CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Teaching strategies are standard procedures for presenting subject matter and

organizing teacher-student interaction during a lesson. Teaching strategies can be

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

education, must be competent and knowledgeable in order to impart the knowledge

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

development. The teacher must recognize individual differences among his/her

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

possession of adequate knowledge of the objectives and standards of the

curriculum, skills in teaching, interests, appreciation, and their peers but maybe also

exacerbated by language and cultural differences between teachers and students.

(Erickson, 1973)

Filipino teachers have distinct styles and expressions of teaching. They expect

that education is interactive and spontaneous, teachers and students work together

in the teaching-learning process, students learn through participation and interaction;

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.

1
 However, many Filipino teachers encountered many difficulties in teaching in

schools. Some of these problems may be attributed to students' behavior such as

attention deficiency, hyperactivity disorder, and disrespect among others; and

language barriers. As stressed in the Educator's Diary published in 1995, "teaching

takes place only when learning does." Considering one's teaching style and how it

affects students' performance. Although we might think of other factors, however,

emphasis has been geared toward the effect of a teacher’s teaching style and

student performance. (e.g Spanish) This study will be conducted at Southern

Mindanao Institute of Technology, Inc.

Statement of the Problem

Generally, this study aims to describe the teaching style that may affect

teaching strategies.

1) What are the teaching strategies of TVL teachers in terms of;

a) Lecture with Laboratory

b) Classroom Discussions

c) Interactive Instructional

2. What are the academic performance of TVL strand students in terms of;

a) Develop critical thinking skills

b) Improving Skills

c) Improve students’ performance

3. Is there a significant effect of teaching strategies on the academic

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

provide rational results. (Bas Swaen, 2022)

Figure 1: Conceptual Framework

Independent Variable Dependent Variable

Teaching Strategies Students Performance

 Lecture with Laboratory  Develop critical thinking

skills
 Classroom discussions  Improving skills
 Improve Students
 Interactive Instruction
Performance

This figure aims to present the concept of the study based on the following

indicators: visualization, cooperative learning, inquiry bond instructions,

differentiation, technology in the classroom, and the effectiveness of these teaching

strategies on the academic performance of TVL students in Southern Mindanao

Institute of Technology, Inc.

HYPOTHESIS

Null: There is a significant effect of teaching strategies on the academic

performance of the TVL strand.

Alternative: There are no significant effects of teaching strategies on

students’ academic performance of the TVL strand.

3
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.

Scope and Delimitation

This research study focuses on the effectiveness of different styles used in
teaching students to increase or enhance their academic performance of the
students. The respondents of this study are the students of the TVL strand of
Southern Mindanao Institute of Technology, Inc.

Definition of Terms

Academic Performance is the extent to which a student, teacher, or institution has

attained their short or long-term educational goals.

Education is the process of receiving or giving systematic instruction, especially at a

school or university.

Teaching Strategies refer to the methods, techniques, procedures, and processes

that a teacher uses during instruction.

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.

5
 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.

In the ever-changing education environment, effective teaching practices are

helping educators enhance their instructional style. Using these teaching methods

allows them to adjust their teaching strategies to fit both the students and the

material, recognizing that different students learn in different ways. By incorporating

effective teaching practices into your teaching plans, you may have more

opportunities to engage students in the learning process and support their academic

accomplishments. Understanding different effective teaching methods allows you to

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

classroom concerns. Educators typically strive to use effective teaching practices to

help their students learn at a consistent rate and to increase their own understanding

of the field.(Indeed Editorial Team, July 14, 2021)

According to Ayeni (2011), teaching is a continuous process that involves

bringing about desirable changes in learners through the use of appropriate

methods. Adunola (2011) indicated that in order to bring desirable changes in

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

6
responds to questions in a unique way (Chang, 2010). As such, the alignment of

teaching methods with students’ needs and preferred learning influences students’

academic attainments (Zeeb, 2004). Teacher-centered kind of strategy let 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

activity-based learning to encourage students to learn real-life problems based on

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

scholars today widely adopt more supple student-centered strategies to enhance

active learning (Greitzer, 2002). Most teachers today apply the student-centered

approach to promote interest, analytical research, critical thinking, and enjoyment

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

student (Lindquist, 1995). The approach also motivates goal-orientated behavior

among students hence the method is very effective in improving student

achievement (Slavin, 1996).

