An Analysis of The Effectiveness of Meth

AN ANALYSIS OF THE EFFECTIVENESS OF METHODS AND 1
TECHNIQUES USED IN TEACHING FOUR MACRO SKILLS IN

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Teaching and learning are the two sides of a coin. The most accepted decisive
factor for measuring good teaching is the amount of student learning outcomes.
Students in their point of view, rate their teachers higher when they learned well.
A teacher’s effectiveness is again about student learning.
The 4 macro skills in teaching English such as listening , reading, speaking, and
writing has many ways that teachers can present or make possible techniques to enhance
students learning.
Students can sense if the method selected by their teacher was the best and
effective teaching method or just “a method” or simply the method with which the
teacher was most comfortable.
Research indicates that students are the most qualified sources to report on the
extent to which the learning experience was productive, informative, satisfying, or
worthwhile. While opinions on these matters are not direct measures of instructor or
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course effectiveness, they are legitimate indicators of student satisfaction, and there is
substantial research linking student satisfaction to effective teaching.
Research on student evaluation of teaching generally concludes that student
ratings tend to be reliable, valid, relatively unbiased and useful (Murray, 1994).
Over the years students’ evaluation of the teaching methods and techniques used
by their teachers are used to contribute for the development and improvement of the latter
teaching skills.
Today, student ratings of instruction are widely used for the purpose of making
personnel decisions and faculty development recommendations. For administrators, the
information derived from ratings aids them in making both summative and formative
judgments dealing with faculty retention, tenure, and promotion, hiring, selecting faculty
for teaching awards and honors, and in assigning teachers to courses.
It is suggestively that the school administrations must use the data formatively to
develop and improve their teachers’ teaching effectiveness.
Centra (1993), defines effective teaching as “that which produces beneficial and
purposeful student learning through the use of appropriate procedures.” Students learning
outcomes depends on the teachers’ effectiveness in teaching. The effectiveness of the
teachers teaching depends on his or her methods and techniques. If his or her methods
and techniques is not suitable and hasn’t given a good impact to the students, teaching
will be worthless as well as learning will be illogical.

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Students are both rational and reliable sources of evidence, while in class;
students are exposed to all sorts of instructional experiences (lectures, instructional
materials and aids, readings, exams). They are in effect experimental consumers—able to
discern quality, relevance, usefulness, and instructor interaction with students.
Students are certainly qualified to express their satisfaction or dissatisfaction with
the experience. They have a right to express their opinions in any case, and no one else
can report the extent to which the experience was useful, productive, informative,
satisfying, or worthwhile.
Through evaluations students are given a chance to examine and appeal whether
the teaching is unproductive which will help to make a good recommendations or
suggestions to the improvement of the teaching methods and techniques of the teachers
for the betterment.
Background of the Study
Methods are processes by which a task is completed or ways of doing something.
Techniques are systematic procedures, formulas, or routines by which a task is
accomplished. Typically, these keywords are used by teachers to teach effectively.
Methods and techniques serve as set of procedures in doing the task of teaching.
The idea of using methods in teaching is not new; these enable to determine the
different knowledge level of a learner. However, the idea of using techniques in teaching
helps the students to develop their skills, feel comfortable in social situations, and be
aware of socially accepted behavior.

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In this paper, we focus on the analysis of the effectiveness of methods and
techniques in teaching the four macro skills in English subject. In virtually every country,
English is an essential part of business, research, commerce, technology, politics, news
and many other fields in which the exchange of ideas is essential. As a result, methods
and techniques in teaching are potentially of great value to students and teachers in an
English class.
Theoretical Framework
This study is based on the teaching strategies of Multiple Intelligence theory
which opens the door to a wide range of teaching strategies that can be easily
implemented in the classroom. In many cases, they are strategies that have been used for
decades by good teachers. In other cases, the theory of multiple intelligences offers
teachers an opportunity to develop innovative teaching strategies that are relatively new
to the educational scene. Multiple Intelligence theory suggests that no one set of teaching
strategies will work best for all students at all times.
All children have different proclivities in the eight intelligences, so any particular
strategy is likely to be highly successful with one group of students and less successful
with other groups.
This study also is based on the theory of constructivism which focuses the type of
its learning and its impact to teaching methods. Constructivism is a learning theory found
in psychology which explains how people might acquire knowledge and learn. It
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therefore has direct application to education. The theory suggests that humans construct
knowledge and meaning from their experiences. Constructivism is not a specific
pedagogy. Piaget's theory of Constructivist learning has had wide ranging impact on
learning theories and teaching methods in education and is an underlying theme of many
education reform movements. Research support for constructivist teaching techniques has
been mixed, with some research supporting these techniques and other research
contradicting those results. It is the theory of development that will be the focus here
because it is the major foundation for cognitive constructivist approaches to teaching and
learning. One important generalization of Piagetian theory is role of the teacher. In a
Piagetian classroom an important teacher role is to provide a rich environment for the
spontaneous exploration of the child. A classroom filled with interesting things to explore
encourages students to become active constructors of their own knowledge (their own
schemas) through experiences that encourage assimilation and accommodation.
There are two key Piagetian principles for teaching and learning:
Learning is an active process: Direct experience, making errors, and looking for
solutions are vital for the assimilation and accommodation of information. How
information is presented is important. When information is introduced as an aid to
problem solving, it functions as a tool rather than an isolated arbitrary fact.
Learning should be whole, authentic, and "real": Piaget helps us to understand
that meaning is constructed as children interact in meaningful ways with the world
around them. Thus, that means less emphasis on isolated "skill" exercises that try to teach
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something like long division or end of sentence punctuation. Students still learn these
things in Piagetian classrooms, but they are more likely to learn them if they are engaged
in meaningful activities (such as operating a class "store" or "bank" or writing and editing
a class newspaper). Whole activities, as opposed to isolated skill exercises, authentic
activities which are inherently interesting and meaningful to the student, and real
activities that result in something other than a grade on a test or a "Great, you did well"
from the computer lesson software, are emphasized in Piagetian classrooms.
Within the field of educational computing, the best-known cognitive
constructivist theoretician is Papert (1993), who characterizes behavioural approaches as
"clean" teaching whereas Constructivist approaches are "dirty" teaching. The contrast
emphasizes the differences between approaches that isolate and break down knowledge
to be learned (clean) versus approaches that are holistic and authentic (dirty).
Papert's idea of clean and dirty learning gives us a somewhat fuzzy feel for the
differences between behavioral and constructivist visions for teaching and learning.
Copley's (1992) contrast of the two approaches to instruction -- didactic (behavioral) and
constructivist -- provides a bit more detail. Constructivist approaches to technology in the
classroom are not yet commonplace. However, a number of promising approaches exist
within this theoretical framework.
Conceptual Framework
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The variables to be tested in this study are the teaching methods and techniques
used in teaching the four macro skills in the English subject namely: a) Project Method;
b) Demonstration Method; c) Lecture Method; d) Question and Answer Method; and e)
Reporting Method.
To test these variables, the researchers will use survey questionnaire and personal
interview to the respondents in order to come up with the desired results in making
outputs.
After processing the variables, the researchers come up with several proposals
suggested by the results to make changes in effective teaching in teaching the four macro
skills in the English subject.
The researchers had constructed the following figure to represent the analysis
among the variables used in the current study.
Teaching Methods
and Techniques
-Project Method -Questionnaire Propose additional
new methods and
-Demonstration -Personal Interview techniques in
Method teaching English
-Lecture Method subject.
-Question and
Answer Method
-Reporting Method
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Statement of the Problem
The purpose of this study is to analyze the teaching methodology of secondary
high school teachers teaching English subject in Taguig Science National High School
during the year 2013-2014.
Specifically, it will answer the following questions:
1. What is the profile of the student respondents in terms of the following variables?
a) Age
b) gender
c) section
2. How do the respondents perceive on the effectiveness of methods and techniques
used in teaching English subject areas as:
a) Listening
b) Speaking
c) Reading
d) Writing
3. Is there a difference between the perception of the students on the effectiveness of
methods and techniques used in teaching four macro skills in terms of their class
section?
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4. What is the Implication of the findings to the methods and techniques used in
teaching four macro skills in English subject?
Hypothesis
There is no significant difference between the perception of the students on the
effectiveness of methods and techniques used in teaching four macro skills in terms of
their class section.
Significance of the Study
Students. They can benefit from this study in a way that they will know what
methods and techniques should be expected in learning a specific skill in English subject.
Furthermore, the students individually will realize the efforts of their teachers in teaching
them effectively.
Teachers. They will be inspired to make their teaching methods and techniques
effective and conducive to learning. Moreover, the teachers as individuals would do their
best for the sake of their job as a mentor for learning.
Citizens/Curriculum Makers. They will be benefited for being good organizer
of the learning process for the teachers and students. In addition, they would likely
become a good worker through enhancing or developing the curriculum for good
education.
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School Administrators. They will be more knowledge-able regarding the aim of
the school to familiarize the students with the important techniques and methods of the
four macro skills.
Scope and Limitations
The research will include the way of how the four macro skills in English subject
are taught and its effectiveness. It is focused on the teaching methodologies and
techniques on the four areas, namely: a.) Listening, b.) Speaking, c.) Reading and d.)
Writing used by the high school teachers in Taguig Science National High School as a
subject for the research.
The survey is conducted in Taguig Science National High School with the total
population of 207 students’ Fourth year High School.
The research includes the perceptions of the students with regard to the
effectiveness of methods/techniques which the teachers use in teaching four macro skills
in English subject. The perceptions were worthwhile used in analyzing the effectiveness
of methods and techniques used in Taguig Science National High School during the
school year 2013-2014.
The research does not cover any other subjects that do not use methods and
techniques in teaching four macro skills in English subject. This research was limited to
Taguig Science National High School in Taguig. The findings may or may not apply to
other subjects and schools.

