CHAPTER 1

THE PROBLEM AND ITS SETTING

I.

INTRODUCTION
Education is the act or process of importing or acquiring general knowledge,

developing the powers of reasoning and judgment, and generally, of preparing oneself
or others intellectually for a more mature phase of their lives. It can also be summed up
as referring to an experience or act that has a formative effect on the mind, character or
physical ability of an individual. Of course, in order for the students to have a good
education, they also must be satisfied with the approach that the facilitators are giving
them.
Modern style of teaching is when the teachers uses classroom activities, games, reports
and as such to make the environment livelier and the lesson easier to understand. It
also often makes use of mostly modern technologies such as Power Point presentations
and softcopies. It is usually learner-based or what we call the student centered
learning. One article (Student-Centered Learning, 2014) have stated thatthe
term student-centered learning refers to a wide variety of educational programs,
learning experiences, instructional approaches, and academic-support strategies that
are intended to address the distinct learning needs, interests, aspirations, or cultural
backgrounds of individual students and groups of students. To accomplish this goal,
schools, teachers, guidance counselors, and other educational specialists may employ
a wide variety of educational methods, from modifying assignments and instructional
strategies in the classroom to entirely redesigning the ways in which students are

grouped and taught in a school. In short, this way of teaching focuses on the learners
needs and is usually more flexible. The teacher may adjust the way he/she teaches
depending on the learning style of the learner.
The traditional way of teaching on the other hand, maintains the normal classroom
routines wherein the teacher lectures the lesson and the student tries to understand the
lesson and accomplishes the activities given. This method often uses manila papers,
books, and hardcopies which some believe that students would really learn through
those ways. It is also teacher-based or uses theso-called teacher-centered learning.
An article (Which is Best: Teacher-Centered or Student-Centered Education, 2012)
has explained thatin teacher-centered education, students put all of their focus on the
teacher. The teacher talks, while the students exclusively listen. During activities,
students work alone, and collaboration is discouraged.
Which of these two teaching styles is the preferred teaching method of the
learners? Is it the modern style, which gives a fun twist in learning new things, or is it
the traditional style, which gives a more formal and strict approach in teaching learners?
The researchers chose this topic to study because they believe that knowing
the preferred teaching method of the YS-10 learners this year can help the school
produce more competitive and more determined learners that they can be proud of in
the future.

II.

STATEMENT OF THE PROBLEM

The researchers assumed that there are different teaching styles/approaches the
teachers offer the students. This study pursues to answer the following:

III.

What is the preferred teaching method of the YS-10 learners?

What are the benefits of the traditional and modern way of teaching to the

YS-10 learners of Angelicum College AY 2015-2016?

How can the YS-10 learners preferred teaching method affect the way they

study?
In what way can the preferred teaching method of the YS-10 learners help

the teachers?
What are the skills and qualities that a learner can acquire when his/her

preferred teaching method is being applied by the teacher?

What are the common teaching practices of teachers in Angelicum College?

SIGNIFICANCE OF THE STUDY

A lot of people will benefit from this study, whichis all about knowing the preferred
teaching method of the YS-10 learners of Angelicum College this year. After the
researchers obtain the results of this study,the facilitators can now have a clearer
picture on what approach the learners preferand how they can easily learn.
Parentsas we all know, are one of the most influential people in a childs life so
knowing their preferred teaching method can help them in knowing their
son/daughter better. This study could also be helpful to learners because
applying the teaching method that they prefer and comfortable with can give
them more determination to study harder. It can also help the administrators of
the school to develop more competitive learners in the future by incorporating the

preferred teaching method of the YS-10 learners in the non-graded system of

Angelicum College.

IV.

SCOPE AND LIMITATION

The scope of this research is only to know what kind of teaching style the YS10

learners of Angelicum College AY 2015-2016 prefer more.It will only answer the 6
statements of the problem presented by the researchers. This study also focuses mainly
on the preferred teaching method of the YS-10 learners generally and not in a particular
subject. For them to collect information and obtain results, they haveasked 146YS-10
learners about their opinion/s regarding this topic using a questionnaire that they have
made. Anything beyond this will not be tackled.

CHAPTER III
METHODOLOGY

I. RESEARCH METHOD
This research adheres to a quantitative and qualitative method. The result of this
research will be based on the gathered information of the survey tallied and organized
by the researchers. This supports the researchers to cultivate significant conclusions of
the preferred teaching styles of the YS 10 learners. The survey of the researchers
and the generalizations will be a pre-requisite to conduct this method. The
researchers administrate this survey to amass data precisely form the specific
subjectto amuse the information needed. This research accumulates deeper and
crucial understanding on the preferred teaching method of the YS 10 learners.

II. RESPONDENTS
All the respondents for the survey of the researchers were randomly picked from
the YS 10 learners of Angelicum College AY 2015-2016. The researchers randomly
picked out 146 learners from the said level to answer the questionnaire that the
researchers have conducted to know what teaching method is preferred by the YS 10
learners of Angelicum College AY 2015-2016.

III. SAMPLING METHOD

The research focuses on the preferred teaching method of the YS 10

learnersofAngelicum College AY 2015-2016. They used organized survey for the YS 10
learners. The processwas done by using the Slovins formula byrandomly picking 146
learners from YS 10, both male and female to answer the questionnaire prepared by the
researchers.

IV. RESEARCH INSTRUMENTS

The instruments used in this research are off-the-rack questionnaire or
survey

that

is

relatively open-ended

to

selected

YS

10

learners.

The

questionnaire or survey is vital data to analysis and interpretation of data.

V. DATA COLLECTION PROCEDURE

The questionnaires are distributed to selected 146 learners in YS 10. They
are given tolerable amount of time to answer the questionnaire. Right after the
researchers collected the questionnaires; the researchers initiate to tally and
interpret the collected data.

