PERCEIVED TEACHING METHODS OF TEACHERS AND THE LEARNING

INTEREST OF THE SENIOR HIGH SCHOOL STUDENTS

INTRODUCTION

BACKGROUND OF THE STUDY

It is a fundamental assumptions of strategic teaching and learning that what was

chosen to be right to teach in the classroom should be an interaction of what we know

about the variables of instructions, learning, achievement and contextual factors. This

assumption has driven the quest as individuals and groups to develop an instructional

framework. Recognizing individual differences of the learners is a basic concept when

teachers prepare to teach… (Jones, 1987). When students are not invested in their

learning, they are not as likely to be engaged (Skinner, Furer, Marchand and Kinderman,

2008). Lack of student engagement impacts not only in their learning, but the learning of

others in the classroom. It is inevitable that such lessons happen on occasion and those

lessons can even provide valuable opportunities for reflection, teachers could make better

use of their time by knowing the interests of their students beforehand. Teachers can learn

about their students’ interests in a variety of ways through the use of student

questionnaires, rating scales, interview and to their perceptions on how will they have

interest in learning the subject. In addition to being aware of the needs and interests of

their students, teachers should not overlook the importance of their relationship with their

students, which does not necessarily mean it has to be defined by students “liking” their

teachers. It simply means that for optimal learning to occur, there should be mutual

respect, it is easier to reach struggling students when a trusting relationship has been

established (Meier, 2003). In the other hand, Interest Theories have been cited as an

effective means for helping teachers recognize the incredibly diverse needs of students

bring into classroom (Dunn, Dening & Lovelace, 2001). In addition, these theories provide
a framework that enables teachers to knowledgably develop a variety of instructional

methodologies to benefit all students. This certainly extends to students with identified

special learning needs, and Guid (2002) suggested that some may simply be exhibiting

difficulties associated with a mismatch between teaching methods and learning style.

The purpose in conducting this quantitative study is to give interest to those

students that had tardiness in learning and for the teacher to be aware on what they were

teaching so that their students will have an interest in participating in his or her subject

teaching and learning are main aspects of learning activities that affect student

achievement. According to Bookhart and Durkin (2003), there is an assumption that

students learn with different styles at different speeds, different levels of prior knowledge

and different environment when the subject matter is given by any chance of a variety of

teaching strategies. So the teachers have an indicators on what teaching methods they

must do so that his or her students will have interest in learning.

Recently, there has been much concern expressed about quality teaching in

educational institution, which industries in the rapidly changing society have been

concerned about the well educated person. There are some countries international that

have been integrated related to this study. There was a recent study conducted in Iowa

State University in Ames, Iowa that some students come from different backgrounds and

have varied experiences and abilities. Good teaching is not only dependent on teaching

strategies or their effectiveness but it also depends on individual needs and adequacy of

the content (Dyler & Osborne, 1995). In a study conducted in Lyceum of the Philippines

University Batangas City, in content-focused teaching methods, both the teacher and the

learners have to fit into the content that is taught. Generally, this means the information

and skills to be taught are regarded as sacrosanct. A lot of emphasis is laid on the clarity

and careful analysis of content. Both the teacher and the learners cannot alter or become
critical of anything to do with the content. An example of method which subordinates the

interests of the teacher and learners to the content is the programmed learning approach

(Ashman & Ongwae, 2011).

This qualitative research is mainly focused on teaching methods and learning

interest of students in which it may enhances the students’ capacity to gain an interest in

learning. The difference of this qualitative study is that it perceives the teaching methods

by the teachers towards the interest in learning of students. Also, it helps the teacher to

determine what methods he or she could take so that he or she will be advance on taking

lessons or strategies for his or her students can gain interest in learning the lesson or the

subject

REVIEW OF RELATED LITERATURE

This chapter provides an overview of previous research about methods on

teaching and interest in learning. It introduces the framework for the case study that

comprises the main focus of the research described in this quantitative study.

