INTRODUCTION

Nowadays, students tend to adapt in different strategies specifically in

Science subjects. Students and teachers would want to learn Science in a much

easier and effective way. Arriving on preferred teaching strategies of students may

develop more understanding and enthusiasm towards the science field. According

to Tenaw (2014), the traditional advice that teachers implement together do get the

better off with a cluster of all-encompassing teaching styles might seem to conflict

with today’s emphasis on student-centered classrooms. Hypothetically, the more

instructors underline understudy driven learning, the harder it is to build up an

allaround concentrated style dependent on their own characteristics, qualities, and

objectives.

Students tend to have improved performances when the content is

customized according to his/her preferences. One important aspect of students’

particularities is how they prefer to learn. In this context, students learning styles

should be considered, due to the importance of this feature to the adaptation

process in such systems (Dorca et.al., 2016). Aside from this, to meet the needs

of the students, a variation in teaching, learning and examination must be

implemented. If not, these students with a highly different preference for perception

and learning may be at the losing end (Shah, 2013) .

The terms defined in the research are preferred teaching strategies, and

Grade 11 STEM students, and Science Courses. Armstrong (2013) stated that

teaching strategies refer to methods used to help students learn the desired course
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contents and be able to develop achievable goals in the future. Science Courses,

on the other hand is the study of the physical and natural world through

observations and experiments. Its branches include Physics, Chemistry, and

Biology. Meanwhile, STEM students are those who received the additional twoyear

program or the so-called K-12 education that can prepare them for college and

graduate study in the fields of Science, Technology, Engineering, and Mathematics

(TechTarget, 2013). Preferred teaching strategies refer to the ideas and different

techniques which will be formulated and applied upon the students. The Grade 11

STEM students are the ones affected by the implementation of the said strategies

and techniques.

According to Target Study (2018), the main motive of traditional education is

to pass on the values, manners skills and the social practice to the next generation

which is necessary for their survival. On the other hand, modern education teaches

about the skills required today that is the skills of science and technology, the

science of medical science, etc. However, it boils down to the preferred teaching

strategies of a student. Either way, both traditional and modern teaching is good.

Also, some other teaching strategies are also considered good. But it will always

depend on the student what strategies in teaching he/she prefer.

The researchers have observed students having problem to listen and focus

on the class discussion. The problem might be on the instructors’ style of teaching

that can be the reason why they cannot catch the students’ attention. Students of

this generation has their own teaching style preferences. Hence, it is very
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challenging and an action must be taken to adopt with the preferred teaching

strategies of the students.

The findings of this study will somehow benefit the Senior High School

students especially Grade 11 - STEM students considering that Chemistry as one

of their major subjects plays a vital role in science and technologies today. It will

help them easily understand the lessons presented by their science teachers in a

much engaging way. Moreover, it will also benefit the teachers as it will improve

thier teaching style which will compliment the preferences of the students in

Science courses.

OBJECTIVES OF THE STUDY

The main objective of this research is to know the different teaching

strategies that are effective and appropriate to students in Science courses.

More specifically to describe the profile of the respondents in terms of

gender, age and section; determine the teaching strategies used in terms of

behavioral, cognitive and effective; test the significant difference in the teaching

strategies when grouped according to sex and section; and propose plan of action

to enhance teaching strategies preferred by the students.

LITERATURE REVIEW

The way teachers should always teach Science is with the viewpoint of the

basic fundamental content that makes up this subject like cloth. Recognizing that

Science is like a cloth composed of the basic content as the warp content as the
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weft is the first step of the new strategy for high school Science teaching for

teachers. These teaching strategies may be defined as behavioral, cognitive and

effective.

Behavioral Strategies. A behavioral strategy is an instructional method that

focuses on the behaviors of the students. Its goal is to reward good attitude towards

the class discussion, and not the bad ones. This kind of strategy can also depend

on the environment in which students sees the topic and lessons as anotinteresting

one to learn.

According to the study of McTighe (2016), using a set of different criteria

aligned to the performance task and to the target result can be a very much

effective type of teaching strategies. Giving out criteria to the students can make

them much more engaged to do their best in every task that will be given to them.

There are lots of benefits to be observed when giving criteria. Well-developed

rubrics can help students to focus on the different aspects of their work so that they

can enhance whether his/her work needs an improvement. Also, when the teacher

sets a criterion, goal setting and self-assessment will be observed to students who

understand the rubrics very much.

Also, Alstad (2014) pinpointed that the interactive classroom environment

will occur if teachers would relate real life and real world applications of the

discussions that they are teaching. In addition to this, media such as Youtube and

other streaming sites can be one of the tools to use in order for the students to be

immersed to the classroom instruction of the teachers. However filtering the right

content for the students is a must in order for the discussion not to be disrupted.
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On the other hand, Schmeck (2013) stated that connecting real-life

situations to the discussions inside the classroom can help the students reflect and

know the depth of the topic in a certain field. The learning process of the students

will increase as well as the engagement of the students towards their subjects.

Also, insights and opinions will bloom into students’ minds that can help them gain

valuable lessons and skills that they can also apply in real-life.

As indicated by Shamsudin (2013), the implication of Science specifically

Chemistry isn't just limited with preparations and planning adjustments and

improvements for a static and settled world, rather it concerns studies arranged to

adapt with the progressions and difficulties in their lives and methods of studying.

Direct guidance in Science and giving right attention and spotlight gives way for

the advancement of logical thinking and student's state of mind. Students are the

recipients and the instructors fill in the containers. In most classroom settings,

educators are distracted with scholarly exercises just for school victories. The said

situation make students unable to learn in a gainful way, rather it includes lesser

basic reasoning aptitudes. This shows how important Science learning could be

through the presentation of new Science instruction approach.

In relation to this, Busby (2018) stated that educators ought to overlook

lowlevel problematic conduct in the classroom to lessen it, another examination

proposes. It found that remunerating respectful understudies with acclaim rather

than concentrating consideration on inadequately carried on students, can improve

the conduct and emotional wellness of younger students.

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Gill (2013) stated that, regardless of whether you're a first-year instructor

who’s anxious to incorporate the majority of the educational procedures you

learned in school, or a classroom veteran inspecting separated guidance and new

learning approaches, consider that not all students react well to one specific style.

In spite of the fact that encouraging styles have been arranged into five gatherings,

the present perfect training style isn't a recommendation yet to a greater extent a

half breed approach that mixes the best of everything the style of teaching the

instructors gives. In spite of the fact that it isn't the instructor's business to engage

students, it is essential to draw in them in the learning procedure. Choosing a style

that tends to the necessities of various students at various learning levels starts

with an individual stock—a self-assessment—of the educator's qualities and

shortcomings. As they build up their showing styles and incorporate them with

compelling classroom administration aptitudes, educators will realize what works

best for their identities and educational modules.

Additionally, Tanner (2017) pinpointed that there is a substantial gathering

of essential preparing methods built up in research on instructing and finding that

can support science instructors in concentrating on whom they are endeavoring to

help learn. These teaching methodologies are at times lead to as "fair-minded

appearing," whereby gaining ground toward "classroom esteem" is tied in with

appearing one of the understudies in your classroom, not just the people who are

currently attracted, authoritatively partaking, and perhaps certainly realize the

science being taught.

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In spite of the fact that the inspiration upgrade in chemistry profession

requests national efforts as far as advancing science and innovation, expanding

openings for work, enhancing pay elements and so on, a student's advantage is

another thought process that isn't reasonable from a monetary point of view. For

example, a few children rehearse for quite a long time in their extra time making

expressions, playing instruments, or idealizing their abilities in games essentially

on the grounds that they are keen on those practices. In this manner, science

teachers may likewise enhance students’ learning by motivating their advantage.

The inquiry is that "is science extremely fascinating?" Ironically, the appropriate

response is just "yes" to a predetermined number of scientific experts yet not to the

overall population because of the selection of dreary showing strategies in

substance instruction. They will likely uncover the intriguing side of science to our

students and move their interest paying little respect to their vocation decisions.

