7

0
Chalk and Talk Technology- Dependent Both
CHAPTER IV

RESULTS AND DISCUSSION

This chapter deals with the presentation, analysis and interpretation of the data

gathered from the respondents by the researcher. This research study sought to

investigate the difference between the “Chalk and Talk” method and “Technology-

Dependent” method on teaching. The respondents are composed of12 subject teachers

of Grade 9 Special Science Curriculum (SSC). The researchers interviewed the

respondents about their perceptions regarding to the teaching method, the traditional

“Chalk and Talk” method and the modern “Technology-Dependent” method. The

outcome of the gathered data were presented in graphical and verbal manner.

1. What teaching method is currently used by the Grade 9 SSC teachers of Bucal

National High School?

Figure 2: Teaching Methods perceived by the Grade 9 SSC Teachers.

46
 Figure 2 illustrates the teaching methods that are used by the teachers of Grade

9 Special Science Curriculum (SSC) on their subjects. Out of 12 respondents, 3

respondents (25%) answered that they are using the traditional “Chalk and Talk” on

teaching, while also 3 respondents (25%) answered that they are using both methods.

However, the majority or the 6 respondents (50%) revealed that Technology –

Dependent method is extensively used on their classes.

Based on the given data obtained by the researchers on the answers of the

respondents in Question 5, the researchers were able to prove that teachers are using

the traditional “Chalk and Talk” method on teaching on the subjects that needs more

focus discussion about the concepts and ideas, subjects that contains computations

that needs step- by- step instructions, subjects that needs deep comprehension, and

subjects with complex lessons that needs detailed elaboration of the teacher. The

following are the responses of the teachers on who felt the role of Chalk and Talk as

more useful and appropriate tool for teaching:

Teacher 1:

“Chalk and Talk, because in chalk and talk, the learners are giving their

focus especially if your subject is computational. In terms of technology,

sometimes the learners is still lacking in understanding and I just noticed

that they are just taking pictures about the topic so the knowledge is

forgoted easily still The chalk and talk are the best practice for me. “

(Sa Chalk and Talk, may pokus ang isang bata lalong lalo na kung puro

computations ang subject mo. Kasi sa teknolohiya, minsan ang bata

kinukulang parin sa pagkakaintindi saka napapansin ko pinipicturan lang

47
 nila, at yung knowledge naawawala agad, kaya ang chalk and talk ang

best practice pa rin..)

Teacher 3:

“Chalk and talk, because the child has a focus on what you are teaching

and the knowledge will retain, because in technology dependent there are

people that gets the discussion when it is with the use of technology, but

in the end they still have a question.”

(Chalk and talk, kasi may pokus ang bata sa tinuturo mo and yung

knowledge is mareretain, kasi sa technology dependent mayroon kasing

mga tao na pagnagdidiscuss gamit ang technology nagegets nila, pero

pagnatapos may tanong parin.)

Teacher 8:

“For me chalk and talk, because in chalk and talk, the kids choose to

write lecture very well, listening, and focus on what teachers teach, once

the lesson is over, you are asking them to remember the lesson,

compared with the technology there you are finishing up, they also do not

have any information to remember. However, in chalk and talk, because

the time is great, and what happens to children in technology teachers,

children do not focus, sometimes doing just the lesson, using technology,

they do not choose , so nothing or just some information left them.”

(Para sa akin yung chalk and talk, kasi sa chalk and talk, ang mga bata ay

naglelecture ng maige, nakikinig, at pokus sila sa itinuturo ni teacher,

once na matapos na ang lesson, pagtinanong mo sila matatandaan nila

48
 yung lesson mo, kung ikukumpara sa teknolohiya doon pagnatapos ka,

wala rin wala silang impormasyon na natandaan. Pero, sa chalk and talk,

dahil malaki ang oras na kinukuha, at ang nangyayari nagiging depende

ang mga bata sa guro sa teknolohiya naman, ang mga bata ay hindi

pokus, minsan ang ginagawa pinipicturan lang ang lesson, paggumamit

ng teknolohiya, hindi sila naglelecture, kaya wala o kaunting kaalaman

lamang ang natitira sa kanila.)

Teachers who used both method taught subjects that are time consuming and

confusing that need visualizations and detailed demonstrations of the concepts, ideas

and applications. The following are the responses of the teachers who felt the role of

both method as more useful and appropriate tool for teaching:

Teacher 2:

“In the Math situation, they both need teaching. As Chalk and Talk I use

that, if the lesson is so difficult today likeTrigonometry we're pretty

confusing the formulas so I'm supposed to adjust it well enough for the

children to understand well the lesson, in your case, it's time to eat the

chalk and talk, the use of math technology, I use that when I launch the

application of the lesson, and maybe I just want to adjust because the

other generation now, using the technology more understood by the

children if you need to visualize, but the problem with using technology is

that children instead write the lesson they are doing just take pictures on

TV, they do not write.”

49
 (Sa sitwasyon ng Math, pareho lang silang kailangan sa pagtuturo. Kasi

ang Chalk and Talk ginagamit ko yan, if yung lesson ay mahirap tulad

ngayon Trigonometry kami medyo confusing ang mga formula so dapat

ako yung mag-aadjust kelangan maintindihan mabuti ng mga bata yung

lesson, ang kaso mo, ang laking kumain ng oras ang chalk and talk, yung

pag-gamit naman ng technology sa math, ginagamit ko yan pagka-

magpapalabas ako ng application ng lesson, at saka siguro kelangan ko

narin mag adjust kasi iba nayung generation ngayon, gamit ang

technology mas naiintindihan ng mga bata yung lesson if kailangan na

mag visualize, pero ang problema sa pag-gamit ng technology yung mga

bata imbis na isulat yung lesson ang ginagawa nila ay picturan lang yung

naka-lagay sa TV, hindi nila isinusulat.)

