Effectiveness of Teaching Strategies Used by Teachers

Surigao State College of Technology
Surigao City
EFFECTIVENESS OF TEACHING STRATEGIES USED BY
THE TEACHER IN SENIOR HIGH SCHOOL STUDENT
OF SURIGAO STATE COLLEGE OF TECHNOLOGY
A Thesis Presented to
The Faculty of the Graduate School
Surigao City
In Partial Fulfillment
Of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
General Education
By:
Beling, Manuel L.
Medica, Krystel Mae G.
Suico, Nina Mae Q.
Yamit, Nelisa L
Surigao City
Chapter 1
PROBLEM AND REVIEW LITERATURE
This chapter presents the introduction, review of
literature, conceptual framework, statement of the
problem, hypothesis, significance of the study, scope and
limitation, and definition of terms.
Introduction
Teaching strategies refer to techniques and ways
used by the teachers to help the students learn their
desired course. It identifies the different available
learning methods to be able to cultivate the right
strategy to deal with the target group identified.
Identifying the similarities and differences is one
of the strategies used by the teacher that enables the
learners to compare and contrast the different ideas. Note
taking and summarizing is also one of the teaching

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strategies that help the students to keep information for
a long period of time while being able to use it for
analysis and presentation purposes.
The teaching strategies depends in the teacher on
how they are going to plan it out and use it to be an
effective strategies for the instructional deliverance
which aims to benefit all students learning. According to
Felder (1998) some teachers give lectures, some discuss
the topic, some make their students work in groups, some
use technology and many more. But, the main purpose behind
these efforts is to help student’s grasp content knowledge
and align them with the real world scenario. Teachers
must have passion for learning and teaching as well as to
understand needs and interests of the students. The focus
of quality education is to provide students by all the
means so that they are ahead in the education industry.
Moreover, despite the advent of technology, finding
an effective strategy still demands time and effort. In
reality, some teachers fail to comply with the demands of
the work and end up compromising in choosing the right

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strategy, thus, the learning of the learners is
compromised as well.
The teaching strategies used by the teachers in
Senior High School of Surigao State College of Technology
is effective because the learners are able to understand
the various of information’s and ideas presented by their
teachers. They easily cope with the discussion and gain
a lot of knowledge from their different instructors. And
also the students thought by their teachers in different
fields of education. They trained well to improved and
developed their cognitive, affective and psychomotor
skills.
The research being conducted on a specific college
campus covers a range of purposes and has both academic
and non-academic implications. This research provides
much of the foundation for knowledge that makes
innovations possible and advancements in wider society,
thereby creating social, economic, cultural and
environmental impacts. The reason we are conducted
this research is to find out if the teaching strategies

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/ methods of the teachers in Senior High School students
of Surigao State College of Technology is effective or
not.
Review of Literature
This part of review literature and studies came
from books and internet data that contributed to the
present study arrange according to the theme.
According to Greive. The lecture is the most used
and the most efficient teaching techniques. Do not
hesitate to use this technique because it has reputation
of being lecture that requires abused. You must keep in
mind that a good preparation is better than a good
activity. Some of the demonstrations factors in preparing
an effective lecture are the following:
1. Carefully prepare notes, examples, formulate
facts, main theme for the day, and summary. Tell them
where you're going and when you get there. Make certain
that the lecture is directed to the level of the students.

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2. Use anecdotes, concrete examples, and dramatic
contrast to emphasize points. Use gestures and eye contact
to keep communication open with the class.
3. Use questions to stimulate and motivate students.
Summarize the conclusion of every major part of the
lecture.
4. Be conscious of your vocabulary.
5. Use the full range of activities and lecture
techniques, including A/V and supplemental materials. You
may use a combination of traditional lecture,
brainstorming, problem solving and discussions. The old
oneway lecture is no longer viable.
Discussion techniques developed over the last
twenty years and become a major part of good teaching.
These discussions facilitate sharing and understanding,
as well as application and reinforcement. There are
several points that should be remembered in developing a
discussion format:
1. There must be an objective or purpose for the
discussion; otherwise, it will deteriorate into

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meaningless buzz sessions and aimless sharing of
opinions.
2. A case study is an excellent vehicle for the
development of a meaningful discussion.
3. A controversial issue is effective as long as
students reach rational, logical, conclusions, which they
express in writing.
4. It is a good idea to involve students in the
development of the discussion format, including planning
the activities, monitoring the discussion, and presenting
conclusions.
5. The evaluation plan of the course should be
clearly developed so that students know exactly the value
of the discussion in relation to their final grades.
Inductive is simply an investigation method.
Through the inductive procedure, one may arrive at a fact
or evidence, principle, truth or generalization. A lesson
that uses the inductive strategy usually focused on
related details that lead to the formation of a conclusion
or a principle. This strategy is often used by scientists