VI. DATA ANALYSIS

The data gathered was tabulated and analyzed to determine the responses of the
respondents. The survey forms were distributed to the YS 10 learners randomly. The
researchers used a 4-point Likert scale to determine the responses of the respondents.
Also, they identifiedand tallied the general opinions of the respondents on the 5
opinionated, essay type of questions in the survey form.The results were as follows:
In the first and second part, the researchers used a 4-Point Likert Scale
(SA=Strongly Agree, A= Agree, D=Disagree, SD=Strongly Disagree) to assess and
searched for the average mean of each question to know its results. The range are as
follows:
Strongly Disagree = 1.00-1.99
Disagree = 2.00-2.99
Agree = 3.00-3.99
Strongly Agree = 4.00-4.99

In part 3 number 1, the answer with the highest frequency was taken into
account. In part 3 number 2, the most common keywords in the essay weretallied. In
part 3 numbers 3 and 4, once again, they used a 4-Point Likert scale that underwent the
same procedure as the ones in part 1 and 2. The only difference is that they had a
follow up question in each number. The results of the follow-up questions were acquired
by getting the most common phrases/words that the learners used when they answered
it (the follow-up questions).

Lastly, in part 4, the researchers formulated essay questions thatwould determine

further the opinions of the YS-10 learners about this particular topic. For them to obtain
the results, they got the most common keywords and tallied it.

Chapter II.
Review of Related Literature

I.

Foreign Literature

Before the researchers learn the types of teaching method and its effectiveness,
one must know first what a good learner is made of.
The study shown suggests that there are seven characteristics of good learners
(Weimer, 2014):

1. Good learners are curious They wonder about all sorts of things, often about
things way beyond their areas of expertise. They love the discovery part of learning.
Finding out about something they didnt know satisfies them for the moment, but their
curiosity

is

addictive.

2. Good learners pursue understanding diligently A few things may come easily to
learners but most knowledge arrives after effort, and good learners are willing to put in
the time. They search out informationsometimes aspiring to find out everything that is
known about something. They read, analyze, and evaluate the information theyve
found. They talk with others, read more, study more, and carry around what they dont
understand; thinking about it before they go to sleep, at the gym, on the way to work,
and sometimes when they should be listening to others. Good learners are persistent.

They

dont

give

up

easily.

3. Good learners recognize that a lot of learning isnt fun That doesnt change
how much they love learning. When understanding finally comes, when they get it,
when all the pieces fit together, that is one special thrill. But the journey to
understanding generally isnt all that exciting. Some learning tasks require boring
repetition; others a mind-numbing attention to detail; still others periods of intense
mental focus. Backs hurt, bottoms get tired, the clutter on the desk expands, the coffee
tastes

staleno,

most

learning

isnt

fun.

4. Failure frightens good learners, but they know its beneficial Its a part of
learning that offers special opportunities that arent there when success comes quickly
and without failure. In the presence of repeated failure and seeming futility, good
learners carry on, confident that theyll figure it out. When faced with a motor that resists
repair, my live-in mechanic announces he has yet to meet a motor that cant be fixed.
Sometimes it ends up looking like a grudge match, man against the machine, with the
man undeterred by how many different fixes dont work. Hes frustrated but determined
to

find

the

one

that

will,

all

the

while

learning

from

those

that

dont.

5. Good learners make knowledge their own This is about making the new
knowledge fit with what the learner already knows, not making it mean whatever the
learner wants. Good learners change their knowledge structures in order to
accommodate what they are learning. They use the new knowledge to tear down whats

poorly constructed, to finish whats only partially built, and to create new additions. In
the process, they build a bigger and better knowledge structure. Its not enough to just
take in new knowledge. It has to make sense, to connect in meaningful ways with what
the

learner

already

knows.

6. Good learners never run out of questions Theres always more to know. Good
learners are never satisfied with how much they know about anything. They are pulled
around by questionsthe ones they still cant answer, or can only answer part way, or
the ones without very good answers. Those questions follow them around like day
follows night with the answer bringing daylight but the next question revealing the
darkness.

7. Good learners share what theyve learned Knowledge is inert. Unless its passed
on, knowledge is lost. Good learners are teachers committed to sharing with others
what theyve learned. They write about it, and talk about it. Good learners can explain
what they know in ways that make sense to others. They arent trapped by specialized
language. They can translate, paraphrase, and find examples that make what they
know meaningful to other learners. They are connected to the knowledge passed on to
them and committed to leaving what theyve learned with others.

Good teachers model this kind of learning for their students, which makes me believe
that good learner belongs on those lists of good teacher characteristics.

Another study, on the other hand from Sutton Trust and Durham University was
published to prove that schools need to put more effort into evaluating what makes
effective teaching, and ensure that discredited practices are rooted out from
classrooms.

The study suggests that despite of the modernization time has brought unto to our
present there are still some schools and teachers continue to use methods that may
cause little or no improvement in the students improvement. There are techniques such
as discovery learning wherein students uncover key ideas for themselves or learning
styles which claim that they can separate children on which aspect they learn most
effective. They are classified into group in which they learn more effective through sight,
hearing, or movement.

Professor Robert Coe of Durham University, one of the authors, said assessing
effective teaching was difficult, because exactly how pupils learn remains a mysterious
subject
.
It is surprisingly difficult for anyone watching a teacher to judge how effectively students
are learning. We all think we can do it, but the research evidence shows that we cant.
Anyone who wants to judge the quality of teaching needs to be very cautious, Coe
said.

The evidence collected by Coe also rejects the use of streaming or setting, where pupils
are grouped by ability within classes or year-groups. It remains popular in many schools
despite being supported by little evidence that it improves achievement. Ability groups
can result in teachers going too fast with the high-ability groups and too slow with the
low, according to the research, and so cancels the advantages of tailoring lessons to
the different sets of pupils.

Daisy Christodoulou, a former teacher and author of Seven Myths About Education, a
book that highlighted classroom orthodoxies, said: This is a brilliant and helpful report,
full of very practical advice and recommendations. I think it really moves the debate
forward and has the potential to spark genuine improvements.

It is upfront about the problem we face: we do not have as clear an idea of what good
teaching is as we might think. So before we can actually discuss how to improve
teaching practice, we need to clarify what good practice looks like. Otherwise we risk
promoting practices that are not actually very effective.

