THE TEACHING STRATEGY ASSESTMENT IN CAVITE STATE UNIVERSITY-

BACOOR CAMPUS

A RESEARCH
Presented to
The Faculty of the Criminology Department
Cavite State University Bacoor Campus, Cavite

In Partial Fulfilments
Of the Requirements in Research
For the First and Second Semester, School Year 2021-2022

By:

CECILIO, JOESELLE M.
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

The main purpose of education is to help each individual to respond positively and
appropriately to economic, social,spiritual and other factors. Teachers effort are to see how best
pupils performance can be improved and this cannot be achieved except by the use of effective
and adequate learning materials.

According to Bamgbose(2007) cited in Ogwu (1916)that learning materials are those

facilities, equipment and machines used in workshop, laboratory and classroom for the purpose
of transmitting knowledge from the source(teacher or instructor) to the receiver of the
message(learner). These learning materials cannot be effectively used without good mastery
techniques. The techniques are those strategies adopted by the teacher through the process of
using various technology devices to convey ideas information concept and theories to the learner
purposely for effective mastery of learning. One of the high goals of education today is that is
that of developing the thinking ability of the learners. This has led to an increased emphasis on
teaching technique that force the learner to inquire, discover and solve problems on their own.

A variety of teaching techniques may be employed by those who plan multi-media

instructional experiences for the learner, the most frequently arranged techniques provided for
organization of learners into large group, small group and individual witnessing the learning
experience.Bloom et el. (1977), the modern teaching techniques had brought about change in
behaviour. Pedagogues will say that there is not only one teaching to ensure the teaching
technique have to bear in mind the nature of the environment or classroom where the technique
would serve as learning any educative and learning activities. However, the teaching techniques
and technologies are used as different level of educational system but our major concern here
centred on basic education. According to National Policy on Education (NPE), the primary
school is a place where the child is built up. In some cases, such child may be losing the first
contact with education for this reason. It is important for the teacher to be very careful of the
techniques and technologies he or she is to use. Basic education is known globally as the
foundation of any country educational system. It is indeed a major determinant of success or
failure of all effort put in the education system. Basic education is offered in primary schools
which Oladipo (2000) has described as a place where the child is given fundamental knowledge
skills, habitand ideas of thorough feeling and action that are considered necessary for all citizens
regardless of social state of origin. Basic education also described as the whole key to success or
failure of the whole educational system built upon it. Also it gives the child opportunities for
developing manipulating skill that will enable him to function effectively in the society within
the limit of his capacity. It also gives good character and develops sound attitude and morals in
the child

Since 2003, many foreign professional teachers, particularly from the Philippines, came to
New York City to teach with little knowledge of American school settings. Filipino teachers
have distinct styles and expressions of teaching. They expect that: education is interactive and
spontaneous; teachers and students work together in the teaching-learning process; students learn
through participation and interaction; homework is only part of the process; teaching is an active
process; students are not passive learners; factual information is readily available; problem
solving, creativity and critical thinking are more important; teachers should facilitate and model
problem solving; students learn by being actively engaged in the process; and teachers need to be
questioned and challenged. However, many Filipino teachers encountered many difficulties in
teaching in NYC public schools. Some of these problems may be attributed to: students' behavior
such as ‘attention deficiency, hyperactivity disorder, and disrespect among others; and language
barriers such as accent and poor understanding of languages other than English (e.g. Spanish).
 Background of the Study
Rationale
The researchers believe that conducting this study will be advantageous to them,
particularly students, in order to assist them improve their performance on business research.
Another reason is that having knowledge about how the teacher's teaching method might be
beneficial to the students. Students can begin to comprehend the learning process by using
teaching strategies and students can use strategies to get around their weaknesses and perform
at their maximum potential.

The researchers chose this topic because they all have a common interest in students who
struggle in comprehension, especially now that online programs are available, making it easier
for them to conduct studies including students' school experiences. The researchers may find
some useful information and vice versa.