According to (Grichland, 2017), teacher preparation and knowledge of

teaching and learning, experience, subject matter knowledge and certification all

establish teacher effectiveness. Teacher preparation is important to their

7
effectiveness in a classroom. Good quality teacher preparation is important to

student academic achievement. Prepared graduates have a higher likelihood of

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

teacher efficacy has an effect on his or her students’ academic performance. It is

important that teachers believe in themselves and in their abilities as role models

and educators because it plays an important role in their student’s self-perception

and performance. It also helps a teacher influence and communicates more

effectively with students as well as with the overall perception of their student’s

strengths and weaknesses.

In the study of (Karina Richland, 2017) teachers with self-efficacy have a

positive impact on their student’s academic performance. It is something that all

teachers need to build because it is believed to have an important role in students’

academic performance. Student learning can be positively impacted by the

encouragement of teachers to their students. A teacher’s influence, ideas, and

expectations of his or her students’ capabilities have an effect on student academic

performance and achievements. If teachers believe in their students, their students

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

8
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

call on them more frequently.

According to (Grichland, 22017) motivation in infants and young children is

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

great satisfaction through the process of learning. A student who is extrinsically

motivated looks at the learning activity as something they have to do so that they can

get a reward or not be punished. It is also believed that motivation to learn is

determined or affected by modeled behavior and communication between parents

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

encouragement to explore the world around them. Therefore, children without an

encouraging and supportive home setting are less likely to deal with and handle

failure, because of their feelings about no self-worth or competence. Older children

have a harder time accepting failure and seeing the positive side of trying to

accomplish a goal, whereas, younger children see failure as a positive step to

finishing or reaching a goal. Teachers’ influence and expectations of students also

play a big role in the motivation of the student. The rules and goals also play an

9
important role in the thoughts and beliefs of the students. It is important for teachers

to view themselves as being able to stimulate student motivation to learn. Tasks

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

research, there is a process called Attribution Retraining that includes modeling,

socialization, and practice exercises and is sometimes used with discouraged

students. Attribution retraining provides students with a focus on a task rather than

the fear of failure.

In the study of (Med Kharbach, 2015) education is an important tool that can

shape an individual and allow creativity, opportunity, and growth. As a teacher, it is

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 knowledge. Therefore, it is essential to be aware of the effective qualities, skills,

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.

Teaching strategies are techniques teachers use to help students become

independent, strategic learners. These strategies become learning strategies when

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,

opportunities to be independent and show what they know encouragement to self-

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

areas and can accommodate a range of student differences. Instructional strategies

that are especially effective in the health education program include cooperative

learning, group discussion, independent study, portfolio development, journals and

learning logs, role-playing, cognitive organizers, literature response, service learning,

and issue-based inquiry.

According to ( eric.ed.gov) for students with learning and attention difficulties,

strategy instruction needs to be explicit, structured, and recursive. Frequent use of

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

strategies, whereas large-group classroom-based instruction ensures that

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

learning teaching framework based on the active involvement of the students,

teachers will also benefit from the student’s knowledge and creativity. Teachers

might be the catalysts of authentic learning of conceptualized knowledge if they use

strategies that the students put into practice. They will turn themselves into partners

11
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

understanding of ideas and schemes, as well As the modalities of connecting these

with the values and the skills required by their future jobs.

