Narvasa
Narvasa
Narvasa
ANE ELEMENTARY
SCHOOL.FACULTY; IT’S PERFORMANCE AMONG GRADE-VI-PUPILS S.Y. 2016-
2017; BASIS FOR SCHOOL DEVELOPMENT PLAN
A
Resarch
Presented to the Faculty
Of the College of Education
By:
Rhia S. Coyoca
April_____ 2018
TABLE OF CONTENTS
Acknowledgement
Dedication
Research Abstract
Chapters
1. The Problem and It’s Scope
Background of the Study
Review of the Literature
Conceptual Framework
Significance of the Study
Scope and Limitations
Definition of Terms
2. Research Mythology
Research Design
Research Environment
Selection of Respondent and Sampling Procedure
Data Gathering Procedure
Statistical Techniques
Summary
Findings
Conclusions
Recommendations
Bibliography
Appendix A
Appendix B
Curriculum Vitae
ACKNOWLEDGEMENT
The researcher would like to wish and express her appreciation and profound
To my parents and my husband who give moral, spiritual, and financial support in
To Sta. Ana Elementary School, teaching staff for granting her to conduct a study in
Above all to the Almighty God, for his blessings and guidance that made this
The researcher would like to dedicate her study to Sta. Ana Elementary School. To the
RESEARCH ABSTRACT
Title: Teaching Strategy and Learning Style of Sta. Ana Elementary
School. Faculty; It’s Performance among Grade-VI- Pupils
S.Y. 2016-2017; Basis for School Development Plan.
SUMMARY
The study focused on the effectiveness of teaching strategy and learning style among
Grade-VI- pupils that is being conducted. One of the goals is to study classroom processes
In that regard, we have developed a strategies and styles used in the classroom. To
gain knowledgeable and accurate understanding that is learn from the teaching strategy
It also provides all teaching strategy and learning style that will always kept their
learning efficient. It determines the styles that are needed for its performance for the
On the basis of the presentation, analysis, and interpretation of data, the following
1. There is a significant difference between the teaching strategy and learning style
the school.
Conclusion:
1. The school is the best home for the learner’s that enable them to learn effective
teaching.
2. The teacher is the most efficient and effective tools in gathering lots of knowledge to
input.
3. There are little cases that are seen such inappropriate behavior but it can be
Recommendations:
1. Apply variety of strategic teaching and learning style if they feel they are not doing well.
2. Observe carefully the misbehaving learners if they are challenging to handle, then use
3. Avoid making too large an effort because they think they will feel bad about themselves
if they fail.
4. Conduct once a week different teaching strategy and learning style such as brainstorming,
role play, games, interviews and information exchange, group or pair work.
CHAPTER 1
Teaching strategy and learning style can be best defined as the most consistent way in
which a student learn new concepts. A student style is determined by genetic factors, previous
learning experiences, her culture and society. Few individuals use one style exclusively most of
us has one dominant style, however. Students learn faster and most effectively when instruction
is matched to their individual preferred styles, according to education researchers (Sue Davidoff
and Owen Van den Berg). These scholars also assert that self- esteem blossoms through
successful reinforcing a positive attitude towards future learning. They also believe that the
student-teacher relationships result from teaching to different learning styles. Teaching strategy
and learning style is both an art and science. It happens when someone tries to assist others to
teach and learn an issue, an event, a skill or value. It takes particularly in school, at home, in
town and in the community, both in the formal and informal settings. Teaching strategy is the
actions of someone who was trying to assist others learning. It is an art when teachers create
into a new whole that is specially made for the circumstances they see in their situation. It is a
science for it uses specific methods and skills that will help the goal of teaching .Gagne
maintains there is a scientific basis for the art of teaching. Actually, good teaching is the result of
having a deep subject of the subject matter, a solid understanding of the principles of teaching
and learning, as well as mastery of teaching skills and strategies needed for effective teaching.
Simply put a good teacher and teaching strategy can transform knowledge into learning activities
that will motivate students to learn. The concept of teaching strategy and learning style is not
unknown in education and research on it has flourished in the past two decades. Educational
research has also proved that all students are unique individuals merged in a common classroom
coming from varied socio-economic and cultural background, possessing different learning
styles that rarely comply with their teachers’ teaching styles. This was verified by Collins (2004)
and Winn and Grantham (2005) in their research studies as well. Cassidy and Eachus (2000)
support this stance and point to the evidence that indicate learning styles change with the type of
environments and circumstances. Markham (2004) confirms that no other papers have been
found on this topic. Smith and Dalton (2005) opine that learning style is a distinctive and
habitual manner of acquiring knowledge, skills or attitudes through study or experience, and an
individual learner’s style tends to be more stable across different learning tasks and contexts.
