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Researched yAguilar, Christopher John D.

Herrera, Ednagem M.

Palapagan, Loid Mee Ann M.

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References:

Atherton J.S.(2013).Learning and Teaching;Theories of Learning. Retrived 11 September2013 from http://www.learningandteaching.Info/learning/theories.htm.

Ornstein A. & Lasley T. (2003). Strategies for EffectiveTeaching.Third Edition. 4:330.

Salandanan, G. (2008). Teaching Approaches andStrategies. Third Edition.6:442.

http://www.learningandteaching/http://www.learningandteaching/

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Institutions of higher learning across thenation are responding to political, economic,social and technological pressures to be moreresponsive to students' needs and more concerned

about how well students are prepared to assumefuture societal roles. Faculty are already feeling thepressure to lecture less, to make learningenvironments more interactive, to integrate

technology into the learning experience, and touse collaborative learning strategies whenappropriate. The road toward effective teaching isa continuing educative process.

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Research Design:The study design used descriptive

correlational design that involves the collection of

data from the population of interest. Research Setting:

This study conducted at the MisamisUniversity, College of Nursing.

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Research Respondents:

The respondent of this study was 19 clinicalinstructors and 160 nursing students from 1st-4thyearselected through simple random sampling.

Research Instrument:

A. Respondent Profile QuestionnaireB. Teaching Strategies Questionnaire

C. Respondents Academic Performance

Statistical Treatment:

1.Frequency

2. Percentage

3. Regression Analysis

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1.What is the respondents profile of the clinical

instructors in terms of their higher educational

attainment, length of experience, age, gender,

and civil status?

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Variable Frequency Percentage

Age

20-30 years old31-40 years old

41-50 years old

51-60 years old

54

9

1

26.321.05

47.4

5.3

Gender

Female

Male

14

5

73.68

26.32

Civil StatusSingle

Married

3

16

15.79

84.21

Educational Attainment

BSN

MN

MAN

DOCTORAL

-

16

3

-

-

31.58

68.42

-

Length of Experience

months-1yrs

2yrs-5yrs

6yrs-10yrs

11yrs-15yrs

16yrs-20yrs

21yrs-25yrs

1

-

15

2

-

1

5.26

-

78.95

10.53

-

5.26

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2. What are the commonly used teaching strategiesby the clinical instructors as perceived by nursingstudents as lectured discussion, case study, role

playing, team teaching, debate, brainstorming,concept mapping, simulation, problem basedlearning, quiz down gaming, demonstration andreturn demonstration?

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TEACHING STRATEGY AWV QI

Lecture Discussion 4.09 Often

Case Study 3.30 Sometimes

Role Playing 3.31 Sometimes

Team Teaching 3.17 SometimesDebate 3.13 Sometimes

Brainstorming 3.09 Sometimes

Concept Map 2.91 Sometimes

Simulation 2.71 Sometimes

Problem Based Learning 3.34 Sometimes

Quiz Down Gaming 3.0 Sometimes

Demonstration and

Return Demonstration

3.77 Often

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3.What is the academic performance of the nursingstudents?

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ACADEMICPERFORMANCE

FREQUENCY PERCENTAGE

95-10085-9475-8465-74

4378039

2.523.1350

24.38

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4. Is there a significant difference on therespondents teaching strategies when groupedaccording to profile?

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Variable Computedt-value

Critical Value Decision

Age 2.31 1.96 Reject Ho

Gender 1.31 1.96 Accept Ho

Civil Status 1.84 1.96 Accept Ho

Educational

Attainment

2.6 1.96 Reject Ho

Length ofExperience

3.05 1.96 Reject Ho

Ho: There is no significant different in the clinical instructor-respondents

teaching strategies when grouped according to their profile.

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5. Is there significant relationship on the teachingstrategies and academic performance of the nursingstudents?

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AcademicPerformance

Computedt-value

Critical Value Decision

Lecture Discussion 7.62 1.96 Reject Ho

Case Study 0.31 1.96 Accept Ho

Role Playing 0.89 1.96 Accept Ho

Team Teaching 2.19 1.96 Reject Ho

Debate 0.73 1.96 Accept Ho

Brain Storming 0.26 1.96 Accept Ho

Concept Map 0.29 1.96 Accept Ho

Simulation 0.88 1.96 Accept Ho

Problem BasedLearning

1.06 1.96 Accept Ho

Quiz Down Gaming 0.03 1.96 Accept Ho

Demonstration andReturn Demonstration

1.26 1.96 Accept Ho

Ho1: There is no significant relationship on the teaching strategies and the

academic performance of the nursing students.

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From the salient findings of this study,

following conclusions were drawn:

1. The female respondents are in their middle age

period, married and obtained a Masteral degree

in nursing.

2. The lecture discussion was the most preferred

teaching strategies by the clinical instructors.

3. The students academic performance wasobserved to be fair.

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4. The clinical instructors age, educational

attainment, and length of experience is an

indicator of the students academic

performance.

5. The lecture discussion and team teaching

influenced the students academicperformance.