CHAPTER 1

INTRODUCTION

Background of the Study

Schools play a crucial and formative role in the intellectual, cognitive, emotional,

social and moral development of a student. A student who fails in one or more subjects

or in one or more classes and a student who is in the lowest 10th percentile in class is

broadly categorized as being scholastically backward. We should never brand such

students as lazy. Poor scholastic performance is usually a reflection of a larger

underlying problem in students. Hence scholastic backwardness should be analyzed

scientifically. The underlying cause should be identified and the appropriate remedy

given soon so that the scholastic performance of such students can be made better (Dr.

Beena Johnson,n.d.).

There are many educators and researchers who have debated that there are

some school variables which influence the students’ achievement in particular.

According to Coleman (2003), minimal role is played by the schools as far as the

students’ achievement is concerned because it is independent of their background as

well as societal factors. On the other hand, a few researchers suggest that factors like

class size and space (Glass 2001), the teachers’ qualification (Ferguson, 2004), the

school’s size and space (Haller, 1993), and a few more variables play a vital role in what

the students learn in general.

The primary purpose of teaching at any level of education is to bring a

fundamental change in the learner (Tebabal & Kahssay, 2011). To facilitate the process

of knowledge transmission, teachers should apply appropriate teaching methods that

best suit specific objectives and level exit outcomes. In the traditional epoch, many

teaching practitioners widely applied teacher-centered methods to impart knowledge to

learners comparative to student-centered methods. Until today, questions about the

effectiveness of teaching methods on student learning have consistently raised

considerable interest in the thematic field of educational research(Hightower et al.,

2011).

Furthermore, research on teaching and learning constantly endeavour to

examine the extent to which different teaching methods enhance growth in student

learning. Quite remarkably, regular poor academic performance by the majority students

is fundamentally linked to application of ineffective teaching methods by teachers to

impact knowledge to learners (Adunola, 2011).Substantial research on the effectiveness

of teaching methods indicates that the quality of teaching is often reflected by the

achievements of learners. According to Ayeni (2011), teaching is a process that involves

bringing about desirable changes in learners so as to achieve specific outcomes. In

order for the method used for teaching to be effective, Adunola (2011) maintains that

teachers need to be conversant with numerous teaching strategies that take recognition

of the magnitude of complexity of the concepts to be covered.

Scholastic performance is addressed into two senses: first, the academic—here

we chiefly take how students carry theirselves out inside the classroom bounds; and

second, the extracurricular—the extent to which the students manage to learn while

outside. Problems that constantly surface over two of these are to be dealt in apartheid

because distinct approaches are employed to resolve them.

Scholastic backwardness is seen in 20-30% of school going children. If it is not

managed properly, it will cause significant academic stress in children leading on to

somatoform disorders, anxiety disorders, depression and even deliberate self-harm.

Hence any child with difficulty in reading or arithmetic skills or deterioration in academic

performance should be evaluated and managed scientifically at the earliest.

Improvement in academic performance will help the child to excel in future life.

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 Moreover, research indicates that participation in extracurricular activities affects

students’ academic performance. The effects of time spent in co-curricular activities on

academic performance was tested. A curvilinear relationship between hours per week

spent involved in co-curricular activities and grade point average was discovered such

that a low amount of co-curricular involvement was beneficial to grades, while a high

amount can potentially hurt academic performance in college students. Important gender

differences were present such that very high involvement was particularly detrimental to

student’s academic performance.

The student’s needs is one great factor to their learning. In connection, the

background of the students have been a contributor to way they absorb the lessons.

Hence, learning of the students doesn’t rely deeply on the good teaching but it depends

on the abilities and experiences of the students (Shinn, 1997).

It was stated by Kevin Donelly that students learn more when teachers spend

more time in monitoring the students rather than have them the supposed individual

learning styles. In addition, students gets to discover the learning than spooning it to

them since teachers tend to teach them things that interests the students.

Classroom is where students spend time to learn, hence, atmosphere in

classroom must be fun according to Sue Palmer (2018). In this, in able to have effective

teaching, building the communication within the classroom is a way for the students to

openly express themselves regarding their skills and can acquires knowledge not just in

the boundary within the classroom. In addition, not just the students must learn the

lesson but also the teachers. This was greatly implemented in Japan, where researchers

develop new ideas and teachers would learn from it to practice creating an effective

teaching for the students.

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 A study conducted by Asia Pacific about the Factors of School Effectiveness and

Performance of Selected Public and Private Elementary Schools shows that the way to

an effective schooling is to keep an eye on the obstructions in the education system.

This study determined the factors affecting school effectiveness and level of school

performance of private and public elementary schools in the Second Congressional

District of Cagayan Province, Philippines. Results of the study showed that the school

effectiveness in both public and private elementary schools was excellent. In terms of

the level of school performance, public schools perform better than the private schools.

Significantly, there exists a strong positive relationship between school effectiveness and

school performance. The factorial analysis revealed that among all the correlates of

school effectiveness, school leadership competency and professional collaboration

influenced the performance of both schools.

