CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Education is the key to progress. A person may learn from himself yet
it is not enough. This progress is possible through the help and guidance of
the people around us. An educator is one great help to success. The
educators are specialist in the theory and practice of education. They
improve ones understanding of a certain topic and initiate learning through
teaching strategies.
Teaching strategy is one of the factors to consider in the field of
academics. It may manifest in their grades which shows how good and how

poor the teaching strategy is. This may be proven through the scores of the
students in their assessments.
Based on the data gathered, the researchers tallied that most of the
high school students prefer the traditional way of teaching than the modern
way which uses technology. Some immediately adjust with the strategy that
has been introduced to them, new or old, but some are still having a hard
time. This study specifically deals on the most preferred teaching strategy
among the high school students by the high school teachers.

Statement of the Problem

The study entitled, THE MOST PREFERRED TEACHING STRATEGIES OF THE
HIGH SCHOOL STUDENTS BY THE HIGH SCHOOL TEACHERS OF DOMINICAN
COLLEGE OF SANTA ROSA S.Y. 2014 - 2015 seeks to answer the following
question:1. Is there a most preferred teaching strategy among the high
school students by the high school teachers of Dominican College of Santa
Rosa S.Y. 2014 - 2015?
1.1

Is multimedia the most preferred teaching strategy?

1.2 Is taking down notes the most preferred teaching strategy?

1.3 Is conducting group activities the most preferred teaching
strategy?
1.4 Is discussion the most preferred teaching strategy?

Null Hypothesis
1. The students do not prefer the teachers to use multimedia.
2. The students do not prefer the teachers to conduct group activities.

3. The students do not prefer the teachers to allow them to take down
notes.

4. The students do not prefer the teachers to discuss their

lessons.

Alternative Hypothesis
1. The students prefer the teachers to use multimedia.
2. The students prefer the teachers to conduct group activities.
3. The students prefer the teachers to allow them to take down notes.

4. The students prefer the teachers to discuss their lessons.

Significance of the Study

This study, THE MOST PREFERRED TEACHING STRATEGIES OF THE

HIGH SCHOOL STUDENTS BY THE HIGH SCHOOL TEACHERS OF DOMINICAN
COLLEGE OF SANTA ROSA S.Y. 2014 - 2015 aims to know if there is a most
preferred teaching strategy among the high school students. It is beneficial
to students, teachers, parents and the school as a whole.
Teachers may assert how they are able to teach well collectively the
class. Thus, this will help the teachers have the students cooperation and
focus in tackling their lessons.
For the high school students, they will be able to cope with their
lessons very well by using their most preferred teaching strategy. If the
students most preferred teaching strategy will be followed, they will be able
to create a working environment by helping one another especially extending
help to the students who are still in the process of adjusting in the strategy.
For the Parents, they will be able to support and sustain the needs of
their children based on the teaching strategy that they prefer.
The school as a whole will benefit because in the study they will be
able to make new approaches to the students based on the learning style
that will prevail.

Scope and Delimitation

This study entitled, THE MOST PREFERRED TEACHING STRATEGY OF

THE HIGH SCHOOL STUDENTS BY THE HIGH SCHOOL TEACHERS OF
DOMINICAN COLLEGE OF SANTA ROSA S.Y. 2014 - 2015 will focus not only on
the different teaching strategies but also on how the students excel because
of the strategys quality. An assortment of boys and girls were needed in the
study.

Conceptual Framework

Theoretical Framework

Based on the results in our pre-survey, these are the top four most
preferred teaching strategies of the high school teachers by the high school
students of Dominican College of Santa Rosa School Year 2014 - 2015. The
thin arrows pointing inside shows the top four most preferred teaching
strategies. The thick arrows pointing inside shows that the four teaching
strategies are still question marks, because it is not yet proven which among
the four teaching strategies are preferred by the high school students of
Dominican College of Santa Rosa school year 2014 2015.

Definition of Terms
Strategy- a careful plan or method for achieving a particular goal
usually over a

long period of time.

Factor- something that helps produce or influence a result: one of the

things that

cause something to happen. Assessment- the act of

making a judgment

about

something/

the

act

of

assessing

something.
Tally- a recorded count of scores, votes, etc. Modern- of or relating to
the present
developing at a time near

time or the recent past: happening, existing, or

the present time.

Traditional- a way of thinking, behaving, or doing something that has

been used

by the people in a particular group, family, society,

etc. for a long time.

Scholar- a person who has studied a subject for a long time and knows
a lot

about it: an intelligent and well- educated person who knows a

particular

subject very well.

Academics- courses of study taken at a school or college.

Knowledge- information, understanding, or skill that you get from
experiencing or

education.

Process- a series of actions that produce something or that lead to a

particular

result.