In the study of (Tebabal & Kahssay, 2011) the purpose of teaching at any

level of education is to bring a fundamental change in the learner. To facilitate the

process of knowledge transmission, teachers should apply appropriate teaching

methods that best suit specific objectives and level exit outcomes. In the traditional

epoch, many teaching practitioners widely applied teacher-centered methods to

impart knowledge to learners compared to student-centered methods. Until today,

questions about the effectiveness of teaching methods on student learning have

consistently raised considerable interest in the thematic field of educational research

(Hightower et al., 2011). Moreover, research on teaching and learning constantly

endeavors to examine the extent to which different teaching methods enhance

growth in student learning. Quite remarkably, regular poor academic performance

by the majority of students is fundamentally linked to the application of ineffective

teaching methods by teachers to impact knowledge to learners (Adunola, 2011).

Substantial research on the effectiveness of teaching methods indicates that the

quality of teaching is often reflected by the achievements of learners. According to

Ayeni (2011), teaching is a process that involves bringing about desirable changes in

12
learners so as to achieve specific outcomes. In order for the method used for

teaching to be effective, Adunola (2011) maintains that teachers need to be

conversant with numerous teaching strategies that take recognition of the magnitude

of the complexity of the concepts to be covered.

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

procedures, and statistical treatment.

Research Design

This study will use descriptive correlational research. The independent

variables were the teacher-centered method, student-centered method, and teacher-

student interactive method; and the dependent variable was student test scores.

Descriptive correlational design is used in research studies that aim to provide static

pictures of situations as well as establish the relationship between different variables

(McBurney & White, 2009). In correlational research, two variables such as teaching

strategies and student performance are studied to establish their relationship.

Locale of the Study

This study was conducted at Southern Mindanao Institute of Technology, Inc.

The respondents were given a survey questionnaire the researcher also gathered

respondents from TVL students of Southern Mindanao Institute of Technology, Inc.

The researchers choose the place of implementation because it will give the

13
researchers the needed information for the effectiveness of teaching strategies to

the student’s academic performance.

Respondents of the Study

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

the TVL strand of Southern Mindanao Institute of Technology, Inc.

Structured Research Instruments

Standardized tools are used to collect data, ensuring the validity,

accuracy, and dependability of the collected information. To collect quantifiable

characteristics of a population, including age, socioeconomic position, and the

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

which is used to examine the effectiveness of teaching strategies on the TVL

students’ academic performance. (coursehero.com) An adapted questionnaire is

used, in which the researcher used an existing questionnaire to measure a key

variable in the study. The survey questionnaire was patterned and authorized by

Laguna State Polytechnic University.

14
Data Gathering Procedure

The data for the study will be gathered through a survey questionnaire. The

survey questionnaire was prepared by the researchers on the different effects of

teaching strategies on the academic performance of TVL students. The test was

prepared based on the course exit level outcomes.

Sampling Technique

This study utilizes systematic sampling, a statistical technique, to focus on the

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

probability sampling is systematic sampling, which involves randomly selecting a

sample from the entire group on a regular basis. (questionpro.com)

STATISTICAL TREATMENT

Descriptive Statistics

Descriptive statistics are specific methods used to calculate, describe, and

summarize collected research data in a logical, meaningful, and efficient way.

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 center or central tendency of a set of data. (Thomas Vetter)

The Likert scale is typically a five, seven, or nine-point agreement scale used

to measure respondents' agreement with various statements. Organizational

psychologist Rinses Likert developed the Likert Scale to assess the level of

agreement or disagreement of a symmetric agree-disagree scale. In general, a

15
series of statements each designed to view a construct from a slightly different

perspective is leveraged (Brian Duignan).

The researchers adapted the 5-point Likert scale and change the verbal

description and interpretation to fit the scale with the research problem.

Figure 2: Statistical Analysis

Mean Range Verbal Description Interpretation

5.00 – 4.00 Strongly Agree The students strongly agree on the

effect of teaching strategies on
academic performance.

4.99 – 4.00 Agree The students agree on the effect of

teaching strategies on academic
performance.

3.99 – 3.00 Slightly Agree The students slightly agree on the

effect of teaching strategies on
academic performance.

2.99 – 2.00 Disagree The students disagree on the effect

of teaching strategies on academic
performance.

1.99 – 1.00 Strongly Disagree The students strongly disagree on

the effect of teaching strategies on
academic performance.