Learning style is consistent across a variety of tasks, has a wide influence on how information is
processed and problems are solved, and it usually remains stable over a certain period of time. In
the same vein, the characteristics of the teachers are just as diverse as their students and the
teaching styles fluctuate not only to suit the discipline they teach, but also the objectives of the
course, the way they learnt and were themselves taught (Clark & Latshaw, 2012), and their own
temperament. Teaching style by definition is the approach teachers put into practice to carry out
teaching and learning activities. Teaching styles influence the character of the learners, learning
environment, and overall execution of learning in a classroom. Tucker, Stewart and Schmidt
(2003) suggest that research to address the match between the learning styles of the students and
teaching styles of the teachers in the field of business education needs more attention. Of what
research that has been done and shared with the educationists in print, almost all contribution has
been from the developed countries and almost negligible reports are obtainable from the
developing countries, Therefore, it is imperative to carry out research to help teachers understand
and realize the importance and implications of teaching and learning styles to help them
determine the learning styles of their students. Furthermore, the outcome of the study will assist
the teachers in planning teaching methodologies, approaches, and strategies that cater to the
individual learning styles of the students. As a result, it will facilitate the teachers to mould their
teaching styles, practice alternatives, and transform their strategies to meet varied learning
situations. 2. Purpose and Objectives The present study was an initiative taken in a well reputed
business school situated in a metropolitan city of Pakistan to investigate the association between
Teaching strategy and learning style research suggesting links relating this study and also
associated with the culture. This literature always looked at the various teaching and strategy and
learning style, they reviewed and categorizing the types of strategy to assess learning style, the
literature on learning style with the diverse groups. The study of different variations of learning
style versus explored learning style using personality models an progressing model, and the
social model. The study also explored teaching strategy and learning styles, researcher finds that
learning strategy and learning style associated into review of cultural patterns. Exploration of the
cultural diversity for higher sanction led to the conclusion to any schools and that conduct the
development activities on the use in improving teaching strategy and learning style
development. Teaching strategy or teaching methods based on the related literatures and studies
such as educational philosophy, classroom demographic, subject area and school mission
statement. Teaching strategy have theories that can be organized into four categories based on
high-tech materials versus low-tech material use. The Teacher- Centered Approach to Learning
taken to it most extreme interpretation, teachers are the main authority figure in a teacher-
centered instruction model. Students are viewed as “empty vessels” who passively received
knowledge from their teachers through teachers and direct instruction, with an end goal of
passively knowledge from their teachers through lectures and direct instruction, with an end goal
of positive results from testing and assessment are viewed as two separate entities; student
Approach to Learning , while teacher are just an authority figure –in a student-centered teaching
model, teachers and students play an equally active role in the learning process. The teacher’s
primary role is to coach and facilitate student learning and overall comprehension of material,
and to measure student learning through both formal and informal forms of assessment like
group projects, student portfolios, and class participation. In the student-centered classroom,
teaching and assessment are connected because student learning is continuously measure during
teacher in instruction. Learning Styles, all students are created equally .The term “learning
styles” speaks to the understanding that every students learn differently. Technically, an
individual’s learning style refers to the preferential way in which the students absorbs, processes,
comprehends and retains information. This notion of individualized learning styles has gained
learning styles depend on cognitive, emotional and environmental factors as one’s prior
experience. In other words: everyone is different. It is important for educators to understand the
differences in their student’s learning styles, so that they can implement best practice strategies
into their daily activities, curriculum and assessments. Students’ preferred learning modes have
significant influence on their behavior and learning, it should be matched with appropriate
learning strategies. Information that is accessed through student’s use of their modality
overall curriculum with these styles, will prove to be beneficial for your entire classroom.
Allowing the students to access information in terms they are comfortable with will increase
By understanding what kind of learner to and/or your students are, you can now gain a
better perspective on how to implement these learning styles into lesson plans and study
techniques.
Visual Strategies
Talk it out. Have a discussion with others to expand upon your understanding of a topic.
Read/Write Strategies
Kinesthetic Strategies
Use real life examples, applications and cause studies in your summary to help with
abstract concepts.
