TEACHING STRATEGY AND LEARNING STYLE OF STA.

ANE ELEMENTARY
SCHOOL.FACULTY; IT’S PERFORMANCE AMONG GRADE-VI-PUPILS S.Y. 2016-
2017; BASIS FOR SCHOOL DEVELOPMENT PLAN

A
Resarch
Presented to the Faculty
Of the College of Education

Northwestern Agusan Colleges

Nasipit Agusan del Norte

In Partial Fulfillment of the Requirement

Of the Degree of

Bachelor in Elementary Education

By:

Rhia S. Coyoca

April_____ 2018
 TABLE OF CONTENTS

Acknowledgement
Dedication
Research Abstract

Chapters
1. The Problem and It’s Scope
Background of the Study
Review of the Literature
Conceptual Framework
Significance of the Study
Scope and Limitations
Definition of Terms

2. Research Mythology
Research Design
Research Environment
Selection of Respondent and Sampling Procedure
Data Gathering Procedure
Statistical Techniques

3. Presentation, Analysis, and Interpretation of Data

4. Intervention Design for Planned Changed or Proposals for Improvement

5. Summary, Findings, Conclusions and Recommendation

Summary
Findings
Conclusions
Recommendations

Bibliography
Appendix A
Appendix B
Curriculum Vitae
 ACKNOWLEDGEMENT

The researcher would like to wish and express her appreciation and profound

gratitude to the following:

Dr. Luisito A. Jayoma for encouragement, understanding, indispensable services

generous help to make this research;

To my parents and my husband who give moral, spiritual, and financial support in

making this compilation a successful one;

To Sta. Ana Elementary School, teaching staff for granting her to conduct a study in

their school especially to Mr. Roberto Z. Ilustrisimo.

Above all to the Almighty God, for his blessings and guidance that made this

research easily done.

 DEDICATION

The researcher would like to dedicate her study to Sta. Ana Elementary School. To the

Grade-Six science teacher in producing a quality and relevant learners.

RESEARCH ABSTRACT
Title: Teaching Strategy and Learning Style of Sta. Ana Elementary
School. Faculty; It’s Performance among Grade-VI- Pupils
S.Y. 2016-2017; Basis for School Development Plan.

Author: Rhia S. Coyoca

Type of Document: Research

Type of Publications: Unpublished

Host Institution: Northwestern Agusan Colleges

Keywords: Teaching Strategy and Learning Style

Abstract: The study is to determine of the learners ability through

strategic styles of the learners to be effective among Grade-Six
pupils on how are the teachers of this school are effective.

SUMMARY
 The study focused on the effectiveness of teaching strategy and learning style among

Grade-VI- pupils that is being conducted. One of the goals is to study classroom processes

through an active association with teachers, students and administrators.

In that regard, we have developed a strategies and styles used in the classroom. To

gain knowledgeable and accurate understanding that is learn from the teaching strategy

and learning style.

It also provides all teaching strategy and learning style that will always kept their

learning efficient. It determines the styles that are needed for its performance for the

school development plan.

Findings

On the basis of the presentation, analysis, and interpretation of data, the following

findings are made:

1. There is a significant difference between the teaching strategy and learning style

between the parent’s style and the school concepts.

2. There is a significant relationship between the development progress of a student and

the school.

Conclusion:

On the basis on the findings, the following conclusion are drawn:

1. The school is the best home for the learner’s that enable them to learn effective

teaching.

2. The teacher is the most efficient and effective tools in gathering lots of knowledge to

input.

3. There are little cases that are seen such inappropriate behavior but it can be

manageable by these strategies and styles.

Recommendations:

On the basis on the conclusions, the following recommendations were advanced:

1. Apply variety of strategic teaching and learning style if they feel they are not doing well.

2. Observe carefully the misbehaving learners if they are challenging to handle, then use

another game plan to minimize misbehaviors.

3. Avoid making too large an effort because they think they will feel bad about themselves

if they fail.

4. Conduct once a week different teaching strategy and learning style such as brainstorming,

role play, games, interviews and information exchange, group or pair work.
 CHAPTER 1

THE PROBLEM AND IT’S SCOPE

Background of the Study

Teaching strategy and learning style can be best defined as the most consistent way in

which a student learn new concepts. A student style is determined by genetic factors, previous

learning experiences, her culture and society. Few individuals use one style exclusively most of

us has one dominant style, however. Students learn faster and most effectively when instruction

is matched to their individual preferred styles, according to education researchers (Sue Davidoff

and Owen Van den Berg). These scholars also assert that self- esteem blossoms through

successful reinforcing a positive attitude towards future learning. They also believe that the

student-teacher relationships result from teaching to different learning styles. Teaching strategy

and learning style is both an art and science. It happens when someone tries to assist others to

teach and learn an issue, an event, a skill or value. It takes particularly in school, at home, in

town and in the community, both in the formal and informal settings. Teaching strategy is the

actions of someone who was trying to assist others learning. It is an art when teachers create

learning in a spontaneous manner by combining individual pieces of education and experience

into a new whole that is specially made for the circumstances they see in their situation. It is a

science for it uses specific methods and skills that will help the goal of teaching .Gagne

maintains there is a scientific basis for the art of teaching. Actually, good teaching is the result of

having a deep subject of the subject matter, a solid understanding of the principles of teaching

and learning, as well as mastery of teaching skills and strategies needed for effective teaching.

