IMPACT OF LECTURE METHOD, ITS FREQUENCY OF USE AND EFFICACY TO THE ACADEMIC PERFORMANCE OF THIRD YEAR STUDENTS IN THEIR

PROFESSIONAL SUBJECTS

Research proposal presented to Dr. Caroline Sumande of Polytechnic University of the Philippines- Open University System, Sto. Tomas Batangas Campus In partial fulfilment of the requirements for Research Seminar I, RHS 630, 1st Semester, Academic Year 2011-2012

Prepared by RESYLYN Z CABRERA October 16, 2011

IMPACT OF LECTURE METHOD, ITS FREQUENCY OF USE AND EFFICACY TO THE ACADEMIC PERFORMANCE OF THIRD YEAR STUDENTS IN THEIR PROFESSIONAL SUBJECTS

Introduction Which is important in classroom teaching? Subject matter or method of teaching?, is a long debate that Khan (2008) regarded in his work, School of Teaching. Considering the same question Khan asserted that the choice is different because both are important: They are inextricably intertwined. For that, Khan concluded that the mastery of both is essential to become a good teacher. The aforesaid argument made the researcher interested to conduct further study on approaches, methods and techniques in teaching. As it is stated in Section 6 of CHED Memorandum Order 30, Series of 2004 (accessed from:http://downloads.ziddu.com/downloadfile/13919663/cmo30s2004.pdf.html. August 17, 2011): Graduates of BEEd and BSEd programs are teachers who can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning. So was the : Impact of Lecture Method, Its Frequency of Use and Efficacy to the Academic Performance of Third Year Students in Their Professional Subjects, which is a study on Lecture Method specifically was conceived. The researchers aim is to assess how lecture method and techniques , which Motah (2007) opined as Universal Method affect PUP STBC COeDs third year students academic performance in their professional subjects. Through the use of questionnaire as an instrument the proponent decided to solicit inputs from PUP STBC COEds third year students, section that is currently engaged in studying methods of teachings and related subjects. This study therefore is expected to generate how frequent lecture method and techniques are used by instructors in teaching the sections professional subjects; how effective lecture methods and techniques are; and its impact on students academic performance in professional subjects.

Theoretical Framework The study is anchored on the principle developed by Broadwell (1980)summarizing different modes of the lecture, with variations in the modes themselves. The simplest form is the straight lecture, where the instructor does all the talking, based on prepared notes, and the students listen, take notes, and get their learning in whatever way they choose. There is no student involvement in this mode. Next, there is the chalk-talk approach to lecturing. In this case, the instructor not only presents the information in oral form, but also uses some device, such as the chalkboard or overhead transparency, to help make the points. The use of the pen or chalk adds the possibility of more words, drawings, or a combination of each. The guided-note taking process where the lecturer prepares a set of notes or questions for the students that follow in the same sequence as the lecture and allows the students to listen with more direction than without the guided notes. The guided notes can vary from a briefly-worded outline to a manyworded set of notes with places for answers, notes, and even the opportunity to fill in blanks and draw conclusions. The slide lecture makes use of visual aids, with color or black and white slides, with preproduced transparencies or opaque drawings, or with 35mm filmstrips, or even with a silent movie that is narrated by the instructor. If there is equipment to be taught about or procedures that require demonstrating, there is the lecture demonstration. This adds a touch of realism to the class and allows the students to see the actual equipment or a model of it in operation. The instructor lectures and demonstrates at the same time, letting the students see as well as hear the procedures. Perceived impact of any method of instruction to students academic performance on the other hand is supported by Section 6 of CHED Memorandum Order 30, series of 2004 ( accessed from: http://downloads.ziddu.com/downloadfile/13919663/cmo30s.2004.pdf.html, August 17, 2011) which states that: Graduates of the BEEd and BSEd programs are teachers who can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning.

Conceptual Framework The following figure shows the undertakings made with the study.

Figure 1 Paradigm of the Study Figure 1 shows the independent variables of the study which include techniques of lecture method such as - straight lecture, chalk-talk lecture, guided note- taking, slide lecture, lecture demonstration, lecture discussion, as described by Broadwells Instructional Design Library (1980) and students academic performance in professional subjects as dependent variable. The mid of the paradigm also shows respondents socio-demographic profile as intervening variables of the study. Statement of the Problem The main thrust of the study is to find out answers to the following questions: 1. How frequent do instructors use the following lecture techniques (Broadwell, 1980) during teaching- learning process? 1.1 Straight lecture 1.1.1 Instructor prepares notes from whatever research is done 1.1.2 No questions of students orally are entertained during the presentation 1.1.3 There may be some type of written quiz interspersed with 1.1.4 No effort is made to get the feedback from students in the form of involvement or oral discussion 1.1.5 Teacher provides all input