Teacher 4:

“They're just the same, because in my daily teaching I use them both,

because first of all they do not want to listen, they focus on the lesson,

because they need here to focus and understanding.”

(Parehas lang sila, kasi sa araw-araw kong pagtuturo parehas ko lang

ginagamit, kasi una para hindi sila tamarin makinig, magkaron sila ng

pokus regarding sa lesson, kasi ang kailangan kasi dito pokus at yung

understanding)

Teacher 10:

“The two are both needed, because there is less than two that only

deficiency is just the same. ”

50
 (Parehong kailangan ang dalawa, kasi mayroong kulang sa dalawa na

pumupunan lang ng kakulangan ay sila lang rin.)

However, teachers are using the modern “Technology – Dependent” method on

teaching on the subjects that needs visualizations of the ideas, concepts and actual

representations of applications of the lesson that needed by the students to learn. The

following are the responses of the teachers who felt the role of Technology – Dependent

as more useful and appropriate tool for teaching:

Teacher 12:

“In technology dependent when it comes to technology, we will be left

behind in chalk and talk, they advanced also in technology so the kids are

more likely to use technology as they search for more they learn at

school.”

(Edi ang technology dependent kase ano nga kase ngayun panahon na

nang technology , maiiwan naman tayo kung lage sa chalk and talk nga

lang tayo , sa technology advance nga ng advance kaya ang bata mas

naiinspire gumamit ng technology kase search sila ng search para mas

marami silang malaman sa eskwelahan.)

Teacher 7:

“For me it’s the technology-dependent method because using technology

you can provide a lot of idea for the learners but the disadvantage of using

technology is sometimes the learners will just take a picture of the lesson

one’s your finished discussing it they will forget it already.”

51
 (Sa akin yung technology-dependent kasi nga nakakapgbigay ka ng mga

maaaring makita ng mga bata na magbibigay ideya, pero ang pangit lang

dito minsan ang mga bata pinipicturan lang tapos pagnatapos kana, at

tinanong mo yung bata minsan nalilimutan agad nila.)

Teacher 6:

“In my situation technology dependent it's a great help, because i can

show to my students what the lesson about, especially the natural

disasters help technology really all because the environment is different

and others are what you are teaching.”

(Ang technology dependent kasi sa sitwasyon ko, malaki ang tulong nito,

naipapakita ko sa mga bata yung lesson ko especially sa mga natural

disasters malaking tulong ang teknolohiya talaga sa lahat kasi ang diverse

na yung environment at iba narin yung tinuturuan mo.)

Teacher 5:

“The technology dependent, because they see concepts, the models and

because they prefer to study the lessons. “

(Yung technology dependent, kasi nakikita nila yung mga concepts, yung

models and dahil don mas gusto nilang pag-aralan yung lessons.)

52
 Until the early 21st century, education was based on traditional methods of

teaching. In almost every classroom, students learned by methods of lecturing, whole

group discussion, or drill and practice. These methods were used in order to improve

the simplest form of students’ learning. The researchers were able to accept the

following claims of the other researchers with regards to the usage of “Chalk and Talk”

and “Technology – Dependent” method in Education:

In the study of Bracey (1991) and Cuban (1991), showed that American

students taught through traditional teaching methods showed increased scores in basic

skills such as reading and math. Hence, this increase was due to teachers teaching with

traditional methods and focusing on improving education in all core subjects. When the

amount of time that students are systematically engaged through lecture is increased,

whole group discussion or drill and practice, the more students improve their academic

achievement.

However, on the reports of Higgins et. al (2012), the increasing variety of digital

technologies and the diversity of contexts and settings in which the research has been

conducted, combined with the challenges in synthesizing evidence from different

methodologies, makes it difficult to identify clear and specific implications for

educational practice in schools. The over-arching implication is that the technology is

solely a catalyst for change. The question is how technology can bring about

improvement and make teaching and learning practices more efficient or effective.

Focusing on the change and the process of change, in terms of learning is essential in

supporting effective use.

53
54
 8 2.
What
7

0
Chalk andTalk Technology-Dependent Both

teaching method can engage more the involvement of the students in the class?
Figure 3: Answer of Teachers Towards Engaging Teaching Method in Class.

Figure 3 shows the answers of the teachers of Grade 9 Special Science

Curriculum (SSC) regarding to the teaching method that engage the involvement of the

students in the class. 2 respondents (17%) answered that the both teaching methods,

the Chalk and Talk and Technology- Dependent, can engage the involvement of the

student in the class, while 3 respondent s (25%) answered that using the traditional

“Chalk and Talk” method in teaching can engage the involvement of the student in the

class. However, the majority or 7 respondents (58%) revealed that traditional

“Technology – Dependent” method is widely used to engage the involvement of the

students in the class.

Based on the given data obtained by the researchers on the answers of the

respondents in Question 8, traditional “Chalk and Talk” method can engage the

involvement of the student in the class, because in this method teacher taught the

students directly and in-detailed, the students attentions are focus on the discussion of
55
the teacher, if the students are going to ask questions for some clarifications of an idea

to the teacher, the teacher can immediately answer and explain it in detailed

elaboration, tendency the knowledge of the students will retain, if the teacher was done

on the discussing of the lessons the knowledge were remain in the mind of the students.

