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INTRODUCTION
Teaching strategies are standard procedures for presenting subject matter and
general and specific. General teaching strategies are the procedure that is common
in the teaching of a different subject. The teachers, being the focal figure in
they could give to their students. Good teaching is in a very personal manner.
Effective teaching is concerned with the student as a person and with his general
students and adjust instructions that best suit the learners. Teachers are considered
the light in the classroom. It requires a variety of teaching styles or techniques just to
capture students' interests. Above all, the teacher must himself come into
curriculum, skills in teaching, interests, appreciation, and their peers but maybe also
(Erickson, 1973)
Filipino teachers have distinct styles and expressions of teaching. They expect
that education is interactive and spontaneous, teachers and students work together
homework is only part of the process; teaching is an active process; students are not
passive learners; problem-solving, creativity and critical thinking are more important.
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However, many Filipino teachers encountered many difficulties in teaching in
takes place only when learning does." Considering one's teaching style and how it
emphasis has been geared toward the effect of a teacher’s teaching style and
Generally, this study aims to describe the teaching style that may affect
teaching strategies.
b) Classroom Discussions
c) Interactive Instructional
2. What are the academic performance of TVL strand students in terms of;
b) Improving Skills
performance of?
2
Conceptual Framework
The conceptual framework shows how your variables should be related to one
another. It illustrates how your research method' pertinent objectives fit together to
This figure aims to present the concept of the study based on the following
HYPOTHESIS
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Significance of the Study
The following individuals may benefit from the result of the study.
Teachers, This becomes useful to apply to the TVL students the different methods
and effectiveness of teaching strategies for them to enhance their academic
performances.
Students, This will be helpful for them to enhance more performance through
effective teaching strategies.
Present Researchers, The result could be their study related to the effects of
teaching strategies on TVL students’ academic performance.
Future Researchers, This study can help as their future reference and for other
academic purposes in their studies.
Definition of Terms
4
Teaching-Learning Process is a combined process where a teacher assesses
understanding needs, establishes particular learning objectives, formulates teaching
and memorizing strategies, enforces a plan of work, and assesses the outcomes of
the instruction.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the RRL of this study. It focused on different theories,
ideas, and studies that strongly support the information and direction of the study.
helping educators enhance their instructional style. Using these teaching methods
allows them to adjust their teaching strategies to fit both the students and the
effective teaching practices into your teaching plans, you may have more
opportunities to engage students in the learning process and support their academic
decide which ones to use when you teach. Effective teaching is a term used to
describe the knowledge, strategies, and conduct of a successful educator. It's the
ability to make a positive impact on a student's life and academic career, including
the capacity to teach important skill sets, introduce new concepts and manage any
help their students learn at a consistent rate and to increase their own understanding
students, teaching methods used by educators should be best for the subject matter.
Furthermore, Bharadwaj & Pal (2011) sustained that teaching methods work
effectively mainly if they suit learners’ needs since every learner interprets and
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responds to questions in a unique way (Chang, 2010). As such, the alignment of
teaching methods with students’ needs and preferred learning influences students’
simply obtain information from the teacher without building their engagement level
with the subject being taught (Boud & Feletti, 1999). The approach is least practical,
more theoretical, and more memorizing (Teo & Wong, 2000). It does not apply
applied knowledge. Since the teacher controls the transmission and sharing of
knowledge, the lecturer may attempt to maximize the delivery of information while
minimizing time and effort. As a result, both the interest and understanding of
students may get lost. To address such shortfalls, Zakaria, Chin & Daud (2010)
specified that teaching should not merely focus on dispensing rules, definitions, and
procedures for students to memorize, but should also actively engage students as
primary participants. With the advent of the concept of discovery learning, many
active learning (Greitzer, 2002). Most teachers today apply the student-centered
among students (Hesson & Shad, 2007). The teaching method is regarded as more
effective since it does not centralize the flow of knowledge from the lecturer to the
teaching and learning, experience, subject matter knowledge and certification all
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effectiveness in a classroom. Good quality teacher preparation is important to
remaining teachers and providing quality service to their students and to the schools
they work in which creates a positive teacher influence overall. Teacher efficacy is a
teacher’s confidence in their ability to help students to learn. Research shows that
important that teachers believe in themselves and in their abilities as role models
effectively with students as well as with the overall perception of their student’s
begin to believe in themselves. Students take into effect the beliefs their teachers
have about them and accept them as part of who they are and their abilities. When
students are viewed in a negative way by their teachers such as, being lazy,
unmotivated and having no abilities, they take on those beliefs about themselves.
