The Positive Effect of Contemporary Teac

MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC i
Senior High School
The Positive Effect of Contemporary Teaching

Methods in the Academic Performances of Senior High
School Students in Mount Carmel School of Maria
Aurora, Inc.
A Thesis Presented to the Faculty of
Senior High School Department
Mount Carmel School of Maria Aurora (MCSMA), Inc.
In Fulfillment of the Final Requirement for Research Daily
Life 2
Grade 12 Curriculum
By:
Obar, Ellaine Therese D.
Lucas, Mark John D.
September 2019
“The Positive Effect of Contemporary Teaching Methods in the Academic Performances of Senior High School Students in
Mount Carmel School of Maria Aurora, Inc.”
MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC ii
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ENDORSEMENT SHEET
This Research entitled:
The Positive Effect of Contemporary Teaching Methods
in the Academic Performances of Senior High School Students
in Mount Carmel School of Maria Aurora, Inc.
Prepared and Submitted by:
Ellaine Therese D. Obar
Mark John D. Lucas
In partial requirement for Science, Technology,

Mathematics and Engineering (STEM) Strand for Senior High
School.
____________________________ ____________________________
John Ian C. Barrientos, LPT John Ian C. Barrientos, LPT
Research Adviser SHS Coordinator
______________________________
Remigio R. Bitong, LPT, MA

Principal
Mount Carmel School of Maria Aurora, Inc.
MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC iii
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APPROVAL SHEET
In partial fulfillment of requirement for the Science,
Technology, Mathematics and Engineering (STEM) Strand of
Senior High School.
The research entitled:
The Positive Effect of Contemporary Teaching Methods
in the Academic Performances of Senior High School Students
in Mount Carmel School of Maria Aurora, Inc.
Prepared and Submitted by:
Ellaine Therese D. Obar Mark John D. Lucas
____________________________ ____________________________
John Ian C. Barrientos, LPT John Ian C. Barrientos, LPT
Research Adviser SHS Coordinator
______________________________
Remigio R. Bitong, LPT, MA

Principal
MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC
iv
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TABLE OF CONTENTS
Title Page………………………………………………………………………………………………………i
Endorsement Sheet……………………………………………………………………………………ii
Approval Sheet……………………………………………………………………………………………iii
Table of Contents……………………………………………………………………………………iv
Acknowledgement…………………………………………………………………………………………vii
Dedication………………………………………………………………………………………………………viii
Abstract……………………………………………………………………………………………………………1
Chapter 1- The Problem: Its Rationale and Background
Background of the Study……………………………………………………………………2
Statement of the Problem…………………………………………………………………3
Statement of Hypothesis……………………………………………………………………4
Conceptual Framework……………………………………………………………………………4
Significance of the Study………………………………………………………………5
Theoretical Framework…………………………………………………………………………6
Scope and Delimitation………………………………………………………………………7
Definition of Terms………………………………………………………………………………8
MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC v
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Chapter 2- Review of Related Literature
Related Literature
Local Literature………………………………………………………………………………………9
Foreign Literature…………………………………………………………………………………12
Related Studies
Local Studies………………………………………………………………………………………………14
Foreign Studies…………………………………………………………………………………………17
Synthesis…………………………………………………………………………………………………………20
Chapter 3- The Methodology
Research Method: Descriptive Method……………………………………22
Research Locale…………………………………………………………………………………………23
Sample and Sampling………………………………………………………………………………24
Research Instruments……………………………………………………………………………24
Data Gathering Method…………………………………………………………………………25
Data Processing Method………………………………………………………………………26
Statistical Treatment of Data……………………………………………………26
MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC vi
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Chapter 4- Presentation, Analysis and Interpretation
Profile of Respondents……………………………………………………………………27
Analysis and Interpretation of Data…………………………………29
Chapter 5- Summary, Conclusion and Recommendation

Summary……………………………………………………………………………………………………………38
Conclusions…………………………………………………………………………………………………38
Recommendations………………………………………………………………………………………39
Bibliography………………………………………………………………………………………………41
Curriculum Vitae……………………………………………………………………………………45
APPENDICES
Letter of Request…………………………………………………………………………………49
Questionnaire……………………………………………………………………………………………53
MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC vii
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ACKNOWLEDGMENTS
The researchers would like to acknowledge the following
persons who contributed a necessary help to the success and
completion of this study.
First of all, the researchers are grateful to Almighty
God for establishing them to complete this research paper.
For his guidance, for the talents he gave and skills involved
upon me to our work and for the strengths to face every
challenges of our life.
For our family, for their moral and financial support
which greatly help us in facing the challenges in life. Thanks
for being an inspiration to us.
Thanks to our adviser, Mr. John Ian C. Barrientos for
his advice, support, patience and guiding us to finish this
research.
To all our classmates, 12- Marangal (STEM) for being
supportive, cooperative and making the day lighter every time
we make research.
The Researchers
MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC viii
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DEDICATION
The researchers dedicate this research study:
To their parents: words are just not expressive enough.
To our friends: for the support and time shared to each
other.
To the people behind the success of the paper and shows
support from the very beginning until the final
presentation of this paper.
To our Alma Mater, Mount Carmel School of Maria Aurora
(MCSMA), Inc and to their respondents.
To God Almighty, the source of strength and wisdom.
The Researchers
MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC 1
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ABSTRACT
Obar, Ellaine Therese D. and Lucas, Mark John D. in