The following are the responses of the teachers on who experienced more involvement

and active participation in the class when chalk and talk is used as the teaching tool:

Teacher 1:

“The chalk and talk because it is easy to understand for the learners

because all of their focus and attention are given.”

(Yung chalk and talk, kasi nagegets ng bata yung lesson ng mas mabuti

nandoon kasi yung pokus at yung full attention ng bata sa chalk and talk.)

Teacher 2:

“The chalk and talk is the best use of the concept of participation, because

chalk and talk, your students are also focused, so I'll finish using chalk

and talk, making it easier for me to finish or if I get on board they all grow

up. Because they understand more about the lesson because they are

focused as what I said, they only have the attention of the teacher.”

(Yung chalk and talk ang pinakamagandang gamitin sa konsepto ng

pakikilahok, kasi ang chalk and talk, pokus ka pati ang mga estudyante

mo, kaya pagnatapos ako magdiscuss gamit yung chalk and talk, pag-

magpapasagot ako madali silang matapos o kaya if magpapasagot ako

sa board lahat sila ay nagtataasan. Kasi nga higit nilang naintindihan yung

lesson kasi nga tutok sila, yung doon lang yung atensyon nila sa guro.)

56
 Teacher 3:

“The chalk and talk, once that the attention of child's focus on you in

listening, they learn and because of that, they gain knowledge. And

because of that their braincells are more active and they are active in the

class too. They have many questions and by that, they learn, as they are

taught well.”

(Yung chalk and talk, once kasi na nakapokus sayo yung atensyon ng

bata sa pakikinig, natututo sila and dahil doon, yung knowledge nagagain

nila. Dahil doon mas active yung brain cells nila and active sila sa klase.

Puro tanong kasi sila, and natututo naman sila, kasi mano manong

tinuturo.)

In the side of using the Both methods of teachings, the Chalk and Talk and

Technology- Dependent it also engaged the involvement of the student in the class,

because in this method teacher is using the both methods of teaching, that helps the

student to easily visualize and understand the ideas and concepts of the lessons that

brings them to be active involve on the class. The following are the responses of the

teachers on who experienced more involvement and active participation in the class

when both method is used as the teaching tool:

Teacher 10:

“It's just for me, because not all subjects both need these two teaching

methods, but in my situation, they prefer the way they see it to

Technology-Dependent because they are more engaged and are seen

compared to the one that is just talking words .”

57
 (Pareho lang para sa akin, kasi hindi lahat ng asignatura ay parehong

nangangailangan nitong dalawang paraan sa pagtuturo, pero sa

sitwasyon ko, mas gusto nila yung nakikita nila so sa Technology-

Dependent kasi mas na-eengage sila at nakikita kumpara doon sa salita

salita lang.)

Teacher 8:

“For me both, because in Chalk and Talk, they understand more fully

because if there is a question then the teacher will give them the answer

in the same method, in Technology, the student sees the lesson so the

child form an idea into their mind. That's where if you compare it, the two

are just about two. Both methods give the idea.”

(Para sa akin parehas lang, kasi sa Chalk and Talk, mas lubos nilang

naiintindihan kasi kung may tanong sagot agad ibibigay ni teacher gamit

ang nasabing metodo, sa Teknolohiya naman, nakikita ng mag-aaaral ang

lesson kaya ang nangyayari nakakabuo ng ideya ang isang bata. Na kung

saan kung pagkukumparahin mo ay magkasing bigat lang ang dalawa.

Parehas lang nagbibigay ng ideya ang dalawang metodo.)

However, the researchers were able to prove that the modern “Technology-

Dependent” method of teaching can engage involvement of the students in the class

more as compare to traditional “Chalk and Talk” method, because in this method the

teacher may use some teaching visual aids, just like Videos, Slides, Pictures and

Sounds that are related to the lessons, teachers used this method for student to

visualize what the lesson is, also the teacher used this method to cope up with the

58
advancing world, through this using the technology can give motivation to the students,

because they can see and hear what the lesson is, so the student stimulates the

lessons to become active involve on the class. The following are the responses of the

teachers on who experienced more involvement and active participation in the class

when Technology- Dependent method is used as the teaching tool:

Teacher 6:

“The technology, because they see visualization because if the students is

just more in word in your lesson, they will be thinking for a long time, but if

they see the lesson they can easily think of the idea.”

(Yung technology kasi nakikita nila may visualization kasi ang mga bata

sa lesson mo, kung puro salita lang ang bata, magiisip pa sila ng matagal,

pero kung nakikita nila yung lesson madali silang makaisip ng ideya.)

Teacher 7:

“Once you use the technology dependent one the learners feel that the

lesson is beautiful and diverse. The learners can see something that will

help them to think an idea.”

(Ang may technology kasi once na gumagamit ka ng technology

pakiramdam ng mga bata ay maganda yung lesson at diverse kung baga,

may makikita sila at hindi yung puro salita, parang showcase. Sa

pamamagitan kasi ng pagpapakita mo ng kung ano ano na related sa

lesson mo, makakaisip ng ideya si estudyante.)

Teacher 4:

59
 “Technology dependent because they can visualize your lesson, once the

child has perceived the lesson using hearing and vision thry can easily

reproduce the infos in their brain. If you compare chalk and talk with plain

letter writing, you do not have a sample or you can not display the

sample.”