Simply put a good teacher and teaching strategy can transform knowledge into learning activities

that will motivate students to learn. The concept of teaching strategy and learning style is not
unknown in education and research on it has flourished in the past two decades. Educational

research has also proved that all students are unique individuals merged in a common classroom

coming from varied socio-economic and cultural background, possessing different learning

styles that rarely comply with their teachers’ teaching styles. This was verified by Collins (2004)

and Winn and Grantham (2005) in their research studies as well. Cassidy and Eachus (2000)

support this stance and point to the evidence that indicate learning styles change with the type of

environments and circumstances. Markham (2004) confirms that no other papers have been

found on this topic. Smith and Dalton (2005) opine that learning style is a distinctive and

habitual manner of acquiring knowledge, skills or attitudes through study or experience, and an

individual learner’s style tends to be more stable across different learning tasks and contexts.

Learning style is consistent across a variety of tasks, has a wide influence on how information is

processed and problems are solved, and it usually remains stable over a certain period of time. In

the same vein, the characteristics of the teachers are just as diverse as their students and the

teaching styles fluctuate not only to suit the discipline they teach, but also the objectives of the

course, the way they learnt and were themselves taught (Clark & Latshaw, 2012), and their own

temperament. Teaching style by definition is the approach teachers put into practice to carry out

teaching and learning activities. Teaching styles influence the character of the learners, learning

environment, and overall execution of learning in a classroom. Tucker, Stewart and Schmidt

(2003) suggest that research to address the match between the learning styles of the students and

teaching styles of the teachers in the field of business education needs more attention. Of what

research that has been done and shared with the educationists in print, almost all contribution has

been from the developed countries and almost negligible reports are obtainable from the

developing countries, Therefore, it is imperative to carry out research to help teachers understand
and realize the importance and implications of teaching and learning styles to help them

determine the learning styles of their students. Furthermore, the outcome of the study will assist

the teachers in planning teaching methodologies, approaches, and strategies that cater to the

individual learning styles of the students. As a result, it will facilitate the teachers to mould their

teaching styles, practice alternatives, and transform their strategies to meet varied learning

situations. 2. Purpose and Objectives The present study was an initiative taken in a well reputed

business school situated in a metropolitan city of Pakistan to investigate the association between

learning styles of students and teaching styles of teachers at an undergraduate level.

Review of the literature

Teaching strategy and learning style research suggesting links relating this study and also

associated with the culture. This literature always looked at the various teaching and strategy and

learning style, they reviewed and categorizing the types of strategy to assess learning style, the

literature on learning style with the diverse groups. The study of different variations of learning

style versus explored learning style using personality models an progressing model, and the

social model. The study also explored teaching strategy and learning styles, researcher finds that

learning strategy and learning style associated into review of cultural patterns. Exploration of the

cultural diversity for higher sanction led to the conclusion to any schools and that conduct the

development activities on the use in improving teaching strategy and learning style

development. Teaching strategy or teaching methods based on the related literatures and studies

such as educational philosophy, classroom demographic, subject area and school mission

statement. Teaching strategy have theories that can be organized into four categories based on

two major parameters: a teacher-centered approach versus a student-centered approach, and

high-tech materials versus low-tech material use. The Teacher- Centered Approach to Learning

taken to it most extreme interpretation, teachers are the main authority figure in a teacher-

centered instruction model. Students are viewed as “empty vessels” who passively received

knowledge from their teachers through teachers and direct instruction, with an end goal of

passively knowledge from their teachers through lectures and direct instruction, with an end goal

of positive results from testing and assessment are viewed as two separate entities; student

learning is measured through objectivity scored tests and assessments. Student-Centered

Approach to Learning , while teacher are just an authority figure –in a student-centered teaching

model, teachers and students play an equally active role in the learning process. The teacher’s

primary role is to coach and facilitate student learning and overall comprehension of material,
and to measure student learning through both formal and informal forms of assessment like

group projects, student portfolios, and class participation. In the student-centered classroom,

teaching and assessment are connected because student learning is continuously measure during

teacher in instruction. Learning Styles, all students are created equally .The term “learning

styles” speaks to the understanding that every students learn differently. Technically, an

individual’s learning style refers to the preferential way in which the students absorbs, processes,

comprehends and retains information. This notion of individualized learning styles has gained

widespread recognition in education theory and classroom management strategy. Individual

learning styles depend on cognitive, emotional and environmental factors as one’s prior

experience. In other words: everyone is different. It is important for educators to understand the

differences in their student’s learning styles, so that they can implement best practice strategies

into their daily activities, curriculum and assessments. Students’ preferred learning modes have

significant influence on their behavior and learning, it should be matched with appropriate

learning strategies. Information that is accessed through student’s use of their modality

preferences shows an increase their levels of comprehension, motivation, and meta-cognition.