Science, Technology, Engineering and Mathematics (STEM)
strand of Mount Carmel School of Maria Aurora, Inc.
Quantitative research entitled ‘The Positive Effect of
Contemporary Teaching Methods in the Academic Performances
of Senior High School Students in Mount Carmel School of
Maria Aurora, Inc.’
This quantitative research study was conducted to
determine if the Senior High School students of Mount
Carmel School of Maria Aurora, Inc affect their academic
performances in applying contemporary teaching methods. It
involved the Grade 11 ad 12 students because they have lot
of experiences towards the traditional teaching methods to
modern teaching methods. The study focuses mainly on the
problem encountered by every student about teaching
methods. The data were gathered through questionnaire and
surveying random students of Senior High School Department
In the end of the result of the study is positive wherein
contemporary teaching methods help the students in their
academic performances.
Keywords: contemporary, traditional,modern, teaching

methods, experiences, academic performances
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CHAPTER 1
THE PROBLEM: ITS RATIONALE AND BACKGROUND
BACKGROUND OF THE STUDY
Education is all about learning, gaining knowledge and

enhancing the skills of one student. It is vital to the
pace of the social, political and economic development.
Effective teaching is necessary in education because it
helps the student to progress. Nowadays, teacher gives
different kind of strategies for students just to learn.
The new curriculum trend and a bundle of innovations lead
to massive changes in education. The greater emphasis today
is eyed towards the development of students attitude
towards learning, academic performances and acquisition of
21st Century learning skills.
Traditional teaching method such as lecture,

explanation and exercises are certainly important for
professional development. However, the limitations of the
traditional teaching methods are felt even more acutely at
present because of the competencies of student. Therefore,
contemporary teaching is defined as the implementation of
learning activities draw upon students’ experiences. It is
used to represent a wide variety of teaching elements
intended to bring the modern world into school and designed
to meet the needs of student in digital age. Modern
education focuses on the student’s independent activity,
the organization of self-learning and practical training.
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Wherein students have a choice of actions and can use

initiative.
Contemporary teaching styles develop to be group-

focused and inquiry-driven. Laptops and tablets, video
conferencing and podcasts in classroom play a vital role in
today’s teaching styles. Coaching and test preparation
through rubrics scaffolding, all of these are designed to
promote student participation and approach to teaching
method.
In view of the foregoing, this research seeks to

address the difference of two problems, contemporary
teaching methods and students’ academic performance.
Wherein, researchers conducted an assess on the
significant relationship of the contemporary teaching
methods and the academic performance of Senior High School
students of Mount Carmel School of Maria Aurora, Inc.
STATEMENT OF THE PROBLEM
This study sought to find out if contemporary teaching

methods help the student to improve his/her academic
performances. And if there is a significant relationship
between contemporary teaching methods and the behavior of
students in learning.
1. Do contemporary teaching methods help the student’s

academic performance?
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2. How does modern teaching method help the students in

their academic performances?
3. Do teachers’ attitude, behaviors and the way they
speak affect the student’s learning?
STATEMENT OF HYPOTHESIS
1. There is a significant relationship between

contemporary teaching methods and the academic
performance of the student.
2. There is no significant relationship between
contemporary teaching methods and behavior of teachers
in teaching the students.
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT

Contemporary a. Contemporary
Teaching Methods
Surveys teaching methods affect
the academic
performances of student.
Students’ Academic Questionnaire
Performances b. Contemporary
teaching methods don’t
affect the teachers’
Teachers’ Strategies Observations behavior in teaching.
FEEDBACK
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SIGNIFICANCE OF THE STUDY
This study was conducted to determine whether or not

there is a significant relationship existing between the
contemporary teaching methods and academic performance of
students in Mount Carmel School of Maria Aurora, Inc. It is
hoped that the study will be useful to all those concerned
in improving and strengthening the present condition of
teaching and learning activities.
Students. The result of the study could give them the

encouragement and inspiration to appreciate the
contemporary teaching methods done by the teachers.
Parents. They play a vital role in the students’ total

development. Being the students’ first teachers, they can
help in determining their children’s aptitude and
interests; thus helping and guiding their children in
making wise career decisions.
Teachers/Advisers. The school is the student’s second

home. Likewise, teachers are their second parents. This
study will enable the teachers to be aware of the prevalent
problems and enable them to apply new teaching techniques
and strategies that can help students to attain higher
performance in class.
Future Researchers. They may gain insights on studies

which may conducted in the future that will improve
academic performance of students through contemporary
teaching methods.
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THEORETICAL FRAMEWORK
Twenty-First CONTEMPORARY Self-

Century TEACHING Determination
Educational METHODS Theory
Theory
“Academic Theory”
by
Bertrand (2003)
Twenty- first century educational theory is an

analysis of educational theory in light of the challenges
confronting education in twenty-first century. It
interrogates how the ideas about the methods managing the
transmission of culture. It also examines the subject of
education and the consequences in the changes for the
theory of education. According to Klarin (2016), this
theory challenges to general educational theory such as
multiculturalism, the holistic alignment of educational
outcomes, the new subject orientation, the new context of
education, changing teaching roles, and professional
teaching training. Special attention is given to research
into innovations in continuing education around the world
and the paradoxes of these approaches, which are
responsible for the development.
According to Bertrand (2003), in academic theories

each student is tasked with complying with competency-based
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education. There is no room for questioning the norms of

social standard in these theories. The process is highly
perspective and cognitive without any flexibility in
approach because the teacher has the expertise and the
content is prototype and transcends time, leaving students
to be more passive and simply hear and get it.
Teachers can influence students’ self-determination

through motivational strategies that they use. Direct
positive effects of teachers’ psychological need
satisfaction on the strategies of gaining an understanding
of students and instrumental help and support were also
found. The factors that influence teacher motivation may
also indirectly affect their motivational strategies toward
students. Moreover, in the new era of teaching, teachers
are challenge to uplift new methods and strategies that
will answer the raising needs of the students.
Several interventions were also used to improve

students’ academic performance. Several researches were
done to find out more reliable and essential interventions
integrated on developing students’ performance. Students
come from different backgrounds and have varied experiences
and abilities.
SCOPE AND DELIMITATION
The study focuses on how contemporary teaching methods

help the Senior High School students of Mount Carmel School
of Maria Aurora (MCSMA), Inc in their academic
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performances. The study identifies the interest of the

students in learning and how it is used to represent a wide
variety of teaching elements intended to bring the modern
world into school.
Out of 299 Senior High School students of MCSMA, Inc,