Education relies more to teachers with necessary skills to educate young

individuals for successful establishment of teacher-student relationships. When teaching

takes place, as according to Mosston and Ashworth (1994), a special human connection

evolves a connection of many dimensions that simultaneously affect the learner

(Guevarra, 2011). The practice of appropriate teaching behaviors would really mean

students’ inclination to learn (Baterna, 2015), however, if delivered unflexibly, it could

result to unfavorable academic achievement of students. Students are considered to be

at risk for developing low-achievement motivations which is vulnerable to experience

school failure (Algozzine et al., 2011). Educators should instill the importance of

background check to students. They should see to it that they are not provoking and

threatening students through classroom monitoring and evaluation will be conducted.

Pedagogical approaches should be flexible and consistent to the level and interests of

the students and thus promoting refinement of education practices (Baterna, 2015). Yet

teachers are sometimes lack perception on what they do or engage in with classroom

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practices which may lead to education stressors (Chafouleas et al., 2010), such as

increase of drop-outs and fiasco.

Teachers have been a big help of molding us on what we are today. But being a

teacher is not an easy job in the society nowadays. They would do almost everything

just to bring knowledge to ourselves so we would be ready for our future. In order for this

to happen, teachers and professionals have developed new methods and techniques to

make things more convenient for the students to learn. Because of this, teachers all over

the world have been applying different methods in their classes to make teaching more

convenient, knowledgeable and “fun” making students attentive and eager to learn in

class.

The private and public schools both have teaching methods that aims to make

students more effective and competent in their school performances. Teaching methods

used are effective if the students reflect good performances with better knowledge and

higher remarks. For a particular teaching method to be appropriate and efficient it has to

be in relation with the characteristic of the learner and the type of learning it is supposed

to bring about. [ CITATION Wes08 \l 1033 ]

The purpose of this research study is to unravel the strategic approach of the

public and private schools’ educational system and teaching pedagogies on the motion

to better scholastic performance, also whether or not and how they differ, and the

outcome of their methods.

Statement of the Problem

This study aims to investigate the effectiveness of public and private schools

teaching methods on students’ scholastic performance.

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 For the accomplishment of this purpose, the following research questions are

formulated.

1. What are the teaching pedagogies employed by the teachers in

1.1 private schools; and

1.2 public schools?

2. How effective are the methods utilized by the teachers on Grade 11 STEM

students in public and private schools?

3. Is there any difference between the effectiveness of the teaching methods

applied in public and private schools as reflected by the students’ scholastic

performance?

Assumptions

In conducting the study on the effectiveness of public and private teaching

methods on all Grade 11 STEM students’ scholastic performance in Pagadian City, the

following assumptions were made:

1. Both public and private senior high institutions utilize the best approach for their

students’ learning.

2. Both public and private senior high institutions products are skilled and

competent enough to go to prominent universities.

3. The effectiveness of teaching methods used in public and private senior high

institutions are alike.

Scope and Delimitations of the Study

Subject Matter. This study aims to determine the teaching methods used by

teachers in both public and private schools and to discern its effectiveness to the

students’ scholarly pursuance.

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 Research Environment. This study was conducted at different private and

public schools in the vicinity of Pagadian City that offers the STEM strand specifically

because this student population is more academically inclined.

Research Participants. The study was conducted at Pagadian City Science

High School, Pagadian Junior College, Southern Mindanao Colleges. The respondents

were the whole class population in each section and their respective adviser.

Research Design/Method. The narrative or descriptive research design was

used in analyzing and interpreting data in this qualitative approach of the study.

Timeline. The study started on November 2017 and ended on March 2018.

Research Instruments. The researchers made use of interview and survey

questionnaires in gathering the data, accompanied by the use of smartphone recorders

and camera.

Data Gathering Technique. Interview and survey questionnaire analysis were

used to gather data from teachers and students, respectively.

Significance of the study

The researchers believe that the study on effectiveness of public and private

schools’ teaching methods on the student’s scholastic performance is significant to the

following individuals and group:

Students can get information about the teaching methods used in different

schools.

Parents can decide where to enroll their students based on the schools’ teaching

methods.

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 This study will serve as a guide in conducting similar research in the future. Any

information or data from the study may be used and improved.

Definition of Terms

To deeply understand the key terms used in the study, the following words are

operationally defined:

Education System. It involves rules, policies, and regulations within a school or

university, generally to regulate order.

Private School. This refers to an independent school ungoverned by any local, national

or international governments.

Public School. This refers to a school that is under the control of the government and

maintained by public taxes.

Scholastic. It pertains to the overall performance of a student in school including their

academic and extracurricular pursuance.

Senior High School. This is a part of the K to 12 program of the Philippine government

as training ground for the immersion of students in their respective tracks.

Teaching method. It refers to the strategies, principles, methods and manner used by

teachers and instructors in administering lessons to students.