Identifying students visual, auditory, reading/writing or kinesthetic learner’s, and aligning

overall curriculum with these styles, will prove to be beneficial for your entire classroom.

Allowing the students to access information in terms they are comfortable with will increase

their academic confidence.

 Visual Audio

 Visual learners prefer the use  Auditory learners best

of images, maps, and graphic understand new content
organizers to access and through listening and speaking
understand new information. in situations such as lectures
and group discussions. Aural
learners use repetition as a
study technique and benefit
from the use of mnemonic
devices.

Read and Write Kinesthetic

 Students with a  Students who are the

strong/writing preference kinesthetic learners best
learn best through words. understand information
These student may pre sent through tactile and
themselves as copious note representations of information.
takers and readers, and are These students are hands-on
able to translate abstract learners and learn best
concepts into words and through figuring things out by
essay. hand.

By understanding what kind of learner to and/or your students are, you can now gain a

better perspective on how to implement these learning styles into lesson plans and study

techniques.

Visual Strategies

 Utilize graphic organizers such as charts, graphs, and diagrams

 Redraw your pages from memory.

 Replace important words with symbols or initials.

 Highlight important key terms in corresponding colors.

Aural Strategies

 Record your summarize notes and listen to them on tape.

 Talk it out. Have a discussion with others to expand upon your understanding of a topic.

 Explain your notes and/or assignment out loud.

 Explain your notes to your peers/fellow “aural” learners.

Read/Write Strategies

 Write, write and rewrite your words and notes.

 Reword main ideas and principles to gain a deeper understanding.

 Organize diagrams, charts, and graphic organizers into statements.

Kinesthetic Strategies

 Use real life examples, applications and cause studies in your summary to help with

abstract concepts.

 Redo lab experiments or projects.

 Utilize pictures and photographs that illustrate your idea.

Conceptual Framework

A teaching strategy and learning style can be best defined as the most

consistent way in a student prefers to learn new concepts. A student style is determine by genetic

factors, previous learning experiences, and her culture and society. Few individuals use one style

exclusively: most of us have one dominant style, however. Student learn faster and more

effectively when instruction is matched to their individual preferred styles, according to

education researchers. Learners self-esteem blossoms through successful learning, reinforcing a

positive attitude toward future learning. Student teacher relationships result from teaching to

different teaching strategy and learning style. Teaching Strategy and learning style is to analyze

the several variations and context of teaching strategy and learning style. It is used to make

conceptual distinctions and organize ideas. Strong conceptual framework capture something real

and do in the way that is easy to remember and apply. Teachers encourage students to participate

any activities and motivate to increase their self trust. Students should make certain progress and

achievements to earn knowledge and understanding. Students learning experiences are affected

by the way in which they are taught .The teacher’s role in the classroom and the teaching method

will positively or negatively affect the learning experience. Attention to learning style theory

may improve learning outcomes and attitudes toward learning. Instructions with a variety of

teaching strategy and learning style should accommodate this diversity to improve learning

outcomes, attitudes toward learning abilities. The goal is to teach to all learning styles and to

emphasize right brain activities. A theoretical framework was developed that utilizes teaching

strategy and learning styles with emphasis on right brain activities. This framework maybe

applied to various subjects within the grade school level particularly to the Grade-six pupils. The

learning experience may become more exciting and challenging for students if all learning styles

are accommodated. The emphasis on right- brain activities may encourage visual and creative
thinking among Grade -six pupils with the students with the result that students may grasp more

and deepen their learning experience. Efforts toward increasing number of educated people

should be prioritized in every society. New competencies had been defined and reflected in the

learning content, adequate teaching methods, organizational forms, ways of evaluation and new

relations between elements participating in the educational process have been applied, curricula

changed, the learner’s responsibility for her/his own education, creativeness and motivation

supported, and economic aspects penetrated the whole system. The traditional approach to

education requires attending lectures classes, completing assignments and other activities in

order to successfully pass the subject or course. The problem that usually a teacher encounter

most is misbehavior. Dealing with misbehaviors or inappropriate behaviors is always the vision

of the teacher as their challenging task. While it is the reality that certain inappropriate behaviors

that can simply be ignored would go extinction, yet there maybe behavior problems that continue

to exist in the classroom. These are the behavioral problems that should be dealt with direct

approach. There are forms of misbehavior that call for punishment, teacher needs to practice

sound judgments as to what form of punishment should be given to the students. An important

skill that comes to some extent with experience is what teachers refer to as withitness (Jacob S.