the study only concerns 151 representatives from Grade 11
and 12 students. The researchers will do the study
approximately 2-3 months to find the significant
relationship of the two variables.
DEFINITION OF TERMS
• Contemporary – It is a modern up to date on the

present.
• Traditional – A way of doing something that people has
been used to be.
• Acquisition – Something or someone acquired or gained.
• Vital – Needed by student in order to learn.
• Strategy – A method for achieving goal for students to
learn.
• Competence – The knowledge that enables the student to
speak and understand a language demonstrated.
• Digital age – The present time, when most information
is in a digital form.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
RELATED LITERATURE
• LOCAL LITERATURE
What will the new generation teacher consider for the

next millennium? Teachers are aiming on how should make
each student compare those lessons that taught to the
highest level of their achievement. Students are
considering to be opened to learn such various learning
experiences because it will help them to enhance their
critical thinking, the greater the concern, the greater
the learning. Today's generation, teachers are towards
the improvement of student’s performance. They
accompanied the students in various learning preferences
like the choice of methods, materials and evaluation
procedures. (Ramos, 2015)
Education plays a very important role in the

development and progress of a certain nation. With the
advancement of science and technology, it is indeed that
globalization and internalization of education are
considered as challenges that every country must uphold.
And one of the emphases of today’s challenges in
education is the promotion of 21st-century skills among
students. With this, schools both in public and private
must focus not just on imparting the basics but equally
so on ensuring that students gain a suite of newly
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important thinking and reasoning skills. The 21st-century

skills is defined as a broad set of knowledge, skills,
work habits, and character traits that are believed to be
critically important to success in today’s world,
particularly in collegiate programs and contemporary
careers and workplaces, and can be applied in all
academic subject areas and in all educational, career,
and civic settings throughout student’s life. The 21st-
century skills are needed to be able to solve problems
that are complex, collaborate and communicate well with
others, acquire new skills and information independently,
and adapt to rapidly changing conditions to compete in
today’s rich and global economy. It is then a reality
that educational institutions around the world should be
able to promote 21st-century skills to its students
through formal education. (Bassig et al,2017)
In teaching methods, the teacher is the one who taught

the students to reach the content. The learning skills
and information must be stated and regarded as very
important. A lot of emphasis is laid on the clarity and
careful analyzes off content. Both the teacher and the
students cannot change anything on what the learning
content. An example of a method which subordinates the
interests of the teacher and learners to the content is
the programmed learning approach. Knowing these methods
used in teaching clearly benefits the students because
they will have a first-hand idea on the career they are
pursuing. Therefore, each student must adapt the learning
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being taught to them differently from the university,

depending on their interests as well as their capability,
thus, their academic performances vary. The reason
researchers conducted this study is to have a common
knowledge of the teaching methods being used in
engineering department and to be able to help the
students cope to these methods for the benefit of their
effective learning. (Abanador, 2014)
Teachers play a vital role in the teaching-learning

process. It is the most important variable in the
learners’ educational environment for motivates, guides
and directs the students’ question for knowledge. A
teacher must be effective in teaching. Effective teaching
refers to instructional practices and behaviors that lead
to the attainment of educational objectives which promote
academic achievements, while responsible teaching refers
to the development of desirable attitude and values among
students which include guiding them toward assuming
personal responsibility for learning. (Ejercito, 2015)
Teachers are role models who created the climate of

learning inside and outside of the classroom. They are
the one who focuses on enabling communities and
empowering students. Teachers often have a permanent
place in the minds of students. They become an abiding
influence to their learners. (Pangalangan, 2016)
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• FOREIGN LITERATURE
There has been developing enthusiasm over the previous

decade for a change in perspective from teacher-centered
style of conveyance to student-centered. Nowadays,
teaching methods are implemented to introduce the various
learning styles in students. All of this strategy is
intended for students to remind the learning and to at
attract their dynamic interest in school. Examples of the
strategies that are implements in today’s life are video
demonstrations, active discussion, models and role-
playing for learners. Those strategies will help the
students to learn in various subjects and enhancing their
understanding. These days, there are several teaching
aids like White Board, Overhead Projector, Multimedia,
PowerPoint, Computer Assisted (CD ROMs) and Web-based
learning. These 21st Century teaching aids used to help
and encouraged the students in their academic
performance. (Mahmood et al, 2014)
This article will connect multiple formative

assessments to Bloom’s taxonomy to demonstrate how
teachers can transform and enhance student learning.
First, it is imperative teachers understand the education
background and social landscape that our students, mostly
Millennial, bring to school. We can acknowledge that our
Millennial students are different, but what does this
really mean and how does this affect our teaching and
their learning? To ensure that we are meeting this
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challenge, teachers must become facilitators of learning.

By serving as facilitators, we acknowledge the importance
of involving students in the learning process from the
very beginning. This will ultimately result in shifting
the focus from the instructor’s teaching to student
learning. While there are various teaching methods, we
will explore contemporary teaching strategies as a means
of encouraging a student-centered learning environment.
Utilizing contemporary teaching strategies fosters an
environment that is ripe for effective formative
assessment in our courses. (Allen & Jackson 2017)
Teachers can influence students’ self-determination

through motivational strategies that they use. Direct
positive effects of teachers’ psychological need
satisfaction on the strategies of gaining an
understanding of students and instrumental help and
support were also found. The factors that influence
teacher motivation may also indirectly affect their
motivational strategies toward students. Moreover, in the
new era of teaching, teachers are challenge to uplift new
methods and strategies that will answer the raising needs
of the students. (Taylor et al, 2018)
Every teacher has her or his own style of teaching.