1.2 Chalk-talk lecture 1.2.1 Instructor with chalk in hand lectures and illustrates with chalk on chalkboard 1.2.2 Includes board work 1.2.3 Includes use of permanent pens, water-based pens and acetate 1.3 Guided note taking lecture 1.3.1 Lecture is programmed out to such an extent that students can follow along with almost every word the lecturer says 1.3.2 Lecture itself is not written out 1.3.3 Notes are prepared 1.3.4 Students have blanks to fill in, questions to answer, outlines to complete and conclusions to reach 1.3.5 There may be references for further study 1.3.6 A general outline is provided 1.4 Slide lecture 1.4.1 Involves presenting visuals along with a lecture 1.4.2 Makes points clearer with use of graphics of some type 1.4.3 Includes use of overhead, transparency projector 1.5 Lecture demonstration 1.5.1 instructor brings actual machine or experiment into the classroom and give a lecture demonstration on the subject 1.5.2 A model (resembling the object under consideration or actual object itself) is brought into class and made to operate 1.6 Lecture discussion 1.6.1 Instructor presents material that is new to students in lecture form and engages in discussion about the material 1.6.2 Involves students in thought-and-response ways 1.6.3 There is time allotted for student participation 1.6.4 There is simple question-and-answer method 1.6.5 Instructor handle right and wrong answers in different ways 1.6.6 Teacher reflects back on answers 2. 3. 4. 5. How effective are the above techniques as used in teaching professional subjects? What are the students professional subjects? How do the students perform in their professional subjects? How do lecture techniques, frequency of use and its efficacy relate to students performance in their professional subjects?

Hypothesis Lecture method and techniques have nothing to do with academic performance in professional subjects of College of Educations 3rd year students of Polytechnic University of the Philippines, Sto. Tomas Batangas Campus, Academic Year 2011-2012. Scope and Delimitation of the Study The study, IMPACT OF LECTURE METHOD, ITS FREQUENCY OF USE AND EFFICACY TO THE ACADEMIC PERFORMANCE OF THIRD YEAR STUDENTS IN THEIR PROFESSIONAL SUBJECTS delves on the impact of lecture method and techniques frequency and efficacy of use to academic performance in professional subjects of the selected sample class Polytechnic University of the Philippines, Sto Tomas Batangas Campus, College of Educations Third Year students for school year 2011-2012. Lecture method of instruction(Broadwell, 1980) is the single most commonly used teaching method in the world and by far the oldest existing method and one of the least effective, if improperly used includes techniques like: (1) straight lecture, (2)chalk-talk lecture, (3) guided note taking lecture, (4) slide lecture, (5) lecture demonstration, (6) lecture-discussions. How frequent and effective are the said techniques used in teaching learning process and how students perform in their professional subjects are the circumstances that are being well thought out. The proponent could have conducted the study not only with the said course and year level , but with the rest of the PUP STBC students; not only with professional subjects, but also with general and major subjects; however constraints of time, money and effort interfered with the desire to do so. Other barriers like the respondents perceptions and biases in answering the instrument are no longer within the proponents control.

Significance of the Study The study would be deemed noteworthy to the following entities: PUP STBC administrative staff and hiring department. Efficacy of a specific technique as discussed in this study will give administrative staff and hiring department few bases for evaluation of teaching methods used on the course of an applicants demonstration. PUP STBC teaching force.With lecture techniques well termed in the study, instructors may choose the most appropriate one for his/her lesson helping her transmit knowledge, skills or behavior in his/her most creative way. Third year College of Education. The study further elaborate the known techniques of lecture method which will aid students to get the best out of teachers methods and techniques of instructions.

Future Researchers. The study will sure be an inspiration for related study specifically an experimental one to concretize perceived relationship between lecture method and techniques and students performance on their professional subjects. Definition of Terms Academic Year.Or A.Y. is the time frame that students should complete the loads they took normally composed of two semesters at PUP STBC Academic Performance.This is the quality and level of the students progress measured and evaluated through the set universitys grading system Approach.It is a set of conservative assumptions or viewpoint dealing with nature of teaching and learning. COEd.It is a short term for College of Education Frequency. Degree or level of manifestation by which a person, thing or idea occur. Impact.It is the impression made by a person, thing or idea. Lecture method. It is synonymous to Expository Method that is the umbrella term for procedures of direct transmission of information from teacher to students Lecture techniques. These are a teachers unique way of using lecture method or delivering lecture in class. Method. This is the established way or procedure of guiding the mental processes in mastering the subject matter. Professional Subjects.Simply professional education are those subjects deemed important for students would be teaching experience. These subjects include Foundations of Education, Principles and Strategies of Teaching, Educational Technology, etc. PUP administrative staff. It refers to the persons within the PUP STBC Institutions that are responsible for organization, direction, coordination, and control of human and material resources to achieve desired ends. PUP student handbook.It offers information that should be of interest to all students. The handbook discuss general directives, social norms, academic load, students classification, etc. This serves as ready reference material and it offers a glimpse into how the University works as an academic community. PUP STBC teaching force.These are those part time and permanent faculty members of Polytechnic University of the Philippines Sto Tomas Batangas Campus PUP STBC.This is an acronym for Polytechnic University of the Philippines Sto Tomas Batangas Campus Techniques.It is the personal art and style of the teacher in carrying out the procedures of teaching.