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and referred to as experimental method. This method starts
with a series of specific examples of the concept or
principle to be learned and ends with generalization which
may be a rule or definition. The primary purpose of the
inductive strategy in education is:
a) To help careful explore and discover truths through
careful and exhaustive observation of valid and reliable
support data that will support the generalization.
b) To make concepts, meaning, explanation and
relationships of ideas clear to the students.
c) To enable students undertake an investigation of a
problem independently.
Inquiry-based (also inquiry-based
learning in British English) is a form of active
learning that starts by posing questions, problems or
scenarios—rather than simply presenting established facts
or portraying a smooth path to knowledge. The process is
often assisted by a facilitator. Inquirers will identify
and research issues and questions to develop their

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knowledge or solutions. Inquiry-based learning
includes problem-based learning, and is generally used in
small scale investigations and projects, as well
as research. The inquiry-based instruction is principally
very closely related to the development and practice of
thinking skills.
Inquiry-based learning is primarily
a pedagogical method, developed during the discovery
learning movement of the 1960s as a response to
traditional forms of instruction—where people were
required to memorize information from instructional
materials, such as direct instruction and rote learning.
The philosophy of inquiry based learning finds its
antecedents in constructivist learning theories, such as
the work of Piaget, Dewey, Vygotsky, and Freire among
others, can be considered a constructivist philosophy.
Generating information and making meaning of it based on
personal or societal experience is referred to as
constructivism.[8] Dewey's experiential learning pedagogy
(that is, learning through experiences) comprises the
learner actively participating in personal or authentic
experiences to make meaning from it. Inquiry can be

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conducted through experiential learning because inquiry
values the same concepts, which include engaging with the
content/material in questioning, as well as investigating
and collaborating to make meaning. Vygotsky approached
constructivism as learning from an experience that is
influenced by society and the facilitator. The meaning
constructed from an experience can be concluded as an
individual or within a group.
In the 1960s Joseph Schwab called for inquiry to
be divided into three distinct levels. This was later
formalized by Marshall Herron in 1971, who developed the
Herron Scale to evaluate the amount of inquiry within a
particular lab exercise. Since then, there have been a
number of revisions proposed and inquiry can take various
forms. There is a spectrum of inquiry-based teaching
methods available.
Deductive method is where the teacher tells or
shows directly what he/she wants to teach. This is also
referred to as direct instruction. According to Bob
Adomson The deductive method often criticized because:
a. it teaches grammar in isolated way;

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b. little attention is paid to meaning;
c. practice is often mechanical.”
Teaching Strategies and why it’s matters?
According to Robert A. Barry, Ph.D. Department of
Education Marylhurst University February 2010. It is safe
to say that everyone, every parent, grandparent, young
person and citizen in America would like to have the
assurance that all our children are being taught and
prepared for college, for future work and for life in the
Twenty-First Century. In order to achieve this, we need
to ensure that those who teach our children incorporate
the qualities of effective teaching in their professional
lives. In essence, we need every teacher in our schools
to be an effective teacher.
The current movement in thinking and research that
is taking us from the concept of a Highly Qualified
Teacher in every classroom, to the need for a Highly
Effective Teacher in every classroom, is a logical and
needed evolution in our thinking about improvements in
the way teaching and learning takes place in our schools.

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According to Ronald A. Berk Johns Hopkins
University, USA Why is measuring teaching effectiveness
so important? Because the evidence produced is used for
major decisions about our future in academe. There are
two types of decisions: formative, which uses the evidence
to improve and shape the quality of our teaching, and
summative, which uses the evidence to “sum up” our overall
performance or status to decide about our annual merit
pay, promotion, and tenure. The former involves decisions
to improve teaching; the latter consists of personnel
decisions. As faculty, we make formative decisions to plan
and revise our teaching semester after semester.
Summative decisions are final and they are rendered by
administrators or colleagues at different points in time
to determine whether we have a future. These decisions
have an impact on the quality of our professional life.
The various sources of evidence for teaching
effectiveness may be employed for either formative or
summative decisions or both.
Just what teaching effectiveness is can be
understood by studying the models of instruction that
capture and define what it is that effective teachers