A teaching strategy and learning style can be best defined as the most
consistent way in a student prefers to learn new concepts. A student style is determine by genetic
factors, previous learning experiences, and her culture and society. Few individuals use one style
exclusively: most of us have one dominant style, however. Student learn faster and more
positive attitude toward future learning. Student teacher relationships result from teaching to
different teaching strategy and learning style. Teaching Strategy and learning style is to analyze
the several variations and context of teaching strategy and learning style. It is used to make
conceptual distinctions and organize ideas. Strong conceptual framework capture something real
and do in the way that is easy to remember and apply. Teachers encourage students to participate
any activities and motivate to increase their self trust. Students should make certain progress and
achievements to earn knowledge and understanding. Students learning experiences are affected
by the way in which they are taught .The teacher’s role in the classroom and the teaching method
will positively or negatively affect the learning experience. Attention to learning style theory
may improve learning outcomes and attitudes toward learning. Instructions with a variety of
teaching strategy and learning style should accommodate this diversity to improve learning
outcomes, attitudes toward learning abilities. The goal is to teach to all learning styles and to
emphasize right brain activities. A theoretical framework was developed that utilizes teaching
strategy and learning styles with emphasis on right brain activities. This framework maybe
applied to various subjects within the grade school level particularly to the Grade-six pupils. The
learning experience may become more exciting and challenging for students if all learning styles
are accommodated. The emphasis on right- brain activities may encourage visual and creative
thinking among Grade -six pupils with the students with the result that students may grasp more
and deepen their learning experience. Efforts toward increasing number of educated people
should be prioritized in every society. New competencies had been defined and reflected in the
learning content, adequate teaching methods, organizational forms, ways of evaluation and new
relations between elements participating in the educational process have been applied, curricula
changed, the learner’s responsibility for her/his own education, creativeness and motivation
supported, and economic aspects penetrated the whole system. The traditional approach to
education requires attending lectures classes, completing assignments and other activities in
order to successfully pass the subject or course. The problem that usually a teacher encounter
most is misbehavior. Dealing with misbehaviors or inappropriate behaviors is always the vision
of the teacher as their challenging task. While it is the reality that certain inappropriate behaviors
that can simply be ignored would go extinction, yet there maybe behavior problems that continue
to exist in the classroom. These are the behavioral problems that should be dealt with direct
approach. There are forms of misbehavior that call for punishment, teacher needs to practice
sound judgments as to what form of punishment should be given to the students. An important
skill that comes to some extent with experience is what teachers refer to as withitness (Jacob S.
Kounin (1977). This is the ability of the teachers to spot all misbehaviors quickly and accurately
and to identify the right student as the culprit. Targeting the right student will stop the student
will stop possible resentment from students wrongly singled out (Muiji, 2005). To stop
inappropriate behavior from escalating and causing increasing problems (Carolyn M. Everston
and Edmund T. Emmer(1982). The teacher should ask the student to stop the inappropriate
behavior and should make an eye contact with the student until inappropriate behavior returns.
The teacher needs to remind to student of what inappropriate behavior is and need to ask the
student to explain the correct behavior. The teacher needs to impose the penalty of breaking the
rule, also often off-task behavior occur where students are doing repetitive, boring task which
they have already mastered. Using reward and punishment to inappropriate behavior is always
the teachers aim. Rewards help reinforcing certain desired behaviors. Punishments deter certain
behaviors (Daniel Muiji and David Reynolds). A typical example is praise, it should deliver
other signs of credibility it suggest clear attention to the students accomplishment and provides
information to students about their competence or the value of their accomplishment. Organize
students and thinking uses students own prior accomplishment by giving recognition of
noteworthy effort or success. Learners attribute success to effort and ability implying the similar
success can be expected in the future. There are questions that teacher need to answer in a
strategic way to achieve the right goal when it comes to solving problem. “Who the problem
affect? Absolutely it affect the learners behavior and teacher will be the reinforce to make the
appropriate behavior of a learner. “What would be the outcome of the inappropriate behavior?