(Technology dependent kasi navivisualize nila yung lesson mo, once kasi

na na perceived ng bata ang lesson using pandinig at paningin madali

magpoprocesss sa utak nya yung infos. Kung ikukumpara mo sa chalk

and talk na puro sulat sulat, wala kang sample o wala kang maipapakita

na sample.)

The researchers were able to accept the following claims of the other

researchers with regards to the “Technology – Dependent” teaching method as more

encouraging teaching method on the involvement of the students in the class:

On the study of Simin et. al (2015) in their study that using ICT tools and

instrumentation can prepare a lively learning setting that is more fascinating and

effective for both teachers and students. Thus, students learn more effectively with the

utilization of ICT as lesson designed are more engaging and fascinating.

On the study of James Francis (2017), showed that students feel motivated

through the specific use of technology in the classroom, whether it be for pedagogical

purposes or for accommodations as required by an Individual Education Plan (IEP) or

504 plan.

On the study that was conducted by Vyas(2013), entitled "A Comparative Study

of Traditional and Multimedia Supported Techniques for Imparting Communication Skills

60
at the Tertiary Level " suggested that power point supported instructions help in paying

individual attention to the students and clarifications of doubts are also simple. The

audio and visual aids in power point supported instruction delivers content with greater

legibility than blackboard and attractive fonts or different typestyles in power point

supported instruction get students’ attention to important points. It has been observed

that power point ‘‘enlivens the classroom environment’’ and makes course work

‘‘exciting and interesting to students.

On the study of Sandeep Chowdhry, Karolina Sieler, Lourdes Alwis (2014) in

their study "A Study of the Impact of Technology-Enhanced Learning on Student

Academic Performance" discussed that the relationship between the teaching styles

and the students’ academic performance has greatly improved by the adoption of

innovative online learning activities that encourage students to adopt a deep learning

approach in their studies. Technology provide students with an opportunity to actively

participate in the learning process by providing additional educational material that

encourage students to adopt a deep learning approach that improves their academic

achievement.

61
 12 3.

What
10
are
8
Yes the
No
6 No response
Chalk and Talk
Technology Dependent
4 Both

0
Question 1 Question 2 Question 3 Question 4 Question 6 Question 7 Question 9

advantages and disadvantages of the two teaching methods?

Figure 4: Response of Teachers Towards Various Questions of the Questionnaires

Figure 4 shows the answers of the teachers on the Various Questions of the

Questionnaires. In Question 1, 9 respondents (75%) answered that modern

Technology-Dependent method is better and more effective tool to explain the subject

efficiently as compared to traditional Chalk and Talk method. In Question 2, 8

respondents (67%) answered that Technology – Dependent method is more creative

than Chalk and Talk to create interest in the subject. In Question 3, 10 respondents

(83%) answered that Technology-Dependent as a better teaching tool to improve public

speaking and presentation skills than Chalk and Talk. In Question 4, 9 respondents

(75%) answered that chalk and talk for teaching in their subject should be retained

instead of replacing it with Technology – Dependent. In Question 6, 11 respondents

(92%) answered and accepted Technology - Dependent has the basic teaching

62
components like “Inspire, Influence and Inform” in a better way than Chalk and Talk. In

Question 7, 10 respondents (83%) felt that Chalk and Talk is relatively boring as

compared to Technology – Dependent. In Question 9, 7 respondents (58%) answered

that Chalk and Talk has most of the features needed for teaching.

Further inquiry of the respondent’s answers enable the researchers to identify the

advantages and disadvantages of the two methods.

Effective Tool in Explaining Subject Efficiently

Chalk and Talk Technology – Dependent

Advantages Disadvantages Advantages Disadvantages

cannot answer the

student will always
gives clear discussion engaging; provides questions of the
depend on the
on the lessons; visual representation students in- detailed;
teacher; time
student have focus of the lesson can’t elaborate the
consuming
lesson

Table 1.1: Advantages and Disadvantages of Two Teaching Methods based on Q1

63
 Creativity of Teaching Method

Chalk and Talk Technology – Dependent

Advantages Disadvantages Advantages Disadvantages

Can’t retain the

provides focus; time consuming; lack creates interest to the
knowledge of the
attention-oriented; of interests; boring students
learners

Chalk and Talk Technology – Dependent

Advantages Disadvantages Advantages Disadvantages

can explain complex

lessons and can’t provide provides visual aids
can’t elaborate the
elaborate; can give visualization of the for visualization of the
complex lessons
the actual lesson lessons
demonstration

Table 1.2: Advantages and Disadvantages of Two Teaching Methods based on Q2

Improving Public Speaking and Presentation Skills Teaching Method

Table 1.3: Advantages and Disadvantages of Two Teaching Methods based on Q3

64
 Retention of Chalk and Talk

Table 1.4: Advantages and Disadvantages of Two Teaching Methods based on Q4

Chalk and Talk Technology – Dependent

Advantages Disadvantages Advantages Disadvantages

can explain the

gives interest to the
complex lessons and time consuming; it can’t teach step-by-
student to learn;
elaborate in clear can lose interests step discussions
visualize the lesson
discussions

“Inspire, Influence, and Inform” Teaching Method

Chalk and Talk Technology – Dependent

Advantages Disadvantages Advantages Disadvantages

can explain the

time consuming; lack help the student to
lesson very well and does not retain the
of interest; student visualize the topic;
gives the step by step full knowledge of the
always depends on provides application
demonstration of the learners
the teacher and examples
topic