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know and do…a set of behaviors that effective teachers
incorporate into their daily professional practice. These
involve a deep understanding of subject matter, learning
theory and student differences, planning, classroom
instructional strategies, knowing individual students,
and assessment of student understanding and proficiency
with learning outcomes. They also include a teacher’s
ability to reflect, collaborate with colleagues and
continue ongoing professional development.
Conceptual Framework
This study was anchored on the idea of Cox make sure
that to every student understands the concept they are
being taught, to making sure that you are incorporating
movements into every lesson. Some of these teaching
strategies you probably use every day and do not even
realize it.
Presented in the research paradigm of the study are
the different types of strategies that are observed and
commonly used in teaching in relation to the student’s
profile.
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Sex is the first profile because male and female
have different ways of observing the teachers while
teaching.
The next factor is track because every student has
different levels in the field of learning.
GPA or average grade was the third factor. Every
student has different percentage of IQ in observing the
way teachers thought to them.
The last factor was the Age. Each student has
different focus according to their age especially in
observing others.
Profile of the Teaching Strategies

Respondents
 Discussion
 Sex Method
 Lecture Method
 Track / Strand
 Inquiry Method
 GPA/Average
 Inductive
Grade
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Figure 1
Research Paradigm
Statement of the Problem
This study determined the effectiveness of
teaching strategies used by the teachers of Senior High
School of Surigao State College Of Technology.

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Specifically, this study sought to answer the
following questions:
1. What is the profile of respondents in terms of:
1.1 Sex,
1.2 Track / Strand,
1.3 GPA / Average Grade, and
1.4 Age?
2. To what extent do the respondents perceive the
effectiveness of teaching strategies used by the teachers
as to:
2.1 Discussion Method,
2.2 Lecture Method,
2.3 Inquiry Method,
2.4 Inductive Method, and
2.5 Deductive Method?
3. Is there a significant difference on the effectiveness
of teaching strategies and that of the variables cited in
problem 1?
Hypothesis
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Problems 1 and 2 are hypothesis free. Problem 3
hypothesized in this manner:
Ho : There is no significant difference on the
effectiveness of teaching strategies and that of the
variables cited in problem 1.
Scope and Limitation
Focus: The study focused on the effectiveness of
teaching strategies of Senior High School of Surigao
State College of Technology.
Respondents: The respondents are the Senior High
students who were officially enrolled during the first
semester of the academic year 2018 – 2019 in SSCT.
Place and Time: This study was conducted at
Surigao State College of Technology, Surigao City during
the first semester 2018 – 2019.
Definition of Terms
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For the clear understanding of the entire study,
the following terms are defined from the internet sites.
Teaching Strategies. The teaching methodologies
that aid in obtaining quality assessments or students
learning.
Track. Term for (bigger) conferences that are
separated into several thematic areas and have (usually)
dedicated chairs and program committees for each track.
Other common terms for “track” are “stream”, “strand”,
“area”, and “network”.
The deductive method starts with a few true
statements (axioms) with the goal of proving many true
statements (theorems) that logically follow from them.
The inductive method starts with
many observations of nature, with the goal of finding a
few, powerful statements about how nature works
(laws and theories).
Lecture method is the most commonly used method
of teaching science. It is a teacher- controlled &
information centered approach in which the teacher works
as a sole-resource in classroom instruction. 4. In lecture

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method only the teacher talks & students are passive
listeners.
Chapter 2
METHODS
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This chapter presents the study of research design,
research environment, respondents, research instruments,
data gathering, procedure and data analysis of the study.
Research Design
This study employed the descriptive method of
research since it involved the gathering of the needed
data that described the present status of the study or
the existing conditions on the effectiveness of teaching
strategies used by the teachers in Senior High School.
Research Environment
The study was conducted in Surigao State College of
Technology in Surigao City, Surigao del Norte. SSCT
Campus has new buildings and composed of four departments
including the Senior High School. It is located at Narciso
Street, Surigao City, Surigao del Norte.
At present, SSCT comprises the City Campus, the Malimono
Campus at Barangay Cagtinea, Malimono Surigao del Norte,
Del Carmen Campus situated at Del Carmen, Siargao, Surigao
del NorteMainit Campus atMainit, Surigao del Norte and

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Claver Campus situated at Tayaga, Claver Surigao del
Norte.
Plate 1
Location Map of Surigao State College Technology
Research Respondents
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The respondents of this research are the Senior
High students of Surigao State College of Technology.
Respondents Female Male Total
STEM 15 15 30
HUMS 20 1 21
TVL 45 45 90
Total 80 61 141
Research Instrument
The study made used of researchers-made acquiring
the necessary data. The questionnaire was form in two
parts. Part 1 evoke of the profile of the respondents
such as sex,track or strand, age and GPA or average grade.
And the Part 2 asked on the effectiveness of the teaching
strategies used by the teachers to the respondents.
To determine the Level of Effectiveness of Teaching
Strategies in Senior High School, the following scale and
interpretation will be used.
Scale Parameter Description Verbal Interpretation
4 3.50-4.00 Strongly Agree Very Satisfactory

