CHAPTER 1

Introduction

There is definitely no single teaching strategy that fits every learner. One

may inspire and motivate one but it often frustrates the others. The diversity

among the students within the classroom is a huge challenge the teachers face

every day. Observing a “one-fits-all” teaching approach could really fail to meet

the students’ learning preferences and facilitate the learning necessary for every

individual. It could also lead to the alienation of the capabilities of the teachers.

But the frequent a teaching approach is observed inside a classroom the more

The educators play a vital role especially inside the classroom as they

have the great influence towards the learners’ academic success. Hence, it is

important for the educators to prepare and observe careful planned lessons with

various teaching strategies in order for every learner to immerse effectively.

Background of the Study

Every classroom inherently consist of diverse students both culturally and

linguistically (Gregory & Chapman 2013). Many educators feel forced to aim

instruction toward what will be assessed and ignore what the learners really

wanted to learn (Murray, Shea & Shea, 2004). The publishers often produce

materials that could boost the student’s test scores but not to broaden their

understanding or improve their interest in learning.

 Understanding teaching starts with developing concepts that goes beyond

analyzing teaching methods and illustrating different exercises that goes into the

process. The teacher’s understanding to teaching, serves as the guide that they

and their learners engage in.

The concept of teaching impacts the performance of the educator based

on the suitableness of the activities intended to carry out specific objectives. The

learner’s problem in learning and coping up with lessons is often a consequence

of inappropriate teaching method. Learners do not go into school as failures. One

of the reasons in failing in class is the schooling process itself.

Excellent teaching is what produces learning and understanding.

Teachers’ teaching strategies and classroom behavior surely are correlated to

students’ academic performance as well as their academic achievements and

“one-fits-all” teaching approach is a basic reason that the relationship between

the two is neglected.

Statement of the Problem

The focal purpose of this study is for the researchers to determine the

consequence of “one-fits-all” teaching approach to the academic performance as

well as the academic achievement of the learners. The results of this study will

serve as the foundation of an effective teaching approach in satisfying the needs

of diverse students’ academic performance. Moreover, this study will show

valuable data about the different learning preferences of the students and their

evaluation on the application of the learning preferences.

Particularly, this study aims to answer the following:

1. What is the impact of “one-fits-all” teaching approach on the students’

academic performance?

2. How does “one-fits-all” teaching approach affect the teaching-learning

process?

3. Is there a significant relationship between the “one-fits-all” teaching

approach to the academic performance of the students?

4. Does the students learn best when this approach is observed? Or fairly?

Or not?
Theoretical Framework

Below is a theory in teaching which can help explore and understand what

is teaching and serves as a guide on how to become an effective educator. This

provides an idea to choose a more likely efficient technique in teaching.

Revised Bloom Taxonomy

In 2000, Lorin W. Anderson and David Krathwohl introduced the Revised

Bloom’s Taxonomy which was initially initiated by Benjamin Bloom in 1956 in his

Bloom’s Taxonomy. This taxonomy is a way of categorizing and ordering thinking

skills. The purpose of this is to classify and compare the Lower Order Thinking

Skills to Higher Order Thinking Skills.

This Revised Bloom’s Taxonomy contains six levels ranging from

remembering to creating:

REMEMBERING. It is the level where the learner’s could be able to recall

information.

UNDERSTANDING. In this level, the learners go by basically understand the

information

APPLYING. The level where the information have to be actually applied and

used by the learners in a new and different way.

ANALYSIS. In this level, the learners are needed to go further than their

knowledge and application. They are required to actually distinguish the patterns

they can use to analyze a problem.

EVALUATING. In this level, the learners are required to utilize the given facts in

order to create new ideas, theories and enable a learner to construct a

prediction, judgment or criticism.

CREATING. This is the highest level in the Revised Bloom Taxonomy. The

learners are suppose to something innovative from different elements of

information and levels of the taxonomy.

Each levels demands a higher level of notion coming from the learners. As

an educator, one must strive to move the learners up the taxonomy as they are in

progress of their knowledge. The reason why some teachers fail to move their

learners up the levels of the taxonomy due to a lot of reasons this includes that

most of the teachers might have a low expectation with regards a students’

capabilities.