And as traditional teaching styles evolve with the advent
of differentiated instruction, more and more teachers are
adjusting their approach depending on their students’
learning needs. Facilitators promote self-learning and
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help students develop critical thinking skills and retain

knowledge that leads to self-actualization. Although it
is not the teacher’s job to entertain students, it is
vital to engage them in the learning process. Selecting a
style that addresses the needs of diverse students at
different learning levels begins with a personal
inventory of the teacher’s strengths and weaknesses. As
they develop their teaching styles and integrate them
with effective classroom management skills, teachers will
learn what works best for their personalities and
curriculum. (Gill, 2015)
Traditional method relies mainly on textbooks while

the modern method relies on hands on materials approach.
Modern teaching methods emphasizes on the big ideas in
students learning while the traditional teaching methods
focuses on the basic skills. With the traditional method
of teaching, assessment is seen as separate activity and
occurs through testing. While modern methods of teaching,
assessment is as seen as an activity integrated with
teaching and learning, and occurs through portfolios and
observations. (Essays, UK. 2018)
RELATED STUDIES
• LOCAL STUDIES
Instructional activities emphasize of lower order

thinking of student and it settle on factual information.
Activities that developed the students’ higher order
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thinking skills were on given due to teaching

competencies. The factors depend upon the kind of
teacher-students interaction where supervision and
flexibility became necessary in order to bring about
academic accomplishments. These statements showed the
vital role of the teacher in the development of the
students’ attitude, academic performance and acquisition
of 21st century learning skills. Nowadays, students in the
school were observed that they are technologically
influenced as well as they are mentally and physically
active. Appropriate materials and strategies should be
provided to give the learning that the students need
otherwise it may result negative in their learning
interest and potential. (Escarlos & Pana 2017)
Teachers of the institutions of higher learning are

pressured to make students responsive to the future
societal roles. In other words, the faculty is put into
the dilemma on how to become effective teacher. In order
to become effective, teachers also need to learn, adopt,
and use teaching strategies. It pointed out that
effective teaching requires flexibility, creativity,
constant monitor and adjustment to the new era of the
teaching techniques. It also pointed out that choosing
the appropriate approaches in teaching and how these
approaches are done is pertinent to students’ learning.
Effective teaching does not only involve the utilization
of tools, techniques, and strategies but also on how
student must learn, process the information, motivate
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themselves and the things which hinder learning. (Galang

& San Jose 2015)
Teachers demonstrate the concept of learning to the

students with the help of chalks and blackboard. The main
objective of traditional teaching methods is to pass the
examination. Traditional teaching method is subordinate
the modern teaching methods, it is more suitable in the
rural areas school. Teacher does not require any special
technical knowledge and can focus more on his subject for
imparting the best knowledge to the students. Research
has shown that use of visual media for teaching helps the
students to understand the stand the subject better and
also helps students to memorize the concept for long
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 time in the blackboard.
Videos and animations used in the modern teaching methods
are more explanatory than the traditional blackboard
methods. (Sun Star Pampanga, 2017)
This study focused on the teaching strategies in

literature subjects towards the development of teaching
strategies. As to direct instruction, lecture method
dominated the teaching strategies. Meanwhile, from among
the list of teaching strategies, the least used is the
reinforcement of tape recordings. As to indirect
instruction, discovery method ranked number 1 and lowest
in rank is case study. (Gordonas, 2018)
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Education is a vital tool for us to strive for

political, social and economic development. Understanding
teaching starts from developing the concept of teaching
that goes beyond analyzing teaching and describing
various activities. Educators in particular realized the
need for investigating facet of teaching. More than
understanding what teaching is professional in the field
recognizes the need for evaluating teaching. A teacher
must know what teaching is since the concept of teaching
guided teachers behavior. The understanding of teaching
serves as a guide to all the activities. In other words,
what patterns of behavior are adapted and determined by
the students. (Alcantara et al, 2015)
• FOREIGN STUDIES
Twenty- first century educational theory is an

analysis of educational theory in light of the challenges
confronting education in twenty-first century. It
interrogates how the ideas about the methods managing the
transmission of culture. It also examines the subject of
education and the consequences in the changes for the
theory of education. It challenges to general educational
theory such as multiculturalism, the holistic alignment
of educational outcomes, the new subject orientation, the
new context of education, changing teaching roles, and
professional teaching training. Special attention is
given to research into innovations in continuing
education around the world and the paradoxes of these
18
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approaches, which are responsible for the development.

(Klarin, 2016)
Addressing the future teachers, who will work with

other students in future, are not being trained enough
for the practical application of modern, active teaching
methods and innovative models in teaching. Research shows
that the education of prospective teachers gives much
greater importance to academic content, while their
practical and applicable skills and abilities are
neglected. Teaching practice in schools is not an equal
and important part of the overall preparation of students
for their future careers, but only an annex to their
theoretical training. This is a consequence of the
mistaken assumption that the knowledge gained in the
academic area is sufficient to successfully perform the
teaching profession, i.e. the understanding that
mastering of "academic discipline" in combination with
"teacher’s talent” is a sufficient condition for the
efficient implementation of the teaching profession.
(Veselinovska, 2014)
Teaching is one of the main components in educational

planning which is a key factor in conducting educational
plans. Despite the importance of good teaching, the
outcomes are far from ideal. The present qualitative
study aimed to investigate effective teaching in higher
education in Iran based on the experiences of best
professors in the country and the best local professors
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of Isfahan University of Technology. According to the

results of this study, the best teaching approach is the
mixed method (student-centered together with teacher-
centered) plus educational planning and previous
readiness. But whenever the teachers can teach using this
method confront with some barriers and requirements; some
of these requirements are prerequisite in professors'
behavior and some of these are prerequisite in
professors’ outlook. (Bidabadi et al, 2016)
Education involves the student acceleration in their

academic performance. The educational progress and the
related phenomenon are the main concern in education.
Nowadays, the modern and active methods attracted the
attentions of teachers. These mainly focus on the
learners’ interest and capabilities. The teacher tries to
reinforce capabilities of the student in their 4 macro
skills, argument, comparison, analysis and creativity in
academic performances. (Moqaddam 2016)
The main scheme of modern education should focus on