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3 2.50-3.49 Agree (A) Satisfactory
2 1.50-2.49 Disagree (D) Unsatisfactory
1 1.00-1.49 Strongly Disagree Not Satisfactory
at all
Ethics and Data Gathering Procedures
The research prepared and sent a letter request
asking permission to conduct a study from the Director of
Surigao State College of Technology, City Campus. Upon
the approval of the request, the researcher administered
the research instrument to the prospective respondents of
the Senior High School students during their classes.
Upon retrieval of the questionnaires, the
researchers began tallying and tabulating the data
according to the sequence of questions being posted in
Chapter 1.
Data Analysis
The following statistical treatments were utilized
in the study.
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Frequency Count and Percent. These were used to
describe the profile of the respondents.
Weighted Mean. This tool was used to determine the
effectiveness of teaching strategies of the teachers in
Senior High School.
Analysis of Variance (ANOVA). This was used to determine
the significant difference of the respondent’s perception
on the effectiveness of teaching strategies when the
respondents were grouped according to profile variables.
Chapter 3
RESULTS AND DISSCUSSIONS
This chapter discloses the results and discussions
of the data gathered from the study.
Profile of Respondents
Table 1 shows the descriptive statistics of the
profile of the respondents in terms of tracks and sex.

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Table 1
Profile of the Respondents
Profile Frequency Percent
Sex
Male 60 43.0
Female 81 57.0
Total 141 100.0
Age
16 years
41 29.1
old
17 years
81 57.4
old
18 years
19 13.5
old
Total 141 100.0
Strand
STEM 30 21.3
HUMS 21 14.9
TVL 90 63.8
Total 141 100.0
GPA
91-95 35 24.8
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86-89 84 59.6
81-85 22 15.6
Total 141 100.0
It can be seen from Table 1 that the distribution
of 30 respondents with respects to their sex, wherein
majority of the respondents are female with 79 0r 57% and
62 or 43% are male. As to their age, majority of the
respondents are 17 years old with 81 or 57.4% and the
minority of them are 18 years old with 19 or 13.5%. as to
their strand, majority of the respondents are TVL students
with 90 or 63.8% and the minority are HUMS students with
21 or 14.9%. And as to their GPA, majority of the
respondents garnered a general percentage average in
between 86%-89% with 84 or 59.6% and the minority is in
between 81%-85% with 22 or 15.6%.
Level of Effectiveness of Teaching Strategies
Table 2 to Table 6 discloses the level of
effectiveness of teaching strategies in Senior high
school.
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Table 2
Level of Effectiveness of Teaching Strategies in Senior
High School in terms of Discussion Method
Statements Mean SD Verbal
Interpretation
1. Discussed the lesson with a

3.37 0.64 Satisfactory
large group of students.
2. Explained lesson without

learning materials.
3. Help the students develop their

imaginative solutions to problems.
4. Assisted how students to
understand the different concepts 3.24 0.68 Satisfactory
and principles.
5. Prepared students for the use

of theory and procedures.
Average 3.11 0.46 Satisfactory
The level of effectiveness of teaching strategies
in Senior high school as shown from Table 2 to Table 6
which are composed of discussion method, lecture method,
inquiry method, inductive method and deductive method. It

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garnered an overall mean of 3.17 and a standard deviation
of 0.40 which has a verbal interpretation of satisfactory.
In terms of the discussion method, the average mean
is 3.11, while the standard deviation is at 0.46 and based
on the given parameter in Chapter 2 it has a verbal
interpretation of satisfactory. In the first statement
that declares that ‘Discussed the lesson with a large
group of students.’ with (M=3.37; SD=0.64) which has an
interpretation of satisfactory. In the next statement
‘Explained lesson without learning materials.’ with (
M=3.64; SD=0.80) which has an interpretation of
satisfactory. “Help the students develop their
imaginative solutions to problems.” with (M=3.24;
SD=0.69) which has an interpretation of very
satisfactory. “Assisted how students to understand the
different concepts and principles.” with (M=3.24;
SD=0.68) which has an interpretation of satisfactory. And
the last statement ‘Prepared students for the use of
theory and procedures.’ with (M=3.04; SD=0.76) which
implied that the respondents are satisfied.