Kounin (1977). This is the ability of the teachers to spot all misbehaviors quickly and accurately

and to identify the right student as the culprit. Targeting the right student will stop the student

will stop possible resentment from students wrongly singled out (Muiji, 2005). To stop

inappropriate behavior from escalating and causing increasing problems (Carolyn M. Everston

and Edmund T. Emmer(1982). The teacher should ask the student to stop the inappropriate

behavior and should make an eye contact with the student until inappropriate behavior returns.

The teacher needs to remind to student of what inappropriate behavior is and need to ask the
student to explain the correct behavior. The teacher needs to impose the penalty of breaking the

rule, also often off-task behavior occur where students are doing repetitive, boring task which

they have already mastered. Using reward and punishment to inappropriate behavior is always

the teachers aim. Rewards help reinforcing certain desired behaviors. Punishments deter certain

behaviors (Daniel Muiji and David Reynolds). A typical example is praise, it should deliver

contingently, specifies particular accomplishment of a learner, shows spontaneity, variety and

other signs of credibility it suggest clear attention to the students accomplishment and provides

information to students about their competence or the value of their accomplishment. Organize

students and thinking uses students own prior accomplishment by giving recognition of

noteworthy effort or success. Learners attribute success to effort and ability implying the similar

success can be expected in the future. There are questions that teacher need to answer in a

strategic way to achieve the right goal when it comes to solving problem. “Who the problem

affect? Absolutely it affect the learners behavior and teacher will be the reinforce to make the

appropriate behavior of a learner. “What would be the outcome of the inappropriate behavior?

There will be an outbreak of undesirable traits and teacher cannot aim the goal she want to target,

so there should be any punishment applied. “When the problem needs to be fixed? Every

inappropriate behavior there should be corresponding punishment, in order for them to be

motivated that what they’ve done is totally wrong and insanity. “Why it is important for the

problem to be fixed? It is important to fixed any misbehaving to administer and prevent

misbehaviors and reinforce errors to be corrected. Usually inappropriate behavior will be

handled delicately to not let other learner get disappointed and also it should be stopped early

and it will not continue into the future.

Significance of the study

The findings of this study will rebound to the benefit of the learner considering

that teachers play a big role to enhance their teaching strategy and learning style. The greater

learning that will be impart to the students justifies teacher that they are the great mentor of

learning. Thus, schools that apply the recommended approach derived from the students results

of this study will be able to train students better. Administrators will be guided on what should

be emphasize by teachers in the school curriculum to improve students performance in science

subject specially in grade-six. The study will help them uncover critical areas in the educational

process that many researchers were not able to explore. Significance of Teaching Strategy and

Learning Style of the school gives a big impact and recognition to teacher. Variety of strategies

and styles can give more concept on how to handle misbehaving students that cause usually

obstruction from the class. Through applying different approaches can help teacher work

purposely and develop positive concept of strategies of learning. Teaching Strategy and Learning

Styles How do we factor the variability of students into our instructional methods? All students

are different, and yet there are many commonalties from student to student. Should students

simply design their own education, an education that theoretically would be tailored to their

needs? Should students be left to their own desires and needs, as Rousseau advocated in Emile

in the late 1700s and as A. S. Neill advocated in Summerhill in the 1960s? Or are there ideas and

methods that all students should simply endure, for the good of the social system? We have

learned quite a bit about accommodating the variability of students through research into

instructional methods and learning styles. If we vary our methods, we have learned, we

accommodate a wider range of learning styles than if we used one method consistently. Teaching

methods are the complement of content, just as instruction is the complement of curriculum.
Technology teachers tend to over-use projects and problems, ignoring the options and

opportunities that the balance of teaching methods offers. In this time of global hazards and

changes in our lives wrought by technology, it is essential that technology teachers maintain a

refined sense of how to teach about controversial and sensitive technological issues. It is

essential that technology teachers have a command over values clarification methods as well as

demonstration and project methods. This concludes with detailed sections on the relationships

among instructional methods, personalities and learning styles. Instructional Systems Think

systemically about instruction. Systems involve relationships, conditions, processes, causes,

effects and feedback. To identify a system, we must demarcate where one system ends and

another begins. In education, as in ecosystems, this is done somewhat arbitrarily. Teaching

strategy and Learning styles are guides for designing educational activities, environments and

experiences. Teaching strategy and learning styles encourage information processing and some

facilitate behavioral modification. Still others support intrapersonal and interpersonal

development. Each of these families offers different approaches to teaching, respond to different

objectives and goals, and yield different results in students

Scope and limitations

The main focus of this study was to emphasize what kind of teaching strategy and

learning styles does the school possess especially in science subject. These approaches strongly

being used in the classroom by the teacher, that make sure all the learners benefit from the

different concept being introduced. These strategies and styles may apply in different level of

learners and make sure it embeds to their young minds. Applying rewards and punishment can

aid their inappropriate behavior especially in the science subject. Learner that has the capacity in

science are given an opportunity to train and explore their ability in focusing science subject.