Many teachers may not be aware of their actions towards particular students in the
classroom but their students become aware of them. According to research findings,
teachers’ beliefs translate into differential behavior toward their students. For
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example, teachers who see particular students as highly motivated and highly
capable would often make eye contact, smile and lean toward them, and praise and
very high. Infants and young children have a big interest in their surroundings and
environment. Unfortunately, as young children get older, they become less interested
and enthusiastic about their surroundings and environment. Learning about their
environment seems like an unwanted task and desire. Student motivation is the
desire and interest that a student has to be involved in their learning environment.
There are reasons that affect student motivation. For example, an intrinsically
motivated student looks at the learning activity as an enjoyable process and gets
motivated looks at the learning activity as something they have to do so that they can
and teachers. Children develop an idea about learning in their home setting. Children
are given a particular message from their homes based on their parents’
encouragement of exploring their world compared to children who are given the
encouraging and supportive home setting are less likely to deal with and handle
have a harder time accepting failure and seeing the positive side of trying to
play a big role in the motivation of the student. The rules and goals also play an
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important role in the thoughts and beliefs of the students. It is important for teachers
given to students can help increase motivation by being challenging and achievable,
and showing students that the skills involved in a task can be used in the real world.
Verbally providing the reasons for the tasks to students is also helpful. According to
students. Attribution retraining provides students with a focus on a task rather than
In the study of (Med Kharbach, 2015) education is an important tool that can
necessary to motivate students and help them recognize their strengths and
weaknesses. Educators are important role models for students and have a big
impact on helping shape, create, support, and establish students’ strengths, goals,
and characteristics that one brings into a learning environment and how teacher
influence plays a role. Effective teachers are engaging teachers that help motivate
learning. Watch this video before you continue this article to see how this particular
teacher motivates her student while implementing a reading and spelling lesson.
students independently select the appropriate ones and use them effectively to
accomplish tasks or meet goals. Instructional strategies can motivate students and
help them focus attention, organize information for understanding and remembering,
and monitor and assess learning. To become successful strategic learners students
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need step-by-step strategy instruction, a variety of instructional approaches and
learning materials, appropriate support that includes modeling, guided practice, and
independent practice, opportunities to transfer skills and ideas from one situation to
another, meaningful connections between skills and ideas, and real-life situations,
monitor and self-correct tools for reflecting on and assessing own learning. Effective
instructional and learning strategies can be used across grade levels and subject
that are especially effective in the health education program include cooperative
strategies across content areas and in a variety of settings (e.g., home, school)
allows for consolidation and generalization. Strategy use and practice should be
required for in-class and homework assignments. Small-group instruction within the
larger classroom can often provide opportunities for practice and mastery of
generalization occurs. The goal is to ensure that students learn to use strategies
flexibly in different domains and with different tasks. (proedinc.com, 2006) By using a
teachers will also benefit from the student’s knowledge and creativity. Teachers
strategies that the students put into practice. They will turn themselves into partners
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in the learning process and the students could actively and energetically be involved
in it, in order to generate the personal changes required by the acquisition of long-
lasting knowledge. This framework represents a basis for both the learning process
and the teaching one. A good teaching strategy is one that implies relevant and
visible training values which shall motivate students and make them aware of their
understanding and reflection; help them make up their critical thinking which will
guarantee their trust in their own forces, thus becoming capable of deep
with the values and the skills required by their future jobs.
In the study of (Tebabal & Kahssay, 2011) the purpose of teaching at any
methods that best suit specific objectives and level exit outcomes. In the traditional
Ayeni (2011), teaching is a process that involves bringing about desirable changes in
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learners so as to achieve specific outcomes. In order for the method used for
conversant with numerous teaching strategies that take recognition of the magnitude
CHAPTER III
METHODOLOGY
This section describes the research design used in the study, the locale of the
study, the respondents of the study, the sampling technique, data gathering
Research Design
student interactive method; and the dependent variable was student test scores.