Helping students understand better in the classroom is one of the primary concerns

of every teacher. Teachers need to motivate students how to learn. According to McCarthy

D., (1992), students who understand the lesson tend to be more engaged and show

different characteristics such as they are attracted to do work, persist in the work despite

challenges and obstacles, and take visible delight accomplishing their work. In developing

students understanding to learn important concepts, teacher may use a variety of teaching

strategies that would work best for her or his students. According to Ory, J,C (1980),

research has shown no teaching strategies that will consistently engage all learners. The

key is helping students relate lesson content to their own backgrounds which would

include student’s prior knowledge in understanding new learnings. Due recognition should
be given to the fact that interest, according to Behets (1997), directly or indirectly

contributes to all learning. Yet, it appears that many teachers apparently still need to

accept this fundamental principle. Teachers should mind the chief component of interest

in the classroom. It is a means of forming lasting effort in attaining the skills needed for

life. Furthermore, teachers need to vary teaching styles and techniques, so as not to cause

boredom to the students in the classroom. Seeking greater insight into how children learn

from the way teachers discuss and handle the lesson in the classroom and teach students

the life skills they need, could be one of the greatest achievement in the leading process.

Furthermore, researchers have begun to identify some aspects of the learning

situation that help enhance student’s motivation. Research made by Lucas (1990),

Weinert and Kluwe(1987) show that several styles could be employed by the teachers to

encourage students to become self-motivated independent learners. As identified

teachers must give frequent positive feedback that supports students beliefs that they can

do well, ensure opportunity for students success by assigning tasks that are either too

easy nor too difficult, helps students find personal meaning and value in the material and

help students feel that they are valued members of learning community. According to

Brock (1976), Cashin (1979) and Lucas (1990), it is necessary for teachers to work from

students strengths and interests by finding out why students are in your class and what

are their expectations. Therefore, it is important to take into consideration students’ needs

and interests so as to focus instruction that is applicable to different group of students with

different levels. The classroom is a highly interdependent system subsuming a multitude

of teacher and students behavior. Since instructional communication first emerged as an

area of research (Scott & Wheeles, 1977). Scholars have been challenged to identify

teacher and students behavior ultimately having a profound impact on student learning.

As a result, many scholars have been challenged to place isolated studies into a coherent
framework providing a more cogent explanation of how communication functions in the

teaching and learning process (Station Spicer & Wulff, 1984).

In an effort to provide a more systematic structure or research contributing to the

current corpus of instructional communication, reviewing parallel research efforts in other

disciplines is vital. Educational psychology, in particular, offers instructional

communication scholars an opportunity to build a more comprehensive scholarly

framework in which to explain, predict and test the rate of communication in teaching and

learning. This venture can invigorate new areas of research, assist scholars in

understanding how fragmented research programs interconnect and inform each other

and in the end, and further our knowledge of communication, teaching and learning. The

purpose of this study chapter is to review literature that establishes important connections

between teacher immediacy, teaching clarity, student interest, student engagement and

student learning. The problem statement offered in this chapter guides the selection and

interpretation of relevant literature while cognitive interest theory and emotional interest

theory guide the arguments advanced in this chapter. Initially, argument regarding the

relationship between teacher communications.

Behavior and students interest. The chapter continues by considering how

communication and interest impact student engagement and learning. Guided by the

tenets of the conceptual model proposed yields an operational model of the learning

process which features communications, interest and engagement as the primary

constructs of model. The selections include with a statement of research hypothesis and

research questions, while the chapter ends with an overall summary of the literature. The

influence of the lecture is one of the oldest and may be still, the most widely used teaching

methods in secondary educational institution. It has been a primary components in

teaching and learning programmer of universities since the very early days of university
education (Bligh, 2000; Mckeachie, 1986). Given the increasing funding pressures fading

higher education worldwide, the lecture will more than likely continue to be used

extensively in higher education for many years to come (Laurillard, 1993; Bales, 2000).

Originally, lecturing was the major channel through which knowledge stored in books was

transmitted to a large group of students.