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Table 3
High School in terms of Lecture Method
1. Lectured and Students are

passive listeners.
2. Handled a large number of

students.
3. Imparted their knowledge
rapidly that weak students 2.80 0.78 Satisfactory
developed a hatred for learning.
4. Introduced humor in his lesson
that would keep students be 3.31 0.72 Satisfactory
interested in his lesson.
5. Encouraged the students to take

notes during the lesson.
In terms of the Lecture Method, the average mean is
3.12, while the standard deviation is at 0.47 and based
that declares that ‘Lectured and Students are passive

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listeners.’ with (M=3.10; SD=0.72) which has an
‘Handled a large number of students.’ with (M=3.15;
SD=0.73) which has an interpretation of satisfactory.
“Imparted their knowledge rapidly that weak students
developed a hatred for learning.” with (M=2.80; SD=0.78)
which has an interpretation of satisfactory. “Introduced
humor in his lesson that would keep students be interested
in his lesson.” with (M=3.31; SD=0.72) which has an
interpretation of satisfactory. And the last statement
‘Encouraged the students to take notes during the lesson.’
with (M=3.26; SD=0.73) which implied that the respondents
are satisfied.
Table 4
High School in terms of Inquiry Method
1. Allowed students to ask

questions about the topic.
2. Encouraged the students to

explore the content of the lesson.
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3. Let the students to go deeper
with the content of the lesson.
4. Guided all students to do the

reporting.
5. Helped students to learn in new

situations.
In terms of the Inquiry Method, the average mean is
3.27, while the standard deviation is at 0.55 and based
that declares that ‘Allowed students to ask questions
about the topic.’ with (M=3.40; SD=0.71) which has an
‘Encouraged the students to explore the content of the
lesson.’ with (M=3.24; SD=0.75) which has an
interpretation of satisfactory. “Let the students to go
deeper with the content of the lesson.” with (M=3.30;
“Guided all students to do the reporting.” with (M=3.18;
SD=0.68) which has an interpretation of satisfactory. And

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the last statement ‘Helped students to learn in new
situations.’ with (M=3.23; SD=0.80) which implied that
the respondents are satisfied.
Table 5
High School in terms of Inductive Method
1. Presented students with many
examples showing how the concept 3.21 0.72 Satisfactory
is used.
2. Provided students with
opportunities by putting posters 3.01 0.76 Satisfactory
in the classroom.
3. Enabled students to investigate

independently.
4. Allowed students to state the

content in their own words.
5. Helped the students to
understand the problems in 3.28 0.71 Satisfactory
general.

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In terms of the Inductive Method, the average mean
that declares that ‘Presented students with many examples
showing how the concept is used.’ with (M=3.21; SD=0.72)
which has an interpretation of satisfactory. In the next
statement ‘Provided students with opportunities by
putting posters in the classroom.’ with (M=3.01; SD=0.76)
which has an interpretation of satisfactory. “Enabled
students to investigate independently.” with (M=3.10;
“Allowed students to state the content in their own
words.” with (M=3.13; SD=0.73) which has an
‘Helped the students to understand the problems in
general.’ with (M=3.28; SD=0.71) which implied that the
respondents are satisfied.
Table 6
High School in terms of Deductive Method

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1. Assisted the students to
overcome their manner of jumping 3.10 0.74 Satisfactory
into conclusions.
2. Taught students to muster

difficulties by rules established.
3. Taught students to delay

judgment until truth is proven.
4. Picked out problems that are

relevant to real life situation.
5. Selected problems that
encouraged students to find

possible solutions to problems
met.
Overall 3.17 0.40 Satisfactory
In terms of the Deductive Method, the average mean
that declares that ‘Assisted the students to overcome
their manner of jumping into conclusions.’ with (M=3.10;

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SD=0.74) which has an interpretation of satisfactory. In
the next statement ‘Taught students to muster
difficulties by rules established.’ with (M=3.23;
“Taught students to delay judgment until truth is proven.”
with (M=3.15; SD=0.73) which has an interpretation of
satisfactory. “Picked out problems that are relevant to
real life situation.” with (M=3.19; SD=0.74) which has an
‘Selected problems that encouraged students to find
possible solutions to problems met.’ with (M=3.28;
SD=0.71) which implied that the respondents are
satisfied.
It can be seen in the table that the teaching
strategies in senior high school are suitable. It means
that the teachers of senior high school are having a good
management in implementing their strategies in the
classroom. They know what is the most effective and
important are teaching strategies from time to time in
teaching the students. Specifically as shown in summary,
the inquiry method obtained the highest mean which is

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3.27 and SD 0.55, respectively. It means that the
respondents are satisfied with the methods and strategies
used by their teachers.
Inquiry based in is a form of active learning that
starts by posing questions, problems or scenarios—rather
than simply presenting established facts or portraying a
smooth path to knowledge. Inquirer purpose is to develop
their knowledge and solution. It includes problem-based
learning, and is generally used in small scale
investigations and projects, as well as research. It is
also practice their thinking skills.
On the other hand discussion method got the lowest
mean 3.11 and SD 0.46 which perceived discussion is in
the lowest rank in effective strategies.
Pullex (2013) advised that is using in teaching
strategy, the teacher must give due consideration to the
learning style of the students. Learning style is an
individual’s natural or habitual pattern in acquiring and
processing information in learning situations. A core
concept is an individual concept is that individuals
differ in how they learn. The idea of individualized