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Also, this research was limited to the perceptions of currently enrolled fourth year
high school students at Taguig Science National High School. It is limited to the
researchers’ semi-structured questionnaire format, to the answers provided by
respondents.
Definition of Terms
The following Terms used in the study are hereby defined in their operational
meanings.
 Effectiveness- it is a quality of being equipped and prepared for action.
 Evaluation- It is the analyzing or assessing thing through following standards.
 Learning- It is the acquisition of knowledge and skills through experience or
study or by being taught.
 Listening- A skill which process the receiving, constructing of meaning form,
and responding to spoken or nonverbal language.
 Methods- It is systematic procedure for accomplishing a given task.
 Reading- a skill in which decoding symbols in form of oral.
 Speaking- a skill which is use in communicating verbally.
 Teaching- sharing knowledge and educating others usually made by teachers.
 Technique- it is a way of carrying out particular task. The execution of given
work.
 Writing- a skill or the ability to express ideas and thought in written language.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter reviews the existing literature and research studies here in local and
in foreign countries that were of interest and value to the researchers, especially those
that are about teachers task, professional or educational background, experiences and the
like that contribute to the conceptualization of this research. This guided the researchers
to gain insights to view the problem in proper prospect.
Related Literature
We live here on earth to experience life and the love God give to us. In everyday
of our life we experience to be in a particular situation. Through those experiences we
feel either enjoyment or disappointments. Most enjoying experiences are experienced by
the lucky teachers. Teacher can have experiences like discovery of inactive or hidden
talent in a student, to awaken his interest, to see the pleasure he gets from his new found
capacities and to participate in the development of his talent. This is a unique reward to
the field of teaching. Teachers are models of values, whether conscious of them or not,
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values are exhibited implicitly and explicitly value, connote standards, code of ethics and
strong beliefs.
(Salandanan, et. al. 2013)Professionalism is highly treasured in the teaching
profession. Teachers are adjudged professional if they are knowledgeable, skilled and
value. Laden in addition to competence in teaching, they must have internalized the
edicts of the profession, thus exhibit ethical and moral conduct. Upright and exemplary in
behaviour they earn respect and high esteem from students, colleagues. They catch
students’ attention and keep them focused on the topic, to soothe their feelings away from
tension and to develop a sense of humour among them.
Skill is important in teaching a lesson. Skill may be defined as any refined pattern
of performance; skill is the correct use of habit or the result of reaction. To understand
the learners, teachers need to correctly use what they have learned or acquired from the
years they studied for their profession. Pleasant feelings are said to be a part of making
teaching and learning successful. If we promote pleasant feelings in class, there is
assurance that we can have positive outcomes.
Presentation of lesson in a skilful manner is really conducive to ultimate pleasant
feelings. Once a teacher used her special skills in teaching, the whole class’ atmosphere
will be positive. Good learning outcomes of students are probably the indicator that the
teacher made his or her job of teaching a lesson well. Accurate and state-of-the-art
presentation of lesson from teacher leads to success of the whole educative process.
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As time goes by, changes in all fields of human endeavour are pressure to those
developing countries especially in education. Education grows with the growth of
humanity like human history in which it is applied, education is a continuous process and
is never completed. Education is a continuous process because its source is life.
Philippine Educational System aims to provide solution to the many problems of our
country’s society. The teacher’s work in the learning situation is that of a guide or leader,
rather than a director or dictator. The learning situation should be a cooperative
undertaking under intelligent leadership of the teacher, but one in which the class
exercises initiative in planning and in carrying on the various learning activities. In other
words, teachers who will lead the teaching-learning process must have good features
rather than knowledge.
Ecudemic.com mentioned a few important components of a teacher’s arsenal.
The best modern teachers must be patient and direct – flexible in their areas but confident
in their decisions. A good teacher is a mentor and a guide. The best modern teachers – the
ones who consistently show the most learning gains among their students – are the ones
who go beyond their degree and develop some other very important skills.
All mentioned literatures are related to the present study because it accompanies
and discusses the relevance of skilful teachers to teach a subject matter. It is important to
review these literatures because theses can help in analyzing the concerns of this
research.
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Related Studies
An effective teacher has been defined as “the one who conducts effective teaching
which produces beneficial and purposeful student learning through the use of appropriate
procedures.”(Diamond; 1998 cited in National Board for Professional teaching
standards, 2008). Additionally, Kyriakides, Campbell, and Christofidou (2002) point out
that effective teachers need to possess adequate quantity of instruction, organize, and
manage the classroom, environment, effectively use instructional time, structure
instructional materials, give students practice and application opportunities, provide good
classroom climate, and have enough subject knowledge, knowledge pedagogy, teaching
beliefs, and teacher’s self-efficacy.
Neil (1991) states that defining an effective teacher involves two important
components in teaching and learning process called “teacher knowledge of the subject to
be taught” and “skill in how to teach that subject.” It is intuitively obvious that effective
teachers must possess a professional knowledge base and exhibit knowledge of the
subject matter. Successful teachers have a lot of instructional strategies and techniques
voluntary activity, the teacher’s job to sell ideas to students that the topic is important.
From the definitions, an effective teacher displays a wide range of skills and
abilities that lead to creating a learning environment where all students feel comfortable
and are sure that they can succeed both academically and personally. An effective
language teacher is not characterized merely by the factors of knowledge or teaching
skills, but also the communication skills and the relationships the teacher has with
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students. Qualities of effective Teachers: Lowman (1997) describe two main dimensions
of effective college teaching that come up in his study. According to his model, teaching
effectiveness is a product of two distinct dimensions. The first is the instructor’s ability to
stimulate intellectual excitement in the classroom. Fundamental to his ability is the clarity
of lectures and their emotional impact on students, as well as the instructor’s knowledge,
organization and flexibility. The teacher has to provide students with intellectual
excitement (enthusiasm, knowledge, inspiration, humour, interesting viewpoint, clarity,
and organization). Perhaps usually significant in terms of teacher effectiveness is the use
of psychology in the classroom. It is related to interpersonal concern/effective motivation
such as concern, caring, availability, friendliness, accessibility, helpfulness,
encouragement, and challenge. An effective teacher is the one who promotes positive
student emotions by fostering critical thinking and creativity, showing sensitivity to
students’ feelings about the course material, and promoting an atmosphere of respect.
Teacher quality is defined as teachers engaging in education tasks, with certain
characteristics, and being able and qualified to conduct teaching activities, arousing
student’s interest in learning, and enhancing students’ learning achievements.
Ko (2003) believed that teacher quality is a general term for teacher cultivation,
professional qualification and abilities. Peng (1999) believed the content of teacher
quality can be categorized into: (1) common quality, (2) professional knowledge and
abilities, (3) professional beliefs and attitude, (4) personality and (5) professional subject
accomplishment. Wu (2003) divided the aspect of superior teacher quality into three
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categories: (1) knowledge, (2) abilities and (3) morals. Jian (1997) considered high
school quality teachers as teachers possessing:
(1) knowledgeable cultivation,
(2) teaching techniques and experiences,
(3) ability to improve students’ learning achievements and
(4) promoting school effectiveness (Wright, Horn & Sandlers, 1997)
Summarizing the results from documentary analysis, it is concluded that, in this
research, teacher quality should cover;
(1) professional competence
(2) personality,
(3) performance responsibility,
(4) teacher-student interaction and
(5) student problem handling.
The research direction chosen for teacher teaching effectiveness includes two
concepts: “teachers’ self-effectiveness” and “teachers’ effective teaching.”
Teachers; self-effectiveness” is a sense of teachers subjectively evaluating their
own teaching abilities, with influences on students’ learning effects and expecting
students to reach certain education goals (Feng, 2000). “Teachers’ effective learning” is
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defined as teachers making use of their knowledge and abilities at work, being particular
about teaching methods, getting familiar with teaching materials, encouraging students,
creating affine learning environment and atmosphere, and helping students to achieve
performance excellence in study (Lin, 2001; Korthagen, 2004; Borich, 1994). This is the
direction chosen for this research.
It was found from related documentation that the categorizations differ with
researchers’’ points of view. Medly (1979) believed that the teachers with effectiveness
should possess the following characteristics:
(1) have a satisfying personality,
(2) implement teaching methods efficiently,
(3) create a fine learning atmosphere,
(4) be proficient on all kinds of teaching abilities and
(5) know when to use each kind of teaching ability (Flanders, 1970).
Ryan (1989) pointed out that effective teaching should include”
(1) planning strategies,
(2) teaching strategies,
(3) evaluation methods and
(4) activity management.

