TEACHING METHODS/STRATEGIES USED BY TLE TEACHERS

_______________________________

A Research Action Plan

Presented to
The College of Teacher Education

CEBU TECHNOLOGICAL UNIVERSITY – DAANBANTAYAN CAMPUS

Agujo, Daanbantayan, Cebu

_______________________________

In Partial Fulfillment
Of the Requirements for the Course
Ed 4218- Special Topics Courses
_______________________________

By
Keandredd I. Petallo
Mylene C. Molejon
Sharmaine C. Pareja
Loreilyn C. Ochea
 APPROVAL SHEET

This Research Study “THE TEACHING METHODS/STRATEGIES USED BY

TLE TLE TEACHERS OF TAPILON NATIONAL HIGH SCHOOL ACADEMIC YEAR
2017-2018” proposed and submitted by Keandredd I. Petallo, Mylene C.
Molejon, ,Sharmaine C. Pareja, and Lorielyn C. Ochea, in partial fulfilment of the
requirements for the course Ed 4218 (Special Topic Course) of the Degree Bachelor
of Secondary Education major in TLE-HET, has been examined and is recommended
for acceptance for Oral Presentation.
RESEARCH ADVISORY COMMITTEE

JIHAN U. JUSTO, Dev. Ed. D.

Chairman

CHRISTINE C MABULAY, Dev. Ed. D. RODULFO JR. A. CAPANGPANGAN

Member Member

________________________________________________________________

PANEL OF EXAMINERS

Approved by the Committee on Oral Presentation with a grade of PASSED.

JIHAN U. JUSTO, Dev. Ed. D.

Chairman

CHRISTINE C MABULAY, Dev. Ed. D.

Member
________________________________________________________________
Accepted and approved in partial fulfilment of the requirements for the course,
Math Major 3220 – Action Research in Mathematics, for having Passed the Oral
Examination on March 10, 2017.

LEVY S. LEPON, Ed. D.

Campus Director
 Acknowledgement
This research work would not been possible with the
guidance and the help of the following individuals who have
contributed and extended their valuable assistance in the
preparation and completion of this study.

To the school head and teachers of Tapilon National High

School for their warm accommodation during the conduction of
our survey;

To Dr. Christine C. Mabulay, the chair, CTE Head

Researcher, for letting us borrowed here book as a reference of
our study and who patiently critiquing our research work;

To Professor Braulio Diongson, ST Chairman for giving us

time to do our research;

To the library facilities that have been made available for

our research study;

To our family, friends, and colleagues who extend their

help in making the study a success, most especially to our
parents for their moral and financial support;

And above all, to the Heavenly Father for giving us an

enduring strength, bountiful blessings and enlighten us that has
made the research study successful.

We extend our warmest appreciation!!!

The Researchers
 Dedication

This research is humbly dedicated to our beloved parents

for their sustainable guidance, moral and financial support in the
realization of this work.

Our beloved friends and colleagues for extending their

helping hands.

And most of all, to our Almighty GOD as a source of all for

the success of this research work.

Kean, My, Shar, Lorie

 CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
Daanbantayan, Cebu
COLLEGE OF EDUCATION

ACTION RESEARCH ABSTRACT

TEACHING STRATEGIES/METHODS USED BY TLE
Title :
TEACHERS AT TAPILON NATIONAL HIGH SCHOOL

ACADEMIC YEAR 2017 - 2018

Keandredd I. Petallo, Mylene C. Molejon, Sharmaine C.

Researchers :
Pareja, Loreilyn C. Ochea

Name of School : Cebu Technological University Daanbantayan Campus

Address : Agujo, Daanbantayan, Cebu

Date Completed : March 2018

This research study aims to assess the teaching strategies/ methods

used by TLE Teachers at any year level at Tapilon National High School.

This study seeks the various teaching strategies used by the teachers of

the said school.

 TABLE OF CONTENTS

Page

TITLE PAGE - ----------------------------------------------- i

APPROVAL SHEET --------------------------------------------- ii

ACKNOWLEDGMENT --------------------------------------------- iii

DEDICATION ------------------------------------------------ iv

ABSTRACT ------------------------------------------------- v

TABLE OF CONTENTS ------------------------------------------ vi

LIST OF TABLES --------------------------------------------- ix

LIST OF FIGURE --------------------------------------------- x

CHAPTER I: THE PROBLEM AND ITS SCOPE ----------------------- 1

INTRODUCTION ----------------------------------- 1

Rationale of the Study -------------------------- 1

Theoretical Background ------------------ 2

THE PROBLEM

Statement of the Problem ----------------------- 3

THE RESEARCH METHODOLOGY -------------------- 4

Respondents ----------------------------------- 4

Instrument ---------------------------------- 4

Statistical -------------------------------- 4
Treatment
Weighted Mean ---------------------------- 4