Table 1.5: Advantages and Disadvantages of Two Teaching Methods based on Q6

Boring Teaching Method

65
 Chalk and Talk Technology – Dependent

Advantages Disadvantages Advantages Disadvantages

dependent of student
focus and direct Provides visual aids
to teacher; time fading of knowledge
teaching to learners
consuming

Table 1.6: Advantages and Disadvantages of Two Teaching Methods based on Q7

Features of Teaching Method

Chalk and Talk Technology – Dependent

Advantages Disadvantages Advantages Disadvantages

full of attention and gives visual aids for

focus discussions; needs more time and motivations; cannot explain the
retain the full efforts to accomplish applications and complex subject
knowledge representations

Table 1.7: Advantages and Disadvantages of Two Teaching Methods based on Q9

Advantages of Chalk and Talk: The researchers analyzed the answers of the

respondents with regards to the positive side of the traditional Chalk and Talk. The
66
researchers were able to list the advantages of traditional Chalk and Talk method: (1) it

provides more focus and attention, (2) it provides clear discussion, (3) it retains the

knowledge of the students, (4) it gives actual demonstration of the subjects, and (5)

student will easily understand the lesson. More focus and attention refer to the behavior

of a student while on the classes, it is the behavior where the full - attention of the

student is seriously focus on the discussion of the teacher. Provides clear discussion

refers to the ability of the teacher to teach the lesson in detailed elaboration and

explanation. Retain of knowledge refers to the knowledge obtain by the student,

specifically it pertaining to the high level of retention of the knowledge to recall the topic,

due to the focus of the student and the detailed discussion of the teacher with regards

to the lesson, the knowledge will remain in the mind of the student. Actual

Demonstration pertains to the step-by-step procedure, just like in the subjects of

Chemistry and Physics there is a need of explaining the concept at every step. And last

the Student Understanding, it is because the teaching is in-detailed and the attention of

the students are focus on the discussion of the teacher, due to this, students can gain

the knowledge easily.

Disadvantage of Chalk and Talk: The researchers analyzed the answers of the

respondents with regards to the negative side of the traditional Chalk and Talk. The

researchers were able to list the disadvantages of traditional Chalk and Talk method: (1)

Boring, (2) Time consuming, (3) Lack of Visualization, (4) students always depend on

the teachers, (5) lack of interest. Boring it is because Chalk and Talk is purely talk,

discussions about the concepts, ideas, formulas and terms and teachers that contribute

to the boringness of a student. Time consuming because chalk and talk is purely talking

67
the teachers discussed the lesson in-detailed, tendency it will consume more time. Lack

of Visualization, it is related to the boringness and time consuming, because the Chalk

and Talk method emphasized the talking or the pure talks while discussing it cannot

show any pictures or any visual aids to visualize by the students, so the teacher

discussed the lesson in-detailed so that even there is no picture or video to visualize

there are ideas to be imagined so that it is time consuming. Because it is always talk,

always discussed and always guide student step-by-step tendency the student will

always depend on the teachers, students will always ask questions to teachers about

something, so tendency students refuse to learn on themselves, just always relying on

what the teachers will said to them. Lack of interest, since Chalk and Talk method is

merely talking and discussing without any visual aids, and always write lectures, this

teaching method is relatively boring that affects the interest of the student to listen.

Advantage of Technology – Dependent: The researchers analyzed the

answers of the respondents with regards to the positive side of the modern Technology

– Dependent method. The researchers were able to list the advantages of modern

Technology- Dependent method: 1) it gives motivation, 2) visualize the lesson, 3) create

more interest. Technology – Dependent method can give motivation to the students,

because students from now on, is dependent on the technology. If the teachers used

technology on education the student can easily relate, another factor is through

technology- dependent method, teacher may use pictures, videos, and musics that are

related to the lessons so that the students eventually visualize the lessons and generate

their ideas, that will give them motivation and create interest to get involve in the class.

68
 Disadvantage of Technology – Dependent: The researchers analyzed the

answers of the respondents with regards to the negative side of the modern Technology

– Dependent method. The researchers were able to list the disadvantages of modern

Technology- Dependent method: 1) it does not retain the full knowledge, and 2) it

cannot explain and elaborate the complex lessons. There is instance that other student

gets the lesson once the teacher is discussing the lesson using the technology-

dependent method, but there is also the time that once the teacher is done in discussing

using the technology – dependent method, some knowledge will fade because it is not

discussed very accurate, or in- detailed. Technology – Dependent method cannot

explain or elaborate a complex idea as compared to Chalk and Talk, it is more on

visualization rather than in-detailed elaboration and explanation.

The researchers were able to accept the following claims of the other

researchers with regards to the advantages and disadvantages of “Chalk and Talk “and

“Technology – Dependent” teaching method:

On the study of Gupta (2013), Traditional teaching methods used in the

educational institutions have many advantages. These advantages can also be seen as

disadvantages of modern teaching methods. Traditional teaching method is cheaper

than the modern teaching methods which make it more suitable in the schools of rural

areas. Some subjects like mathematics or chemistry are best taught on a blackboard as

there is a need of explaining the concept at every step. There is more interaction

between the teacher and student in traditional teaching methods as compared to the

modern teaching methods. We can also say that in traditional teaching there is more

discipline in the class. In traditional teaching methods teacher does not require any

69
special technical knowledge and can focus more on his subject for imparting the best

knowledge to the students. Traditional teaching methods don't put any strain on the

eyes of students whereas modern teaching methods can adversely affect the eyes of

the students. However, modern teaching methods have various advantages over

traditional teaching methods. These merits can also be viewed as disadvantages of

traditional teaching methods. Modern teaching methods create more interest among the

students with the help of interesting animations and videos. Research has shown that

use of visual media for teaching helps the students to understand the subject better and

also helps students to memorize the concept for longer time. With the help of modern

teaching methods teacher can cover more syllabus in lesser time as they don't have to

waste their time in writing on the blackboard. With the help of modern teaching methods

teacher can cover more syllabus in lesser time as they don't have to waste their time in

writing on the blackboard.