16
 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

negative value (below 0) it indicates a negative relationship between the variables.

This means that the variables move in opposite directions. If the correlation

coefficient has a positive value (above 0) it indicates a positive relationship between

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

increases. Where the correlation coefficient is 0 this indicates there is no relationship

between the variables. (abs.gov.au)

The Pearson correlation coefficient is denoted by the letter “r”. The formula for

Pearson correlation coefficient r is given by:

Where,

r = Pearson correlation coefficient

x = Values in the first set of data

y = Values in the second set of data

n = Total number of values.

17
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter summarizes the findings from the analysis and interpretation of

the information gleaned from the responses to the field-distributed questionnaires.

According to the exact queries posed on the problem statement, the aforementioned

data were presented in tabular form.

Table 1: Lecture with laboratory teaching strategies that affect TVL strand

academic performance.

INDICATORS Mean Interpretation

Range

L1. Teacher provides specific and clear instruction 3. 88 Slightly Agree

L2. Teacher demonstrates examples of concepts, skills, 3.88 Slightly Agree

or strategies.

L3. Teacher uses a visual presentation of the materials 3.78 Slightly Agree

L4. Teacher leads students through step-by-step 3.75 Slightly Agree

practice using examples

L5. Teacher monitor and provide corrective feedback 3.83 Slightly Agree

Mean 3. 82 Slightly Agree

18
 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

teacher provides specific and clear instruction. Teachers demonstrate examples of

concepts, skills, or strategies, with a interpretation slightly agree. It is followed by the

question on L5, which has a 3.83 mean rating and described that Teacher monitor

and provide corrective feedback. It is supported with a interpretation slightly agree.

The data also show that the question on L3 (m=3.78) states that Teacher uses a

visual presentation of the materials interpretation slightly agree. A question on L4

(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

interpretation slightly agree.

Hence, the data indicates that Lectures with laboratory teaching strategies,

with a total mean rating of 3.82.

Table 2: Classroom Discussions teaching strategies that affect TVL strand

academic performance.

Indicators Mean Interpretation

range

C1. Teacher demonstrates knowledge of the subjects 3.88 Slightly

Agree

C2. Teacher provides additional materials apart from the 3.38 Slightly
textbook Agree

C3. Teacher gives timely feedback on 3.58 Slightly

assignments/presentations/ quizzes so that students can Agree
improve

C4. Teacher is well-prepared in terms of delivering lectures 3.75 Slightly agree

19
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

Teacher used instructional techniques like group discussions and students

presentation to reach the objectives of this course with a interpretation Slightly

Agree. It is followed by the question on C1 which has a 3.88 mean rating and

described that Teacher demonstrates knowledge of the subjects with a interpretation

Slightly Agree. The data also shows that the question on C4 (3.75) states that

Teacher is well-prepared in terms of delivering lectures with a interpretation Slightly

Agree. A question on C3 (m=3.58) says that Teacher gives timely feedback on

assignments/presentations/ quizzes so that students can improve with a

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

from the textbook with a interpretation Slightly Agree.

Hence, the data indicate that Classroom discussions teaching strategies, with

a total mean rating of 3.70.

Table 3: Interactive instruction teaching strategies that affect TVL strand

academic performance.

Indicators Mean Interpretation

Range

I1. Teacher let students work together to complete a task 3.75 Slightly Agree

I2. Teacher encourages students to participate by debating 3.33 Slightly Agree

20
 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

I5. Teacher encourages students to participate in a group 3.75 Slightly Agree

laboratory activity

Mean 3. 50 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

students to participate in a group laboratory activity with a interpretation Slightly

Agree. Subsequently, it is followed by a question on I3 Teacher encourages students

to give their opinion in a live discussion, which got a mean rating of 3.60, with a

interpretation Slightly Agree. It is followed by the question on I2 which has a 3.33

mean rating and described that Teacher encourages students to participate by

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

students have an interactive role-play with a interpretation Slightly Agree.