Science subject is very relevant in the school usually in science competition and this gives them

motivation to make effort for their success.

Definition of terms

Teaching strategy and learning style are very important when it comes to teaching in a

classroom, variety of learners might be encountered inside the classroom. It is very relevant for

the learners to be involved in every classroom activities but teaching strategy and learning styles

are educational strategy preferences among learner. As a whole term teaching strategy and

learning styles are varied concepts and application on how a learner should be treated as well as

how a learner understood the whole terms of strategies and styles. Teaching methods refers to the

general principles, pedagogy and management strategies used for classroom instruction. Some

teaching strategy and learning styles require a physical presence and interaction between the

educator and the student. The definition of teaching strategy is on how the teacher approach and

make her/ his tactics work on the different behavior does a student possess. Strategies are

important to teachers specially if they are working inside the classroom varied steps and concept

to think of better ways to implement in a classroom environment. Learning styles, are incredibly

important to students work make better. Teachers should give more importance within each

category of students and learning methods that is given to demonstrate. Teachers and professors

act as the sole supplier of knowledge, under and direct instruction model, teachers often utilize

systematic, scripted lesson plan .Direct instruction programs include exactly what the teacher

should say, and activities that student should complete, for every minute of the lesson.
 CHAPTER 2

RESEARCH MYTHOLOGY

Research Design
Research Environment
Selection of Respondents and Sampling Procedure
Data Gathering Procedure
Statistical Techniques
 CHAPTER 3

Presentation, Analysis Interpretation of Data

Data Interpretation
To make instructional decisions based on data, teachers need to go beyond comprehension per se
to interpret the meaning of the data. Data interpretation requires basic data literacy skills. This is
not to say that teachers need to know statistical formulas or to use statistics terminology, but they
do need at least a qualitative understanding of key data concepts if they are to draw reasonable
inferences from data. Data interpretation subskills addressed in the interviews were as follows:

 Examining score distributions. The mean score of a group of students does not provide
information about individual members of the group. Teachers need to look at the
information they have about individual students’ skills rather than assume that a student’s
subgroup membership provides enough information to decide about his or her education
needs.

 Understanding the effect of outliers. A few very high or very low scores can have a
large effect on the distribution mean. Failure to look for possible outliers and take them
into account can lead to data misinterpretation, especially with small data sets.

 Appreciating limits on generalizability. The smaller the sample (of students or of

assessment items) for which data are available, the greater the risk in generalizing to
other students or to other performances.

 Understanding measurement error. Measurement error is the difference between the

obtained measurement and the “true” underlying value. Fluctuations in the state of the
thing being measured and in the way it is measured can contribute to measurement error.
Also, what is being measured may be probabilistic, such as the likelihood of solving an
equation correctly when one is at an intermediate level of skill. Measurement error is at
play every time a student is assessed. For this reason, students’ scores fluctuate and
multiple measures are advised.

Examining Score Distributions

Several of the scenarios provided situations designed to explore teachers’ propensity to consider
score distributions. In the scenario that contained Exhibit 7, for example, teachers were asked
whether they thought there was a difference between third-grade boys and girls in mathematics
test performance. Only about a fifth (21 percent) of the case study teachers and small groups
went beyond discussing gender mean scores to examine and compare the numbers or proportions
of boys and girls at each of the four proficiency levels (advanced, proficient, basic, and below
basic). Similar results were found in the portion of the interview involving the school-level data
in Exhibit 9. When asked if they believed both Latino and African-American student groups
were doing well in math because in both cases their mean scores were above 35 (the score
considered proficient), only 41 percent of case study teachers and small groups discussed the fact
that even though both groups achieved a mean score above 35, not every student had a score
around or above the mean. The following transcript excerpt illustrates the thinking of a group
that failed to consider score distributions:

INTERVIEWER: Both of our student groups are doing pretty well in

math since their mean scores are above 35.
TEACHER 2: I would agree with that.
 TEACHER 1: Agree.
INTERVIEWER: And why do you agree?
TEACHER 2: Because if it’s the mean, it’s the average so I averaged in
the low scores, too, and if it still came up as above
proficient, above a 35, then I would be happy with that.
INTERVIEWER: And you—
TEACHER 1: I agree with that, agree with what she said.
INTERVIEWER: [name of Teacher 3]?
TEACHER 3: Yes?
INTERVIEWER: Grades—
TEACHER 3: Everybody has scored a—35 so they’ve met [proficiency].

In contrast, a different teacher demonstrated her understanding of the distinction between mean
scores and score distributions in disagreeing with the statement about both student groups doing
pretty well:

INTERVIEWER: Both of our student groups are doing pretty well in

math since their mean scores are above 35.
TEACHER: I don’t agree...Because it’s still—because it’s a mean
score, there’s still more than half the African-American kids
[who] are not scoring proficient. And to be proficient you
have to score at least 35. So I think the African-American
kids, they may have some kids that are scoring really well,
but they have more than half the kids scoring really low.

