Page 53 - GS_Journal_2014

GS Research Journal

TEACHING STRATEGIES IN EDUKASYONG PANTAHANAN AT
PANGKABUHAYAN
JESSIE A. VARGAS

This study determined the extent of use of the different teaching strategies in EPP of
Grade V and VI teachers in Urdaneta II, SY 2013 – 2014.
Specifically, it sought to determine the profile of the EPP teachers in terms of age, sex,
civil status, academic position, highest educational attainment, number of years of teaching
EPP, relevant in-service trainings and awards received in EPP. Likewise, it looked into the extent
of use of the different teaching strategies in EPP by the respondent teachers, the significant
difference between the use of the different teaching strategies across the profile variables and
the significant relationship between the extent of use of the different teaching strategies and the
profile variables.
The descriptive method of research was employed and the questionnaire checklist was
used in gathering data. The frequency counts, percentages, weighted mean, T-test and ANOVA
(Analysis of Variance) were the statistical used in the analysis of data.
Based on the analysis of data, the following findings were yielded 1) Majority of the
respondents belong to age bracket 31-40 which is considered as early adults, females, married,
permanent, have earned masteral units, have been teaching EPP for less than five years,
attended trainings in the district and division levels and received EPP awards in the district level
2) the extent of the teacher respondents use of the different teaching strategies in EPP denotes
a descriptive equivalent rating of “Practiced” 3) There is no significant difference in the use of
the different teaching strategies in EPP across the profile variables 4) There is no significant
relationship between the extent of use of the different teaching strategies in EPP and the profile
variables.
In the light of the findings, the following conclusions were drawn: 1) The EPp teachers
of Urdaneta II are matured enough, with training and are educationally qualified to deliver
instructions through the use of the different teaching strategies in EPP 2) the EPP teachers’
extensive use of strategies make them qualified or competent enough to teach the EPP subject
3) the EPP teachers of Urdaneta II are not comparable in their extent of use of the different
teaching strategies when grouped according to the different profile variables 4) the profile
variables of the teacher respondents do not affect the extent of use of the different teaching
strategies in EPP by the teacher respondents.
Based on the findings and conclusions of the study, the researcher arrived at the
following recommendations: 1) Since majority of the teachers have just earned their masteral
units, all concerned teachers must be encouraged to enhance their professional growth by
pursuing their graduate and post graduate studies 2) EPP teachers must level up their teaching
performance by attending relevant trainings in the regional and national levels to further hone
their knowledge skills, and competencies which can improve their craft in teaching EPP 3)
EPP teachers should continue using the different teaching strategies in EPP very extensively

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