Furthermore, Kristen (2017) indicated that secondary science educators

confront a large group of difficulties as they are given the obligation of choosing

how they will convey relegated educational programs. Much like a puzzling

condition, educators must factor in various factors that will change each semester

or year relying upon students' stack, needs, review levels, development,

improvement, assets, and also natural factors outside the school. These mind

surprising factors assume a significant job in building up an answer for this

unpredictable condition. When the teacher has decided those uncertain factors, a

choice can be made with respect to which instructive and mechanical techniques

to apply. A main subject in this is the "Social Constructivist Learning Theory."

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This theory infers that students learn better through dynamic cooperation

with their associates as opposed to tuning in to addresses. Social constructivist

reason that through associate connections, students can process new data in a

way that is acceptable to them, along this lines giving them higher level of

competency. Science-based teaching methods that help the "Social Constructivist

Learning Theory" are issue based learning (PBL), process-situated guided request

(POGIL), and venture based learning (PBL). Instructive innovation is one of the

best assets we need to enable our students to learn.

While Science occurs on our regular day to day existences, students have

discovered that it can be hard to learn. On the chance that a student is observed

to have weaknesses in one territory, additional help should be given to enable that

student to strengthen their weak zones on that certain field, so they can also have

a chance to understand their maximum ability. The customary guidance that

instructors should not exceed with a group of widely inclusive encouraging styles

may appear to struggle with the present features on students focused classrooms.

Hypothetically, the more students an educator take in, the harder it is to build up

an effective style dependent on each students' own traits, qualities, and objectives.

In accordance with this, Weimer (2016) clarified that practical educators set

raised prerequisites for understudies. They also clarify clear objectives. Students

should know ahead of time what they will acknowledge and what they will be

depended upon to do with what they know. Facilitators in science can attract their

students with a long objective where students can imagine themselves getting a

charge out of the subject in their own specific way. Enabling them to explore
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especially in research focuses will moreover empower the students to regard the

subject and the exemplification of learning since nowadays, the change training

frameworks is amazingly inevitable especially for grade 11 students who are as of

late busy with the senior optional school condition.

In relation with the study of Hoffmann and McGuire (2018), the important

learning and preparing framework is to take notes by hand, paying little heed to

whether the class notes are given. In a perfect world no later than the evening of

the class day, change their notes, by hand, escalating their substance. Despite the

changing stage, it is basic that you not just re-copy your notes, however rather both

merge and expand them where fitting, revamping them with the objective that you

make the significance your own. The subject of on account of taking notes on a

workstation or by hand is all the more dominant is a peevish one. We think taking

notes by hand works best, as it were, since it is difficult to type in substance

structures, graphs and conditions on a PC. It is right now settled that dynamic

responsibility in the process is essential for making sense of how to occur. Right

when understudies take their own notes, they are secured, ceaselessly, and their

minds based on the endeavor. For sensation understudies (the people who adapt

best while moving, authorizing generous or little muscles), the advancement

connected with taking notes energizes learning.

In the study made by Nasab and Sarem (2015), it was shown that teaching

materials as a medium for the learning of the students is too much effective for 91

percent of teachers. Psychologists, recommended the use of educational

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technology so that the students will learn through the use of their senses. As a

result, these reduced the student's behavior.

Kelly (2019) stated that classroom routines, procedures, and practices must

be developed by teachers in order for the students to make their lessons and

discussions easier, and to make a more effective teaching environment for them.

One of the most common classroom routines is making a lesson plan and

established activities for the students. It avoids the teachers to gain stress, and

make them ready for the lecture that they will be doing. Another one is beginning

the class on time. A teacher who enters the room with positive aura and begins on

time tends to improve the engagement of the students.

Cognitive Strategies. Cognitive strategies are teaching methods to help

students to learn more about a certain course. These involve the deliberate

manipulation of language such as repetition, summarizing the meanings, and

guessing the meaning from a context.

According to Toshio (2015), people who tend to show students each

individual and basic piece of data in their Science course books, not continually

associating it to alternative connected data are those facilitators who don't perceive

the content or do not read Science as an entire. Sadly, this simply offer students

additional confusion to their understanding to the logic of Science. Learning to

acknowledge and familiarize themselves that chemistry is like textile composed of

the essential} content because the warp and therefore the fundamental content as

the pick is that the initiative of the new strategy for prime faculty Science teaching.

it's vital for lyceum faculty students taking Science as a specialized subject to have
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interaction themselves in learning the topic since it is one in every of the basics in

Science, Technology, Engineering, Mathematics strand.

Deppeler (2015), suggests that the teachers would have the ability to

change the focal point of their preparation when they would contemplate them and

attract themselves in taking a gander at their very own speculations of indicating

concentrates especially for complex subjects, for instance, science and such. On

the shot that they saw that the students don't learn with the standard strategy for

training that they apply, it is then necessitated that they explore past their purposes

of repression so the students will find the subject significant and entrancing.

Instructors have their own particular way of training so they can moreover have

their own new way for the students' acknowledgment which is, their basic target.

Likewise, a study conducted by Rohrer (2016) stated that teachers

frequently use their ideal teaching strategy as their main approach when teaching

their subject matter. However, learning can be very hard for students who do not

share the same fondness in a certain strategy. This suggests that students are

unique to each other and it is the teacher’s part to assess and study the learning

behaviors and styles those students prefer in order for the discussion to be

successful.

In another ongoing examination, Abdulwahab, Oyelekan and Olorundare

(2016) explored the impacts of agreeable instructional system on senior optional

school students' accomplishment in Science.

Intelligent applets created at the King's Center for Visualization in Science

(KCVS), The King's University College, Edmonton, Alberta, Canada, enable

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students to imagine the subatomic universe of science and to energetically

comprehend synthetic associations. These representations assemble connects

between the discovering that occurs for students through classroom addresses and

their individual examination outside of class. They strengthen imaginative

educating and learning, and help students connect profoundly with science

content. These intuitive representations likewise connect science and

manageability; actualities and the proof that backings those certainties; hypothesis

and application; and the atomic, emblematic and plainly visible levels. Effective

crossing over requires cautious thoughtfulness regarding the adapting needs and

applied comprehension of students, and to the plan and usage of intuitive

representations to address those issues (Mahaffy, 2014).

Moreover, American Chemical Society (2015) encourages understudy

learning and comprehension of science through guided request, coordinate

guidance, examinations, critical thinking, and talk. Educators are additionally in

charge of class arrangement, classroom administration, and in addition creating

and reviewing appraisals, and meeting with understudies and guardians outside

class. Secondary school instructors may educate somewhere in the range of four

and six classes included 20 to 30 understudies. They may likewise lead field trips,

sort out after school exercises, and give coaching outside of class. Secondary

school science instructors frequently create educational modules targets for their

classrooms utilizing state and national science showing benchmarks, rules from

national science associations, and neighborhood input.

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Concept maps allow the students to monitor, regulate, and plan their

knowledge about a certain topic. This enables them to critically think the

composition and the levels that a discussion needs. Working with concept maps

can gradually improve the thoughts of the students not only about the lessons that

the teachers are teaching but also their thoughts of themselves emotionally and

cognitively (Sousa & Boruchovitch, 2010).

In a study conducted by Rosenshine (2012), it was stated that effective

educators also reviewed the learning and concepts that were pertinent for that

day’s lesson. It is substantial for a teacher to help students recall the concepts and

vocabulary that is relevant for the day’s lesson the fact that our working memory is

very limited. Review enables us to toughen up the connections among the material

we have learned. Reviewing past learnings enable us to understand words,

concepts, and procedures easily and consequently when we need this material to

solve problems or to gather new material.

Goals are utilized as an arranging guide for day by day exercises that may

incorporate guided addresses, demonstrating research facility examinations,

undertakings, and gathering request. For instructors, discovering time to give extra

help to enable students to defeat feeble zones can be exceptionally troublesome.

For 21st century students, joining innovation into the classroom is basic.

Presenting student to innovation while training science will expand their

insight and help them manufacture abilities that will make them aggressive in the

STEM workforce. Dynamic learning is encouraged through their exercises and by

advancing commitment.
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As per Gee (2012), the prior knowledge of the students helps the teacher to

know their level of intelligence. It helps the teachers to classify the topics and which

topics should be focused on. Also, it can enable the teachers to assess if the prior

knowledge of the students are accurate enough to help themselves with their field

of specialization or not that accurate whereas the teacher can teach them the right

and appropriate terms to learn.

