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STUDENTS’ RATINGS OF TEACHERS’ INSTRUCTIONAL SKILLS
IN USING THE R.E.A.C.T. STRATEGY, A CONTEXTUAL
TEACHING AND LEARNING (CTL) APPROACH IN
TEACHING SCIENCE AND MATHEMATICS
SUBJECTS
A Thesis
Presented to
The Faculty of the Open University
Polytechnic University of the Philippines
In Partial Fulfillment
of the Requirements for the Degree of
Master in Educational Management
By
ROSALIE AMADOR-CORPUS
April 2005
APPROVAL SHEET
This thesis entitled STUDENTS’ RATINGS OF TEACHERS’ ISTRUCTIONAL
SKILLS IN USING THE R.E.A.C.T. STRATEGY, A CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH IN TEACHING SCIENCE AND
MATHEMATICS SUBJECTS prepared and submitted by DR. ROSALIE AMADOR-CORPUS in partial fulfillment of the requirements for the degree Master in Educational Management, has been examined and recommended for acceptance and approval for Oral
Examination.
DR. THERESITA V. ATIENZA DR. MILAGRINA A. GOMEZ
Evaluator Evaluator
DR. ZENAIDA C. SANTOS
Adviser
Approved by the Panel of Examiners on Oral Examination.
DR. THERESITA V. ATIENZA PROF. FREDERICK O. RAMOS
Member Member
DR. MILAGRINA A. GOMEZ
Chairman
April 5, 2005
Accepted and approved in partial fulfillment of the requirements for the degree Master of Educational Management.
DR. THERESITA V. ATIENZA
Director, PUP Open University
DEDICATION
This work is dedicated to
My Corpus and SEAMEO INNOTECH families
and APEX friends
ACKNOWLEDGEMENT
First and foremost, I would like to thank the Lord Almighty for the courage and
strength to pursue this study up to its very end.
I would also like to thank my husband Bong, my children Edgar Amir,
Amirabelle and Amauri Roi for the understanding, support and encouragement.
My thanks, too, to my SEAMEO INNOTECH family especially the APEX ladies:
Sharon Joy Berlin-Chao, Edith Landicho-Pimentel, Yolanda Castillo-De las Alas,
Maricel Lourdes Rodriguez and Reena Rose Samson. And Dr. Erlinda Pefianco, Mr.
Philip Purnell and the Training Team, Dr. Ophel Veniegas and Ms. Emalyn Caviso. And
my classmates and friends from the PUP OU Rose Samson and Lily Andrada.
Especial thanks to the principals, teachers and students of the Aplaya National
High School, Binan Secondary School of Applied Academics, Calamba Bayside National
High School, Pulo National High School and the San Pedro Relocation Center National
High School who have willingly participated and made this study possible.
With my deepest appreciation and profound gratitude, I would also like to
acknowledge and thank Dr. Zenaida C. Santos, my adviser and friend, for her compleat
support, encouragement, dedication, motivation and patience in guiding and pushing this
researcher to finish this study within a short period of time.
STUDENTS’ RATINGS OF TEACHERS’ INSTRUCTIONAL SKILLS
IN USING THE R.E.A.C.T. STRATEGY, A CONTEXTUAL
TEACHING AND LEARNING (CTL) APPROACH IN
TEACHING SCIENCE AND MATHEMATICS
SUBJECTS
ABSTRACT
Researcher : Dr. Rosalie Amador-Corpus
Adviser : Dr. Zenaida C. Santos
Degree Conferred : Master in Educational Management (MEM)
Statement of the Problem
This study aimed to determine the students’ ratings of teachers’ instructional
skills in using the REACT Strategy, a Contextual Teaching and Learning (CTL)
Approach in teaching Science and Mathematics subjects.
Specifically, it sought to answer the following questions:
1. What is the students’ rating of teachers’ instructional skills in using
the REACT Strategy by component:
1.1 Relating;
1.2 Experiencing;
1.3 Applying;
1.4 Cooperating; and
1.5 Transferring?
2. What is the students’ rating of teachers’ instructional skills using the
REACT Strategies when grouped according to:
2.1 Year Level; and
2.2 School?
3. Is there a significant difference in the students’ rating of teachers’
instructional skills using the REACT Strategy between the two schools
when grouped according to year level?
Hypothesis
There is no significant difference in the students’ rating of teachers’ instructional
skills using the REACT Strategy between the two schools when grouped according to
year level.
METHODOLOGY
The researcher utilized the descriptive survey method type of research using a
questionnaire as the major data-gathering instrument. Unrestricted random type of
sampling was used in drawing the study sample. Research samples were the 154 second
and third year students of the Aplaya National High School in Santa Rosa City, Laguna
and the Binan Secondary School of Applied Academics in Binan, Laguna.
Summary of Findings
This study aimed to determine the students’ rating of teachers’ instructional skills
using the REACT Strategy, a Contextual Teaching and Learning Approach in teaching
Science and Mathematics subjects.
1. What is the students’ ratings of teachers’ instructional skills using the
REACT Strategy by component?
The highest weighted mean ratings of the second year students of the Aplaya
National High School and the Binan Secondary School of Applied Academics is
4.68, “Outstanding”, in the Cooperating component. Likewise, their third year
counterparts rated their teachers with a composite mean of 4.76, as “Outstanding.”
The least preferred component is Experiencing with a composite mean of 4.60,
although “Outstanding” students seem not to get enough hands-on activities and
have less opportunities for students’ lesson demonstrations.
2. What is the students’ ratings of teachers’ instructional skills using the
REACT Strategy when grouped according to: Year Level; and School?
Based on computed weighted mean of 4.70 and 4.79 respectively, the second and
third year students of the Binan Secondary School of Applied rated their teachers’
instructional skills in all REACT Strategy components as “Outstanding”.
Similarly, with computed weighted mean of 4.53 for both the second and third
year students of the Aplaya National High School they rated their teachers’
instructional skills using the REACT Strategy in teaching Science and
Mathematics subjects still with an “Outstanding” rating albeit a little lower than
their counterparts.
3. Is there a significant difference in the students’ rating of teachers’
instructional skills using the REACT Strategy between the two schools when
grouped according to year level?
For the second year students of both schools, yes, there is a significant difference
especially in the Relating, Applying, Cooperating and Transferring components.
The students from the Binan Secondary School of Applied Academics gave
higher ratings, a composite mean of 4.70, an “Outstanding” rating. One possible
reason that could be cited is that the teachers in this school are mostly young and
may be more motivated in their teachings in comparison to those from the Aplaya
National High School. There is also a significant difference among the third year
students from both schools especially in the Relating and Cooperating
components. Again the students of the Binan Secondary School of Applied
Academics gave a higher rating of 4.79, “Outstanding”. The reason for this could
be taken up during the next coaching session with the teachers.
Hypothesis
There is no significant difference in the students’ ratings of teachers’ instructional
skills using the REACT Strategy between the two schools when grouped according to
year level. Both second year and third year students from both schools gave an
“Outstanding” rating to their teachers.
Conclusions
Based on the summary of findings, the following conclusions are hereby arrived at:
1. The student-respondents’ rating of teachers’ instructional skills using the
REACT strategy on the five (5) components: RELATING,
EXPERIENCING, APPLYING, COOPERATING and TRANSFERRING are
“Outstanding”.
2. Both schools, in both year levels, gave COOPERATING the highest ratings.
3. Both schools gave EXPERIENCING the lowest ratings.
4. The Binan Secondary School of Applied Academics student-respondents gave
higher ratings to their teachers’ instructional skills in all REACT components
especially the third year than the students of the Aplaya National High School.
Recommendations
In the light of the foregoing conclusions, the following are the researcher’s
recommendations:
1. An Enhancement Training Program for teachers teaching Science and
Mathematics subjects is hereby proposed.
2. The school administrators should continuously evaluate the teaching skills,
attitudes and competencies of CTL teachers to identify the academic deficiency in
teaching Science and Mathematics subjects.
3. Teachers’ development should be an on-going process supported by modeling,
coaching, simulation, demonstration and should focus on ways to link new
information to existing knowledge, experience and values to maintain classroom
effectiveness.
4. Teachers should be part in the preparation of Teacher’s Guides for Science and
Mathematics.
5. Further study should be conducted in a wider-scale using all the five (5) pilot
schools students in all year levels.
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
TABLE OF CONTENTS x
LIST OF TABLES xii
LIST OF FIGURES xiii
Chapter Page
I THE PROBLEM AND ITS BACKGROUND
Introduction 1 Background of the Study 3 Theoretical Framework 6
Conceptual Framework 8 The Statement of the Problem 9
Significance of the Study 10 Scope and Limitations of the Study 11 Definition of Terms 11
II REVIEW OF RELATED LITERATURE
Foreign Literature 13 Foreign Studies 21
Local Literature 26 Local Studies 28
Relevance of the Related Literature and Studies 30
III RESEARCH METHODOLOGY
Research Design 32
Description of the Respondents 32 The Instrument 34
Validation of the Instrument 34 Data Gathering Procedures 35
Statistical Treatment 35
IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 37
V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 54
Summary of Findings 54 Conclusions 57
Recommendations 57
BIBLIOGRAPHY 59
APPENDICES
CURRICULUM VITAE
LIST OF TABLES
Table Page
1 Frequency Distribution of Sample Size of the Respondents by School 33
2 Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional Skills according
to the “RELATES” Component 37
3 Distribution of Weighted Mean of Students’
Rating onTeachers’ Instructional Skills according to the “EXPERIENCE” Component 39
4 Distribution of Weighted Mean of Students’
Rating on Teachers’ Instructional Skills according
to the “APPLYING” Component 41
5 Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional Skills according to the “COOPERATING”Component 43
6 Distribution of Weighted Mean of Students’
Rating on Teachers’ Instructional Skills according to the “TRANSFER” Component 46
7 Composite Mean Rating of REACT Components By Year Level 48
8 Composite Mean Rating of REACT Components
Per School by Year Level 49
9 Composite Mean Rating per REACT Component
Per Year Level per School 50 10 P-values to test for Significant Differences between
Second Year High School Students of Aplaya National High School and the Biñan Secondary School of
Applied Academics 51
11 P-values to test for Significant Differences between
Third Year High School Students of Aplaya National High School and the Biñan Secondary School of
Applied Academics 52
LIST OF FIGURES
Figure Page
1 Conceptual Framework 8
APPENDICES
A Letter to the Principal of the Aplaya National High School requesting for
permission and endorsement to conduct the research B Letter to the Principal of the Biñan Secondary School of Applied
Academics requesting for permission and endorsement to conduct the research
C The Survey Questionnaire D Enhancement Session for Aplaya National High School
D.1 Enhancement Session Process D.2 Action Plan Form
D.3 End-of-Session Questionnaire E Enhancement Session for Biñan Secondary School of
Applied Academics E.1 Enhancement Session Process
E.2 Action Plan Form E.3 End-of-Session Questionnaire
F Statistical Treatment of Question No. 3 of the Study
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
The Contextual Teaching and Learning (CTL) Approach is a way of teaching the
tool subjects Mathematics and Science in a manner whereby the learner’s interest would
be heightened since most activities will be “contextualized” into their particular homelife,
personal situations or school and community locality. CTL’s predominant premise is
based on the fact that learning which can be readily adapted into the learner’s daily life
has more meaning for him and is therefore retained for a longer period of time.
Though currently being piloted in only five public secondary schools in the
province of Laguna, the CTL Approach as presented by the Center for Occupational
Research and Development (CORD) International, has already been introduced in
Mexico, Malaysia and Indonesia. It is of course very much in place in American
secondary schools under its original title of Applied Academics / Technical Preparation..
The CTL Approach that is being introduced in this study is the Filipino model, an
ongoing intervention in the public secondary schools since October 2001 by the local
government units concerned, the Department of Education Region IV-A, the Southeast
Asian Ministers of Education Organization Regional Center for Innovation and
Technology in Education (SEAMEO INNOTECH) and its partner CORD International.
The REACT Strategy has also been hailed as the current answer to the reality in our
public schools of congested classrooms, unusually large class sizes and the lack of
facilities such as science and mathematics laboratories, equipment and materials.
Traditional assessment tools, though still being used by some teachers, are slowly being
replaced by student-, activity- and class-based rubrics.
Admittedly, there are other factors that may be attributed to a school’s failures:
firstly, public schools have a bigger number of students per class, a minimum of 70.
Secondly, an insufficient resource base in the public secondary schools. Thirdly, poor
technical and scientific foundation of freshman students and fourthly, the lack of
competently trained Science and Mathematics teachers.
The local government units: Biñan, Cabuyao, Calamba City, San Pedro and Santa
Rosa City, in consortium with the Schools Division of the province through its District
Supervisors approached SEAMEO INNOTECH and its partner, CORD International, to
assist the local government schools to provide an effective approach for global
competitiveness and industrialization, thus Project Applied Academics for Excellence
(APEX) was conceived. Project APEX is a five-year project which started in October
2001 to run until June 2006 which will utilize mainly the Contextual Teaching and
Learning (CTL) Approach in the teaching of Mathematics and Science.
The secondary school teachers in certain nominated public schools in these five
cities and municipalities are motivated to attend various pedagogical trainings,
professional development interventions and personal enrichment sessions, coupled with
the provision of a complete package of Teacher’s Guides that will facilitate the teaching
and learning process of the students.