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learning styles originated in the 1970s, and has greatly
influenced education. Proponents of the use of learning
styles in education recommend that teacher assess the
learning styles of their students and adapt their teaching
strategies to best fit their students learning styles.
Difference on the level of Effectiveness of Strategies
of Used in Senior High School
The Tables below presents the significant difference
of the profile of the respondents with respect to the
variables of the study.
Table 7
Significance of difference on the level of Effectiveness
of Strategies of Used in Senior High School when group by
Sex
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Profi Variabl Sum Mean F Sig Decisi interpretat
le es of Squa (DF= . on on ion
Squar re 1) Ho
es
Discussi Not Not

.51
on .094 .094 .436 Reject Significant
0
Method ed
Lecture Not Not

.67
Method .039 .039 .176 Reject Significant
5
ed
Inquiry Not Not
Sex Method .112 .112 1365 .547 Reject Significant
ed
Inductiv Not Not
e Method .655 .655 23911 .090 Reject Significant
ed
Deductiv Not Not
e Method .223 .223 .752 .387 Reject Significant
ed
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As a result of the calculation, it appears that in
the Table above the level of significance obtained in the
dependent variables such as discussion method, lecture
method, inquiry method, inductive method and deductive
method when compared with the independent variable sex,
the level of preference is greater than the required level
of significance at 0.05. The null hypothesis in this
variable is accepted, and it reveals that there is no
significant difference level of Effectiveness of
Strategies of Used in Senior High School as to sex
regarding their discussion method, lecture method,
inquiry method, inductive method and deductive method.
Table 8
Age
Squar re 2) Ho
es
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Discussi Not Not
2.06 .13
on .869 .434 Reject Significant
1 1
Method ed
Lecture Not Not

.86
0
ed
Inquiry Not Not
Age Method .164 .082 .266 .767 Reject Significant
ed
Inductiv Not Not
ed
Deductiv Not Not
ed
It appears that in the Table above the level of
significance obtained in the dependent variables such as
discussion method, lecture method, inquiry method,
inductive method and deductive method when compared with

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the independent variable age, the level of preference is
greater than the required level of significance at 0.05.
The null hypothesis in this variable is accepted, and it
reveals that there is no significant difference level of
Effectiveness of Strategies of Used in Senior High School
as to age regarding their discussion method, lecture
method, inquiry method, inductive method and deductive
method.
Table 9
Strand
Squar re 2) Ho
es
Discussi Not Not

Stran .49
d 1
Method ed
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Lecture Not Not
2.60 .07
Method 1.119 .559 Reject Significant
3 8
ed
Inquiry Reject Significant

1.94
Method 3.891 6.895 .001 ed
6
Inductiv Reject Significant
e Method 1.889 .944 4.338 .015 ed
Deductiv Not Not
e Method 1.717 .859 2.981 .054 Reject Significant
ed
As shown in the Table above the level of
discussion method, lecture method and deductive method
when compared with the independent variable strand, the
level of preference is greater than the required level of
significance at 0.05. The null hypothesis in this variable
is accepted, and it reveals that there is no significant

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difference level of Effectiveness of Strategies of Used
in Senior High School as to strand regarding their
discussion method, lecture method and deductive method.
On the other hand when the dependent variables:
inquiry method and inductive method is compared to the
independent variable strand, the level of preference is
l ess than the required level of significance at 0.05. The
null hypothesis in this variable is rejected, and it
reveals that there is significant difference level of
Effectiveness of Strategies of Used in Senior High School,
when the dependent variables: inquiry method and
inductive method is compared to the independent variable
strand.
Table 10
GPA
Squar re 2) Ho
es
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Discussi Not Not
.54
2
Method ed
Lecture Not Not

.81
8
ed
Inquiry Not Not
GPA Method .277 .138 .449 .639 Reject Significant
ed
Inductiv Not Not
ed
Deductiv Not Not
e Method .592 .296 1.000 .371 Reject Significant
ed
As shown in the Table above the level of
discussion method, lecture method and deductive method
when compared with the independent variable GPA, the level

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of preference is greater than the required level of
significance at 0.05. The null hypothesis in this variable
is accepted, and it reveals that there is no significant
difference level of Effectiveness of Strategies of Used
in Senior High School as to GPA regarding their discussion
method, lecture method and deductive method.