Cook, Kennedy, and McGuire (2013) clarified that metacognition falls under

the useful viewpoint showing style which holds that understudies must remain

occupied with the learning procedure, and that the students will not be decreased

to the terms of inactive, recipients of data. While changing showing better with the

end goal to more readily fit the requirements of the students can enhance

understudy execution in a specific class, the metacognitive point of view proposes

students advantage more from being instructed how to all the more likely take in

the material themselves so they can apply these techniques to each class. The

metacognitive point of view directs that understudies ought to be given the

apparatuses that they require with the end goal to learn and create significant

aptitudes, for example, holding data, applying data, and imaginatively taking care

of issues. Metacognition can be characterized as a thoughtful psychological

process controlling one's learning. Actualizing the metacognitive methodology in

science classes can possibly enhance understudies' abilities concerning complex

critical thinking.
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As per Res (2013), In the uni-modal learning style class, they found that the

most favored mode was the kinaesthetic one, trailed by the visual, sound-related

and the read-compose ones. Along these lines, the dynamic learning procedures,

for example, pretending, reproductions, utilization of models, discusses, and so

forth which are favored by the kinaesthetic students would be more helpful to the

students than the customary address positions.

Additionally, Kendra (2017) stated that using innovation in the classroom,

manages the once under-staffed science students, with a virtual science lab.

Virtual science, can't completely supplant understudies abilities worked amid lab

however it gives understudies a practical thought of how labs function, with the use

of recently learned science ideas. When training what "something is", likewise

instruct "what it isn't". This training will kill befuddling false impressions as children

battle to understand another idea. Students think that it’s more helpful if Science

educators don't simply supply what is valid however what is additionally false with

the goal for them to separate and acclimate themselves with the said perspective.

Furthermore, a study conducted by Edalati (2016) stated that the

development of different teaching tools can be anticipated with cognitive learning

strategies. Learning will be enhanced and have growth, and it can maximize the

discipline of the students and achieve a very good level of performance inside and

outside of the classroom setting. Also, cognitive learning strategies let the students

imagine and explore different information and knowledge in which they consult their

teachers if the found information is true or not.

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Meanwhile, Trehan (2016) indicated that in order for the students to learn to

solve the problems in the best possible way, the instructor should choose a

question with an appropriate degree of difficulty for each student to find out if they

have understood it, moving up or down the record is to encourage each student to

think of possible solutions, until everyone can come up with something

constructive. The level of difficulty will matter to the understanding of the students

towards the subject. As a result, students who fully understand the topic itself

should be given a harder situation to solve to test their knowledge.

Effective Strategies. Effective strategies refer to the methods of teaching

that are well-chosen for the students. In these kinds of strategies, analyzing and

evaluating are involved by thinking about whether the strategies are well-chosen

given what is known about the students, content and context, and whether there

has been good quality implementation of the strategies.

Brame and Biel (2015) stated that cooperative learning is very much helpful

to the positive outcome of the discussion in which students see that better

performance can be observed if they are divided in groups rather than doing a task

individually. This strategy can be one of the most effective approach to maximize

the students’ ability to interact and socialize with others, and at the same time learn

and adapt.

Meanwhile, a study conducted by Shaw (2012) indicated that conducting a debate

is an excellent teaching approach where students tend to develop their different

insights about a certain topic. Students also tend to analyze the position given to

them and to balance which are good arguments and which are not.
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However, teachers should not be bias as it can affect the learning of the students.

As a result of not being bias, the debate can provide an opportunity to students to

come out of their comfort zone and try to extend their knowledge which are credible

and legitimate enough school.

On the other hand, Stephney (2015) identified that the teachers play a very

essential role not only inside the classroom but also outside. They are very much

responsible for the behavior that the students are showing towards the discussion.

Students have a tendency to imitate the actions of their teachers. For example, if

the teacher discusses his/her lessons in an engaging and exciting approach, the

students most likely to be immersed and engaged on what the teacher is saying.

In contrast, when a teacher acted negatively, then the students may also react how

the teacher reacted. This teaching approach sets the environment of the whole

discussion.

Moreover, a study conducted by Teach Thought Staff (2018) specified that

correcting and changing the students’ reactions can be discouraging to students

especially in their achievements and efforts. However, teachers must assess the

appropriate response to do on the actions of the students to avoid such

discouragement on the side of the students. He added that with this kind of

teaching strategy, if mastered correctly, this is the time where students remember

their teachers in the most possible and positive way. Furthermore, according to the

study of Blazar and Kraft (2016), It is expected that teachers should teach students

how to react appropriately. Also, they should give or offer the students the ability
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to learn emotional support. In this way, accurate content will be delivered not only

to the teachers but also to the fellow students.

As per Connolly (2018), giving lots of tasks and/or performance tasks to the

students will not help the them learn in their respective courses. One disadvantage

includes the lack of focus of the students. Students will have a habit of focusing on

completing the tasks rather than focusing on what are the learnings that they could

get. In addition, lots of time are needed to finish such works and as a result, less

class discussion will occur and with this, the classroom management will be

disrupted.

Teachers should always initiate a conversation with their students to avoid

making their students feel bored and tired. However, it is best to relate the

conversation to the discussion or the topic that is being addressed especially when

the topic is not that appealing to the students. In this way, teachers and students

connect more to each other where they feel more comfortable as stated by Bravo

(2015).

Meanwhile, Slapik (2017) specified that teachers’ essential and crucial role

in the classroom often mimic by the students. The teachers, school, and the

students share the same role inside and ou the classroom management. Although

different backgrounds, cultures, and traditions occur within different people, the

school environment should upbring these factors to learn the culture and traditions

to help students reach their full potential and to achieve new and different

knowledge.
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Olakanmi (2017), stated that “flipped instruction model” is one of the

methods and strategies that facilitates a shift in students’ conceptual understanding

with regards to the rate of chemical reaction significantly more than the control

condition. The significant differences that were found on all assessments positive

also the flipped class students performed and ranked higher compared to the

average. Preparing for the lesson ahead of the classes benefited the learners in

the flipped classroom model condition and had more opportunity to interact and

socialize with peers and teachers in the classroom during the learning process.

Based on the findings and tabulations, teachers should be trained or retrain on how

incorporate the flipped classroom model into their teaching and learning

development for it encourages students to be directly involved and active in

learning. This new technique is one of the various ways that helps students to be

engaged in learning especially in one of the specialized subjects under the STEM

strand, Science.

For the most part that the Science subject manages nuclear and atomic

wonders that can't be seen in the secondary school classroom. To enable students

to comprehend these unique ideas, instructors utilize analogical models to make

ideas more open to the students. The models are more than specialized devices;

they give intends to investigating, portraying and clarifying logical and scientific

thoughts; they help to make science important and intriguing and worth learning.

Models ought to be utilized with consideration in instructing; and learning since

they may open students to translations that regularly leads to unexpected

alternative conceptions. Science is a research facility science and can't be

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successfully learned without hearty lab encounters. Surely, the recognizable proof,

control, and general utilization of research center hardware are fundamental parts

of the subject of science. A secondary school research center ought to have the

gear important to lead significant showings and tests. The physical research facility

condition must be open to all students. Educators must comprehend that students

with particular quality or portability can have a full research facility involvement with

suitable convenience, for example, a lab aide. Guidance that is student focused

and underscores the job of research facility shows and analyses is the best

technique to guarantee that students build up these basic aptitudes in science.

Research facility activities should come in three stages: the pre-lab, the lab

technique, and the post-lab (Tenaw, 2014).

The classroom is a dynamic situation, uniting students from various

foundations with different capacities and identities. Being a successful instructor

requires the execution of inventive and imaginative showing procedures with the

end goal to meet students' individual needs (Sarah, 2018). Educators are then

anticipated that would make their very own systems which they think can be fitting

and appropriate for the sort of senior secondary school students they handle. There

is no such equation in instructing Chemistry yet then instructors could make their

own.