Michael Tidd, deputy head teacher at a Nottinghamshire primary school, said the
findings should come as no surprise. What remains to be seen is whether this report
will reach the wider teaching community and have an impact in classrooms, Tidd said.

Until teachers, school leaders and perhaps vitally, Ofsted inspectors are brought up
to speed with the latest developments, the impact will be limited.

Christine Blower, general secretary of the National Union of Teachers, said: Successive
governments have ignored the importance of investing in teachers, including teacher
education, continuous professional development and teacher retention. Instead, policy
has erred on the side of believing that changing the status of a school will somehow
raise the quality of teaching within it. (Adams, October 2014).

Interestingly, an article has raised awareness about the five types of teaching styles.
However, in this study, the researchers only divided it into two, the traditional and the
modern way of teaching.

The following list of teaching styles highlights the five main strategies teachers use in
the classroom, as well as the benefits and potential pitfalls of each respective teaching
method:

One of the teaching style is authority or lecture style. It means that learners are
expected to copy what is written on the board. This is for large group of students
and suitable for subjects like history that necessitate memorization of key facts,

dates, names, etc but the disadvantage is the learners has no enough

interaction with their teacher.

Another way is coach style. This allows the teacher to show and share their
knowledge and expertise to the students. This helps the learners to understand
and know well the lessons but its hard to give attention to each student because

of a large group of learners.

Facilitator style, help students develop critical thinking skills and retain
knowledge that leads to self-actualization. This style trains students to ask
questions and helps develop skills to find answers and solutions through
exploration; it is ideal for teaching science and similar subjects but it challenges
teacher to interact with students and prompt them toward discovery rather than

lecturing facts and testing knowledge through memorization.

The delegator style is best-suited for curriculum that requires lab activities, such
as chemistry and biology, or subjects that warrant peer feedback, like debate
and creative writing. Guided discovery and inquiry-based learning places the
teacher in an observer role that inspires students by working in tandem toward
common goals. This helps students to finish their requirements on time.
Considered a modern style of teaching, it is sometimes criticized as newfangled
and geared toward teacher as consultant rather than the traditional authority

figure.
Hybrid, or blended style, follows an integrated approach to teaching that blends
the teachers personality and interests with students needs and curriculumappropriate methods. This helps to know the students well and the teachers
attitude. Achieves the inclusive approach of combining teaching style clusters
and enables teachers to tailor their styles to student needs and appropriate

subject matter. Hybrid style runs the risk of trying to be too many things to all
students, prompting teachers to spread themselves too thin and dilute learning.
Because teachers have styles that reflect their distinct personalities and curriculum
from math and science to English and history its crucial that they remain focused on
their teaching objectives and avoid trying to be all things to all students. (Gill, 2013)
Since the researchers divided the teaching methods into two, here are the advantages
and disadvantages of the traditional method:
One study have proved that there are advantages and disadvantages in traditional
method of teaching:

Advantages:
Gives the instructor the chance to expose students to unpublished or not readily
available material.
Allows the instructor to precisely determine the aims, content, organization, pace and
direction of a presentation. In contrast, more student-centered methods, e.g.,
discussions or laboratories, require the instructor to deal with unanticipated student
ideas, questions and comments.]
Can be used to arouse interest in a subject.
Can complement and clarify text material.
Complements certain individual learning preferences. Some students depend upon the
structure provided by highly teacher-centered methods.
Facilitates large-class communication.

Disadvantages:
Places students in a passive rather than an active role, which hinders learning.
Encourages one-way communication; therefore, the lecturer must make a conscious
effort to become aware of student problems and student understanding of content
without verbal feedback.
Requires a considerable amount of unguided student time outside of the classroom to
enable understanding and long-term retention of content. In contrast, interactive
methods (discussion, problem-solving sessions) allow the instructor to influence
students when they are actively working with the material.
Requires the instructor to have or to learn effective writing and speaking skills.
("Lecturing: Advantages and Disadvantages", n.d)

The modern way of teachings advantages and disadvantages, however, will only be
found out after this research. There are not enough sources for this particular topic.

While there is a large literature on alternative teaching practices, there is little

quantitative research, which examines whether some students are more inclined
than others to prefer different teaching methods. Following on from a group
project, which examined practical teaching methods in the social sciences, this
research aims to describe the type of student that prefers one type of teaching
over another.

A questionnaire was administered to 216 Economic and Law students.

Questions were asked on which teaching method they preferred; personal
characteristics such as whether they belonged to a team, were a leader of a
group or were on a committee; what they thought was the primary role of higher
education; and what they intended to do on completion of their degree. Using
simple cross-tabulations to examine preferences it was found that students who
were leaders or members of a committee had stronger views than those who were
not. Committee members and leaders were more likely to prefer lectures or
tutorials, rather than a combination of both. For example, of those who belonged
to a committee 15% preferred lectures compared to only 5% of non-committee
members; of those who were leaders 14% preferred lectures as opposed to 7% of
those who were not leaders. By gender, female students were more likely than
males to prefer lectures (19% compared to 8%), while male students were more
likely to prefer tutorials (19% compared to 12%). With respect to the purpose of
university education students who thought it should guide them tended not to like
lectures (only 2% reported preferring lectures). These students had a stronger
preference for a combination of lectures and tutorials (88% compared to 71%).
Those who saw a university education as a means to getting a job preferred
lectures (15% compared to 5%). Finally, students who wanted to continue with
studying after their degree overwhelmingly preferred a combination of lectures
and tutorials (88% compared to 70%).
This descriptive analysis was taken further using an estimation technique
called maximum likelihood multinomial logistic regression. Using this approach

many of the above observations were confirmed when other characteristics were
controlled for, for instance: males preferred tutorials; students who intended to
continue their studies preferred a combination of lectures and tutorials; committee
members preferred lectures or tutorials; and students who wanted to be guided
did not like lectures. This method also allowed for the examination of who
benefited from the teaching method. It was found that students who preferred
lectures preformed better in a tutorial quiz that was led in a formal lecturing style,
compared to students who reported they preferred tutorials. When ability was
controlled for by including the module exam mark the significance on the quiz
score fell slightly but all other results held.
The analysis suggests that while there is strong evidence that students benefit
from practical teaching methods, it should be recognized that particular students
may be more inclined than others to prefer different teaching methods (Learning
Styles, 2006).