Environment ------------ 5
-------
 SIGNIFICANCE OF THE STUDY ----------------------- 9

DEFINITION OF TERMS -------------------------- 10

CHAPTER II: REVIEW OF RELATED LITERATURE

AND STUDIES ------------------------------- 11

CHAPTER III: ANALYSIS, PRESENTATION AND

INTERPRETATION OF DATA -------------------- 15

ASSESSING THE EFFECTIVENESS OF THE

TEACHING METHOD/STRATEGIES USED
BY TLE TEACHERS OF TAPILON
NATIONAL HIGH SCHOOL DURING THE
ACADEMIC YEAR 2017-2018 ---------- 15

Activating Strategies Used by

TLE Teachers ---------- 15

Cognitive Strategies Used by

TLE Teachers ---------- 16

Summative Strategies Used by ---------- 16

TLE Teachers

CHAPTER III: SUMMARY OF FINDINGS,CONCLUSIONS

AND RECOMMENDATIONS ---------------------- 17

FINDINGS ------------------------ 17

Teaching strategies that are

mostly used by the teachers in
the Activating, Cognitive and - - - - - - - - - - - - - - - - - - - - 17
Summative
 Assess the Effectiveness of the Teaching
Methods/Strategies used by TLE Teachers ---------- 18

CONCLUSIONS ------------------------------- 18

RECOMMENDATIONS -------------------------- 19

BIBLIOGRAPHY -------------------------------------------- 20

APPENDICES -------------------------------------------- 21

A Letter of Request to the Principal

of Daanbantayan National
High School --------------------- 22

B Questionnaire --------------------------------------- 23

C Sample Computation of the Weighted Mean --------------- 24

CURRICULUM VITAE ------------------------------------------ 25

Keandredd I. Petallo ----------------------------------- 26

Mylene C. Molejon ----------------------------------- 27

Sharmaine C. Pareja ----------------------------------- 28

Lorielyn C. Ochea ---------------------------------------- 29

 LIST OF TABLE
Page
TABLE 1 Activating Strategies used
by TLE Teachers ---------------------------------------------15
TABLE 2 Cognitive Strategies used
by TLE Teachers -----------------------------------------------16
TABLE 3 Summative Strategies used
by TLE Teachers --------------------------------------------------- 16
 LIST OF FIGURES
Page
Figure 1 Geographical Location of
Tapilon National High School------------------------------5
Figure 2 Picture of Tapilon National
High School -------------------------------6
Figure 3 Theoritical Framework -------------------------------- 7
Figure 4 Flow of Study -------------------------------- 8
 Chapter 1
The Problem and Its Scope
INTRODUCTION
Rationale
Teaching Strategies are the basis of learnings of each student. It is either
constructive, innovative or even concept based. Teaching Strategies are
categorized in many ways depending on the degree or subject being taught.
Various specializations require various strategies in order for it to succeed.
Often, some strategies require more than just talking or telling. Some
requires application or hands-on activities thus further research is compulsory
which leads to innovation of teaching strategies.
Seeking the best ways of improving the teaching strategies are never-
ending therefore, continuous revision and reconstructions is needed.
As to how important Technology and Livelihood Education is as a subject,
teachers create an impact as to whether or not the students have captured the
concepts of the said subject every time they deliver certain topics. The interest
felt by the students for the subject is generated by the teacher.
 Theoretical Background

The study is based on “How can you fully implement the theories in the
program if it requires application and experience?” question which raised many
ideas in the sea of teachers.
They said there are many ways to comprehend the lack of application
strategies in the certain program but all the way, nothing is impossible.
Due to insist of the majority of the teachers to compile different strategies,
they come up with theories and lately applied them to see if it is working. Thus,
they succeeded and shared their ideas to the world.
One example of is the statement of Garbo (2017) which states that, If
Social Studies is taught in interesting and inviting way, it is certain that students
will gain at least enough interest to listen and learn from the lessons discussed.
Group learning is the main approach to organize collaborative learning. There
are many collaborative learning methods, which also can be considered as group
learning methods and popularly used in classroom based environment. One of
the purposes of this study is to find a common approach, which can be used to
stimulate small learning group based on different collaborative learning methods,
on the other hand, the optimal solution is to model any small group learning
method, but it is very difficult to realize. Some experiences can be applied to
small common group learning process.
Another is by Cashin (1990) states that Institutions of higher learning
across the nation are responding to political, economic, social and technological
pressures to be more responsive to students' needs and more concerned about
how well students are prepared to assume future societal roles. Faculty are
already feeling the pressure to lecture less, to make learning environments more
interactive, to integrate technology into the learning experience, and to use
collaborative learning strategies when appropriate.

