INTRODUCTION This chapter presents the background of the study, statement of the problem, the significance, the scope

and delimitations of the study and the definition of terms.

Background of the Study
 Classroom diversity is one of the major trends in schools today. Educators need to understand the nature and evolution of human diversity because they will be encountering diverse learners in the future. Recent research studies show that diversity must be celebrated as it enriches one’s knowledge and experience.

. a tradition that insists that all human beings have similar opportunities to develop themselves” (Varenne and McDermott.Background of the Study  Teaching from an awareness of and a deep respect for cultural diversity is a step that teachers can take toward building “democracy in education. 1999).

Statement of the Problem The general research question is: “How effective are the teaching strategies being employed by the teacher-respondents in addressing the needs of their diverse students?” .

Statement of the Problem In order to answer the research question. Social Status 2. these sub-questions were formulated: 1. Age b. Gender c. Age b.What is the profile of the teacher-respondents according to: a. Educational Attainment e. Social Status . Gender c. Nationality d. Language Spoken e. What is the profile of the student – respondents according to: a. Years of Teaching d.

What is the level of diversity among the student-respondents? •Nationality •Language •Learning Style 5. What teaching strategies can be effectively delivered to address students of diversity? .3. What is the level of effectiveness of the teaching strategies currently employed by the teacher-respondents in terms of: •Faculty Evaluation •Bandura’s Teacher Efficacy Scale 4.

School Administrators 4.Teachers 2.Significance of the Study The following are the individuals and institution that will benefit from this study: 1. .Future Researchers. Secretary and staff of the Department of Education 5.Students 3.

Diversity Pedagogy Theory  (DPT) is a set of principles that point out the natural and inseparable connection between culture and cognition (Sheets. 2005).Theoretical Framework The study is based on the Learning Style Theory and Diversity Pedagogy Theory. . Learning Style Theory Joy Reid (1995) said that matching teaching styles with learning styles give all learners an equal chance in the classroom and builds student self-awareness.

Student-respondents : a. Gender c. Age b.Conceptual Paradigm INPUT 1. Years of Teaching PROCESS OUTPUT Surveys and interviews will be conducted. Social Status 2. Nationality d. Teacher respondents : a. Bandura’s Instrument Teacher Self-Efficacy Scale 3. Social Status .Educational Attainment e. Approaches to Teaching Inventory (Trigwell and Prossers) 2. Age b. Language Spoken Determining the effectiveness of the teaching methods that address the needs of the diverse learners e. 1. Gender c. VAK Learning Style Inventory d.

The study does not cover those of other institutes at FEU-Manila. . Students that are culturally and linguisticallydiverse and students with different learning styles will be the focus of this study. religion and socio-economic-status but it will not be covered in this study. gender.Scope and Delimitations of the Study The study discusses the level of diversity among students and covers the teaching methods used by the professors at the Institute of Education of Far Eastern University-Manila to address the needs of diverse learners. Student diversity may also be in the form of age.

Culture.Diverse Students.Differentiated instruction. 5. Universal Design for Learning 15. 3.Auditory Learning. Kinesthetic Learning 9. Language 10. Diversity 7. 6. 1. 4. Teaching Method 14. Visual Learning . Learning Styles 11. Multicultural Education 12. Sheltered Instruction 13. Ethnicity 8.Adaptive Learning Environment (ALE) 2.Definition of Terms The following are the terms that will be used in this study which will be described for better understanding of the readers.

. measuring teaching effectiveness and lastly. the teaching methodologies.REVIEW OF RELATED LITERATURE AND STUDIES The review of related literature and studies is divided into four parts: the diversity among learners. the synthesis.

2003). disability. and giftedness (Alton-Lee. socio-economic background. gender.Diversity among Learners •Diversity encompasses many characteristics including ethnicity. . home language. special needs.

traditions. societal structures. art and religion (Hobart City Council). . food.• Cultural and linguistic diversity is a very broad concept and encompasses the differences that exist between people. such as language. dress.

