Page 52 - GS_Journal_2016_back2back with agenda cover

UCU GS Research Journal
EXTENT OF UTILIZATION OF 21 CENTURY TEACHING APPROACHES
ST
IN THE PUBLIC SECONDARY SCHOOLS
JOANNA O. CLAVERIA

This study determined the extent of utilization of the 21st century teaching approaches
in the public secondary schools of Sta. Barbara.
Specifically, it sought to determine the following: the professional profile of teachers
in the nationalized public high schools of Sta. Barbara in terms of age, sex, civil status, highest
educational attainment, area of specialization, number of years in teaching, relevant in- service
seminars/ trainings attended; the extent of the teachers’ utilization of the said following
teaching approaches namely the cooperative learning , experiential learning, constructivist
teaching, inquiry teaching and multimedia learning process; the significant differences in the
extent of teachers’ utilization of the 21st century teaching approaches across their selected
profile variable; the significant relationships between the teachers’ utilization of the 21st century
teaching approaches and their selected profile variables; and the problems affecting the public
secondary school teachers in the extent of utilization of the 21st century teaching approaches.
The professional profile of the teacher-respondents are within the age bracket of 25
to 41 years and above, the female teacher-respondents, married, and almost all of them are
in graduate studies. The teacher-respondents‘ extent of utilization of the 21st century teaching
approaches is generally in the extensive use. From the given problems, limited time, resources
and effort in preparing the different instructional materials of the given approaches obtained the
highest weighted mean which labeled as “serious”.
The following are conclusions drawn from the findings: Most of the teacher- respondents
are newly hired and young, thus they are expected to be more dynamic and active in the practice
of teaching profession. They are more competent and adequate since they are products of the
21st century teaching approaches. The teacher-respondents affirmed an extensive use of the
21st teaching approaches in their class. The problems encountered by the teacher- respondents
are common problems which are already encountered by the other teachers who are using the
given approaches. Those problems are limited time, resources and effort in the preparation
of the different instructional materials in the given approaches. Educational attainment is not
related to the extent of use of the said approaches.
Based from the conclusions drawn, the following recommendations are hereby
presented: Teachers must be motivated and encouraged to organize technological application
clinic which is accreditable to the master’s degree program. The use of these 21st century
teaching approaches should be enhanced and more intensified. Furthermore, similar study
should be conducted for the wider scope to validate the findings of the study.
44