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Moreover, teaching effectiveness can also be classified into:
(1) content of systematic teaching materials,
(2) diversified teaching techniques,
(3) effective use of teaching time,
(4) harmonious teacher-student relationship and
(5) fine classroom atmosphere.
Or into: (1) teaching plans and preparation, (2) teachers’ professional knowledge,
abilities and teaching techniques, (3) classroom management, (4) teaching outcomes and
evaluation and (5) students’ learning performance.
Or into: (1) teaching plans, (2) teaching strategies, (3) classroom atmosphere
management and (4) teaching outcomes (Chen, 1997; Tsai, 2001; Lu, 2004).
In this research, according to the research purposes and the research summarized
by scholars, teachers’ teaching effectiveness is categorized into:
(1) effective teaching behaviour,
(2) teaching strategy,
(3) teaching outcomes and
(4) classroom atmosphere management, as the basis from which to
construct a scale.
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An empirical study exploring factors related to teacher quality found that there is
a positive relationship between teachers’ performances in teaching and their scholastic
ability. Furthermore, it was found that teachers’ teaching assessments are positively
related to teaching quality. A study about teachers’ teaching effectiveness found
significant differences in all the aspects of teaching effectiveness and overall
effectiveness for teachers of different seniorities, educational backgrounds, school sizes,
school locations and job functions. Positive relationships were found overall teachers’
professional growth and all its aspects and teaching effectiveness, and teaching
development and individual development can predict teaching effectiveness (Hellfritzch,
1945; LaDuke, 1945; Skinner, 1947).
Marsh and Roche (1993) examined students’ evaluations of teaching effectiveness
as a means of enhancing university teaching. Ryan and Harrison (1995) investigated how
students weight various teaching components in arriving at their overall evaluation of
teaching effectiveness. Most recently, Ralph (2003) conducted a study on teaching
effectiveness using how well students learn as the criterion. This study took place in
Canadian university and the students represented four different instructional settings:
Business, Sociology, and Physical Education. The students were given 32 hypothetical
instructor profiles and were asked to rank nine selected teaching factors developed by
Marsh (1991). In that study Ralph identified five attributes of effective instructors:
commitment to learners; knowledge of material; organization and management of the
environment; desire to improve; and collaboration with others. Ralph concluded that
exemplary university teaching is discernable and the quality of components that define it
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can be assessed. Similar studies provided students with a set of characteristics from
which to choose.
Clark (1995) identified cognitive and affective goals of effective teaching
at the university level. He developed a questionnaire covering a wide range of teaching
activities associated with effective instruction and the achievement of cognitive and
affective objectives. The questionnaire, administered at the University of Winnipeg,
Manitoba, identified qualities of effective university teaching determined by the
researcher. These included four cognitive components: knowledge, organization of
instruction, clarity of expression, and quality of presentation. In addition, there were four
affective components: student interest; student participation and openness to ideas;
interpersonal relations; and communication and fairness. Many course evaluation
questionnaires administered at university campuses across Canada, including Memorial
University, include these qualities. Students are asked to identify how each
course/instructor ranks in each of these qualities.
Devlin (2002) examined the strengths and weakness of a survey used at
the University of Melbourne to identify students’ perceptions of their learning
environment. The Perceptions of Learning Environment Questionnaire (PLEQ) was first
used in 1994 and was developed as part of a larger project, Teaching and Learning in
Tertiary Education at Queensland University of Technology.
Devlin argues that the PLEQ fails to sufficiently identify student
perceptions in depth. The design of the PLEQ forces students to focus on and comment
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on the behaviour of others, and “does not allow them to communicate their views on how
they themselves are contributing to their learning” (p. 209). Devlin suggests that this
approach is contrary to the PLEQ design to report on good teaching and contains none of
the “…constructivist knowledge for themselves” (p. 290). Traditional course evaluation
questionnaires, she argues, assumes the “student as listener-follower” point of view and a
transmission model of delivering courses. While students may have been aware in the
past of their own behaviour and how it helped or hindered learning, the standard course
evaluation questionnaires simply did not provide the means to demonstrate or express
that awareness.
A teaching truism states that there is not one best strategy or approach to teach
anything to anyone. This implies that the teacher must be ready to bring about a learning
experience for the students through a carefully selected learning/teaching strategy, from a
reservoir of strategies the teacher has been equipped with. It is therefore necessary to
offer the science teacher an adequate pool of these strategies relevant to the development
of the subject of and values in focus.
For values formation in science and technology, varying strategies may be used in
the school, in the classroom, and outside the school. Values learned in school must be
related, enriched and extended to the home and to the community. As such, the students’
valuing experiences inside the classroom are continuously and consistently followed up
outside the school through the provision of projects/activities that the students may do
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individually or in groups. Some of the strategies that have been used by the participating
countries are indicated below:
In-School Approaches
Experiential and Participatory Approach
This is a learning approach that maximises involvement and participation of the students
through carefully planned activities prepared by the teacher. Some programmes call these
activities ‘structured learning experiences’ which allow all the students to participate in,
through individual or group activities.
The prepared learning activities put the students into some kind of experience, direct or
simulated, for them to do their own introspection/reflection, to feel or react, or to
determine consequent actions or decisions relevant to the learning situation. The
experiential activity gives each student an opportunity to go through a process of valuing,
understanding his feelings and thoughts about the situation and committing himself to a
consequent action. Values, therefore, are not directly taught nor imposed, but the students
are guided to ‘catch’ the values on the learning experiences.
Individual experiences in the activity may be shared with a small group for further
clarification and understanding of their earnings. Thus, within a specific lesson, each
student would have been given an opportunity to be active either, on his own or with the
group.
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Integrated Approach
If values are to be infused with a subject content, strategies for integrating both the lesson
content (e.g., science), and the values relevant to the content, are necessary. This
approach calls for a flowing together of both the cognitive dimension of the lesson and
the effective aspect of the values to be integrated. Some educationists call this the
‘confluent approach’. It is aimed to develop simultaneously the two domains of learning
in order to affect the third domain, which is the action, the actual manifestation of the
learner’s values.
This strategy has been reported by a member country (i.e. Philippines), as the ACES
Strategy (Affective Cognitive Experiences for Self-integration). Values integration is
done purposively (not accidentally) and systematically (not sporadic) in order to develop
simultaneously the cognitive content of the lesson and the affective/value component.
The ACES strategy basically follows on the inductive or discovery methodology. It goes
through four faces of learning: activity, analysis, abstraction and application. Basically, it
makes use of the experiential learning approach and makes use of the strengths of the
major approaches cited in the succeeding section.
Value Learning Strategies
In carrying out the first two listed approach, there is a host of value learning strategies
which were identified by the participants to be useful for values integration in science and
technology. These included the following:

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a) Values Clarification Strategies which aim to let the learner clarify their positions,
thoughts and feelings about certain situations by going through the valuing processes of
choosing, prizing and acting.
Learning activities for the valuing experiences may be in the form of group dynamics,
cooperative learning, discussions, guided imagery, role playing, and many more.
Group dynamics and co-operative learning has been found to be very effective in
encouraging students to lean openness, sharing, collaboration, self-expression, conflict,
management, team building, group evaluation, leadership/followership, collective
decision making, brainstorming skills, communication skills, group reporting, and group
synthesizing, among others. These values are enhanced on top of the content of the lesson
being developed.
Guided imagery or fantasy trip are techniques that allow the students to visualize or
imagine scenarios, with all the sounds, smells, colours of things related to the learning
activity.
This visualization technique is fast gaining ground because of its potency to stimulate
creative thinking. It is considered one of the strategies aimed at developing the power of
the right brain. In Science and Technology where more often than not, the left brain is
stimulated, this strategy may be necessary for an initial development of a sense of
aesthetics and the values of curiosity, harmony, peace and transcendence.

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b) Moral Development Strategies are premised on the theory that the values developed
are based on the moral reasoning level or judgement of the person. Decision for action
therefore, is a function of the level at which the person judges whether the actions is right
or wrong.
This strategy engages the students to study the pros and cons of certain possible actions
and their corresponding consequences before he/she makes any decision for the final
action.
(…) learning events. It is more appropriate to use issue-based activities involving local
situations so as to allow for immediate and more meaningful experiences of the learners.
c) Values Analysis is a problem solving type of strategy where the students identify a
problem or purpose of the learning activity, gather evidence for positive and negative
positions about the situations, and then make inferences and conclusions that will
represent their convictions about the value-learning situations.
Individual or group analysis of news materials, local issues/situations, speeches, science
reports, collages, etc., are corresponding learning events.
d) Values Inculcation is a known to be the oldest and most commonly used strategy. It is
a direct teaching method through the use of lectures, reinforcement techniques, stories,
poems, songs, games and simulation techniques. Multi-media (film-showing, tapes and
slides) are identifies to be very effective in inculcating/transmitting values concepts in
Science and Technology.

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There are many science concepts and values that can be directly taught from the lives of
scientists. This can be presented to project the scientists as normal human beings who
succeeded because of their qualities and values which they have developed through their
hard work, persistence, devotion and genuine commitment.
Direct teaching through moralizing, however, is recognized to have limitations especially
for adolescents who by nature are indifferent or react negatively to techniques of
prodding, nagging and pure lecturing. Values inculcation strategies may be used more
effectively, if these are preceded or accompanied by meaningful experiential and
clarifying activities.
Face-to-Face Interaction with Resources Persons
In a subject like Science and Technology, there are many yearnings, both for content and
values, which may be achieved via community human resources. Community members
involved in different occupations related to the lesson at hand may be tapped to provide
the students a face-to-face interaction with them. Also, scientist available in the in the
community would be able to give up-to-date information about a particular science
lesson.
Questioning Techniques
In values development, processing questions are helpful in making the students
understand better their feelings and thoughts about the value being developed. These are
effective processing questions asked by the teacher that relate to the personal
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experiences, observations, attitudes or personal feelings than cognitive questions such as
the what, how, or why of the concept. This is purposely done to appeal to the student’s
effective state to lead him to a certain commitment to characterize a certain value.
Modelling and the Silent Approach
Role modelling is accepted to be an excellent strategy. The teacher’s personable ways,
patience, devotion, guiding and accepting ways, often or non-verbal, get across to the
students easily and effectively.
Structures, rules regulations or school policies are all forms of ‘silent teachers’ that
encourage the students to develop values of discipline, respect, prudence responsibility
and the like. These are training situations for them to live harmoniously in a macro-
system, i.e., society.
Out-of-School Strategies
Outside the school, values learning may be enhanced with the use of stimulating and
creative science activities.
Action Learning Strategies
These are activities that serve as enrichment or application of the value concepts learned
in the classroom. Students may work in groups to plan together; (i) the purpose of the
activity; (ii) things they need, people, involved; (iii) task assignments; (iv) implementing
mechanism; (v) getting support from outside; (vi) evaluating the activity and reporting. It
is important to note that whatever the science activity/project may be, the teacher sees to
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it that he/she focuses on cognitive, effective and behavioural components in the planning,
execution, and evaluation of the activity.
These activities may be in the form of:
a) Community Reach-out – such as a visit to under-privileged, depressed areas or to
orphanages, places with victims of calamities, etc.
b) Social Action or Volunteer Work – which encourages students to assist in the hospitals,
clinics or rural health centers, census work, health and nutrition projects.
c) Research and Project Work – on topic like honesty of vendors and their weighing
scales in the markets, or projects involving greening backyards, cleaning rivers or
experimental researches related to class lessons, projects on superstitious beliefs and
scientific truths, projects on collections (e.g. insects, leaves, shells, flora and fauna).
d) Site Exposures or Field Trips – visiting polluted areas, factories, denuded forests,
science parks, museums and science exhibitions.
e) Media Awareness Education, Peace Campaigns and the Like – such as conducting
assemblies, forums, and lectures aimed to raise the community’s level of media
awareness and to enjoin others to rally behind good and responsible media. Peace
campaigns may also be done through poster-making, parades in the community, and
essay writing contests.