Descriptive correlational design is used in research studies that aim to provide static
(McBurney & White, 2009). In correlational research, two variables such as teaching
The respondents were given a survey questionnaire the researcher also gathered
The researchers choose the place of implementation because it will give the
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researchers the needed information for the effectiveness of teaching strategies to
The respondents for this study were the TVL students of Southern Mindanao
Institute of Technology, Inc. TVL 12(32) and TVL 11(48) the strand consisted of 80
overall students. The researchers will use the systematic sampling technique, in
which every second person is systematically selected from the whole population of
number of children, among other things, data are usually collected using organized
research instruments such as questionnaires. The researchers will use one research
instrument in the study. The researchers will use an adopted survey questionnaire
variable in the study. The survey questionnaire was patterned and authorized by
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Data Gathering Procedure
The data for the study will be gathered through a survey questionnaire. The
teaching strategies on the academic performance of TVL students. The test was
Sampling Technique
target population for their studies. By dividing the desired sample size by the total
population, researchers can determine the sampling interval. A more thorough use of
STATISTICAL TREATMENT
Descriptive Statistics
Descriptive statistics are reported numerically in the manuscript text and/or in its
tables, or graphically in its figures. The mean, median, and mode are 3 measures of
The Likert scale is typically a five, seven, or nine-point agreement scale used
psychologist Rinses Likert developed the Likert Scale to assess the level of
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series of statements each designed to view a construct from a slightly different
The researchers adapted the 5-point Likert scale and change the verbal
description and interpretation to fit the scale with the research problem.
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Correlation is a statistical measure (expressed as a number) that describes
the size and direction of a relationship between two or more variables. The
coefficient's numerical value ranges from +1.0 to –1.0, which provides an indication
of the strength and direction of the relationship. If the correlation coefficient has a
This means that the variables move in opposite directions. If the correlation
the variables meaning that both variables move in tandem, as one variable
decreases the other also decreases, or when one variable increases the other also
The Pearson correlation coefficient is denoted by the letter “r”. The formula for
Where,
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CHAPTER IV
This chapter summarizes the findings from the analysis and interpretation of
According to the exact queries posed on the problem statement, the aforementioned
Table 1: Lecture with laboratory teaching strategies that affect TVL strand
academic performance.
L3. Teacher uses a visual presentation of the materials 3.78 Slightly Agree
L5. Teacher monitor and provide corrective feedback 3.83 Slightly Agree
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Based on the data presented in table 1 questions on L1 and L2 are the
highest mean rating among all indicators. The data shows that 3.88 means that
question on L5, which has a 3.83 mean rating and described that Teacher monitor
The data also show that the question on L3 (m=3.78) states that Teacher uses a
(m=3.75) is the lowest mean rating among all indicators stating that Teacher leads
students through step-by-step practice using examples. This result has the
Hence, the data indicates that Lectures with laboratory teaching strategies,
academic performance.
C2. Teacher provides additional materials apart from the 3.38 Slightly
textbook Agree
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C5. Teacher used instructional techniques like group 3.93 Slightly
discussions and students presentation to reach the Agree
objectives of this course
Mean 3. 70 Slightly
Agree
Based on the data presented in Table II, the question on C5 is the highest
mean rating among all indicators. The data shows that 3.93 is the means the
Agree. It is followed by the question on C1 which has a 3.88 mean rating and
Slightly Agree. The data also shows that the question on C4 (3.75) states that
interpretation Slightly Agree. Lastly, the question on C2 (3.38) is the lowest mean
rating among all indicators stating that Teacher provides additional materials apart
Hence, the data indicate that Classroom discussions teaching strategies, with
academic performance.
I1. Teacher let students work together to complete a task 3.75 Slightly Agree
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an interesting issue
I3. Teacher encourages students to give their opinion in a 3.60 Slightly Agree
live discussion
I4. Teacher let students have an interactive role-play 3.05 Slightly Agree
Based on the data presented in table III the question on I1 and I5 is the same
highest rating among all indicators. The data shows that 3.75 is the mean for
Teachers let students work together to complete a task and Teacher to encourage
to give their opinion in a live discussion, which got a mean rating of 3.60, with a
debating an interesting issue with a interpretation Slightly Agree. Lastly, the question
on I4 (3.05) is the lowest mean rating among all indicators stating that Teacher let
Hence, the data indicate that Interactive Instruction teaching strategies, with a
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Interactive instruction 3.50 3
Table 4 shows the data on the teaching strategies, which is ranked through,
The data presented in the Lecture with laboratory is ranked as the first to be
one of the teaching strategies with a mean of 3.82. It is followed by the Classroom
Discussions (m=3.70), which is ranked 2nd in the data. Then, it is followed by which
teaching strategies.
C3. I have found myself actively engaged in thinking 3.48 Slightly Agree
about complex issues.