the student's independent activity, the organization of
self-learning environments and experimental and practical
training, where students have a choice of actions and can
use initiative as well as flexible training programs
where students can work in a comfortable rhythm. Today,
the use of interactive methods of training, encourage
interest in the profession. It promotes the efficient
acquisition of training material and form patterns of
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conduct. It also provides high motivation, strength,

knowledge, team spirit and freedom of expression and most
importantly, contributes to the complex competences of
future specialists. It gives an overview of the modern
teaching methods that are most widespread in the
scientific and methodological literature and have the
potential to form the competences of future
professionals. (Yakovleva, 2014)
SYNTHESIS
Several interventions were also used to improve

students’ academic performance. Several researches were
done to find out more reliable and essential interventions
integrated on developing students’ performance. Students
come from different backgrounds and have varied experiences
and abilities.
The 21st acquisition learning skills mostly help the

students in their academic performance. Applying the
contemporary teaching methods and strategies help them in
self- determination and self- competencies in learning.
Modern education focuses on the student's independent
activity, the organization of self-learning environments.
According to the studies, teachers are the one who
accompanied the students to learn varied learning
experiences. They are the one who helps the student to
improve their capabilities in academic performances.
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The review of literature and studies from local and

foreign shows the same thought and gives us more ideas on
the current study. But it also emphasizes the acquisition
of self-motivation and determination of the students and
teachers. The researchers have explored the difference
during the reviewed. The current research may involve
different respondent that will mainly affect the
contemporary teaching methods and the academic performances
of the students.
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CHAPTER 3
THE METHODOLOGY
This chapter dealt with the methodological procedures

that will be utilized in describing and interpreting the
data. This chapter will cover the research method uses, the
methods use to collect the needed data, the statistical
tools applied for computing and the process on how the
researcher get the following data.
RESEARCH METHOD: DESCRIPTIVE METHOD
The researcher will employ the Descriptive Method and

the correlation type of its study to get accurate results
for this study. The researchers will make use of surveys to
find out the most prevalent result of the study.
The study is classified as correlation study because

it intends to identify the relationship between two
variables namely the contemporary teaching methods and the
academic performances of Senior High School student of
Mount Carmel School of Maria aurora, Inc.
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RESERCH LOCALE
The study will be conducted inside Mount Carmel School

of Maria Aurora, Inc. The researchers will mainly focus on
the Senior High School student of this school specifically
the Grade 11 and 12 students.
Mount Carmel School of Maria Aurora formerly Mount

Carmel High School located at Silvestre Street; Brgy. 02
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Maria Aurora, Aurora, Philippines. A school covered with

the supervision of their principal, Mr. Remigio Bitong. A
private catholic school and with a Christ-Centered
Carmelian Students.
SAMPLE AND SAMPLING
The Senior High School students of Mount Carmel School

of Maria Aurora (MCSMA), Inc. is consisting of 299
students. Only half of the Senior High School student will
answer the desire questionnaire that total of 150 students.
The researchers randomly distributed the questionnaires on
the 4 section of Grade 11 students and 3 sections of Grade
12 students. And per section there was 20-15 respondents
and it is random sampling.
RESEARCH INSTRUMENT
The main instrument for data gathering that will be

used in this study is in the form of survey questionnaire.
The questionnaire to be used will be approved by the
researcher's adviser. The questionnaire will be determined
the student's profile which includes the: grade level and
strand.
The questionnaire was structured in such a way that

respondents will be able to answer it easily. However, the
set of the questionnaire was structured using Nominal
Scale. According to the most of the researchers, a nominal
scale as the name implies, is simply some spacing of data
into categories, without any order of structure. In
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research activities as yes/no scale is nominal. In this

type of questionnaire, the respondents were given
respondents choices.
DATA GATHERING METHOD
The following were the steps done by the researchers:
• Selection of the topic. After the teacher discussed about

the research, the researchers decided to choose a topic
that relate to the society.
• Approval of the topic. After the topic formulated, the said
topic is required to check by the researcher's adviser. The
topic had undergone the process of the checking and
revision before it was approved.
• Formulating of Chapter 1. After the approval, the
researcher constructed the first chapter of the research
paper.
• Formulating the Chapter 2 (Review of Related Literature).
The researchers cite a valid and reliable existing
literature and studies.
• Paraphrasing the Chapters 1 and 2. After the researchers
cited the review of related literature, they undergo the
process of paraphrasing.
• Formulating the Chapter 3. This chapter focuses on what the
researcher will do to the questionnaire.
• Formulating questionnaires. The researchers conduct a
question that connected to the Statement of the Problem.
• Significance of the Survey. The questionnaire will be
distributed to all selected students.
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• Tallying. In this step, after collecting the questionnaires

the researchers tallied to get the information needed on
the said problem.
DATA PROCESSING METHOD
After getting all the data needed, the researchers will use
manual data processing. Data will be process without using any
machine or tool to get the result. All the calculations will
be performed manually.
STATISTICAL TREATMENT OF DATA
The data taken from questionnaire will be tallied,

computed and analyzed using the following statistical
treatment.
I. Percentage
This will employ to determine the frequency counts and

percentage distribution of personal related variable
of the respondents.
Formula:
𝐹
𝑝= × 100
𝑁
Where:
P= percentage of interest and expectations
F= The number of frequency if the respondent answer
N= The number of respondents
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CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETING OF DATA
This chapter presents and discusses the analysis and

interpretation of data in order to answer the problem in
the study. The researchers didn’t include the students’
gender because it only needs the general information. The
results are shown according to the surveys that researcher
releases.
Demographic Profile: Grade Level
Figure 1
Grade 12 50%
Grade 11 50%
Grade 11 Grade 12
Frequency 75 75
Figure 1. Percentage result of the respondents per grade level.
As shown in the figure, out of 150 respondents, the

researchers decided to divide equally the survey
questionnaires in grade 11 and 12 students.
28
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Figure 2
11- HUMSS B 20%
11- HUMSS A 26.67%
11- ABM 13.33%
11- STEM 40%
11- STEM 11- ABM 11- HUMSS A 11- HUMSS B