Hence, the data indicate that Interactive Instruction teaching strategies, with a

total mean rating of 3.50.

Table 4. Teaching Strategies

Components Mean Rank

Lecture with laboratory 3.82 1

Classroom Discussions 3.70 2

21
 Interactive instruction 3.50 3

Table 4 shows the data on the teaching strategies, which is ranked through,

their weighted mean in the distribution of value.

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

Interactive instruction has a mean value of 3.50

Table 5: Critical Thinking TVL strand students’ academic performance effect of

teaching strategies.

Indicators Mean Interpretation

Range
C1. I have developed a more focused and systematic 3.63 Slightly Agree
way of thinking.

C2. I have developed a more open-minded approach to 3.78 Slightly Agree

interpreting, analyzing, and judging alternative points of
view.

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.

Mean 3. 54 Slightly Agree

22
 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

students who developed a more open-minded approach to interpreting, analyzing,

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

students have developed a more focused and systematic way of thinking. It is

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

information or evidence presented to me and supported with an interpretation slightly

agree. A question on C3 (M=3.48) says that TVL students have found themselves

actively engaged in thinking about complex issues with a interpretation slightly

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

the key issues in my subject area. with a interpretation slightly agree.

Hence, the data indicates that critical thinking affects teaching strategies with

a total mean rating of 3.54.

Table 6: Improving Skills TVL strand students’ academic performance effect of

teaching strategies.

Indicators Mean Interpretation

Range

I1. I developed my communication skill 3.75 Slightly Agree

I2. I developed the ability to work under pressure 3.55 Slightly Agree

I3. I have developed my technical skills 3.68 Slightly Agree

23
I4. I have developed my computer skills 3.33 Slightly Agree

I5. I developed my flexibility/adaptability 3.68 Slightly Agree

Mean 3. 60 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

communication skill, with an interpretation slightly agree. It is followed by the

question on I3 and I5 which has the same 3.68 mean ratings and describes that TVL

Students have developed their technical skills and developed their

flexibility/adaptability with a interpretation slightly agree. Followed by the question

on I2 which has a 3.55 mean rating and describes that TVL Students developed the

ability to work under pressure. It is supported with a interpretation slightly agree.

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

a total mean rating of 3.60.

Table 7: Improve Students’ Performance TVL strand students’ academic

performance effect of teaching strategies.

Indicators Mean Interpretation

Range

I1. I actively participate in the recitation 3.53 Slightly Agree

I2. I always submit my assignments and projects on 4.05 Agree

time

I3. I actively participate in group activities 3.75 Slightly Agree

I4. I attentively listen to our teacher’s discussions 3.88 Slightly Agree

I5. I actively participate in our laboratory class 3.78 Slightly Agree

24
 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

TVL student attentively listens to their teacher’s discussions. It is supported with a

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

in group activities, with a interpretation slightly agree. Lastly, the question on I1

(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.

Hence, the data indicates that improved students performance is

affected by teaching strategies with a total mean rating of 3.80.

Table 8. Academic Performance

Components Mean Rank

Improve Students 3.80 1

Performance

Improving Skills 3.60 2

Critical Thinking 3.54 3

Table VIII shows the data on academic performance, which is ranked through

their weighted mean in the distribution of value.

25
 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

Improving Skills (m=3.60), which is ranked 2 nd of the data. Then, it is followed by

Critical Thinking which has a mean value of 3.54.

Table 9. Correlational Analysis of Effect of teaching strategies on the academic

performance of TVL strand students of Southern Mindanao Institute
of Technology, Inc.
Variables Pearson d.f. Critical Interpretation

r value of r

Effect of teaching strategies on the 3.428 38 0.8693 Significant

academic performance of TVL
strand students of Southern
Mindanao Institute of Technology,
Inc.

Table 9 presents the correlational analysis Effect of Teaching Strategies ob

the Academic Performance of TVL Strand Students of Southern Mindanao Institute

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

of the population is considered to be not equal to the expected correlational (0). In

other words, the difference between the correlational of the sample and the expected

correlational is big enough to be statistically significant. Therefore, it implies that then

that the Teaching Strategies have a statistically significant effect.