In the end, it is vital for an educator to assist the learners to develop into critical

thinkers. Building on knowledge and helping the learners initiate on

remembering,

understanding, applying, analyzing, evaluating and creating is the essential to

facilitate them in their growth and prosperity in and outside of the school.
Assumptions and Hypothesis

Based on the particular research problems, the null and alternative hypotheses

will be:

H1. Teachers who observe a “one-fits-all” teaching approach in classrooms are

more likely to have students with good academic performance.

H2. “One-fits-all” teaching approach meets the students’ learning preferences and

facilitates the learning necessary for every individual.

H01. Teachers who observe “one-fits-all” teaching approach in classroom have

less chance to have students with good academic performance.

H02. “One-Fits-All” teaching approach does not meet the students learning

preferences and does not facilitates the learning necessary for every individual.

Scope and Delimitations

The researchers aimed to conduct a study on uncovering the

consequences of “one-fits-all” teaching approach to the students’ academic

performance and learning outcome and on the various instructional techniques in

effective teaching-learning process. An interview will be conducted to determine

the learner’s preferences and the teaching strategies to collect the

data needed for this research. Aside from this the study is only limited to the

students of Holy Cross of Bunawan Inc. This study does not specify nor

particulate the general perspective of the students of the school and the school.

Limitations of the Study

As the researchers conducted this study they will not be able to perform

and achieve the following as they will be unsuccessful to gather them:

They will be unable to obtain full access to documents and literature since

they will lack availability and reliability of data which will limit them to the

information that they will possibly need and the scope of their analysis. They

highly think that the credibility of their data will be deficient as the basis of their

study.

Considering that the population of the students at Holy Cross of Bunawan

Inc. is around 2000 students and they will only conduct their study with only 79

participants, therefore they will be incapable of generalizing the result due to the

inadequacy regarding the totality of the school population.

They will also encounter the limitation regarding their financial resources.

They will be limited to purchase particular paraphernalia such as; a simple

reward to the students that will going to participate in their study and the money

that they will going need in order to publish the research paper. As the study isin

progress, the problem when money is insufficient is in crisis; therefore all the

possibilities are compromised.

Significance of the Study

This study may be beneficial to the following:

Students. This will help them be aware of their preferences in learning. Also, for

them to comprehend and distinguish the teaching strategies employed by their

teachers that may affect their learning outcome and academic performance.

Teachers. They will be aware of the impact of the one fits all teaching approach

to the teaching-learning process. They can also expand their knowledge about

the various methods to be utilized in their teaching process that can help them

make their line of work efficient and manageable.

They can also asses themselves if they are using an effective technique in

conveying information and knowledge to their learners. It is important that they

exercise techniques that they know will work best for them and their learners.

School Administrators. This will help them become aware of the students

learning and thinking manners. This will also provides them with the initiative, for

them to give seminars to the teachers regarding different instructional methods.

Future Researchers. This will be able to assist them in exploring and

investigating the consequence of “one-fits-all” teaching approach.

Thus, they will be able to acquire necessary information and data regarding the

latter. Moreover, this study aims to enhance the credibility of teaching, help

develop teachers’ teaching strategies and the betterment of their teaching

capacity.
Definition of Terms

To understand and clarify the terms used in the study, the following terms are

hereby defined:

One-Fits-All. The dictionary definition of the term one-fits-all is “a design to

please everyone or intended to be suitable for every situation, often with a result

that it is not successful (Longman Dictionary,2019).

In this research, this term is referred to the teaching approach observe by the

teachers inside the classroom which also serves as the independent variable

since the researchers were bound to uncover its consequence/s.

Academic Performance. Lee (2010) defined academic performance as the

knowledge and skills that the students have mastered in a subject or a course. A

measure on how well the students have performed in the various assessment

items set for them on some educational criteria determined by the educators.

In this study, the term serves as the dependent variable that is being looked

along with the “one-fits-al” teaching approach in order for the researchers to fulfill

the main point of this research.