Frequency 30 10 20 15
Figure 2. Percentage results of the respondents from Grade 11 in their strand.
The figure explains that most of the respondents from

Grade 11 is from STEM Department which consist 40% followed
by the 11- HUMSS Block 1, 26.67&; 11-HUMSS Block 2, 20% and
lastly from Grade 11- ABM which is only 13.33% of the
respondents.
Figure 2.1
12- HUMSS 26.67%
%
12- ABM 26.67%
13.33%
12- STEM 46.67%
12- STEM 12- ABM 12- HUMSS

Frequency 35 20 20
Figure 2. Percentage results of the respondents from Grade 12 in their strand.
29
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The figure explains that most of the respondents from

Grade 11 is from STEM Department which consist 40% followed
by the 11- HUMSS Block 1, 26.67&; 11-HUMSS Block 2, 20% and
lastly from Grade 11- ABM which is only 13.33% of the
respondents.
• QUESTIONS
Problem 1.With the advancement of science and technology,
do you think technologies help you to your studies?
1%
Figure 3
YES-148
NO-2
99%
As shown in the figure, out of 150 respondents, 99% of

the respondents answered yes in question number 1. They
think that advancements of technologies help them in their
studies. And only 1% of the respondents think that it
doesn’t help in their studies.
According to Bassig et al (2017), the new

advancement of the technologies is indeed that
globalization and internalization of education are
considered as challenges that every country must uphold.
And one of the emphases of today’s challenges in education
30
Senior High School
is the promotion of 21st-century skills among students.

According to Mahmood et al (2014), these days, there are
several teaching aids like White Board, Overhead Projector,
Multimedia, PowerPoint, Computer Assisted (CD ROMs) and
Web-based learning. These 21st Century teaching aids used to
help and encouraged the students in their academic
performance. (Mahmood et al, 2014)
Problem 2.Do you prefer self-learning through the use of
technologies than self-learning through lecture?
Figure 4
YES-115
23%
NO-34
77%
As shown in the figure, 77% of the respondents agree

than self- learning through technologies helps them than
self-learning through their lectures. And the remaining
percent (23%), the respondents think that the self-learning
through lectures will help them than using technologies.
According to the Sun Star Pampanga (2017), teacher

does not require any special technical knowledge and can
focus more on his subject for imparting the best knowledge
Senior High School
to the students. Research has shown that use of visual

media for teaching helps the students to understand the
stand the subject better and also helps students to
memorize the concept for long 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 time
in the blackboard. Videos and animations used in the modern
teaching methods are more explanatory than the traditional
blackboard methods.
Problem 3.Does powerpoint presentation of the teacher helps

you to understand your study more easier?
Figure 5
YES-134 11%
NO-16
89%
As shown in the figure, 89% percent of the

respondents agreed that the powerpoint given by the
teachers are easier to understand and easier for them in
studying. Only 11% of the respondents disagreed in this
problem. And it states that, least of the students didn’t
appreciate the powerpoint presentation.
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According to Escarlos and Pana (2017), nowadays,

students in the school were observed that they are
technologically influenced as well as they are mentally and
physically active. Appropriate materials and strategies
should be provided to give the learning that the students
need otherwise it may result negative in their learning
interest. Activities that developed the students’ higher
order thinking skills were on given due to teaching
competencies.
Problem 4.Do you think reporting will help you to

understand the lesson more?
Figure 6
YES-107
NO-43 29%
71%
The graph illustrates that 71% of the respondents

think that reporting were not helping them to understand
the discussion more. And the remaining 29% agreed that
reporting helps them in understanding the lesson.
Based on Ramos (2015), teachers are aiming on how

should make each student compare those lessons that taught
to the highest level of their achievement. Today's
33
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generation, teachers are towards the improvement of

student’s performance. They must accompanied the students
in various learning preferences like the choice of methods,
materials and evaluation procedures.
Problem 5. Do you think the teaching methods of your

teachers today helps you in your academic performance?
Figure 7
YES-109
NO-41 27%
73%
Majority of the respondents think that the teaching

methods used of their teachers were helping them in their
academic performance. However, the 27% of the respondents
don’t think that it helps them to strive in academic
performances.
Eric Gill (2015) stated that every teacher has her

or his own style of teaching. And as traditional teaching
styles evolve with the advent of differentiated
instruction, more and more teachers are adjusting their
approach depending on their students’ learning needs.
Facilitators promote self-learning and help students
develop critical thinking skills and retain knowledge that
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leads to self-actualization. Although it is not the

teacher’s job to entertain students, it is vital to engage
them in the learning process.
Problem 6.Does role-playing and oral examination helps you

to enhance your self-determination in learning?
Figure 8
YES-129 14%
NO-21
86%
As shown in the figure, 86% percent of the respondents

agreed that role playing and oral examination help them to
improve their self- determination. And only 14% of the
respondents disagreed in this problem.
Based on Allen and Jackson (2017), There are various

teaching methods, the contemporary teaching strategies as a
means of encouraging a student- centered learning
environment. And according to Moqaddam (2016), these mainly
focus on the learners’ interest and capabilities. The
teacher is the one who will reinforce capabilities of the
student in their 4 macro skills, argument, comparison,
analysis and creativity in academic performances.
35
Senior High School
Problem 7.Does your teacher today motivates, guides and

directs you in your academic performances?
Figure 9
YES-120 20%
NO-30
80%
Majority of the respondents agreed that teachers

motivating, guiding and directing us to have a good
academic performance. However, the remaining 20% of the
respondents don’t think that it helps them to strive in
academic performances. Based on Taylor et al(2018),
teachers can influence students’ self-determination through
motivational strategies that they use. Direct positive
effects of teachers’ psychological need satisfaction on the
strategies of gaining an Moreover, in the new era of
teaching, teachers are challenge to uplift new methods and
strategies that will answer the raising needs of the
students.
36
Senior High School
Problem 8.Do your teachers’ attitude, behaviors and the way