In responding to scenarios involving classroom data sets rather than school-level data, teachers
were more likely to consider the distribution of scores rather than make decisions based on
means. One scenario included Exhibit 11, which shows individual scores for students who had
completed a unit on measurement. The interviewer asked teachers whether they would agree
with a colleague who said that they should move on to the next topic in the curriculum because
the class mean on the unit test was 80 percent. Nearly every case study teacher and small group
(98 percent) expressed a need to examine individual student scores rather than rely on the class
mean. The stark difference in teachers’ attention to score distributions in Exhibit 11 compared
with Exhibits 7 and 9 suggests that they are accustomed to looking at individual student scores
when they have them laid out (as in Exhibit 11) but may not apply this concept to thinking about
situations in which they are shown averages for an entire grade or school.
Exhibit 11. Student Scores on an End-of-Unit Examination
(Hypothetical Data)

Total score*
Student (%correct)
Aaron 96
Anna 72
Beatrice 92
Bennie 68
Caitlin 92
Chantal 68
Crystal 100
Denny 88
Jaimie 68
Kayti 84
Mickey 68
Noah 96
Patricia 60
Robbie 72
Sofia 84
Stuart 68
Teresa 76
Tyler 68
Victor 100
Zoe 92
Class mean 80.6

*Percentage of test items the student answered correctly.

 CHAPTER 4

Intervention, Design for Planned Changed or Proposals for Improvement

 CHAPTER 5

Summary, Findings, Conclusions and Recommendations:

The chapter deals with the summary, findings, conclusions, and recommendations of the
study.

Summary:

The study focused on the effectiveness of teaching strategy and learning style among

Grade-VI- pupils that is being conducted. One of the goals is to study classroom processes

through an active association with teachers, students and administrators.

 In that regard, we have developed a strategies and styles used in the classroom. To gain

knowledgeable and accurate understanding that is learn from the teaching strategy and learning

style.

It also provides all teaching strategy and learning style that will always kept their learning

efficient. It determines the styles that are needed for its performance for the school development

plan.

Findings:

On the basis of the presentation, analysis, and interpretation of data, the following

findings are made:

1. There is a significant difference between the teaching strategy and learning style

between the parent’s style and the school concepts.

2. There is a significant relationship between the development progress of a student and

the school.

Conclusions:

In summary, working in small groups appears to promote several aspects of teachers’

engagement with student data. Groups are not only more likely to arrive at sound data

interpretations but also appear to use a wider array of skills to inform decisions about how to

interpret and use data when compared with individual teachers. Working in groups may afford

teachers the advantages of clarifying and framing problems and correcting data interpretation

errors with help from colleagues. Finally, the researchers’ observation that case study small

groups seemed to enjoy the process of analyzing and interpreting data more than teachers
working alone suggests that opportunities to use data with colleagues may be easier to scale and

sustain than policies that rely entirely on individual data use.

Recommendations:

On the basis on the conclusions, the following recommendations were advanced:

1. Apply variety of strategic teaching and learning style if they feel they are not doing well.

2. Observe carefully the misbehaving learners if they are challenging to handle, then use

another game plan to minimize misbehaviors.

3. Avoid making too large an effort because they think they will feel bad about themselves

if they fail.

4. Conduct once a week different teaching strategy and learning style such as brainstorming,

role play, games, interviews and information exchange, group or pair work.
 BIBLIOGRAPHY

Internet:

Principles of Teaching 1

http://www.teaching strategy and learning style.com

@Stephen Petrina (in press)

Persons:

Sta. Ana Elementary School Teaching Staff

Grade-VI-Pupils of Sta .Ana Elementary School

 APPENDIX A

Northwestern Agusan Colleges

Bayview Hill, Nasipit, Agusan del Norte

COLLEGE DEPARTMENT

Mrs. Luzvimin S. Buendia

Principal I
Sta. Ana, Elementary School
Sta. Ana, Nasipit, Agusan del Norte

THRU:

Mr. Roberto Z. Ilustrisimo

Grade-VI- Adviser
Sta. Ana Elementary School
Ma’am/ Sir
Greetings:
The undersigned is a third year student college student of Northwestern Agusan
Colleges and currently undertaking an institutional research on “ Teaching Strategy and
Learning Style of Sta. Ana Elementary School. Faculty; It’s Performance among Grade-
VI- Pupils S.Y. 2016-2017; Basis for School Development Plan.” A proposed educational
development program shall serve as the output of the study based on its findings.
May I ask your sincere help by answering this questionnaire.
Thank you very much for your support.
Truly yours,
RHIA S. COYOCA
Researcher

Noted:
Luisito A. Jayoma, DBA
Administrative, Planning & Development. Officer

APPENDIX B

TEACHING STRATEGY AND LEARNING STYLE OF STA. ANA. ELEMENTARY

SCHOOL. FACULTY; IT’S PERFORMANCE AONG GRADE-VI-PUPILS S.Y. 2016-
2017; BASIS FOR SCHOOL DEVELOPMENT PLAN”.