Statement of the Problem

The study aim to investigate the teaching strategy assessment in Cavite State
University- Bacoor Campus:
Specifically, it aimed to investigate the following:

Profile

1. What is sociodemographic profile of respondent

a. Age
b. Gender
c. Year Level

2. What are the common teaching strategies?

 How respondent assist implements by department
3. Is there a significant difference on the perception of respondent towards common
teaching strategies?
4. What are the recommendation to improve to the common teaching strategy.
Objectives

The following are the objectives of this research:

 To help students enhance their academic performance
 To promote good mental health in students
 To instill students with intrinsic motivation to learn
 To contribute to the teaching and achieving of core performance standards and outcomes
 To promote good mental health in students


Significance of the Study

The study is conducted to observe the awareness of ages 18-22 years old 1 st year student.
The significance of the study will greatly contribute to the benefit of everyone. The study will
be conducted to raise awareness of how schoolwork affects 1 st year student performance in the
school and how they cope up with it. Considering that mental stability plays a vital role in a
well-being. 

To the first-year students, this study will help them understand how they manage their learning
and how they might learn more effectively by using the teachers' strategy. It will  helps students
process information rather than simply receive it. Leading a discussion requires skills different
from lecturing. The purpose is to get students to think about the course material.

To the people around slow comprehension in class, it will also benefit and may be able to help
deeply understand the situation of students suffering in comprehension.

To the future generations, This research should benefit future generations, as well. They will
gain knowledge through the research and will have a better understanding of persons who have
difficulties comprehending in classes.

To the future researchers, through this study it will be beneficial in a way that the study may be
used as reference data in their possible researches related to the study conducted. They may also
expand the knowledge collected by the study and improve it.
Scope and Limitation

The research study is limited to one hundred and fifty (150) respondents aged 18-21 years
criminology students from Cavite State University- Bacoor Campus. Respondents are mainly
from the schools around Cavite State University- Bacoor Campus. The research directly
addresses 1st year criminology students struggling with comprehension. The research aims to
investigate the awareness of students who have slow comprehension in class in order to have
knowledge on how to learn quickly through teaching strategy.

Definition of Terms

Assessment. is the systematic basis for making inferences about the learning and development of
students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting,
and using information to increase students' learning and development.

 Teaching. consists of getting students involved in the active construction of knowledge. A

teacher requires not only knowledge of subject matter, but knowledge of how students learn and
how to transform them into active learners.

Basic Education. It refers to the range of educational activities taking place in various setting
(formal, non-formal and informal) that aim at meeting basic learning needs which will often
include pre-primary education and also comprises of primary education (the first stage of
education) and lower secondary education (second stage).It gives the child opportunity for
developing manipulating skills that will enable him to function effectively in the society within
the limit of his capacity. It also gives good character and develops sound attitude and morals in
the child.

Techniques. Is a procedure used to accomplish a specific activity or task like technology, the
study of or a collection of techniques, skills and the ability to perform a task. A scientific
technique is any systematic method to obtain information of a scientific nature.
Learning. is “a process that leads to change, which occurs as a result of experience and increases
the potential for improved performance and future learning” (Ambrose et al, 2010, p. 3). The
change in the learner may happen at the level of knowledge, attitude or behavior.
 Comprehension. refers to your ability to understand something, or your actual understanding of
something. An example of comprehension is how well you understand a difficult math problem.
The act or fact of grasping the meaning, nature, or importance of; understanding.