The Problem

The Problem is the Effectiveness of The Teaching Method/Strategies

Used by TLE Teachers.

Statement of the Problem

1. Which teaching strategies that are mostly used by the teachers in the
Activating, Cognitive and Summative?
2. How to assess the effectiveness of the Teaching Methods/Strategies?
3. Based on findings, what appropriate action should be utilized?
 Methodology

Respondents:
Respondents of the study are 50 selected students of Tapilon National
High School wherein, they take the TLE program.

Instruments of Study:
The researchers use Survey checklist for informal interviews in describing
the gathered data.

Treatment of data:
To determine the responses of the respondents, weighted mean is used
Efw
WM=
N

Where:
WM= Weighted Mean
E= Summation
 F= Frequency
W= Weight of each Degree in the Scale
N= Number of Respondents

Research Environment:
See here the map or the geographical location of Tapilon National High School In
Figure 1 and the School Picture in Figure 2
Figure 1.

Figure 2
Technology and Livelihood (TLE)
Instruction of Technical and
Vocational and Selected Grounded Instructional Strategies
Secondary Schools in by Hirumi (2005)
Catanduanes by Mari Sheila R.
Gregorio (2016)

Teaching Strategies, Their

Use and Effectiveness as
Teaching Strategies
perceived by the teachers of
By ALICIA A. RUDIO(2017) Agriculture by Yu Ho Shinn
(1997)

TEACHING STRATEGIES/METHODS

USED BY TLE TEACHERS

Figure 3. Schematic Diagram of the Theoretical Background

Flow of Study:

This figure here shows the transition of our research until the climax.

WORKOUT THE APPROVED

TITLE AND SUBMIT

THE STATEMENT OF THE

PROBLEM

SUBMITT LETTERS
TO THE RESEARCH
LOCALE FOR THE
PERMISSION OF
THE STUDY

CONDUCT THE
RESEARCH

SUBMISSION
OF DATA FOR
VERIFICATION
 SUBMISSION OF THE FINAL OUTPUT OF THE STUDY ( END OD THE
RESEARCH STUDY)

Figure 4.

Significance of Study

As a Technology and Livelihood Education – Home Economics

Technology (TLE-HET) teacher, we always strive for the better learning of our
students and therefore, this study helps us to improve, not only to ourselves but
to the whole teaching community wherein improvements are unlimited and
improvements are endless.

STUDENTS. This study helps them, especially to those who are taking up the
teaching profession for it contains the necessary approach when teaching a
specific subject, especially TLE.

TEACHERS. Of course, this also helps the teachers upgrade their teaching
strategies from time to time and they will consider individual differences on their
students.

ADMINISTRATION. It can make them create different ways to improve the

curriculum on the specific program and with regards to TLE, it helps in many
ways.
FUTURE RESEARCHERS. They will find this research handy in getting the
necessary information needed in this thesis.

Definition of Terms

INTERTWINED- a mutual connection between two or more individuals, theories,

Events, phenomena, etc. it can be also explained by a certain understanding
between the said subjects.

GEOGRAPHICAL- states the image of a certain place by the use of satellite

viewed in 2D projection or 3D.

STIMULATE- the process in which it activates or triggers a certain movement,

action, decision or emotion.
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
As we scanned some books and look information from the internet. We
came across some interesting studies, blogs and published information that are
relevant and very intriguing regarding the issue.