On the to the study of Tarpan Shah, Megha A. Patel, and Hiral Shah (2017)

entitled “A Comparative Study on the Teaching Effectiveness of Chalk & Talk Versus

Microsoft PowerPoint Presentation an Institution Based Pilot Study of Physiotherapy

Students” showed that the PowerPoint presentation method is better than the chalk &

talk method as a teaching aid. Most of the students choose PowerPoint as a more

creative tool which is effective to explain the subject efficiently, to improve public

speaking and presentation skills and to teach the basic components like “inspire,

influence and inform” in a better way. Because of all these features, students

recommended PowerPoint to be continued as the preferred teaching tool.

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 In the study entitled “Refined ‘Chalk-and-Talk’ of Lecture Content: Teaching

Signals and Systems at the Griffith School of Engineering “by Stephen So (2012). The

researcher showed that feedback from students suggested that ‘chalk-and talk’ lectures

improved their motivation to attend lectures, moderated the pace of lectures, and

facilitated their learning in a course where seeing the step-by-step process was

important. The student performance was noted to have improved since the changes

were made.

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 8 4.

0
Chalk and Talk Technology - Depedent Both

Appropriate teaching method for specific subjects of Grade9 SSC.

Figure 5: Teaching Methods recommend by Grade 9 SSC teachers.

Figure 5 shows the teaching methods that the Grade 9 Special Science

Curriculum (SSC) teachers recommended for teaching. 2 subject teachers (17%)

recommended on using the traditional “Chalk and Talk” on teaching, while 3 subject

teachers (25%) recommended on using the both teaching methods on teaching.

However, the majority or 7 subject teachers (58%) revealed that Technology –

Dependent method is widely recommended method for classes.

Based on the given data, the researchers were able to prove that the traditional

"Chalk and Talk" method of teaching is used by the teachers on the subjects were the

lessons are too complex, that needs more elaboration, computations demonstration and

detailed teaching to understand the lesson very well, this method is appropriate in

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teaching Chemistry and Physics. The following are the responses of the Chemistry and

Physics teacher regarding to the appropriate method to be used in their subject:

Teacher 1:

“In my Chemistry subject, it's more on Balancing, formulas and solving so

the best methodology is the Chalk And talk, because the students will not

easily adapt the lesson if I use technology or PowerPoint. Sometimes the

students will ask questions because they didn't understand, instead of

wasting the time using technology, I use Chalk and Talk methodology to

be not to complicated in lesson and teach them thoroughly and based on

their grades, they are learning from me. For me, the best practice of

teaching is Chalk And talk.”

(Sa asignatura kong Chemistry, marami ditong Balancing, Formulas, at

Solving so ang pinakabest dito yung sa Chalk and Talk, kasi ang bata

hindi yan agad agad maakapick up pag gumamit ng technology o kapag

gumagamit ng PowerPoint, Pinapanood mo lang. Minsan si bata

magtatanong pa rin yan, kaya imbis sayangin mo yung oras sa

paggammit ng teknolohiya, ang ginagawa ko is dahil masyadong

kumplikado ang lesson ni mamano-mano ko, at natututo naman sila base

sa mga grades na binibigay nila sakin. Sakin lang Best practice parin ang

Chalk and Talk.)

Teacher 3:

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 “In Science because of Physics, it's full of Formulas, Concepts, Motions,

Solving and Problem Solving. It's better to point out that directly or focus

on the child, so the best is Chalk and talk, because they understand the

lesson well, and I see their scores on quizs that look good, and they are

always listening silently, and then just answer questions. As we talk about

the Physics application, there is no need for video or pictures as you can

see around.”

(Sa Science kasi sa Physics, punong puno yan ng Formulas, Concepts,

Motions, Solving and Problem Solving. Mas maganda ituro yan ng direkta

o pokus sayo yung bata, kaya the best dito yung Chalk and talk, kasi

naiintindihan nilang mabuti yung lesson, and nakikita ko sa mga scores

nila sa mga quiz na magaganda yung kinalalabasan, and lagi silang

tahimik na nakikinig, and then tanong sagot lang. Kasi kung pag-uusapan

natin ang application ng Physics, hindi na kailangan ng video o pictures

kasi nakikita mo na sa paligid.)

Teacher who uses the both methods of teaching, teaches their students on the

subjects that needs detailed teachings of concepts and terms, good elaboration of

ideas, visual representation of concepts and application of the lessons, that is

appropriate for teaching in Mathematics, Research and Araling Panlipunan. The

following are the responses of the Mathematics, Research and Araling Panlipunan

teacher regarding to the appropriate method to be used in their subject:

Teacher 2:

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 “In the field of Mathematics, for me I'll choose both or both using the

technology and the chalk and talk, because in Mathematics, that's a

difficult subject, you lose a deep thought or we call that critical thinking

you will be diagnosed with a problem or you may have problems, so you

as a teacher will use the method in which your student will be focused,

interested and interested in you, or if you are directly taught for them

Understand that lesson, in technology, it is ok to use for the student to

easily visualize the lesson, especially in Math if the practical application

provided by the Teacher. So for me two teaching methods are good for

Subject Mathematics.”