Theoritical Framework

According to Samadi (2011), studies about the learning styles started in the 1950s and in the
early 1960s due to interest in the effect of the individual differences in the learning process. One
of the famous learning styles models is Grasha-Riechmann Learning Styles Model. This model
integrates individual teaching and learning styles and demonstrates how the stylistic qualities of
teachers and students can enhance the nature and quality of the learning experience (Grasha,
1996). It is based on the notion that to maximize learning; one must truly understand individual
learning styles. To LUMAT 22 do this, differences in student attitudes must be taken into
account. Grasha (1996) identified six distinct learning styles based on the individual student's
attitude towards learning. These proposed six styles can be changed by the consistent use of one
teaching method. Grasha also proposed that students naturally select the most productive style.
Avoidant students tend to be at the lower end of the grade distribution. They tend to have high
absenteeism, they organize their work poorly, and they take little responsibility for their learning.
Participative students are characterized by their willingness to accept responsibility for self-
learning and relate well to their peers. Competitive students are described as suspicious of their
peers leading to competition for rewards and recognition. Collaborative students enjoy working
harmoniously with their peers. Dependent students typically become frustrated when facing new
challenges not directly addressed in the classroom. Independent students prefer to work alone
and require little direction from the teacher.
 Conceptual Framework

Illustrate in figure 1. The researcher aim to investigate the teaching strategy assessment in Cavite
State University-Bacoor Campus. The second table is to determine if there is significant
difference on the perception of respendent toward common teaching strategies. The third table is
to determine the level of effect of students struggling in comprehension has encountered. And
lastly, the expected outcome of this study in which the researcher suggest, ideas and initiatives
that could help to the students struggling comprehension through teaching strategy.

Input Process Input Expected Outcome

To investigate the following:
teaching strategy
1. What is
assesstment in
sociodemographic
Cavite State profile of
University- Bacoor respondent? Age,
Campus Gender, Year Level.
2. What are the
common teaching
strategies? How
respondent assist
implements by
department
3. Is there a
significant
difference on the
perception of
respondent towards
common teaching
strategies?
4. What are the
recommendation to
improve to the
common teaching
strategy?
Identified: 1.The
recommendation is
1. To help students
to describe the
enhance their
measurable skills,
academic
performance abilities, knowledge
or values that
2. To promote good
students should be
mental health in
able to demonstrate
students
as a result of a
3. To instill completing a course.
students with They are student-
intrinsic motivation centered rather than
to learn
teacher-centered, in
4. To contribute to that they describe
the teaching and what the students
achieving of core will do, not what the
performance instructor will teach.
standards and
outcomes
5. To promote good
mental health in
students
 CHAPTER II

Review of Related Literature

Foreign Literature

Helping students understand better in the classroom is one of the primary concerns of
every teacher. Teachers need to motivate students how to learn. According to Phil Schlecty
(1994), students who understand the lesson tend to be more engaged and show different
characteristics such as they are attracted to do work, persist in the work despite challenges and
obstacles, and take visible delight in accomplishing their work. In developing students'
understanding to learn important concepts, teacher may use a variety of teaching strategies that
would work best for her/his students. According to Raymond Wlodkowski and Margery
Ginsberg (1995), research has shown no teaching strategy that will consistently engage all
learners. The key is helping students relate lesson content to their own backgrounds which would
include students' prior knowledge in understanding new concepts. Due recognition should be
given to the fact that interest, according to Saucier (1989:167) directly or indirectly contributes
to all learning. Yet, it appears that many teachers apparently still need to accept this fundamental
principle. Teachers should mind the chief component of interest in the classroom. It is a means of
forming lasting effort in attaining the skills needed for life. Furthermore teachers need to vary
teaching styles and techniques so as not to cause boredom to the students in the classroom
Seeking greater insight into how children learn from the way teachers discuss and handle the
lesson in the classroom and teach students the life skills they need, could be one of the greatest
achievements in the teaching process.

Furthermore, researchers have begun to identify some aspects of the teaching situation
that help enhance students' motivation. Research made by Lucas (1990), Weinert and Kluwe
(1987) show that several styles could be employed by the teachers to encourage students to
become self motivated independent learners. As identified, teachers must give frequent positive
feedback that supports students' beliefs that they can do well; ensure opportunities for students'
success by assigning tasks that are either too easy nor too difficult; help students find personal
meaning and value in the material; and help students feel that they are valued members of a
learning community. According to Brock (1976), Cashin (1979) and Lucas (1990), it is necessary
for teachers to work from students' strengths and interests by finding out why students are in
your class and what are their expectations. Therefore it is important to take into consideration
students' needs and interests so as to focus instruction that is applicable to different groups of
students with different levels.