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Parent-Teacher Activities
In any form of learning, it is crucial to involve the parents who play a vital role in the
learners’ development. There is a meaningful learning atmosphere when the students
know that their parents are concerned about their activities in the school. Guidance,
support and direction help in reducing, if not eliminating, value confusion on the part of
the students.
Science Club Activities
Science clubs may be encouraged to add value-laden activities through games; creative
expression such as painting, drawing, drama productions; leadership training; camp outs;
co-operative learning; team building, big brother/sister supportive relationships, science
quizzes, exhibitions and fairs debates and symposiums.
Materials for Further Learning
Students may be oriented to supplementary reading materials in science for the
enhancement of their learning in school. Structured modules (e.g. Malaysia’s) may be
designed for self-learning or with the help of the parents or with specific groups (e.g.
Learning Action Cells – LAC in the Philippines) as supplementary to what has been
taken up in the classroom.
Teaching Training Strategies
Admittedly, values development and values integration in science and technology,
require special teaching competencies in addition to the normally required skills of the
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science teacher. The teacher needs to recognize the significance and the crucial need for
these programmes as demanded by the times.
Cognizant of this demand, teachers must be encouraged to take positive steps in updating
themselves with the needed competencies in order to meet the demands.
The following are suggested for consideration in teacher training;
Teachers’ Values Oriented Information
Teachers’ value awareness level must be enhanced. They must understand their
significant role in the values development of their students.
They must learn to direct themselves towards the values worthy of emulation by
themselves.
Self-development with a direction to raise themselves to the higher level of values is the
primary aim of these sessions. Consequently and naturally, commitments to act for the
common good (for the family and others, concern for national and global value issues)
are necessary components that may be included in this phase of teacher training.
Training in Learning Teaching Strategies
Rather than leaving the teachers to select the strategies, it is important that they are made
to understand the ethical and psychological principles that go with specific strategies
previously described. Equally important is their ability to be flexible, resourceful, and

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creative in the use of those strategies so that they may be able to adapt them appropriately
in classroom settings.
It may be helpful to employ process-based training modalities so that they are made to
understand the ethical and psychological principles that go with specific strategies
previously described. Equally important is their ability to be flexible, resourceful, and
creative in the use of these strategies so that they may be able to adapt them appropriately
in classroom settings.
It may be helpful to employ process-based training modalities so that the teachers learn
the trade as they experience the processes that go with what is being learned.
Participative learning is one effective strategy to actualize the maxim ‘learning by doing’.
Teachers are known to have rich reservoir of experiences that can be shared and taken as
good resources of new Earnings. Learning can be proceed in a psychologically pleasant
atmosphere with the values of openness, trust, acceptance, respect, sincerity elicited by
learning activities such as group dynamics and other experiential training strategies.
Training in Materials Development
In the preparation for classroom teaching, there are instructional materials that the
science teacher may need to help him/her in a more systematic and purposive values
integration.
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Unit plans in Science and Technology may be studied carefully to identify entry points
for values integration and to determine which core values or related values may be
integrated in specific topics.
Exemplar lesson plans for values integration may also be developed as one strategy to
equip the teachers with skills/competencies to integrate values in their science lessons.
Activity sheets, stimulus materials for learning and structured learning episodes may be
prepared. During the training, possible sources for these materials may be cited and
strategies for creation, modification, and adaptation may be illustrated to teachers so that
they can think of ideas for developing good indigenous materials for value integration.
Training in Evaluation Strategies
The importance of evaluation cannot be overemphasized. If there is a need for training in
cognitive assessment, more so with effective behaviour evaluation, this is because of the
qualitative nature of the variable measured. Practicable techniques for classroom
evaluation may be introduced to the teacher and other helpful strategies for validating
classroom evaluation may be introduced to the teacher and other helpful strategies for
validating classroom assessment may be added. Observation outside the classes,
triangulating assessment techniques (parents, peer, and teacher) may be workable. There
are many non-traditional strategies for evaluation that the teacher can choose from,
depending on the purpose of evaluation.
Training Strategies
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Certainly, the problem of equipping the teacher with the aforementioned competencies
cannot be settled by traditional seminar lectures only, without coupling them with more
dynamic training methodologies such as the following:
1. Use of multi-media techniques;
2. Group dynamics, group discussions, consensual decision-making, group workshops;
3. Sharing of teaching experiences and student observations;
4. Micro teaching/simulations;
5. Workshops seminars;
6. Observation of teaching demonstrations; and
7. Participatory/andragogical sessions for self-development.

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CHAPTER 3
RESEARCH METHODOLOGY
Research Method
This study used the descriptive survey method of research to determine the
effectiveness of methods and techniques used in teaching the four macro skills in English
subject. It utilizes the questionnaire as the foremost instrument to gather the data needed.
The descriptive method is something more and beyond just data-gathering; the
latter is not reflective thinking and not research. The true meaning of data collected
should be reported from the point of view of the objectives and the basic assumptions of
the project under way. This follows logically after careful classification of data. Facts
obtained may be accurate expressions of central tendency, of deviation, or of correlation;
but the report is not research unless discussion of those data is carried up into the level of
adequate interpretation. Data must be subjected to the thinking process in terms of
ordered reasoning. A research report may be an example of good exposition in acceptable
English form of well classified material, but it may not rise above the level of rather
monotonous discussion of the details of data presented. The generalization, which appear
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as summation figures in the tables, as trends or surfaces of frequency in figures, and so
on, are not recognized in terms of adequate explanations and pertinent conclusion. They
are not interpreted.
Description of the Respondents
The respondents are the 187 sample from 207 4th year high school students of
Taguig Science High School. They were selected through the use of stratified sampling
technique.
Sample and Sampling Techniques
The researchers will use Stratified Sampling. Stratified sampling is a probability
sampling technique wherein the researcher divides the entire population into different
subgroups or strata, then randomly selects the final subjects proportionally from the
different strata.
The most common strata used in stratified random sampling are age, gender,
socioeconomic status, religion, nationality and educational attainment.
Stratified random sampling is used when the researcher wants to highlight a
specific subgroup within the population. This technique is useful in such researches
because it ensures the presence of the key subgroup within the sample.
Researchers also employ stratified random sampling when they want to observe
existing relationships between two or more subgroups. With a simple random sampling
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technique, the researcher is not sure whether the subgroups that he wants to observe are
represented equally or proportionately within the sample.
With stratified sampling, the researcher can representatively sample even the
smallest and most inaccessible subgroups in the population. This allows the researcher to
sample the rare extremes of the given population.
With this technique, you have a higher statistical precision compared to simple
random sampling. This is because the variability within the subgroups is lower compared
to the variations when dealing with the entire population.
Because this technique has high statistical precision, it also means that it requires
a small sample size which can save a lot of time, money and effort of the researchers.
To determine the sample size from a given population size, the slovin’s formula
was used. Below is the Slovin’s Formula:
n= N/ (1+(N*E^2)) Solution:
where: n= N/ (1+(N*E^2))
n= number of samples n= 207/ (1+(207*0.052))
N= total population n= 207/ (1+(207*0.0025)
e= margin error (5%) n= 207/ (1+0.5175)
n= 207/1.5175
n= 137
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Below is the tabulation of the sample out of the subgroups of the entire population:
Section/Subgroups: Number of students: Sample
Aristotle 42 38
Einstein 41 37
Galileo 41 37
Newton 42 38
Oersted 41 37
Total 207 187
Instrumentation
There would be a set of survey questionnaire for the students. The questionnaire
contained four Macro Skills in English; they are a) Listening, b) Speaking, c) Reading
and d) Writing. Each skill contains different methods and technique which teachers use in
their teaching. The respondents was requested to mark a check corresponding to each of
teaching techniques under such Macro Skills used by the teachers regarding the degree of
their effectiveness in learning through those methods.
Data Gathering Procedures
The researchers will seek first the permission of the principal of Taguig Science
High School for a “go signal” in conducting the survey. Also, they will ask permission
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from the English administrator of the said school involved in the study before the actual
survey.
The researchers themselves personally will administer the questionnaires to the
respondents. They will do this to insure a prompt and outright retrieval of all the
questionnaires.
Data Collection Techniques
To study the effectiveness of teaching methods and techniques the researchers
used data gathered from the answers of the students to our given questionnaire. The
questionnaire is divided in two parts: the first collects information on the students’
characteristics (age, gender and section; the second consists of 73 general items about
teacher methods and techniques used in English subjects. Response is measured on a
four-point scale ranging from 1 (not effective) to 5 (very effective).
The data set used in this study consists of 207 questionnaires regarding all
sections of Fourth year high school students in Taguig Science National High School
covering the Academic year 2013-2014.
Research Locale
The respondents of this study were the students of Taguig Science High School.
The Taguig Science High School (TSHS) is a public specialized secondary
science high school located at C.P. Tiñga Sports Complex, Hagonoy, Taguig City. It is
formerly known as a Science Special class and establishment was made possible by the
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City Mayor Hon. Sigfrido R. Tiñga in collaboration with the Department of Education
(Philippines) – Division of Taguig and Pateros.
It started in school year 2002- 2003 with two sections having 35 students each
section housed at Signal Village National High School.
In June 21, 2004 the visionaries of program transferred the class into its new
house due to the increasing population that entailed increase in classroom, teachers and
facilities. That paved its way into the speedy conversion into a Science High School
under Municipal Ordinance No. 104-2003, with the untiring support of the local
government and the effort extended by the Division Science Supervisor, Mrs. Leticia E.
Andor, the school has finally been granted permit on September 14, 2004.
Statistical Treatment
To describe the effectiveness of the methods and techniques used by the
teachers in teaching four macro skills in English, the researchers will use the frequency
distribution.
Frequency Index Limit
Very Effective 4 3.75-4.0
Effective 3 2.50-3.74
Less Effective 2 1.75-2.49
Not Effective 1 1.0-1.74