REVIEW OF RELATED LITERATURES AND STUDIES This part is divided into four broad sections: (1) Foreign literature;(2) Foreign Studies; (3) Local literature; and (4) Local studies which were deemed significant to the study. Related Literatures As what Mukalel (2007) mentioned in his book, Creative Approaches to Classroom Teaching, Teaching is inherently dynamic but like any other system it faces the danger of routinisation and degeneration. Teaching is an organized system that has three fundamental aspects, what we shall call: (a) approaches, (b) procedures, (c) techniques. All approaches are with a set a fundamental principles at its core. The second fundamental aspect of teaching is the classroom method. Mukalel further added that all methods are procedural. The theories (approach) provide remote directions to the teachers work in the classroom while classroom methods narrow down the entire thing to a framework within which the teacher will function. The third aspect of teaching as a system is the classroom technique. While methods are procedural, techniques are implementational. As a well prepared practitioner, he employs one teaching device after another. Each of these devices we call classroom techniques. These are well defined and specific activities that the teacher initiates from time to time to induce activities among the learners. Khan (2008)in his School Teaching book, asserted that various method of teaching are available and being devised. He further explained that it is necessary to apply maximum thought and attention to select and use proper methods of teaching. The success of a teacher he added depends upon his creative efforts, spirit of equiry and exploration and in bringing into harmony the relationship between the three variables- student, teacher and subject matter knowledge. This is brought by teaching methods. To Sharma (2001) of Modern Methods of University and College Teaching, the methods commonly used in college teaching are as follows: (1) lecture method, with or without quiz section; (2) development method, with or without textbook; (3) combination of lecture and development method; (4) reference readings and the presentation of papers by students; (5) laboratory work by students, together with lectures & quiz sections. Mukalel (2007) in his work, Creative Approaches to Classroom Teaching, found out that in recent days, it has become a fashion to condemn lectures outright. The same is true with what Dhand, Harry (2008) told in his book, Techniques of Teaching: The lecture techniques, whereby the teacher talks while students listen and make notes, has been praised and criticized. Sharma (2001) added that lecture method has been the target for much criticism for many centuries. Lecture method ( Broadwell, 1980) is the single most commonly used teaching method in the world and by far the oldest existing method. For two millennia, education has been tightly bound to the lecture method (Kozma, 1978). The roots of this approach can be traced to Athens, the rise of theatre, and

Platos Academy. The Lecture was the only way that the knowledge stored in books could be transmitted to a large number of students. Socrates (Sharma, 2001) inveighed against its use by the sophists for several reasons that will be discussed later. Early in 1900, David Salmon, author of The Art of Teaching differentiate lecturer from teacher. For him, lecturer looks upon his audience as a whole, while the teacher looks upon his class as units. The lecturer does not undertake to make all his hearers understand or to make any of them remember but the teacher considers it to be his duty to make each pupil both to understand and remember. Reddy (2008) in Methods of Teaching enumerates other drawbacks of using lecture method. First, it does not encourage student activity. They are mostly sitting in a passive manner. No care is taken of the interests, intelligence and abilities of the students and the facts are spoonfed without realising the observation capacity of the students. Sharma (2001) further explained that students feel no responsibility during the lecture: he listens leisurely, and makes notes of the instructors contribution. The students judgment is not called into play: he learns to take knowledge on the authority of the instructor. The sense of comfort and security experienced in a lecture hour is fatal even to aggressive and assertive minds. Forsyth (1999) adds that one of the many problems with lectures is that they tend to be content-based with too much emphasis on what is covered in the lecture rather than concentrating on how much the learners have actually learned. Sharma (2001) opined that lecture tends to emphasize quantity rather than method. The student is confronted with great mass of facts, but he does not acquire a mode of thought nor does he see the method by which a given subject is developed. Reddy (2008) also asserts that in this method, more courses may covered by the teacher, but less learning may take place. Finally, a lecture may be monotonous to the students after a while, very few teachers can help interest up to the end of the lecture. Blanco (1999) in his work the Full-Time Faculty handbook reported that students attention begins to decrease after 10 minutes. At the end of the lecture, students are to recall 70% of what they heard during the first 10 minutes but only 20% of what was said in the last 10 minutes. Broadwell (1980) therefore conclude that from a learning-theory standpoint, it is a very low form of instruction as far as amount of knowledge retention is concerned. Sharma (2001) call this as inability to make permanent impression. As for him, many a student, entering the lecture hall, has completely forgotten even the theme of the last lecture. In this connection, students may not follow lectures properly and taking notes may not be easy for them (Forsyth, 1999). Sharma (2001) asserted that some students in their effort to record a point just concluded, lose not only the thought which they are trying to write but also the new thought which the instructor is now explaining: they drop both ideas from their notes and wait for the next step in the development of the lecture. This accounts for the many gaps in the notes kept by the students. Some instructors dismayed by the amount of knowledge lost by students, resort to dictation devices. Other, realizing the pedagogical weakness of such teaching, distribute mimeographed outlines of carefully prepared summaries of the lectures. Bligh (1998) included other inefficiencies of lecture method like: (1) lectures are relatively ineffective to teach values associated with the subject matter. As what Sharma (2001) said, the lecture method inculcates in students the attitude of subservience which is fatal for the development of courageous and vigorous thought. Lectures also are relatively ineffective to inspire interest in a subject (Bligh, 1998). Lectures are relatively ineffective for personal and social

