INSTRUCTORS TEACHING APPROACH IN RELATION TO STUDENT’S

PARTICIPATION DURING THE IMPLEMENTATION OF ONLINE LEARNING

A Research
Presented to the faculty of
St. Peter Baptist College Foundation
Lupi, Camarines Sur

In Partial Fulfillment of the Requirements

For College Department
Bachelor of Elementary Education

By:

GENARY B. LONTAC
JESSA N. NIEM
NEA M. ORTIZ
JASMIN ROSE P. PADUA

APRIL 2021
 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

As the COVID-19 pandemic exists in the Philippines, provide the greatest

impact in social, economic, lifestyle especially in education. According to CHED

Memo no 04, s.2020 about the Guidelines of the Implementation of Flexible

Learning that HEIs shall provide mechanisms to inform and orient learners on the

learning system to be implemented – which may be in a form of course packages

for students and are accessible through offline and online modes. Course

packages may include course syllabi, study guides, learning activities, available

repository of learning resources, schedule of lessons & mechanics of submission

of requirements, grading system, feedback portals, and student support systems

– to assist students in managing their study time and maximizing their learning.

In addition, online learning is the newest and most popular form of

distance education today. More and more people are embracing the benefits of

“e-learning”. “E-Learning” or online learning refers to any education that takes

place via electronic media. This is most commonly done through the internet. E-

learning is appealing to many or its convenience, comfort, cost-effectiveness,

and environment impact especially to the tertiary level where the mode of

learning is online class. On the other hand, students complaining that there are

some instructors who don’t meet up during synchronous meeting. In addition,

many students say that some instructors didn’t give feedback regarding with their
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outputs and activities. Aside from this, the instructors always give loaded

activities without formal discussion.

However, instructors teaching approach has a big impact on the student

participation along synchronous and asynchronous learning. In terms of

synchronous learning, it allows students to ask questions while the presentation

is in progress. The instructor can gauge the students understanding in real-time,

and adjust the session accordingly. Students feel an increased sense of the

instructor actually “being there”. Instructors can facilitate workshop-style classes

and run break out group activities. Synchronous sessions provide a schedule to

help students who struggle with task initiation to stay on track. For some reasons,

other students might not be able to participate at the required time due to

technical or scheduling problems. They may be in different time zones.

On the contrary, asynchronous learning are recorded sessions allow

students time to digest the session content and/or conduct further research

before posing questions in a discussion group. This is better for more deliberate

thinkers and also, in some cases, for students whose first language is not

English. Students can access the course content, and initiate or respond to

interactions with the instructor and their peers, when it best suits their schedule.

Allows students to work around unanticipated challenges such as falling sick for

a week, or dealing with a family emergency.

On the other hand, students might feel less connected to an instructor

when they are watching a recorded session. Students might feel less connected

to the course overall when they do not see their classmates. Students might put
off engaging with a recorded session because they can always “do it later”.

Asynchronous learning requires significant task initiation skills since none of

class time is scheduled, only the assessment deadlines. Asynchronous learning

requires a higher level of commitment and independent learning skills.

Researchers conducted this study because they are interested to find the

relationship between instructors’ teaching approach in relation to student’s

participation during the implementation of online learning along synchronous and

asynchronous learning. Additionally this study conducted by the researchers

because it is a phenomenal situation in education nowadays. To explore its

numerous impacts, a simple study was designed and implemented at St. Peter

Baptist College Foundation to the all college students since they are on the

online education setup. This is to discover whether the college students’

participation affects the instructors teaching approach. The researchers used

Likert scale by Rensis (1932) in determining the level of instructors teaching

approach of the selected college students at St. Peter Baptist College

Foundation. Moreover, the purpose of this study is to find out the effect of

instructors teaching approach in student’s participation during the implementation

of online learning along asynchronous and synchronous.

Theoretical Framework

The researchers presented these framed theories as evidence and for

relevant information to support the study. These theories have been used to

determine the relationship between the Instructors’ Teaching Approach and the

student’s participation during the implementation of online learning.

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The students have diverse understanding of student participation and that

the degree of participation is dependent on students and teacher’s engagement,

expectations and responsibility. Student teachers also connected student

participation to their learning and future profession as teachers, beyond

measurable outcomes as, for example, grades and completion of degree.