First, Gregorio (2016), On the basis of TLE Teachers qualifications, the

following are the findings of the study: The number of technical vocational school
teachers whose educational attainment is relevant to TLE instruction is greater
than the number of general secondary teachers; General secondary teachers
who
did not attend relevant seminars and trainings are greater in number than
technical
vocational teachers who did not attend seminars and trainings; Among those who
have already attended seminars, the most attendees are technical vocational and
general secondary school teachers who have attended 1 to 2 seminars; The
technical vocational teachers who attended 3 to 4 seminars are greater in
number
than the general secondary teachers; The youngest in service which is less than
1 year in the general secondary teachers is lesser than technical vocational
teachers and the oldest in service which is 9 years and above have greater
frequencies of teachers in the general secondary group than in the technical
vocational group of teachers; The technical vocational teachers who have NC II
level status are greater in number than general secondary teachers who are NC
II
level status; There are more technical vocational teachers who took up Trainer’s
Methodology Course I than general secondary teachers and There are more
general secondary teachers who teach TLE subjects which is not his major area
of specialization than technical vocational teachers. In the aspect of teaching
practices of the TLE teachers in General Secondary and Technical Vocational
Schools, the following are the findings of the study: The teaching practices that
are
rated 3 or “Always” are: (1)Take into account students prior knowledge when
planning class program for TLE lesson. (2) Develop student‟s understanding of
concepts in TLE. (3) Relate the concepts of Technology and Livelihood to other
disciplines like Science, Mathematics, Languages, etc. (4) Students work in
groups.5) Use the instructional tool as a primary source rather than a textbook.
(6)Teach groups with the same ability (7) Listen and ask questions in order to
gauge the student‟s level of understanding. Utilize picture of Technology and
Livelihood Education lessons and activities from magazines and the Internet. (9)
Relate Technology and Livelihood Education to current technology and (10)
Giving
the students a more market-oriented and customer-centered mindset rather than
just focusing on the production.The teaching practices with a rating of “Seldom”
are: (1) Expose your class to the use of investigative strategies; (2) Use
indigenous
materials in teaching Technology and Livelihood Education; (3) Guide students in
applying technology in launching livelihood programs such as research, printing,
computer games, etc.; (4) Use of calculators/computers/LCD projector for drill
and
practice; (5) Use of computers/calculators to collect and analyze data; (6)Use
computers/LCD projector to demonstrate Technology and Livelihood Education
principles; 16.Use related learning experiences, charts concept clues, or concept
mapping to explain principles in TLE; (7) Group Mapping; (8) Film Viewing; (9)
Conducts survey to determine the right courses to offer according to the demand
from the industry and (10) Linkage in the local industry to ensure profit for the
students after taking the course and acquiring a National Certification in TESDA.

Second, Limbu (2012) also said that activity method is a technique

adopted
by a teacher to emphasize his or her method of teaching through activity in
which
the students participate rigorously and bring about efficient learning experiences.
It is a child-centered approach. It is a method in which the child is actively
involved
in participating mentally and physically. Learning by doing is the main focus in
this
method. Learning by doing is imperative in successful learning since it is well
proved that more the senses are stimulated, more a person learns and longer
he/she retains.

Third, Cox (2017) Effective teachers are always on the prowl for new and
exciting teaching strategies that will keep their students motivated and engaged.
Whether you’re a new or experienced teacher, you may feel inundated by all of
the
new educational buzzwords, theories, and new strategies that are out there. With
all of this information available, it’s hard to decide which strategies are right for
your classroom. Sometimes, the old tried-and-true ones that you have been
using
in your classroom just happen to work the best, and that’s OK. Teaching
strategies
that are considered “new” may just not fit into your teaching style. Here are a few
teaching strategies that have been a staple in most classrooms. Depending upon
your style, preference, and your students, choose the ones that suite your needs.

And lastly, Barberos (2016) said, The teachers, being the focal figure in

education, must be competent and knowledgeable in order to impart the

knowledge they could give to their students. Good teaching is a very personal

manner. Effective teaching is concerned with the student as a person and with
his

general development. The teacher must recognize individual differences among

his/her students and adjust instructions that best suit to the learners. It is always
a

fact that as educators, we play varied and vital roles in the classroom. Teachers

are considered the light in the classroom. We are entrusted with so many

responsibilities that range from the very simple to most complex and very

challenging jobs. Everyday we encounter them as part of the work or mission that

we are in. It is very necessary that we need to understand the need to be

motivated

in doing our work well, so as to have motivated learners in the classroom. When

students are motivated, then learning will easily take place. However, motivating

students to learn requires a very challenging role on the part of the teacher. It

requires a variety of teaching styles or techniques just to capture students'

interests. Above all, the teacher must himself come into possession of adequate

knowledge of the objectives and standards of the curriculum, skills in teaching,

interests, appreciation and ideals. He needs to exert effort to lead children or

students into a life that is large, full, stimulating and satisfying. Some students
seem naturally enthusiastic about learning, but many need or expect their

instructors or teachers to inspire, challenge or stimulate them. "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). Not all students

are motivated by the same values, needs, desires and wants. Some students are

motivated by the approval of others or by overcoming challenges.

Chapter 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The important data gathered through survey questionnaires prepared by
the researchers to affectively engage students in learning are presented in this
chapter. Tables are mentioned in accordance with the order of the specific
problems and hypothesis being formulated and tested.
 ASSESSING THE EFFECTIVENESS OF THE TEACHING
METHODS/STRATEGIES USED BY TLE TEACHERS
Table 1 shows the Activating Strategies used by the respondents. The
First Word got 20 Always, 30 Sometimes and a Weighted Mean of 2.4 making it
Rank 1. Think-Pair-Share got 19 Always, 31 Sometimes and a Weighted Mean
of 2.38 making it Rank 2. Two Minute Talks got 17 Always, 33 Sometimes and
a Weighted Mean of 2.34 making it Rank 3.
Table 1. Activating Strategies Used by TLE Teachers
A. Activating Strategies Always Sometimes Weighted Rank
Mean
1 Carousel Brainstorming 13 37 2.26 5
2 Two-Minute Talks 17 33 2.34 3
3 Think-Pair-Share 19 31 2.38 2
4 Anticipation/Reaction 7 43 2.3 4
Guide
5 The First Word 20 30 2.4 1