There will be an outbreak of undesirable traits and teacher cannot aim the goal she want to target,
so there should be any punishment applied. “When the problem needs to be fixed? Every
motivated that what they’ve done is totally wrong and insanity. “Why it is important for the
handled delicately to not let other learner get disappointed and also it should be stopped early
The findings of this study will rebound to the benefit of the learner considering
that teachers play a big role to enhance their teaching strategy and learning style. The greater
learning that will be impart to the students justifies teacher that they are the great mentor of
learning. Thus, schools that apply the recommended approach derived from the students results
of this study will be able to train students better. Administrators will be guided on what should
subject specially in grade-six. The study will help them uncover critical areas in the educational
process that many researchers were not able to explore. Significance of Teaching Strategy and
Learning Style of the school gives a big impact and recognition to teacher. Variety of strategies
and styles can give more concept on how to handle misbehaving students that cause usually
obstruction from the class. Through applying different approaches can help teacher work
purposely and develop positive concept of strategies of learning. Teaching Strategy and Learning
Styles How do we factor the variability of students into our instructional methods? All students
are different, and yet there are many commonalties from student to student. Should students
simply design their own education, an education that theoretically would be tailored to their
needs? Should students be left to their own desires and needs, as Rousseau advocated in Emile
in the late 1700s and as A. S. Neill advocated in Summerhill in the 1960s? Or are there ideas and
methods that all students should simply endure, for the good of the social system? We have
learned quite a bit about accommodating the variability of students through research into
instructional methods and learning styles. If we vary our methods, we have learned, we
accommodate a wider range of learning styles than if we used one method consistently. Teaching
methods are the complement of content, just as instruction is the complement of curriculum.
Technology teachers tend to over-use projects and problems, ignoring the options and
opportunities that the balance of teaching methods offers. In this time of global hazards and
changes in our lives wrought by technology, it is essential that technology teachers maintain a
refined sense of how to teach about controversial and sensitive technological issues. It is
essential that technology teachers have a command over values clarification methods as well as
demonstration and project methods. This concludes with detailed sections on the relationships
among instructional methods, personalities and learning styles. Instructional Systems Think
effects and feedback. To identify a system, we must demarcate where one system ends and
strategy and Learning styles are guides for designing educational activities, environments and
experiences. Teaching strategy and learning styles encourage information processing and some
development. Each of these families offers different approaches to teaching, respond to different
The main focus of this study was to emphasize what kind of teaching strategy and
learning styles does the school possess especially in science subject. These approaches strongly
being used in the classroom by the teacher, that make sure all the learners benefit from the
different concept being introduced. These strategies and styles may apply in different level of
learners and make sure it embeds to their young minds. Applying rewards and punishment can
aid their inappropriate behavior especially in the science subject. Learner that has the capacity in
science are given an opportunity to train and explore their ability in focusing science subject.
Science subject is very relevant in the school usually in science competition and this gives them
Teaching strategy and learning style are very important when it comes to teaching in a
classroom, variety of learners might be encountered inside the classroom. It is very relevant for
the learners to be involved in every classroom activities but teaching strategy and learning styles
are educational strategy preferences among learner. As a whole term teaching strategy and
learning styles are varied concepts and application on how a learner should be treated as well as
how a learner understood the whole terms of strategies and styles. Teaching methods refers to the
general principles, pedagogy and management strategies used for classroom instruction. Some
teaching strategy and learning styles require a physical presence and interaction between the
educator and the student. The definition of teaching strategy is on how the teacher approach and
make her/ his tactics work on the different behavior does a student possess. Strategies are
important to teachers specially if they are working inside the classroom varied steps and concept
to think of better ways to implement in a classroom environment. Learning styles, are incredibly
important to students work make better. Teachers should give more importance within each
category of students and learning methods that is given to demonstrate. Teachers and professors
act as the sole supplier of knowledge, under and direct instruction model, teachers often utilize
systematic, scripted lesson plan .Direct instruction programs include exactly what the teacher
should say, and activities that student should complete, for every minute of the lesson.
CHAPTER 2
RESEARCH MYTHOLOGY
Research Design
Research Environment
Selection of Respondents and Sampling Procedure
Data Gathering Procedure
Statistical Techniques
CHAPTER 3
Data Interpretation
To make instructional decisions based on data, teachers need to go beyond comprehension per se
to interpret the meaning of the data. Data interpretation requires basic data literacy skills. This is
not to say that teachers need to know statistical formulas or to use statistics terminology, but they
do need at least a qualitative understanding of key data concepts if they are to draw reasonable
inferences from data. Data interpretation subskills addressed in the interviews were as follows:
Examining score distributions. The mean score of a group of students does not provide
information about individual members of the group. Teachers need to look at the
information they have about individual students’ skills rather than assume that a student’s
subgroup membership provides enough information to decide about his or her education
needs.
Understanding the effect of outliers. A few very high or very low scores can have a
large effect on the distribution mean. Failure to look for possible outliers and take them
into account can lead to data misinterpretation, especially with small data sets.