C4. I have improved my ability to judge the value of 3.50 Slightly Agree
new information or evidence presented to me.
C5. I have learned more about how to analyze the key 3.33 Slightly Agree
issues in my subject area.
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Based on the data presented in table 5 the question on C2 is the highest
mean rating among all indicators. The data shows that 3.78 is the means of the TVL
and judging alternative points of view, with an interpretation that slightly agree. It is
followed by the question on C1 which has a 3.63 mean rating described that TVL
supported with an interpretation slightly agree. The data also show that the question
on C4 (m=3.50) states that they have improved my ability to judge the value of new
agree. A question on C3 (M=3.48) says that TVL students have found themselves
agree. Lastly, the question on C5 (M=3.33) is the lowest mean rating among all
indicators which says that TVL students I have learned more about how to analyze
Hence, the data indicates that critical thinking affects teaching strategies with
teaching strategies.
I2. I developed the ability to work under pressure 3.55 Slightly Agree
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I4. I have developed my computer skills 3.33 Slightly Agree
Based on the data presented in table 6 the question on I1 is the highest mean
rating among all indicators which shows that 3.75 means they developed their
question on I3 and I5 which has the same 3.68 mean ratings and describes that TVL
on I2 which has a 3.55 mean rating and describes that TVL Students developed the
Lastly, the question on I4 is the lowest mean which has a 3.33 mean rating that TVL
Students have developed their computer skills that have interpretation slightly agree.
Hence, the data indicates Improving skills affected by teaching strategies with
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Mean 3. 78 Slightly Agree
Based on the data presented in table 7 the question on I2 is the highest mean
rating among all indicators. The data shows that 4.05 means the respondents who
always submit their assignments and projects on time, with a interpretation agree. It
is followed by the question on I4, which has a 3.88 mean rating and described that
interpretation slightly agree. The data also show that the question on I5 (m=3.78)
states that they actively participate in their laboratory class, with a interpretation
slightly agree. A question on I3 (m=3.75) says that TVL students actively participate
(m=3.53) is the lowest mean rating among all indicators with a interpretation slightly
agree, which says that TVL students actively participate in the recitation.
Table VIII shows the data on academic performance, which is ranked through
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The data present that Improve Students Performance is ranked as the first to
be one affected of the Teaching Strategies with a mean of 3.80. It is followed by the
r value of r
of Technology, Inc.
As shown, the results of the Pearson r of the two variables is 3.428 and it is
statistically significant, supported by the fact that it is higher than the critical value of
0.8693 at 0.05 level. Since the Pearson r is 3.428, the null hypothesis is rejected
hence, the alternative hypothesis was adopted. Also the correlational of the Samples
other words, the difference between the correlational of the sample and the expected
26
It is supported by Jim Frost (2022) As a result, they chose the alternative hypothesis
above the null hypothesis also called significant. When you reject the null
CHAPTER V
This chapter presents the synopsis from the previous chapters. All the
findings based on the analysis and interpretation of data gathered from the research
instruments are concisely stated in the summary. Conclusions are presented in the
form of recommendations.
Summary
This study established the teaching strategies for academic performance. The
technique procedure.
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Additionally, the study was carried out in the first semester of the academic
year 2022–2023, and 40 participants were chosen based on their responses to the
data.
has the highest mean rating among all indicators. Respondents believe that they
always submit their assignments and projects on time (M=4.05) which got an
interpretation of agree.
As shown, the results of the Pearson r of the two variables is 3.428 and it is
statistically significant, supported by the fact that it is higher than the critical value of
0.8693 at 0.05 level. Since the Pearson r is 3.428, the null hypothesis is rejected
hence, the alternative hypothesis was adopted. Therefore, it implies that then that
In terms of Lecture with laboratory, both question 1 and 2 has the highest
mean rating among all indicators. The data shows that 3.88 is the mean of the
respondents’ that the Teacher provides specific and clear instruction and the
among all indicators. The data shows that 3.93 is the mean of the respondents that
the Teacher used instructional techniques like group discussions and students
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presentation to reach the objectives of this course, it has an interpretation of slightly
agree.
In terms of Interactive Instruction, both question 1 and 4 has the highest mean
rating among all indicators. The data shows that 3.75 is the mean of the
respondents’ that the Teacher let students work together to complete a task and
agree.