Strategies for promoting participation in teacher education were depicted as

teachers and student’s engagement, expectations and responsibility, highly

dependent on openness and flexibility. A multidimensional learning view can

sometimes go against contemporary linear notions of learning in higher

education, which may therefore represent a challenge for both teachers and

students in higher education (Begmark & Westman, 2016; Westman & Begmark,

2018).

Researchers believe and adopted the following principles namely:

Behaviorism theory by Ivan Pavlov (1902), Cognitivism theory by Jean

Piaget (1936); and Social Constructivism theory by Lev Vygotsky (1934).

According to Ivan Pavlov (1902), the behaviourism theory is focuses on

objectively observable behaviour’s and discounts any independent activities of

the mind. Behaviours theorists define learning as nothing more than the

acquisition of new behaviour based on environmental conditions. This theory is

relatively simple to understand because it relies only on observable behaviour

and describes several universal laws of behaviour. Its positive and negative

reinforcement techniques can be very effective-such as in treatments for human

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disorders and antisocial behaviour. Behaviourism is often used to teachers who

reward or punish student behaviours.

In connection with this, the behaviourism theory explains how the student

affects their behaviour in participating to the class. A positive and negative

reinforcement have a strong impact on participation because it depends on how

the instructors apply the reinforcement to the student in order to increase the

response of the student.

Likewise, behaviourist theorists believe that behaviour is shaped

deliberately by forces in the environment and that the type of person and actions

desired can be the product of design. In other words, behaviour is determined by

others, rather than by our own free will. By carefully shaping desirable behaviour,

morality and information is learned. Learners will acquire and remember

responses that lead to satisfying after effects. Repetition of a meaningful

connection, learning is enhanced; if not, learning is inhibited. Motivation to learn

is the satisfying after effect, or reinforcement.

On the other hand, the teachers can help students learn by conditioning

them through identifying the desired behaviours in measurable, observable

terms, recording these behaviours their frequencies, identifying the appropriate

reinforcers for each desired behaviour, and providing the reinforcer as soon as

the students displays the behaviour.

Similarly, behaviourism, also known as behavioural psychology, is a

theory of learning based on the idea that all behaviours are acquired through
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conditioning. Conditioning occurs through interaction with the environment.

Behaviourists believe that our responses to environmental stimuli shape our

actions. According to this school of thought, behaviour can be studied in a

systematic and observable manner regardless of internal mental states.

According to this perspective, only observable behaviour should be considered –

cognitions, emotions, and moods are far too subjective.

Strict behaviourists believed that any person can potentially be trained to

perform any task, regardless of genetic background, personality traits, and

internal thoughts (within the limits of their physical capabilities). It only requires

the right conditioning.

However, the basic principle of Behaviourism is that learning is the result

of a person’s response to a stimulus. The student does not work independently

on the environment but on the contrary, the behaviour is controlled by

environmental factors, thus not having the control of the learning or the time it

takes to achieve it (Technology in Education, n.d). All the objectives are

predetermined, while the student is tasked with absorbing the offered knowledge

so that in the final stage it may present desired and predetermined behaviours.

The students is individually assessed and controlled if his behaviours and

performance can state that he has acquired the new knowledge according to the

criteria the teacher has set the right response (Weegar & Pacis, 2012).

Thus the teacher is at the centre of learning, trying to find ways to elicit

the desired behaviours by providing the appropriate stimuli without taking into

account the social cultural context of the learners as well as their needs,
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ultimately failing to contribute to the acquisition of a higher level of competence

or those skills that require deeper processing.

According to Jean Piaget (1936), cognitivism theory is an individual

encountering a new learning situation draws on prior knowledge to make the new

experience understandable. A new event, situation, or learning environment can

create contradictions with one’s previous understandings; their insufficiency

leads to perturbation and a state of disequilibrium in the mental schemata, in

which generic events and abstract concepts are stored and organized in terms of

their common patterns.

Hence, cognitivism recognizes that not all learners have the same level of

cognitive abilities. Because of varying levels of cognitive ability, we all learn

differently. Cognitive learning can be made more relevant in eLearning by

allowing learners access to different mediums of learning.