advancement. Lectures are also ineffective to teach behavioural skills. It has also been argued that lack of effective feedback from the audience is a major defect. To Sharma, a lecturer is not testing the accuracy of the students conceptions nor is he able to judge the efficacy of his own methods. Mukalel (2007) argues that inspite of lectures inadequacies it stands as the most basic teaching method in his context. Mukalel opined that the cynical attitude that people have towards lecture is based on the misconception that lecture is one-way method with no potentials for the much appreciated classroom interaction. He further added that lecture has great potentials and there is no other method that can ever substitute lecture as the most basic teaching procedure in the university teaching. To sum, Mukalel pointed that the essential role the lecture method plays in university teaching cannot be overlooked. The same assertion is supported by Blanco (1999) of the Full-Time Faculty Handbook, as he said that the lecture method is the most widely used instructional strategy in college classrooms, and there are many occasions when it is the most appropriate means of disseminating information. Bligh (1998) added that lecture method may also be used in many circumstances both within and outside educational institution. For Sharma (2006), the purpose of lecture is to teach- it is to be used as teaching method. Beside from the mentioned use, Sharma also included the following as purposes of using lecture method: (1) present information in an organized way in a relatively short time frame; (2) provide a framework for learning activities and further study which are to follow; (3) identify, explain, and clarify difficult concepts, problems or ideas; (4) present an analyses of a controversial issue; (5) demonstrate relationships between previously learned and new information, and among apparently dissimilar ideas; (6) model a creative mind at work, an experts throat processes as the lecturer thinks out loud; (7) challenge the beliefs, attitudes, and behavior of the learners; (8) stimulate or inspire the audience to further inquiry.

Essentially the lecture (Broadwell, 1980) has been used down through the years as a means of transmitting cognitive /factual data from a teacher to a group of students. Kozma(1978) supported the said function by adding that lecture can serve as an overview or orientation preparing students for subsequent learning experiences by providing them with conceptual framework. The acquisition of information (Bligh, 1998) includes knowledge of principles and simple comprehension, in addition to knowledge of facts, terminology and concepts. The study personal experience reports that 73% of students saw the main function of lecture as transfer of facts. Lecture is also used to effect desired changes (Broadwell, 1980) either thought cognitive reasoning or appealing to the affective domain to make desired changes. Objectives classified as changes in attitudes (Bligh, 1998) include: (a) the acquisition of values that are part of the discipline, such as professional ethics, scientific integrity; (b) interest and attention for a subject and (c) changes in personality such as personal adjustment to a professional role, self-awareness, sociability and interpersonal skills. Kozma(1978) opined that the primary affective feature of lecture is to provide the students with a model. The effective lecture can motivate the learner to emulate the instructor by adopting the values and skills of a scholar. Another use that proves successful (Broadwell , 1980) is where there is ready access by the learner of the same information as in the lecture when the information is available in written or recorded form the learner can use this for both clarification and review.

Reddy (2008) in his Methods of Teaching sited merits of lecture method that include: (1) It serves as an example of good oral expression. It may correct careless and incorrect habits of students; (2) A lecture can be adopted to the interests, aptitudes, abilities, previous knowledge and needs of students; (3) It brings a personal contact and touch to impress or influence the students. Broadwell (1980) also included to lectures merits: (1) It allows the instructor to prepare ahead of time specific and logical data, with all the necessary lecture aids, thus making the end product a smooth presentation which can be offered several times over. (2) The versatility of the lecture method is such that it is virtually limitless in application, either to situation, subject matter or student age and learning ability. Sharma (2001) also agrees that lecture method makes for economy of time and enables one to present his subject to his class with a succinctness absent from many textbooks. Where much must be taught in a limited time where a comprehensive view of an extensive , field must be given, when certain types of responses or mental attitudes are desired, the lecture serves well. Sharma P.L.(2006) also points out that in delivery of lecture, information can be shared with large groups of individuals in short period of time, without having to repeat the information to several small groups. In addition to being efficient instructional method, other advantages of lecture, as listed by Sharma P.L. (2006) are: (1) the material may be presented in a clear, precise and orderly format; (2) it is wellknown and acceptable method- most adults are familiar with and feel comfortable with the lecture; (3) it is useful for participants who will not or cannot use printed materials; (4) it may be used with large groups; (5) it provides for face-to-face contact with a talking, gesturing, feeling human being;(6) it is often easier for participants to listen than to read; (7) the speaker can use the lecture to stimulate and motivate the audience to further study and inquiry.