In terms of Improving Skills, question 1 has the highest mean rating among all
indicators. The data shows that 3. 75 is the mean of respondents that students
In terms of Critical Thinking, question 2 has the highest mean rating among all
indicators. The data shows that 3. 78 is the mean of respondents that students have
Conclusion
Based on the findings of the study, the following conclusion was drawn.
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Technology, Inc. In terms of lectures with laboratory, respondents slightly
agree that the Teacher provides specific and clear instruction and the
Teacher let students work together to complete a task and Teacher let
that they always submit their assignments and projects on time. In terms of
Recommendation
1. The scope of this study should be widened and not limited to students only.
2. The aim of this study is what students often go through with teaching
strategies and through that maybe in the future they know what they should
30
3. Students who enroll in these sessions may develop a personal awareness of
that they put themselves in the situation to understand the effect of teaching
strategies on the chosen respondent of your study and give special attention
Based on the outcomes of this study, the following recommendations were made.
Teaching would be highly effective if the teacher starts to use innovative teaching
techniques like the discussion and the demonstration method. Teachers should
therefore learn how to use two or more techniques together during a learning
REFERENCES
Cascio, C. (2015). Factors of poor student performance. Retrieved October 16, 2015,
from http://classroom.synonym.com/factors-poor-student-performance-12636.html
Charlton, B. (2006). Lectures are an effective teaching method because they exploit
31
Cook, V. (2001). Second language learning and language teaching (3rd Edition).
http://www.ils.unc.edu/daniel/214/lecture.html
Jossey-Bass Publishers.
Fisher, D. & Frey N. (2008). Better learning through structured teaching. Alexandria,
https://www.researchgate.net/publication/264124430_Teaching_Methods_and_Stud
ents'_Academic_Performance
Teaching Strategies and Techniques for Adjunct Faculty by Donald Grieve 1986
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SOUTHER N MINDANAO INSTITUTE OF
TECHNOLOGY,INC.
Brgy. Buenaflor, National Highway
City of Tacurong, Sultan Kudarat
Email add. [email protected]
Telefax No. (064)200-6866
December 6, 2022
Dear Ma'am:
In line with this, we are asking for your permission to allow us to distribute a
survey questionnaire to some Grade 11 and Grade 12 TVL students at Southern
Mindanao Institute of Technology, Inc. in order to complete our data in our study.
Hoping for your favorable response on this matter. Thank you very much.
Sincerely,
Manasal, Laika
34
Palma, Leo
Checked by:
Approved by:
35
SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY,INC.
Brgy. Buenaflor, National Highway
City of Tacurong, Sultan Kudarat
Email add. [email protected]
Telefax No. (064)200-6866
Dear Respondents,
Warmest Greetings!
We are hoping that this will merit your favorable approval. Thank you and God bless!
RICHEL SUAN
Research Teacher
WILYN LAVALLE
Research Adviser
36
QUESTIONNAIRE
NAME: DATE:
GRADE/STRAND/SECTION:
DIRECTIONS: Read the indicators carefully, and check (/) the box that corresponds
to your answer.
INDICATORS 1 2 3 4 5
Lecture with laboratory
1. Teacher provides specific and clear instruction
2. Teacher demonstrates examples of concepts, skills, or
strategies.
3. Teacher uses a visual presentation of the materials
4. Teacher leads students through step-by-step practice using
examples
5. Teacher monitor and provide corrective feedback
Classroom Discussions
1. Teacher demonstrates knowledge of the subjects
2. Teacher provides additional materials apart from the
textbook
3.Teacher gives timely feedback on
assignments/presentations/ quizzes so that students can
improve
4. Teacher is well-prepared in terms of delivering lectures
5. Teacher used instructional techniques like group
discussions and students presentation to reach the objectives
of this course
37
Interactive Instructional
1. Teacher let students work together to complete a task
2. Teacher encourages students to participate by debating an
interesting issue
3. Teacher encourages students to give their opinion in a live
discussion
4. Teacher let students have an interactive role-play
5. Teacher encourages students to participate in a group
laboratory activity
Critical Thinking
1. I have developed a more focused and systematic way of
thinking.
2. I have developed a more open-minded approach to
interpreting, analyzing, and judging alternative points of view.
3. I have found myself actively engaged in thinking about
complex issues.
4. I have improved my ability to judge the value of new
information or evidence presented to me.
5. I have learned more about how to analyze the key issues in
my subject area.