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The statistical tool/measure applied to solve the problem on what the perceptions of
students and teachers are on the effectiveness of the methods and techniques used in
teaching Macro Skills in English subject such as Listening, Speaking, reading, Writing
was the mean The responses for each category were multiplied by each weight, then
summed up to get the weighted scores in everyitem. The total weighted score was divided
by the number of respondents to get the mean. This mean showed the relative position of
respondents’ perceptions of each item on the degree of effectiveness of methods and
techniques along the four areas.
x
x̅ =
N
Where:
x̅ = symbol of the mean;
x = the sum of the weighted scores &
N = number of cases
The ANOVA Formula was employed to test the null hypothesis formulated in this
study which states that there is no significant difference between the perceptions of
students and their teachers in the effectiveness of the methods/techniques used in
teaching the four Macro Skills in English subject.

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(∑ 𝑥𝑇 ) 2
∑ 𝑥𝑇2 −
𝑁𝑇
Where:
∑ 𝑥𝑇2 =Total score multiplied to itself
(∑ 𝑥𝑇 ) 2
= Summation of scores
N = Number of cases
The Statistical measure used to test the null hypothesis which states that there is
no significance difference between the perception of the students on the effectiveness of
methods and techniques used in teaching four macro skills in terms of their class section
is ANOVA. The formula is used to determine if there is a significant difference to the
level of effective of the Macro Skills between sections.
With the use of F table of critical values we will know if the researchers may
accept or reject the null hypothesis. If the computed value is greater than the tabulated
value the researchers will accept the null hypothesis. In the other hand, if the computed
value is less than the tabulated value the researchers will reject the null hypothesis.
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CHAPTER 4
PRESENTATION, ANALYSIS & INTERPRETATION OF DATA
This chapter covers the presentation, analysis and interpretation of the data
gathered toanalyze the teaching methods/techniques used by the Taguig Science High
School teachers in teaching, as perceived by the students.
The Table 1.1, 1.2 &1.3 shows the Profile of the student respondents next to its
interpretation; the Table 2.1 shows the presentation of the perceptions in methods and
techniques under Listening skill follows to its interpretation; the Table 2.2 shows the
presentation of the perceptions in methods and techniques under Speaking skill follows to
its interpretation; Table 2.3 shows the presentation of the perceptions in methods and
techniques under Reading skill follows to its interpretation; Table 2.4 shows the
presentation of the perceptions in methods and techniques under Writing skill follows to
its interpretation; the Table 3.1 and 3.2 shows the summary of mean perception scores;
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Table 4.1 shows the difference between the perception of the class section on the
effectiveness of methods and techniques used in teaching four macro skills in terms of
weighted mean; and Table 4.2 shows the equivalent verbal interpretation of the Table 4.1.
The profile of the student respondents used in data gathering is classified
according to the variables age, gender and section.
TABLE 1.1 THE STUDENT RESPONDENTS CORRESPONDING TO ITS AGE.
Age Range No. of Student
14-16
17-19
20-22
23-25
TOTAL:
Table 1.1 shows that most of the respondents of this study were aging 14-16 years
old. Only few of them were 17-19 years of age.
TABLE 1.2 THE STUDENT RESPONDENTS CORRESPONDING TO ITS GENDER.
Gender No. of Student
Male 72
Female 115
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TOTAL: 187
The gender of the respondents of this study were dominated by Female as it is
clearly shown in the Table 1.2
TABLE 1.3 THE STUDENT RESPONDENTS CORRESPONDING TO ITS CLASS
SECTION.
Section No. of Students
Aristotle 38
Einstein 37
Galileo 37
Newton 38
Oersted 37
TOTAL: 187
The Table 1.3 shows the number of the students corresponding to its class section.
It can be seen that each sections have nearly the same number of population.
Perceptions of Students on the Effectiveness of Methods and Techniques
Used in Teaching
The mean was used to determine the effectiveness of methods and techniques
used in teaching the four Macro Skills. Also, the mean was used to find the relative
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position of the relative position of the students on the degree of effectiveness for each
item of the techniques of each method utilized in teaching the subject.
On Listening. All methods and techniques under this skill are respectively
described as “Effective” as perceived by the student respondents.Table 2.1 shows the
tabulation of the results of the mean score and interpretation per methods and techniques
of Listening Skill.
In Project Method, the following techniques are described as effective: Conducts
story telling with a rank of 1 and a mean of 3.16, and Assigns students to listen in radio
news and make a written report with a rank of 2 and a mean of 2.78. The overall mean of
2.97 is qualitatively described as “effective”.
The following techniques in lecture method are described as effective: the
techniques are the Speaks in a modulated voice that can be heard even at the last row of
the students with a rank of 1 and a mean of 3.68, Discuses the lesson clearly with a rank
of 2 and a mean of 3.56, Asks the students to take notes with a rank of 3 and a mean of
3.29, Invites resource person to speak a topic on a class with a rank of 4 and a mean of
3.25, and Uses audio materials for better lecturing with a rank of 5 and a mean of 3.07.
The overall mean of 3.37 is qualitatively described as “effective”.
In demonstration Method, the following techniques are described as effective:
Demonstrates how to pronounce the words correctly with a rank of 1 and a mean of 3.55,
and Presents audio-visual films that are related to the topic with a rank of 2 and a mean of
3.52. The overall mean of 3.56 is qualitatively described as “Effective”.

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In Question and Answer Method, the following techniques are described as
effective: Recalls students to their previous lesson with a rank of 1 and a mean of 3.37,
and Conducts a story telling and ask students to make her point of view with a rank of 2
with a mean of 3.55. The overall mean of 3.36 is qualitatively described as “effective”.
PERCEPTION OF MEAN SCORES OF STUDENTS ON THE EFFECTIVENESS OF
METHODS AND TECHNIQUES USED IN TEACHING FOUR MACRO SKILLS IN
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TABLE 2.1 Listening Skill
A. LISTENING MEAN INTERPRETATION

1. Project Method
a) Assigns students to listen in
radio news and make a 2.78 Effective
written report about it.
b) Conducts a story telling 3.16 Effective
OVERALL MEAN 2.97 Effective
2. Lecture Method
a) Speaks in modulated voice
that can be heard at the last 3.68 Effective
row of the students.
b) Invites resource person to
3.25 Effective
speak on a topic on a class.
c) Discusses the lesson clearly. 3.56 Effective
d) Asks the students to take
3.29 Effective
notes.
e) Uses audio in reporting. 3.07 Effective
3. Demonstration method
a) Demonstrates how to
pronounce correctly the 3.55 Effective
words
b) Presents audio films that are
3.52 Effective
related to the topic.
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4. Question and Answer Method

a) Asks students to recall what
3.37 Effective
have been discussed.
b) Conducts a story telling and
ask students to make her point 3.35 Effective
of view.
On Speaking.All the techniques employed are perceived by the students as
effective.
The overall mean of 3.22 is described as effective. So, the techniques used in
project method are very educationally qualified to use in teaching and managing the
subject. This is shown in Table 2.2.
On the demonstration method, the following techniques are described effective;
shows visual aids, like objects, actual items, models or drawings of the topic to students
which has a mean of 3.65; Illustrates topic using personal stories and examples with a
mean of 3.56; and presents and demonstrates speech topics to students step by stop which
gets a mean of 3.52. The overall mean of 3.51 is qualitatively described as “effective”.
This finding tends to show that English teachers are professionally good and have
mastery of the subject matter methods and techniques broad enough to give their students
competitive knowledge.
On lecture method, all techniques are perceived as effective. The techniques
present basic information for introducing a subject and uses public address system to
ensure that all students can hear ranks as top two highest with 3.46 and 3.36 means
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respectively. The overall mean of 3.34 is described as effective. This findings, seems to
imply that students learn enough with the teaching techniques used in lecture method.
Similarly on the question and answer method, all the techniques employed
are effective. So, the overall mean of 3.30 is also enough to teach those techniques in the
English subject education.
TABLE 2.2 Speaking Skill
B. SPEAKING MEAN INTERPRETATION