For a lecture to be effective according to Forsyth (1999) in Preparing a Course, Practical Strategies for Teachers, Lectures and Trainers, it requires many elements to be incorporated to it. Some of these are: (1) plan the lecture; (2) link the lecture to previous ones;(3) introduce the lecture;(4) state the aims and objectives clearly; (5) structure the content of the lecture; (6) present the content in a logical order; (7)emphasize the main points;(8) give the learners activities;(9) maintain the appropriate pace; (10)capture and maintain the learners' interest;(11) use questioning techniques;(12) maintain eye contact with the learners;(13) communicate clearly; (14)ensure the content is relevant and up-to-date; (15)be enthusiastic;(16) involve the learners in the lecture; (17)use repetition;(18) take into account a range of abilities;(19) monitor the learners' activities;(20) use teaching aids; (21)use examples and illustrations; (22)summarize the content;(23) evaluate the lecture;(24) evaluate the learners' interest; (25)use simple language;(26) give notes and handouts. Supporting the above suggestions Broadwell (1980) concluded that it is possible to involve the learners in the lecture method with variations. When this happens, the results are quite effective. Forsyth (1999) termed the said learners involvement in lecture as interactive lecture. Making your lectures interactive is one method of making the learners become more involved and learn more effectively than just by listening, which is a passive form of learning. By making learners become more involved, the process of

learning is given greater emphasis. Broadwell ,on the other hand listed the said variations (techniques) in lecture method. Straight lecture is a form of lecture that doesn't require any activity on part of the student. It is the simplest form where the teacher presents the material, with the goal being the students will absorb the information presented. However, it creates large burden on the instructor's part in that he must prepares notes from whatever research is done, brings the said notes in class and chooses best words to transmit the message. The teacher's concern in straight lecture is to be heard, understood, to allow students to see visuals, to cover prespecified amount of material in time alloted. There's no expected question on part of the students during the presentation while there may be some type of written quiz interspersed with. There's also no effort made to get feedback from the students in the form of involvement or oral discussion. Evaluation of teaching is done usually by observing results of quizzes or examinations. Students may also be asked to do some assignments, research, reading or investigations but teacher provides all input by incorporating these works in his lecture. Chalk-talk lecture is a form of lecture described by the term itself. Instructor whith chalk in hand, lectures and illustrates with chalk on the chalk board. The idea is to enhance words with pictures or additional information during the discussion. The drawn or written concepts are expected to elighten the students. Lecturer may use permanent pens, water based pens and acetate aside from chalk. Board work may also be combined. Guided Note Taking Lecture is programmed out to such an extent that students follow along with almost every word the lecturer says. Lecture itself is not written out. Notes are prepared, students have blanks to fill in, questions to answer, outlines to complete, or conclusions to reach. A general outline is provided and references for further study. Slide Leture. Slide lecture is also called illustrated lecture or slide talk. It involves presenting visuals along with lecture and using graphics of some type. It includes use of overhead transparency and projector. Lecture Demonstration. Lecture demonstration is used when instructor wants to present information about a piece of equipment or experiment of some kind or show specific procedures. The most common way to do this is to bring actual machine or experiment into the classroom and give a lecture demonstration on the subject. A model (resembling the object under consideration or actual object itself) is brought into class and made to operate. Lecture Discussion. Here, the instructor presents material that is new to students in lecture form and engages in disucussion about the material. It involves students in thought-and-response kinds of ways. There is time allotted for student participation in some form of question and answer method. Teacher must reflect back on students' answer. Sharma (2006) in his Adult Learning Methods, sited Verner and Dickinsons literature review of research on lecture over fifty year period which revealed that: (1) lecture is most suited to transmittal of information for immediate recall; (2) a short (less than thirty minutes), carefully constructed lecture with meaningful examples, frequent summaries, simple language, and appropriate speed of delivery is most