This study hoped to determine the effectiveness of the Contextual Teaching and
Learning (CTL) Approach as an alternative teaching strategy that would enhance the
students’ learning success. Moreover, it will help to identify the factors that could
contribute to the effectiveness of the Contextual Teaching Learning (CTL) Approach
when adopted in the actual classroom setting. The study will further analyze the response
of the students on the Contextual Teaching and Learning Approach that their teachers are
using and how it impacts on the students’ academic performance. Lastly, the study will
determine the competency level of the teachers who adopted the Contextual Teaching and
Learning (CTL) Approach. Final output will be a proposed training design for an
enhancement program for these teachers.
Background of the Study
SEAMEO INNOTECH and its partner CORD International conceptualized the
Project on Applied Academics for Excellence (APEX) as an extending arm to local
government schools to provide a new strategy for efficient, effective and quality
classroom experiences thus promoting life-long learning and helping to increase students’
success. This may also lead them to be more competitive employees in the future.
The Project on Applied Academics for Excellence (APEX) was triggered by the
critical issue of schools not being able to address the human resource requirements of
local business and industry. This is the reason why there is an increasing number of
educated unemployed and underemployed Filipinos in the country today. Observed too
is a mismatch of the skills and competencies of the graduates with the demands of the
business community. Another reason is the low academic and technical performance of
the students specifically in English, Science and Mathematics.
Admittedly, Project APEX would not be able to resolve all the identified
problems; hence, it only focuses on the following strategic objectives to be able to
achieve greater impact:
1. Produce students who are academically and technically prepared to pursue
higher education and/or a career of their choice by developing basic
workplace competencies and increasing their competencies in Science and
Mathematics;
2. Develop competent and motivated Science and Mathematics teachers through
adoption of the Conceptual Teaching and Learning (CTL) Approach that will
enable the students to find relevance and value in their education. This is a
new teaching approach making use of the REACT Strategy that would help
students identify the relationship between their classroom experiences and
their daily lives and in the process promote life-long learning and hopefully
eventually help increase students’ success.
3. Manage the transformation of APEX Pilot Schools into Applied Academics
and Career Prep (AA-CP) Schools that could ensure project sustainability.
The main entry point of the project in the respective schools is the competency
development of the APEX teachers through various training and development
interventions as well as the provision of a complete package of Teacher’s Guides that will
facilitate the teaching and learning of the students.
Various training and development programs are lined up for the APEX teachers to
enable them to effectively implement the project. Coaching and enhancement sessions
for the teachers are also conducted as additional learning support systems through which
their teaching competencies along the Contextual Teaching and Learning (CTL)
Approach are further enriched. Other support mechanisms are portfolio development,
regular dialogue and information updates, a personal development guidebook is also
being done that will act as a hand resource that the teacher can refer to. However, an in-
depth examination and analysis needs to be undertaken to determine the effectiveness of
the Contextual Teaching and Learning (CTL) Approach as a learning strategy.
What is Contextual Learning? CORD International explains that contextual
learning is a proven concept that puts together the most recent research in cognitive
science. The contextual approach recognizes that learning is a complex and multifaceted
process that goes far beyond drill-oriented, stimulus and response methodologies.
According to the contextual learning theory that CORD International espouses, learning
occurs only when students process new information or knowledge in a manner that makes
sense to them in their own personal schemata (their own inner worlds of memory,
experience and response). This approach to learning and teaching assumes that the mind
naturally seeks meaning in context, that is, in relation to the person’s current environment
and that it does so by searching for relationships that make sense and appear useful to the
learner.
Building upon this understanding, the contextual learning theory focuses on the
multiple aspects of any learning environment: a classroom, a laboratory or in a
workplace environment. It encourages teachers to choose and/or design learning
environments that make use of as many different forms of experience as possible such as
social, cultural, physical and psychological in working toward the desired learning
outcomes. In such an environment, students discover meaningful relationships between
abstract ideas and practical applications in the context of the real world; concepts are
internalized through the process of discovering, reinforcing and relating. With the
adoption of the Contextual Teaching and Learning (CTL) Approach, the project’s
ultimate goal is to ensure that APEX students are academically and technically prepared
to pursue higher education and/or a career of their choice will be achieved.
Theoretical Framework
Contextual Teaching and Learning (CTL) study is based on the learning theories
of John Dewey’s Progressivism and Constructivism. Around 1910 – 1920, Dewey’s
model illustrated that students construct their own knowledge by testing ideas based on
prior knowledge and experiences, applying these ideas to a new situation and integrating
the new knowledge gained with preexisting intellectual constructs. In 1999 Briner
referred to Dewey’s Constructivism Theory in that CTL calls for active participation in
problem solving and critical thinking regarding an authentic learning activity that
students find relevant and engaging. Around 1916, John Dewey also advocated a
curriculum and teaching methodology tied to the child’s experiences and interests.
Research findings show the importance of the students in the learning process, his
interest, attitude, experience and above all his ability to use the past experience in
meeting new situations. Dewey further believes that there is no substitute for experience
in learning activities. To the progressivists learning is an active process in which the
learner himself is definitely involved and it is based upon the student’s ability to
perceive, comprehend, react to and integrate with past experience of which the
curriculum is composed of (Gregorio, 1967). Holmes Group (1990) adapted the
Dewey’s Progressivism theory in their CTL strategies and activities in the University of
Washington.
Early in the 20th-century, E. L. Thorndike, Behaviorism theory is based on the
idea that learning is a change in overt behavior and that changes in overt behavior occur
as a response to external stimuli. Responses to stimuli produce consequences when the
consequences are positive the behavior is reinforced. With consistent reinforcement, the
behavior pattern becomes conditioned (http://www.4faculty.org/includes 110R2.jsp).
The behavioristic theory can be used in the classroom in different ways. A self-
paced learning module can be designed to take advantage of the behaviorist principles, a
learning module that gives frequent feedback while the students learn the teaching
materials. To further increase student success, the module content can be arranged in
such a way as to direct the student towards a correct response during an in-module quiz.
And early success adds to the student’s motivation to continue.
Another advantage of using this theory in certain teaching situations, the theory
can be effective in establishing classroom behaviors. In a classroom environment, the
teacher would identify the behaviors that are desirable and the behaviors that need to be
improved or changed (http://www.4faculty.org/includes/110r2.jsp).
Doolittle and Camp (1999) referred to Behaviorism as the basic teaching and
learning model for their CTL model and can be seen continuously in performance
objectives, criterion-referenced measures, task lists as a source of curriculum, and in
specific predetermined skills demonstrated to industrial standards.
The Ohio State University and the Bowling Green State University in their 2000
study for the U.S. Department of Education states “CTL helps students connect the
content they are learning to the life contexts in which that content could be used.”
Students then find meaning in the learning process. As they strive to attain learning
goals, they draw upon their previous experiences and build upon existing knowledge. By
learning subjects in an integrated, multidisciplinary manner and in appropriate contexts,
they are able to use the acquired knowledge and skills in applicable contexts…” (Berns
and Erickson 2001).
Taken all together, the theories mentioned above serve as underlying principles
upon which the CTL conception and process is based. The contextual approach
recognizes that learning is a complex and multifaceted process that goes far beyond drill-
oriented, stimulus-and-response methodologies (CORD Intl., 2000, online, n.p.).
Conceptual Framework
The object of the study was to determine the students’ ratings of teachers’
instructional skills using the REACT Strategy of the Contextual Teaching and Learning
(CTL) Approach in teaching Science and Mathematics subjects.
Figure 1:
Figure 1. Conceptual Framework
The conceptual framework is primarily anchored on the systems approach, which
is composed of input, process and output. As input to this study, a questionnaire has been
developed that will look at the students’ perception of the key principles of the CTL
Approach using the REACT Strategy. In the process, a survey made questionnaire was
utilized to identify the teachers’ instructional skills using the REACT Strategy namely:
relating, experiencing, applying, cooperating and transferring. The output is a proposed
enhancement training program to improve any identified deficient skills or provide
reinforcement to sustain the effectiveness of the teachers’ instructional skills. In the
enhancement training program, the administrators and teachers will evaluate the
developed Teachers’ Guides in Mathematics and Science to test the applicability of the
content on the student-activity and class-based activity.
PROCESS
Identification of
Teachers’ Instruction Skills in
using the R.E.A.C.T. Strategy
Relating
Experiencing
Applying
Cooperating
Transferring
INPUT
Students’ rating
of Teachers’ Instructional Skills using the
R.E.A.C.T.
Strategy
OUTPUT
Proposed teacher training program
for the CTL Approach using the R.E.A.C.T.
Strategy in teaching Science
and Mathematics
subjects
FEEDBACK
The Teacher’s Role
For the CTL approach to be most effective in student learning, teachers must plan,
implement, reflect upon and revise lessons. Such plans are based on CTL principles and
approaches such as the REACT Strategy that require teachers to serve in the following
roles: as facilitators; as organizers of the teaching/learning/assessment process; as role
models; learning mentors; content specialist and knowledge dispenser. Although a
subject matter specialist/teacher can implement CTL individually, teacher collaboration
maximizes interdisciplinary learning. For teachers to be effective in collectively using
the CTL approach, they must be prepared to understand its various aspects.
The Statement of the Problem
This study aimed to determine the students’ ratings of teachers’ instructional
skills in using the REACT Strategy, a Contextual Teaching and Learning Approach in
teaching Science and Mathematics.
Specifically, it sought to answer the following questions:
1. What is the students’ rating of teachers’ instructional skills in using the
REACT Strategy by component:
1.1 Relating;
1.2 Experiencing;
1.3 Applying;
1.4 Cooperating; and
1.5 Transferring?
2. What is the students’ rating of teachers’ instructional skills using the REACT
Strategy when grouped according to:
2.1 Year Level; and
2.2 School?
3. Is there a significant difference in the students’ rating of teachers’
instructional skills using the REACT Strategy between the two schools when grouped
according to year level?
Hypothesis
There is no significant difference in the student-respondents’ ratings of teachers’
instructional skills using the REACT Strategy between the two schools when grouped
according to year level.
Significance of the Study
This study will be beneficial to the following:
SEAMEO INNOTECH – Results of this study may be used for future projects of
the same or similar scope. Further, data from this study may be a useful marketing tool
in promoting the project to other sites.
Department of Education – results of this study may help the administration to
design similar programs that may assist both the teachers and students to become
competent, motivated and committed in teaching and learning respectively.
District Supervisors – Results of this study may make the supervisors aware of
the effectiveness of the Contextual Teaching and Learning (CTL) Approach so that they
can provide funds for the teachers to undergo the CTL training.
Teachers – Results of this study may motivate teachers to request and attend more
training along the Contextual Teaching and Learning (CTL) Approach because of its
proven efficacy and pedagogy.
Parents – Results of this study may take away the stigma of technical studies for
their children resulting in a more realistically distributed labor force.
Students – Results of this study may make them aware that there is a fun way of
learning Science and Mathematics that may make enjoy their classes and make them
want to stay in their classrooms and motivate them to learn more.
Scope and Limitations of the Study
This study was conducted to determine the students’ rating of teachers’
instructional skills in two (2) pilot schools namely: the Aplaya National High School in
Santa Rosa, Laguna and the Biñan Secondary School of Applied Academics in Biñan,
Laguna, with a sample size of 154 second and third high school students, school year
2004 – 2005.
Definition of Terms
For clarity and better understanding of the study, the following terms were
defined operationally and conceptually:
Assessment. It refers to the method that provides information to evaluate the
effectiveness of the Contextual Teaching and Learning approach in teaching
Science and Mathematics.
Competent and Motivated Science and Mathematics teachers . It refers to teachers
who are assigned to teach Science and Mathematics that enable students to
find relevance and value in their education and help students succeed.
Contextual Teaching and Learning (CTL) Approach. It refers to the contextual
teaching and learning approach that helps teachers relate subject matter
content to real world situations and motivates students to make connections
between knowledge and its applications to their lives as family members,
citizens, and workers and engage in the hard work that learning requires
(Office of Vocational and Adult Education, Ohio University).
Globally competitive graduates. It refers to the high school graduates whom the
project envision will have the necessary skills and knowledge in Science and
Mathematics that will help them compete with other students locally and
globally.
Performance. It refers to the individual student’s efficiency in performing his
academic tasks and responsibilities during a given period of time on the basis of
predetermined standards and dimensions set by the schools.
Rubric. It is an assessment tool along a learning continuum that attempts to measure
the amount of learning or knowledge that a student has attained taking into
consideration the competencies to be mastered as measured against
comparable standards as set or agreed upon.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter discuss the foreign and local literature, which included all readings
from journals, magazines, books and newspapers. Further foreign and local studies that
are related will be discussed.
Foreign Literature
Glickman (1991 in http://www.saskedgov.sk.ca states that effective teaching is
not a set of generic practices, but instead is a set of context-driven decisions about
teaching. Effective teachers do not use the same set of practices for every lesson.
Instead, what effective teachers do is constantly reflect about their work, observe whether
students are learning or not and, then adjust their practices accordingly. As teachers, we
all know that there are so many variables to consider when making decisions about
teaching and learning; to name a few are the instructional materials on hand, the
strategies, methods used and skills needed for effective teaching and learning process.