Lecture is a teaching method where an instructor in the central focus of

international transfer. Typically, an instructor will stand before a class and present

information for the students to learn sometimes, they will write on a board or use an

overhead projector to provide visuals for students. Students are expected to make notes

while listening to the lecture. Usually, tiny exchange occurs between the instructor and the

students during a lecture. Ramsden (2003) describes this didactic method as education

through the transmission of information and suggests that this theory of learning assumes

that students are passive recipients of knowledge transmitted by the lecturer. The lecture

method bases itself upon Trans missive teaching model that is knowledge is an object that

can be transferred from the teacher to the learner. Practically implies a lectures holding a

lecture for group of people. A strength is that it is impossible to educate large number of

people at once, thereby lowering costs. A limitation is that it yields less deep knowledge

compared to other teaching methods such as case-based learning (Chaplin 2009, White

et al. 2009, Grunwald & Hartman, 2010). Many educators believe that the traditional

lecture approach to teaching is ineffective compared to active learning methods (Marbach-

Ad, Seal & Sokolove, 2001, Lieklider & Wiersema, 2003). Methods that promote active

learning by students are based on the constructivists view that, for meaningful learning to

occur. Students must actively engage with the content to be learned through such

activities as discussion, hands-on activities, and problem solving. According to proponents

of the use of active learning methods, one main weakness of the lecture method is that it
allows students to be passive reception of information that has been “predigested” by the

professor (Hansen & Stephens, 2000). Thus students became dependent on the professor

to tell them what they need to know and can avoid taking responsibility for their own

learning (Machemer & Crawford, 2007). Further students accustomed to being passive

have been “low tolerance” for challenge activities learning as a result of lectures is

relatively superficial and transient (Phipps, Phipps, Kask & Higgens, 2001). Lecture is

largely a one-way process, there is not much interaction between the student and teacher.

It ignores individual differences students are not attentive 40% of the time in class.

Attention is high for the level decline rapidly until the final 10 minutes of class, other

research indicates that the lecture method is superior (Stryven, Dochy & Janssens, 2001).

In many developing countries, lecturing is the dominant tradition method of instruction.

The reasons for their popularity are not fetched. Lecture method is quite

economically and it is possible to handle a large number of students at a time and no

laboratory, equipment, aids and material are required (Yadav, 1992). They are easily

changed and updated and are efficient and convening materials quickly. Li (1976)

proposed two hypothesis about the important role of the interest in learning process. In a

classroom setting, interest is required to meet students intellectual as well as emotional

needs, interest can never be imposed on an individual by external forces, but a teacher

can help increase learner’s interest. From a psychological point of view, Chang (1986)

said interest is inherent and yet can be improve by external forces. Chen (1980) addressed

interest in learning in three (3) categories: individual interest which is a personal quality

that is quite stable and fluctuates little, situational interest, which is an emotional state

elated by amusing mathematics related activities or the content of teaching materials; and

interest induce, psychological state that occurs when an individual is showing intense

interest in something and he or she focuses all attention on what sparks can interest, while
ignoring anything else in the surroundings . Chen (1980) also state that interest can be

generated in a classroom setting to offer meaningful options to students by selecting

teaching materials that are full of variation and also liveliness selecting teaching materials

that students have prerequisite knowledge of encouraging students to be active

participating learners, giving hints or reminders immediately relevant to students, putting

to use ideas of novelty and variation and helping the teacher set an example by showing

passion and interest about what is being taught.

STATEMENT OF THE PROBLEM

1. What is the level of perceived teaching methods of teachers towards to the learning

interest of students?

2. What is the level of learning interest among students?

3. Is there is a significant effect between teaching methods and learning interest of

students?

HYPOTHESIS

The following null hypothesis were proven and tested at 0.05 level of significance:

H1: There is no significant relationship between teaching methods and learning interest.

THEORETICAL FRAMEWORK

This quantitative study is allied in Fox’s (1983) four personal learning theories into

two categories: simple theories and develop theories. Fox’s personal learning theories are

used to determine whether a teacher assumes responsibility for his or her student

learning. The question is whether teachers feel their actions (taken or not taken) influence

student learning. In simple theories, the teacher believes that teaching concepts

automatically leads to student learning. However, teachers feel that students who have
not acquired the information taught are unmotivated or lack the skills necessary to learn

the information being taught. In Fox’s transfer theory, responsibility for student learning

occurs before teaching; in Fox’s shaping theory, responsibility for student learning occurs

during learning. In developed theories, the student is viewed as partnering with the teacher

to determine and define the learning outcomes about the experiences and needs of the

students (Fox, 1983). In the simple theories, the learning outcomes already predetermined

with the develop theories, the teacher uses and applies his or her expertise of the subject

matter in a manner that will make the learning meaningful for the students. Furthermore,

teachers who teach using the developed theories are open to leaving room for uncertainly

during lesson implementation. Teachers who teach from the developed theoretical

framework do not expend a great deal of time and energy on lesson planning. Teachers

who meet Fox’s developed theoretical framework remain open to what occurs during the

learning process, make changes and modifications or regularly monitor and assess

students learning and adjust accordingly.

