Research Paper
Research Paper
Research Paper
─────────────
A Thesis Proposal
Presented to the
Pagadian City
─────────────
In Partial fulfillment
─────────────
BY:
JUDY B. EGUAC
CHEMBIE M. LADERA
October 2018
1
CHAPTER I
Introduction
5509547_seven-principles-effective-teaching.html, being an
track involving both the learner and the teacher, the teacher
http://education.jhu.edu/PD/newhorizons/strategies/. These
nation building can claim that he has not passed though the hands
the citizens.
inputs into the system, the processing takes place in the school
personalities.
www.zamboanga.com/z/index:php?title=Diplaha,_Zamboanga_Sibugay,
5
area.
West of Pagadian City & 65 kms. From IPIL the center of government
They shall exercise and perform the legislative powers and duties
recommendations.
2014 it has an MPS of 71.03%; and for the year 2014-2015, it has
a mean percentage score of 69.52%. For the past three years, the
Department of Education.
Conceptual Framework
They do not just plan it based on the lesson but more so based on
R E S P O N S E S
TEACHING STRATEGIES FOR
EFFECTIVE INSTRUCTION
4 – Always Practiced
(AP)
1. Teacher Clarity
3 – Almost Always
2. Classroom Discussion Practiced (AAP)
important for both the teachers and the pupils to track on the
are going to learn, not what are they going to learn. They help
them plan and organize, monitor their own work, direct their own
discussed after the findings are drawn based from the identified
variables.
students.
sub-problems raised:
1.3. Feedback;
Hypothesis
Strategies.
2018.
are not yet fully equipped to teach the students because for them
they have not mastered writing lesson plans, they have not learned
such strategies they need to learn and they were not yet sent to
trainings for classroom management and the like. So, the question
process so see the needs of the teachers and the students. With
This will encourage them to take every single minute of the days’
internet and they can even enroll to any course they would like
aside from learning, they also get Means of Verifications for the
IPCRF.
the people in the school. They will realize how important they
objectives.
this study will let them appreciate the school administrator and
14
in school.
hereby defined:
productive outcome.
this study.
The table value is taken from a book based from the degrees of
CHAPTER II
RELATED LITERATURE
https://www.edutopia.org/blog/5-highly-effective-teaching-
all!) After the magic of that day wore off, I reflected on the
many strategies and would often think, "Lots of great stuff, but
I'm not sure it's worth the time it would take to implement it
all."
more than "always trying something new" is the reason behind why
we do what we do.
1. Teacher Clarity
2. Classroom Discussion
3. Feedback
accordingly.
19
4. Formative Assessments
5. Metacognitive Strategies
monitor their own work, direct their own learning, and to self-
reflect along the way. When we provide students with time and
researcher.
http://www.ehow.com/way_5527365_effective-teaching-strategies.
with and learn material will help you keep a class interested in
exercise will help you get creative in your methods without losing
means placing the pupil in the center of the learning. The teacher
what the pupil expects to gain from the project. The teacher,
resources and ideas but does not direct the learning. Allowing
For example, breaking pupils into small groups, and then allowing
http://www.ehow.com/way_5602274_effective-instructional-
workplace. The idea behind doing group work is for each student
make sure that you know your content well enough not to read from
where appropriate.
Create quizzes and tests that will not only assess student
learning but promote it. For example, ask students to think about
understand the character traits that you have taught. When engaged
information.
http://www.ehow.com/info_12049345_multimodal-teaching-
from bogging the lesson down with too many inputs or modalities
over their students without them truly absorbing the lesson. Each
cues that are separated by too much time or space within the
25
lesson will lose impact. With the proper organization and focus,
serve as a review.
necessary.
http://www.ehow.com/list_7634819_effective-teaching-learning-
that allow more than one person to have input on the final
students free rein to determine how much each person in the group
each member of the group and, as a group, have some input in what
grade each student gets. This will keep each student honest and
meet only one day per week for longer periods of time. One
and seen the places, people and events they hear about in the
27
the point you are making. This works well in nontechnical fields
http://www.ehow.com/way_5809507_four-corners-teaching-
forms of government.
strongly disagree.
one another. For example, the agree and disagree students can
if it has changed.
can be adapted into a simple game format that allows all students
modification, label the four corners of the room one, two, three
and four. Make four slips of paper that are labeled with the
the given corner. If the students in the corner are able to answer
that corner must return to their seats. Play continues until one
to the option they believe is correct. All students who chose the
http://www.ehow.com/way_5557572_effective-teaching-strategies-
back to the reading, but also ask higher-level questions that may
class after several minutes, and have a member from each group
eliminating words that do not fit with the poem until there are
organizer, using evidence from the prose for support. For example,
investigation.
33
tape recorders. Then the tapes can be reviewed and feedback given,
as time warrants.
learner.