they speak in teaching affect your learning?
Figure 10 7%
YES-139
NO-11
93%
The graph illustrates that 93% of the respondents

think that they will become affected on studies the way the
teachers comply to them. And the remaining 7% agreed that
reporting helps them in understanding the lesson.
According to Ejercito (2015), teachers play a vital

role in the teaching-learning process. It is the most
important variable in the learners’ educational environment
for motivates, guides and directs the students’ question
for knowledge. Effective teaching refers to instructional
practices and behaviors that lead to the attainment of
educational objectives which promote academic achievements,
while responsible teaching refers to the development of
desirable attitude and values among students which include
guiding them toward assuming personal responsibility for
learning.
37
Senior High School
Problem 9.Do you prefer to have teachers that exert an

effort for you to understand the lesson?
Figure 11 4%
YES-144
NO-6
96%
As shown in the figure, 96% percent of the respondents

thinks that a teacher must exert an effort in he/she
teaches a student. And only 4% of the respondents
disagreed in this problem. With that portion, majority
think that they will understand the lesson more if the
teacher exerting an effort.
Galang and San Jose (2015) stated that eachers of the

institutions of higher learning are pressured to make
students responsive to the future societal roles. It
pointed out that effective teaching requires flexibility,
creativity, constant monitor and adjustment to the new
era of the teaching techniques. Effective teaching does
not only involve the utilization of tools, techniques,
and strategies but also on how student must learn,
process the information, motivate themselves and the
things which hinder learning.
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CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of the study which

includes the findings, conclusions, and recommendations
based on the problems presented.
SUMMARY
This study was conducted to determine if the Senior
High School students of Mount Carmel School of Maria
Aurora,Inc affect their academic performances in applying
contemporary teaching methods. It involved the Grade 11 ad
12 students because they have lot of experiences towards
the traditional teaching methods to modern teaching
methods. The study focuses mainly on the problem
encountered by every student about teaching methods.
This study made use of the descriptive method of
research. The instrument used to gather data about
contemporary teaching methods and students’ academic
performance was questionnaire- Nominal Scale. The analysis
of data made use of statistical procedures such as
frequency, percentage, and cross tabulation. The inquiry
was conducted during the school year 2019-2020.
CONCLUSIONS
Based on the findings of the study, the researchers
concluded that learners` learned through an active,
contextualized process of constructing knowledge based on
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personal experiences of their environment. The students

think that, they will grew more, learn more if the
teachers’ behavior and strategies give them some knowledge
to stock. The researcher draws out the following
conclusion:
1. Most of the students were facing the modern teaching
methods like the powerpoint presentation than learning
to blackboard.
2. Most of the students were more on modernization. They
are using technologies as their educational gadgets
and hobbies.
3. Some of the students think that self-learning is
implied in today’s curriculum trend.
4. Most of the students believe that they will excel in
class if their lecturer has a good attitude and
motivates, guides them in their academic performances.
RECOMMENDATIONS
Based on the results of the study, the researchers

would like to make the following recommendations:
1. Students. They should learn to motivate their own

selves because they are the one who manage their
academic performances. They should listen to their
lecturers because the lesson will help them easier
to studying.
2. Teachers. They should prioritize the students if
they really learned on the topic discusses. If the
40
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strategies/ methods uses is cheering up them to

study.
3. Parents/Guardians. They should support, motivates
and teach their children to study hard for the
success of their academic performances. Likewise,
they should cheering up their child to listen in
their lecturers.
4. School Administrators/School Heads. They should
observe on what their teachers doing inside the
classroom. Because it is 21 st century, the school
must be modernized because it helps the students to
study easier.
5. Future Researchers. They may replicate this study in
order to compare results in other school divisions
and use the result of this study as a reference.
41
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Learning Preferences in the Engineering Department of
an Asian University. Retrieved from
https://ideas.repec.org/a/hur/ijarpe/v3y2014i1p1-
15.html
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trategies_A_research_paper
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85145
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17726116
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https://m.ebrary.net/1619/education/contemporary_educa
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• Bidabadi et al. (2016). Effective Teaching Methods in

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• Ejercito, F. (June 2015). Students’ Academic
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http://beta.lsu.edu.ph/offices/research-and-
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no-1/teaching-art-and-skill-lsu-teachers-and-students-
academic-performance
• Escarlos, G. and Pana, G. (August 2017). Contemporary
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95450140001
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45
CURRICULUM VITAE
LUCAS, MARK JOHN DUMLAO
Barangay Florida, Maria Aurora, Aurora
PERSONAL INFORMATION
DATE OF BIRTH: January 25, 2002
PLACE OF BIRTH: San Jose City, Nueva Ecija
AGE: 17
GENDER: Male
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Christopher P. Lucas
MOTHER’S NAME: Maribel D. Lucas
EDUCATIONAL BACKGROUND
Senior High School
ELEMENTARY: DIMANPUDSO ELEMENTARY SCHOOL
Dimanpudso, Maria Aurora, Aurora 46

S.Y. 2008-2014
SECONDARY: MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA),INC.
Brgy. 02 Maria Aurora, Aurora
S.Y. 2014-2020
Senior High School
CURRICULUM VITAE
OBAR, ELLAINE THERESE DANGCO
Barangay 01, Maria Aurora, Aurora
PERSONAL INFORMATION
DATE OF BIRTH: February 2, 2002
PLACE OF BIRTH: Baler, Aurora
AGE: 17
GENDER: Female
NATIONALITY: Filipino
RELIGION: Roman Catholic
CIVIL STATUS: Single
FATHER’S NAME: Diorando G. Obar
MOTHER’S NAME: Eloisa D. Obar
EDUCATIONAL BACKGROUND
ELEMENTARY: MARIA AURORA CENTRAL SCHOOL (MACS)
S.Y. 2008-2014
48
Senior High School
SECONDARY: MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA, INC.
S.Y. 2014-2020
49
Senior High School
APPENDIX A
Letter of Request to the Principal
Mr. Remigio R. Bitong, LPT, MA
School Principal
Barangay 02 Maria Aurora, Aurora
September 18, 2019
Dear Sir,
Greetings of peace!
We, Mark John D. Lucas and Ellaine Therese D. Obar,