In an examination by Seery (2013), making web recordings and screencasts

is one of the easiest and the best methods for integrating innovation and

technology into instruction. A web recording (sound just) and screencast (sound

with video or screen catch) enables students to recoup material time permitting at
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their very own pace. There are some valuable assets for how these can be made

in a science setting. These webcasts can be of two general composes: possibly

they recoup what was given in a class (substitutional) or they give additional

material or clarify in further detail something that was conveyed in class

(supplemental). The writing seems to recommend that it is supplemental materials

that have most use to students – clarifying specific ideas, experimenting with

inquiries, and so forth. Basically regaining what was done in class adds no

additional advantage to students, the time is likely better spent investigating all the

more difficult themes in more detail. Screencasting and podcasting have

additionally demonstrated valuable in furnishing students with input.

As indicated by Harvala (2015), online courses, half and half or flipped

classrooms that consolidate web based learning with in-class engaged, intuitive

learning exercises, and issue based and guided-request research centers are a

piece of the rethought showing collection in the Department of Science. The

division is at the cutting edge of the most recent present day and inventive

encouraging teaching method for its substantial enlistment general science and

natural science courses. It is additionally a pioneer with its remarkably planned

scientific educational modules and research center and its propelled substance

science lab.
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METHODS

Research Design

The study, to determine the preferred teaching strategies in Science

courses was conducted through the use of descriptive and survey nonexperimental

research design. Descriptive research is governed as a research method that

renders the characteristics of the population or a phenomenon that us being

studied. Descriptive research is a study designed to depict the participants in an

accurate way; it involves observing and describing the behavior of a subject without

influencing it in any way (Bhat, 2018).

Participants

This study made use of grade 11 STEM students of LPU-B as participants of

the study. They are currently taking Chemistry, one of the Science courses, as one

of their specialized subject under their strand. The Grade 11 STEM Strand has a

total of 339 students. Given the fact that the total population of Grade 11 STEM

Strand is 339, the required respondents for this study is 181 according to Raosoft

calculator with a margin of error of 5 percent.

Instruments

Adapted standardized questionnaire was the major data gathering

instrument used to collect necessary information in pertinent to the study. The

instruments were adapted from the study of Hamzeh in 2014. It has two parts: Part

1 is the profile of the respondents while Part 2 discusses the preferred teaching
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strategies in terms of behavioral, cognitive and effective. The questionnaire is

consisted of twenty-five (25) items distributed on three domains; the behavioral

strategies, the cognitive, and the effective strategies.

Data Collection Procedure

The researchers started by distributing the questionnaires to the randomly

selected respondents within the appointed date and time set by the group. After

explaining the research objectives and title, they retrieved the data which came

from the grade 11 STEM students’ response in the questionnaire they answered.

The data collected were analyzed and tabulated by the researchers. Afterwards,

the collected results were validated.

Data Analysis

The needed data were tallied, encoded and analyzed using descriptive

statistics such as frequency distribution, weighted mean, independent sample T-

test and analysis of variance. These tools was used based on the objectives of the

study. In addition, all data was treated using a statistical software known as PASW

version 18 to further analyze the result of the study.

Ethical Considerations

The researchers had the permission of handing out questionnaires and

established trust with the respondents through ensuring confidentiality. Before

giving the questionnaires, the research objective was clearly explained without

affecting the response of the respondents. As they gave the questionnaire, they

were gentle in asking the respondents to answer the questionnaire. They assured
 24

that the answers collected was kept with utmost confidentiality and was only used

for the study. They didj not force nor insist the respondents and patiently waited for

them to finish answering the questionnaires. In addition to this, the researchers

assured that in the conduction of the study, the respondents were not harmed nor

deprived mentally or physically.

RESULTS AND DISCUSSION

Table 1
Percentage Distribution of the Respondents Profile

Profile Variables Frequency Percentage (%)

Sex
Male 63 34.81
Female 118 65.19
Age
15 - 18 years old 181 100
19 years old and above 0 0
Section
1A 23 12.71
1B 23 12.71
1C 23 12.71
1D 23 12.71
1E 24 13.26
1F 22 12.15
1G 21 11.60
1H 22 12.15

Table 1 presents the profile of the respondents in terms of sex, age and

section. From 181 respondents, male respondent has a frequency of 63 and a

percentage of 34.81 while the female respondents has a frequency of 118 and

percentage of

65.19.
 25

In relation to this, a study conducted by Nasser (2016) stated that female

students tends to react more on the learning environment that they’re into, and they

want to choose what type of strategies they want their subjects and courses to

adapt with. In terms of age, 181 or 100 percent of the respondents were 15 to 18

years old which indicates that all of the respondents of the study belong to that age

bracket.

On the other hand, the table also shows the section of the respondents.

STEM 1E has the highest frequency of 24 and a percentage of 13.26. This

indicates that the number of respondents coming from this section is the highest

compared the other sections. STEM 1A, STEM 1B, STEM 1C and STEM 1D has

a frequency of 23 and a percentage of 12.71. STEM 1F and STEM 1H has a

frequency of 22 and a percentage of 12.15. Lastly, STEM 1G has the lowest

frequency of 22 and a percentage of 12.15. This shows that the least number of

respondents came from this section.

 26

Table 2.1
Teaching Strategies in Terms of Behavioral Approach

Weighted Verbal
Indicators Rank
Mean Interpretation

1. Teacher neglects undesired

behavior in the teaching – learning 2.58 Agree 6
situation.

2. Teacher dissembles the teaching –

learning material into specific task that 2.96 Agree 5
need specific response.

3. Teacher depends on criteria in

3.19 Agree 3.5
evaluating his students.

4. Teacher trains students to determine

3.40 Agree 1
the objectives they want to achieve.

5. Teacher makes advantage of the

contract procedures he does with his
3.19 Agree 3.5
students for the purpose of achieving
the teaching – learning task.

6. Teacher provides students with a

3.39 Agree 2
chance to apply new real-life situations.

Composite Mean 3.12 Agree

Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly
Disagree

Table 2.1 presents the teaching strategies in terms of behavioral approach

applied by teachers in Science courses. As shown in the table, the respondents

agreed that they prefer these teaching strategies with a composite mean of 3.12.

It can be seen that the highest in rank for the teaching strategies is item number 4,

“Teacher trains students to determine the objectives they want to achieve.” with a
 27

weighted mean of 3.40. This shows that students are very much immerse in this

specific type of teaching strategy in which they want and know the objectives that

they will acknowledge. In this case, students tend to foresee themselves getting

involved in a successful subject with better performance. It agrees to the study of

Weimer (2016) who clarified that enabling students to know and learn the

objectives of their learnings tend to explore more on a certain field they want to

take in the future. Moreover, it empowers the students to display excellence in their

studies.

Moreover, item, “Teacher provides students with a chance to apply new

real-life situations.” rank second highest with a weighted mean of 3.39. This

indicates that students were fascinated by how the teachers incorporate real-life

situations to their respective topics and discussions. This was supported by the

study of Alstad (2014) which described that relating real world and everyday life to

each and every discussions of the teacher will increase the engagement of the

students to learn either academically or in real life. Also, bringing current events,

experiences, or letting the students talk about their family beliefs or tradition can

be a creative way to assess the student’s knowledge and interaction of the

classroom learning and materials. As a result, the students expand useful

perceptions of the skills that are very much connected in their lessons and to their

lives as well.

On the other hand, items, “Teacher depends on criteria in evaluating his

students” and “Teacher makes advantage of the contract procedures he does with
 28

his students for the purpose of achieving the teaching – learning task” both got a

weighted mean of 3.19 and rank 3.5.

The item, “Teacher depends on criteria in evaluating his students” was

supported by the study of McTighe (2016) which stated there that giving out criteria

to the students can make them much more engaged to do their best in every task

that will be given to them. Also, when the teacher sets a criterion, goal setting and

self-assessment will be observed to students who understand the rubrics very

much. On the other hand, item, “Teacher makes advantage of the contract

procedures he does with his students for the purpose of achieving the teaching –

learning task” was supported by the study of Kelly (2019) stated that contract

procedures or established routines and practice inside the classroom tend to

engage students more in the learning environment such as beginning the class on

time, preparing activities for the students, and especially establishing a unique

lesson plan.

“Teacher dissembles the teaching – learning material into specific task that

need specific response” ranked as second lowest with a weighted mean of 2.96.