In contrast, a different teacher demonstrated her understanding of the distinction between mean
scores and score distributions in disagreeing with the statement about both student groups doing
pretty well:
In responding to scenarios involving classroom data sets rather than school-level data, teachers
were more likely to consider the distribution of scores rather than make decisions based on
means. One scenario included Exhibit 11, which shows individual scores for students who had
completed a unit on measurement. The interviewer asked teachers whether they would agree
with a colleague who said that they should move on to the next topic in the curriculum because
the class mean on the unit test was 80 percent. Nearly every case study teacher and small group
(98 percent) expressed a need to examine individual student scores rather than rely on the class
mean. The stark difference in teachers’ attention to score distributions in Exhibit 11 compared
with Exhibits 7 and 9 suggests that they are accustomed to looking at individual student scores
when they have them laid out (as in Exhibit 11) but may not apply this concept to thinking about
situations in which they are shown averages for an entire grade or school.
Exhibit 11. Student Scores on an End-of-Unit Examination
(Hypothetical Data)
Total score*
Student (%correct)
Aaron 96
Anna 72
Beatrice 92
Bennie 68
Caitlin 92
Chantal 68
Crystal 100
Denny 88
Jaimie 68
Kayti 84
Mickey 68
Noah 96
Patricia 60
Robbie 72
Sofia 84
Stuart 68
Teresa 76
Tyler 68
Victor 100
Zoe 92
Class mean 80.6
The chapter deals with the summary, findings, conclusions, and recommendations of the
study.
Summary:
The study focused on the effectiveness of teaching strategy and learning style among
Grade-VI- pupils that is being conducted. One of the goals is to study classroom processes
knowledgeable and accurate understanding that is learn from the teaching strategy and learning
style.
It also provides all teaching strategy and learning style that will always kept their learning
efficient. It determines the styles that are needed for its performance for the school development
plan.
Findings:
On the basis of the presentation, analysis, and interpretation of data, the following
1. There is a significant difference between the teaching strategy and learning style
the school.
Conclusions:
engagement with student data. Groups are not only more likely to arrive at sound data
interpretations but also appear to use a wider array of skills to inform decisions about how to
interpret and use data when compared with individual teachers. Working in groups may afford
teachers the advantages of clarifying and framing problems and correcting data interpretation
errors with help from colleagues. Finally, the researchers’ observation that case study small
groups seemed to enjoy the process of analyzing and interpreting data more than teachers
working alone suggests that opportunities to use data with colleagues may be easier to scale and
Recommendations:
1. Apply variety of strategic teaching and learning style if they feel they are not doing well.
2. Observe carefully the misbehaving learners if they are challenging to handle, then use
3. Avoid making too large an effort because they think they will feel bad about themselves
if they fail.
4. Conduct once a week different teaching strategy and learning style such as brainstorming,
role play, games, interviews and information exchange, group or pair work.
BIBLIOGRAPHY
Internet:
Principles of Teaching 1
Persons:
COLLEGE DEPARTMENT
THRU:
Noted:
Luisito A. Jayoma, DBA
Administrative, Planning & Development. Officer
APPENDIX B
Instructions:
This questionnaire has two sections consists of five. Please √ the most
appropriate response when answering the questions.
II.Technology Experience
PERSONAL DATA
Seminars Attended:
Educational Technology 2
S.I.M / Strategic Intervention Materials @
Nasipit Central Elementary School
March 24-25, 2018
Special Skills:
Creative/ Resourceful
Computer Literate
CHAPTER –II
Theoretical Framework for Teaching Strategy and Learning
Style
Students learning experiences are affected by the way in which
they are taught .The teacher’s role in the classroom and the teaching
method will positively or negatively affect the learning experience.
Attention to learning style theory may improve learning outcomes and
attitudes toward learning. Instructions with a variety of teaching
strategy and learning style should accommodate this diversity to
improve learning outcomes, attitudes toward learning abilities.
Visual Audio
Visual Strategies
Aural Strategies
Read/Write Strategies
Kinesthetic Strategies
Conceptual Framework
A teaching strategy and learning style can be best defined as
the most consistent way in a student prefers to learn new concepts. A
student style is determine by genetic factors, previous learning
experiences, and her culture and society.
Few individuals use one style exclusively: most of us have one dominant
style, however. Student learn faster and more effectively when
instruction is matched to their individual preferred styles, according
to education researchers.