Anticipation/Reaction Guide got 7 Always, 43 Sometimes and a

Weighted Mean of 2.3 making it Rank 4. Carousel Brainstorming got 13 Always,
37 Sometimes and a Weighted Mean of 2.26 making it Rank 5 on the list.
It can be inferred that most of the respondents used The First Word as
their Activating Strategy, Since it got 20 Always, 30 Sometimes and a Weighted
Mean of 2.4 and Rank 1. And Carousel Brainstorming is the least used strategy
since it got 13 Always, 37 Sometimes and a Weighted Mean of 2.26.

Table 2. Cognitive Strategies Used by TLE Teachers.

B. Cognitive Strategies Always Sometimes Weighted Rank
Mean
1 Dump and Clump 12 38 2.24 4
2 Collaborative Listening and 24 26 2.48 1
Viewing Guide (CLVG)
3 Venn Diagram 15 35 2.3 3
4 3x3 Vocabulary 11 39 2.22 5
5 Power Notes 22 28 2.44 2
Table 2 Shows the Cognitive Strategies used by the respondents.
Collaborative Listening and Viewing Guide (CLVG) got 24 Always, 26
Sometimes and a Weighted Mean of 2.48 making it Rank 1. Power Notes got 22
Always, 28 Sometimes and a Weighted Mean of 2.44 making it Rank 2. Venn
Diagram got 15 Always, 35 Sometimes and a Weighted Mean of 2.3 making it
Rank 3. Dump and Clump got 12 Always, 38 Sometimes and a Weighted Mean
of 2.22 making it Rank 4. 3x3 Vocabulary got 11 Always, 39 Sometimes and a
Weighted Mean of 2.22 making it Rank 5 in the list.
It shows that most respondents are using Collaborative Learning and
Viewing Guide (CLVG) since it is Rank 1. It got 24 Always, 26 Sometimes and
a Weighted Mean of 2.48 and the least used Cognitive Strategy is 3x3
Vocabulary since it got 11 Always, 39 Sometimes and a Weighted Mean of 2.22.
Table 3. Summative Strategies Used by TLE Teachers
C Summative Strategies Always Sometimes Weighted Rank
. Mean
1 Four-Two-One 12 38 2.24 4
2 Shaping-Up Review 13 37 2.26 3
3 Challenge Envelopes 9 41 2.18 5
4 Learning Frames 16 34 2.32 2
5 ABC Review 20 30 2.4 1
Table 3 shows the Summative Strategies used by the respondents. ABC
Review got 20 Always, 30 Sometimes and a Weighted Mean of 2.4 making it
Rank 1. Learning Frames got 16 Always, 34 Sometimes and a Weighted Mean
of 2.32 making it Rank 2. Shaping Up Review 13 Always, 37 Sometimes and a
Weighted Mean of 2.26 making it Rank 3. Four-Two-One got 12 Always, 38
Sometimes and a Weighted mean of 2.24 making it Rank 4. Challenge
Envelopes got 9 Always, 41 Sometimes and a Weighted Mean of 2.18.
It depicts that most respondents are using ABC Review which got 20
always, 30 Sometimes and a Weighted Mean of 2.4 and Rank 1. And the least
used strategy is the Challenge Envelopes that got 9 Always, 41 Sometimes and
a Weighted Mean of 2.18 and which is Rank 5.

CHAPTER 4
SUMMARY, FINDINGS, CONCLUSION, RECOMMENDATIONS

SUMMARY
This study aims to assess the effectiveness of the Teaching Methods/Strategies
Used By TLE Teachers at Tapilon National High School in the Academic Year
2017- 2018.
Statement of the Problem
Specifically, the study sought to answer the following aspects of the
problem:
 4. Which teaching strategies that are mostly used by the teachers in the
Activating, Cognitive and Summative?
5. How to assess the effectiveness of the Teaching Methods/Strategies?
6. Based on findings, what appropriate action should be utilized?

