayin, didiscussin bukas para naman meron akong makuhang idea sa kanila kasi mahalaga
Teaching Techniques
ding may alam sila kahit konti hindi man lahat kumbaga hindi man lahat pupunan ko na lang ang

mga kulang kasi ang teacher tulad naming bago lang ang subject na itinuturo wala kaming

textbook” – Teacher H (Age 40, female, Entrepreneurshi/Housekeeping, teaching since 2008,

graduate, Master Teacher I)

“Siguro ano, para mas matest niya yung knowledge namin doon sa topic na itatackle nya sa

next meeting” – Student 6 (grade 11, ABM – 2)

Aside from these three (3) teaching techniques there are three (3) teaching techniques left

gamification, self – learning, and online learning. These three (3) teaching techniques are not

commonly used by teachers but it was effective according to Student 7 (grade 12, ABM – 1)

“ang pinaka effective siguro na ginagawang technique ng teacher ay yung game, kasi sama-sama

na dun, kapag may game ang isang bata natututo sya then at the same time naa-apply nya sa real-

life situation, parang mas madaing maintindihan, maalala ng bata ah! Laro naming dati to, kami

ang nakasagot nito” he also gave his ipinion why teahers rarely employ On-line learning

technique “kasi ah pag internet kasi ang ginamit napakalawak ng ginagawa ng estudyante its

either ahh gagamitin na lang ang internet at parang makakatulong sa kanila sa pagkatuto kung

hindi sila makikinig sa teacher parang iba ang gagawin nila dun sa internet pag pinagamit kaya

kalimitan pinapatago ang cellphone ng mga teachers even though yung ibang mga estudyante

ehindi sinusunod yun kasi katulad na lang kahit hindi parang jahit hindi nga pinapagamit ang

cellphone sa loob ng klase may mga estudyanteng nagamit pa rin. Isang patunay pa lang yun lalo

na kung ginagamit ng internet ay di lalo nang hindi nakinig ang mga estudyante.” While

Teacher E (Age 27, male, Media and Information Literacy, teaching since 2010, single, graduate,

Master Teacher I) uses Self – Learning technique in teaching“Kasi una sa lahat ang lebel ng

Senior High ay iba na kumpara sa Junior High independent learning ano kumbaga discovery
Teaching Techniques
approach…I will let them discover the concept by providing a hmmm… a suitable learning

environment ano for learning to happen”

Teaching Techniques
Reasons Why These Teaching Techniques Effective

Teaching Technique Teacher Student

Group/Dyad “Nakakapag-share po

yung ibang nahihiya sumagot

sa klase, nasheshare yung mga

alam nila through groupmate,

hindi yung lagi na lang yung

iba” – Student 1 (grade 11,

ABM – 2)

“Hindi naman siguro sa

lahat kasi ng time na yung

ibang kagrupo ayaw nilang

maki-join yung parang bored

sila, ayaw nila yung makipag-

participate” – Student (grade

11, ABM – 1)

Design Thinking “Sobrang effective, kasi ang “Oo, kasi ano, tulad

group activity ay nakukuha ang sakin kapag bumubili ako,

competency sa bawat activity at the halimbawa san g mga business

same time sa pagprocess ng 4A’s” – nakikita ko, ay product

Teacher F (Age 49, female, Filipino sa development yun.” – Student 4

Piling Larang – Akademik, married, (grade 12, ABM – 2)

graduate, Master Teacher II) “Oo, kasi nagagamit yun n

Teaching Techniques
“Oo, makikita mo ito sa isang mga estudyante, nai-aapply

student kasi kung halimbawa i-aano sa din nila sa ibang bagay.” –

real-life hindi magreretain sa iyong eh- Student 2 (grade 12, ABM – 1)

hindi magreretain yung knowledge of

teaching kung hindi mo i-aano”–

Teacher E (Age 36, male, P.E. and

Health, married, graduate, Teacher I,

teaching since 2013)

“As far as the students’

performance is observed effective yun

ano may record naman ako ng

kanilang test performances, written

activities, quizzes. Ok naman ok

naman ang kanilang grades and it

encourageing their maximum

participation” – Teacher E (Age 27,

male, Media and Information Literacy,

7 years in teaching, single, graduate,

Master Teacher I)

“Effective in the sense that

student really participate in the activity

being given by their teacher and at the

same time yun ng there is a application

of real life situation where in students

Teaching Techniques
will also be the one to ahhh to findi

meaning nung lesson na dinidiscuss

that day. ” – Teacher B (Age 30, male,

Personal Development/First

Aid/DRRR) 7 years I teaching,

married, Cum Laude, Teacher I)

Flipped Classroom “Sa grades naa-assess… once “Effective kasi kapag pinapa-

na ang bata ay makaperform better ah assignment nya yung susunod

masasabi mo na ah effective yung na topic, eh di mababasa ko

technique na ginamit mo kapag- ahh naming yonso mas

na catch-up mo yung lesson kasi pag maiintindihan naming yung

hindi nya nakuha ibig sabihin may topic kapag sya na yung

mali” – Teacher G (male, married, maglelesson” – Student 6

teaching since 2017, graduate, Teacher (grade 12, ABM – 2)

III)

“So far effective naman sya sa

mga estudyante ko kasi natututo sila

na di umasa sa ibibigay palagi ng guro

which is maganda kasi nagrerefer sila,

nagtatanong, naghahanap sila ng way

para makakuha sila ng information” –

Teacher A (Age 37, female,

Understanding Culture Society and

Politics, married, graduate, Teacher

III, MAEd Guidance and Counciling)

Teaching Techniques
are the only teacher-participants uses

Self – Learning technique in teaching.

“Sa pagdi-discuss ko sa kanila

ko nakikita… nirarate ko na lang

depende sa sagot nila” – Teacher H

(Age 40, female,

Entrepreneurshi/Housekeeping,

teaching since 2008, graduate, Master

Teacher I)

Based on the above information the most effective teaching techniques employed on

ABM students is the design thinking technique because it is where the teachers’ and students’

view meet. Converting lesson into a real-life situation is very effective and can be used for future

purposes of these students.