Instructions:

This questionnaire has two sections consists of five. Please √ the most
appropriate response when answering the questions.

I.Students’ Learning Strategies

A. Always B. Often C. Sometimes D. Never

When students have an assignment, generally: A B C D

1. They begin identifying their goals.

2. They make a plan how they will complete it.
3. They are confident about doing it well before they begin.
4. They think they will do well.
5. They think they will feel great after they have done it..

II.Technology Experience

A. Strongly Agree B. Agree C. Undecided D. Disagree E. Strongly

Disagree

With regard to computer technologies for education: A B C D E

6. I have no experience with them.

7. I have attempted them to use in my classroom, but I

still require help on my regular basis.
8. I feel comfortable using them in my classroom.

9. I often integrate them in my teaching strategies.

10. I often use computer in my classroom.

 CURRICULUM VITAE

PERSONAL DATA

Name: Rhia S. Coyoca

Sex: Female
Date of Birth: November 28, 1981
Place of Birth: D-5, Sta. Ana, Nasipit Agusan del Norte
Civil Status: Married
Religion: Roman Catholic
Father: Nestor T. Sarsale
Occupation: Laborer
Mother: Letecia N. Sarsale
Occupation: Housekeeper
If married, please specify:
Husband: Bobby D. Coyoca
Occupation:`` Security Guard
EDUCATIONAL BACKGROUND:
College: Northwestern Agusan Colleges
Bay View Hill, Nasipit Agusan del Norte
2017-2018
Secondary: Nasipit National Vocational School
Bay View Hill, Nasipit Agusan del Norte
1997-1998
Elementary: Sta. Ana Elementary School
Sta. Ana, Nasipit Agusan del Norte
 1993-1994

Seminars Attended:
Educational Technology 2
S.I.M / Strategic Intervention Materials @
Nasipit Central Elementary School
March 24-25, 2018

Special Skills:
Creative/ Resourceful
Computer Literate
CHAPTER –II
Theoretical Framework for Teaching Strategy and Learning
Style
Students learning experiences are affected by the way in which
they are taught .The teacher’s role in the classroom and the teaching
method will positively or negatively affect the learning experience.
Attention to learning style theory may improve learning outcomes and
attitudes toward learning. Instructions with a variety of teaching
strategy and learning style should accommodate this diversity to
improve learning outcomes, attitudes toward learning abilities.

The goal is to teach to all learning styles and to emphasize right

brain activities. A theoretical framework was developed that utilizes
teaching strategy and learning styles with emphasis on right brain
activities. This framework maybe applied to various subjects within the
grade school level particularly to the Grade-six pupils. The learning
experience may become more exciting and challenging for students if all
learning stylesare accommodated. The emphasis on right- brain
activities may encourage visual and creative thinking among Grade -six
pupils with the students with the result that students may grasp more
and deepen their learning experience.

Efforts toward increasing number of educated people should be

prioritized in every society. New competencies had been defined and
reflected in the learning content, adequate teaching methods,
organizational forms, ways of evaluation and new relations between
elements participating in the educational process have been applied,
curricula changed, the learner’s responsibility for her/his own
education, creativeness and motivation supported, and economic
aspects penetrated the whole system. The traditional approach to
education requires attending lectures classes, completing assignments
and other activities in order to successfully pass the subject or course.
 Related Literatures and Studies
Teaching strategy and learning style research suggesting links
relating this study and also associated with the culture. This literature
always looked at the various teaching and strategy and learning style,
they reviewed and categorizing the types of strategy to assess
learningstyle,the literature on learning style with the diverse groups.

The study of different variations of learning style versus explored

learning style using personality modelsan progressing model, and the
social model. The study also explored teaching strategy and learning
styles, researcher finds that learning strategy and learning style
associated into review of cultural patterns. Exploration of the cultural
diversity for higher sanction led to the conclusion to any schools and
that conduct the development activities on the use in improving
teaching strategy and learning style development.

Teaching strategy or teaching methods based on the related

literatures and studies such as educational philosophy, classroom

demographic, subject area and school mission statement. Teaching

strategy have theories that can be organized into four categories based
on two major parameters: a teacher-centered approach versus a
student-centered approach, and high-tech materials versus low-tech
material use.

The Teacher- Centered Approach to Learning taken to it most

extreme interpretation, teachers are the main authority figure in a
teacher-centered instruction model. Students are viewed as “ empty
vessels” who passively received knowledge from their teachers through
teachers and direct instruction, with an end goal of passively knowledge
from their teachers through lectures and direct instruction, with an end
goal of positive results from testing and assessment are viewed as two
separate entities; student learning is measured through objectivity
scored tests and assessments.