(Sa larangan ng Mathematics, sa akin doon ako sa both o sa parehong

ginagamit ang technology at ang chalk and talk, kasi sa Mathematics,

mahirap na subject yan, kelangan mo ng malalim na pag-iisip o tinatawag

natin na critical thinking kasi mag-aanalyze ka ng isang problem o di

kaya naman magsosolve ka ng problem, kaya ikaw bilang isang teacher

gagamit ka ng metodo na kung saan yung estudyante mo ay magiging

pokus, interesado at may atensyon sayo, o kung baga yung direkta

mong itinuturo para madali nilang maintindihan yung lesson, sa

technology naman, okay ito gamitin para yung estudyante ay madali

niyang mavisualize yung lesson, lalong lalo sa Math kung practical

application yung binigay ng Teacher. Kaya para sa akin yung dalawang

methods ng pagtuturo ay maganda para sa Subject na Mathematics.)

Teacher 4:

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 “In terms of research, you need the same method as it requires careful

study and has a large portion of the two methods. In chalk and talk, it's

used if there is computation and its difficult, and then at technologyy

dependent, for the student to visualized. Every day I'm doing I'll just

combining them, I'm bringing them together, for the students to get them

to work so they can easily do their research papers.”

(Sa asignaturang research kasi, ang kailangan mo diyan ay parehong

method kasi dito kailangan ng masusing pag-aaral at may malaking

bahagi ang dalawang method. Sa chalk and talk, ginagamit yan if may

computation at mahirap, and then sa technologyy dependent, para may

mavisualize si estudyante. Sa araw araw kong ginagawa both lang

ginagawa ko pinagsasama ko sila, para yung estudyante madali silang

makagets para madali silang makagawa ng mga research papers nila.)

Teacher 8:

“In Social Studies or Araling Panlipunan, it is best to use the same method

as Chalk and Talk and Technology Dependent because of the Technology

Dependent situation you can show the actual lesson that Chalk and Talk

can not afford to provide, in Chalk and Talk as possible you give the

concepts that are deeply inferior to Technology, perhaps both are good for

both teaching and learning. With the use of TV children will visualize the

lesson clearly, with addition of chalk and talk the children will focus more

on the topic.”

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 (Sa asignaturang Araling Panlipunan, mas magandang gamitin ay ang

parehong metodo ang Chalk and Talk at ang Technology Dependent kasi

sa sitwasyon ng Technology Dependent maaari mong ipakita ang aktwal

na lesson na hindi kayang ibigay ng Chalk and Talk, sa Chalk and Talk

naman maaari mong ibigay ang mga konsepto na malalalim na hindi

kayang ibigay ng Teknolohiya, marahil sa dalawa maganda ito pareho

para mas maging maganda ang pagtuturo. Kasi nga sa TV mavivisualize

ng bata ang lesson, samahan mo pa ng chalk and Talk na kung saan mas

may pokus ang bata sa topic.)

Therefore, teachers who uses the modern "Technology- Dependent" method on

teaching teaches in their subjects that need visual representation of the lessons and

require the use of applications of the lessons that needed to be learned by the students,

this method of teaching is appropriate for teaching Biology, Earth Science, MAPEH,

ICT, English, Filipino and EsP. The following are the responses of the Biology, Earth

Science, MAPEH, ICT, English, Filipino and EsP teacher regarding to the appropriate

method to be used in their subject:

Teacher 5:

“In Biology, pure models, anatomy, and other types of cells, much more.

So that's the best thing about technology dependent, because you show it

to students, Biology is too difficult, but if the student has a curiosity it's

easy. Bacteria, the cells, you need there anatomy, so you need

technology. It depends on that subject, and it depends on your lesson”

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 (Sa asignaturang Biology, puro models, anatomy, at iba iba pang mga uri

ng cells, marami pang iba. Kaya yung pinakamagandang dito e yung

technology dependent kasi, may naipapakita ka sa mga estudyante, ang

Biology kasi ay masyadong mahirap, pero kung ang estudyante ay may

kuryosidad madali siya. Bacteria, yung cells, kailangan mo dyan ng

anatomy, kaya kailangan mo ng teknolohiya. Depende kasi sa subject

yan, at depende rin sa lesson mo.)

Teacher 6:

“In Science especially in Earth Science here because there is no

computation and the lessons are not so difficult, you need it because you

have pictures and videos about Natural Disasters for the children to

visualize the lesson, though sometimes not they are electricians but the

beauty of the technology in earth science, they recognize and at the same

time they remember the concept, even without any lectures. Compared to

chalk and talk, you speak a word in your lesson but there are students

who can not visualize the lesson so they not gets it.”

(Sa Science especially sa Earth Science dito kasi walang komputasyon at

hindi naman ganon kahirapan ang mga lessons, ang kailangan mo dito

kasi yung mga litrato at mga video regarding sa mga Natural Disasters

para yung mga bata mavisualize nila yung lesson, kahit na minsan hindi

na sila naglelecture pero ang kagandandahan kasi ng technology sa earth

science, nakiktia nila at the same time natatandaan nila yung concept,

kahit wala ng lecture lecture. Kumpara sa chalk and talk, salita ka ng

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 salita sa lesson mo pero may mga estudyante na hindi mavisualize yung

lesson kaya hindi magets.)