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

hypothesis, your results are statistically significant. (Jim Frost, 2022)

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

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

research is only open to Grade 11 and 12 TVL strand students of Southern

Mindanao Institute of Technology, Inc. The researchers used a systematic sampling

technique procedure.

27
 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

survey. A statistician assisted in the collection, analysis, and interpretation of the

data.

According to the findings, the students slightly agree on improving student’s

performance(M=3.78). Based on the data analyzed in Chapter 4, Table 7, question 2

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

the Teaching Strategies have a statistically significant effect.

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

Teacher demonstrates examples of concepts, skills, or strategies, it has an

interpretation of slightly agree.

In terms of Classroom Discussions, question 5 has the highest mean rating

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

28
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

Teacher let students have an interactive role-play, it has an interpretation of slightly

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

developed their communication skills, it has a verbal description of slightly agree.

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

developed a more open-minded approach to interpreting, analyzing, and judging

alternative points of view, it has a verbal description of slightly agree.

Conclusion

Based on the findings of the study, the following conclusion was drawn.

1. The researchers conclude that in terms of lectures with laboratory the

respondents slightly agree that students experience the classroom

discussion, Teacher used instructional techniques like group discussions

and students presentation to reach the objectives of this course and it is

the most common factor of teaching strategies on the academic

performance of TVL strand students of Southern Mindanao Institute of

29
 Technology, Inc. In terms of lectures with laboratory, respondents slightly

agree that the Teacher provides specific and clear instruction and the

Teacher demonstrates examples of concepts, skills, or strategies. Lastly,

when it comes to interactive instruction, respondents slightly agree that

Teacher let students work together to complete a task and Teacher let

students have an interactive role-play.

2. The researchers conclude that in terms of effective teaching strategies the

respondent students slightly agree on improving student’s performance,

that they always submit their assignments and projects on time. In terms of

improving skills, respondents slightly agree that students developed their

communication skills. Lastly when it comes in critical thinking, respondents

slightly agree that students have developed a more open-minded

approach to interpreting, analyzing, and judging alternative points of view.

3. The results revealed that there is a significant effect of Teaching

Strategies on the Academic Performance of TVL Strand Students of

Southern Mindanao Institute of Technology, Inc. based on the gathered

data from the respondents.

Recommendation

Based on the findings of the study, the following are recommended.

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

do to improve their academic performance.

30
 3. Students who enroll in these sessions may develop a personal awareness of

how these variables affect their performance.

4. Future researchers studying the effect of teaching strategies on the academic

performance of TVL strand student or their preferred strand should consider

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

to protecting the confidentiality and privacy of the study population.

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

experience to achieve the desired objective.

REFERENCES

Cannon, R. & Newble, D. (2002). A handbook for teachers in universities and

colleges: A guide to improving teaching methods. London: Kogan Page Ltd

Carpenter, J. M. (2006). Effective teaching methods for large classes. Journal of

Family & Consumer Sciences Education, 24(2),13-23.

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

human evolved 'human nature' to improve learning-Medical Hypotheses, 67,261-5.

31
Cook, V. (2001). Second language learning and language teaching (3rd Edition).

New York: OUP Inc.

Daniel, E. (1999). Lecture-discussion method. Retrieved January 30, 2016, from

http://www.ils.unc.edu/daniel/214/lecture.html

Davis, B., G. (2009). Tools for teaching. San Francesco: Jessey-Bass.

Donald, J. G. (2002). Learning to think: Disciplinary perspectives. San Francisco, CA:

Jossey-Bass Publishers.

Emenyeonu, O. (2012). Student-Centered Learning in Oman: Challenges and

Pitfalls. International Journal of Learning & Development, 2(5), 243-254.