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Chapter 4
SUMMARY, CONCLUSIONS, AND RECCCOMENDATIONS
This chapter summarizes the results and findings of
the study, and on the basis of the findings, conclusions
were drawn and recommendations were gives.
Summary
This study aimed to find out the level of
effectiveness of the teaching strategies utilized among
Senior High School students of Surigao State College of
Technology. Specifically, this study sought to answer the
profile of the respondents considering their sex, track
/ strand, average grade (GPA) and age.
It also endeavored to determine the extent to which
the respondents perceived the level of effectiveness of
the teaching strategies as to Discussion Method, Lecture
Method, Inquiry Method, Deductive Method and Inductive
Method. Moreover, the significant difference on the

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perception of the respondents according to their profile
was also measured.
A researcher’s made questionnaire was used to
gather data from one hundred forty-one (141) respondents
who determined their perception on the level of
effectiveness of the teaching strategies.
The gathered data were analyzed using the frequency
count and percent, mean (M) and standard deviation
(SD),and One-way Analysis of Variance (ANOVA).
Findings. The findings of the study were revealed before
1. Majority of the respondents are Senior High School
students. In terms of their track / strand, majority of
the respondents are the TVL students.
2. The respondents’ are satisfied with the teaching
strategies used by their teachers such as in Discussion
Method, Lecture Method, Inquiry Method, Deductive Method
and Inductive Method it is based on the given parameters
in chapter 2.
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3. There is no significant difference on the level of
effectiveness of the teaching strategies used in Senior
High School when the dependent and independent variables
are compared. However when the dependent variables:
inquiry method and inductive method is compared to the
independent variable strand we can clearly see that there
is a significant difference.
Conclusions
Based on the above findings, the following
conclusions were drawn.
1. There are more TVL students than HUMMS and STEM in
Senior High School in Surigao State College of
Technology.
2. The answers of the participants were relatively close
with each variable. Because of the findings we can
conclude that the respondents are in satisfied with the
current teaching strategies used by their teachers.
3. The level of effectiveness of strategies discussion
method, lectured method, inquiry method, inductive
method and deductive method varies on the strands that
the respondents belong.

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Recommendations
In the light of the findings and conclusions of the
study, the following recommendations are given:
Administrators. They must promote the use of varied
teaching strategies in the teaching-learning process
especially the ones that have acquired high level of
effectiveness in order to cater the diversity of learners
and their needs.
Teachers in Senior High School. The results may be
of great help for them in knowing what are the effective
strategies to be used. However, as much as possible, they
should moderately use the Lecture Method for the said
strategy is outdated and less effective in the perspective
of the students. Moreover, they are recommended to focus
more on student-centered or outcomes-based strategies for
these are ones that are proven effective by the students
themselves.
Students. They should know about the existing
strategies in their curriculum and learn to reflect

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whether the said teaching strategies are effective or not.
In this case they find particular strategy ineffective;
they are encouraged to politely tell their teachers about
so both of them think of a better strategy that would
suit the learning styles of the students.
Researchers. The result of this research may
provide them with additional information with regard to
the different teaching strategies and their
effectiveness, thus they would have a guide in their study
and conduct it properly and factually.
References
Pullex. A. (2013) Teaching strategies. Retrieve from:

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http://chalkboardproject.org/sites/default/files/teacher
-effectiveness-why-it-matters.pdf
http://AccordingtoDonaldGreivelecture.com
http://RonaldA.BerkJohnsHopkinsUniversityWhyismeasuringt
eachingeffectivenesssoimportant?.com
www.teachingstrategies.com
www.differentstrategies.com
SSCT Location Map: Retrieve from:
Http://ssctsurigao.files.wordpress.com/ssctmap.jpg
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ACKNOWLEDGEMENT
The researchers would like to express their
heartfelt acknowledgement and gratitude to the people
plays an important part to accomplish this research.
The Almighty Father, the ultimate blessings gift of
life, strength and guidance He shared to the researchers.
The researchers’ families, for giving a never
ending support emotionally by love, care and
understanding in every situation and financially by doing
the best they can just to help the researchers to
accomplished their requirements.
Mrs. Ronita E. Talingting, the researchers’ adviser
for his assistance in guiding and improving this work.
The panel members, Dr. Elvis P. Patulin and Mrs.
Irma Lyn Paymalan, for their intelligent in suggestions
in the organization of the content this study and made
this research professionally tested.
The Library Personnel, who patiently extended their
services in providing the researchers the reliable
sources and setting to work this study.