1. Project Method
a) Conducts a role play and give
some tips about ways to carry 3.47 Effective
them out effectively.
b) Assigns projects on an
3.29 Effective
increasing scale difficulty.
c) Compares the workmanship
of finished projects and the 2.9 Effective
like among students.
2. Demonstration Method
a) Uses PowerPoint picture and
3.39 Effective
figure slide sheets.
b) Presents and demonstrates
speech topics to students step 3.52 Effective
by step.
c) Shows students how to do
3.45 Effective
speech activities step by step.
d) Shows visual aids, like
objects, actual items, models
3.65 Effective
or drawings of the topic to
students.
e) Illustrates topic using
3.56 Effective
personal stories and examples.
3. Lecture Method
a) Presents basic information for
3.46 Effective
introducing a subject.
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b) Presents facts or ideas in a

3.27 Effective
relatively short time.
c) Uses public address system to
ensure that all students can 3.36 Effective
hear.
d) Supplements material from
other sources or information
3.29 Effective
difficult to obtain in other
ways.
e) Allows a large number of
students to receive
3.34 Effective
information from real experts
in a subject.
a) Conducts question and answer
3.48 Effective
method in teaching conversation.
b) Provides the students with a
kind of formula that he follows in 3.39 Effective
constructing his answer.
c) Uses action-chains in
3.36 Effective
teaching.
d) Involves a great number of
loosely related questions ask in a 2.98 Effective
rapid-fire manner.
5. Reporting Method
a) Chooses a topic that is
3.63 Effective
interesting to students.
b) Clarifies the purpose of
3.45 Effective
reporting.
c) Catches student’s interest
with a question, a dramatic tale,
3.58 Effective
or a personal experience that
relates the topic.
d) Shares information in
3.47 Effective
organized way.
e) Makes eye contact. 3.42 Effective
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On Reading.The techniques that the student perceived to be effective are; Lets students
to choose a meaningful quote from a text that they are reading which has a mean of 3. 41,
ranking as 1, creating crossword puzzle in order to review the definitions of challenged
vocabulary words has a mean of 3.36, ranking as 2 and discussing questions beforehand
which have to be approved by the teacher has the mean of 3.25, ranked as the lowest
among the project method.
The overall mean of 3.34 is described as effective. This result seems to indicate
that the methods and techniques the teachers are implementing is effective to the growth
of the learners as stated on the Table 6 having an effective result.
On the demonstration method, the techniques that was described to be very
effective is provides students with the picture first without words, as a way of focusing
their attention on the visual. It has the mean of 3.52 falling on the rank 1. The techniques
that are perceived as effective are; working with the students to analyse advertisement
and political cartoons and commentary which has a mean of 3.42, ranked a 2 and using
the rhetorical trinity of ethos, pathos, and logos as tool has the mean of 3.32, ranking as
the last. The overall mean of 3.42 suggest that the methods and techniques is as perceived
by the learners. It sums that demonstration in the skill of reading shows that the learners
are acquiring knowledge.
On the lecture method, all the methods and the techniques employed are effective.
So, the overall mean of 3.40 is also very educationally qualified to teach with a
background broad enough to handle the lesson.

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On the question and answer method; the following strategies are perceived to be
effective using prior knowledge to answer different type of questions is interpreted as
very effective, which has the mean of 3.54 and ranked as 1; clarifying how students
approach the tasks of reading texts and answering questions has the mean of 3.45 and
ranked as 2; formulating questions about the content of reading which has the mean of
3.44 and ranked as 3; and asking questions to be answered in reading which has the mean
of 3.35 and ranked as 4. The overall mean of 3.55 and interpreted as effective expresses
the usefulness of these methods and techniques to the learners.
On the reporting method, all the techniques are described to be effective. Having
the overall mean of 3.32 and interpreted as effective conveys the efficiency of the
methods and techniques in the reading skills.
TABLE 2.3 Reading Skill
C. READING MEAN INTERPRETATION

1. Project Method
a) Discusses questions
beforehand and have this 3.25 Effective
approved.
b) Creates crossword puzzle to
review definitions of
3.36 Effective
challenging vocabulary
words.
c) Lets students choose a
meaningful quote from a text 3.41 Effective
that they are reading
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a) Works with students to

analyze advertisements and
3.42 Effective
political cartoons and
commentary.
b) Uses rhetorical trinity of
ethos, pathos, and logos as 3.32 Effective
tool.
c) Provides students with the
picture first without the
3.52 Effective
words, as a way of focusing
their attention on the visual.
3. Lecture Method
a) Gives students a rich and
rewarding educational 3.49 Effective
experience.
b) Gives students a proper set of
3.35 Effective
notes.
c) Gives students some
3.39 Effective
problems to solve.
d) Gives clear enough guidelines
3.41 Effective
for action.
e) Gives lecture without making
any demands for extra 3.34 Effective
resources.
a) Asks questions to be
3.35 Effective
answered in reading.
b) Formulates questions about
3.44 Effective
the content of the reading.
c) Clarifies how students
approach the tasks of reading
3.45 Effective
texts and answering
questions.
d) Uses prior knowledge to
answer different types of 3.54 Effective
questions.
5. Reporting Method
a) Provides focus assistance on
3.32 Effective
the learner’s understanding of
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a text and their language

output.
b) Provides a momentary pause
3.35 Effective
in the lesson.
c) Provides reporting
3.42 Effective
formats/templates.
d) Chooses large and varied
3.19 Effective
range of materials as possible.
On Writing.In Project Method, the following techniques are described as
effective; invites students to write what they know-themselves and their lives with a rank
of 1 and a mean of 3.37, and helps students create guidelines for writing biographies with
a rank of 2 and a mean of 3.35. The overall mean of Project Method is 3.36 which are
qualitatively described as “Effective”.
The following techniques in Demonstration Method are described as “Effective”
with an overall mean of 3.43: Provides a “clear picture” of a task that must be learned on
the first rank with a mean of 3.52; Provides individual guidance and evaluation on the
second rank with a mean of 3.47; Appeals to more than one sense on the third ran with a
mean of 3.43; and Emphasizes proper sequence on the last rank with a mean of 3.3. The
overall mean of Demonstration Method is 3.43which is qualitatively described as
“Effective”.
In Lecture Method, the following techniques are described as “Effective” with an
overall mean of 3.41; Helps students clarify and illustrate ideas and Supplements other
methods of instruction on the first rank with a mean of 3.47; Provides effective use of
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time and manpower on the second rank with a mean of 3.44; Uses questions to achieve
active participation on the third rank with a mean of 3.42; and Presents facts and
principles orally on the last rank with a mean of 3.27.
The following techniques on Question and Answer Method are described as
“Effective” with an overall mean of 3.35: Allows students enough time to think about and
give an answer on the first rank with a mean of 3.49; Acknowledges all answers to ensure
incorrect or vague answers are clarified on the second rank with a mean of 3.47; Asks
questions to promote thinking in students and get them involved on the third rank with a
mean of 3.43; Distributes questions in random on the fourth rank with a mean of 3.24;
and Avoids frequent group or choral responses on the last rank with a mean of 3.13.
In Reporting method, the following techniques are described as “Effective” with
an overall mean of 3.31: Collaborates with students in class discussion about different
writing tips on the first rank with a mean of 3.4; Shares guidelines in technical writing on
the second rank with a mean of 3.37; Assigns students topics to be reported on the third
rank with a mean of 3.33; Assigns group activities to discuss writing lessons and report
the facts gathered by members in class on the fourth rank with a mean of 3.31; and
Assigns students to interview a writer and share to the class what they knew by reporting
on the last rank with a mean of 3.16.
TABLE 2.4 Writing Skill
D. WRITING MEAN INTERPRETATION

1. Project Method
ENGLISH SUBJECT
a) Helps students create

guidelines for writing 3.35 Effective
biographies.
b) Invites students to write what
they know-themselves and 3.37 Effective
their lives.
a) Provides a “clear picture” of a
3.52 Effective
task that must be learned.
b) Appeals to more than one
3.43 Effective
sense.
c) Emphasizes proper sequence. 3.3 Effective
d) Provides individual guidance
3.47 Effective
and evaluation.
3. Lecture Method
a) Presents facts and principles
3.27 Effective
orally.
b) Uses questions to achieve
3.42 Effective
active participation.
c) Provides effective use of time
3.44 Effective
and manpower.
d) Supplements other methods
3.47 Effective
of instruction.
e) Helps students clarify and
3.47 Effective
illustrate ideas.
a) Asks questions to promote
thinking in students and get 3.43 Effective
them involved.
b) Distributes questions in
3.24 Effective
random.
c) Allows students enough time
to think about and give an 3.49 Effective
answer
d) Acknowledges all answers to
ensure incorrect or vague 3.47 Effective
answers are clarified.
e) Avoids frequent group or
3.13 Effective
choral responses.
ENGLISH SUBJECT
5. Reporting Method
a) Assigns students topics to be
3.33 Effective
reported.
b) Assigns students to interview
a writer and share to the class 3.16 Effective
what they knew by reporting.
c) Assigns group activities to
discuss writing lessons and
3.31 Effective
report the facts gathered by
members in class.
d) Shares guidelines in technical
3.37 Effective
writing.
e) Collaborates with students in
class discussion about 3.4 Effective
different writing tips.
TABLE 3.1 SUMMARY OF MEAN PERCEPTION SCORES ON THE
EFFECTIVENESS OF METHOD AND TECHNIQUES USED IN TEACHING FOUR
MACRO SKILLS IN ENGLISH SUBJECT
Method Used Mean Interpretation
A. Listening
a. Project Method 2.97 Effective
b. Demonstration Method 3.37 Effective
c. Lecture Method 3.56 Effective
d. Question and Answer