There are different levels of approaches in instruction ranging from an
instructional model, a broad approach, to an instructional skill, which represents a
specific teaching behavior or technique. Within each level the potential exists for
developing both the science and the art of teaching.
Joyce and Weil (1980 http://www.sasked.gov.sk.ca.) claim that the instructional
models represent the broadest level of instructional practices and present a philosophical
orientation to instruction. Models are used to select and to structure teaching strategies,
methods, skills and student activities for a particular instructional emphasis. They further
identify four models such as information processing, behavioral, social interaction, and
personal.
The information processing model emphasizes the acquisition, mastery, and
processing of information. The focus is on the students’ cognitive functioning. The
students could easily understand and grasp the information discussed by the teacher.
Mastery of the subject matter by the students may result to their getting better academic
grades.
The behavioral model emphasizes changing the visible behavior of the learner to
be consistent with his or her own self-concept. This can be observed in the stimulus
control/reinforcement theories. The behavioral model stresses that learning tasks should
be broken down into a series of small sequenced tasks and behaviors. Given proper
reinforcement, the students will be encouraged to study and work hard.
The social interaction model emphasizes the personal and societal relationship
among people. The focus is on improving the student’s ability to relate with others, to
engage in democratic processes and to work productively in society. We cannot get rid
of dealing with classmates, we cooperate and extend our assistance to them, and we work
as a team. Learning will be most effective in situations that provide satisfactorily for
student participations.
The emphasis of the personal model is on the development of the individual’s
self-concept. This involves development of the processes an individual uses to build and
organize his or her unique self. The focus is on the strong, realistic self-concept that
helps to build productive and effective relationships with others and the environment.
The student should know his or her capabilities and limitations so that he/she can
participate actively and effectively in the desired learning activity.
The primary aim of any educational institution is to help students to become self-
sufficient and responsible citizens by enhancing individual potentials. The schools can
help students to grow as independent learners. However, if the knowledge, abilities,
attitudes and processes associated with independent learning are to be acquired, they
must be taught and enough time must be provided for students to practice.
The teachers are the key factors in the teaching and learning process. Teachers
should be given proper training on the different approaches or techniques to enhance the
learning capabilities of the students.
Although instructional strategies can be categorized, the distinctions are not
always clear-cut. For example, a teacher may provide information through the lecture
method (from the direct instruction strategy) while using an interpretive method to ask
students to determine the significance of information that was presented (from the
indirect instruction strategy).
Decision-making regarding instructional strategies requires teachers to focus on
the curriculum, the prior experiences and knowledge of students, learner interests, student
learning styles and the developmental levels of the learner. Such decision-making relies
on ongoing student assessment that is linked to learning objectives and processes
These instructional strategies are distinct but interrelated with one another. In the
teaching and learning process, a teacher can utilize varied methods for effective learning.
Direct instruction strategy is highly teacher directed and is among the most
commonly used. This strategy includes lecture, didactic questioning, explicit teaching,
practice and drill and demonstrations. The direct instruction strategy is effective for
providing information or developing step-by-step skills. This method is usually
deductive, that is the rule of generalization is presented and then illustrated with
examples. The direct instruction methods are widely used by teachers particularly in the
higher grades. The predominant use of direct instruction methods need to be evaluated
and the teachers need to recognize the limitation of these methods for developing the
abilities, processes and attitudes required for critical thinking and for interpersonal or
group learning (Saskatchewan Goals of Education, 1988).
Indirect instruction, on the other hand, is more on inquiry, induction, problem-
solving, decision making and discovery and is mainly student-centered. It also seeks a
high level of student involvement in observing, investigating, drawing inferences from
data, or forming hypotheses. It takes advantage of the students’ interest and curiosity,
often encouraging them to generate alternatives or solve problems. Indirect instruction
fosters creativity and the development of interpersonal skills and abilities. Students often
achieve a better understanding of the material and ideas under study and develop the
ability to draw on these understandings. In order for students to achieve optimum
benefits during indirect instruction, it may be necessary for the teacher to pre-teach the
skills and processes necessary to achieve the intended learning outcomes. Skills and
processes include observing, encoding, recalling, classifying, comparing/contrasting,
inferring, interpreting the data, predicting, elaborating, summarizing, restructuring and
verifying.
Interactive instruction relies heavily on discussion and sharing among
participants. Seaman and Fellenz, 1989 cited in (http://www.sasked.gov.sk.ca.) suggest
that discussion and sharing provide learners with opportunities to “react to the ideas,
experience, insights and knowledge of the teacher or of peer learners and to generate
ways of thinking and feeling”. Students can learn from peers and teachers to develop
social skills and abilities, to organize their thoughts and to develop rational arguments.
The interactive instruction strategy allows for a range of groupings and interactive
methods. These may include class discussions, small group discussion or projects or
student pairs or triads working on assignments together. It is important for the teacher to
outline the topic, the amount of discussion time, the composition and size of the groups
and reporting or sharing techniques. This method requires refinement of observation,
listening, interpersonal and intervention skills and abilities by both teachers and students.
The experiential learning is inductive, learner-centered and activity oriented.
Personalized reflection about an experience and the formulation of plans to apply
learning to other contexts are critical factors in effective experiential learning.
Experiential learning occurs when the learners: 1) participate in an activity; 2) critically
look back on the activity to clarify learning and feelings; 3) draw useful insights from
such analysis; and 4) put learning to work in new situations (Pfeiffer and Jones, 1979
http://www.bgus.edu/ctl).
Experiential learning can be viewed as a cycle of five phases, all of which are
necessary, and they are:
experiencing ( an activity occurs);
sharing or publishing (reactions and observations are shared);
analyzing or processing ( patterns and dynamics are determined)
inferring or generalizing ( principles are derived); and
applying (plans are made to use learning in new situations).
The emphasis of experiential learning is one on the process of learning and not on
the product. A teacher can use experiential learning as an instructional strategy both in
and outside the classroom. The experiential learning makes use of a variety of resources.
The experiential learning is an effective instructional strategy if direct or “hands-
on” experience is needed before teaching methods that involve iconic learning (for
example, looking at the pictures) or symbolic learning (for example, listening to the
teacher talk). Experiential learning greatly increases understanding and retention in
comparison to methods that solely involve listening, reading or even viewing. Students
are usually more motivated when they actively participate and teach one another by
describing what they are doing.
The last phase is the independent study which refers to the range of instructional
methods with is purposefully provided to foster the development of the individual
student’s initiative, self-reliance, and self-improvement. While independent study may
be initiated by students or teacher, the focus will be on planned independent study by
students under the guidance or supervision of a classroom teacher.
Independent learning has implications for responsible decision-making, as
individuals are expected to analyze problems, reflect, make decisions and take purposeful
actions. To take responsibility for their lives in times of rapid social change, students
need to acquire long-life learning abilities. As most aspects of our daily lives are likely
to undergo profound changes, independent learning will enable individuals to respond to
the changing demands of work, family and society (Saskatchewan Education, 1988).
Independent study encourages students to take responsibility for planning and
pacing their own learning. This method can be used in conjunction with other methods,
or it can be used as the single instructional strategy for an entire unit. The teacher who
wishes to help students become more autonomous learners will need to support the
development of their abilities to access and handle information. It is important to assess
the abilities students already possess. The specific skills and abilities may then be
incorporated into assignments tailored to the capabilities of individual students.
Another new concept of learning is constructivism, it began in the mid-1980s,
and is based on the belief that students learn best when they acquire knowledge through
exploration and active learning. Individuals construct knowledge rather than receive it.
According to Airasian and Walsh (1997), constructivism is a theory about how people
learn. It is based on the fundamental assumption that people create knowledge from the
interaction between their existing knowledge or beliefs and the new ideas or situations
they encounter. Further, the constructivism theory posits that students learn by actively
constructing knowledge, comparing new information to previously learned information,
thinking about and working through discrepancies and ultimately reaching new
understanding (Cunningham, et. al., 2000).
Cunningham cited the multitudes of teaching and learning approaches that can be
used for optimize learning:
1. Apprenticeship Learning – is one of the oldest models for learning.
According to Gardner, (1991) apprenticeships means instruction that build
most effective on the ways in which most young people learn. He posits that
the best chance for an education leading to understanding lies in the melding
of certain features of apprenticeships with certain aspects of schools and other
institutions. This approach provides interaction and can work with
experienced adult or peer. Learning and mastery occur through active joint
participation.
2. Cooperative Learning - the students are arranged in groups of heterogeneous
ability levels in which they work together to accomplished shared goals. This
approach can be used in any level class and subject matter area. This fosters
problem solving and works best if there are five or fewer in a team. It
promotes cooperative interpersonal behavior, mutual encouragement and
individual responsibility and accountability.
3. Problem-Based Learning - widely used in medical education and in recent
years it has found a place in a variety of disciplines. This approach begins
with a problem that the student is likely to encounter in the real world.
Problems are selected to illuminate core concepts in the school’s curriculum.
Subject matter is organized around the problem rather than around a discipline
and students have considerable responsibility and autonomy for directing their
learning. Most learning is done in dyads or small teams. The students must
demonstrate their learning through performance. In this approach, the teacher
is an expert, he/she challenges, facilitates and questions.
4. Thematic Instruction - the various related disciplines are brought to bear on a
theme, issue, problem, topic or experience. It is best when themes or
problems emerge from the student’s world. Teachers and students are
engaged in a learning partnership to examine a specific area in-depth and from
multiple perspectives. Information is viewed in a holistic manner. This
orientation offers a way to show how different subject areas relate, thus
affirming their relevance.
5. Authentic Instruction – students learn best from actual experiences rather than
from simulations. Authentic instruction requires the teacher to work with
students in choosing a topic on which to focus and in obtaining needed
information. Technology is often used in obtaining, organizing, manipulating
and displaying information. The teacher serves as a coach, providing
structure and actively supporting students.
6. Differential Instruction is based on a diagnosis of student readiness, interest
and learning profile. All students are engaged in a continual progression of
challenging work. Use of time, space and groupings are flexible. This type of
approach allows students to pursue topics of interest in a direction or depth
that might not be suitable for or likely to be pursued by the class as a whole.
Foreign Studies
For the Contextual Teaching and Learning (CTL) to be considered a legitimate
pedagogy to be applied with students, it must be based on sound educational principles,
theories and practices. Contextual Teaching and Learning builds upon bodies of
literature that include theories and writings by Dewey (1900), Piaget (1929), Bruner
(1966) and others. Thus CTL is an extension of past thinking, theories testing and
writings. More contemporary work have included synthesis by Resnick and Hall (1998)
and themes identified by Borko and Putnam (1998). Examples of theories and themes
that relate to CTL are as follows:
Knowledge-based constructivism - both direct instruction and constructivist
activities that can be compatible and effective in the achievement of learning goals
(Resnick and Hall, 1998).
Effort-based learning/increment theory of intelligence – increasing one’s efforts
results in more ability. This theory opposes the notion that one’s aptitude is
unchangeable. Striving for learning goals motivates an individual to be engaged in
activities with a commitment to learning (Ibid)
Socialization – children learn the standards, values and knowledge of society by
raising questions and accepting challenges to find solutions that are not immediately
apparent, along with explaining concepts, justifying their reasoning, and seeking
information (Ibid). Indeed, learning is a social process, requiring social and cultural
factors to be considered during instructional planning. This social nature of learning also
drives the determination of the learning goals (Borko and Putnam, 1998).
Situated learning – knowledge of learning are situated in particular physical and
social context. A range of settings may be used such as the home, community, and the
workplace, depending on the purpose of instruction and the intended learning goals
(Ibid).
Distributed learning – knowledge may be viewed as distributed or stretched over
(Lave, 1988) the individual, other persons and various artifacts such as physical and
symbolic tools (Solomon, 1993) and not solely as a property of individuals. Thus people,
as an integral part of the learning process, must share knowledge and tasks (Borko and
Putnam, 1998).
For better understanding about the Contextual Teaching and Learning, it is
important to identify its characteristics:
1. The interdisciplinary and contextual nature – learning must be extended across
disciplines so that students gain a real life perspective. They see how the
knowledge and skills relate to their lives either now or in the future. Real-
world situations and problems represent several disciplines. The intent is also
for the level of learning to rise so the students can better understand the
situations, identify and effectively solve problems, make wise decisions and
think creatively.
2. The approaches that can be used to implement the CTL – To implement the
CTL, a variety of teaching approaches may be utilized. There are five (5)
teaching approaches that have emerged that include CTL as a critical
component. These teaching approaches engage students in an active learning
process:
a. Problem-based learning – an approach that engages learners in
problem solving investigation that integrates skills and concepts from
the many content areas. This approach includes gathering information
around a question, synthesizing it, and presenting findings to others
(Moffitt, 2001).
b. Cooperative learning – an approach that organizes instruction using a
small learning group in which the students work together to achieve
learning goals ( Holubec, 2001).
c. Project-based learning – an approach that focuses on the central
concepts and principles of a discipline, involves students in problem-
solving investigation and other meaningful tasks, allows students to
work autonomously to construct their own learning and culminates in
realistic products (Buck Institute for Education, 2001).
d. Service learning – an approach that provides a practical application of
newly acquired or developed knowledge and skills needed in the
community through projects and activities (McPherson, 2001).
e. Work-based learning – an approach in which workplace, or workplace-
like activities are integrated with classroom content for the benefit of
students and often businesses (Smith, 2001).