II.

Local Literature
Nowadays, the teaching methods of teachers are becoming more and more

different.
The following are said to be the new strategies in teaching and learning:

Case Method- The presentation or scenarios based on actual practice which

students can discuss to explore probabilities and/or solutions.

Demonstrations-

Demonstrations

are

practical

presentations

of

processes/procedures/skills which are designed to illustrate theoretical

principles.
Buzz Groups- Large or small classes are broken into small groups of students

to discuss a particular topic for 5 to 10 minutes.

Think-Pair-Share- The think, pair, share strategy is a cooperative learning
technique that encourages individual participation and is applicable across all

grade levels and class sizes.

Jigsaw Method- A teaching strategy where each student works on one part of
a learning task and then works collaboratively with other students to combine

various parts and complete the activity.

Peer Teaching- The provision of academic support for students by more
experienced students who are trained and resource to provide effective

collaborative learning experience.

Seminar- A small group approach in which one student presents az paper on

a topic.
Project-based learning- This approachs major characteristics is that by the
end of a course, students produce a thesis, computer program, design plan,

portfolio, written report, oral report, either individually or in teams.

Synchronous-Asynchronous Blended teaching- Asynchronous

teaching

strategy is utilized through students making use of the web but not at the
same time. Instructions may be given through the net but members of the
class have delayed conversations. Synchronous teaching strategy is
achieved through students hooked-up/connected in the web at the same
time. The teacher schedules the day and time members of the class will make
sure that they are on-line. Blended teaching strategy is a combination of both.

Portal- A portal consists of web pages that act as a starting point for using the
Web or web-based services. (Jacolbia, R., n.d)

While learning styles differ from each other in terms of preferences, visual, aural, verbal,
physical, logical, social and solitary, teaching styles are more about how much a teacher
does. Paul B. Thornton uses the "three Ds" to describe teaching styles: Delegate,
Discuss and Direct, in his recent article "Three Teaching Styles". The following are his
definitions

to

the

styles

of

teaching:

The directing style promotes learning through listening and following directions.
With this style, the teacher tells the students what to do, how to do it, and when it
needs to be done. The teacher imparts information to the students via lectures,
assigned readings, audio/visual presentations, demonstrations, role playing, and
other means. Students gain information primarily by listening, taking notes, doing
role plays, and practicing what they are told to do. The only feedback the teacher
looks for is Do you understand the instructions?

The discussing style promotes learning through interaction. In this style,

practiced by Socrates, the teacher encourages critical thinking and lively
discussion by asking students to respond to challenging questions. The teacher
is a facilitator guiding the discussion to a logical conclusion. Students learn to
have opinions and to back them up with facts and data.

The delegating style promotes learning through empowerment. With this style,
the teacher assigns tasks that students work on independently, either individually
or in groups.

Thornton basically does not say that one style is better than the other. In fact, he writes,
"There is no one best teaching style. Effective teachers use a variety of styles, and they
know how and when to choose the most appropriate one for the specific situation." Of
course, this is only an opinion. It does sound reasonable. It is definitely much better
than those who even display great zeal promoting one and demonstrating utter disgust
with the other styles. Since this involves what the teacher does, it is a lot easier to
design experiments that examine which teaching style is more effective. (De Dios,
2013)

III.

Conceptual Framework

INPUT:

The aim of this study is to know which teaching

method is more preferred by the YS 10 learners.

The gathered information will be analyzed and
interpreted to achieve the desired idea of this research.

PROCESS:

The researchers conducted a survey form questionnaire

to be answered by the YS 10 learners to gather data

and information.
The answered questionnaire will now be interpreted
using both the qualitative and quantitative method.

OUTPUT:

The researchers will then evaluate the gathered data.

By then, the researchers will construct their conclusion
about the said topic using the gathered information.

IV. Definition of Terms

Teaching method- comprises the principles and methods used for instruction to

be implemented by teachers to achieve the desired learning in students.

Traditional way of teaching- a teaching method that uses more conservative
and conventional teaching strategies. It uses the teacher-centered approach

too.
Modern way of teaching- a teaching method that uses a more relatable yet outof-the box teaching strategies. It uses the student-centered approach too.

Necessitate-make (something) necessary as a result or consequence.

Expertise-expert skill or knowledge in a particular field.
Solitary- done or existing alone
Tabulation- act or process of tabulating
Learner- a student

CHAPTER III
METHODOLOGY
I. RESEARCH METHOD
This research adheres to a quantitative and qualitative method. The result of this
research will be based on the gathered information of the survey tallied and organized
by the researchers. This supports the researchers to cultivate significant conclusions of
the preferred teaching styles of the YS 10 learners. The survey of the researchers
and the generalizations will be a pre-requisite to conduct this method. The
researchers administrate this survey to amass data precisely form the specific

subject to amuse the information needed. This research accumulates deeper and
crucial understanding on the preferred teaching method of the YS 10 learners.

II. RESPONDENTS
All the respondents for the survey of the researchers were randomly picked from
the YS 10 learners of Angelicum College AY 2015-2016. The researchers randomly
picked out 146 learners from the said level to answer the questionnaire that the
researchers have conducted to know what teaching method is preferred by the YS 10
learners of Angelicum College AY 2015-2016.

III. SAMPLING METHOD

The research focuses on the preferred teaching method of the YS 10 learners of
Angelicum College AY 2015-2016. They used organized survey for the YS 10 learners.
The process was done by using the Slovins formula by randomly picking 146 learners
from YS 10, both male and female to answer the questionnaire prepared by the
researchers.

IV. RESEARCH INSTRUMENTS

The instruments used in this research are off-the-rack questionnaire or

survey

that

is

relatively open-ended

to

selected

YS

10

learners.

The

questionnaire or survey is vital data to analysis and interpretation of data.

V. DATA COLLECTION PROCEDURE

The questionnaires are distributed to selected 146 learners in YS 10. They
are given tolerable amount of time to answer the questionnaire. Right after the
researchers collected the questionnaires; the researchers initiate to tally and
interpret the collected data.