Improving Skills
1. I developed my communication skill
2. I developed the ability to work under pressure
3. I have developed my technical skills
4. I have developed my computer skills
5. I developed my flexibility/adaptability
Improve Student Performance
1. I actively participate in the recitation
2. I always submit my assignments and projects on time
3. I actively participate in group activities
4. I attentively listen to our teacher’s discussions
5. I actively participate in our laboratory class
Validated by;
WILYN LAVALLE
Content Valid
38
39
SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY,
INC.
Brgy. Buenaflor, National Highway
City of Tacurong, Sultan Kudarat
Email add. [email protected]
Telefax No. (064)200-6866
This is to certify that the undersigned has thoroughly reviewed the research
manuscript of Ala, Krystal Sol, Frigillana, Angel Kieth, Gamino, Ivy Jane, Lazo,
improvement.
WILYN LAVALLE
Critic Reader
40
DOCUMENTARIES
41
with Laboratory
x 1 2 3 4 5
1 4 4 4 4 4 20 4
2 4 4 4 4 5 21 4.2
3 4 4 4 4 4 20 4
4 4 4 3 4 4 19 3.8
5 4 4 4 4 2 18 3.6
6 3 3 3 4 3 16 3.2
7 5 5 5 5 5 25 5
8 4 4 4 4 4 20 4
9 4 3 3 4 4 18 3.6
10 5 3 3 2 4 17 3.4
11 1 3 3 3 3 13 2.6
12 1 3 3 3 3 13 2.6
13 1 3 3 3 3 13 2.6
14 2 4 5 3 2 16 3.2
15 5 3 2 3 1 14 2.8
16 4 4 4 4 4 20 4
17 3 3 3 5 5 19 3.8
18 4 4 5 4 4 21 4.2
19 4 4 5 4 4 21 4.2
20 3 4 5 5 5 22 4.4
21 4 5 4 4 4 21 4.2
22 4 5 3 3 4 19 3.8
23 4 5 5 5 4 23 4.6
24 4 4 4 4 4 20 4
25 4 5 3 4 3 19 3.8
26 4 4 5 4 4 21 4.2
27 3 1 1 1 3 9 1.8
28 5 4 5 3 5 22 4.4
29 5 5 4 4 4 22 4.4
30 4 5 4 5 4 22 4.4
31 5 5 3 3 5 21 4.2
32 5 5 5 5 5 25 5
33 5 4 4 3 5 21 4.2
34 3 4 4 3 4 18 3.6
35 5 4 5 5 4 23 4.6
36 5 4 4 4 4 21 4.2
37 5 4 4 5 5 23 4.6
38 5 2 2 5 3 17 3.4
39 5 2 3 3 3 16 3.2
40 1 3 1 2 3 10 2
42
Classroom Discussions T M
1 2 3 4 5
4 3 4 4 3 18 3.6
4 2 3 4 4 17 3.4
4 4 4 4 4 20 4
5 3 4 4 5 21 4.2
4 5 4 3 4 20 4
3 3 3 3 3 15 3
4 4 5 5 5 23 4.6
4 3 4 4 3 18 3.6
4 3 4 3 4 18 3.6
2 2 2 2 3 11 2.2
3 2 3 3 4 15 3
4 4 1 3 3 15 3
4 5 3 1 2 15 3
2 3 4 5 5 19 3.8
5 3 5 5 3 21 4.2
5 4 4 4 4 21 4.2
5 3 3 4 4 19 3.8
4 3 2 3 2 14 2.8
4 3 2 3 2 14 2.8
5 2 5 5 5 22 4.4
5 3 5 4 5 22 4.4
3 3 4 1 3 14 2.8
4 4 4 4 5 21 4.2
4 2 4 3 3 16 3.2
4 3 5 4 5 21 4.2
4 5 2 4 4 19 3.8
3 3 1 3 1 11 2.2
3 5 5 5 5 23 4.6
4 4 4 4 4 20 4
5 3 4 5 4 21 4.2
5 5 5 5 5 25 5
5 4 5 5 5 24 4.8
4 4 5 3 5 21 4.2
4 2 2 4 4 16 3.2
5 3 4 5 5 22 4.4
