Evaluating the Effectiveness of Teaching Strategies: The Case of a National Vocational School in Hilongos, Leyte
Authors: Leomarich F. Casinillo and Jacqueline M. Guarte
Evaluation of teaching strategies serves as a guide for diagnosis and improvement for effective teaching. However, studies focusing on the effectiveness of teaching strategies in Region 8, Philippines is a bit limited. Hence, this paper aims to evaluate the teaching strategies of teachers at the Hilongos National Vocational School using a total of 23 randomly selected teachers and 294 students. The data was analyzed using descriptive measures and Spearman rank correlation coefficient was also computed to determine the relationship between student’s perception and student’s performance for each teaching strategy. Results show that 11 academic teachers are using five teaching strategies namely computer assisted lessons, peer tutoring, modeling and teaching demo, oral recitation and reporting, and group work. In addition, there are 12 vocational teachers who are also using the same teaching strategies plus lecture with laboratory. The students rated high or strongly approve all the teaching strategies. In addition to computer assisted lessons and peer tutoring, the following teaching strategies such as modeling, teaching demo, oral recitation and reporting are effective for both academic and vocational teachers. The student’s perception on peer tutoring and academic performance under an academic teacher is positively correlated. Further, no relationship was found between the student’s perception of teaching strategies and academic performance under vocational teachers.
Keywords: teaching strategies, vocational school, student’s perception, academic performance
Cite this article as:
Casinillo, L. F., & Guarte, J. M. (2018). Evaluating the Effectiveness of Teaching Strategies: The Case of a National Vocational School in Hilongos, Leyte. Review of Socio-Economic Research and Development Studies, 2(1), 65-80. http://doi.org/10.5281/zenodo.4517302