VI. DATA ANALYSIS

The data gathered was tabulated and analyzed to determine the responses of the
respondents. The survey forms were distributed to the YS 10 learners randomly. The
researchers used a 4-point Likert scale to determine the responses of the respondents.
Also, they identifiedand tallied the general opinions of the respondents on the 5
opinionated, essay type of questions in the survey form.The results were as follows:
In the first and second part, the researchers used a 4-Point Likert Scale
(SA=Strongly Agree, A= Agree, D=Disagree, SD=Strongly Disagree) to assess and

searched for the average mean of each question to know its results. The range are as
follows:
Strongly Disagree = 1.00-1.99
Disagree = 2.00-2.99
Agree = 3.00-3.99
Strongly Agree = 4.00-4.99

In part 3 number 1, the answer with the highest frequency was taken into
account. In part 3 number 2, the most common keywords in the essay weretallied. In
part 3 numbers 3 and 4, once again, they used a 4-Point Likert scale that underwent the
same procedure as the ones in part 1 and 2. The only difference is that they had a
follow up question in each number. The results of the follow-up questions were acquired
by getting the most common phrases/words that the learners used when they answered
it (the follow-up questions).
Lastly, in part 4, the researchers formulated essay questions thatwould determine
further the opinions of the YS-10 learners about this particular topic. For them to obtain
the results, they got the most common keywords and tallied it.

Chapter IV.
Data and Analysis
Part I.
1. Among these common teaching practices, what are the most commonly
used by the YS-10 teachers?

The teachers commonly use boards (may it3%

be blackboard or white board) and manila papers to teach his/her
10%

30%
SA- Strongly Agree
A- Agree
D- Disagree
SD- Strongly Disagree

58%

Figure 1.
For question number 1.1, 30.14% of the respondents strongly agreed that using
boards (may it be blackboard or white board) and manila papers are the most
commonly used teaching practices by the YS-10 teachers. 57.53% of the
respondents said that they agree. 9.59% disagreed while the other 2.74% said
that they strongly disagree.

1.2 The teachers commonly conduct a recitation in class.

3%

14%

SA- Strongly Agree

A- Agree

31%

D- Disagree
SD- Strongly Disagree

52%

Figure 2.
For question number 1.2, 13.70% of the respondents strongly agreed that
conducting a recitation in class are the most commonly used teaching practices
by the YS-10 teachers. 52.05% of the respondents said that they agree. 30.82%
disagreed while the other 3.43% said that they strongly disagree.

1.3 The teachers usually

2% give us group activities like group reporting.
18%

15%

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

64%

Figure 3.
For question number 1.3, 18.49% of the respondents strongly agreed that giving
them group activities like group reporting are the most commonly used teaching
practices by the YS-10 teachers. 64.38% of the respondents said that they
agree. 15.07% disagreed while the other 2.06% said that they strongly disagree.

1.4 The teachers commonly

2% give us more written exams than practical tests.
12%
27%

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

58%

Figure 4.
For question number 1.4, 27.40% of the respondents strongly agreed that giving
them group activities like group reporting are the most commonly used teaching
practices by the YS-10 teachers. 58.22% of the respondents said that they
agree. 12.33% disagreed while the other 2.05% said that they strongly disagree.

1.5 The teachers commonly use PowerPoint

presentations and even videos to teach his/her lessons.
3%
13%
31%
SA- Strongly Agree
A- Agree
D- Disagree
SD- Strongly Disagree

53%

Figure 5.
For question number 1.5, 30.82% of the respondents strongly agreed that using
PowerPoint presentations and even videos are the most commonly used
teaching practices by the YS-10 teachers. 53.42% of the respondents said that
they agree. 13.02% disagreed while the other 2.74% said that they strongly
disagree.

1.6 The teachers commonly 3%

use social networking sites to reach out to the students.
16%

21%

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

61%

Figure 6.
For question number 1.6, 15.75% of the respondents strongly agreed that the
use of social networking sites to reach out to the students are the most
commonly used teaching practices by the YS-10 teachers. 60.96% of the
respondents said that they agree. 20.55% disagreed while the other 2.74% said
that they strongly disagree.

chers commonly give us group activities that1%

will not just let us research but will also let us show our creative
12%

25%

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

62%

Figure 7.
For question number 1.7, 24.66% of the respondents strongly agreed that giving
them group activities that will not just let them research but will also let them
show their creative and artistic side are the most commonly used teaching
practices by the YS-10 teachers. 62.33% of the respondents said that they
agree. 11.64% disagreed while the other 1.37% said that they strongly disagree.

1.8 The teacher commonly gives us more practical tests than written exams.
3%

10%

SA- Strongly Agree

A- Agree

36%

D- Disagree
SD- Strongly Disagree

51%

Figure 8.
For question number 1.8, 9.60% of the respondents strongly agreed that giving
them more practical tests than written exams are the most commonly used
teaching practices by the YS-10 teachers. 50.68% of the respondents said that
they agree. 36.31% disagreed while the other 3.43% said that they strongly
disagree.

Overall Results of Question #1.

1. 1. Among these common teaching practices, what are the most

commonly used by the YS-10 teachers?

Question
1.1 The teachers commonly use boards (may

Average (Mean)
3.15

it be blackboard or white board) and manila

papers to teach his/her lessons.
1.2 The teachers commonly conduct a

2.76

recitation in class.
1.3 The teachers usually give us group

2.99

activities like group reporting.

1.4 The teachers commonly give us more

3.10

written exams than practical tests.

1.5 The teachers commonly use PowerPoint

3.12

presentations and even videos to teach

his/her lessons.
1.6 The teachers commonly use social
networking sites to reach out to the students
1.7 The teachers commonly give us group
activities that will not just let us research but
will also let us show our creative and artistic
side.
1.8 The teacher commonly gives us more

2.88
3.10

2.66

practical tests than written exams.