2 2 2 4 4 14 2.8
5 4 4 5 5 23 4.6
4 5 4 3 4 20 4
1 4 1 5 4 15 3
2 2 1 3 4 12 2.4
43
Interactive Instruction T M
1 2 3 4 5
3 3 4 3 3 16 3.2
5 5 4 4 4 22 4.4
4 4 4 2 4 18 3.6
4 3 3 4 4 18 3.6
4 1 4 3 2 14 2.8
3 3 2 3 3 14 2.8
5 3 4 4 4 20 4
3 4 4 3 4 18 3.6
3 4 4 4 4 19 3.8
2 3 3 1 1 10 2
3 3 3 1 5 15 3
3 5 1 3 4 16 3.2
4 5 1 1 2 13 2.6
1 1 1 1 5 9 1.8
5 3 3 3 2 16 3.2
4 4 4 4 4 20 4
5 2 3 3 5 18 3.6
2 3 4 2 2 13 2.6
1 3 4 2 5 15 3
5 2 4 5 4 20 4
5 5 4 4 4 22 4.4
3 1 2 1 4 11 2.2
5 4 4 4 4 21 4.2
4 4 4 3 4 19 3.8
5 3 4 4 4 20 4
2 3 4 1 2 12 2.4
3 3 3 3 4 16 3.2
4 3 5 4 5 21 4.2
5 4 5 3 4 21 4.2
4 5 4 4 4 21 4.2
3 3 3 3 5 17 3.4
3 4 3 4 5 19 3.8
4 5 5 3 3 20 4
3 3 4 3 4 17 3.4
5 4 4 5 4 22 4.4
4 4 4 4 4 20 4
5 2 5 5 5 22 4.4
5 3 4 3 4 19 3.8
2 4 4 4 4 18 3.6
1 2 1 2 4 10 2
44
Critical Thinking T M
1 2 3 4 5
4 3 3 4 3 17 3.4
3 4 4 4 5 20 4
4 4 4 4 4 20 4
4 4 4 4 4 20 4
5 2 3 4 3 17 3.4
4 4 3 4 3 18 3.6
3 4 4 4 5 20 4
5 5 4 5 5 24 4.8
3 4 4 3 4 18 3.6
2 3 4 2 2 13 2.6
3 3 5 3 3 17 3.4
2 3 3 3 3 14 2.8
4 5 4 3 2 18 3.6
1 3 5 2 2 13 2.6
3 2 5 4 2 16 3.2
5 4 4 4 4 21 4.2
3 3 2 3 3 14 2.8
4 5 3 3 3 18 3.6
4 5 3 3 3 18 3.6
4 4 3 3 4 18 3.6
4 4 3 3 5 19 3.8
4 2 2 2 1 11 2.2
4 4 3 4 4 19 3.8
4 4 4 4 4 20 4
4 5 4 3 4 20 4
4 5 4 3 2 18 3.6
4 3 1 1 1 10 2
4 5 4 5 4 22 4.4
3 4 3 4 4 18 3.6
5 4 5 4 1 19 3.8
3 3 4 4 4 18 3.6
4 3 3 3 3 16 3.2
3 4 3 5 3 18 3.6
3 5 4 3 4 19 3.8
4 4 3 5 5 21 4.2
4 4 2 4 4 18 3.6
5 2 2 5 5 19 3.8
3 3 3 4 3 16 3.2
4 5 5 4 4 22 4.4
2 2 1 2 1 8 1.6
45
Improving Skills T M
1 2 3 4 5
4 4 4 4 3 19 3.8
3 4 5 3 5 20 4
4 4 4 4 4 20 4
4 4 4 5 4 21 4.2
4 5 1 2 3 15 3
4 3 4 4 3 18 3.6
4 4 4 4 4 20 4
4 4 4 5 4 21 4.2
4 4 3 4 4 19 3.8
3 2 2 3 3 13 2.6
4 4 4 4 4 20 4
3 3 3 1 2 12 2.4
3 3 4 2 4 16 3.2
3 5 4 3 2 17 3.4
1 1 3 3 3 11 2.2
4 4 4 4 4 20 4
5 3 3 2 3 16 3.2
3 3 3 3 3 15 3
3 3 3 3 3 15 3
5 3 4 3 4 19 3.8
5 4 4 3 5 21 4.2
4 3 3 4 3 17 3.4
4 3 4 5 4 20 4
4 4 4 4 4 20 4
5 3 5 5 4 22 4.4
4 4 3 2 4 17 3.4
1 3 4 1 2 11 2.2
5 4 4 4 4 21 4.2
4 4 4 3 3 18 3.6
3 5 3 4 5 20 4
5 3 4 3 5 20 4
4 4 4 4 4 20 4
4 3 3 2 3 15 3
4 3 5 4 4 20 4
5 4 5 3 4 21 4.2
4 4 4 4 4 20 4
5 5 5 4 5 24 4.8
4 4 4 4 4 20 4
4 3 3 3 3 16 3.2
1 1 2 1 2 7 1.4
46
Improve Students Performance T M x y
1 2 3 4 5
23.6666 16.6666
4 4 3 2 1 14 2.8 7 7
26.6666 19.6666
4 4 4 3 4 19 3.8 7 7
4 4 4 4 4 20 4 26 20
20.3333
4 4 4 4 4 20 4 26 3
15.6666
5 4 3 2 1 15 3 23 7
18.3333