Fisher, D. & Frey N. (2008). Better learning through structured teaching. Alexandria,

USA: ASCD. coursehero.com

Teaching Strategies For All Teachers by Andrew P. Johnson 2017, from

https://www.researchgate.net/publication/264124430_Teaching_Methods_and_Stud

ents'_Academic_Performance

Highly Effective Teaching Strategies by Marc Hoberman 2017, from

http://www.journalijdr.com/sites/default/files/issue-pdf/18223.pdf

Teaching Strategies and Techniques for Adjunct Faculty by Donald Grieve 1986

Teaching Strategies: A Guide to Effective Instructions by Donald C. Orlich 2003

Learning To Teach by Richard I. Arends 2012

Neyman, J; Pearson, E. S. (January 1, 1933). On the Problem of the most Efficient

Tests of Statistical Hypotheses. Philosophical Transactions of the Royal Society
A. 231 (694–706): 289–337.

32
33
 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

CRISLIE S. SUBALDO, LPT, MAT

Principal
Basic Education Department
Southern Mindanao Institute of Technology. Inc.
Tacurong City, 9800

Dear Ma'am:

We, the students of Grade 12 HUMSS are currently conducting a research

study entitled "EFFECT OF TEACHING STRATEGIES ON ACADEMIC
PERFORMANCE OF TVL STUDENTS IN SOUTHERN MINDANAO INSTITUTE OF
TECHNOLOGY, INC. As partial fulfillment of our Practical Research 2.

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,

Alas, Krystal Sol

Frigillana, Angel Kieth

Gamino, Ivy Jane

Lazo, Cheerish Shane

Madsandalan, Al-Hayatt Coleen

Manasal, Laika

34
Palma, Leo

Checked by:

RICHEL L. SUAN                                     WILYN LAVALLE

 Research teacher                                        Research Adviser

Noted by: Recommending Approval:

JUNIREY G. RAMILLO     ENGR. MARLO FEL C.

PARADERO Academic Coordinator Senior High
School OIC 

Approved by:

CRISLIE S. SUBALDO, LPT, MAT

School Principal

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, the Grade 12 Humanities and Social Science Student of Southern

Mindanao Institute of Technology, Inc. are presently working on research entitled
“EFFECT OF TEACHING STRATEGIES ON THE ACADEMIC PERFORMANCE
OF TVL STRAND IN SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY
INC.’’ We would like to ask your permission to allow us to take some of your time for
us conduct a survey for our research.
In this connection, we would like to request you to be one of our respondents in our
study. We hope you can help us by answering the questionnaire sincerely and
truthfully.

We are hoping that this will merit your favorable approval. Thank you and God bless!

Very truly yours,

Alas, Krystal Sol

Frigillana, Angel Kieth
Gamino, Ivy Jane
Lazo, Cheerish Shane
Madsandalan, Al-Hayatt Coleen
Manasal, Laika
Palma, Leo
Noted by:

RICHEL SUAN
Research Teacher

WILYN LAVALLE
Research Adviser

36
 QUESTIONNAIRE

SOUTHERN MINDANAO INSTITUTE OF TECHNOLOGY, INC.

Brgy. Buenaflor, National Highway
City of Tacurong, Sultan Kudarat
Email add. [email protected]
Telefax No. (064)200-6866

EFFECT OF TEACHING STRATEGIES ON THE ACADEMIC PERFORMANCE OF

TVL STRAND STUDENTS

NAME: DATE:

GRADE/STRAND/SECTION:

DIRECTIONS: Read the indicators carefully, and check (/) the box that corresponds
to your answer.

The number stands the following:

1= strongly disagree 2= disagree 3= slightly agree 4= agree 5= strongly agree

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

CERTIFICATION OF CRITIC READER

This is to certify that the undersigned has thoroughly reviewed the research

manuscript of Ala, Krystal Sol, Frigillana, Angel Kieth, Gamino, Ivy Jane, Lazo,

Cheerish Shane, Madsandalan, Al-Hayatt Coleen, Manasal, Laika, Palma, Leo,

entitled “EFFECT OF TEACHING STRATEGIES ON THE ACADEMIC

PERFORMANCE IN TVL STRAND STUDENTS OF SOUTHERN MINDANAO

INSTITUTE OF TECHNOLOGY, INC.”, Grade 12 Humanities and Social Sciences

students as to the content, grammar, organization, and mechanics leading to its

improvement.