This means that students do not prefer to be given a specific task about a certain

topic that was discussed. It was contradicted by the study of Nasab and Sarem

(2015) whereas it was revealed that teaching materials as a medium for the

learning of the students is too much effective for teachers. Psychologists,

recommended the use of educational technology so that the students will learn

through the use of their senses. As a result, these reduced the student's behavior.
 29

Furthermore, “Teacher neglects undesired behavior in the teaching –

learning situation” ranked as the lowest among all items with a weighted mean of

2.58. This means that students do not prefer the strategy of teachers who neglects

students who behave inappropriately as it can be effective to make certain students

to stop and avoid such behavior by himself. It agreed to the study of Busby (2018)

where he revealed that teachers should ignore the disruptive behavior of the

students to reduce it. In addition, rewarding the well-behaved students with good

words instead of focusing the attention on the students who behave inappropriate.
 30

Table 2.2
Teaching Strategies in Terms of Cognitive Approach
Weighted Verbal
Indicators Rank
Mean Interpretation
1. Teacher’s cognitive teaching
strategies harmonize with students’ 3.25 Agree 4
learning strategies.
2. Teacher encourages students to
generate as many alternatives as they 3.23 Agree 6
can for the problem to be discussed.
3. Teacher uses problem solving
3.33 Agree 1.5
strategy in the teaching situation.
4. Teacher facilitates for students make
use of the procedures that organizes
3.20 Agree 9
memory potentials (symbolizing
information).
5. Teacher gives students enough time
to question and investigate to the 3.24 Agree 5
desirable objective.
6. Students tend to generate new
information through making
3.33 Agree 1.5
comparison between their previous
knowledge and new one.
7. Teacher ends teaching – learning
situation with clarifying diagrams 3.23 Agree 7
suitable for students.
8. Teacher makes use of concept maps
3.03 Agree 11
during the teaching – learning process.
9. Teacher takes part in training
students on generating original
3.20 Agree 8
responses for the stimulus presented on
them.
10. Teacher begins with examples up
to the concept in teaching – learning 3.29 Agree 3
situation.
11. Teacher helps student identify their
own learning methods. 3.18 Agree 10

Composite Mean 3.23 Agree

Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 =
Strongly Disagree
 31

Table 2.2 presents the teaching strategies in terms of cognitive approach

applied by teachers in Science courses. As shown in the table, the respondents

agreed that they prefer these teaching strategies with a composite mean of 3.23.

The results revealed that the highest in rank for the cognitive strategies were items

3 “Teacher uses problem solving strategy in the teaching situation” and 6 “Students

tend to generate new information through making comparison between their

previous knowledge and new one” with a weighted mean of 3.33.

Item 3 shows that problem solving helps the students make use of their

analyzing and critical thinking abilities that enables them to be interested in every

situation that will be given to them. This was supported by the study of Trehan

(2016) which revealed that the instructor will choose a question with an appropriate

degree of difficulty for each student to find out if they have understood it, moving

up or down the record is to encourage each student to think of possible solutions,

until everyone can come up with something constructive. On the other hand, item

6 shows that students tend to like doing different researches in order for them to

enhance their previous knowledge and obtain new knowledge about a certain topic.

It was supported by the study of Gee (2012) who stated that through the prior

knowledge of the students, teachers tend to know where to focus on so they can

help the students extend their knowledge.

Furthermore, item 10 “Teacher begins with examples up to the concept in

teaching – learning situation” ranked as the second highest and has weighted

mean of 3.29. This shows that students prefer having examples first before they
 32

arrive at the concepts of the topic that will boost their critical thinking abilities so

they may easily understand the topic. This was supported by Rosenshine (2012)

in which she cited that effective educators also reviewed the learning and concepts

that were pertinent for that day’s lesson. It is substantial for a teacher to help

students recall the concepts and vocabulary that is relevant for the day’s lesson

the fact that our working memory is very limited.

Item “Teacher’s cognitive teaching strategies harmonize with students’

learning strategies” ranked as the third highest with a weighted mean of 3.25. This

means that the cognitive teaching strategies rendered by the teachers were

uniquely working out with the students’ learning strategies. This was supported by

the study conducted by Edalati (2016) where it revealed that the different teaching

strategies can actually cope up and suit the cognitive learning strategies of the

students. Enhance learning will grow and can maximize the discipline of the

students and achieve a great level of performance in the classroom setting.

On the other hand, item “Teacher facilitates for students make use of the

procedures that organizes memory potentials (symbolizing information)” ranked

third to the lowest with a weighted mean of 3.20. This means that students do not

usually prefer memorization strategies used by the teacher on the topics and

discussions inside the classroom. However, it was opposed by the study of

Rosenshine (2012) who pinpointed that review and memorization enables the

students to toughen up the connections among the material they have learned.

Reviewing past learnings enable them to understand words, concepts, and

 33

procedures easily and consequently when they need this material to solve

problems or to gather new material.

Aside from this, the table also indicates that item “Teacher helps student

identify their own learning methods” ranked second to the lowest with a weighted

mean of 3.18. This shows that student do not like having to identify their own

learning methods, rather want the teachers to incorporate teaching strategies and

they’ll the one to assess if it’s effective for them. This was opposed by the study of

Rohrer (2016) where it was stated that in order for the students to reach their full

potential in learning, teachers must know the preferred teaching strategies of the

students. This is because students are generally different from each other, and

they do not share the same preference when it comes to the teaching strategies

that the teachers are using. Using different styles of teaching can expand the

abilities of the students to enhance their performances inside the classroom.

Moreover, item “Teacher makes use of concept maps during the teaching

– learning process” ranked the lowest of all the items and got a weighted mean of

3.03. It means that concept maps incorporated in the discussions are not that

preferred by the students and can affect the performance of the students based on

how the concept maps are being presented. This was opposed by the study of

Sousa & Boruchovitch (2010) whereas it was revealed that students most likely

activate their thought critically to understand the message and lesson of the

concept maps. Working with concept maps enables students to continuously learn

and think of the possibilities of the paths of the concept maps.

 34

Table 2.3
Teaching Strategies in Terms of Effective Approach

Weighted Verbal
Indicators Rank
Mean Interpretation

1. Teacher applies group work in the

class to serve desired objectives. 3.44 Agree 1

2. Teacher makes students take part

in different roles in the teaching – 3.38 Agree 2
learning situation.

3. Teacher takes part in improving

students’ ability to control their 3.33 Agree 3.5
reactions.

4. Teacher distributes different teaching

3.24 Agree 6
– learning tasks on students

5. Teacher lets students have their

3.33 Agree 3.5
own conversations positively.

6. Teacher teaches students how to

change their negative reactions into 3.19 Agree 7
positive one.

7. Teacher trains students to solve

3.25 Agree 5
their problems in a comfortable way.

8. Teacher gives students chance to

initiate different debates amongst 3.14 Agree 8
them.

Composite Mean 3.29 Agree

Legend: 3.50 – 4.00 = Strongly Agree; 2.50 – 3.49 = Agree; 1.50 – 2.49 = Disagree; 1.00 – 1.49 = Strongly
Disagree

Table 2.3 presents the teaching strategies in terms of effective approach

applied by teachers in Science courses. As shown in the table, respondents agreed

upon using this teaching strategy approach with a composite mean of 3.29.
 35

The results revealed that the highest in rank was item “Teacher applies group

work in the class to serve desired objectives”, with a weighted mean of 3.44. This

means that group involvement to different tasks made them fully aware of the

essential steps to be done. This was supported by the study of Brame and Biel

(2015) which revealed that cooperative learning results to positive feedback and

outcome in which students recognized that better performance was produced and

observed by means of groups.

It was also shown that item “Teacher makes students take part in different

roles in the teaching – learning situation”, ranked as second to the highest with a

weighted mean of 3.38. This shows that teachers’ teaching approach to students

makes them embrace different roles may it be in terms of different tasks and

discussions. It was conformed by the study of the Slapik (2017) which stated that

teachers’ essential and crucial role in the classroom often mimic by the students.

The teachers, school, and the students share the same role inside and outside the

classroom management. Although different backgrounds, cultures, and traditions

occur within different people, the school environment should upbring these factors

to learn the culture and traditions to help students reach their full potential and to

achieve new and different knowledge.

Furthermore, item “Teacher takes part in improving students’ ability to

control their reactions,” and “Teacher lets students have their own conversations

positively,” both got a weighted mean of 3.33 and ranked as third to the highest.