effective; (3) the specific learning task determines whether or not lecture is the method of choice; (4) augmenting the lecture with other instructional methods and devices facilitates learning. Finally, as for Bligh (1998) in his Whats the Use of Lectures?, lecturers will do well if they please more than half of their audience. Related Studies Related to the current study, Motah (2007) in his Learning, Types of Learning, Traditional Learning Styles and Impact of E-learning on the Performance of Secondary School Students: The Perception of Teachers, found out that out of eighty secondary school personnel studying for MSc Educational Administration and Technology and Post Graduate Certificate in Education of University of Technology , 27% preferred use of talk-chalk method; 23% is into demonstration; 15% desired use of either discovery and discussion; 12% make use of audio visuals and 8% preferred to use research method in teaching. From the statistics, it seems that traditional talk-chalk method is a diehard method and teachers feel that it remains one of the best methods that appeal to both teachers and students despite of the emerging application of technology in education. Jayson Carpenter of University of California (accessed from: http://www.natefacs.org/JFCSE/v24no2/v24no2Carpenter.pdf, September 29, 2011) examined the effectiveness of five teaching methods ( lecture, lecture/discussion combination, jigsaw, case study, team project) in a large class setting in his study entitled: Effective Teaching Method for Large Classes. An introductory level retailing class was selected for the study (N=109). Specific learning objectives were set forth for each of five chapters, and a different teaching method (lecture, lecture/discussion combination, jigsaw, case study, team project) was applied for each chapter. For the lecture format, the instructor used PowerPoint slides and delivered in the traditional manner of the lecture style, with no student input/feedback. In the lecture/discussion combination, the instructor used PowerPoint slides to deliver the material, but discussion questions were included on several slides throughout the presentation. The instructor paused and generated student input/discussion several times during the class session using discussion questions. Students discussed and debated issues relevant to the chapter. The jigsaw method involved grouping the students into teams of four, with each member being given responsibility for reading/learning a portion of the chapter outside of class. Teams were allowed to meet during the next class and deliver their assigned chapter portions to the rest of their team members. Under the case study method, students were assigned a case study to read prior to class time. They were also required to individually prepare written responses to several discussion questions related to the case study. Once in class, students were then organized into groups of four and instructed to share their individual responses to the questions in order to develop a set of team responses to showcase the best of all of their individual responses. The team project assignment required teams of four students to develop a profile of a retail firm, with the entire project being completed outside of class. Students were pretested and posttested using objective, multiple-choice questions covering basic terminology and concepts from each chapter in order to assess knowledge of the material before and

after each treatment (teaching method) was applied. For example, a learning objective for the first chapter involved defining the term retailing. Therefore, on the pretest and posttest, the same multiplechoice question was used to assess the students ability to define the term. Then, differences in the pretest and posttest scores were compared to assess improvement under the teaching method being applied in the chapter. In order to gather information related to students assessment of the course, preferences for class size, and perceptions of teaching methods, a survey instrument was developed for the study (see Appendix). The first section of the survey included questions related to students overall perceptions of the course using five point Likert-type scales anchored by completely agree and completely disagree. The next section of the survey required students to answer three questions about each of the five teaching methods examined in the study. For purposes of comparison, the same three questions were asked about each of the five teaching methods. Students were then asked to indicate a single teaching method they thought was the most valuable, and to indicate the one they thought was the least valuable. A space for further explanation of these responses was provided. Next, students were asked about preferences for class size. Background information including gender, class rank, and major was also collected. Based on the pretest and posttest results, all five of the teaching methods appeared to positively affect students grasp of the material. Students scores improved most under the jigsaw method, and least under the team project method, whereas the lecture, lecture/discussion, and case study methods produced similar improvement. This finding suggests that moderately-active learning methods such as the jigsaw method are more effective than the lecture, lecture/discussion, and case study methods. However, more extreme active learning methods such as team projects completed outside of class may not be as effective as moderately-active or passive teaching methods. The findings of this study demonstrate that most students (51%) have a preference for small class sizes (less than 50 students). However, some students (38%) indicated no preference for class size, while the remaining 10% indicated a preference for large classes (100 or more students). Nearly all of the respondents (99%) indicated that they were currently enrolled in other large classes. Therefore, it appears that even though the trade-off between class size and university resources is causing many students to experience large class environments, this is generally not the preference of most students. The lecture/discussion teaching method was the most preferred among students. Student comments as to their reason for selecting this as the most valuable method seem to suggest that they have a desire to be somewhat active learners, engaging in discussion rather than passively listening to a lecture. The jigsaw method was the most valued by a small percent of the students (19%). This suggests that some students wish to be very active in their learning process, taking sole responsibility for a portion of the material and learning the other portions through interaction with their classmates. The case study and team project methods were less popular with the students. Large groups of students found the jigsaw and lecture methods to be the least valuable (31% and 30%, respectively), while some students listed the team project and case study methods. No student

indicated that the lecture/discussion method was the least valuable teaching method. This finding suggests that most students enjoy a blend that includes at least some component of active learning/participation in combination with traditional lecture, and confirms the importance of including some level of discussion during the class, but also providing structure through an organized lecture. Overall, the findings of this study suggest that faculty teaching large classes should attempt to include constructive, active teaching methods in their courses whenever possible. Structured, controlled collaboration (e.g., jigsaw, case study) would probably be most comfortable to students as opposed to uncontrolled, unstructured experiences (i.e., team projects). Results indicate that most students prefer to be active in their learning process.

