INTRODUCTION

The effect of different teaching methods on the real-world experiences of Grade 11

students in a variety of disciplines is the topic of this discussion. Teachers have gained

knowledge in recent years regarding the diversity of learning styles and the need for

adaptable teaching methods to meet each student's specific demands.Still, there is a

lack of knowledge about how the students look at and feel about these varied

approaches to teaching in the learning process, especially in high school education

where academic pressure and complexity of courses differ dramatically. Previous

research has balanced the relative merits of various teaching approaches, including

lectures, team learning, or projects, but much of such work has looked more to student

achievement or teacher self-report than at student experience.

Moreover, In order to understand the lived experience of Grade 11 students in

connection to various teaching styles, one must understand at first the greater context

of how teaching styles have an impact on the participation and learning outcome of the

students. The influence of teaching styles to the students was a highly important area of

study during the last decades. Scholars like Felder and Brent (2005) contend that

various teaching styles, such as teacher-centered and student-centered learning, have

a major influence on the way students engage with course content and the way they

learn. Such as, a teacher-centered style, or the "transmission model," is typified by

lectures where the instructor is the only source of information and students are passive

recipients (Felder & Brent, 2005). In contrast, student-centered learning emphasizes he

engaging in group work (Barkley, 2010). The necessity to study these teaching styles

has become more apparent in recent years as education systems worldwide have

moved toward more interactive and responsive styles of teaching, especially in the

wake of the COVID-19 pandemic. A study by Sadeghi and Marzban (2021) indicates

that these changes need to be complemented with a better understanding of how

students experience and react to different pedagogy. Although there is growing interest

in pedagogy, there is still limited research on Grade 11 students, who are at a turning

point of learning, and the inconsistency in their experience across various modes of

instruction (Mooij, 2010).

For instance, in Finland, a well-known educational model emphasizes student-centered

learning, where the teacher’s role is more of a facilitator rather than a direct instructor.

The study points out that Finnish teachers typically employ a constructivist approach,

which promotes critical thinking and problem-solving skills in students. This model

contrasts with more traditional, teacher-centered methods found in other countries like

the United States and Japan, where lectures and direct instruction dominate the

classroom environment. According to Hämäläinen and Vähäpassi (2009), the Finnish

system’s success lies in its emphasis on trust, autonomy, and collaboration within the

classroom.

Similarly, in the United States, a study conducted by Zepeda et al. (2006) examines

how teaching styles are adapted to the diverse cultural backgrounds of students. The

research underscores the shift from authoritarian teaching approaches to more

students. U.S. educators increasingly integrate project-based learning, cooperative

learning, and technology into their classrooms, aligning with global trends in educational

reform. The focus is on developing the students’ skills for real-world challenges, such as

teamwork, communication, and creative problem-solving.

However, more conventional pedagogies of lectures dominate. Research in China and

Japan suggests that pedagogies based on direct instruction and memorization are well

established within the educational culture and have a significant influence on students'

attitudes towards learning (Chen, 2016). Singapore, on the other hand, has started to

incorporate more student-oriented and interactive pedagogies within its curricula (Ho &

Tan, 2016), which are more in line with global practice. Based on the Grade 11

students' experiences, the research aims to close the global and local reality gaps.

Knowing how students react to various pedagogies considering the country's cultural

and educational uniqueness that intertwines traditional and contemporary pedagogies

(Chua, 2017).

education systems are more formalized, focusing on memorization and standard

examinations (Tao, 2014). Greater diversity in forms of teaching methods has now been

incorporated into reforms, like project-based learning and flipped classrooms, which are

said to foster creativity and critical thinking (Nguyen, 2017). Lee (2019) conducted a

study in which Singaporean students reported enhanced experiences when they were

exposed to interactive and collaborative learning strategies over the conventional

the subject matter and the capability of the students to participate in such participatory

learning environments.

Even in Metro Manila, student experiences of multiple pedagogical styles are becoming

increasingly shaped by an integration of conservative and progressive pedagogical

models. Though an overwhelming majority of schools continue to employ student-

independent, teacher-led pedagogies, there has been substantial movement towards

more participatory student-led pedagogies in an attempt to push for engagement and

analytical thought. Studies have shown that students in Metro Manila schools with more

accessible teacher training and instructional resources have had greater success with

active learning approaches like group discussion and project-based learning than with

more passive, lecture-based approaches (Villanueva & Solis, 2017). These shifts are

also part of a wider movement within the Philippines to meet multiple learning needs

and increase student performance through multiple approaches to teaching (Alinsunod,

2018).

In addition,the Department of Education has undertaken various reforms to improve

teaching practices, such as the integration of Information and Communication

Technology (ICT) and the adoption of the K-12 curriculum (Salazar, 2015).

Nevertheless, as noted by Santos (2018), very few in-depth studies have focused on

the attitude of such reforms among Philippine Grade 11 students, particularly on various

subjects. Whereas research has investigated pedagogy (e.g., lecture versus discussion
teaching), little if any has delved into students' lived experience at the Grade 11 level, a

time when decisions regarding academics and career are made.

According to Tulabing (2018), the research "Learning Experiences, Learning Styles, and

Academic Performance of Students" explored the relationship between learning

experiences, learning styles, and academic performance of public secondary school

students in Davao City. The research was descriptive correlation study with 120

samples and identified that students who were visual learners had extremely

satisfactory performance in MAPEH. It also established high correlations between

academic performance and learning experiences, and between kinesthetic and auditory

learning modes and academic performance in MAPEH (Tulabing, 2018).

Also, this study focus to examine how Grade 11 students i perceive different teaching

styles in their subjects, particularly in terms of motivation, engagement, and academic

performance. The research gap in this area is particularly evident in the lack of studies

that specifically focus on the Grade 11 level, as most studies on teaching styles have

centered on younger students or university learners (Simons, 2013). To address this

gap, the study utilizes qualitative research methods, including phenomenological

analysis, to capture the lived experiences of students through in-depth interviews and

focus group discussions. This approach allows for a detailed exploration of how

students perceive the teaching methods used in their classrooms and how these

perceptions influence their learning outcomes (Moustakas, 1994). Participants in the

study are Grade 11 students from various educational backgrounds, ensuring a diverse
representation of experiences. The assumption underlying this study is that the variety

of teaching styles encountered by students influences their academic motivation and

success in distinct ways, which could provide valuable insights into improving teaching

strategies in Philippines secondary education (Tan & Koh, 2020).

These trends are similar too. The imposition of more recent curricula that focus on the

student-centered approach is intended to instill greater understanding and application of

learning (Reyes & Peña, 2020). In spite of these kinds of reforms, the lack of literature

still exists in connection to the daily lives of Filipino learners, especially Grade 11

learners, as they deal with various teaching styles of various subjects.

The Department of Education has undertaken various reforms to improve teaching

practices, such as the integration of Information and Communication Technology (ICT)

and the adoption of the K-12 curriculum (Salazar, 2015). Nevertheless, as noted by

Santos (2018), very few in-depth studies have focused on the attitude of such reforms

among Philippine Grade 11 students, particularly on various subjects. Whereas

research has investigated pedagogy (e.g., lecture versus discussion teaching), little if

any has delved into students' lived experience at the Grade 11 level, a time when

decisions regarding academics and career are made.

In the province of Davao del Norte, specifically within the confines of Manay National

High School, this comprehensive study will be extreme conducted to analyze how

various ways of teaching have an impact on learners' motivation, interest, and overall

performance in various fields of study.