ARELLANO UNIVERSITY-MALABON

Elisa Esguerra Campus

Gen. .Luna Esguerra St., Brgy. Bayan-bayanan, Malabon City
Tel #932 52 09
S.Y. 2021-2022

THE EFFECTIVENESS OF THE NEW TEACHING STYLES OF THE TEACHERS IN

CLUSTER 1 IN ARELLANO UNIVERSITY ELISA ESGUERRA CAMPUS SY. 2021-2022

A Final Project to the Faculty of HUMSS Department of

Arellano University Elisa Esguerra Campus

Presented to the class of Mrs. Mary Cristel Aboy

In Partial Fulfillment of Requirements

In Practical Research 2

Leader: Sheika Messilah G. Bacolod

Submitted By:
Aguilar, Desa
Cabigao, Shaene
Gaspar, Ramzen
Genez, Maxzen Francis
Gubat, Rhockzhell
Lor,Joly
Manjeron, Marichris
Masecampo, Arvyl
Villanueva, Stephanie

ACKNOWLEDGEMENT

I would like to express our gratitude to our research teacher Ms. Cristel Aboy for guiding us to conduct our
research study. And we would also like to give thanks to the sections 1A, 2A and 3A for helping us answer our
research questionnaire in order for us to have a successful study. All of these accomplishments will not come
without the glory of our God who gives us strength to continue this research study.

CHAPTER 1
 “INTRODUCTION”

BACKGROUND OF THE STUDY

The degree to which something is successful in producing a desired result; success.

According to Keefe (2012), “Learning style is the composite of characteristics of cognitive, affective

and psychological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and

responds to the learning environment". Teacher characteristics and teaching styles as effectiveness enhancing

factors of classroom practice according to Marie-Christines Opdenakker (2006)

(Dinamika llmu, 2020) The coronavirus 19 pandemic outbreaks in mid-March 2020 forced many

offices, market, schools, and colleges to close in order to keep the virus from spreading. All offline activities,

including higher education, should be converted to online interactions. Lawrence and Tar (2018) conducted

research into the factors that influence teachers' adoption and integration of ICT in the classroom. "Effective

learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the

course in the first place (Erickson, 1978). Helping students understand better in the classroom is one of the

primary concerns of every teacher. Teachers need to motivate students to learn. According to Phil Schlecty

(1994)

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 Wlodkowski and 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. 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) directly or indirectly contributes to all learning.

The researchers conducted this study for a reason that the researchers see many teachers are having

difficulty in terms of teaching especially in today's educational situation. The researchers wanted to know what

kind of techniques in teaching the teachers are applying in order to have a successful interaction with their

online students. Also, the researchers want to know if this Techniques are indeed helpful in their teaching
SCOPE AND DELIMITATION

The goal and focus of this study is to know if the new teaching style of the teachers is effectively used
by the students in Arellano University Elisa Esguerra Campus Year 2021-2022. The respondents of this study
are students from Arellano University Elisa Esguerra Campus, Grade 12 section 2A from HUMSS strand and
all the teachers of Cluster 1. The other students who are not part of Grade 12-2A in HUMSS strand and the
teachers who are not part of Cluster 1 are not included in the scope of this research. This study will be
conducted in the year 2021-2022. The study would be done through google form, we have questions and they
will answer it as the reference of this study. Using the data we collect from the questionnaire the researchers
would be able to know if the new teaching style of the teachers in Arellano University Malabon Elisa Esguerra
Campus is effectively used in times of pandemic.

STATEMENT OF THE PROBLEM

This study aims to determine the Importance of THE EFFECTIVENESS OF THE NEW TEACHING STYLES
OF THE TEACHERS IN CLUSTER 1 IN ARELLANO UNIVERSITY ELISA ESGUERRA CAMPUS SY.
2021-2022

Especially this study is designed to answer the following questions:

1.) Profile of the respondents in terms of?

1.1. Name (Optional)
1.2. Gender
1.3. Age
1.4 Grade and Section

2) What are the techniques or styles of the teacher in terms of teaching?