Figure 9.
Based on the table above, question 1.1 got the highest average with 3.15 as its
score. It is closely followed by question 1.5 with an average score of 3.12. Third in
ranking are questions 1.4 and 1.7 (in a tie) with 3.10 as their score. They are followed
by question 1.3 with 2.99 points, question 1.6 with 2.88 points, question 1.2 with 2.76

points and question 1.8 with 2.66 points, respectively.

Part II.
1. In what way/s do you learn best?

2.05
17.81
32.19

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

47.95

Figure 10.
For question number 1.1, 32.19% of the respondents strongly agreed that they
learn best when their teacher let them discuss their own ideas in class. 47.95%
of the respondents said that they agree. 17.81% disagreed while the other 2.05%
said that they strongly disagree.

1.2 I learn best when the teacher asks

2.74us to compare different methods for solving questions.
19.18
26.03
Strongly Agree
Agree
Disagree
Strongly Disagree

52.05

Figure 11.
For question number 1.2, 19.18% of the respondents strongly agreed that they
learn best when their teacher asks them to compare different methods for solving
questions. 52.05% of the respondents said that they agree. 26.03% disagreed
while the other 2.74% said that they strongly disagree.

1.3 I learn best when the2.74

teacher asks us to work in small groups or pairs.
13.01
26.03

SA- Strongly Agree

A- Agree
D- Disagree
Strongly Disagree

58.22

Figure 12.
For question number 1.3, 26.03% of the respondents strongly agreed that they
learn best when their teacher asks them to work in small groups or pairs.58.22 % of
the respondents said that they agree. 13.01% disagreed while the other 2.74%
said that they strongly disagree.

1.4 I learn best when the teacher

2.74encourages us to explore and use our own methods.
13.7
30.82
Strongly Agree
Agree
Disagree
Strongly Disagree

52.74

Figure 13.
For question number 1.4, 30.82% of the respondents strongly agreed that they
learn best when their teacher encourages them to explore and use their own
methods. 52.74% of the respondents said that they agree. 13.70% disagreed

while the other 2.74% said that they strongly disagree.

1.5 I learn best when the teacher prevents us from making mistakes by explaining things carefully.
6.16

2.74

35.62

Strongly Agree
Agree
Disagree
Strongly Disagree

55.48

Figure 14.
For question number 1.5, 35.62% of the respondents strongly agreed that they
learn best when their teacher prevents them from making mistakes by explaining
things carefully.55.48% of the respondents said that they agree. 6.16% disagreed

while the other 2.74% said that they strongly disagree.

1.6 I learn best when the teacher

0.68 asks us to work through practice exercises.
16.44
26.03

Strongly Agree
Agree
Disagree
Strongly Disagree

56.85

Figure 15.
For question number 1.6, 26.03% of the respondents strongly agreed that they
learn best when their teacher asks them to work through practice exercises.
56.85% of the respondents said that they agree. 16.44% disagreed while the
other 0.68% said that they strongly disagree.

1.7 I learn best when the teacher shows us which method to use and then asks us to use it.
8.22

1.37

30.14
Strongly Agree
Agree
Disagree
Strongly Disagree

60.27

Figure 16.
For question number 1.7, 30.14% of the respondents strongly agreed that they
learn best when their teacher shows them which method to use and then asks
them to use it. 60.27% of the respondents said that they agree. 8.22% disagreed
while the other 1.37% said that they strongly disagree.

1.8 I learn best when the teacher

allows students to go to the library for a research.
4.11
25.34
23.29
Strongly Agree
Agree
Disagree
Strongly Disagree

47.26

Figure 17.
For question number 1.8, 25.34% of the respondents strongly agreed that they
learn best when their teacher allows students to go to the library for a research.
47.26% of the respondents said that they agree. 23.29% disagreed while the
other 4.11% said that they strongly disagree.

Overall Results of Part II.

In what way/s do you learn best?

Questions

Average (Mean)

1.1 I learn best when the teacher let us

3.10

discuss our ideas in class.

1.2 I learn best when the teacher asks us to

2.87

compare different methods for solving

questions.
1.3 I learn best when the teacher asks us to

3.07

work in small groups or pairs.

1.4 I learn best when the teacher encourages

3.11

us to explore and use our own methods.

1.5 I learn best when the teacher prevents us

3.23

from making mistakes by explaining things

carefully.
1.6 I learn best when the teacher asks us to

3.08

work through practice exercises.

1.7 I learn best when the teacher shows us

3.19

which method to use and then asks us to use

it.
1.8 I learn best when the teacher allows

2.9

students to go to the library for a research

Figure 18.
Based on the table above, question 1.5 got the highest average with 3.23 as its
score. It is closely followed by question 1.7 with an average score of 3.19 points.
Third in ranking is question 1.4 with 3.11 as its score. They are all followed by
question 1.1 with 3.10 points, question 1.6 with 3.08 points, question 1.3 with 3.07
points, question 1.8 with 2.9 points and question 1.2 with 2.87 points, respectively.

Part III.
1. What skills/qualities can you develop when your teacher is applying your
preferred teaching method?

Others 0.09%

6.62%

Good Spelling Skills

Good Listening Skills

9.58%

Responsibility

9.58%
7.69%

Patience

6.32%

Positive Outlook

8.49%

Good Communication

9.38%

Discipline

8.59%

Open-mindedness

10.46%

Confidence

8.59%

Passion

6.71%

Enthusiasm

7.90%

Competitiveness
0.00%

Series 1

2.00%

4.00%

6.00%

8.00% 10.00% 12.00%

Figure 19.

Based on the figure above, Confidence has the highest percentage with 10.46% followed
by Responsibility and Good Listening Skills with 9.58%. Discipline is in third with 9.38%
and fourth in ranking are Open-mindedness and Passion with 8.59%. Good Communication
follows with 8.49%, Competitiveness with 7.90%, Patience with 7.69%, Enthusiasm with
6.71%, Good Speaking Skills with 6.62%, Positive Outlook with 6.32% and Others with
0.09%

2. Do you think the skills/qualities that you have chosen from above are things
that you need to acquire in order to become a good employee or worker in
the future? Why or why not?