graduating senior high school students of Science,
Technology, Engineering and Mathematics (STEM) Strand of
Mount Carmel School of Maria Aurora (MCSMA), Inc. We would
like to ask your permission to allow us to conduct our
research inside the campus.
We rest assured that all the information that we
obtained shall be treated with full of confidentiality.
Moreover, the identity of the respondents who will
participate will not be disclosed in any way even in the
discussion of the results in our research.
We are hoping for you favourable response and
understanding.
Thank you very much and God bless!
Senior High School
Respectfully yours,
ELLAINE THERESE D. OBAR MARK JOHN D. LUCAS
Student- Researcher Student- Researcher
Noted by:
JOHN IAN C. BARRIENTOS, LPT

Senior High School Coordinator
Approved by:
REMIGIO R. BITONG, LPT, MA.

School Principal
51
Senior High School
APPENDIX B
Letter the Respondents
Dear Respondents,
Greetings!
We are the Grade 12 students from Science Technology,

Engineering and Mathematics (STEM) of Mount Carmel School
of Maria Aurora, Inc., who are currently embarked on a
research study about “The Positive Effect of Contemporary
Teaching Methods in the Academic Performances of Senior
High School Students in Mount Carmel School of Maria
Aurora, Inc.”
We would like to ask your valuable assistance with our

research work. The data you can provide us through the
survey questionnaire are necessary for the completion of
the study.
Rest assured that each of your answer will be treated
with utmost confidentiality and will only be used for the
purpose of the study.
Thank you for your understanding and cooperation! May
the God bless you more.
Yours truly,
ELLAINE THERESE D. OBAR MARK JOHN D. LUCAS
Student- Researcher Student- Researcher
52
Senior High School
Noted by:
JOHN IAN C. BARRIENTOS, LPT

Senior High School Coordinator
Approved by:
REMIGIO R. BITONG, LPT, MA.

School Principal
53
Senior High School
QUESTIONNAIRE
The purpose of this survey is to collect information from

Grade 11 and 12 students of Mount Carmel School of Maria
Aurora, Inc. This study sought to find out if there was any
relationship between contemporary teaching methods and the
academic performances of the students.
PERSONAL INFORMATION:
Name (Optional):_____________________Strand: STEM
Grade Level: 11 12 ABM
HUMSS
Direction: Put check ( ) on the box provided.
Yes No
With the advancement of science and
technology, do you think technologies
help you to your studies?
Do you prefer self-learning through
the use of technologies than self-
learning through lectures?
Does powerpoint presentation of the
teacher helps you to understand your
study more easier?
Do you think reporting will help you
to understand the lesson more?
54
Senior High School
Do you think the teaching methods of

your teachers today helping you in
your academic performances?
Does role-playing and oral examination
helps you to enhance your self-
determination?
Does your teacher today motivates,
guides and directs you in your
academic performances?
Do your teachers’ attitude, behaviors
and the way they speak in teaching
affect your learning?
Do you prefer to have a teacher that
exert an effort for you to understand
the lesson?

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MOUNT CARMEL SCHOOL OF MARIA AURORA (MCSMA), INC i

Senior High School

The Positive Effect of Contemporary Teaching

A Thesis Presented to the Faculty of

Senior High School Department

Mount Carmel School of Maria Aurora (MCSMA), Inc.

In Fulfillment of the Final Requirement for Research Daily

Obar, Ellaine Therese D.

Lucas, Mark John D.

Prepared and Submitted by:

Ellaine Therese D. Obar

Mark John D. Lucas

In partial requirement for Science, Technology,

Remigio R. Bitong, LPT, MA

Senior High School Department

Mount Carmel School of Maria Aurora, Inc.

The research entitled:

The Positive Effect of Contemporary Teaching Methods

in the Academic Performances of Senior High School Students

in Mount Carmel School of Maria Aurora, Inc.

Prepared and Submitted by:

Ellaine Therese D. Obar Mark John D. Lucas

Remigio R. Bitong, LPT, MA

Senior High School Department

Mount Carmel School of Maria Aurora, Inc.

Chapter 1- The Problem: Its Rationale and Background

Background of the Study……………………………………………………………………2

Statement of the Problem…………………………………………………………………3

Significance of the Study………………………………………………………………5

Scope and Delimitation………………………………………………………………………7

Chapter 2- Review of Related Literature

Chapter 3- The Methodology

Research Method: Descriptive Method……………………………………22

Sample and Sampling………………………………………………………………………………24

Data Gathering Method…………………………………………………………………………25

Data Processing Method………………………………………………………………………26

Statistical Treatment of Data……………………………………………………26

Chapter 4- Presentation, Analysis and Interpretation

Analysis and Interpretation of Data…………………………………29

Chapter 5- Summary, Conclusion and Recommendation

The researchers would like to acknowledge the following

persons who contributed a necessary help to the success and

completion of this study.

First of all, the researchers are grateful to Almighty

God for establishing them to complete this research paper.

upon me to our work and for the strengths to face every

challenges of our life.

For our family, for their moral and financial support

which greatly help us in facing the challenges in life. Thanks

for being an inspiration to us.

Thanks to our adviser, Mr. John Ian C. Barrientos for

his advice, support, patience and guiding us to finish this

To all our classmates, 12- Marangal (STEM) for being

supportive, cooperative and making the day lighter every time

The researchers dedicate this research study:

To their parents: words are just not expressive enough.

To our friends: for the support and time shared to each

To the people behind the success of the paper and shows

support from the very beginning until the final

presentation of this paper.

To our Alma Mater, Mount Carmel School of Maria Aurora

(MCSMA), Inc and to their respondents.

To God Almighty, the source of strength and wisdom.

Obar, Ellaine Therese D. and Lucas, Mark John D. in