Since the heart of Cognitivism deals with how individuals use their brains

to “think” about what they are learning, eLearning content developers must do

everything possible to challenge learners minds to the fullest. That’s the only way

to leverage the science behind cognitive learning, or “intelligent learning”, as it is

sometimes called, and make it relevant in today’s eLearning environment.

Thus this theory explains how the retention span of the student holds on

to. Especially, challenging the students in every task given will be able to

sharpen their mind. On the other hand, being an effective and efficient teacher in

an online learning will be measured.

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The environment continues to have greatest impact on learning; however,

there is more focus on how learners acquire specific types of strategies for

learning, including planning, monitoring, and evaluating, and the influence of prior

knowledge, beliefs, attitudes, and values on learning (Tennyson & Schott, 1997).

This theory developed a clearer understanding of how information is

processed and stored, as well as how prior knowledge is stored in memory

structures called schema for retrievals in an appropriate context.. According to

cognitivism, the transfer of knowledge to new situations is influenced by how

information is presented and the relevance of the information. If information is

presented poorly or too much irrelevant information is associated with relevant

information, the learner may have difficulty sorting and organizing the

information. The difficulty, in turn, can have an impact on storage, retrieval, and

transfer functions that are critical to adult learners who have specific professional

needs that require them to be able to transfer knowledge to real-world

applications in their professional environments.

Learning outcomes that are focused on complex higher levels of learning

such as problem solving are best explained by cognitivism because the focus is

on breaking down complex problems into component parts and relating the

content to be learned with prior knowledge to braid higher levels of

understanding. Instructional strategies based on cognitive theory consider the

organization of content for learning and focus on information processing,

including organization, retrieval, and application.

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VYGOTSKY’S PIAGET’S PAVLOV’S

CONSTRUTIVISM COGNITIVISM BEHAVIORISM
THEORY THEORY THEORY
(1934) (1936) (1902)
“Socially “Retention of “Willingness, motivation,
and interests”
constructivists Knowledge”
experience””

INSTRUCTORS TEACHING
APPROACH

Figure 1: Theoretical Paradigm

On the other hand, Constructivism theory by Lev Vygotsky(1934)

learning focuses on interpreting the world and in constructing meaning. Learning

is active and reflective which means there is doing, then reflecting about the

doing and then rethinking about the doing. Action and reflection enables the

student to integrate new knowledge with existing knowledge and experiences so

that complex mental models can form. Learning is authentic, complex, and

contextualized, resembling real-life experiences. Constructivist learning is

process oriented and emphasizes collaboration and conversation among

learners and teachers.

Furthermore, this theory explains that students’ learn and construct new

knowledge through interaction with peer-to-peer and student to instructors.

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Being a self-independent it makes the students free to discover what they want to

know and new learning’s acquired.

As students move to online and blended instruction, the constructivist

approach also transfers to this new medium. Learning theories, as they apply to

online content creation, are often considered a “socially constructivist

experience” (Gulati,2008,p. 184). This means that students are engaged with one

another through an online medium through a blending of online and traditional

classes. The social aspect of online education is important to consider in

designing online content. One of the strengths of online learning is that it allows

diverse learners to communicate without necessarily being in the same building

or even the same country. A teacher that can establish and manage this type of

learning environment can see the benefits for students as they interact with their

peers in constructing knowledge. Learners are able to interact and experience a

variety of media from online resources and computer simulations. These

resources, coupled with the interaction of the other students leads students

through the course as their new knowledge is infused with prior knowledge.

Helland (2004) expands on the idea of social constructivism by stating,

“individuals make meaning in dialogues and activities about shared problems or

tasks” (p.619). Students are able to dialogue with their peers, other experts in the

academic community or experts outside of education to solve problems.

According to Hoic-Bozic (2009), “The constructivists school recognizes the

learning as an active processof constructing meaning. Students do not memorize

whaat was said by the instructor. Instead they construct they [sic] own versions
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of the learning matter” (p20). Through online discussion and interactions students

can construct meaning with others in the course.