36
http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?art
able to make their needs and wants known. For example, preschool
students need to be able to tell others when they need to use the
teachers and other people with whom they work. Jones (2006)
self-advocates.
them to see their own progress and identify areas they need to
work on. This gives them ownership for making the steps necessary
http://www.ascd.org/publications/educational-leadership/sept08/
vol66/num01/Seven-Strategies-for-Building-Positive-Classrooms.
character.
will get along with their peers and teachers, have their work
measure up, and enjoy the process of learning. These hopes define
need for positive classrooms that support the whole child with
that treating others the way you want to be treated is the best
code of conduct, and they agree that this code will dictate the
cannot assume that students just know them. The Positive Action
about yourself.
39
the action. That feeling leads to another thought, and the cycle
in any situation.
it's important that they recognize the positive behavior, ask how
it made the student feel, and tell the student the extrinsic
behaviors continue.
pupils.
researcher’s study.
41
http://www.schoolclimate.org/guidelines/teachingandlearning.php
improvement efforts.
helpfully!
scholars adhere to. Perhaps the most commonly used list grows out
the idea that there are five key sets of social emotional
developed by our Center and the New York State Center for School
42
Common barriers
to do
recommendations
that provide the foundation for school – and life - success. One
of development.
efforts in particular:
does your behavior “teach”? What are the core social, emotional
Too often teachers feel that there are “putting out a series of
cooperative learning
service learning
conflict resolution/mediation
There are two ways that teachers can infuse explicit social,
‘Advisory activities’;
organizations:
area but that they cannot or do not want to use a packaged program.
the field. However, the CSCI does in fact measure these issues in
investigation.
RELATED STUDIES
exemplary performance.
attention of learners.
variability.
the school heads and teachers differ significantly along with the
48
conclusions:
what is to be discovered.
and records its actions so that the pupils can choose the
appropriate action.
difference of 18.
that:
to pupils need.
teaching-learning environment.
50
teaching-learning process.
same.
that lesson plan has clear and suitable aims and objectives and
widely.
corrective.
teaching skills:
different types.
than the tabular value. This indicates that the responses of the
conducted.
56
CHAPTER III
and the instrument used and its validation, gathering and the
Method Used
Research Instrument
Careful analysis was employed in making the final draft free from
main and sub-problems raised. The final draft was then submitted
Colleges, Pagadian City where they have to find out and determine
made, this passed through the Dean of the Graduate School for its
respondents.
Gathering of Data
in the instrument and this was done during the district meeting
Sampling Design
all the 7 school administrators and the 123 teachers who have
59
students.
can reject those people who do not fit into the sampling group.
follows:
_ TWP
X = ─────
N
Where:
_
X = Weighted Mean
N = Number of Respondents
every item.
along with the five variables, t-test was used based from the
_ _
X1 - X2
t = _____________________________ ____________
(N1–1) (SD1)² + (N2–1) (SD2)² 1 1
____________________________ ___ + ____
N1 + N2 - 2 N1 N2
61
Where:
t = t-test
_
Xl, SDl, and Nl = refers to the average mean,
standard deviation and
number of variables for
school administrators
_
X2, SD2, and N2 = refers to the average mean,
standard deviation and
number of variables
for the teachers
d.f. = Nl + N2 –2
2 = constant number.
62
BIBLIOGRAPHY
A - BOOKS
B – INTERNET SOURCES
http://purposivesampling. net/purposive-sampling.html,
http://www.ehow.com/way 5509547_seven-principles-effective-
teaching.html
http://tll.mit.edu/help/what-strategic-teaching
http://education.jhu.edu/PD/newhorizons/strategies
www.zamboanga.com/z/index:php?title=Diplaha,_Zamboanga_Sibugay,
_Philippines
https://www.edutopia.org/ blog/5-highly-effective-teaching-
practices-rebecca-alber
63
http://www.ehow.com/way_5527365_effective-teaching-strategies.
html
http://www.ehow.com/way_5602274_effective-instructional-
strategies-teaching.html
http://www.ehow.com/info_12049345_multimodal-teaching-
strategies.html
http://www.ehow.com/list_7634819_effective-teaching-learning-
strategies.html
http://www.ehow.com/way_5809507_four-corners-teaching-
strategy.html
http://www.ehow.com/way_5557572_effective-teaching-strategies-
prose.html
http://files.eric.ed.gov/fulltext/ED497756.pdf.
http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?art
icle=1102&context=ejie
http://www.ascd.org/publications/ educational-
leadership/sept08/vol66/num01/Seven-Strategies-for-
Building-Positive-Classrooms.aspx
http://www.schoolclimate.org/guidelines/teachingandlearning.php
City, 2014), P.
GRADUATE SCHOOL
QUESTIONNAIRE-CHECKLIST
(Respondents)
Dear Respondent,
JUDY B. EGUAC
CHEMBIE M. LADERA
Researcher
-------------------------------------------------------------
Background Information:
Name_________________________________________________________
(Optional)
Length of Service___________________
Instruction:
1. TEACHER CLARITY
4 3 2 1
2. CLASSROOM DISCUSSION
3. FEEDBACK
4 3 2 1
2. Giving feedback on time to keep the
learning pace. ___ ___ ___ ___
4. FORMATIVE ASSESSMENTS
5. METACOGNITIVE STRATEGIES
CHEMBIE M. LADERA
Researcher