According to Dunn and Dunn (1972), a student contract “should be a part of every
dynamic educational program,” and as a powerful teaching tool it should stimulate
individualized learning (p. 31). They also stated that “individualized instruction is the one-onone
relationship between a student and what he learns” (Dunn & Dunn, 1975, p. 5).
One of my reasons for selecting the Dunn and Dunn model for the learning contract used
in my case study was their idea of individualized instruction. This instructional tool gave the
students more opportunities to be actively involved in the educational process, and it enabled the
teacher to offer a variety of learning opportunities for the mixed-ability students. The learning
opportunities changed with the types of assignments, the availability of resources for hands-on
activities, enrichment activities, and review activities for reinforcing curriculum concepts.

Teachers plan strategies to differentiate instruction to help students find a good learning
plan. The following list of strategies help: “(a) multiple texts and supplementary materials; (b)
computer programs; (c) interest centers; (d) compacting; (e) tiered sense-making activities and
tiered products; (f) tasks and products designed with a multiple intelligence orientation; (g)
independent learning contracts; (h) complex group investigation; (i) product criteria negotiated
jointly by students and teachers; (j) graduated task and product rubrics; and (k) learning
contracts” (Tomlinson, 1995c, p. 2). At the University of Connecticut, Joe Renzulli developed
curriculum compacting as a strategy to help advanced learners maximize their time for learning.
The process contains three stages. In stage 1, the teacher identifies the students and assesses their
knowledge about a particular topic. With stage 2, the teacher notes those concepts that the
students did not show mastery, and he or she develops a plan for the students to learn those
concepts. In stage 3, the students and teacher design a project that the students can work on while
the other students work with general studies. According to Tomlinson (1995a) “advanced
learners gain little by continuing to relearn the known, but they gain much from the expectation
that they will continually engage in challenging and productive learning in school. Compacting
helps eliminate the former and facilitate the latter” (p. 49). 20 Tiered lessons are a way of “taking
the same concepts and essential understanding of a lesson and adapting them to the various
ability levels, interests, and learning profiles of students” (C. A. Tomlinson, personal
communication, September 8, 2000). Both of these strategies, compacting and tiered-sense-
making activities, while new to me as the teacher-researcher, could be used within the guidelines
of a learning contract in the future. Thompson and Poppen (1972) stated that learning contracts
allow the teacher to initiate a number of learning strategies. These learning strategies focus on
the students as the individuals responsible for: “(a) making choices about meeting learning
objectives; (b) making commitments to complete personal learning goals; (c) learning through
independent learning activities; (d) using learning styles to develop alternatives to learning; (e)
working cooperatively with peers; (f) sensing a freedom from threat of failure; (g) identifying the
area where the task is challenging; (h) finding the opportunity for stimulating learning
experiences; (i) completing course objectives; and (k) connecting the learning process to real-life
encounters” (p. 118). Thompson and Poppen’s strategy list helped in planning activities for
curriculum development and concept mastery using a learning contract. These strategies added
more variety to instructional methods, and they allowed students to use what they learned in the
classroom and then apply it to real-life situations. Students made choices about which additional
activities they wanted to complete, and they worked cooperatively with their classmates. There
was a sense of freedom from the threat of failure because the students worked cooperatively
within their teams as they completed course objectives. When the students signed up for a grade,
they identified personal learning goals. The opportunities for stimulating learning experiences
occurred with class discussions, lab activities, modeling, computer lab exercises, and group
projects.
Siburt, Bissell, and Macphail (2011) studied the effects of a domain specific metacognitive
teaching style. First developed at Duke University, the problem manipulation method, or PM, is
a teaching tactic which forces students to change standard problems in order to better analyze
their understanding of a particular concept. Siburt et al. (2011) claimed that students would be
able to achieve higher levels of conceptual understanding of chemical concepts when they
considered problems from multiple perspectives. In a second semester General Chemistry
course, certain sections were taught using PM recitations and others were taught in traditional
lecture style. Within each recitation, students were put in small groups and asked to explore and
manipulate problems. Participation and discussion was encouraged by awarding points, and a
teacher’s assistant facilitated the conversation and answered any questions. Problem
manipulation was assigned to students individually pre-class and post-class
as well as to groups of students during class. The process involved the instructor providing an
initial problem, and the students were asked to identify what the problem was asking. Then,
students would define in words what strategies they would utilize to solve the problem, and they
would solve the problem. Next, students would manipulate the original problem and construct a
new problem around the same concept. Finally, they would solve the new problem and evaluate
how the two problems were conceptually linked.