3. The factors that address individual needs of students – for the instructional
process to be considered as Contextual Teaching and Learning , teachers must address the
following factors when using one or more of the CTL approaches (Berns and Erickson,
2001). These concepts are based on cognitive research that has provided a rich
knowledge base on how students learn. The teacher must:
Plan lessons that are developmentally appropriate for the students. The
relationship between curriculum content and methods used to teach students
must be based on the particular levels of the students’ social, emotional, and
intellectual development. Thus, the age of the students, and other individual
characteristics and their social and cultural environment must be taken into
consideration. What a third year high school student is ready to learn and do
for instance, may be quite different than a high school sophomore ( Klimer,
2001).
Include the interdependent learning groups – through small groups, students
learn from each other and learn to work in teams, quality circles, and other
forms of collaboration that are required of adults in the workplace and in other
contexts in which students will be expected to function.
Provide for an environment that supports self-regulated learning. Students
need to understand their strengths and weaknesses, to set attainable goals, and
to develop strategies to achieve their goals. As the students learn the skills,
they gain self-confidence, and competence. Through self-regulated learning,
teachers also create an environment in which students reflect on how they
learn, how they approach schoolwork, how they could deal with obstacles, and
how they could work in harmony with others (Winograd and Paris, 2001).
Include consideration of the diversity of students. Teachers must teach to a
wide range of students. Considerations include students’ racial and ethnic
backgrounds, their socioeconomic status, their primary household language
and any disabilities they may have (Sapon-Shevin, 2001).
Address the multiple intelligences of students. When using the CTL
approach, the ways particular students in the class learn best need to be
considered. Gardner (1993) has identified eight learning orientations that
involve such factors as hearing or seeing language, involvement, music,
numbers, visualization, human movement, interaction with others and leading.
Brockman states “teachers that embed within the CTL approach strategies
along this line will make instruction effective for students of varying
intelligences.”
Include questioning techniques. This technique enhances student learning and
they developed problem solving and other higher-order thinking skills.
Questions must be carefully planned to produce the intended level of thinking,
responses, and actions by students and all participants in the CTL approach
(Frazee, 2001).
Include authentic assessment. Authentic assessment evaluates a student’s
application of knowledge and complex thinking, rather than rote recall of
factual information. The interdisciplinary nature of CTL requires assessment
that measures knowledge and skills in more than one discipline and in
multiple ways (Ananda, 2001).
Joyce and Weil (1980) claim that the instructional models represent the broadest
level of instructional practices and present a philosophical orientation to instruction.
Models are used to select and to structure teaching strategies, methods, skills and
students’ activities for a particular instructional emphasis.
Local Literature
According to Espere, (1987) the teacher should have a mastery of the subject
matter for the day. The lesson is indispensable for the development of the child. And the
teacher is the best facilitator and storehouse of knowledge to effect desirable results.
High achieving learning environments involve students in a variety of learning
activities that are challenging and aligned with learning goals, promote and engage the
real essence of learning, and draw on the culture, life experience and knowledge of all
students. Teachers allow the students to discuss, argue and analyze issues and concepts.
The students explore, solve problems and construct knowledge, rather than just
memorizing. Patterson stressed that administrators must link their programs and
objectives to the above concepts if they want to increase the level of competence in the
academic institution.
The public high school teachers of Metro Manila received free training during the
summer break on the use of Constec tapes (Continuing Science Education for teachers
via Technology) and CDs in Science, Chemistry, Physics and English. The training was
sponsored by FUSE and was held at its Learning Center for Teachers at Makati City.
This training is conducted to upgrade the teaching and learning strategies. The training
course gave the teachers the opportunity to demonstrate varied teaching methods and
strategies using technology and enable them to plan, design and conduct demonstration
teaching on set induction, higher order thinking skills, integration of values and
assessment tools ( Katigbak, Tony July 20, 2004, Philippine Star).
Lagman, (2004, http://www.Itnetcentral.com) observed that most high school
graduates, be they from public or private learning institutions, are not ready for college.
They lack the fundamental skills that are crucial in tertiary level learning. He further
states that if the basic skills or the learning foundation is weak, we cannot expect our
students to fully grasp the more advanced concepts that will be presented to them in
college. So they either waste their time and money in college or end up as mediocre
graduates. This mediocrity, Lagman stressed, has no place in the global ICT community
where the Philippines has positioned itself as the reservoir of highly skilled technical
workers, a stance that continues to be its competitive advantage in information and
communications technology.
Gloria, (1996) states that based on the results of the National Elementary
Achievement Test (NEAT) which is an achievement test given to Grade VI pupils
completing the elementary grades reflected the national mean scores way below the target
mean scores. Lowest scores were registered in language/reading, science and
mathematics. It was further revealed that only 29 percent or 38 of l31 competencies/skills
were learned by the children. He stresses also the problem of poor quality of basic
education has been traced to a number of causes which include, among others, teacher-
related factors in terms of competencies and skills, the need for institutionalized support
systems to strengthen in-service training, clearly defined career paths and prospect
mobility in the teaching profession to enhance motivations to stick to the profession, and
to regulate the teaching load, which according to a study conducted revealed that the
Filipino teacher has 72 tasks other than teaching.
Other factors affecting quality of basic education which may be identified are the
school curriculum which is rather congested – the shortest as compared to other Asian
countries and where learning materials are inadequate, the system’s Bilingual Policy
which has affected the performance in Science and Mathematics which require English
proficiency, as well as student and family characteristics and pedagogical processes
which provide students very little opportunity to “explore and discover knowledge”.
The pronouncements of President Gloria M. Arroyo on the use of English as the
medium of instruction in all educational institutions could solve the problem besetting the
present educational system on quality education in science and mathematics. Further, the
recommendation of Dr. Edilberto de Jesus on the implementation of the Bridge Program
by extending basic education by another year to become proficient high school graduates
should be considered by the parents and government officials.
Local Studies
In the Philippines in-service education has focused on modeling teacher-student
interactions consistent with the teaching or coverage of the major concepts contained in
the national competencies framework. The Department of Science and Technology
provides the majority of in-service initiatives to a limited number of teachers each year.
This is usually a one-day event and includes the demonstration of laboratory equipment.
This type of in-service has been directed at the content to be taught and has not taken into
account the needs, beliefs and personal practical knowledge of teachers in the process.
This is different in content and philosophy from that envisaged in PROBE. In his
paper “Meeting the Needs of Science Teachers and Students: The Philippines
Experiment” Dr. Warren Beasley (1999) claims that basic education provides a strong
foundation in the sciences and languages as well as developing students’ critical thinking.
Further, he states that having available knowledge outside the classroom can enhance
learning. Learning should not only be confined in the classroom but should allow
students to explore and investigate to enrich their learning skills. His paper was about the
Philippines-Australia Project in Basic Education (PROBE), a partnership between the
governments of the Philippines and Australia to support the education of Filipino
elementary and secondary school students in English, Mathematics and Science. Within
the science in-service education initiative PROBE focuses on grades 5 and 6 in the
elementary school and years 1 and 2 in the high school. Its emphasis was placed on
providing professional development in Australia for Filipino teachers and principals to
enable them to become in-service facilitators (ISFs) for their local regions in the
Philippines. The program is not about buildings and equipment but about the
enhancement of human capital. The PROBE designers believe that high-quality training
as delivered close to the teachers’ work situation; is seen by them as meeting their needs;
and is characterized by follow-up support and effective monitoring.
The challenge to refocus the teachers’ teaching away from the teacher instruction
to student learning was immense. However, unless classrooms become more student-
centered and less teacher-directed the problems associated with the contextual factors
will be unsolvable. Thus it was appropriate that the in-service education courses enhance
teacher thinking about the following :
How students think about scientific ideas
Teaching models that emphasize student-centered behaviors
The role of formative and summative assessment in learning science
Authentic assessment techniques
Classroom management skills for small groups and individual activity
settings for large class sizes.
The in-service teachers’ courses had to make use of and adopt alternative
methodologies that make sense of the reality of large classes, the lack of resources and
the external examination system. The following strategies were introduced:
Small group techniques
Meaningful learning from text
Concept mapping for students
Group project work in science
Field-based learning
Peer teaching
For a developing economy like the Philippines, it is especially important that the
usefulness of science learning is made central to the classroom experience. Thus the
teacher must place the teaching-learning processes in a context that makes sense to the
students’ daily tasks, informs the students’ attitudes about environmental degradation,
and encourages critical thinking and decision making strategies. These outcomes can be
partially achieved if teachers are as concerned about “contexts for student learning” as
“concepts to be learned.”
Relevance of the Related Literature and Studies
The aforementioned literature and studies helped the researcher to present the
different theories and conceptual framework. It also provided the researcher with some
insights and pertinent information, particularly on the different CTL approaches and
strategies for effective teaching and learning of Science and Mathematics subjects.
Further, the studies and literature discussed the possible factors and its effects on the
teaching and learning of Science and Mathematics providing a basis of comparison for
the way that Project APEX is being implemented, the new pedagogy it has introduced
and the tried and tested traditional way to teaching that is in place in most public
secondary schools in the Philippines.
This study is of import to the researcher as a way to validate that the CTL
Approach as packaged for the local government units concerned is indeed as per their
specifications and of benefit to the students and teachers of Laguna. It is no mere
duplication of any of the studies and literature reviewed since it focused on an approach
just recently introduced to the Philippines and still in its trial phase. The study’s eventual
result is a way of teaching Science and Mathematics that takes up less of the teacher’s
time and enhancing her skills to impart learning that is of lasting import to the students.
The study is, therefore, a contribution to teachers who are teaching science and
mathematics using the CTL approach.
CHAPTER III
RESEARCH METHODOLOGY
This section discuss the research design, descriptions of the respondents,
instrument used, data gathering procedures, and statistical treatment of data gathering.
Research Design
The researcher utilized the descriptive survey method type of research using a
questionnaire as the major data-gathering instrument. This approach is appropriate
whenever the object of any class varies among themselves and one is interested in
knowing the extent to which different conditions obtain among objects (Calmorin, 1995).
Unrestricted random type of sampling was used, which means the respondents have an
equal chance to be included as part of the sample. The lottery technique was utilized,
where each student in the population was assigned a number written on a piece of paper.
The pieces of paper were rolled and placed in a bottle and mixed thoroughly. The rolled
pieces of papers are drawn from the bottle one at a time and per class section until the
desired number of sample size were identified (Calmorin, 1995).
Description of the Respondents
Research samples were the second and third year high school students studying in
the two (2) pilot school: Aplaya National High School in Santa Rosa, Laguna and the
Biñan Secondary School of Applied Academics in Biñan, Laguna.
Stratified Random Sampling was used to determine the sample size per section
and per school. This is the process of selecting randomly, samples from the different
strata of the population used in the study. For this study, the different strata identified
were:
Second year students of the Aplaya National High School
Third year students of the Aplaya National High School
Second year students of the Biñan Secondary School of Applied
Academics
Third year students of the Biñan Secondary School of Applied
Academics
On the day that the questionnaires were to be administered, a further and
unplanned for delimitation factor in the study, was the school’s extent of readiness to
cooperate with the researcher in making the respondents available for the study.
Identified respondents for this study were the Second and Third year students of the two
pilot schools. Computation of sample size per section per year level in the two pilot
schools were already made based on the current enrolment figures.
Table 1
Frequency Distribution of Sample Size of the Respondents by School
SCHOOL POPULATION SAMPLE SIZE
2nd Yr 3rd Yr Total 2nd Yr % 3rd Yr %
Aplaya National High School
227 163 390 34 15% 24 15%
Biñan Secondary School Of Applied Academics
366 275 641 55 15% 41 15%
Total Enrolment 593 438 1,031
Total Sample 89 65 154
Table 1 shows that there were 154 student respondents coming from the Aplaya
National High School and Biñan Secondary School of Applied Academics broken down
as follows: 34 second year and 24 third year, a total of 58 student respondents. While the
Biñan Secondary School for Applied Academics were 54 second year and 42 third year,
a total of 96 student respondents
As advised by the Program Director of Project APEX the total sample size was
computed by 15 per cent. Actually, there were five (5) pilot schools under the Project
APEX, however, the researcher selected only two schools because of the availability of
the respondents and the sections per year level. In the Aplaya National High School,
there are six (6) sections in second year and four (4) sections in the third year. In the
Biñan Secondary School of Applied Academics, second year has six (6) sections and
third year has five (5) sections.
The Instrument
The researcher used a developed survey questionnaire to determine the teacher’s
instructional skills using the REACT strategy. The survey questionnaire is composed of
five (5) item characteristics for each component namely Relating, Experiencing,
Applying, Cooperating and Transferring.
Validation of the Instrument
The developed survey questionnaire had undergone a validation process. Experts
in the field of education and psychology went over the items of the instrument for content
validation. This researcher incorporated all the suggestions and recommendations given
by the experts in the final form. The survey questionnaire consisted of two parts: the first
part is the students- respondents’ ratings of the teachers’ instructional skills using the
REACT strategy in teaching Mathematics and Science subjects. And the second part is
the profile of the respondents. The survey questionnaire is composed of five
characteristics of each of the components of the following REACT Strategy namely:
Relating, Experiencing, Applying, Cooperating and Transferring to evaluate the
effectiveness of the CTL Approach.
