G R O U P 1 P R E S E N TAT I O N

ON
TA S K 3
 • Title
• Background of the Study
• Statement of the Problem
CHAPTER 1 • Significance of the study
• Scope and Delimitation

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 TITLE

G R A D U AT E S C H O O L T E A C H I N G
S T R AT E G I E S O N S T U D E N T
ENGAGEMENT
BACKGROUND
OF THE STUDY

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S TAT E M E N
T OF THE
PROBLEM
Student engagement helps a lot with school success. It refers to the different cognitive, affective, and psychomotor that students have
about learning. Since graduate school students are generally more independent, self-motivated, and dedicated, a significant teacher
variable impacting student engagement is effective teaching strategies.
This research examines how instructional approaches affect graduate students' engagement. It explores the relationship between
teaching methods, participation, motivation, and academic achievement. These factors affect the effectiveness of teaching approaches in
engaging graduate students especially in Mabini Colleges, Inc.
The researcher will aim to answer the following questions.
1.What are the specific teaching strategies used in graduate school settings?

2.What these strategies are that are being examined to evaluate their effectiveness in fostering active learning and student interaction in
graduate programs?

3.What is the academic performance of graduate students in Mabini Colleges, Inc.?

4.Is there a significant relationship between teaching strategies in graduate school and how a graduate school student be more engaged
in the subjects they are studying?

5.What are the factors that influence the effectiveness of teaching strategies in engaging graduate students?

S TAT E M E N T O F T H E
PROBLEM
 SIGNIFICANCE OF THE STUDY
The findings of this research would be beneficial to the following:

Administrators: The results of this study may provide the administrator a framework in scheming programs that may help the
graduate school professors to implement more effective pedagogical contributing to the development of effective teaching
strategies in graduate school.

Faculty/Graduate School Professors: By implementing effective engagement strategies, professors can enhance their teaching
methods for graduate students. This can lead to increased student satisfaction and more robust learning experiences.

Graduate Students: It helps to understand how these strategies impact students' learning and achievement. All the strategies
learned in the classroom can be used to engage students in learning.

Other Researchers: This knowledge will be valuable in supporting further studies, particularly those that investigate related
topics.
SCOPE AND
D E L I M I TAT I O
N
CHAPTER II
• Review of Related Literature and Studies
and Conceptual Framework
• Related Literature

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 CHAPTER II

R E V I E W O F R E L AT E D
L I T E R AT U R E A N D S T U D I E S

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 R E L AT E D
L I T E R AT U R E

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 RELATED
LITERATURE

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 RELATED
LITERATURE

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RELATED
LITERATURE

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RELATED
LITERATURE

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RELATED
LITERATURE

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RELATED
LITERATURE

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RELATED
LITERATURE

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R E L AT E D
S T U D I E S

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 In the article with the title Effective Teaching Strategies Demonstrated by Top Graduate Student Teachers, promoting
student involvement, connecting learning to important issues, assigning meaningful projects, establishing a supportive learning
climate. These were some of the effective teaching strategies employed by the graduate students who were selected to receive
the University of Florida’s Graduate Student Teacher Awards for 2019 (Dodd, 2019).

More recently, Heilporn and Lakhal (2020) investigated teachers’ strategies to foster graduate students’ engagement in
traditional Blended Learning courses in business. Using semi-structured interviews and content analysis of course platforms,
the authors first noted that most teachers emphasized emotional, behavioral, or cognitive engagement of students depending on
the perception of their role in the course. Next, the findings showed that some teachers had divided their course content
between synchronous and asynchronous modes without any actual reflection or integration between activities. In contrast,
other teachers designed asynchronous activities based on the transmission of content knowledge that was later integrated in
synchronous meetings. According to the teachers, such a strategy fostered student engagement. Regardless of the previous
findings, most teachers promoted student engagement asynchronously online through quizzes, discussion forums, videos, and
various news articles. Finally, during synchronous meetings, teachers indicated that they fostered student engagement through
active and collaborative activities related to business practice. Where appropriate, synchronous activities following an
experiential approach (prepared asynchronously online) also stimulated student engagement in Blended Learning courses.