FINDINGS
1. Which teaching strategies that are mostly used by the
teachers in the Activating, Cognitive and Summative?
Based on the data presented, for the Activating Strategies, most
respondents were using The First Word which is Rank 1 on the list. In this
activity, the teacher give students the name of the topic or key concept that was
learned during a previous class then students the write the word vertically down
the side of a sheet of paper. Individually, or in small groups, students choose a
word phrase or sentence that starts with the first letter of the vertical word then
the student contributions should be relevant to the vertical word. After about 5
minutes, students share their best word, phrase, or sentence with the rest of the
class. Think-Pair-Share Rank 2; In this activity, the students are paired by two
and work together to answer a question then share their ideas to the class. Two-
Minute Talks Rank 3; In this strategy, Students will be grouped into pairs in which
they will each be talking a specific topic for two minutes. Students will choose
which one talks first, then after two minutes the other student will do the talking.
Using a timer, allow student #1 to talk. Then tell them switch when time is up.
Allow student #2 to talk until time is up. Student #2 is allowed to repeat some of
the same concepts and/or ideas about the topic; however, it is always
encouraged to try and think of new information to share. Once this activity is over
and both students have had a chance to talk to one another, the class will do a
whole group discussion about what they learned or talked about with their
partner.
For the Cognitive Strategies, most respondents were using Collaborative
Listening and Viewing Guide which is Rank 1. In this Strategy, students are
paired or grouped together then they get to pick their own topic and each topic is
related to one another. They share their ideas and collaborate to reach a
conclusion and after, they share it to the whole class. Power Notes Rank 2; In
this strategy, Students are to work individually or by pair and give an assigned
text then record essential information regarding the text and organize it in a
systematic way. Venn Diagram Rank 3; I this activity, Students are able to
compare and contrast characteristics of two concepts, ideas, and words. They
provide a visual display of similar and different attributes that can be used to
launch discussion, writing or further research.
 Lastly, for the Summative Strategies, ABC review ranked 1 on the list. In
this activity, students are grouped in partners or in teams, students will draw
letter tiles and use the tile as the beginning letter of a topic, concept, word, or
phrase from the unit or lesson being reviewed. Learning Frames Rank 2; in this
activity, students are given a topic then they get the main idea. They discuss the
details from the main idea and develop the Big Idea and after they evaluate the
information gathered. Shaping Up Review Rank 3; in this activity students will
synthesize major concepts from the lesson using four different shapes. By
varying the manner in which students visually summarize their learning, retention
of the information learned is increased.

2. How to Assess the effectiveness of the Teaching

Methods/Strategies?
The Researchers conducted a survey checklist to assess the
effectiveness of the Teaching Methods/Strategies.

CONCLUSION
From the findings of the study, it is concluded that the most used
Activating Strategies are The First Word, Think-Pair-Share and Two-Minute
Talks. In the Cognitive Strategies, most respondents were using Collaborative
Listening and Viewing Guide (CLVG), Power Notes and Venn Diagram. In the
Summative Strategy, the respondents mostly used the ABC Review, Learning
Frames and Shaping up Review. These commonly used strategies are very
effective in the learning process in a way it acts, initiates and summarizes the
learning effectively.

RECOMMENDATIONS
In the view of the highlights of the conclusions of the study, the following
recommendations are hereby proposed:
1. The teachers should use all of the recommended teaching strategies to
make the learning process more effective and productive.
2. Let the students actively participate in every class activity that
concerns the Activating, Cognitive, and Summative Strategies to make
the process interactive.
3. Teachers, and also parents must reinforce the learnings being learned
by the learners.
 4. Teachers should be flexible in implementing teaching strategies
depending on the learning capacity of the learners.

BIBLIOGRAPHY

Websites:
https://betterlesson.com/lesson/resource/3214463/first-word-teaching-strategy
http://www.readingrockets.org/strategies/think-pair-share
https://sites.google.com/site/stokestechnology/Home/instructional-strategies-for-
engaging-learners/cognitive-strategies/collaborative-viewing-and-listening-guide
http://www.adlit.org/strategies/22370/
https://www.pressreader.com/philippines/sunstar-pampanga/
20170201/281633894964359
http://udyong.gov.ph/index.php?
option=com_content&view=article&id=5992:teaching-strategies-for-tle-teachers-
1&catid=90&Itemid=1267#
http://www.gmu.edu/resources/facstaff/part-time/strategy.html
 APPENDICES

APPENDIX A
Republic of the Philippines
CEBU TECHNOLOGICAL UNIVERSITY
DAANBANTAYAN CAMPUS
(SUC Level IV, AACUP Accredited and ISO 9001 Certified)
Agujo, Daanbantayan, Cebu

http://www.daanbantayan.ctu.edu.ph Email: ctudaanbantayan@yahoo.com

Tel No. (032) 437-8526 Fax No.: (032) 437-8523
 February 25, 2018

MARIA VICTORIA M. RODRIGO

Principal
Tapilon National High School
Tapilon, Daanbantayan, Cebu

Madam:
Good day!
We, the Pre- Service Teachers of the Cebu Technological University
Daanbantayan Campus are currently conducting our research study on TEACHING
METHODS/STRATEGIES USED BY TLE TEACHERS at Tapilon National High School. In this
regard,we would like to ask permission from your humble office to administer our
survey questionnaires to our selected student and teacher respondents. Rest assured
that the information that will be gathered will be confidentially kept and will only be
used for study.
Thank you very much in anticipation of this request, God Speed!