The first item indicates that an effective teacher should have a commanding quality

so students can’t overpower them and be able to control the students’ reactions.
 36

This was similar to the study conducted by Blazar and Kraft (2016) which revealed

that teachers are expected and taught not only to provide knowledge to the

students but also to raise emotionally supportive surroundings that can enhance

and improve their development in terms of emotions and socializing. Meanwhile,

the second item showed that discovery learning plays an important role to students

inside and outside their classrooms, and students should have the ability to process

their own thought and discover on their own without the presence or help of the

teachers. However, it was contradicted by the study of Bravo (2015) where he

revealed that conversations should be controlled by the teacher to avoid topics that

the students were addressing which are not connected to the discussion and can

even result to disrupted learning.

Item “Teacher distributes different teaching – learning tasks on students,”

ranked as the third lowest having a weighted mean of 3.24. This indicates that

students tend to dislike different tasks that were given to them since a lot of time

will be spent on that certain task that can be a burden to some. The findings were

similar to the statement of Connolly (2018) which explained that different tasks that

were given by the teachers have the disadvantages that includes time and content,

since several days will be spent to prepare and finish the tasks, and students will

have the tendency to focus on that task rather than learning and engaging on the

discussion. However, the result was contradicted by Clement (2018), where he

cited that it is easier for the students to learn when they’ve been supplied with the

overview for what they are learning which includes the task and activities and from
 37

there, they understand why the teacher has given them significant instructional

methods most specifically, learning activities or tasks.

Item “Teacher teaches students how to change their negative reactions into

positive one,” ranked as the second lowest with a weighted mean of 3.19. This

suggests that some students do not prefer this type of strategy in terms of effective

approach and might discourage their confidence even if the indicator was “agree”.

This was supported by Schmeck (2013) and stated that correcting and changing

the students’ reactions can be discouraging to students especially in their

achievements and efforts. But a study shown by Wu et al. (2010) contradicted the

ranking and result of the item and significantly found that when the facilitators

provide high levels of support, they are able to engage with students more through

positive feedback. The said positive behaviors, improve students’ behaviors by

making them feel encouraged, interested in their assigned task, and motivated to

continue their behavior in the learning environment.

The lowest rank was item 8 “Teacher gives students chance to initiate

different debates amongst them,” with a weighted mean of 3.14. This shows that

students do not prefer communicative teaching strategy. Also, this indicates that

students are not interested in doing debates. However, Shaw (2012) opposed and

pinpointed that debates are very much superior than the other teaching strategies.

Developing own viewpoints is one of the benefits that can be obtained through

debates whereas students are asked on their opinions and at the same time

entertained by the different proposed ideas of others.

 38

Table 3.1
Significant difference on the Preferred Teaching Strategies when grouped
According to Sex

*Significant at p-value<0.05
There is no significant difference on the preferred teaching strategies when

the respondents are grouped according to sex as denoted by the computed

pvalues of less than 0.05 alpha level.

The table presented that there is no significant difference in the teaching

strategies when it comes to gender. It was supported by the study of Hamzeh

(2014) which stated that there is no significant difference between the males and

females regarding the level of using the teaching strategies whether behavioral,

cognitive, and effective strategies.

Table 3.2
Significant difference on the Preferred Teaching Strategies when grouped
According to Section

*Significant at p-value<0.05

There is a significant difference in the preferred teaching strategies in terms

of affective when the respondents are grouped according to section as denoted

by the computed p-value of less than 0.05 alpha level. Result showed that those
 39

students from section STEM 1d and section STEM 1f preferred effective strategies

while STEM 1c least preferred the effective strategies. Meanwhile, students

across all sections have diverse responses in terms of behaviour and cognitive

aspects.

This was supported by the study of Pachaiyappan and Raj (2014) who

claimed that there is a significant difference in the effective teaching strategies

used by a teacher with respect to type of school management. A different school

setting changes the way students learn. The need for effective teaching strategies

vaires depending of the teaching-learning situation present in the classroom.

 40

Table 4
Proposed Action Plan to Enhance the Teaching Strategies Preferred by the
Students

Key Result Areas Strategies Persons Involved

➢ Paying attention to the

➢ Behavioral students who misbehave
- teacher neglects and act inappropriately
undesired behavior during
in teaching situation class hours

➢ Cognitive Grade 11 STEM

➢ Engaging students ➢
- teacher makes use of Students
more in concept maps
concept maps during Grade 11 Science
and other visual ➢ Courses Teachers
teaching- learning
process presentations to further
enhance students’
cognitive abilities

➢ Effective
- teacher gives student ➢ Discussing the
chance to initiate
different debates importance of
amongst them communication skills like debate
before
letting them get involved
in initiating debates

CONCLUSIONS

Based on the findings, the following conclusions were drawn:

1. Most of the respondents of the study were female students, age 15-18 years

old and from STEM 1E.

 41

2. The students prefer teacher who trains them to determine the objectives

they want to achieve by themselves under behavioral strategy. In terms of

cognitive strategies, they prefer using problem solving strategy and

comparison of previous and new knowledge. As for effective strategies, the

want applying group works in the class.

3. An action plan was proposed to enhance the preferred teaching strategies

in Science courses.

RECOMMENDATIONS

Based on the conclusions, the following recommendations are suggested:

1. Trainings and Seminars for Grade 11 Science teachers may be conducted

to further practice the proper and effective teaching strategies for students.

2. Monthly counselling of Grade 11 STEM students for possible problems

encountered in Science courses may be conducted.

3. The Human Resource Department may include in the faculty development

program the monthly Grade 11 Science teachers meeting for further

improvement.

4. The proposed plan of action may be tabled for discussion and

implementation.
 42

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 49

APPENDIX A

DATE: March 28, 2019

To whom it may concern:

Greetings!

We, the researchers from Science, Technology, Engineering and

Mathematics (STEM) strand conducted a research study entitled “Preferred
Teaching Strategies of Grade 11 STEM Students of Lyceum of the Philippines
University Batangas in Science Courses” as a course requirement in Practical
Research 2.

In connection with this, we would like to ask for your permission to conduct
a survey regarding to our study. We humbly ask for your available time to answer
the questionnaires honestly to the maximum of your knowledge.

We would like to appreciate your support in this particular research

endeavor.

Thank you very much for your cooperation.

Respectfully yours,

_________________ _______________ _____________________

Alea Trixie A. Ilagan Victor M. Evangelio Paulo Angelo R. Macasaet
Researcher Researcher Researcher

_________________________ ___________________
John Lowell Gabriel M Mañibo Jaime IV T. Torrocha
Researcher Researcher

Noted by:

________________
Mr. Adonis Saniel
 50

Research Adviser
APPENDIX B

“Preferred Teaching Strategies of Grade 11 STEM Students of Lyceum of the

Philippines University - Batangas In Science Courses”

Respondent’s profile

Name:(Optional)____________________

Grade/Section__________

Age: 15-18___ 19 and above___ Sex: M____ F____

________________________________________________________________

_____

Check the box that indicates how much you acquire the ability stated below with

regards to your cognitive ability

4 - Strongly Agree 3 - Agree

2 - Disagree 1 - Strongly

Disagree
Statements 4 3 2 1

Behavioral
 51

Teacher neglects undesired behavior in the

teaching -learning situation.
1

Teacher dissembles the teaching - learning

material into specific task that need specific
2
response.

Teacher depends on criteria in evaluating his

students.
3

Teacher trains students to determine

the objectives they want to achieve.
4

Teacher makes advantage of the contract

procedures he does with his students for the
purpose of achieving the teaching - learning task
5

Teacher provides students with a chance to apply

new knowledge in new real life situations.
6
 52

Cognitive Strategies

Teacher’s cognitive teaching strategies harmonize

with students’ learning strategies.
1

Teacher encourages students to generate as

many alternatives as they can for the problem to
2
be discussed.

Teacher uses problem solving strategy in the

teaching situation.
3

Teacher facilitates for students make use of the

procedures that organizes memory potentials

4 (symbolizing information).

Teacher gives students enough time to question

and investigate to the desirable objective.
5
 53

Students tend to generate new information

through making comparison between their
previous knowledge and new one.
6

Teacher ends teaching - learning situation with

clarifying diagrams suitable for students.
7

Teacher makes use of concepts maps during the

teaching - learning process.
8

Teacher takes part in training students on

generating original responses for the stimulus
9
presented on them.