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The respondents, for their help, patience and time
spared in answering researchers made questioner.
APPROVAL SHEET
In partial fulfillment of requirements of the
degree of Bahelor of Elementary Education this thesis

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entitled “EFFECTIVENESS OF TEACHING STRATEGIES USED BY
THE TEACHERS IN SENIOR HIGH SCHOOL STUDENT OF SURIGAO
STATE COLLEGE OF TECHNOLOGY”, prepared and submitted by
NINA MAE Q. SUICO, NELISA L. YAMIT, KRYSTEL MAE G. MEDICA
AND MANUEL JR L. BELING is hereby recommended for oral
examination.
MRS. RONITA E TALINGTING

Adviser
APPROVED by the Committee for Oral Examination with grade
PASSED
ELVIS P. PATULIN, PhD

Chairman
ERMA LYN PAYMALAN

Member
ACCEPTED in partial fulfillment of the requirements for
the degree of Bachelor of Elementary Education this
December 2018.
TABLE OF CONTENTS
Page
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TITLE PAGE i
APPROVAL ii
ACKNOWLEDGE iii
ABSTRACT iv
TABLE OF CONTENTS v
LIST OF TABLES vi
LIST OF FIGURES vii
CHAPTER viii
1. PROBLEM AND REVIEW OF LITERATURE 1
Introduction
Review of Literature
Conceptual Framework
Statement of the Problem
Hypothesis
Significance of the Study
Scope of the Limitation

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Definition of Terms
2. METHODS
Research Design
Research Environment
Research Respondents
Research Instrument
Ethics and Data Gathering Procedure
Data Analysis
3. RESULTS AND DISCUSSION
Profile of the Respondents
Effectiveness of Teaching Strategies Used by The
Teachers of Senior High School Student
4. SUMMARY, CONCLUSIONS AND RECCOMENDATIONS
Summary
Conclusions
Recommendation
REFFERENCES
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APPENDICES
A. Research Questionnaire
B. Letter of the Request to The Chair
C. Internal Consistency of the Result
CURRICULUM VITAE
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LIST OF TABLES
Table
1 Profile of the Respondents
2 Level of Effectiveness of Teaching Strategies in
Senior High School in terms of Discussion Method
Senior High School in terms of Lecture Method
Senior High School in terms of Inquiry Method
Senior High School in terms of Inductive Method
Senior High School in terms of Deductive Method
7 Significance of difference on the Level of
Effectiveness of Strategies used in Senior High School
when group by Sex
when group by Age

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when group by Strand
when group by GPA or General Percentage Average

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LIST OF FIGURES
Figures
1 Research Paradigm of the Study
2 Location Map of SSCT

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Surigao State College of Technology

THE TEACHER IN SENIOR HIGH SCHOOL STUDENT

OF SURIGAO STATE COLLEGE OF TECHNOLOGY

The Faculty of the Graduate School

Surigao State College of Technology

Of the Requirements for the Degree

BACHELOR OF ELEMENTARY EDUCATION

Medica, Krystel Mae G.

Suico, Nina Mae Q.

PROBLEM AND REVIEW LITERATURE

This chapter presents the introduction, review of

literature, conceptual framework, statement of the

problem, hypothesis, significance of the study, scope and

limitation, and definition of terms.

Teaching strategies refer to techniques and ways

used by the teachers to help the students learn their

desired course. It identifies the different available

learning methods to be able to cultivate the right

strategy to deal with the target group identified.

Identifying the similarities and differences is one

of the strategies used by the teacher that enables the

learners to compare and contrast the different ideas. Note

taking and summarizing is also one of the teaching

a long period of time while being able to use it for

analysis and presentation purposes.

The teaching strategies depends in the teacher on

how they are going to plan it out and use it to be an

effective strategies for the instructional deliverance

which aims to benefit all students learning. According to

Felder (1998) some teachers give lectures, some discuss

the topic, some make their students work in groups, some

these efforts is to help student’s grasp content knowledge

and align them with the real world scenario. Teachers

must have passion for learning and teaching as well as to

understand needs and interests of the students. The focus

of quality education is to provide students by all the

means so that they are ahead in the education industry.

Moreover, despite the advent of technology, finding

an effective strategy still demands time and effort. In

reality, some teachers fail to comply with the demands of

the work and end up compromising in choosing the right

The teaching strategies used by the teachers in

Senior High School of Surigao State College of Technology

is effective because the learners are able to understand

the various of information’s and ideas presented by their

teachers. They easily cope with the discussion and gain

a lot of knowledge from their different instructors. And

also the students thought by their teachers in different

fields of education. They trained well to improved and

developed their cognitive, affective and psychomotor

The research being conducted on a specific college

campus covers a range of purposes and has both academic

and non-academic implications. This research provides

much of the foundation for knowledge that makes

innovations possible and advancements in wider society,

thereby creating social, economic, cultural and

environmental impacts. The reason we are conducted

this research is to find out if the teaching strategies

of Surigao State College of Technology is effective or

This part of review literature and studies came

from books and internet data that contributed to the

present study arrange according to the theme.

According to Greive. The lecture is the most used