Student-Centered Approach to Learning , while teacher are just an

authority figure –in a student-centered teaching model, teachers and
students play an equally active role in the learning process.

The teacher’s primary role is to coach and facilitate student

learning and overall comprehension of material, and to measure student
learning through both formal and informal forms of assessment like
group projects, student portfolios, and class participation. In the
student-centered classroom, teaching and assessment are connected
because student learning is continuously measure during teacher in
instruction.

Learning Styles, all students are created equally .The term

“learning styles” speaks to the understanding that every students learn
differently. Technically, an individual’s learning style refers to the
preferential way in which the students absorbs, processes, comprehends
and retains information.

This notion of individualized learning styles has gained

widespread recognition in education theory and classroom management
strategy. Individual learning styles depend on cognitive, emotional and
environmental factors as one’s prior experience. In other words:
everyone is different. It is important for educators to understand the
differences in their student’s learning styles, so that they can implement
best practice strategies into their daily activities, curriculum and
assessments.

Students’ preferred learning modes have significant influence on

their behavior and learning, it should be matched with appropriate
learning strategies. Information that is accessed through student’s use of

their modality preferences shows an increase their levels of

comprehension, motivation, and meta-cognition.Identifying students
visual, auditory, reading/writing or kinesthetic learner’s, and aligning
overall curriculum with these styles, will prove to be beneficial for your
entire classroom.Allowing the students to access information in terms
they are comfortable with will increase their academic confidence.

Visual Audio

 Visual learners prefer the use  Auditory learners best

of images, maps, and graphic
organizers to access and
understand new information.
understand new content
through listening and speaking
in situations such as lectures
and group discussions. Aural
learners use repetition as a
study technique and benefit
from the use of mnemonic
devices.
 Read and Write Kinesthetic

 Students with a  Students who are the

strong/writing preference kinesthetic learners best
learn best through words. understand information
These student may pre sent through tactile and
themselves as copious note representations of information.
takers and readers, and are These students are hands-on
able to translate abstract learners and learn best
concepts into words and through figuring things out by
essay. hand.

By understanding what kind of learner to and/or your students

are, you can now gain a better perspective on how to implement these
learning styles into lesson plans and study techniques.

Visual Strategies

 Utilize graphic organizers such as charts, graphs, and diagrams

 Redraw your pages from memory.
 Replace important words with symbols or initials.
 Highlight important key terms in corresponding colors.

Aural Strategies

 Record your summarize notes and listen to them on tape.

  Talk it out. Have a discussion with others to expand upon your
understanding of a topic.
 Explain your notes and/or assignment out loud.
 Explain your notes to your peers/fellow “aural” learners.

Read/Write Strategies

 Write, write and rewrite your words and notes.

 Reword main ideas and principles to gain a deeper understanding.
 Organize diagrams, charts, and graphic organizers into
statements.

Kinesthetic Strategies

 Use real life examples, applications and cause studies in your

summary to help with abstract concepts.
 Redo lab experiments or projects.
 Utilize pictures and photographs that illustrate your idea

Conceptual Framework
A teaching strategy and learning style can be best defined as
the most consistent way in a student prefers to learn new concepts. A
student style is determine by genetic factors, previous learning
experiences, and her culture and society.

Few individuals use one style exclusively: most of us have one dominant
style, however. Student learn faster and more effectively when
instruction is matched to their individual preferred styles, according
to education researchers.

Learners self-esteem blossoms through successful learning,

reinforcing a positive attitude toward future learning. Student teacher
relationships result from teaching to different teaching strategy and
learning style.Teaching Strategy and learning style is to analyze the
several variations and context of teaching strategy and learning style. It
is used to make conceptual distinctions and organize ideas. Strong
conceptual framework capture something real and

do in the way that is easy to remember and apply. Teachers

encourage students to participate any activities and motivate to increase
their self trust. Students should make certain progress and
achievements to earn knowledge and understanding .
 Definition of Terms
Teaching Strategy and Learning Styles are educational strategy
preferences among learner. As a whole term teaching strategy and
learning styles are varied concepts and application on how a learner
should be treated as well as how a learner understood the whole terms
of strategies and styles. Teaching methods refers to the general
principles, pedagogy and management strategies used for classroom
instruction. Some teaching strategy and learning styles require a
physical presence and interaction between the educator and the student.
 The definition of teaching strategy is on how the teacher approach
and make her/ his tactics work on the different behavior does a student
possess. Strategies are important to teachers specially if they are
working inside the classroom varied steps and concept to think of better
ways to implement in a classroom environment.

Learning styles, are incredibly important to students workmake

better. Teachers should give more importance within each category of
students and learning methods that is given to demonstrate. Teachers
and professors act as the sole supplier of knowledge, under and direct
instruction model, teachers often utilize systematic, scripted lesson
plan .Direct instruction programs include exactly what the teacher
should say, and activities that student should complete, for every minute
of the lesson.