RESEARCH METHODOLOGY This part discusses the method of research used as well as the procedures in data gathering and their appropriateness to the study. Method of Research Used Proponent made use of the descriptive type of research, a fact- finding study with adequate and accurate interpretation of the findings. It describes with emphasis the existing impact of lecture method of instruction to the academic performance of College of Technologys Third year students in their professional subjects. Sample and Population of the Study Proponent selected ____sixty students of College of Educations BBTE 3-1 as the input source of the study. This was so, because they are those who are engaged in studying principles, methods and strategies of teaching as integrated in their professional subjects. Instrument of the Study Upon analysing sample questionnaires, from related studies, researcher completed her own set of questions applying the theory of Broadwell (1980) and saw to it that there were enough items to collect data to cover all aspects of the problem and to answer all the specific questions under statement of the problem. The said questionnaire was divided into two parts: (1) socio-demographic profile and (2) related questions with spaces provided for indicating the response to each, intended for submission to ___________sixty students of BBTE 3-1 for reply. Data- Gathering Procedure Upon identifying the existing problem, researcher formulated the research title together with its specific questions. After which, the proponents made extensive library search for foreign and local literatures and studies. Set of questions was also completed and submitted to adviser for corrections. Results of which were tallied and tabulated. Finally, proponent consulted a statistician for further utilization of raw data.

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QUESTIONNAIRE _____________________________________________________________________________ Dear Respondents: Good day! Being most familiar with teaching approaches, methods, techniques and strategies, Bachelor in Business Teacher Education Third year students, this Universitys would be Guardians of Civilization (Russel, Betrand) and Coordinators of the Work System (Miranda) is selected as the core respondents of this questionnaire which seeks information about lecture method and techniques efficacy and frequency of use by instructors in teaching your professional subjects. The outcome of which is to be correlated with your academic performances in professional subjects for academic year 2011-2012; rest assured that input will be used strictly for completion of this study: LECTURE METHOD AND TECHNIQUES: EFFICACY AND FREQUENCY OF USE AND ITS IMPACT ON POLYTECHNIC UNIVERSITY OF THE PHILIPPINES, STO. TOMAS BATANGAS CAMPUS COLLEGE OF EDUCATION 3RD YEAR STUDENTS ACADEMIC PERFORMANCE IN PROFESSIONAL SUBJECTS FOR ACADEMIC YEAR 2011-2012 May you be blessed for being part of this scholastic undertaking. Sincerely yours,

RESYLYN Z CABRERA Researcher _____________________________________________________________________________________ A. PERSONAL DATA Direction: Kindly place a check mark on the appropriate box indicating your answers to the questions. Name:___________________ (optional) Sex: Male Female Age:
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19 20 20-up B. LECTURE TECHNIQUES COMMONLY USED BY INSTRUCTORS IN TEACHING PROFESSIONAL SUBJECTS Direction: Kindly place a check mark on the boxes that correspond to your answer. Consider the definitions of answer options in the survey given below. Options Symbol Definition Extremely frequent EF The indicator is always observed. Highly Frequent HF The indicator is almost always observed. Frequent F The indicator is often observed. Moderately Frequent MF The indicator is seldom observed. Not Frequent NF The indicator is never observed. EF A. Straight lecture 1. Instructor prepares notes from whatever research is done 2. No questions of students orally are entertained during the presentation 3. There may be some type of written quiz interspersed with 4. No effort is made to get the feedback from students in the form of involvement or oral discussion 5. Teacher provides all input B. Chalk-talk lecture 1. Instructor with chalk in hand lectures and illustrates with chalk on chalkboard 2. Includes board work 3. Includes use of permanent pens, water-based pens and acetate C. Guided note taking lecture 1. Lecture is programmed so that students can follow almost every word the lecturer says 2. Lecture itself is not written out 3. Notes are prepared 4. Students have blanks to fill in, questions to answer, outlines to complete and conclusions to reach 5. There may be references for further study 6. A general outline is provided D. Slide lecture 1. Involves presenting visuals along with a lecture 2. Makes points clearer with use of graphics of some type 3. Includes use of overhead, transparency projector E. Lecture demonstration 1. Instructor brings actual machine or experiment in class and starts the lecture 2. A mode is brought into class and made to operate F. Lecture discussion 1. Instructor presents material that is new to students in lecture form and engages in HF F MF NF
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discussion about the material 2. Involves students in thought-and-response ways 3. There is time allotted for student participation 4. There is simple question-and-answer method 5. Instructor handle right and wrong answers in different ways 6. Teacher reflects back on answers