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 In the summary of the article with the titled Insights and Strategies For Improving Equity In Graduate School
Admissions says that, applying to graduate school can be particularly challenging for students from historically
minoritized backgrounds due to a hidden curriculum in the graduate admissions process. To address this issue, a
team of volunteer STEM trainees established the Científico Latino Graduate Student Mentorship Initiative (CL-
GSMI) in 2019 to support applicants from historically minoritized backgrounds. CL-GSMI is designed to improve
access to critical resources, including information, mentorship, and financial support, and has assisted 443
students in applying and matriculating to graduate school. Using program evaluation data from 2020 to 2021, we
highlight areas in graduate school admissions that can be improved to promote equity and inclusion (VOLUME
186, ISSUE 17, P3529-3547, AUGUST 17, 2023)

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 Local
In the Philippines, the 4th Philippine Graduate Tracer Survey (GTS) report covers graduates from AY 2009-2011. 11,547 graduates
were surveyed, representing 32.7% of the total sample. This GTS round piloted several study design improvements and administrative
arrangements aimed at capacitating the Commission on Higher Education (CHED). Several challenges affected the response rate, but it is still
a successful demonstration of the desired GTS implementation setup for succeeding rounds, as found by Tutor et al. (2020). A tracer study on
the Master of Science Graduates in Disaster Risk Management of Central Bicol State University of Agriculture, Rabacal (2021) determined
the employability of the Master of Science in Disaster Risk Management (MSDRM) graduates. A descriptive research design was utilized to
describe the demographic profile, skills/competency learned, and suggestions to improve the program and provide input to curriculum
innovation. The majority of the tracer studies reviewed were at the undergraduate and master’s levels. This tracer study on graduates of the
doctoral programs of Bicol College Inc. on the graduates of two doctoral programs, Ed. D and Ph.D. (Esparrago, 2023)
Thus, the avenues for improving the educational landscapes using innovative information and communication technologies
necessitate teachers, educational institutions, and learners to be prepared in this aspect (Avila & Cabrera, 2020, 2021; Trust et al.,
2020). Also, as the higher education institutions in the country transition to distance learning, content preparation, access to
devices, and internet connectivity, together with the learning management systems applicable for the school year affected by the
pandemic, should be instituted (Clausen et al., 2020; Evmenova et al., 2014)in order to attain the components of the Philippine
Professional Standards for Teachers (Gepila, 2020)and other professionals as well as this study can help not just the educators but
the graduate students to develop their competencies and skills despite the sudden academic shifts. Graduate school professors,
lecturers, teachers, and their administrators need to improve the offered service.

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 Local

While much research has been done on online learning, especially during the COVID-19 pandemic, no study has been
done to assess the impact, perspectives, and impact of online or distance learning on graduate schooling in the Philippines
during the pandemic. As a result, this study aims to understand better that aspect and how Graduate School teachers and
students can be fully engaged in utilizing available tools for teaching and serving the best knowledge to their students
while also developing themselves ( Osea, Galvez, Praxides, Dela Vega 2022).
Survey results show the areas for improvement in terms of the current level of professional expertise on (1) problem
solving and the use of varied technology applications and tools in teaching amid digital disruption; (2) personal needs in
terms of developing and maintaining mental and emotional wellness amidst pandemic; and (3) one’s social skills and
financial stability. This study employed a qualitative descriptive research design and had teacher respondents from all the
programs. The statistical tools utilized in this study were frequency counts, ranking, and weighted mean. The study shows
that the perceived need of the faculty depends on the number of years in service, age, and educational background. The
significant difference between the mean of the group was when the variables were used for continuing education (Thomas,
Tiquia VOL. 18 NO. 1 (2022): JUNE 2022)