Others
Improvement of own skills
Independence
To have good professional performance
You can be a good example
Better person/good future employee
Maturity
Develops communication skills
Help understand things easier
Job worthy traits
Encourages you more
To be able to cope up with people
Successful life
Good future preparation
Boosts confidence
Positive outlook in life
Can be useful in life

15.90%
1.32%
0.66%
3.31%
0.66%
11.92%
0.66%
4.64%
2.65%

Column1
21.19%

0.66%
3.97%
7.95%
11.26%
2.65%
2.65%
7.95%

Figure 20.

Based on the figure above, Job worthy traits got the highest percentage with
21.19% followed by Others with 15.90%. Third in ranking is being a better
person/good future employee with 11.92%. Good Future preparation follows with
11.26%, then Successful Life and Can be useful in life comes next with 7.95,
followed by Develops communication skills with 4.64%, To be able to cope up with
people with 3.97%, To have a good professional performance with 3.31%, Help
understand things easier, Boosts confidence and Positive Outlook in Life with
2.65%, Improvement of own skills with 1.32% and Independence, Becoming a
good example, Maturity, and Encourages you more with 0.66% each.
3. What are the benefits of the traditional way of teaching with the way you
learn?

TRADITIONAL WAY OF TEACHING

raditional way of teaching helps me push myself and challenge myself to study because of its formal and stric
4.8

12.33
29.45

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

53.42

Figure 21.

For question number 3.1, 29.45% of the respondents strongly agreed that the traditional
way of teaching helps them push themselves and challenge themselves to study
because of its formal and strict set-up. 53.42% of the respondents said that they agree.
12.33% disagreed while the other 4.80% said that they strongly disagree.

helps me perfect my mastery activities because

in the traditional way of teaching, all concepts must be memo
2.74
19.86
23.29

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

54.11

Figure 22.
For question number 3.2, 19.86% of the respondents strongly agreed that the traditional
way of teaching helps them perfect their mastery activities because in the traditional

way of teaching, all concepts must be memorized. 54.11% of the respondents said that
they agree. 23.29% disagreed while the other 2.74% said that they strongly disagree.

and my lessons more because my teacher1.2

uses the classic way to teach lessons where they use boards and
16.44
28.08

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

53.43

Figure 23.
For question number 3.3, 28.08% of the respondents strongly agreed that the traditional
way of teaching helps them to understand their lessons more because their teacher
uses the classic way to teach lessons where they use boards and explain things in
detail. 53.43% of the respondents said that they agree. 16.44% disagreed while the
other 2.05% said that they strongly disagree.

3.4 It helps me develop my listening skills because of its very serious, long and detailed lecture.
2.74
14.38

35.62

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

47.26

Figure 24.
For question number 3.4, 35.62% of the respondents strongly agreed that the traditional
way of teaching helps them develop their listening skills because of its very serious,
long and detailed lecture. 47.26% of the respondents said that they agree. 14.38%
disagreed while the other 2.74% said that they strongly disagree.

Overall Results of Part III Number 3.

3. What are the benefits of the traditional way of teaching with the way you learn?

Question

Average (Mean)

3.1 The traditional way of teaching helps me

3.08

push myself and challenge myself to study

because of its formal and strict set-up.
3.2 It helps me perfect my mastery activities

2.91

because in the traditional way of teaching, all

concepts must be memorized.
3.3 It helps me understand my lessons more

3.08

because my teacher uses the classic way to

teach lessons where they use boards and
explain things in detail.
3.4 It helps me develop my listening skills

3.16

because of its very serious, long and detailed

lecture.

Figure 25.
Based on the table above, question 3.4 got the highest average with 3.16 points.
Second in ranking are questions 3.1 and 1.3 with 3.08 points. It is followed by question
3.2 with 2.91 points.

FOLLOW-UP QUESTION:Aside from the statements given above (from the table), how
do you think can the traditional way of teaching help you? What are its benefits?

1%others

more responsible

1%
1%more focus

tackles more specific concepts

1%
1%
students learn more

longer knowledge retainment

1%
3%

better at studies

ability to be independen

3%
3%

more discipline

pushes learner's capability more

3%
%

4%

competitiveness

boosts confidence

5%
5%

helps preparation for the future

can easily understand the lesson

5%
6%
develop listening skills

attentiveness

6%
6%

more determined

motivates more

7%
9%

become open-minded

becomes more mature

12%

18%
more interest in studying
0%

2%

In this figure, the

the most common

4%

6%

8%

10%

Figure 26.

12%

14%

16%

18%

20%

researchers got
keywords

used

by the respondents in answering this question. Most of them have answered others . It
has the highest percentage with 18.17 percent. 11.69 percent of the learners have
stated that it helps them become more responsible. 9.09 percent answered that it
makes them become more focused. 7.14 percent said that it helps them understand the
concepts more specifically. 6.49 percent have explained that it helps them learn more.
Another 6.49 percent of the answers said it helps them have longer knowledge
retainment in concepts and once again, 6.49 percent said it helps them become better
at studies. 5.19 percent of the respondents have stated it helps them gain the ability to
become independent. 4.55 percent have said it helps them become more disciplined.
4.55 percent have answered that it helps push learners capability more. 3.9 percent
said that it helps in making the learners become more competitive. 2.6 percent have
said it helps boost their confidence. The second 2.6 percent said helps them prepare for
the future. Another 2.6 percent of the respondents have answered that it helps them
understand the lesson easier. The last 2.6 percent have said it helps them improve their
listening skills, 1.30 percent have said it helps them become a lot more attentive in
class. Another 1.30 percent have answered that it helps them become more determined
in class. The last 1.30 percent have said that it helps them become a lot more
motivated, 0.65 percent of the respondents have stated that it helps them become more
open minded, Another with the same percentage have answered that it helps them
become more matured. The last 0.65 percent said it helps them become more
interested in studying.