LOCAL STUDIES
One of the most significant challenges in learning is for individuals to take responsibility for
their own learning. When learners take responsibility for their own learning, they attribute
meaning to the process of learning, leading to effective learning (Nzesei, 2015). Teachers need to
understand the process of individual learning. In the learning process, individuals are interacting
with the environment, i.e., uniquely processing the information and requiring a unique
environment for learning. Thus, addressing the challenge in facilitating learning conditions while
organizing such interactions should be taken into consideration to help individuals to optimize
their learning (Sighn,2017).
To bring a fundamental change in the learner is the primary purpose of teaching at any level
of education (Tebabal & Kahssay, 2011). Teachers should apply appropriate teaching strategies
that best suit specific objectives and competencies to secure and facilitate the process of
knowledge transmission. In the past decades, many educators widely applied teacher-centred
strategies to impart knowledge to learners’ comparative to student-centred strategies. Until
today, questions about the effectiveness of teaching strategies on student learning have
consistently raised considerable interest in the thematic field of educational research (Hightower,
Delgado, Lloyd, Wittenstein, Sellers & Swanson, 2011). Moreover, researches on teaching and
learning constantly endeavour to examine the extent to which different teaching strategies
enhance growth in student learning.
 Effective teaching requires flexibility, creativity, and responsibility in order to provide an
instructional environment able to respond to the learner’s individual needs. Tomlinson (2001 in
Tulbure, 2012) puts it beyond the experiential evidence that pervasive uniformity in teaching
fails many learners. There is a reason in both theory and research to support a movement towards
an instruction attentive to students’ variance manifested in at least three areas: the student’s
readiness, interest, and learning profile. Nowadays, one of the challenges in teaching-learning
process is knowing the most effective teaching approach and strategies that are also in line with
the learning styles of the students. Recent researches indicate the following teaching strategies
are common and effective in teaching mathematics: cooperative learning (Javed, Saif & Kundi,
2013), lecture type, deductive approach (Baig, 2015), inductive approach (Atta, Ayaz & Nawaz,
2015; Padmavathy & Mareesh, 2013), demonstrative CARDINO & ORTEGA-DELA CRUZ
(2020) 21 approach (Ramadhan & Surya, 2017), repetitive exercises (Warthen, 2017), and
integrative approach (Panicker, 2014).
Aside from learning styles and teaching strategies, academic achievement is also
considered as the centre of interest in educational research. Studying the issue of achievement
has extended beyond simple to complex issues of intelligence and prior academic achievement
into how learners interact with the learning material and teaching strategies. This issue on
academic achievement is particularly true in the case of the Philippine basic education, as
reflected in the overall performance of the high school students. Results of the National
Achievement Test (NAT) among public high schools all over the country had been declining
since 2010 (Valdez, 2016). NAT is just one of the country’s criteria for measuring students’
academic achievement in mathematics. The Philippine NAT results provide continuous
documentation of the need to put greater emphasis on improving the teaching and learning of
mathematics in the country. The question is: what more must be done and taken into greater
account to be able to improve the academic performance of high school students in mathematics?
This study sought answers to this major concern. The researchers believe that by understanding
the influence of learning styles and teaching strategies, educators will find effective ways to
improve academic performance in mathematics. This also tried to fill in the gap in terms of the
researches that look closely into the contribution of these key variables on the students’
performance in mathematics. The study presented in this paper specifically (i) determined the
profile of the students in terms of sex, the average grade in mathematics and learning styles (ii)
determined teaching strategies applied by the teachers in teaching mathematics; and (iii)
analysed the influence of learning styles and teaching strategies on the academic performance in
mathematics.