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 SYNTHESIS OF THE STATE OF THE ART
Similarities:
1. Focus on Student Engagement: All the studies emphasize the importance of student engagement in the learning
process, whether it's through interaction with instructors, peers, or course materials. They recognize that engaged
students are more likely to achieve better learning outcomes and overall satisfaction with their educational
experiences.
2. Active Learning Strategies: Several studies highlight the significance of active learning strategies, such as
cooperative learning, active discussion, and problem-solving activities, in fostering student engagement. They
suggest that incorporating these strategies can enhance student participation and understanding.
3. Instructor Feedback and Presence: The studies acknowledge the role of instructors in facilitating student
engagement. Providing timely feedback, maintaining a strong presence in the course, and fostering a supportive
learning environment are identified as key factors influencing student satisfaction and perceived learning
outcomes.
4. Cultural Relevance and Diversity: Some studies discuss the importance of culturally relevant pedagogy and
multicultural education in engaging diverse student populations. They emphasize the need for educators to
understand and address the cultural backgrounds and learning needs of their students to promote meaningful
engagement.

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 SYNTHESIS OF THE STATE OF THE ART

Differences:
1. Contextual Differences: While some studies focus on higher education settings in general, others
specifically examine graduate education or the Philippine context. These contextual differences may
influence the specific teaching strategies and challenges discussed in each study.
2. Methodological Approaches: The studies employ different methodologies, such as qualitative case
studies, literature reviews, and quantitative analyses using structural equation modeling. These
methodological differences contribute to varying perspectives and findings on student engagement and
effective teaching strategies.
3. Emphasis on Specific Factors: Each study emphasizes different factors contributing to student
engagement and satisfaction. For example, some studies focus on course structure and instructor
feedback, while others highlight the role of social presence or motivation. These varying emphases reflect
the complexity of student engagement and the multitude of factors influencing it.

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 SYNTHESIS OF THE STATE OF THE ART

Synthesis:
Overall, the related studies converge on the importance of student engagement in higher education and
the role of instructors in fostering it. They emphasize the need for active learning strategies, effective
communication, and cultural responsiveness to promote meaningful engagement among diverse
student populations. However, differences in context, methodology, and emphasis highlight the
multifaceted nature of student engagement and the necessity of tailored approaches to address it
effectively.
Now, based on this synthesis, you can further refine your research focus and explore how your study
will contribute to the existing body of knowledge on graduate school teaching strategies and student
engagement.

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 THEORITICAL
FRAMEWORK

Social Learning Theory

STUDENT
TEACHING
Constructivism
STRATEGIES ENGAGEMEN
INDEPENDENT VARIABLE
T
DEPENDENT VARIABLE

Culturally Relevant Pedagogy

Self-Determination Social Presence Theory

Theory

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Similarities in Variables:

1. Teaching Strategies and Student Engagement: Both variables are integral components of the
educational process in graduate school settings. Teaching strategies encompass a wide range of methods
and approaches employed by instructors to facilitate learning, while student engagement represents the
level of involvement, interaction, and investment exhibited by students in their learning experiences.

2. Active Engagement: Both teaching strategies and student engagement involve active participation
and interaction. Effective teaching strategies aim to engage students actively in the learning process
through various activities, discussions, and assignments. Similarly, student engagement reflects the
extent to which students are actively involved in their learning, demonstrating enthusiasm, curiosity,
and commitment to their studies.

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Teaching Strategies:

•Social Learning Theory: This theory, proposed by Albert Bandura, emphasizes the role of
observation, imitation, and modeling in learning. Teaching strategies that promote interaction,
collaboration, and peer learning align with the principles of social learning theory.

•Constructivism: Based on the work of theorists such as Jean Piaget and Lev Vygotsky,
constructivism posits that learners actively construct their understanding of the world through
experiences and interactions. Teaching strategies that encourage student-centered learning,
problem-solving, and reflection resonate with constructivist principles.

•Culturally Relevant Pedagogy: Drawing from the work of Gloria Ladson-Billings, culturally
relevant pedagogy emphasizes the importance of acknowledging and incorporating students'
cultural backgrounds, experiences, and perspectives into the learning process. Strategies that
promote cultural relevance and inclusivity are central to this theory.