The validated survey questionnaire was administered to second and third year
students who did not participate in the actual study for item analysis. After the good items
were determined, it was administered again to the same group for the post testing. After
the post testing, the final form was established and administered to the target respondents.
Data Gathering Procedures
This researcher prepared the endorsement letter and submitted the same to the
school principal for approval. The approved endorsement letter was presented to the
subject teachers to allow this researcher to administer the survey questionnaire to the
target student-respondents.
The administration of the survey questionnaire was done in the classroom. The
prepared questionnaire was given individually to the students-respondents and the
instructions read to them. They were asked to answer the questionnaires and later these
were retrieved for scoring purposes. After obtaining the necessary data, this researcher
tabulated, analyzed and interpreted the data.
Statistical Treatment
Percentages were utilized to know the quantitative proportion of the respondent’s
variables to the whole:
% = F/N x 100
% = Percentage F = Frequency N = Number of Cases
Weighted mean was applied to determine the central value of the responses using
the Likert method.
Weighted Mean = F x 5 + F x 4 + F x 3 + F x 2 + F x 1 F 5 + F 4 + F 3 + F + 2 + F
t – test is used to test the significant difference in the students’ ratings of teachers’
instructional skills using the REACT strategy between the two schools when grouped
according to year level:
C
C
T
T
CT
nn
XXt
varvar
Likewise, hereunder is the Arbitrary Scale used by the researcher in determining
the ratings of the teacher’s instructional skills in using the REACT strategy.
Rating This is what my teacher’s rating means Arbitrary Scale
5 Very Effective/Outstanding. 4.51 & above
4 Mostly Effective/Very Satisfactory. 3.51 – 4.50
3 Effective/Satisfactory. 2.51 – 3.50
2 Less Effective/Fair. 1.51 – 2.50
1 Not At All Effective/Poor. 1.50 & below
CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter indicated the presentation of data in tabular forms with the
corresponding analysis and interpretation of the constructed questionnaire on the
students’ ratings of teachers’ instructional skills using the REACT Strategy of the
Contextual Teaching and Learning Approach in teaching Science and Mathematics
subjects.
In Table 2, the highest composite mean is 4.80, “Outstanding” from the third
year students of the Binan Secondary School of Applied Academics, while the lowest
composite mean is 4.52, “Outstanding” from the second year students of the Aplaya
National High School.
By school, the highest weighted mean from Aplaya NHS is 4.73,
“Outstanding” from the second year students for item No. 5 “Letting me know that this
lesson will be part of future lessons.” The lowest weighted mean is 4.39, “Very
Satisfactory” for item No. 2 “Showing me how I can use this lesson in solving daily
problems,” again from the second year students. In a CTL classroom, a challenge to the
teacher is to be able to effectively correlate the current lesson to the students’ daily life.
It can be said here that the students in the ANHS may be feeling that their teachers are
not so successful in this aspect; the teachers may need to brush up their skills in
“relating” lessons to actual life situations.
Table 2
Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional
Skills According to the “RELATES” Component
For the Binan SSAA, the highest weighted mean is 4.88, “Outstanding” from
the third year students on item No. 5 “Letting me know that this lesson will be part of
future lessons.” From this the researcher felt that the teachers were able to illustrate their
lessons in such a way that the students can make the connection between present and
future lessons. The lowest weighted mean is 4.69, “Outstanding” for item No. 1,
“Using words, materials, ideas that I also use every day” from the second year students.
It could be said that many students find many Biology and Advanced Algebra concepts
new to them and they are having a hard time relating these to their daily lives.
“RELATES”
Component and
Characteristics
Aplaya National High School Biñan Secondary School of
Applied Academics
Second Year Third Year Second Year Third Year
I understand the lesson better because my teacher
shows me how it RELATES to my daily life by:
Weighted
Mean Description
Weighted
Mean Description
Weighted
Mean Description
Weighted
Mean Description
1. Using words, materials and ideas that I also use
everyday.
4.52 Outstanding 4.60 Outstanding 4.69 Outstanding 4.76 Outstanding
2. Showing me how I can use this lesson in solving
daily problems.
4.39 Very
Satisfactory 4.44
Very Satisfactory
4.70 Outstanding 4.74 Outstanding
3. Explaining that this new lesson is
relevant to me.
4.42 Very
Satisfactory 4.72 Outstanding 4.70 Outstanding 4.86 Outstanding
4. Telling me that this lesson is part of
past lessons.
4.52 Outstanding 4.56 Outstanding 4.81 Outstanding 4.76 Outstanding
5. Letting me know that this lesson will be part of future
lessons.
4.73 Outstanding 4.72 Outstanding 4.74 Outstanding 4.88 Outstanding
Composite Mean for “RELATES”
4.52 O utstanding 4.61 O utstanding 4.73 O utstanding 4.80 O utstanding
The “RELATES” component focuses on learning in the context of life
experiences or relating to everyday situations so that new information will be better
absorbed. This is the type of learning that usually happens with very young children as
they discover relationships with new things they see daily but it should be continually
enriched especially with the additional items to learn in the Basic Education Curriculum
of the Department of Education. The best curriculum tries to place learning in the
context of the student’s everyday life.
Table 3
Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional
Skills According to the “EXPERIENCE” Component
Table 3 shows that the highest composite mean is 4.80, “Outstanding” from the
Binan Secondary School of Applied Academics third year students. The lowest
“EXPERIENCE”
Component and
Characteristics
Aplaya National High School Biñan Secondary School of Applied Academics
Second Year Third Year Second Year Third Year
My teacher lets me EXPERIENCE learning by:
Weighted Mean
Description Weighted
Mean Description
Weighted Mean
Description Weighted
Mean Description
1. Allowing me to
discover on my own how things work.
4.61 Outstanding 4.56 Outstanding 4.52 Outstanding 4.76 Outstanding
2. Guiding me in looking for the answers to my
questions.
4.52 Outstanding 4.12 Very
Satisfactory 4.37
Very Satisfactory
4.74 Outstanding
3. Making me a part of a group working together to achieve our objectives.
4.58 Outstanding 4.84 Outstanding 4.81 Outstanding 4.86 Outstanding
4. Allowing me to make my own conclusions.
4.52 Outstanding 4.52 Outstanding 4.63 Outstanding 4.88 Outstanding
5. Giving me opportunities for
hands-on learning.
4.58 Outstanding 4.16 Very
Satisfactory 4.59 Outstanding 4.88 Outstanding
Composite Mean for
“EXPERIENCE" 4.56 O utstanding 4.44 O utstanding 4.59 O utstanding 4.80 O utstanding
composite mean is 4.44, “Very Satisfactory” from the third year students of the Aplaya
National High School.
School-wise, highest weighted mean is 4.84, “Outstanding” for item No. 3
“Making me part of a group working together to achieve our objectives” from the third
year students of Aplaya NHS. The students enjoy their group work. The lowest
weighted mean is 4.12, “Very Satisfactory” also from the third year students for item
No. 2, “Guiding me in looking for the answers to my questions.” Here the teachers may
have not been able to provide the necessary resources for the students to use in
researching the answers to their questions. Since these students are now in third year,
their Chemistry and Geometry subjects are quite hard to do without adequate resources.
For the Biñan SSAA, the highest weighted mean is 4.88, “Outstanding” from
the third year students for item No. 5, “Giving me opportunities for hands-on learning”
which means that the students valued their teachers’ concern in providing them with
adequate time for hands-on activities. The lowest weighted mean is 4.37 “Very
Satisfactory” from the second year students for item No. 2 “Guiding me in looking for
the answers to my questions.”
The EXPERIENCE component focuses on learning in the context of exploration,
discovery and invention. Learning appears to be more quickly internalized when students
are able to manipulate equipment and materials, and do other forms of active research
rather than just make use of passive forms of learning like reading books and watching
videos.
For this researcher it was significant that in both schools, whether second or third
year, students gave only a Very Satisfactory rating to item No. 2 of the EXPERIENCE
component. It seems that the students in both schools feel that their teachers are not
guiding them well enough in their quest to acquiring answers to their questions in a
manner that they find acceptable. It is also very probable, especially in the science
subjects of Biology and Chemistry, the absence of laboratory equipment and science
resource books add to the general feeling of frustration these students experience. For
their Advance Algebra and Geometry subjects, the unfavorable ratio of computers to
students would also add to these feelings of frustration. Though both schools’
administrators try their best to foster a more realistic ratio of students to resources, there
are just too many students per teacher, per book, per school resource in our public
secondary schools.
Table 4
Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional
Skills According to the ÄPPLYING”Component
Table 4 shows that the highest composite mean rating in the “APPLYING”
component of 4.80, “Outstanding” is by the third year high school student-respondents
of the Binan Secondary School of Applied Academics; “while the lowest composite
mean of 4.44, “Very Satisfactory” came from the Aplaya National High School second
year student-respondents.
Highest weighted mean for the Aplaya NHS is 4.64, “Outstanding” for item
No. 4 “Insisting that I follow the required safety steps in handling tools” and item No. 5
“APPLYING”
Component and
Characteristics
Aplaya National High School Biñan Secondary School of Applied Academics
Second Year Third Year Second Year Third Year
My teacher lets me APPLY my new learning by:
Weighted Mean
Description Weighted
Mean Description
Weighted Mean
Description Weighted
Mean Description
1. Asking me to show examples to the class of how I intend to use my
new learnings.
4.27 Very
Satisfactory 4.40
Very Satisfactory
4.76 Outstanding 4.71 Outstanding
2. Encouraging me
to use/ hand/operate different materials and equipment.
4.42 Very
Satisfactory 4.28
Very Satisfactory
4.57 Outstanding 4.76 Outstanding
3. Demonstrating
how a certain skill can be applied in a given occupation/ job.
4.45 Very
Satisfactory 4.32
Very Satisfactory
4.67 Outstanding 4.74 Outstanding
4. Insisting that I follow the required safety steps in handling tools.
4.55 Outstanding 4.64 Outstanding 4.72 Outstanding 4.93 Outstanding
5. Instilling in me the basic rules to follow in taking measurements.
4.52 Outstanding 4.64 Outstanding 4.80 Outstanding 4.83 Outstanding
Composite Mean for “APPLYING”
4.44 Very
Satisfactory 4.46
Very Satisfactory
4.70 O utstanding 4.80 O utstanding
“Instilling in me the basic rules to follow in taking measurements” from the third year
students who enjoy handling basic tools and appreciate knowing the safety rules that
apply to each. Lowest weighted mean is 4.27, “Very Satisfactory” from the second
year students for item No. 1 “Asking me to show examples to the class of how I intend to
use my new learnings.” It seemed the second year students are still relatively immature
in applying their learnings in Biology and Advanced Algebra to their daily lives.
For Binan SSAA, highest weighted mean is 4.93, “Outstanding” from the third
year students for item No. 4, “Insisting that I follow the required safety steps in handling
tools.” Lowest weighted mean is 4.57, “Outstanding” from the second year students
for item No. 2 “Encouraging me to use/handle/operate different materials and
equipment.” The researcher detected a feeling of frustration from this finding: it could
be that the second year students are also being taught safety rules in the use of laboratory
equipment but are not being given the opportunity to handle these same tools and
equipment.
The “APPLYING” component encourages the application of concepts and
information in a useful context often projecting students into an imagined future, a
possible career or into an unfamiliar location such as the workplace. It is possible that
the students in Aplaya National High School have had none or less visits to industries in
the area from where they can see real-life applications of the concepts they learn in class.
The researcher found this very interesting. It can be inferred that even at an early
age, students are aware that what they are learning in class have application in the world
of work and they feel frustrated when they can not see first hand demonstration of these
learnings. The best way to integrate learning is by seeing and doing and the students
from the Aplaya National High School felt they do not have this facility. They wish to be
able to handle and operate tools and equipment that are being used in the actual work
setting. They want to be able to show that the skills they are being taught and that they
practice in their classrooms have actual usage in an office, a production line, a work area.
A probable action would be for the researcher to advice the school head of this finding so
that she can arrange for more school visits to the industries in Santa Rosa City, Laguna.
Table 5
Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional
Skills According to the “COOPERATING” Component
“COOPERATING
Component and Characteristics
Aplaya National High School Biñan Secondary School of Applied Academics
Second Year Third Year Second Year Third Year
I learn about COOPERATING in class because my
teacher:
Weighted Mean
Description Weighted
Mean Description
Weighted Mean
Description Weighted
Mean Description
1. Puts me in a group who helps each other study better.
4.64 Outstanding 4.64 Outstanding 4.80 Outstanding 4.79 Outstanding
2. Helps me practice teamwork with my co-team members.
4.58 Outstanding 4.76 Outstanding 4.67 Outstanding 4.88 Outstanding
3. Makes me understand
that each team member has a role to play in the group that is really very important for all of us to
succeed.