Teacher begins with examples up to the concept in

teaching - learning situation.
10

Teacher helps student identify their own learning

methods.
11
 54

Effective Strategies

Teachers applies group work in the class to serve

desired objectives.
1

Teacher makes students take part in different roles

in the teaching - learning situation.
2

Teacher takes part in improving students’ ability to

control their reactions.
3

Teacher distributes different teaching - learning

tasks on students
4

Teacher lets students have their own

conversations positively.
5

Teacher teaches students how to change their

negative reactions into positive one.
6
 55

Teacher trains students to solve their problems in

a comfortable way.
7

Teachers gives students chance to initiate different

debates amongst them.
8

Retrieved from http://pubs.sciepub.com/education/2/6/1/Table/2.png

 56

APPENDIX C
STATISTICAL OUTPUT Frequency Table

Age

Cumulative
Percent
Frequency Percent Valid Percent
Valid <=18 181 100.0 100.0 100.0

Sex

Cumulative
Percent
Frequency Percent Valid Percent
Valid Male 63 34.8 34.8 34.8

female 118 65.2 65.2 100.0

Total

181 100.0 100.0

Section

Cumulative
Percent
Frequency Percent Valid Percent
Valid 1.00 23 12.7 12.7 12.7
2.00 23 12.7 12.7 25.4
3.00 23 12.7
12.7 38.1

4.00 23 12.7 12.7 50.8

5.00 24 13.3
13.3 64.1
6.00 22 12.2
21 12.2 76.2
7.00 11.6
11.6 87.8

8.00 22 12.2
12.2 100.0

Total 181 100.0 100.0

 57

Descriptives
Descriptive Statistics

N Mean Std. Deviation

B1 181 2.5801 .72299

B2 181 .50358
2.9558
B3 181 .58799
B4 181 3.1934
B5 .57522
181 3.4033
B6 181 .50680
3.1934
Bave .61078
181
C1 181 3.3923 .34105
C2 181 3.1195 .54677
C3 3.2486
181 .56889
C4
181
C5 3.2320 .55662
181
C6 3.3260 .58138
C7 181
3.1989 .65313
C8 181
181 3.2376 .59520
C9
181 .58810
C10 3.3260
C11 181 .67025
3.2320
181 .55496
Cave
E1 181 3.0276
.61941
E2 181 3.2044 .74663
E3 181 3.2873
.41156
E4 181
3.1768 .55035
E5 181
E6 181 3.2271 .60760
E7 181 3.4365 .66713
E8 181
3.3757 .62050
Eave 181
.67399
Valid N (listwise) 181 3.3315
.72116
181 3.2431
.67418
3.3260
.71595
3.1878 .46275
3.2486
3.1436
3.2887
 58

Explore
Descriptives

Statistic Std. Error

Bave Mean Lower Bound 3.1195 .02535

95% Confidence Upper Bound
Interval for Mean 3.0695

3.1695
5% Trimmed Mean
Median 3.1081
3.0000
.116
Variance .34105
Std. Deviation
2.33
Minimum
4.00
Maximum 1.67
Range .50
Interquartile Range

Cave Skewness .181

.476
Kurtosis .359
-.145
Mean .03059
95% Confidence 3.2271
Interval for Mean 3.1668

5% Trimmed Mean 3.2875

Lower Bound
3.2270
Upper Bound
Median 3.1800

Variance
.169
.41156
2.09
Std. Deviation 4.00
Minimum
1.91
Maximum
Range .64
Interquartile Range .076
Skewness
Kurtosis .181
-.633 .359
 59

Eave Mean
3.2887 .03440
95% Confidence Upper 3.2209
Lower Bound
Interval for Mean
Bound 3.3566

3.3075
5% Trimmed Mean
Median
3.3800

Variance .214

Std. Deviation .46275

Minimum 1.63

Maximum 4.00

Range 2.37

Interquartile Range .63

.181
Skewness -.495
Kurtosis .178 .359

Tests of Normality

Kolmogorov-Smirnov(a) Shapiro-Wilk

Sig.
df
Statistic df Sig.
Statistic

Bave .156 181 .000 .957 181 .000

Cave .091
Eave .086 181 .001 .978 181 .005
.002 .966 181 .000
181

a Lilliefors Significance Correction

Bave
 60

Bave Stem-and-Leaf Plot

Frequency Stem & Leaf

1.00 23 . 3 .00
24 .
4.00 25 . 0000
16.00 26 . 7777777777777777 .00
27 .
36.00 28 . 333333333333333333333333333333333333 .00
29 .
37.00 30 . 0000000000000000000000000000000000000
26.00 31 . 77777777777777777777777777 .00
32 .
25.00 33 . 3333333333333333333333333 .00
34 .
18.00 35 . 000000000000000000
 61

11.00 36 . 77777777777 .00

37 .
2.00 38 . 33 .00
39 .
5.00 40 . 00000
Stem width: .10
Each leaf: 1 case(s)

4.0

3.5

3.0

2.5

2.0

Bave
 62

Cave

Cave Stem-and-Leaf Plot

Frequency Stem & Leaf

1.00 20 . 9 .00
21 .
.00 22 .
2.00 23 . 66
1.00 24 . 5
4.00 25 . 5555
5.00 26 . 44444
13.00 27 . 3333333333333
11.00 28 . 22222222222
15.00 29 . 111111111111111
 63

29.00 30 . 00000000000000000999999999999
13.00 31 . 8888888888888
11.00 32 . 77777777777
12.00 33 . 666666666666
17.00 34 . 55555555555555555
10.00 35 . 5555555555
6.00 36 . 444444
10.00 37 . 3333333333
8.00 38 . 22222222
3.00 39 . 111
10.00 40 . 0000000000

Stem width: .10

Each leaf: 1 case(s)

4.0

3.5

3.0

2.5

2.0

Cave
 64

Eave

Eave Stem-and-Leaf Plot

Frequency Stem & Leaf

2.00 Extremes (=<2.00)

3.00 22 . 555
2.00 23 . 88 .00
24 .
5.00 25 . 00000
8.00 26 . 33333333
7.00 27 . 5555555 8.00
28 . 88888888 .00 29
.
 65

23.00 30 . 00000000000000000000000
16.00 31 . 3333333333333333
15.00 32 . 555555555555555
20.00 33 . 88888888888888888888
.00 34 .
17.00 35 . 00000000000000000
17.00 36 . 33333333333333333
15.00 37 . 555555555555555
5.00 38 . 88888 .00
39 .
18.00 40 . 000000000000000000

Stem width: .10

Each leaf: 1 case(s)

Frequency Table
B1

Valid

1.00 2.00 3.00 4.00 Total

Frequency 13 62 94 12 181
Percent 7.2 34.3 51.9 6.6 100.0
Valid Percent 7.2 34.3 51.9 6.6 100.0
Cumulative
Percent 7.2 41.4 93.4 100.0

B2

Valid

1.00 2.00 3.00 4.00 Total

Frequency 1 24 138 18 181
Percent .6 13.3 76.2 9.9 100.0
Valid Percent .6 13.3 76.2 9.9 100.0
Cumulative
Percent .6 13.8 90.1 100.0
 66

B3

Valid

1.00 2.00 3.00 4.00 Total

Frequency 1 14 115 51 181
Percent .6 7.7 63.5 28.2 100.0
Valid Percent .6 7.7 63.5 28.2 100.0
Cumulative
Percent .6 8.3 71.8 100.0

B4

Valid

2.00 3.00 4.00 Total

Frequency 8 92 81 181
Percent 4.4 50.8 44.8 100.0
Valid Percent 4.4 50.8 44.8 100.0
Cumulative
Percent 4.4 55.2 100.0

B5

Valid

1.00 2.00 3.00 4.00 Total

Frequency 1 6 131 43 181

Percent .6 3.3 72.4 23.8 100.0

Valid Percent .6 3.3 72.4 23.8 100.0

Cumulative
Percent .6 3.9 76.2 100.0
 67

B6

Valid

1.00 2.00 3.00 4.00 Total

Frequency 1 9 89 82 181

Percent .6 5.0 49.2 45.3 100.0

Valid Percent .6 5.0 49.2 45.3 100.0

Cumulative
Percent .6 5.5 54.7 100.0

C1

Valid

2.00 3.00 4.00 Total

Frequency 10 116 55 181
Percent 5.5 64.1 30.4 100.0
Valid Percent 5.5 64.1 30.4 100.0
Cumulative
Percent 5.5 69.6 100.0