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Student Engagement:

•Self-Determination Theory: Developed by Edward Deci and Richard Ryan,

self-determination theory posits that individuals are motivated by intrinsic
factors such as autonomy, competence, and relatedness. Student engagement
can be enhanced when teaching strategies support students' sense of autonomy,
competence, and connection to others in the learning environment.

•Social Presence Theory: This theory, often associated with online learning
environments, focuses on the extent to which individuals perceive others as
real and connected during interactions. Teaching strategies that foster
meaningful interaction, collaboration, and communication contribute to the
development of social presence and, consequently, student engagement.

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 The Theoretical framework guiding this study is grounded in several educational theories
that highlight the relationship between teaching strategies and student engagement in graduate
school settings. Drawing from social learning theory, constructivism, and culturally relevant
pedagogy, the study examines how various teaching strategies impact student engagement by
fostering active learning, collaboration, and cultural responsiveness.

Teaching strategies serve as the independent variable, encompassing methods such as active
learning approaches, instructor feedback, and cultural relevance. These strategies are informed by
theories that emphasize the importance of interaction, student-centered learning, and cultural
inclusivity in promoting meaningful engagement among graduate students.

Student engagement, the dependent variable, is influenced by the teaching strategies

employed in the learning environment. Theoretical perspectives such as self-determination theory
and social presence theory suggest that student engagement is enhanced when teaching strategies
support students' intrinsic motivation, autonomy, and sense of connectedness.

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Relationship between Specific Concepts and Broad Concepts:

1.Teaching Strategies and Educational Theories: Teaching strategies are informed by broader educational
theories and principles. For example, constructivist theory emphasizes student-centered learning and active
engagement, guiding the development and implementation of teaching strategies that promote inquiry-based
learning, problem-solving, and reflection. Similarly, culturally relevant pedagogy informs teaching strategies that
acknowledge and incorporate students' cultural backgrounds and experiences into the learning process, fostering
inclusivity and relevance.

2.Student Engagement and Motivational Theories: Student engagement is influenced by broader motivational
theories that emphasize intrinsic factors such as autonomy, competence, and relatedness. Self-determination
theory posits that students are more likely to engage actively in their learning when they perceive a sense of
autonomy, competence, and connection to others in the learning environment. Teaching strategies that support
students' intrinsic motivation and psychological needs contribute to higher levels of student engagement and
academic success.
In summary, the similarities in variables highlight the interconnectedness between teaching strategies and student
engagement, both of which are essential components of effective education in graduate school settings.
Furthermore, the relationship between specific concepts and broad concepts underscores the theoretical
underpinnings that inform teaching strategies and student engagement, emphasizing the importance of aligning
instructional practices with theoretical principles to promote meaningful learning experiences.
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DEFINITION OF TERMS

1. Student Engagement - An active learner shows engagement. They show interest and are invested in educational
experiences. They actively participate.

2. Graduate School - After getting their bachelor’s degree, some students move on to study more at a Graduate School like
Masteral and Doctoral Degree. As a professional this can get even higher levels of education. At Graduate School,
students work towards advanced academic degrees. They also learn very specialized professional skills.

3. Strategies - Comprehensive plans have a specific purpose of achieving long-term or overall objectives. They consist of
several tactics or actions that are coordinated to achieve a particular goal.

4. Academic Achievement - Academic Achie­vement shows what learne­rs know. It measures skills students have. This is
done with tests. Students also receive grades. This is measured using standardized tests, grades, and other evaluative
tools. Being able to demonstrate knowledge is key.

5. Instructional Approaches - Instructional approaches are systematic methods or strategies used by educators to facilitate
learning and achieve desired educational outcomes.

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THANK YOU
Group 1
Karla Aguirre
Maria Cristina D. Aliwalas
Arlene Azaña
Judy Ann Potentado Bacuño
Aiza Villagarcia - Balbino
Dyam Vallejo Baluzo
Charles Bautista
Grace Samon Berdon
Mary Catherine Paulite Buesing
Yvone Frances Cabello
Rhea Salamero Casalo
Carbs Madera Dacuba
Joven Dacuba
Mary Lovella De la Cruz

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