Very truly yours,

MYLENE C. MOLEJON
Research Leader
Noted by:

CHRISTINE C. MABULAY, Dev. Ed. D.

Chair, CTE Researchers

Approved by:

MARIA VICTORIA M. RODRIGO

Principal
APPENDIX B

Researcher-Made Questionnaire on Assessing the Effectiveness of the Teaching

Methods/Strategies used by TLE Teachers of Practice Teaching Students at Cebu
Technological University Daanbantayan Campus A.Y 2017-2018

Dear Respondent,
Greetings!
The Pre-Service Teachers are currently conducting a research on The Teaching
Methods/
Strategies Used by TLE Teachers.
Thank you very much in partaking in this survey of ours
Researcher
Direction: Answer the questions below and put a check mark on the designated space.
Answer it honestly and sincerely. Please read all items very carefully and then answer as
directed

1- Never 2- Sometimes 3- Always

Engaging Strategies 3 2 1
A. ACTIVATING ACTIVITIES
1. Carousel Brainstorming
2. Two-Minute Talks
3. Think-Pair-Share
4. Talking Drawings
5. Possible Sentences
6. Anticipation/Reaction Guide
7. The First Word
8. Walk Around Survey
9. Three Step Interview
10. In the Hot Seat
B. COGNITIVE STRATEGIES
1. Raft
2. Dump and Clump
3. Collaborative Listening and Viewing Guide
4. 3 x 3 Vocabulary
5. Frayer Model
6. Concept Mapping
7. Venn Diagram
8. Semantic Feature Analysis
9. Four Corners
10. Power Notes
C. SUMMATIVE STRATEGIES
1. Shaping Up Review
2. Exit Slips
3. Four-Two-One
4. Final Countdown
5. Word Sorter
6. Challenge Envelopes
7. Vanity Plates
8. Four Box Synectics
9. Learning Frames
10. ABC Review
 APPENDIX C
Sample Computation of Weighted Mean

The Table
The Social Networking Activities
Of BSHM II-A Students
 Social Networking Activities A S N WP WM DR
(3) (2) (1)
1. I prefer surfing the 4 15 8 50 1.85 S
internet than studying
my lessons
2. I spend so much time in 7 13 7 54 2.00 S
using social networking
site.
3. I use social media to find 4 14 9 49 1.85 S
answers to questions I
am struck on or clarify
with.
4. I use social networking 6 17 4 56 2.07 S
sites for my study

The Solution
Efw
WM=
N
4 ( 3 )+15 ( 2 ) =8(1)
WM=
27

50
WM=
27

WM=1.85
CUR
RICU
LUM
VITA
E

PERSONAL DATA

Name : MILAGROS I. PETALLO

Sex : FEMALE
Address : POBLACION,DAANBANTAYAN, CEBU
Date of Birth : November 27, 1972
Place of Birth : POB. D’BANTAYAN,CEBU Mobile : 09277617805
Civil Status : SINGLE Citizenship : FILIPINO
Height : 4’11 Weight : 72
Religion : ROMAN CATHOLIC
Father’s name : MANUELITO ILUSTRISIMO Occupation : WELDER
Mother’s name : ELIZABETH M. FUA Occupation : HOUSEWIFE
Husband’s Name : MARVIN T. PETALLO Occupation : OFW/KITCHEN
DESIGNER

Person to be contacted in case of emergency:

MR. MARVINT. PETALLO
Address : POBLACION, DAANBANTAYAN, CEBU

EDUCATIONAL BACKGROUND

School Date Graduated Honors Received

Elementary DAANBANTAYAN 1980-1986
CENTRAL SCHOOL
Secondary DAANBANTAYAN 1986-1990 5TH HON. MEN
NATIONAL HIGH
SCHOOL
Tertiary CSCST-CF 1990-1994 CUM LAUDE
DAANBANTAYAN
CAMPUS
GRADUATE STUDIES MASTER OF ARTS IN 2019
ADMINISTRATION AND
SUPERVISION

IMPLOYMENT BACKGROUND

COMPANY ADDRESS YEAR

DEPARTMENT OF EDUCATION IPHO BLDG. SUDLON, LAHUG, 1999-PRESENT
CEBU CITY
DR. JIHAN U. JUSTO TEACHER EDUCATION, DEAN AGUJO, DAANBANTAYAN CEBU
DR.CHRISTINE C. MABULAY CHAIR, CTERESEARCHER BOGO CITY CEBU