2.1 Direct instruction style
2.2 The demonstrator styles
2.3 The Hybrid Style
2.4 The facilitator style

3.) What strategies did the teacher use to get students' attention?
3.1. Opportunities for cooperative learning.
3.2. Having your students up and moving.
3.3. Vary participation structures and scenery.
3.4. Having visual aids to use often.

4) How can you provide clear explanations of the lesson content?

4.1. Clear and Precise Language.
4.2. Repeating Your Directions.
4.3. Explaining the Purpose and essentials of the Task.
4.4. Describe specifics.

SIGNIFICANCE OF THE STUDY

This study will show the Effectiveness of Teaching Styles and hopes to provide answers to affiliated
questions. It will play an important role in the Field of Education today. The conclusion of the study will be
beneficial to the following:

To the students.

This study will Enhances the knowledge, clarifies confusion and will provide a proper understanding of
the subject which students can use to relate issues. This will also be beneficial to students who will take
Education as their college course.

To the Teachers.

Given data will provide information on how effective the Teaching Styles are and how it impacts the
students.

To the Future Researchers.

It can also be of use to future researchers as one of the Foundation of Teaching Styles and some of their
questions may be answered in this study.

“METHODOLOGY”

RESEARCH DESIGN
We, the researchers used quantitative research for our study, the method we used in Quantitative
research is Descriptive. Descriptive method tries to collect quantifiable data for statistical analysis of collecting
the population sample. In other words, descriptive research is a type of research that exposes population,
situation or phenomena that are being studied.

POPULATION AND SAMPLING

The researchers used a simple random type of sampling in selecting respondents wherein all of the
respondents had a chance to be selected, their chosen population are the students from the 3 sections of
humanities and social sciences cluster 1, and these are the sections 1A, 2A, and 3A.

RESEARCH INSTRUMENT
The researchers gathered data using a survey technique, specifically likert scale questionnaires. This
method is used to collect, perceive, and evaluate the possible viewpoints and perspectives of respondents from a
specific population. The respondents will use a 5-point scale to answer the question. This will reflect if the
respondent agrees or disagrees with the statement. Apart from that, the researchers want to know if the students
are using the new teaching method of the teachers of Arellano University Elisa Esguerra Campus.

STATISTICAL TREATMENT OF DATA

For greater understanding and interpretation, the data acquired from each criterion on the questionnaire
survey and detailed list is organized in a table format.
For the demographic profile of the respondents, the researchers employed the frequency and percentage
methods. For the interpretation and analysis of the rating system on each indicator, the weighted average
method was used.
Percentage:
%= f/n x 100
Wherein;
%- Percentage
f- frequency
n- number of total respondents

Weighted Average
X = TS/n
Wherein;
X- Average
TS- Total sum of each indicator
N – number of total respondents

Data Code Matrix : Rate Range

Strongly Agree 4 3.5- 4.0
Agree 3 2.5- 3.49
Disagree 2 1.5- 2.49
Strongly Disagree 4 1.0- 1.49
 “RESEARCH QUESTIONNAIRE”

Name :( Optional) _______________________ Gender: (Optional) _________

Age _____ Grade and Section: __________
Directions: Direction: Put a check on a likert scale Strongly Agree (4), Agree(3), Strongly
Disagree(2) and disagree (1) depending on the given statement below.

2.) WHAT ARE THE TECHNIQUES OR STYLES OF THE TEACHER IN TERMS OF TEACHING?

QUESTION / LIKERT SCALE

2.1 Direct construction Style Strongly Agree Disagree Strongly

Agree Disagree
(3) (2)
(4) (1)
I learned the lesson because of Direct
instruction where the teacher stands in
front of the room and presents the
lesson well.

2.2 The demonstrator Styles

I learned the lesson because the teacher

demonstrates tasks and encourages
students to develop skills.

2.3 The Hybrid Style

I understand the lesson because I spend

half of my time attending face to face
classes and half of my time in online
classes where the teacher uses Hybrid
style of teaching.