4.67 Outstanding 4.80 Outstanding 4.89 Outstanding 4.86 Outstanding
4. Teaches me that some competition in class is healthy.
4.30 Very
Satisfactory 4.48
Very Satisfactory
4.52 Outstanding 4.64 Outstanding
5. Shows me that sharing
information, resources, Knowledge, etc., with my groupmates is one way of enriching my
learning.
4.79 Outstanding 4.80 Outstanding 4.93 Outstanding 4.90 Outstanding
Composite Mean for "CO O PERATING"
4.59 O utstanding 4.70 O utstanding 4.76 O utstanding 4.81 O utstanding
It could be gleaned from Table 5 that the highest composite mean is 4.81,
“Outstanding” from the Biñan Secondary School of Applied Academics third high
school student-respondents. The lowest composite mean is 4.59, “Outstanding” from
the second year students of the Aplaya National High School.
School-wise, for Aplaya NHS the highest weighted mean is 4.80,
“Outstanding”, from the third year students seen for both items No. 3 “Makes me
understand that each team member has a role to play in the group that is really very
important for all of us to succeed” and No. 5 “Shows me that sharing information,
resources, knowledge, etc., with my group-mates is one way of enriching my learning.”
Here can be seen very positive values of group work and sharing in the school. Lowest
weighted mean is 4.30, “Very Satisfactory” from the second year students for item No.
4 “Teaches me that some competition in class is healthy.” Likewise the third year
students gave this item their lowest rating of 4.48, “Very Satisfactory”. This further
reinforced the finding that the students in this school do not see competition as a
hindrance to learning.
The highest weighted mean rating is 4.93, “Outstanding” from the Biñan
SSAA second year students for item No. 5 “Shows me that sharing information,
resources, knowledge, etc., with my group-mates is one way of enriching my learning.”
Item No. 4 “Teaches me that some competition in class is healthy” got the lowest
weighted mean of 4.52, “Outstanding” also for the second year students of Biñan
SSAA. Group work seemed to be a very big thing for the students of Biñan SSAA,
somehow competition is not that fierce nor is it seen as a hindrance to learning.
The “COOPERATING” component teaches learning in the context of sharing,
responding and communicating with other learners, is a primary instructional strategy in
contextual teaching. The experience of cooperating not only helps the majority of
students learn the material, it is also consistent with the real-world focus of contextual
teaching. Employers would rather have employees who can communicate effectively,
who share information freely, and who can work comfortably in a team setting. Workers
who have these skills are highly valued in the workplace.
The researcher found it very interesting that the students from both schools put a
relatively low rating on item No. 4. It seemed that competition in class is not a
requirement to learn a lesson as far as the students are concerned; what is important is
that they learn and understand the lesson. The researcher was likewise very glad to note
that the positive attitudes of team work, peer and group learning, sharing of resources and
information were very much in place in the students from both schools. The researcher
would surely share this very positive finding with the school heads and teachers from
both schools and be sure to congratulate them.
Table 6 indicate that the highest composite mean is 4.78, “Outstanding” from
the Biñan Secondary School of Applied Academics third year students, while the lowest
composite mean is 4.43, “Very Satisfactory” from the third year students of the Aplaya
National High School.
School-wise, the Aplaya National High School’s highest weighted mean is 4.80,
“Outstanding” for item No. 3, “Making me understand that the knowledge should also
be used outside the classroom” from the third year students. This finding meant that
their teachers are very good in CTL teachers. Lowest weighted mean is 4.00, “Very
Satisfactory” for item No. 2 “Showing me how each subject relates to another subject.”
This finding, however, told the researcher that the teachers are very focused on their
specific subject specialization and not much inter-subject integration is done, a negative
finding since the CTL approach advocate concept integration among all subject areas.
Table 6
Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional
Skills According to the “TRANSFER” Component
"TRANSFER"
Component and
Characteristics
Aplaya National High School Biñan Secondary School of Applied Academics
Second Year Third Year Second Year Third Year
I learn how the new learnings I gain everyday can
be TRANSFERRED by:
Weighted
Mean Description
Weighted
Mean Description
Weighted
Mean Description
Weighted
Mean Description
1. Asking me "what if?" questions that I
must find answers to on my own.
4.36 Very
Satisfactory 4.28
Very
Satisfactory 4.65 Outstanding 4.64 Outstanding
2. Showing me
how each subject relates to another subject.
4.39 Very
Satisfactory 4.00
Very Satisfactory
4.78 Outstanding 4.81 Outstanding
3. Making me understand that the knowledge should
also be used outside the classroom.
4.73 Outstanding 4.80 Outstanding 4.81 Outstanding 4.81 Outstanding
4. Letting me find out for myself better ways of
doing things.
4.52 Outstanding 4.48 Very
Satisfactory 4.59 Outstanding 4.79 Outstanding
5. Making me
more confident because I know I have acquired the skills that might be
needed in my future workplace.
4.73 Outstanding 4.60 Outstanding 4.83 Outstanding 4.83 Outstanding
Composite Mean for
"TRANSFER" 4.56 O utstanding 4.43
Very Satisfactory
4.73 O utstanding 4.78 O utstanding
For Biñan Secondary School of Applied Academics, the highest weighted mean
rating is 4.83, “Outstanding” for both second and third year students in the same item,
No. 5 “Making me more confident because I know I have acquired the skills that might
be needed in my future workplace.” The lowest weighted mean is 4.59, “Outstanding”
for item No. 4, “Letting me find out for myself better ways of doing things.” This finding
was consistent; it can be inferred from this finding that the students felt that their teachers
are curtailing their activities of doing things their way and a confident person would be
frustrated not to be allowed to find out for himself better ways of doing things.
The “TRANSFER” component is learning in the context of existing knowledge,
or transferring, and builds upon what the student already knows. Such an approach is
similar to relating in that it calls upon the familiar. Most traditionally taught students
however rarely have the luxury of avoiding new learning situations; they are confronted
with them everyday. Teachers can help them retain their sense of dignity and develop
confidence if they make it a point of building new learning experiences on what the
students already know.
Table 7
Composite Mean of REACT Components by Year Level
REACT
Component
Second Year Third Year
Aplaya National
High
School
Biñan Secondary
School of Applied
Academics
Composite
Mean
Aplaya National
High
School
Biñan Secondary
School of Applied
Academics
Composite
Mean
Relating 4.52 4.73 4.62 4.61 4.80 4.71
Experiencing 4.56 4.59 4.58 4.44 4.75 4.60
Applying 4.44 4.7 4.57 4.46 4.80 4.63
Cooperating 4.59 4.76 4.68 4.70 4.81 4.76
Transferring 4.56 4.73 4.65 4.43 4.78 4.61
Table 7 shows that the highest composite mean of the second year students of
the Aplaya National High School and Biñan Secondary School of Applied Academics is
4.68 in the “COOPERATING” component. The second year students prefer to share
academic resources/information freely, enjoy teamwork and some competition.
However, the lowest composite mean is 4.57, in the “APPLYING” component,
students least prefer to design a project and to use concepts in real-life situations.
In the case of the third year students from both schools, the highest composite
mean of 4.76 is found in the “COOPERATING” component. Students value
individual responsibility, assisting weaker students and wants teamwork or group works.
The least preferred component is “EXPERIENCING” with the lowest composite mean
of 4.60, students don’t get enough hands-on activities and less opportunities for students’
lesson-demonstration.
Table 8
Composite Mean Ratings of REACT Components
Per School by Year Level
REACT
Components
Aplaya National High School Biñan Secondary School of
Applied Academics
Second
Year
Third
Year
Second
Year
Third
Year
Relating
4.52
4.61
4.73
4.80
Experiencing
4.56
4.44
4.59
4.75
Applying
4.44
4.46
4.70
4.80
Cooperating
4.59
4.70
4.76
4.81
Transferring
4.56
4.43
4.73
4.78
Composite Mean
4.53
4.53
4.70
4.79
Table 8 shows that the Biñan Secondary School of Applied Academics third year
students got the highest composite mean of 4.79, “Outstanding”. While for the
Aplaya National High School, both second and third year high school student-
respondents got the same lowest composite mean rating of 4.53, “Outstanding”.
The researcher found this finding interesting because here it was clearly seen that
even though both schools give outstanding ratings to their teachers, the students of Binan
SSAA gave much higher ratings than their counterparts from the Aplaya NHS. The
reason for this finding must be reviewed and taken up in the upcoming meetings with the
school administrator and teachers of the Aplaya National High School.
Table 9
Composite Mean Ratings per REACT Component
Per Year Level by School
REACT
Components
Aplaya NHS
Second Year
Binan SSAA
Second Year
Aplaya NHS
Third Year
Binan SSAA
Third Year
Relating
4.52
4.73
4.61
4.80
Experiencing
4.56
4.59
4.44
4.75
Applying
4.44
4.70
4.46
4.80
Cooperating
4.59
4.76
4.70
4.81
Transferring
4.56
4.73
4.43
4.78
Average
4.53
4.70
4.53
4.79
In table 9 it can be observed that the second year and third year students of the
Aplaya National High School got more “Very Satisfactory” ratings in the following
components: Apply, Experience and Transfer. While for the second and third year
students of Biñan Secondary School of Applied Academics got ratings from $.50 and
above, “Outstanding” in all REACT components.
It is really very interesting that the students of Biñan SSAA gave a consistent
“Outstanding” rating to their teachers in both second and third years for all REACT
components. The researcher could state that based on this finding, the Biñan Secondary
School of Applied Academics is indeed using the Contextual Teaching and Learning
Approach in teaching math and science subjects to their students.
Table 10
P-values to test for Significant Differences Between Second Year High School
Students of Aplaya National High School and the
Biñan Secondary School of Applied Academics
REACT Components P Decisions Interpretation
Relating 0.024
Reject Null Hypothesis
There is a Significant
Difference
Experiencing 0.056
Accept Null
Hypothesis
There is
No Significant
Difference
Applying 0.020
Reject Null Hypothesis
There is a Significant
Difference
Cooperating 0.099
Reject Null Hypothesis
There is a Significant
Difference
Transferring 0.077
Reject Null Hypothesis
There is a Significant
Difference
P = 0.05
At 0.05 levels of significance, the null hypothesis with respect to Relating,
Applying, Cooperating, and Transferring are rejected. Therefore, there are significant
differences on the students’ ratings of the teachers’ instructional skills in these four (4)
components.
However, the null hypothesis with respect to Experiencing is accepted thus there
is no significant difference in the students’ ratings of teachers’ instructional skills in this
component.
Students from both the Aplaya National High School and the Biñan Secondary
School of Applied Academics prefer the Experiencing component of REACT because
they enjoy their student-centered activities, like working in groups, welcome hands-on
activities and using multimedia in their activities.
Table 11
P-values to test for Significant Differences between Third Year High School
Students of Aplaya National High School and the Binan Secondary School of
Applied Academics
REACT
Components
P
Decisions
Interpretation
Relating
0.008
Reject Null Hypothesis
There is a Significant Difference
Experiencing
0.221
Accept Null Hypothesis
There is No Significant Difference
Applying
0.555
Accept Null Hypothesis
There is No Significant Difference
Cooperating
0.025
Reject Null Hypothesis
There is a Significant Difference
Transferring
0.020
Accept Null Hypothesis
There is No Significant Difference
P = 0.05
At 0.05 level of significance, the null hypothesis with respect to Relating and
Cooperating components are rejected. Therefore, there are significant differences on the
students’ ratings of teachers’ instructional skills in these components.
However, at 0.05 level of significance, the null hypothesis with respect to
Experiencing, Applying and Transferring are accepted. Thus, there are no significant
differences in the students’ ratings of the teachers’ skills in Experiencing, Applying and
Transferring.
The Aplaya National High School and Binan Secondary School of Applied
Academics third year high school students value being involved in their day-to-day
learning; value accuracy in measurement and laboratory work and look forward to
achieving the skills which are connected to career opportunities. Moreover, they also
enjoy learning by doing; like doing students’ demonstrations, and welcome opportunities
for students to construct their own knowledge. They are also able to understand the need
for integration of knowledge learned across the different subject areas.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This concluding chapter presents the summary of findings, conclusions and
recommendations.
Summary of Findings
This study was conducted to determine the students’ ratings of teachers’
instructional skills using the REACT Strategy:
1. What is the students’ rating of teachers’ instructional skills using the REACT
strategy?
The highest composite mean rating of the second year students of the Aplaya
National High School and the Biñan Secondary School of Applied Academics is 4.68,
“Outstanding” in the COOPERATING component. Likewise, the third year students
of Aplaya National High School and the Biñan Secondary School of Applied
Academics rated their teachers with 4.76, “Outstanding” also in the COOPERATING
component. The students are given every opportunity to cooperate with each other by
their teachers.
The EXPERIENCING component got the lowest composite mean rating of
4.57, “Outstanding” from the second year students of both schools. Likewise, the
third year students from both schools rated their teachers the lowest of 4.59,
“Outstanding” also in the EXPERIENCING component. Students do not get enough
hands-on activities and have less opportunities for students’ lesson demonstration.
2. What is the students’ rating of teachers’ instructional skills using the REACT
strategy when grouped according to:
2.1 Year Level; and
2.2 School?
The second year students of the Aplaya National High School gave the highest
composite mean rating of 4.59, “Outstanding” in the COOPERATING component of
the REACT Strategy. In comparison, the second year students of the Biñan
Secondary School of Applied Academics gave the highest composite mean rating of
4.76, also “Outstanding” to their teachers also in the COOPERATING component.