Teacher 7:

“For my subject MAPEH I’ll recommend the technology dependent

method because it really needs the use of technology and nowadays once

you use the technology when it comes to teaching the learners they will

not feel bored and they will visualize easily on what is the lesson all

about.”

(Sa asignatura kong itinturo na MAPEH, syempre ang subject ay may

Music, Arts , PE at Health. Syempre kailangan mo dyan ay teknolohiya

kasi kailangan mo ipakita sa mga bata yung tinuturo mo, para mas lalo

nilang maintindihan yung tinuturo mo. At sa ngayon ang bata, madali

silang mabored kung puro salita at wala namang ipinapakita, pero sa

teknolohiya nakikita nila yung lesson o navivisualize paggumagamit ka ng

technology.)

Teacher 9:

“The use of power show, powtoon onlines, adobe premiere and notepad

to create webpage because when using technology the students are

satisfied on the teachings of the teacher that will results to a greater

grades.”

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 (Paggamit ng powershow, powtoons onlines, adobe premiere, note pad to

create web page. Aside from offices na ginagamit talaga like microsoft

office world so yun. Sa makatawid ang Technology, kasi mas okay sa

mga bata kung nakikita nila yung tinuturo ni teacher. Kung baka okay

yung magiging kakalabasan ng grades nila.)

Teacher 10:

“Technology Dependent, in the English subject because the student

needs to see what Teacher wants to say, but sometimes in technology,

the problem is that the students take a picture on the lesson, sometimes

their focua is not with it, but it's better to use it because children are seen,

heard and watched as technology-dependent. Compared to the chalk and

talk that is purely word, sometimes the children are no longer listening

because they are sleepy, they want the one that they see to catch their

attention, which Technology can afford. Although chalk and talk are the

same, but in chalk and talk the child becomes more understandable

because you are teaching directly, if you will compare it in technology, it is

mixed or confusing.”

(Technology Dependent, sa asignaturang English kasi kailangan na si

estudyante ay nakikita ang gustong sabihin ni Teacher, pero minsan sa

technology ang problema pinipicturan ng mga estudyante ang lesson,

minsan wala dito yung focus nila, pero sa akin mas okay gamitin ito kasi

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 ang gusto ng mga bata ay yung nakikita, naririnig at napapanood na

kayang ibigay ng technology-dependent. Kumpara sa chalk and talk na

puro salita, minsan ang mga bata ay hindi na nakikinig minsan pa nga'y

inaantok kasi ang gusto nila ay yung may nakikita sila, na kayang ibigay

ng Teknolohiya. Although ang chalk and talk ay ganoon, pero sa chalk

and talk higit na mas makakaintindi ang bata kasi direkta ka nagtuturo,

kung icocompare mo sa technology halo-halo na o nakakalito.)

Teacher 11:

“For me, the method suitable for use in Filipino is the use of modern

technology where students are more knowledgeable of using modern

technology for this reason so with the use of modern technology as I

mentioned they are learns more and understand the lessons the teachers

provide. And here they see the lesson clearly.”

(Para sa akin, ang metodo na angkop gamitin sa Filipino ay ang paggamit

ng makabagong teknolohiya na kung saan ang mga magaaral ay mas

higit pa na marunong gumamit ng makabagong teknolohiya sa

kadahilanang ito kaya sa paggamit ng makabagong teknolohiya na tulad

ng aking nabanggit sila ay higit na natututo at nauunawaan ang mga

aralin na ibinibigay ng mga guro. At dito nakikita nila ng malinaw ang

leksyon.)

Teacher 12:

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 “In technology- dependent because, in EsP, you need the application of

the lessons ,so the need to visualize the lessons so they can do it by

themselves. More than technology, before they see, they are more likely

to be, so they become more interested in the way they are in the lesson”

(Yung technology- dependent kasi, sa EsP, kailangan mo diyan ng

application ng mga lesson, kaya kailangan yung mga bata mavisualize

yung lesson para maapply nila sa sarili nila. Saka sa technology, bago

sa paningin nila, mas naeengage sila, kaya nagiging interesado sila kasi

nakakakarelate sila sa lesson.)

Through these responses the researchers were able to the claims of Gupta

(2013) that there is more interaction between the teacher and student in traditional

teaching methods as compared to the modern teaching methods and also traditional

teaching methods teacher does not require any special technical knowledge and can

focus more on his subject for imparting the best knowledge to the students. While,

modern teaching methods create more interest among the students with the help of

interesting animations and videos and with the help of modern teaching methods

teacher can cover more syllabus in lesser time as they don't have to waste their time in

writing on the blackboard. With the help of modern teaching methods teacher can cover

more syllabus in lesser time as they don't have to waste their time in writing on the

blackboard.

Besides the researchers were also accept the claims Szabo et. al (2013) that

teaching methods that used technology in the form of Blackboard Discussion Board

increased critical thinking skills in preservice teachers and also an increase in

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preservice teachers’ critical thinking and deep learning demonstrated through the level

of postings to the Blackboard discussion forums. Along with an increase in critical

thinking the use of online discussions gives preservice teachers experience with the use

of technology for teaching purposes. In the new era when teachers must develop the

same technology related skills as their future students, the teaching of future teachers

must go beyond the theoretical content of human development, learning, and classroom

assessment. Thus, the results from this study show that blending technology along with

face-to-face teaching will increase critical thinking among preservice teacher education

students.

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