2.4 The Facilitator

I understand the lesson because the
teacher uses the Facilitator Style of
teaching where activities and
collaborative works are her techniques
to encourage us to be creative.
3.) WHAT STRATEGIES DID THE TEACHER USE TO GET STUDENTS ATTENTION?

3.1 Provide opportunities for Strongly Agree Disagree Strongly

cooperative learning. Agree Disagree
(3) (2)
(4) (1)
The teacher provides cooperative
learning to help raise the achievement
of students. Build positive
Relationships among students and
provide experiences that develop both
good learning skills and social skills.

3.2 Get your Students up and moving

The teacher motivates us to continue

learning even though we are not that
quick to keep up with the lesson.

3.3 Vary participation structures and

scenery

The teacher conducts and participates in

the activities and reinforces behavior
towards the students.

3.4 Use Visuals often

The teacher creates a visual

presentation for us to visualize what
He/she is discussing.
4.) HOW CAN A TEACHER PROVIDE CLEAR EXPLANATIONS OF THE LESSON CONTENT?

4.1 Use Clear and precise language. Strongly Agree Disagree Strongly
Agree Disagree
(3) (2)
(4) (1)
I understand the lesson because the
teacher provides a clear and precise
language

4.2 Repeat your Directions.

I understand the criteria in every

activity because the teacher repeats
directions when discussing the lesson.

4.3 Explain the Purpose of the Task.

I understand the goal of the task

because it is explained well

4.4 Make sure your Students

Understand, and describe specifics.

I understand the lesson because the

teacher gives us specific explanations
Table 1.2 Distribution of the gender of respondents.

GENDER RESPONDENTS PERCENTAGE

MALE 17 42.5%

FEMALE 23 57.5%

TOTAL 40 100%

Total number of respondents: 40

Table 1.2 shows the distribution of all respondents. Out of 40 respondents there are 17 Female
students which 42.5% of the population, while 23 respondents are male which 57.5% of the
population of this research.

Table 1.3 Distribution of the age of respondents.

Age Frequency Percentage

17 11 27.5%

18 19 47.5%

19 7 17.5%

20 3 7.5%

Total 40 100%

Total number of Respondents: 40

Table 1.3 shows the Age of all respondents and its percentage, 11 out of 40 respondents are 17
years old, 19 respondents are 18 years old, 7 respondents are 19 years old and 3 out of 40
respondents are 20 years old.

Table 1.4 distribution of the grade and section of respondents.

GRADE AND SECTION FREQUENCY PERCENTAGE

12 – 1A 17 42. 5%

12 – 2A 3 7.5%

12 – 3A 20 50%
 TOTAL 40 100%

Total number of respondents: 40

Table 1.4 shows the distribution of the grade and sections of all respondents. Out of 40, there are
17 respondents in Humss- 12 section 1A, there are only 3 respondents in Humss-12 section 2A
and there are 20 respondents in Humss-12 3A.

Table 2.1

Strongly agree Agree Disagree Strongly disagree

(4) (3) (2) (1)

2.1 direct construction style 19 19 1 1

I learn the lesson because of

direct instruction where the
teachers stand in front of the
room and present the lesson
well.

2.2 Demonstrator Style 17 22 0 0

I learn the lesson because the

teacher demonstrates tasks
and encourages students to
develop skills

2.3 The hybrid style 5 21 12 1

I understand the lesson

because I spend half of my
time attending face to face
classes and half of my time in
online classes where the
teacher uses a hybrid style of
teaching.

2.4 The facilitator style 9 24 7 0

I understand the lesson

because the teacher uses the
facilitator style of teaching
where activities are
collaborative works are the
techniques used to encourage
us to be creative.

70.00%
SOP #2 63%
60.00% 56%
54%
50.00% 48% 48%
44%
40.00%
31%
30.00%
24%
20.00% 18%
13%
10.00%
3% 3% 3%
0% 0% 0%
0.00%

Strong Agree Agree Disagree Strongly Disagree

2.1 In the first statement it has 3.4 mean average of those who say that they learn the lesson
because of direct instruction where the teacher stands in front of the room and present the lesson
well

2.2 In the second statement the mean average has 3.35 who say that they learn the lesson because
the teacher demonstrates task and encourages students to develop skills

2.3 In the third statement it has a 2.925 mean average who say that they understand the lesson
because they spend half of their time attending face to face class and half of their time in online
class where the teacher uses a hybrid style of teaching.