CHAPTER 2
REVIEW OF RELATED LITERATURE

Teaching strategy has a creative effect on the mind, character or

physical ability of an individual. It is a concept of instruction, teaching and
learning. It aims to educate mentally and morally and to provide with
information.
According to a new study, Pam Mueller and Daniel Oppenheimer of
Princeton University and UCLA Los Angeles respectively, students who write
out their notes by hand actually learn more than those to type their notes on
laptops. Over the course of several experiments, Mueller and Oppenheimer
tested students memories for factual detail, conceptual comprehension, and
synthesizing capabilities after half of them took notes by hands and the other
half took notes by way of computer. Students who used laptops cranked out

more words than hand-writers did, but the hand-writers ended up with a
stronger conceptual understanding across the board. According to Parlangeli,
Marchigiani and Bagnara, multimedia systems are more and more used in
distance learning. Since these systems are often structured as a hypertext,
they pose additional problems to the user due to the complexity of navigable
paths. In these cases the user has to learn both the structure of the
hypertext and the provided contents. Three studies have been conducted to
test the hypothesis that the level of usability of a system can affect the
learning performance. The first two studies were aimed at evaluating the
level of usability of a system developed as a multimedia distance learning
course. An experiment was then conducted to compare the learning
performance of students using this system to that of other students using
different educational tools.
Obebe (1981) carried out a research on the knowledge of contents and
teaching methods in Social Studies. He discovered that lecture method had
negative effects on students. Such effects include total lack of motivation,
inability to cover the contents of the curriculum, negative attitude towards
the subject and low achievement on the part of the students and teachers.
Seweje (2000) confirmed that the methods adopted by teachers in
most cases include the talk and chalk (lecture) with very little concern for
practical activities. Seweje (2010) explained further that a teacher is
expected to be a facilitator whose main function is to help learners to
become active participants in their learning and thereby making meaningful

connection between prior knowledge, new knowledge and the process

involved in learning
Robert E. Cole once said, the term small-group activities refers to
workshop or office based groups that are given a greater opportunity to
exercise direct control over everyday work decisions and the solving of
workshopp problems. In the United States, the rise of quality circles and, of
late, self-managing teams has come to symbolize this movement, which has
been associated in varying degrees and ways with decision making.
Lecturing dominates teaching at institutions of higher learning. Trends
in Southern African Universities are currently questioning its effect as
concerns facilitating learning. On the other hand, it is not uncommon in most
developing countries to have large classes ranging from 200 to 500 students.
The traditional lecture method remains as a viable method. The lecturer
engaging this method essentially aims at explaining or transmitting concepts
in a chunk of disciplinary content to

large numbers of students, the

assumption being that students need the selected content in order to

perform higher order tasks expected of graduates. This is an executive
model of teaching basically implying that simply knowing or understanding
the content will enable the graduates to perform well in their new jobs. This
perspective has been criticized by the outcomes based education (OBE)
(Eggen and Kochack 2001).

The outcomes based education argues that students have to be taught

applications and capabilities. It suggests that disciplinary content be used to
build necessary competencies within the institutions in ways that compatible
with the work world. This point of view is supported by the constructivist
point of view of teaching. Where the learners create and construct their own
meaning of the subject content as they interact with their own environment.
309In this study students were taught how to identify developmental
problems and to solve them. That necessitated a shift from the traditional
lecture. The students were taught using multimedia on-line and off line to; a)
identify a problem, b) generate diverse solutions to it, c) test those solutions
against each other, d) make conclusions, and e) make recommendations
based on the conclusions. Learning objectives would be achieved if all the
five learning outcomes were completed. Second to outcomes, there was the
aspect of student motivation to learn and do assigned tasks. Lecturing by its
very nature is tedious to the instructor and boring to the students. (Day,
2003).This study investigated the impact of multimedia teaching on student
empowerment. Achievement, attitude, and motivation were used to describe
students cognitive, emotional and social empowerment.
Multimedia is defined as the combination of various digital media types
such as text, images, sound and video, into an integrated multi-sensory
interactive application or presentation to convey a message or information to
an audience. In other words, multimedia means an individual or a small
group using a computer to interact with information that is represented in

several media, by repeatedly selecting what to see and hear next (Agnew,
Kellerman and Meyer, 1996).
Reisman (1994) described multimedia as a ray of computer-driven
interactive communication system, which create, store, transmit and
retrieve, textual, graphic and auditory networks of information.
Multimedia could be interpreted as a combination of data carriers, for
example video, CD-ROM, floppy disks, Internet and software in which the
possibility for an interactive approach is offered (Smeets, 1996; Jager and
Lokman, 1996).
Fetterman (1997) also viewed multimedia as those resources used for
instruction that include one or more media such as graphics, video,
animation, image and sound in addition to textual information. He identified
four important characteristics of multimedia as: 1. Multimedia systems are
computer

controlled;

2.

Multimedia

systems

are

integrated;

3.

The

information content must be represented digitally; 4. The interface to the

final presentation of media.
A multi-sensory experience can be created for the audience, which in
turn, elicits positive attitudes towards its application (Neo and Neo, 2001).
Multimedia has also been shown to elicit the highest rate of information
retention and result in shorter learning time (Ng and Komiya, 2000).
On the part of the creator, designing a multimedia application that is
interactive and multi-sensory can be both a challenge and thrill. Multimedia

application design offers new insights into the learning process of the
designer and forces him or her to represent information and knowledge in a
new and innovative way (Agnew et al, 1996).
However, information technology application serves different purposes,
such as knowledge sharing-portal, search engines, public administration,
social service and business solution. Oshodi (1999) posits that awareness
created towards the use of information and communication technology over
the years is increasing in the classroom learning environment in the third
world such that mere verbalization of words alone in the classroom to
communicate ideas, skills and attitude to educate learner is futile.
Omagbemi (2004) supporting this view expressed that access to
multimedia information could stimulate changes and creates conductive
learning environment and make learning more meaningful and responsive to
the localized and specific needs of learners.
Moore (1992) once said, the classroom environment can also have a
big effect on the amount of learning that occurs. Here again, people are
different and have different environmental preferences. Nevertheless,
understand what effects the learning process is important to know. Some of
the common learning styles and environmental factors that should be
considered when attempting to create the best learning conditions are listed
below.