In the constructivist approach, instruction is inductive and from the bottom

up. The instructor is a model and a coach who encourages exploration of ideas in

learner-centered and learner-generated environment. Constructivism engages

learners in an active learning process. Although lectures may be well-written and

well-delivered, they often pass from the ear to the hand leaving the mind

untouched. The active learning process places responsibility on the learning

process places responsibility on the learner and lends itself to a wider range of

learning styles. If the student is to construct meaning from content, faculty,

activities, and peers, then learning environments must be rich with strategies and

resource

These theories presented are connected and related to the study

supporting the data and the results to be gathered. These theories knock up the

existence of the problem that requires to be studied, therefore, it provides

veracious concepts and verified observations connected to the Instructors

teaching Approach and students participation during the implementation of online

learning of the students of St. Peter Baptist College Foundation.

Conceptual Framework

Researchers indicate whether Instructors Teaching Approach have the

relationship to Students participation among College students of St. Peter Baptist

College Foundation. Study was conducted by conducting a pre-survey on the

relationship of Instructors Teaching Approach and student’s participation.

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INPUT, the researchers collect information comprises the instructors

teaching approach during the implementation of online learning in St. Peter

Baptist College Foundation. These are first, coaching style that involves an on-

going cycle of goal setting, learning, observation, data collection, and reflection.

Second, facilitator style is the teacher who adopt a facilitator or activity based

style encourage self-learning in the classroom through increased peer to teacher

learning. On the other hand, lecture style involved sitting and listening to the

instructor speak about a pre-assigned topic while the students take notes and

memorize. Additionally, constructivist approach is approach learning holds that

people actively construct or make their own knowledge. At last, experiential

approach involves several items, including the facility used the model itself, the

test conditions where the model is tested and connections that are applied to a

data. Online learning composed of different time scales this are the synchronous

and asynchronous learning. Synchronous learning refers to the types of learning

which the learners and instructors are in the same place, at the same time, in

order for learning to take place, while the asynchronous learning is a student-

cantered teaching widely used in online learning. It is occur in different times and

spaces particular to each learner.

To carry out the study, it undergoes PROCESS. The researchers con-

ducted first a pre survey among the College students to know the rationally of the

study. On the final survey – questionnaire the statistical treatment that will be

used is Likert Scale. As the result, the researchers will identify the level of
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Instructor’s Teaching Approaches along synchronous and asynchronous that

affect the student’s participation.

INPUT PROCESS OUTPUT

I. Instructors Teaching
Approach
1.1 Coaching style A. Preparation, Pre- A. There is significant
1.2 Facilitator style survey, and validation relationship between
1.3 Lecture style of Survey instructors teaching
1.4 Experiential questionnaire approach in student’s
Approach participation along
1.5 Constructivism B. Data gathering synchronous and
Approach asynchronous learning.
C. Statistical
II. Time scales treatment, analysis,
2.1 Synchronous and interpretation of
2.2 Asynchronous data

FEEDBACK

Figure 2. Conceptual Paradigm

OUTPUT, since the Instructors teaching approaches along synchronous

and asynchronous have significant relationship that gives big factors affecting the

student’s participation.

Statement of the Problem

This study aimed to analyse the effects of Instructor’s teaching approach

on the student’s participation of college students of St. Peter Baptist college

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foundation for S/Y 2020-2021. Specifically, it was aimed to answer the following

questions:

1. What are the Instructors teaching approach utilized by College instructors of

St. Peter Baptist College Foundation along:

1.1 Coaching Style,

1.2 Facilitator Style,

1.3 Lecture Style,

1.4 Constructivism approach,

1.5 Experiential Approach?

2. What is the most utilized Approach of Instructor which encourages the

student’s participation along:

2.1 Synchronous Learning, and

2.2 Asynchronous Learning?

3. Is there a significant relationship between Instructors teaching style and

students participation?

Hypothesis

There is significant relationship between Instructors teaching

approach and students participation along Synchronous and

Asynchronous learning of College students of St. Peter Baptist College

Foundation.

Scope and Delimitation

This study conducted to determine the Instructor’s Teaching Approach In

relation to student’s participation during the implementation of online learning of

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all College students in St. Peter Baptist College Foundation during the school

year 2020-2021. The respondents are (186) one hundred eighty six students

from College Department, first year to fourth year. The researchers gathered

survey through online while popularly guided and oriented about the survey

questionnaires.