C2

Valid

2.00 3.00 4.00 Total

Frequency 13 113 55 181

Percent 7.2 62.4 30.4 100.0
Valid Percent 7.2 62.4 30.4 100.0
Cumulative
Percent 7.2 69.6 100.0
 68

C3

Valid

1.00 2.00 3.00 4.00 Total

Frequency 1 5 109 66 181

Percent .6 2.8 60.2 36.5 100.0
Valid Percent .6 2.8 60.2 36.5 100.0
Cumulative
Percent .6 3.3 63.5 100.0

C4

Valid

2.00 3.00 4.00 Total

Frequency 16 113 52 181

Percent 8.8 62.4 28.7 100.0
Valid Percent 8.8 62.4 28.7 100.0
Cumulative
Percent 8.8 71.3 100.0

C5

Valid

2.00 3.00 4.00 Total

Frequency 22 94 65 181
Percent 12.2 51.9 35.9 100.0
Valid Percent 12.2 51.9 35.9 100.0
Cumulative
Percent 12.2 64.1 100.0
 69

C6

Valid

1.00 2.00 3.00 4.00 Total

Frequency 1 9 101 70 181

Percent .6 5.0 55.8 38.7 100.0
Valid Percent .6 5.0 55.8 38.7 100.0
Cumulative
Percent .6 5.5 61.3 100.0

C7

Valid

2.00 3.00 4.00 Total

Frequency 15 109 57 181
Percent 8.3 60.2 31.5 100.0
Valid Percent 8.3 60.2 31.5 100.0
Cumulative
Percent 8.3 68.5 100.0

C8

Valid

1.00 2.00 3.00 4.00 Total

Frequency 1 35 103 42 181
Percent .6 19.3 56.9 23.2 100.0
Valid Percent .6 19.3 56.9 23.2 100.0
Cumulative
Percent .6 19.9 76.8 100.0
 70

C9

Valid

2.00 3.00 4.00 Total

Frequency 13 118 50 181

Percent 7.2 65.2 27.6 100.0
Valid Percent 7.2 65.2 27.6 100.0
Cumulative
Percent 7.2 72.4 100.0

C10

Valid

2.00 3.00 4.00 Total

Frequency 16 97 68 181
Percent 8.8 53.6 37.6 100.0
Valid Percent 8.8 53.6 37.6 100.0
Cumulative
Percent 8.8 62.4 100.0

C11

Valid

1.00 2.00 3.00 4.00 Total

Frequency 3 28 84 66 181
Percent 1.7 15.5 46.4 36.5 100.0
Valid Percent 1.7 15.5 46.4 36.5 100.0
Cumulative
Percent 1.7 17.1 63.5 100.0

E1

Valid

2.00 3.00 4.00 Total

Frequency 5 92 84 181
Percent 2.8 50.8 46.4 100.0
Valid Percent 2.8 50.8 46.4 100.0
Cumulative
Percent 2.8 53.6 100.0
 71

E2

Valid

2.00 3.00 4.00 Total

Frequency 12 89 80 181
Percent 6.6 49.2 44.2 100.0
Valid Percent 6.6 49.2 44.2 100.0
Cumulative
Percent 6.6 55.8 100.0

E3

Valid

1.00 2.00 3.00 4.00 Total

Frequency 2 14 87 78 181
Percent 1.1 7.7 48.1 43.1 100.0
Valid Percent 1.1 7.7 48.1 43.1 100.0
Cumulative
Percent 1.1 8.8 56.9 100.0

E4

Valid

1.00 2.00 3.00 4.00 Total

Frequency 2 12 107 60 181

Percent 1.1 6.6 59.1 33.1 100.0
Valid Percent 1.1 6.6 59.1 33.1 100.0
Cumulative
Percent 1.1 7.7 66.9 100.0

E5

Valid

1.00 2.00 3.00 4.00 Total

Frequency 1 18 83 79 181
Percent .6 9.9 45.9 43.6 100.0
Valid Percent .6 9.9 45.9 43.6 100.0
Cumulative
Percent .6 10.5 56.4 100.0
 72

E6

Valid

1.00 2.00 3.00 4.00 Total

Frequency 2 27 87 65 181
Percent 1.1 14.9 48.1 35.9 100.0
Valid Percent 1.1 14.9 48.1 35.9 100.0
Cumulative
Percent 1.1 16.0 64.1 100.0

E7

Valid

1.00 2.00 3.00 4.00 Total

Frequency 2 18 94 67 181
Percent 1.1 9.9 51.9 37.0 100.0
Valid Percent 1.1 9.9 51.9 37.0 100.0
Cumulative
Percent 1.1 11.0 63.0 100.0

E8

Valid

1.00 2.00 3.00 4.00 Total

Frequency 4 23 97 57 181
Percent 2.2 12.7 53.6 31.5 100.0
Valid Percent 2.2 12.7 53.6 31.5 100.0
Cumulative
Percent 2.2 14.9 68.5 100.0

Report

Mean
Sex

Male female Total

Bave 3.1322 3.1127 3.1195

Cave 3.2511 3.2143 3.2271
Eave 3.2702 3.2986 3.2887
 73

T-Test
Group Statistics

Std. Error
Sex Mean
N Mean Std. Deviation
Bave Male 63 3.1322 .33398 .04208
female

Cave Male 118 3.1127 .34598 .03185

female 63 3.2511 .41733 .05258

Eave Male 118 3.2143 .40966 .03771

female

63 3.2702 .47814 .06024

3.2986 .45608 .04199

118

Independent Samples Test

Mean Std. Error
Difference Difference
t df Sig. (2-tailed)
Bave Equal variances .366 179 .715 .01951
assumed
Equal variances 130.668 .712 .01951
not assumed
.370
Cave Equal variances
assumed Equal
variances
not assumed .572 179 .568 .03679 .05334
Equal variances
Eave assumed .05277
Equal variances .571
not assumed .569 124.712 .03679
.06434

.06471
-.394 179 .694 -.02849
.07238

.07343
-.388 .699
121.653 -.02849
 74

Means
Mean
Section

1.00 2.00 3.00 4.00 5.00 6.00 7.00 8.00 Total

Bav
e 3.2387 3.1670 2.9343 3.1374 3.1883 3.1441 3.1171 3.1195
Cav 3.0227
e 3.2109
Eav 3.3165 3.2809 3.0004 3.3474 3.2796 3.2486 3.1214 3.2271
e 3.1273
3.3987 3.4261 2.9848 3.4591 3.2108 3.4173 3.2876 3.2887

Oneway
ANOVA

Sum of Sig.
Squares df .069
Mean Square F
Bave Between Groups 1.508 7 .215 1.918
Within Groups
173 .112
19.429
Total
Between Groups
20.936 180 .088
1.811
Cave Within Groups 2.081
7

173 .297
Total 28.408 .164
3.339 .002
Eave Between Groups 30.489 180

Within Groups
4.587 7 .655

Total
33.957 173 .196

180
38.545

* The mean difference is significant at the .05 level.

 75

APPENDIX D

Human Resource Department

Lyceum of the Philippines University - Batangas

Dear Sir/Madam:

Greetings!

We, the researchers from Science, Technology, Engineering and Mathematics (

STEM ) strand conducted a research entitled “Preferred Teaching Strategies of
Grade 11 STEM Students of Lyceum of the Philippines University - Batangas In
Science Courses” as a course requirement in Practical Research.

In line with this, the study found out that Behavioral, Cognitive, Affective learning
style affects the performance of students. Thus, we are suggesting the teachers to
use this learning style as a tool for instructions.

Thank you very much.

Respectfully yours,

_________________ __________________ _______________________

Alea Trixie A. Ilagan Victor M. Evangelio Paulo Angelo R. Macasaet
Researcher Researcher Researcher

__________________________ ____________________
John Lowell Gabriel M Mañibo Jaime IV T. Torrocha
Researcher Researcher

Noted by:

________________
Mr. Adonis Saniel
Research Adviser