3.36 Effective
Method
ENGLISH SUBJECT
B. Speaking

3.30 Effective
Method
e. Reporting Method 3.51 Effective
C. Reading

3.45 Effective
Method
D. Writing

3.35 Effective
Method

ENGLISH SUBJECT
TABLE 3.2 SUMMARY OF MEAN PERCEPTION SCORES ON THE FOUR MACRO
SKILLS IN ENGLISH SUBJECT
Macro Skills Mean Interpretation
A. Listening 3.32 Effective
B. Speaking 3.38 Effective
C. Reading 3.39 Effective
D. Writing 3.36 Effective
OVERALL 3.36 Effective
As we can see in the table 3.2, Listening Skill is perceived by the students as
“effective”. The mean for them is 3.32. This finding simply means that students
perceived the method based on how much they have acquired knowledge from it.
On Speaking Skill, the mean score for the student is 3.38 respectively. The
interpretation is “effective”. This finding implies that students believed that the methods
and techniques used in teaching speaking skill were appropriately chosen for the lesson
presented.
On the Reading Skill, the perceptions mean score of students is 3.39. The
interpretation is effective.
Similarly on Writing Skills the mean scores of students which are 3.36 have
qualitative interpretation as “effective”. This finding implies that students perceived the
ENGLISH SUBJECT
methods and techniques to be effective which could have been attributed to the fact that
teachers of English subject work out to make teaching-learning process effective.
TABLE 4.1 THE WEIGHTED MEAN OF THE DIFFERENCE OF PERCEPTIONS OF
STUDENT RESPONDENTS ACCORDING TO THEIR CLASS SECTION
Weighted Mean Macro Skills
Class Section Listening Speaking Reading Writing
Aristotle 3.33 3.39 3.36 3.39
Einstein 3.30 3.36 3.37 3.31
Galileo 3.38 3.42 3.37 3.39
Newton 3.44 3.48 3.49 3.45
Oersted 3.25 3.5 3.30 3.37
The perception of the students is clearly stated on the table 4.1 and 4.2. Based on
the computed weighted mean, each section comes up with the same results. It falls on the
criteria as an effective methods and techniques for the learners itself.
On the Listening Skills, Newton is the highest among the other section and ranked
as 1 with the mean of 3.44. Falling on the ranked 2 is the Galileo having the mean of
3.38. Aristotle ranking as 3 has the mean of 3.33 It clearly shows how the students learn
best from the certain skills other that the other section and falls into the interpretation as
an effective method shown on the table 4.2

ENGLISH SUBJECT
On the Speaking Skills, Newton is the highest among the other section all over
again having the mean of 3.48. Galileo is ranked again on the same spot as 2 with the
mean of 3.42, while Aristotle is on the same rank as 3 having the mean of 3.39. It visibly
states that the section understand the methods and techniques and perceived to be
effective as shown on the table 4.2.
On the Reading Skills, Newton is still on the rank 1 with the mean of 3.49.
Einstein and Galileo are both on the rank 2 with the mean score of 3.37. Aristotle is
ranked as 3 with its mean score of 3.36. The result shows how the student differs from
one another by their understanding of the methods and techniques. Stated on the table
4.2, the results are all effective.
In the same way on the Writing Skills, Newton is still leading on its rank having
the mean score of 3.45. Aristotle and Galileo are on the same rank with the mean of 3.39.
Oersted is ranked into 3 for its mean score of 3.37. The results are all effective as shown
on table 4.2.
TABLE 4.2THE VERBAL INTERPRETATION OF THE DIFFERENCE OF THE
PERCEPTIONS OF STUDENT RESPONDENTS ACCORDING TO THEIR
CLASS SECTION
Interpretation Macro Skills
Class Section Listening Speaking Reading Writing
Aristotle Effective Effective Effective Effective

ENGLISH SUBJECT
Einstein Effective Effective Effective Effective
Galileo Effective Effective Effective Effective
Newton Effective Effective Effective Effective
Oersted Effective Effective Effective Effective
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION

ENGLISH SUBJECT
Summary
The purpose of this study is to analyze the teaching methodology of secondary
high school teachers teaching English subject in Taguig Science National High School
during the year 2013-2014. The researchers identified the profile of the student
respondents in terms of the following variables: age, gender, and section. Also, the
researchers classified different techniques commonly used by the teachers in teaching the
four macro skills in the English subject into: Project Method, Demonstration method,
Lecture Method, Question and Answer Method, and reporting method. This study shows
how the respondents perceive on the effectiveness of methods and techniques used in
teaching English subject in: Listening, Reading, Speaking, and Writing. Also, this study
revealed the Implication/s of the findings to the methods and techniques used in teaching
four macro skills in English subject.
The researchers wanted to prove their null hypothesis which states that there is no
significant difference between the perception of the students on the effectiveness of
methods and techniques used in teaching four macro skills in terms of their class section.
The respondents are the 187 4th year High School students of Taguig Science
High School out of the total population of 207. Stratified sampling was utilized to get the
needed information for the study.

ENGLISH SUBJECT
This study used the descriptive survey method of research to determine the
effectiveness of methods and techniques used in teaching the four macro skills in English
subject.
To determine the sample size from the given population size, the researchers used
the Slovin’s formula. To describe the effectiveness of the methods and techniques used
by the teachers in teaching four macro skills in English, the researchers used the
frequency distribution.
The Statistical measure used to test the null hypothesis which states that there is
no significance difference between the perception of the students on the effectiveness of
is ANOVA. The formula is used to determine if there is a significant difference to the
level of effective of the Macro Skills between sections.
Findings:
Perception of Students on the effectiveness of Methods and Techniques used:
On Listening, the following techniques in Project Method are described as
effective: Conducts story telling with a rank of 1 and a mean of 3.16, and Assigns
students to listen in radio news and make a written report with a rank of 2 and a mean of
2.78. The overall mean of 2.97 is qualitatively described as “effective”.
The following techniques in lecture method are described as effective: the former
techniques are the Speaks in a modulated voice that can be heard even at the last row of
ENGLISH SUBJECT
the students with a rank of 1 and a mean of 3.68, Discuses the lesson clearly with a rank
of 2 and a mean of 3.56, Asks the students to take notes with a rank of 3 and a mean of
3.29, Invites resource person to speak a topic on a class with a rank of 4 and a mean of
3.25, and Uses audio materials for better lecturing with a rank of 5 and a mean of 3.07.
The overall mean of 3.37 is qualitatively described as “effective”.
In demonstration Method, the following techniques are described as effective:
Demonstrates how to pronounce the words correctly with a rank of 1 and a mean of 3.55,
and Presents audio-visual films that are related to the topic with a rank of 2 and a mean of
3.52. The overall mean of 3.56 is qualitatively described as “Effective”.
In Question and Answer Method, the following techniques are described as
effective: Recalls students to their previous lesson with a rank of 1 and a mean of 3.37,
and Conducts a story telling and ask students to make her point of view with a rank of 2
with a mean of 3.55. The overall mean of 3.36 is qualitatively described as “effective”.
On Speaking, All the techniques employed are perceived by the students as
effective.
On the demonstration method, the following techniques are described effective;
shows visual aids, like objects, actual items, models or drawings of the topic to students
which has a mean of 3.65; Illustrates topic using personal stories and examples with a
mean of 3.56; and presents and demonstrates speech topics to students step by stop which
gets a mean of 3.52. The overall mean of 3.51 is qualitatively described as “effective”.
This finding tends to show that English teachers are professionally good and have
ENGLISH SUBJECT
mastery of the subject matter methods and techniques broad enough to give their students
competitive knowledge.
On lecture method, all techniques are perceived as effective. The techniques
present basic information for introducing a subject and uses public address system to
ensure that all students can hear ranks as top two highest with 3.46 and 3.36 means
respectively. The overall mean of 3.34 is described as effective. This findings, seems to
imply that students learn enough with the teaching techniques used in lecture method.
Similarly on the question and answer method, all the techniques employed
are effective. So, the overall mean of 3.30 is also enough to teach those techniques in the
English subject education.
On Reading, The techniques that the student perceived to be effective are; Lets
students to choose a meaningful quote from a text that they are reading which has a mean
of 3. 41, ranking as 1, creating crossword puzzle in order to review the definitions of
challenged vocabulary words has a mean of 3.36, ranking as 2 and discussing questions
beforehand which have to be approved by the teacher has the mean of 3.25, ranked as the
lowest among the project method.
The overall mean of 3.34 is described as effective. This result seems to indicate
that the methods and techniques the teachers are implementing is effective to the growth
of the learners as stated on the Table 6 having an effective result.

ENGLISH SUBJECT
On the demonstration method, the techniques that was described to be very
effective is provides students with the picture first without words, as a way of focusing
their attention on the visual. It has the mean of 3.52 falling on the rank 1. The techniques
that are perceived as effective are; working with the students to analyse advertisement
and political cartoons and commentary which has a mean of 3.42, ranked a 2 and using
the rhetorical trinity of ethos, pathos, and logos as tool has the mean of 3.32, ranking as
the last. The overall mean of 3.42 suggest that the methods and techniques is as perceived
by the learners. It sums that demonstration in the skill of reading shows that the learners
are acquiring knowledge.
On the lecture method, all the methods and the techniques employed are effective.
So, the overall mean of 3.40 is also very educationally qualified to teach with a
background broad enough to handle the lesson.
On the question and answer method; the following strategies are perceived to be
effective using prior knowledge to answer different type of questions is interpreted as
very effective, which has the mean of 3.54 and ranked as 1; clarifying how students
approach the tasks of reading texts and answering questions has the mean of 3.45 and
ranked as 2; formulating questions about the content of reading which has the mean of
3.44 and ranked as 3; and asking questions to be answered in reading which has the mean
of 3.35 and ranked as 4. The overall mean of 3.55 and interpreted as effective expresses
the usefulness of these methods and techniques to the learners.