CHAPTER III

Research Design
The study is a quantitative research for logical thinking is observed along with
mathematical expressions that will later on explain the relationship between the chosen
variables. A quantitative research includes theories with empirical basis and observations
whether direct or indirect, participant or nonparticipant, that are numerically expressed. The
study will use a Non-Experimental research design since the research tackles a mental
disorder. It falls under psychology that studies the individual mind. Psychology is one of the
disciplines of Social Science. 
Non-Experimental research design will avoid controlling and manipulating the
variables for it focuses on studying the natural way the variables affect each other.
Correlative type of Non-Experimental design will be applied in the research. The researchers
will study the relationships between variables, the number of school works as well as the
number of students experiencing anxiety.
 
        Respondents of the Study and Sampling Techniques
                The respondents of this study will come from 1 st year students studying around
Cavite State University- Bacoor Campus 2021-2022. The researchers would choose
respondents using Non-probability sampling where the respondents are gathered in process
in which we will choose them purposively and questionnaires would be hand out to
respondents students who are struggling in school, specifically in online classes, and how
will the teaching strategy be applied that may help the researchers on conducting the study. 
 The sampling technique under non-probability sampling that the researchers chose to
apply in choosing respondents and gathering data is Purposive Sampling.

Data Collection Methods and Instruments

The data gathering method of the research that will be used is under the non-
probability sampling technique which is the purposive sampling. Researchers will purposely
choose all the respondents that may be able to help and may be related to the study with the
use of questionnaire that is under traditional survey. The main target respondents will be 1 st
year students that studies around Cavite State University- Bacoor Campus with a background
or knowledge related student struggling in school and how will be applied the teaching
strategy.
A survey through handing out questionnaires to potential respondents chosen by the
researchers will be the instrument used to gather the information that is needed in the study.
A paper containing a set of questions with a space for the respondents’ answers will be given
to the participants. The questionnaires aims to measure and analyze the results of the
respondents. It serves not just as an instrument, but as well as the method being used to
gather data. The main purpose of the instrument is to be able for the researchers to analyze
and deeply understand the factors that results to teaching strategy assessment.

 Data Analysis and Statistical Treatment

Regression is the technique that the Researchers will use to help them accomplish
analyzing data in their research. According to the website Chegg Study Regression analysis is
used when you want to study the relationship between two variables.  It is also used to
determine statistical relationship between two or more variables where change in dependent
variable is supplementary with, or be subject to, change in one or more independent variable/s
as defined by Business Dictionary.
The Researchers will use the technique for it will show the statistical analysis of 1 st year
student struggling school works and how it applied the teaching strategy. It is suited for the
Research for they want to know the relationship between their IV and DV. The technique will
give the researchers the result they needed to know for it will give how the Independent
Variable will affect the Dependent Variable.
 The Regression Analysis computation will be used as Statistical Treatment of this study
to know the number of the students of 1 st year who are stuggling schoolwork and how will
applied the teaching strategy assessment in Cavite State University- Bacoor Campus, as well as
to interpret the data the researchers have obtained. Linear Regression will be used in the
research for there is only one independent variable.
The formula for regression:
y=b0+b1x
Where:
b0 – Intercept
b1 – Regression Coefficient
y – Predicted Value of dependent variable
x – Independent Variable