2008) (as cited in Tulbure.• The term “learning style” has been defined in several ways by many authors. et al. and b) the learning style refers to the idea that individuals differ in regard to what type of instruction is most effective for them (Pashler. . et al.. yet the most representative definitions refer to two essential aspects: a) the learning style represents an individual’s preferred ways of responding (cognitively or behaviorally) to learning tasks which change depending on the environment or context (Peterson.. 2009). 2012).

. it uses three sensory modes — Visual (seeing and reading). and Kinesthetic (movement and tactile or touch) — to determine three preferred learning-style categories. It is based on how we perceive information. Auditory.The VAK Learning Style model is one of the simplest and therefore most popular learning styles model.

Teaching Methodologies Previous studies have enlisted the teaching methodologies that worked for diverse learners such as differentiated instruction. use of visual aids. . peer tutoring. sheltered instruction. multicultural education. universal design. active learning experience and use technology in terms of website and electronic media. These methods will be discussed in this chapter. cooperative learning.

refers to a teacher’s ability to improve student learning as measured by student gains on standardized achievement tests (Little. in the narrowest sense.Measuring Teaching Effectiveness The way teacher effectiveness is defined impacts how it is conceived and measured and influences the development of education policy. Teacher effectiveness. . Goe & Bell. 2009).

Buhr. and Crocker (1894) Gibson and Dembo (1984) Bandura (1998) Tschannen-Moran and Hoy (2001) Siwatu (2007) .To capture teacher efficacy researchers have used a variety of formats: Ashton.


. instruments and statistical treatment method that will be used in analyzing the data. environment. the participants.RESEARCH METHODOLOGY This portion discusses the methodologies that will be used in this study such as the research design.

Lin. and is often. including the nature of the relationship between two or more variables and the theoretical model that might be developed and tested to explain these resultant correlations (Lomax. . 2009). Hughes and Tight. 1996: 61). concerned with the collection and analysis of data in numeric form. presented or perceived as being about the gathering of `facts' (Blaxter. It tends to emphasize relatively largescale and representative sets of data. falsely in our view. as the term suggests. Correlational research investigates a range of factors.Research Design Quantitative research is.

Research Participants The study will involve teachers and students of FEU Manila – Institute of Education. 15 international students. The student – respondents will be the 30 students of 2nd year BEED – SPED block. The teacherrespondents will be the 7 professors of 2nd year BEED – SPED block. Their learning styles will be assessed for this study. will be randomly selected for cultural and linguistic diversity. whose first language is not Filipino and who have at least studied in the university for a year. .

The Institute of Education had 789 students. 580 students. for the First Semester of A.Y. . FEU had 29. According to the FEU Advocate. 544 of which are international students. 2012 – 2013.Research Environment The researchers chose the Institute of Education in FEU Manila as the locale for the study.

research procedures and statistical analysis. .Research Instruments This section discusses the research instruments that will be used in gathering data for this research such as personal data of the participants. research tool.

educational attainment. For the teacher – respondents. annual income. the following information will be asked: gender.•Personal Data Form The study will have teachers and students as respondents. specialization and current subjects being taught. language. age. Names will be optional for confidentiality. For the student – respondents. social status. . position. years of teaching experience. age. year. course. nationality. the following information will be asked: gender. social status and annual family income.

•Research Tool The researchers have adopted survey questionnaires for this study. Bandura’s Teacher Efficacy Scale. II. . Learning Style Inventory. I. Approaches to Teaching Inventory (Trigwell and Prossers). III.

•Research Procedures The researchers will be using different modes of media available in gathering information such as the use of library and internet. All of the results will be analyzed after the data gathering . All respondents will be asked for consent before any survey and/ or interview will be conducted. The confidentiality of all information will be assured. The researchers will conduct surveys and interviews for students and teachers.

Percentage Frequency Distribution III. II. IV.•Statistical Analysis I. The analysis of variance (ANOVA) and the ttest. Data checking and Summarisation. Chi-square Test .