PERSONAL DATA

Name : MYLENE C. MOLEJON

Sex : FEMALE
Address : TAPILON, DAANBANTAYAN, CEBU
Date of Birth : October 30, 1995
Place of Birth : TAPILON, DAANBANTAN, CEBU Mobile : 09972130190
Civil Status : SINGLE Citizenship : FILIPINO
Height : 5’2” Weight : 47KG
Religion : ROMAN CATHOLIC
Father’s name : JEMEDEL P. MOLEJON Occupation : SALES REPRESENTATIVE
Mother’s name : HELEN MOLEJON Occupation : HOUSEWIFE
Person to be contacted in case of emergency:
MRS. HELEN C. MOLEJON
Address : LOOC, TAPILON, DAANBANTAYAN, CEBU

EDUCATIONAL BACKGROUND

School Date Graduated Honors Received

Elementary TAPILON CENTRAL 2008-2009 NONE
SCHOOL
Secondary TAPILON NATIONAL 2012-2013 6TH HON. MEN
HIGH SCHOOL
Tertiary CTU-DAANBANTAYAN 2017-2018 NONE
CAMPUS
Course BACHELOR IN 2017-2018
SECONDARY
EDUCATION

CHARACTER FEFERENCES

Name Occupation Address

MRS LILIBETH MERCADER TEACHER TAPILON, DAANBANTAYAN,
CEBU
MR. LEANDRO B. YASE TEACHER TAPILON, DAANBANTAYAN,
CEBU
DR. JIHAN U. JUSTO TEACHER EDUCA AGUJO, DAANBANTAYAN CEBU
TION, DEAN

PERSONALN DATA

Name : SHARMAINE C. PAREJA

Sex : FEMALE
Address : TAPILON, DAANBANTAYAN, CEBU
Date of Birth : October 31, 1996
Place of Birth : TAPILON, DAANBANTAN, CEBU Mobile : 09355935547
Civil Status : SINGLE Citizenship : FILIPINO
Height : 5’3” Weight : 48
Religion : ROMAN CATHOLIC
Father’s name : ALFREDO G. PAREJA Occupation : LABORE
Mother’s name : ESTERIA C. PAREJA Occupation : HOUSEWIFE
Person to be contacted in case of emergency:
MRS. ESTERIA C. PAREJA
Address : TAPILON, DAANBANTAYAN, CEBU

EDUCATIONAL BACKGROUND

School Date Graduated Honors Received

Elementary TAPILON CENTRAL 2009-2010 NONE
SCHOOL
Secondary TAPILON NATIONAL 2013-2014 NONE
HIGH SCHOOL
Tertiary CTU-DAANBANTAYAN 2017-2018 NONE
CAMPUS
Course BACHELOR IN
SECONDARY
EDUCATION

CHARACTER FEFERENCES

Name Occupation Address

DR. JIHAN U. JUSTO TEACHER EDUCATION, DEAN AGUJO, DAANBANTAYAN, CEBU
MRS. MA. LINA L. PEPITO TEACHER MAYA, DAANBANTAYAN CEBU
MRS. GINA D. PEPITO TEACHER TAPILON, DAANBANTAYAN,
CEBU

PERSONAL DATA

Name : LORIELYN C. OCHEA

Sex : FEMALE
Address : TAPILON, DAANBANTAYAN, CEBU
Date of Birth : April 7, 1995
Place of Birth : TABUNOK, TAPILON, DAANBANTAN, CEBU Mobile : 09351186169
Civil Status : SINGLE Citizenship: FILIPINO
Height : 5” Weight : 49
Religion : ROMAN CATHOLIC
Father’s name : LORENZO D. OCHEA Occupation: JEEPNEY DRIVER
Mother’s name : LOURDES C. OCHEA Occupation: HOUSEWIFE
Person to be contacted in case of emergency:
MRS. LOURDES C. OCHEA
Address : TABUNOK, TAPILON, DAANBANTAYAN, CEBU

EDUCATIONAL BACKGROUND

School Date Graduated Honors Received

Elementary TAPILON CENTRAL 2008-2009 NONE
SCHOOL
Secondary TAPILON NATIONAL 2012-2013 ACHIEVER
HIGH SCHOOL
Tertiary CTU-DAANBANTAYAN 2017-2018 NONE
CAMPUS
Course BACHELOR IN 2017-2018
SECONDARY
EDUCATION

CHARACTER FEFERENCES

Name Occupation Address

DR. JIHAN U. JUSTO TEACHER EDUCATION, DEAN AGUJO, DAANBANTAYAN, CEBU
MRS. GLORINA B. PEPITO TEACHER TAPILON, DAANBANTAYAN,
CEBU
MRS. ANA D. ORBETA TEACHER TAPILON, DAANBANTAYAN,
CEBU