C. EFFICACY OF COMMONLY USED LECTURE TECHNIQUES IN TEACHING PROFESSIONAL SUBJECTS Direction: From the most common lecture techniques observed previously, kindly place a check mark on the boxes that correspond to efficacy of the said techniques. Consider the definitions of answer options in the survey given below. Options Symbol Definition Extremely Effective EE The indicator is exceptionally effective. Highly Effective HE The indicator is highly effective. Effective E The indicator is effective. Moderately Effective ME The indicator is moderately effective. Not Effective NE The indicator is not effective. EE HE E ME NE A. Straight lecture 1. Instructor prepares notes from whatever research is done 2. No questions of students orally are entertained during the presentation 3. There may be some type of written quiz interspersed with 4. No effort is made to get the feedback from students in the form of involvement or oral discussion 5. Teacher provides all input B. Chalk-talk lecture 1. Instructor with chalk in hand lectures and illustrates with chalk on chalkboard 2. Includes board work 3. Includes use of permanent pens, water-based pens and acetate C. Guided note taking lecture 1. Lecture is programmed so that students can follow almost every word the lecturer says 2. Lecture itself is not written out 3. Notes are prepared 4. Students have blanks to fill in, questions to answer, outlines to complete and conclusions to reach 5. There may be references for further study 6. A general outline is provided D. Slide lecture 1. Involves presenting visuals along with a lecture 2. Makes points clearer with use of graphics of some type 3. Includes use of overhead, transparency projector E. Lecture demonstration

1. Instructor brings actual machine or experiment in class and starts the lecture 2. A mode is brought into class and made to operate F. Lecture discussion 1. Instructor presents material that is new to students in lecture form and engages in discussion about the material 2. Involves students in thought-and-response ways 3. There is time allotted for student participation 4. There is simple question-and-answer method 5. Instructor handle right and wrong answers in different ways 6. Teacher reflects back on answers

D. PROFESSIONAL SUBJECTS AND PERFORMANCE Direction: Kindly check that boxes that corresponds to your answer. Consider the descriptions of the options below which indicates the University grading system (Polytechnic University of the Philippines, The Student Handbook retrieved on August 7, 2011 from www.pup.edu.ph) and curriculum outline for professional education/ subjects (based on Section 8, 10 of CHED Memorandum Order 30, series of 2004retrieved on August 17, 2011, from,http://downloads.ziddu.com/downloadfile/13919663/cmo30s.2004.pdf.html/.) Options Excellent Very Good Good Satisfactory Passed Symbol E VG G S P Definition The indicator is equal to grades 1.25-1.0. The indicator is equal to grades 1.75-1.5. The indicator is equal to grades 2.25-2.0. The indicator is equal to grades 2.75-2.5. indicator is equal to grade 3.0.

COURSE CODE

BTED 3013 BTED 3023 BTED 3043 BTED 3053 BTED3063 BTED 3073 BTED 3083 BTED 3093 BTED 3113

PROFESSIONAL SUBJECTS Principles and Strategies of Teaching Philosophy of Education Methods of Teaching Office System Subjects Educational Technology
Educational Systems and Current Issues in Education

E VG G S P

Measurement and Evaluation

Psychological and Sociological Foundations in Education
Methods of Teaching Business Technology Subjects, E- Learning Approach

Methods of Teaching Bookkeeping

REFERENCES BOOKS Broadwell, Martinn (1980). The Instructional Design Library. Educational Technology Publications,Inc.: Englewooods Cliffs, New Jersey. Omas-as, Roberta Laraga (2005).Foundations of Education 2. Historical, Philosophical, Legal Foundations of Education.Great Books Publishing, pp. 162-164. Swainston, Tony (2008). Effective Teachers in Secondary School A Reflective Resource for Performance Management. Continuum International Publishing Group: II York Road London. p15. RELATED STUDIES Henton, Lois M. (January 2008). College Preparatory Students Perceptions of Four Teaching Methods: Lecture, Collaborative, Computer-Assisted, and Individualized Instruction. A dissertation

presented in partial fulfilment of the requirements for the degree- Doctor of Philosophy: Capella University. Proquest Information and Learning Company: United States. ELECTRONIC SOURCES CHED Memorandum No. 30 series of 2004. (2004). Retrieved on August 17, 2011, from, http://downloads.ziddu.com/downloadfile/13919663/cmo30s.2004.pdf.html/. The Student Handbook.Polytechnic University of the Philippines. Retrieved on August 17, 2011, from, www.pup.edu.ph. OTHER SOURCES Motah, Mahendrenath (2007). Learning, Types of Learning, Traditional Learning Styles and Impact of EE- Learning on the Performance of Secondary School Students: The Perception of Teachers. Proceedings of the 2007 Computer Science and IT Education Conference: Information Science Institute, p.490.
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