This means that the second year teachers in both schools allow their students to work
and perform in groups, let the stronger students assist the weaker students, assign
individual responsibility and advocate division of labor, give
responsibility/accountability, acknowledge diversity of students, foster cooperative
learning and sharing of resources and information freely.
The third year students of Aplaya NHS gave the highest composite mean
rating of 4.70, “Outstanding” in the COOPERATING component to their teachers.
The Biñan SSAA third year students also gave their highest composite mean rating of
4.81, “Outstanding” to the COOPERATING component.
These results show that both the second and third year students of both
schools gave “Outstanding” ratings to their teachers in the way they teach along the
COOPERATING component of the REACT Strategy. In the COOPERATING
component, learning is done in the context of sharing, responding and communicating
with other learners. The experience of cooperating not only helps the majority of
students learn the material, it is also consistent with the real-world focus of contextual
teaching.
3. Is there a significant difference in the students’ ratings of teachers’ instructional skills
using the REACT Strategy between the two schools when grouped according to year
level?
The level of significance between the second year students in the Aplaya
National High School and the Biñan Secondary School of Applied Academics with
respect to RELATING, APPLYING, COOPERATING and TRANSFERRING are
rejected; therefore, there are significant differences in the students’ ratings of the
teachers’ instructional skills in the four (4) components. However, there is no
significant difference in the students’ ratings of teachers’ instructional skills in the
EXPERIENCING component.
Further, there are significant differences in the third year students’ of Biñan
SSAA and Aplaya NHS ratings of the teachers’ instruction skills in RELATING and
COOPERATING components. However, there are no significant differences on the
students’ ratings of teachers’ instructional skills in EXPERIENCING, APPLYING
and TRANSFERRING components.
Conclusions
Based on the summary of findings, the following conclusions are hereby
concluded:
1. The students’ respondents’ rating of teachers’ instructional skills using the
REACT strategy on the five (5) components: RELATING, EXPERIENCING,
APPLYING, COOPERATING and TRANSFERRING are “Outstanding.”
2. Both schools, in both year levels, gave COOPERATING the highest ratings.
3. Both schools gave EXPERIENCING the lowest ratings.
4. The Biñan Secondary School of Applied Academics student-respondents gave
higher ratings to their teachers’ instructional skills in all REACT components
especially the third year than the students of the Aplaya National High School.
Recommendations
In the light of the foregoing conclusions, the following are the researcher’s
recommendations:
1. An Enhancement Training Program for teachers teaching Science and
Mathematics subjects is hereby proposed for possible adoption.
2. The school administrators should continuously evaluate the teaching skills,
attitudes and competencies of CTL teachers to identify the academic deficiency in
teaching Science and Mathematics subjects.
3. Teachers’ development should be an on-going process supported by modeling,
coaching, simulation, demonstrations and should focus on ways to link new information
to existing knowledge, experience and values to maintain classroom effectiveness.
4. Teachers should be part of the preparation of Teacher’s Guides for Science and
Mathematics
5. Further study should be conducted in a wider-scale using all the five (5) pilot
schools students in all year levels.
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Education, MA. Allyn & Baron, 1993.
Gardner, H., The Unschooled Mind. How Children Think and How Schools
Should Teach, New York, Basic Books, 1991.
Kerr, Robert, Psychomotor Learning, Saunders College Publishing, 1982.
Lave, J. & Wenger, E. Situated Learning: Legitimate Peripheral Participation,
New York, Cambridge University Press, 1993.
Lezotte , L., Edmonds, R. & Ratner, G. A Final Report: Remedy for School
Failures to Equitably Deliver Basic School Skills, East Lansing: MI. Michigan
State University Press, 1994.
Lipsitz, J., Successful Schools for Young Adolescents, New Brunswick, N. J.
Transaction Book, 1984.
Morris, Charles G., Understanding Psychology, Prentice-Hall, Inc. Copyright, 199l.
Resnick, L. B, & Hall, M. W. Learning Organizations for Sustainable Education
Reform. Daedalus 127, 1998.
B. Journals and Periodicals
Bossert, S., Dwyer, D., Roman B., & Lee, G., The Instructional Management
Role of the Principal, Educational Administration, Quarterly, 1982.
Espere, Visitation S., Effective Classroom Management: The Modern Teacher,
Volume XXXVI No 2. 1987.
Katigbak, Tony F., Teachers Train on the Use of Constec Tapes, The Philippine
Star, July 20, 2004.
Patterson, Ways to Resolve Conflict, World Executive Digest, 1997.
C. Publications
Airasian, P. & Walsh M., Constructivist Caution, Phi Delta Kappan, 1997.
Ananda, S., Authentic Assessment, A Web-based System for the Professional
Development of Teachers in Contextual Teaching and Learning Project,
Bowling Green, OH. Bowling Green State University, 2001.
Beasley, Warren, Meeting the Needs of Science Teachers and Students: The
Philippine Experiment, The World Bank, 1999.
Brockman, D., and Brockman, M., Multiple Intelligence, A Web-based System for the
Professional Development of Teachers in Contextual Teaching and Learning
Project, Bowling Green, OH: Bowling Green State University, 2001.
Buck Institution for Education, Project-based Learning, A Web-based system for
Professional Development of Teachers in Contextual Teaching and Learning
Project, Bowling Green, OH: Bowling Green State University, 2001.
Frazee, B., Questioning, A Web-based System for the Professional Development
of Teachers in Contextual Teaching and Learning Project, Bowling Green,
OH: Bowling Green State University, 2001.
Glatthorn, Allan A., Developing a Quality Curriculum, Alexandria, VA: ASCD, 1994
Gloria, Ricardo T., The Development of Education, A National Report of the
Philippines, delivered during the 45th Session of the International
Conference on Education (UNESCO Geneva, Switzerland. Sept 30 –
October 5, 1996).
Holubec, E., Cooperative Learning., A Web-based System for the Professional
Development of Teachers in Contextual Teaching and Learning Project.
Bowling Green, OH: Bowling Green State University, 2001.
Kilmer, S. Development Appropriate Practices, A Web-based System for the
Professional Development of Teachers in Contextual Teaching and Learning
Project, Bowling Green, OH: Bowling Green State University, 2001.
McPherson, K., Service Learning, A Web-based System for the Professional
Development of Teachers in Contextual Teaching and Learning Project,
Bowling Green, OH: Bowling Green State University, 2001.
Moffitt, M. Problem-based Learning. A Web-based System for the Professional
Development of Teachers in Contextual Teaching and Learning Project,
Bowling Green, OH: Bowling Green State University, 2001.
Sapon,-Shevin, M. Teaching for Diversity. A Web-based System for the Professional
Development of Teachers in Contextual Teaching and Learning Project, Bowling Green, OH: Bowling Green State University, 2001.
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Smith, C. Work-based Learning, A Web-based System for the Professional
Development of Teachers on Contextual Teaching and Learning Project,
Bowling Green, OH: Bowling Green State University
D. Webliography
Berns, R. and Erickson, P. An Interactive Web-based Model for the Professional
Development of Teachers in Contextual Teaching and Learning: Bowling Green
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Joyce and Weil, Instructional Models, http://www.sasked.gov.sk.ca/.
Lagman, Augusto, Co-Chairman for HRD, Information Technology and E-Commerce
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McNeil & Wiles, 1990, http://www.sasked.gov.sk.ca/.
Pfeiffer and Jones, http://www.sasked.gov.sk.ca.
Seaman and Fellenz, http://www.sasked.gov.sk.ca/.
Appendix D.1: Enhancement Session Process
One-Day Enhancement Session for the Aplaya National High School Teachers
ENHANCEMENT SESSION PROCESS
2 May 2005
Time/Topic Process
Resource Requirements
8:30-9:00
Registration and Billeting
All participants will be required to register (ID, Opening
Program and Daily Schedule will be given out as they
register)
Handouts will be given during and after the discussion
As the participants enter the room, ask each one of them to write their expectations to the one day
enhancement session in meta cards, in two stations where:
Station 1 – What do I expect to gain from this one-day
enhancement session?
Station 2 – What can I contribute to make this one-day
session successful?
The facilitator to quickly summarize what the participants
have written on the board, then validate with them, ask for
suggestions if they still have additional items.
ID
Registration kits
Daily Schedule
Easel Board
Manila Paper
Meta Cards
Pentel pens
9:00-9:30
Opening Program
Facilitate the opening program
Introduction of Participants and Guests
Welcome Message
Enhancement Workshop Overview plus levelling of
expectations
Workshop Objectives and Expected Outputs
Introductory Activity: Bingo Game
Hall arranged for
the opening
program; sound
system ready
Opening program
distributed to the
participants
9:30-10:30
10:30-12:00
Review of the Project Experiences
Objectives:
1. To review and assess project experiences focusing on
the use of the CTL approach
2. To identify specific problems and difficulties
encountered by the APEX teachers on the use of the
REACT strategy (this will help the facilitators zero-in on
the specific difficulties of the participants)
3. To determine action steps made to resolve difficulties
identified in the item # 2.
Process:
1. Group the participants into three. Each group to share
among themselves their experiences on the use of the CTL
approach and specific concerns and issues on the use of the
REACT strategy (10 minutes sharing)
2. Each group will be asked to report for 5 minutes, what
transpired in the group sharing focusing on the experiences
and difficulties encountered and how they were resolved at
their level.
3. After all the groups have reported, the facilitator will
summarize the main points, itemized the difficulties
encountered and how they were resolved by the teachers, or
if not given resolution why?
4. The result of the workshop will serve as a take-off point in
the providing a review session on the CTL approach and the
REACT strategy. The review session.
5. For one and a half hour, a review session on CTL and the
REACT strategy will be provided by the facilitator.
6. The focus of the review session will be on the following
areas: (the facilitator making use of the experiences shared
by the participants to further clarify CTL and the REACT
strategy.
Review of what’s and why’s of CTL?
Roles of a Teacher under Contextualized Teaching/
Learning Environment
Teacher as a CTL Facilitator
Facilitating class discussion in contextualized
learning environment
The REACT Strategy (Relating, Experiencing,
Applying, Cooperating and Transferring)
Kraft paper
Meta cards
assorted colored
Pentel pens
Documentor
12:00-1:00
1:00-1:20
1:20-4:30
Lunch Break
Introduce energizer to perk up the participants in
the afternoon session.
The REACT Strategy
The afternoon session is mostly devoted on enhancing
their knowledge and skills in the Applying aspect of the
REACT strategy.
Objectives:
1. enhance competencies in the use of the REACT
strategy particularly on the Applying aspect
2. do skill practice of the REACT strategy through class
demonstration
Process:
1. Using one lesson plan (participants were asked to bring one sample lesson plan each) a demonstration on how the REACT strategy will
be adopted in delivering a particular lesson will be done.
2. But since the APEX teachers of Aplaya National High School have expressed difficulty on the use of the applying aspect of the REACT
strategy, more practical tips and demonstration techniques will be provided the participants on
this area. 3. The process would be: lesson demonstration –
critiquing and feedback. The idea is to assist the
teachers, provide delivery techniques as they go through this exercise.
4. As the teachers do the actual class demonstration, they will be video taped. The tape will be rolled back for the critiquing
session, look at the positive points of the teacher’s delivery skills focusing on the REACT
strategy and areas for improvement. Techniques on the use applying aspect would come in during the critiquing and summary
Reading materials
/Handouts On
session. 5. It is expected however, that the last presentor
would be able to gather all the good points and
delivery strategies.
What is:
Contextual
Teaching and
Learning and the
REACT Strategy
Video recorder
Camera man
Timer
Copy of the
lesson plan of the
Teachers
4:30-5:00
Summary of the Enhancement Session
Session Evaluation
Participants’ Impression of the one-day Session
Program Closure
Appendix D: Enhancement Session for Aplaya National High School
Enhancement Session for Science and Math Teachers of
Aplaya National High School
APEX Laguna
2 May 2005
Session Objectives: 1. exchange of learning and experiences in project implementation; 2. learn lessons from strategies adopted by the APEX teachers in the different year
levels 3. review the CTL approach to teaching and learning 4. enhance competencies in the use of the REACT strategy particularly on the
Applying aspect 5. do skill practice of the REACT strategy through class demonstration
Day/Time 2 May 2005
8:30-9:00 9:00-9:30 9:30-10:30 10:30-12:00
Arrival/Registration
Opening Program
Review of Project Experiences
General Refresher Session on CTL Approach
12:00-1:00 LUNCH
1:30-4:30
Enhancement Session on the REACT Strategy (focused on the Applying aspect)
Actual Lesson Demonstration
Critiquing and Feedback Session
Processing of the Exercise (reinforce inputs/tips provided in the critiquing session)
4:30-5:00 Summary of the Enhancement Session
Session Evaluation Participants’ Impression of the one-day Session Program Closure
5:00-630
DINNER
Appendix E.1: Enhancement Session Process
One-Day Enhancement Session for the
Biñan National High School Science and Math Teachers
4 May 2005
ENHANCEMENT SESSION PROCESS
Time/Topic Process
Resource Requirements
8:30-9:00
Registration and Billeting
All participants will be required to register (ID, Opening
Program and Daily Schedule will be given out as they
register)
Handouts will be given during and after the discussion
As the participants enter the room, ask each one of them to write their expectations to the one day enhancement session in meta cards, in two stations
where: Station 1 – What do I expect to gain from this one-day
enhancement session?