A survey conducted to evaluate the respondents regarding the study of

the instructors teaching approach in relation to students’ participation during the

implementation of online learning. This study is descriptive in nature and is

delimited on the student’s participation during the implementation of online

learning of College students in St. Peter Baptist College Foundation. Through

survey all college students given questionnaire to get information needed in the

study. The student’s participation measured through a series of questions.

Significance of the Study

This research conducted to know the Instructors Teaching approach: In

relation to student’s participation during the implementation of online learning in

College students of St. Peter Baptist College Foundation. The finding of this

study benefited the following:

Online learners/Students. This will make them realize how important a

participation is, even if they are in an online class. They will also learn the

importance of having interaction or participation between students and teachers

even though they are in synchronous or asynchronous type of online learning.

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Lastly, they will appreciate that it is very important the participation even they are

in an online learning system.

Parents. This will help to be the basis for parents to know the behaviour of

their children in an online learning program. It will also serve as a basis for one

parent to share his or her knowledge with other parents to help guide their

children in online learning activities. However, this will provide some ways to help

parents in guiding their children so that the students having good communication

and participation with their instructors in their online learning.

Teachers. It will serve as a guide so that a teacher can continue to guide

his students in improving their skills. They will know what they need to improve in

teaching students if they can handle online class program. Hence, teachers will

be aware of the techniques that they use to make their teaching approach

successful and effective to their students participation.

St. Peter Baptist College Foundation. The school will realize what they

have to share or contribute to teachers and students in order to continue to

successfully carry out online learning. Furthermore, the school are aware to

support the needs of teachers in online learning process to make the teaching

approach effective and active in their teaching even they are in asynchronous

and synchronous types of online learning.

Readers. It will help them to have the understanding about the impact of

teaching approach in the participation of the students. This study will provide an
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opportunity to encourage the readers to appreciate the teaching approach and

the participation of the students during online learning.

Educational Planners, Researcher and Future Researchers. It will help

as a guide and references in participating in an online learning. They will have an

idea if they also do research related to this topic.

Definition of Terms

To have better understanding of this study, the following terms are defined

conceptually and operationally

Teaching approach. Is a way of looking at teaching and learning.in

connection in this study the researchers’ wants to find out the different Instructor

teaching approach during the implementation of online learning.

a. Coaching style. involves an on-going cycle of goal setting, learning,

observation, data collection, and reflection. However, the beginning point

in this cycle is not the same for every teacher. Some coaching

relationships may enter the cycle at the learning stage, while others might

enter through data collection or reflection.

b. Facilitator style. teachers who adopt a facilitator or activity-based style

encourage self-learning in the classroom through increased peer to

teacher learning. Similarly, In this style activities are used to promote self-

discovery and develop problem-solving skills, which can often lead to the

student developing a much deeper understanding of the topic. In addition,

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based on pre survey that the researchers were conducted that this style is

the most common used of the instructors that the students must prefer.

c. Lecture style. Involved sitting and listening to the instructor speak about

a pre-assigned topic while the students take notes and memorize to the

best of their ability what is being said. Hence, lecture style as a traditional

way of teaching were in teacher includes some interactive learning in their

subject to be more interesting. Students learn better through performing

through written activities.

d. Constructivism approach. is an approach to learning that holds that

people actively construct or make their own knowledge and that reality is

determined by the experiences of the learners. Furthermore, the

instruction is inductive and from the bottom up. The instructor is a model

and a coach who encourages exploration of ideas in learners centered

and learner generated environment.

e. Experiential approach. to a project involves several items, including the

facility used, the model itself, the test conditions where the model is tested

and corrections that are applied to a data. Moreover, in this study the

instructor wants to engage their students in hands on task so that the

students learned from their own experiences.

f. Synchronous. refers to all types of learning in which learners and

instructors are in the same place, at the same time, in order for learning to

take place. Furthermore, it includes in-person classes, live online

meetings when the whole class or smaller groups get together. Students
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usually go through the learning path together, accompanied by the

instructors who is able to provide support while students are completing

tasks and activities.

g. Asynchronous. is a student-centered teaching widely used in online

learning. Its basic premise is that learning can occur in different times and

spaces particular to each learner, as opposed to synchronous learning at

same time and place with groups of learning, instructors. Usually set up a

learning path, which students engage with at their own pace.