2.4 In last statement the mean average has 2.875 who say that they understand the lesson because
the teacher uses the facilitator style of teaching where activities and collaborative works are the
techniques used to encourage them to be creative

Table 3

Strongly agree Agree Disagree Strongly disagree

(4) (3) (2) (1)
3.1 Provide opportunities for 19 19 3 0
cooperative learning.

The teacher provides

cooperative learning to help
raise the achievements of
students. Build positive
relationships among students
and provide experiences that
develop both good learning
skills and social skills.

3.2 Get the students up and 21 17 1 1

moving.

The teacher motivates the

students to continue learning
even though students are not
that quick to keep up the
lesson.

3.3 Vary participation 10 29 0 0

structures and sceneries.

The teacher conducts and

participates in the activities
and reinforces behaviours
towards the students.

3.4 Uses visuals often. 21 14 4 0

The teacher creates a visual

presentation for us to
visualize what they are
discussing.
 80.00%
SOP #3 74%
70.00%

60.00%
54% 54%
49% 49%
50.00%
44%
40.00% 35%

30.00% 26%

20.00%
10%
10.00% 8%
3% 3%
0% 0% 0% 0%
0.00%

Strong Agree Agree Disagree Strongly Disagree

3.1- The teacher provides learning to help raise the achievements of students. Build positive
relationships among students and provide experiences that develop both good learning skills and
social skills.

—in the first statement, it has 3.4 rages that mean the respondents agree that the teacher provides
opportunities for cooperative learning.

3.2- The teacher motivates students to continue learning even though students are not that quick
to keep up with the lesson.

-in the second statement, it has 3.45 rages that mean respondents strongly agree that the teacher
motivates students to continue learning even though students are not that quick to keep up with
the lesson.

3.3- The teacher conducts and participates in the activities and reinforces behaviors towards the
student.

-in the 3rd statement, it has 3.175 rages that mean respondents agree that the teacher conducts
and participates in the activities and reinforces behaviors towards the students.

3.4- The teacher creates a visual presentation for us to visualize what they are discussing.

-in the 4th statement, it has 4.2 rages that mean respondents strongly agree that the teacher
creates a visual presentation for us to visualize what they are discussing.

Table 4

Strongly agree Agree Disagree Strongly disagree

(4) (3) (2) (1)

4.1 Uses clear and precise 19 17 2 0

language.

I understand the lesson

because the teacher provides a
clear and precise language.

4.2 Repeats directions. 18 20 1 1

I understand the criteria in

every activity because the
teacher repeats directions on
discussing lessons.

4.3 Explains the purpose of the 19 17 2 0

task.

I understand the goal of the

task because it is explained
well.

4.4 Makes sure students 20 19 1 0

understand and describe
specifics.

I understand the lesson

because the teacher gives us a
specific explanation.

60.00%
SOP #4
50% 50% 50%
50.00% 47% 48%
45% 45% 45%

40.00%

30.00%

20.00%

10.00%
5% 5%
3% 3% 3%
0% 0% 0%
0.00%

Strong Agree Agree Disagree Strongly Disagree

4.1- I understand the lesson because the teacher provides a clear and precise language.
—In the first statement, it has 3.225 rages that mean the respondents agree that they understand
the lesson with the help of clear and precise language.

4.2- I understand the criteria in every activity because the teacher repeats directions on
discussing lessons.

—In the second statement, it has a 3.375 range that means the respondents agree that they
understand the activity because the teacher repeats directions while discussing the lessons.

4.3 - I understand the goal of the task because it is explained well.

—In the third statement, it has a 3.225 range that means the respondents agree that they
understand the goal of the task because it's explained well.

4.4 - I understand the lesson because the teacher gives us specific explanations.

—In the last statement, it has a 3.45 range that means the respondents strongly agree that they
understand the lesson because the teacher gives specific explanations