3 4 4 4 4 19 3.8 21 3
29.3333
4 4 4 4 4 20 4 3 20
26.6666 23.3333
5 5 5 5 5 25 5 7 3
24.3333
3 4 4 3 3 17 3.4 3 18
13.3333
3 3 2 3 3 14 2.8 17 3
16.6666
1 3 3 5 1 13 2.6 20 7
19.3333 14.3333
4 3 4 3 3 17 3.4 3 3
19.6666 17.6666
5 5 3 3 3 19 3.8 7 7
2 3 4 5 4 18 3.6 19 16
22.3333
2 4 2 4 3 15 3 3 14
27.3333
4 5 4 4 5 22 4.4 3 21
23.3333 16.3333
4 4 4 4 3 19 3.8 3 3
3 3 3 3 3 15 3 22 16
22.6666
3 3 3 3 3 15 3 7 16
27.3333
2 5 4 5 4 20 4 3 19
20.6666
3 5 5 4 5 22 4.4 28 7
18.3333
3 5 3 5 4 20 4 3 16
19.6666
4 3 4 4 5 20 4 28 7
4 4 4 4 4 20 4 25 20
26.6666 21.6666
4 4 5 5 5 23 4.6 7 7
23.3333 16.3333
2 3 2 3 4 14 2.8 3 3
47
15.3333 8.66666
1 1 1 1 1 5 1 3 7
29.3333 22.6666
5 5 5 5 5 25 5 3 7
19.3333
4 5 4 4 5 22 4.4 27 3
27.6666 19.6666
1 5 4 5 5 20 4 7 7
5 5 5 5 5 25 5 27 21
18.6666
4 4 4 4 4 20 4 28 7
26.6666 17.3333
5 4 3 3 4 19 3.8 7 3
23.3333
3 4 5 4 5 21 4.2 3 20
29.3333 22.3333
5 5 5 5 5 25 5 3 3
24.3333 19.3333
4 4 4 4 4 20 4 3 3
5 5 4 5 4 23 4.6 29 22
4 5 5 5 5 24 4.8 24 20
23.6666
3 3 3 4 3 16 3.2 7 18
13.3333 7.33333
1 2 1 1 2 7 1.4 3 3
Telephone Number:
Mobile Number:09512655506
48
EDUCATIONAL BACKGROUND
Year Graduated:2022-2023
Awards Received:
Year Graduated:2019-2020
Awards Received:
ELEMENTARY
Year Graduated:2016-2017
Awards Received:
Telephone number:
49
EDUCATIONAL BACKGROUND
Year Graduated:2022-2023
Awards Received:
Year Graduated:2019-2020
Awards Received:
ELEMENTARY
Year Graduated:2016-2017
Telephone Number:
Mobile Number:09363439971
50
EDUCATIONAL BACKGROUND
Year Graduated:2022-2023
Awards Received:
Awards Received:
ELEMENTARY
Awards Received
Telephone Number:
Mobile Number:09679779263
51
EDUCATION BACKGROUND
Year Graduated:2022-2023
Awards Received:
Year Graduated:2019-2020
Awards Received:
ELEMENTARY
Year Graduated:2016-2017
Awards Receive
Telephone Number:
52
EDUCATIONAL BACKGROUND
Year Graduated:2022-2023
Awards Received:
Year Graduated:2019-2020
Awards Received:
ELEMENTARY
Year Graduated:2015-2016
Awards Received:
Telephone Number:
53
Birth Date: February 22, 2004
EDUCATIONAL BACKGROUND
Awards Received:
ELEMENTARY
54
EDUCATION BACKGROUND
SENIOR HIGH SCHOOL
School: Southern Mindanao Institute of Technology Inc.
School Address: Brgy Buenaflor Tacurong City
Year Graduated:2022-2023
Awards Received:
JUNIOR HIGH SCHOOL
School: Mamali National High School
School Address:
Year Graduated:2019-2020
Awards Received:
ELEMENTARY
55