Station 2 – What can I contribute to make this one-day
session successful?
The facilitator to quickly summarize what the participants
have written on the board, then validate with them, ask for
suggestions if they still have additional items.
ID
Registration kits
Daily Schedule
Easel Board
Manila Paper
Meta Cards
Pentel pens
9:00-9:30
Opening Program
Facilitate the opening program
Introduction of Participants and Guests
Welcome Message
Enhancement Workshop Overview plus leveling of
expectations
Workshop Objectives and Expected Outputs
Introductory Activity: Bingo Game
Hall arranged for
the opening program; sound
system ready
Opening program
distributed to the participants
9:30-10:30
10:30-12:00
12:00-1:00
1:00-1:20
1:20-4:30
Review of the Project Experiences
Objectives:
4. To review and assess project experiences focusing on
the use of the CTL approach
5. To identify specific problems and difficulties
encountered by the APEX teachers on the use of the
REACT strategy (this will help the facilitators zero-in on
the specific difficulties of the participants)
6. To determine action steps made to resolve difficulties
identified in the item # 2.
Process:
1. Group the participants into three. Each group to share
among themselves their experiences on the use of the CTL
approach and specific concerns and issues on the use of the
REACT strategy (10 minutes sharing)
2. Each group will be asked to report for 5 minutes, what
transpired in the group sharing focusing on the experiences
and difficulties encountered and how they were resolved at
their level.
3. After all the groups have reported, the facilitator will
summarize the main points, itemized the difficulties
encountered and how they were resolved by the teachers, or
if not given resolution why?
4. The result of the workshop will serve as a take-off point in
the providing a review session on the CTL approach and the
REACT strategy. The review session.
5. For one and a half hour, a review session on CTL and the
REACT strategy will be provided by the facilitator.
6. The focus of the review session will be on the following
areas: (the facilitator making use of the experiences shared
by the participants to further clarify CTL and the REACT
strategy.
Review of what’s and why’s of CTL?
Roles of a Teacher under Contextualized Teaching/
Learning Environment
Teacher as a CTL Facilitator
Facilitating class discussion in contextualized
learning environment
The REACT Strategy (Relating, Experiencing,
Applying, Cooperating and Transferring)
Lunch Break
Introduce energizer to perk up the participants in
the afternoon session.
Kraft paper
Meta cards
assorted colored
Pentel pens
Documentor
The REACT Strategy
The afternoon session is mostly devoted on enhancing
their knowledge and skills in the Experiencing aspect of
the REACT strategy.
Objectives:
3. enhance competencies in the use of the REACT
strategy particularly on the Experiencing aspect
4. do skill practice of the REACT strategy through class
demonstration
Process:
6. Using one lesson plan (participants were asked to bring one sample lesson plan each) a
demonstration on how the REACT strategy will be adopted in delivering a particular lesson will be done.
7. But since the APEX teachers of Biñan National High School have expressed difficulty on the
use of the experiencing aspect of the REACT strategy, more practical tips and demonstration techniques will be provided the participants on
this area. 8. The process would be: lesson demonstration –
critiquing and feedback. The idea is to assist the teachers, provide delivery techniques as they go through this exercise.
9. As the teachers do the actual class demonstration, they will be video taped. The
tape will be rolled back for the critiquing session, look at the positive points of the teacher’s delivery skills focusing on the REACT
strategy and areas for improvement. Techniques on the use experiencing aspect
would come in during the critiquing and summary session. 10. It is expected however, that the last
presentor would be able to gather all the good points and delivery strategies.
Reading materials
/Handouts On
What is:
Contextual
Teaching and
Learning and the
REACT Strategy
Video recorder
Camera man
Timer
Copy of the
lesson plan of the
Teachers
4:30-5:00
Summary of the Enhancement Session
Session Evaluation
Participants’ Impression of the one-day Session
Program Closure
Appendix E: Enhancement Session for Biñan Secondary School of Applied Academics
Enhancement Session for Science and Math Teachers of
Biñan National High School
APEX Laguna
4 May 2005
Session Objectives: 6. exchange of learning and experiences in project implementation; 7. learn lessons from strategies adopted by the APEX teachers in the different year
levels 8. review the CTL approach to teaching and learning 9. enhance competencies in the use of the REACT strategy particularly on the
Experiencing aspect 10. do skill practice of the REACT strategy through class demonstration
Day/Time 4 May 2005
8:30-9:00 9:00-9:30 9:30-10:30 10:30-12:00
Arrival/Registration
Opening Program
Review of Project Experiences
General Refresher Session on CTL Approach
12:00-1:00 LUNCH
1:30-4:30
Enhancement Session on the REACT Strategy (focused on the Experiencing aspect)
Actual Lesson Demonstration
Critiquing and Feedback Session Processing of the Exercise (reinforce inputs/tips
provided in the critiquing session)
4:30-5:00 Summary of the Enhancement Session Session Evaluation Participants’ Impression of the one-day Session Program Closure
5:00-630
DINNER
Appendix F: Statistical Treatment of Question No. 3 of the Study
Question No. 3
Is there a significant difference in the students’ rating of teachers’
instructional skills using the REACT Strategy between the two schools when
grouped according to year level?
3.1 Second Year
3.2 Third Year
Analysis:
3.1 Second Year
Significant Differences by school (Aplaya National High School & Binan
Secondary of Applied Academics) on REACT in Second year.
T-Test
Group Statistics
6 4.5567 .22518 .09193
6 4.7367 .10211 .04169
6 4.6517 .10534 .04301
6 4.6067 .16021 .06540
6 4.8517 .20508 .08372
6 4.7067 .15642 .06386
6 4.5817 .23524 .09604
6 4.7600 .08579 .03502
6 4.5817 .20449 .08348
6 4.7133 .08287 .03383
loc
1.00
2.00
1.00
2.00
1.00
2.00
1.00
2.00
1.00
2.00
relates
experience
apply
cooperation
transferred
N Mean Std. Deviation
Std. Error
Mean
Independent Samples Test
1.522 .246 -1.783 10 .105 -.18000 .10094 -.40491 .04491
-1.783 6.973 .118 -.18000 .10094 -.41887 .05887
.686 .427 .575 10 .578 .04500 .07828 -.12941 .21941
.575 8.643 .580 .04500 .07828 -.13320 .22320
.019 .892 1.377 10 .199 .14500 .10530 -.08961 .37961
1.377 9.347 .201 .14500 .10530 -.09186 .38186
3.110 .108 -1.745 10 .112 -.17833 .10222 -.40610 .04943
-1.745 6.307 .129 -.17833 .10222 -.42554 .06887
5.401 .042 -1.462 10 .175 -.13167 .09008 -.33237 .06904
-1.462 6.599 .190 -.13167 .09008 -.34732 .08398
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
relates
experience
apply
cooperation
transferred
F Sig.
Levene's Test for
Equality of Variances
t df Sig. (2-tailed)
Mean
Difference
Std. Error
Difference Lower Upper
95% Confidence
Interval of the
Difference
t-test for Equality of Means
Appendix A: Letter to the Principal of the Aplaya National High School requesting for permission and endorsement to conduct
the research
27 November 2004
MRS. EDNA TABORA
Principal Aplaya National High School
Santa Rosa City, Laguna Dear Mrs. Tabora:
The undersigned is currently working on her Masteral thesis entitled
“Students’ Ratings of Teachers’ Instructional Skills in Using the REACT Strategy; A
Contextual Teaching and Learning Approach in Teaching Science and Mathematics
Subjects.” This study is conducted to determine the effectiveness of the REACT
Strategy used by our second and third year Project APEX teachers in Science and
Mathematics.
In view thereof, may I request your approval and endorsement to the subject
teachers in the Aplaya National High School to allow the undersigned to administer the survey questionnaire to the second and third year high school students for the
gathering of data. Your kind support regarding Project APEX is a clear indication of your desire
to uphold academic excellence particularly in the field of education.
Very truly yours,
ROSALIE A. CORPUS
Masteral Student
Appendix B: Letter to the Principal of the Biñan Secondary School of Applied Academics requesting for permission and
endorsement to conduct the research.
27 November 2004
MR. BAYANI ENRIQUEZ
Principal Biñan Secondary School of Applied Academics
Biñan, Laguna Dear Mr. Enriquez:
The undersigned is currently working on her Masteral thesis entitled
“Students’ Ratings of Teachers’ Instructional Skills in Using the REACT Strategy; A Contextual Teaching and Learning Approach in Teaching Science and Mathematics Subjects.” This study is conducted to determine the effectiveness of the REACT
Strategy used by our second and third year Project APEX teachers in Science and Mathematics.
In view thereof, may I request your approval and endorsement to the subject teachers in the Biñan Secondary School of Applied Academics to allow the
undersigned to administer the survey questionnaire to the second and third year high school students for the gathering of data.
Your kind support regarding Project APEX is a clear indication of your desire to uphold academic excellence particularly in the field of education.
Very truly yours,
ROSALIE A. CORPUS Masteral Student
Appendix C: The Survey Questionnaire
SURVEY QUESTIONNAIRE ON THE ASSESSMENT OF THE CONTEXTUAL TEACHING
AND LEARNING (CTL) APPROACH IN TEACHING SCIENCE AND MATHEMATICS
SUBJECTS USING THE R.E.A.C.T. STRATEGY
Dear Student:
I am a masteral student from PUP and I am trying to find out if the Contextual Teaching
and Learning (CTL) Approach that your teachers are using in your Science and Math
subjects is really helping to make these subjects easier to study. I would also like to know
if you practice the R.E.A.C.T. Strategy not only in your classroom but also in your daily life.
Please rate your teacher this way:
I rate my teacher this way because
I: Rating
This is what my teacher's rating
means:
Strongly Agree
5
My teacher is very effective /
outstanding.
Agree
4 My teacher is mostly effective / very
satisfactory.
Have No Opinion
3
My teacher is effective /
satisfactory.
Disagree
2
My teacher is less effective /
fair.
Strongly Disagree 1
My teacher is not at all effective /
poor.
I rate my teacher this because of how he/she
teaches me: RATING
5 4 3 2 1 I understand the lesson better because my teacher shows me how it RELATES to my
daily life by:
1. Using words, materials, ideas that I also use every day.
2. Showing me how I can use this lesson in solving daily
problems.
3. Explaining that this new learning is relevant to me.
4. Telling me that this lesson is part of past lessons.
5. Letting me know that this lesson will be a part of future
lessons.
My teacher lets me EXPERIENCE learning by:
1. Allowing me to discover on my own how things work.
2. Guiding me in looking for the answers to my questions.
3. Making me a part of a group working together to achieve our
objectives.
4. Allowing me to make my own conclusions.
5. Giving me opportunities for hands-on learning.
My teacher lets me APPLY my new learning by:
1. Asking me to show examples to the class of how I intend to
use my new learnings.
2. Encouraging me to use/handle/operate different materials
and equipment.
3. Demonstrating how a certain skill can be applied in a given
occupation/job.
4. Insisting that I follow the required safety steps in handling
tools.
5. Instilling in me the basic rules to follow in taking
measurements.
I rate my teacher this because of how he/she
teaches me: RATING
5 4 3 2 1
I learn about COOPERATION in class because my
teacher:
1. Puts me in a group who helps each other study
better.
2. Helps me practice teamwork with my co-team
members.
3. Makes me understand that each team member has a role to
play in the group that is really very important for all of us to
succeed.
4. Teaches me that some competition in class is healthy.
5. Shows me that sharing information, resources, knowledge,
etc., with my group mates is one way of enriching my learning.
I learn how the new learnings I gain everyday can be
TRANSFERRED by:
1. Asking me "what if?" questions that I must find answers on
my own.
2. Showing me how each subject relates to another
subject.
3. Making me understand that the knowledge should also be used outside
the classroom.
4. Letting me find out for myself better ways of doing
things.
5. Making me more confident because I know I have acquired
the skills that might be needed in my future workplace.
Based on my experience in class,
1. I find that the CTL approach is an effective tool in teaching
science and math.
2. We were given evaluation tests to monitor/check our own
progress in class.
3. The evaluation tests further stimulate creative teaching and
learning.
4. My teacher uses a system of grading that is based on the
prescribed set of standards.
5. My teacher informs us of our test results to serve as a basis
of improving our learning, and for her to improve her way of
teaching.
Please tell me about yourself.
Your subject is?
What year level are you in? Name of your school?
( ) Math ( ) Second Year
( ) Science ( ) Third Year
You have been a very big help to me. I wish you the very best and more fun in learning Science and Math. Thank you very much!
ROSALIE AMADOR-
CORPUS
Masteral Student
PUP MEM OU Commonwealth
Appendix C: The Survey Questionnaire
SURVEY QUESTIONNAIRE ON THE ASSESSMENT OF THE CONTEXTUAL TEACHING
AND LEARNING (CTL) APPROACH IN TEACHING SCIENCE AND MATHEMATICS
SUBJECTS USING THE R.E.A.C.T. STRATEGY