Another theory that is related to this quantitative study is Fox (1983) used the

transfer theory to describe teachers who believe that knowledge is a commonly that can

transfer from one object to another. Teacher who adopt this personal learning theory

believe that knowledge is a commonly that can transfer from one person (the teacher) to

another person (the student). These teachers focus on the “what and “how” of knowledge

with little to no attention to what happens to this knowledge received by the student. There

is an emphasis on the knowledge that students will receive and the instructional practices

chosen to deliver this knowledge will have a direct impact on student’s academic learning,

needs, interest and future endeavors. Blame associated with students not demonstrating

possession of the knowledge impaled to them is attribute to the student because the

teacher crafted and planned the lesson and the choice of delivery was exemplary (Fox,
1983). The classroom lecture is an example of transfer theory. During a classroom lecture,

the teacher is making complex knowledge less complex and manageable (Fox, 1983).Fox

(1983) suggested that there are two ways to view the transfer theory and its information

into a teacher’s personal learning theory. A one spectrum, the leader views him or herself

for being primary responsible for students understanding of this complex knowledge and

select a delivery method to impart the knowledge so it is less complex. At the other end of

the spectrum, the teacher, the context and the student must assume responsibility for

demonstrating an understanding of the context.

This quantitative is also associated with Fox’s shaping theory, shaping theory is

used to describe teachers who allow student the opportunities to make their own

connections. A connection occur when there is a relationship between the information

taught and students’ experiences and metacognition (Fox, 1983). An example of the

learning environment of the shaping theory is the lecture hall or a laboratory where

students engage in competing science experiment. In addition with this, the processes

involved in the shaping theory include the teacher presenting student with problems and

case studies, solving case studies and problem, and then requiring students to apply the

information learn to a new set of problems or case studies independently.

Another theory anchored in this quantitative study is Fox Travelling Theory in which

it includes a focus on the subject taught. Teachers who teach from this theoretical

framework have knowledge of their subject matter and the various approaches for

assisting students with acquiring this knowledge (Fox, 1983). Even with this knowledge,

however, they recognize that teaching and learning are changing. Furthermore, they

remain open to learning new approaches and information to help their students acquire

knowledge.
CONCEPTUAL FRAMEWORK

Learning
TEACHING
Interest
METHODS
Of Students
S

SCOPE AND DELIMITATION OF THE STUDY

This study was conducted to determine the perceived teaching methods of

teachers and learning interest of students in FBNHS Senior High School students in

Tibungco, Davao City during the S.Y. 2019-2020. The aspects looked into were the

perceived teaching methods, strategies of teacher and interest of students to have an

eagerness to learn the subject that they were taking or studying.

SIGNIFICANCE OF THE STUDY

This study is significant to the following:

Faculty- This quantitative study will be beneficial to the teachers for them to have an

awareness regarding to their student’s interest in learning and for them to build or

recognize some methods and strategies on teaching.

Students- This quantitative study will be beneficial to the students for them to have a

basis on what kind of teaching methods and strategies that is suits or equitable for them.

Another benefits that they will gain is awareness, for them to have an awareness on what
kind of teaching strategies they encounter and on how they will have an interest in learning

about their subject.

DEFINITION OF TERMS

Teaching Methods- refers to the general principles, pedagogy and management

strategies used for classroom instruction.

- is used by teachers to enable students learning that comprises

principles and methods that should be done by the instructor.

Learning Interest- refers to the degree of attention, curiosity and optimism that being

show by an individual in something.

- Is a passion that being shown by the students when they are enjoying

in class.

Students- a person who attends a school, college or university.

-they are the Senior High School that were chosen to be the respondents of the study.

Teachers- a person who teaches in class.

-they were the one that have a methods in teaching in the study.

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