ENGLISH SUBJECT
On the reporting method, all the techniques are described to be effective. Having
the overall mean of 3.32 and interpreted as effective conveys the efficiency of the
methods and techniques in the reading skills.
On Writing, the following techniques in Project Method are described as
effective; invites students to write what they know-themselves and their lives with a rank
of 1 and a mean of 3.37, and helps students create guidelines for writing biographies with
a rank of 2 and a mean of 3.35. The overall mean of Project Method is 3.36 which is
qualitatively described as “Effective”.
The following techniques in Demonstration Method are described as “Effective”
with an overall mean of 3.43: Provides a “clear picture” of a task that must be learned on
the first rank with a mean of 3.52; Provides individual guidance and evaluation on the
second rank with a mean of 3.47; Appeals to more than one sense on the third ran with a
mean of 3.43; and Emphasizes proper sequence on the last rank with a mean of 3.3. The
overall mean of Demonstration Method is 3.43which is qualitatively described as
“Effective”.
In Lecture Method, the following techniques are described as “Effective” with an
overall mean of 3.41; Helps students clarify and illustrate ideas and Supplements other
methods of instruction on the first rank with a mean of 3.47; Provides effective use of
time and manpower on the second rank with a mean of 3.44; Uses questions to achieve
active participation on the third rank with a mean of 3.42; and Presents facts and
principles orally on the last rank with a mean of 3.27.

ENGLISH SUBJECT
The following techniques on Question and Answer Method are described as
“Effective” with an overall mean of 3.35: Allows students enough time to think about and
give an answer on the first rank with a mean of 3.49; Acknowledges all answers to ensure
incorrect or vague answers are clarified on the second rank with a mean of 3.47; Asks
questions to promote thinking in students and get them involved on the third rank with a
mean of 3.43; Distributes questions in random on the fourth rank with a mean of 3.24;
and Avoids frequent group or choral responses on the last rank with a mean of 3.13.
In Reporting method, the following techniques are described as “Effective” with
an overall mean of 3.31: Collaborates with students in class discussion about different
writing tips on the first rank with a mean of 3.4; Shares guidelines in technical writing on
the second rank with a mean of 3.37; Assigns students topics to be reported on the third
rank with a mean of 3.33; Assigns group activities to discuss writing lessons and report
the facts gathered by members in class on the fourth rank with a mean of 3.31; and
Assigns students to interview a writer and share to the class what they knew by reporting
on the last rank with a mean of 3.16.
Between the results of the teaching methods and techniques under the Four Macro
Skills, the Researchers found out that the methods and techniques used by teachers in
teaching Reading Skill ranks 1 with a mean of 3.39, in teaching Speaking Skill ranks 2
with a mean of 3.38, in teaching Writing rank 3 with a mean of 3.36, and in teaching
Listening Skill with a mean of 3.32. This finding attest that all methods and techniques
under the Four Macro Skills are effective yet among this, Reading excels.
ENGLISH SUBJECT
On the difference between the perceptions of the student respondents in terms of
their class section, the researchers found out that there is no big difference in the results
on how they perceive their teachers teaching methods and techniques in teaching four
macro skills. Each section comes up with the same results. It falls on the criteria as an
effective methods and techniques for the learners itself.
The Researchers have proven their null hypothesis which states that there is no
significant difference between the perception of the students on the effectiveness of
is correct.
Conclusions:
Based on the findings the researchers arrived at the following conclusions:
A. The perception of the students on the effectiveness of methods and techniques
used in teaching macro skills in English subject are as follows:
On Listening
1. Project Method and its techniques are effective;
2. Demonstration method and its techniques are effective;
3. Lecture Method and its techniques are effective;
4. Question and Answer Method and its techniques are effective.
On Speaking

ENGLISH SUBJECT
4. Question and Answer Method and its techniques are effective;
5. Reporting Method and its techniques are effective.
The Methods and techniques used in teaching speaking are generally “effective”.
On Reading
2. Demonstration methodand its techniques are effective;
5. Reporting Methodand its techniques are effective.
The Methods and techniques used in teaching reading are generally “effective”.
On Writing
5. Reporting Method and its techniques are effective.
The Methods and techniques used in teaching listening, speaking, reading, and
writing are generally “effective”. Yet these results tend to shows that the students are
ENGLISH SUBJECT
not yet satisfied with the methods and techniques used by their teachers in teaching
the skill of Listening though they assessed the methods and techniques as effective.
B. The perception of the students according to their class size on the effectiveness of
methods and techniques used in teaching macro skills in English subject are as
follows:
On Listening
Aristotle, Einstein, Galileo, Newton and Oersted assessed the methods and techniques
under Listening as effective.
On Speaking
Aristotle, Einstein, Galileo, Newton and Oersted assessed the methods and
techniques under Speaking as effective.
On Reading
techniques under Reading as effective.
On Writing
techniques under Writing as effective.
The Class sections namely Aristotle, Einstein, Galileo, Newton and Oersted assessed
the methods and techniques under the Four Macro Skill as effective. This finding tends to
ENGLISH SUBJECT
imply that the Class sections do not differ on how they perceive the effectiveness of the
methods and techniques. Also, it tends to implies that teachers do not changes their style
in using this methods and techniques in alter sections that they are teaching.
Recommendations
Based on the conclusions drawn from the findings of this study, the researchers offer the
following recommendations:
1. Since the perceptions of students on the effectiveness of methods and
techniques used by English teachers are dominated by effective and some are very
effective, it is recommended that the methods as project method, demonstration
method, lecture method, question and answer method, and reporting method must
be maintained to be used in teaching the English subject and since it is concluded
that students are yet satisfied with the effectiveness of the methods and
techniques, it is suggested that teachers must engage additional methods and
techniques in teaching the four macro skills.
2. Teachers mustn't stick to one style/strategy barely in teaching the methods. They
must know and vary their teaching styles with accordance to the learning styles of
the student/s as a class.
3. It is suggested and recommended that teachers must give their self a time to
attend seminars, workshops, symposium and the like, related to their field of
specialization to upgrade and develop continually their teaching competencies.

ENGLISH SUBJECT
4. Teachers must practice to put into hobby reading latest books of specialization
in their leisure time that will, and a must, help them in updating their methods and
techniques in their respective fields.
5. In addition to the given sets of methods and techniques prepared by the
researchers, it is also suggested and recommended that the administration of the
school where this study is being conducted is ought to provide additional sets of
methods and techniques that will be implemented in order to achieve a satisfying
results both in learning outcomes and the effectiveness of the methods and
techniques used in teaching four macro skill in English subject as well as in
others.
6. Similar studies must also be conducted.

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AN ANALYSIS OF THE EFFECTIVENESS OF METHODS AND 1

TECHNIQUES USED IN TEACHING FOUR MACRO SKILLS IN

THE PROBLEM AND ITS BACKGROUND

A teacher’s effectiveness is again about student learning.

teacher was most comfortable.

extent to which the learning experience was productive, informative, satisfying, or

substantial research linking student satisfaction to effective teaching.

Research on student evaluation of teaching generally concludes that student

personnel decisions and faculty development recommendations. For administrators, the

for teaching awards and honors, and in assigning teachers to courses.

develop and improve their teachers’ teaching effectiveness.

outcomes depends on the teachers’ effectiveness in teaching. The effectiveness of the

will be worthless as well as learning will be illogical.

students are exposed to all sorts of instructional experiences (lectures, instructional

discern quality, relevance, usefulness, and instructor interaction with students.

Students are certainly qualified to express their satisfaction or dissatisfaction with

the teaching is unproductive which will help to make a good recommendations or

for the betterment.

Background of the Study

Methods are processes by which a task is completed or ways of doing something.

Techniques are systematic procedures, formulas, or routines by which a task is

accomplished. Typically, these keywords are used by teachers to teach effectively.

aware of socially accepted behavior.

In this paper, we focus on the analysis of the effectiveness of methods and

English is an essential part of business, research, commerce, technology, politics, news

This study is based on the teaching strategies of Multiple Intelligence theory

strategies will work best for all students at all times.

with other groups.

knowledge and meaning from their experiences. Constructivism is not a specific

learning. One important generalization of Piagetian theory is role of the teacher. In a

schemas) through experiences that encourage assimilation and accommodation.

information is presented is important. When information is introduced as an aid to

problem solving, it functions as a tool rather than an isolated arbitrary fact.

Learning should be whole, authentic, and "real": Piaget helps us to understand

a class newspaper). Whole activities, as opposed to isolated skill exercises, authentic

from the computer lesson software, are emphasized in Piagetian classrooms.

Within the field of educational computing, the best-known cognitive

constructivist theoretician is Papert (1993), who characterizes behavioural approaches as

constructivist -- provides a bit more detail. Constructivist approaches to technology in the

within this theoretical framework.

b) Demonstration Method; c) Lecture Method; d) Question and Answer Method; and e)

skills in the English subject.

among the variables used in the current study.

Statement of the Problem

The purpose of this study is to analyze the teaching methodology of secondary

during the year 2013-2014.

Specifically, it will answer the following questions:

2. How do the respondents perceive on the effectiveness of methods and techniques

used in teaching English subject areas as:

3. Is there a difference between the perception of the students on the effectiveness of

teaching four macro skills in English subject?

There is no significant difference between the perception of the students on the

their class section.

Significance of the Study

best for the sake of their job as a mentor for learning.

Citizens/Curriculum Makers. They will be benefited for being good organizer

School Administrators. They will be more knowledge-able regarding the aim of

four macro skills.

Scope and Limitations

subject for the research.

population of 207 students’ Fourth year High School.

school year 2013-2014.

other subjects and schools.