This certification is granted as a requirement in the preparation of their research

manuscript's final printing and binding.

Issued on this 16th day of January, 2023

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

Name: Leo Palma

Address: Mamali Lambayong Sultan Kudarat

Telephone Number:

Mobile Number:09512655506

Birth Date: July 10,2004

48
EDUCATIONAL 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:Mamali Lambayong Sultan Kudarat

Year Graduated:2019-2020

Awards Received:

ELEMENTARY

School: Mamali lambayong sultan kudarat elementary school

School Address: Mamali lambayong sultan kudarat

Year Graduated:2016-2017

Awards Received:

Name: Angel Kieth Frigillana

Address: Pidtiguian Lambayong Sultan Kudarat

Telephone number:

Mobile Number: 09307109353

Birth date: January 9,2005

49
EDUCATIONAL 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: Mamali Lambayong Sultan Kudarat

Year Graduated:2019-2020

Awards Received:

ELEMENTARY

School: Pidtiguian Elementary School

School address: Pidtiguian Lambayong Sultan Kudarat

Year Graduated:2016-2017

Awards Received: Achievers

Name: Laika Manasal

Address: Palumbe Lambayong Sultan Kudarat

Telephone Number:

Mobile Number:09363439971

Birth Date: May 31 2005

50
EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

School: Southern Mindanao Institute of Technology, Inc.

School Address: Brgy. Buenaflur Tacurong City

Year Graduated:2022-2023

Awards Received:

JUNIOR HIGH SCHOOL

School: Lambayong National High School

School Address: Lambayong Sultan Kudarat

Year Graduated: 2019-2020

Awards Received:

ELEMENTARY

School: Palumbe Integrated School

School Address: Palumbe Lambayong Sultan Kudarat

Year Graduated: 2016-2017

Awards Received

Name: Krystal Sol Ala

Address: Palumbe Lambayong Sultan kudarat

Telephone Number:

Mobile Number:09679779263

Birth Date: September 24 2004

51
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: Lambayong National High School

School Address: Lambayong Sultan Kudarat

Year Graduated:2019-2020

Awards Received:

ELEMENTARY

School: Palumbe Integrated School

School Address: Palumbe Lambayong Sultan Kudarat

Year Graduated:2016-2017

Awards Receive

Name:Al hayatt coleen S. Madsandalan

Address: Tacurong, Sultan Kudarat Brgy.Buenaflor, New Rosario

Telephone Number:

Mobile Number: 09976208864

Birth Date:JULY 11,2004

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EDUCATIONAL 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:Southern Mindanao Institute of Technology, Inc

School Address: Brgy. Buenaflor, Tacurong City

Year Graduated:2019-2020

Awards Received:

ELEMENTARY

School: SIPAKA ELEMENTARY SCHOOL

School Address:SEPAKA DATU PAGLAS MAGUINDANAO

Year Graduated:2015-2016

Awards Received:

Name: Cheerish Shane F. Lazo

Address: Mamali Lambayong Sultan Kudarat

Telephone Number:

Mobile Number: 09508492583

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Birth Date: February 22, 2004

EDUCATIONAL 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: Mamali Lambayong Sultan Kudarat

Year Graduated: 2019-2020

Awards Received: With Honor

ELEMENTARY

School: Manirub Integrated School

School Address: Esperanza Sultan Kudarat

Year Graduated: 2016-2017

Awards Received: With Honor

Name: Ivy Jane Belmonte Gamino

Address: Pidtiguian Lambayong sultan Kudarat
Telephone Number:
Mobile number: 09097047253
Birth Date: April 26 2004

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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

School: Pidtiguian Elementary School

School Address: Pidtiguian Lambayong Sulatan Kudarat
Year Graduated:2016-2017
Awards Received:

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