4. What are the benefits of the modern way of teaching with the way you learn?

modern way of teaching gives me enthusiasm

to study because of its very casual set-up. I can very much rela
1.2
9.59

25.34

SA- Strongly Agree

A- Agree
D-Disagree
SD- Strongly Disagree

63.7

Figure 27.
For question number 4.1, 25.34% of the respondents strongly agreed that the modern
way of teaching gives them enthusiasm to study because of its very casual set-up.
63.70% of the respondents said that they agree. 9.59% disagreed while the other 1.37%
said that they strongly disagree.

r the lesson for a long time because of the

modern way of teaching, everything must be understood and not n
1.37
14.39
29.45

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

54.79

Figure 28.
For question number 4.2, 29.45% of the respondents strongly agreed that the modern
way of teaching helps them remember the lesson for a long time because of the modern
way of teaching, everything must be understood and not necessarily memorized.
54.79% of the respondents said that they agree. 14.39% disagreed while the other
1.37% said that they strongly disagree.

e in the modern way of teaching, lectures are much more casual. I can share my thoughts and knowledge no
2.74
9.59
29.45
SA- Strongly Agree
A- Agree
D- Disagree
SD- Strongly Disagree

58.22

Figure 29.
For question number 4.3, 29.45% of the respondents strongly agreed that the modern
way of teaching helps them become more articulate because in the modern way of teaching,
lectures are much more casual. 58.22% of the respondents said that they agree. 9.59%

disagreed while the other 2.74% said that they strongly disagree.

y communication skills because in the modern

1% way of teaching, more group activities are conducted and they
15%
27%

SA- Strongly Agree

A- Agree
D- Disagree
SD- Strongly Disagree

56%

Figure 30.
For question number 4.4, 27.40% of the respondents strongly agreed that the modern
way of teaching helps them develop their communication skills because in the modern way of
teaching, more group activities are conducted and they are much more fun to do. 56.16% of the

respondents said that they agree. 15.07% disagreed while the other 1.37% said that they
strongly disagree.

Overall Results of Part III Number 4.

3. What are the benefits of the modern way of teaching with the way you learn?

Question

Average (Mean)

4.1 The modern way of teaching gives me enthusiasm to

3.13

study because of its very casual set-up. I can very much

relate to it.
4.2 It helps me remember the lesson for a long

3.12

time because of the modern way of teaching, everything

must be understood and not necessarily memorized.
4.3 It helps me become more articulate because in

3.14

the modern way of teaching, lectures are much more

casual. I can share my thoughts and knowledge not only
to the whole class but even the teacher.
4.4 It helps me develop my communication skills

3.10

because in the modern way of teaching, more group

activities are conducted and they are much more fun to
do.

Figure 31.
Based on the table above, question 4.3 got the highest average with 3.14 points. Second
in ranking is question 4.1 with 3.13 points. It is closely followed by question 4.2 with 3.12
points and then question 4.4 with 3.10 points.

FOLLOW-UP QUESTION:Aside the questions given above, as an Angelican, how do

you think can the modern way of teaching help you? What are its benefits?

1%
others1%

helps to learn more easily

develop social skills

more understandable

more information

less boring

better communication

modern technology

more responsible

1%
1%
2%

independence

2%
3%
4%

helps your academic performance more

4%

4%
4%

less pressure

6%
6%

8%
confidence

creativeness

more focus

10%
10%

16%
improves listening skills

0%

2%

4%

more encouraging

6%

8%

10%

12%

more insights

14%

16%

17%

18%

Figure 32.
Based on the figure, the one with the most number of answers is others with 17.04
percent. 16.30 percent on the other hand, have answered that it helps them learn a lot
easily. 9.63 percent have said that it helps them develop their social skills. Another 9.63
percent have responded that it helps them become a lot more independent. 8.16
percent have stated that it helps them become a lot more understandable. 5.93 percent

have said it helps gather more information. Another 5.93 percent have explained in this
question that it helps them improve in their academic performance. 4.44 percent have
said that the modern way of teaching makes learning less boring. The other 4.44
percent have answered that it helps them communicate better. 3.70 percent of the
learners have said that it helps them in easing the pressure of school. The other 3.70
percent have stated that the modern way of teaching becomes easier because it uses
technology that they, the learners, can relate to. 2.96 percent have responded that it
helps them become a lot more responsible. 2.22 percent have said that it helps them
become more confident. Another 2.22 percent have answered that it helps them
become a lot more creative. 1.48 percent of the respondents have stated that it helps
them become more focused. 0.74 percent have said it helps them improve their
listening skills. Another 0.74 percent have said that it makes the class a lot more
encouraging. The last 0.74 percent of the student have answered that it helps them
have a lot more insights on the lessons.

Part IV.

1. How do you think can your preferred teaching method help your teacher in the
way they approach learners like you whenever they are teaching?
others

1%
better communication

3%

ensures effectiveness to the learners

4%

For
them to know which style you're comfortable with
4%

5%
could
build a good relationship between learners and teachers
5%

to know how theyll approach the learners properly

%

5%

idea on how students want to learn

6%
to know their learners more

8%

to have their students cope up easily

8%

to get their attention more11%

16%

openness

23%

could easily handle the class

0%

flexibilty
5%

10%

15%

20%

25%

Figure 33.
Based on the graph above, 22.60 percent chose others. 15.75 percent said that it will
help the teachers become better in communicating with the learners. 10.96 percent said
that it would help in ensuring the effectiveness of the learners in mastering the skills.
8.23 percent said it would help the teachers in deciding which style they are comfortable
with. 8.23 percent said that the teacher and learners could develop a more harmonious

and better relationship. 6.16 percent said that they would know better how theyd
approach their learners. 5.48 percent said that they would have a clearer idea on how
the students want to learn. 4.79 percent said that it would help them get to know the
learners more. Another 4.79 percent said that it would help them know how to make
their learners cope up easily 4.11 percent said that it would help the teachers get the
attention of the learners. Another 4.11 percent said that it would make the learners open
up to the teachers more. 3.42 percent said how the teachers could handle the class a
lot easier. 1.37 percent said that the learners would definitely like it if they saw flexibility
in the teacher.

2. How can a teaching method affect the way you study and the way you look at
learning?

others

affects focus in studying

can help you understand the lesson well

gives you more motivation

can either encourage/discourage you to study

sparks interest in learning

enthusiasm

learns faster

lessens laziness

gives a different perspective in life

helps to be determined

becomes more confident

improves listening skills

helps improve skills

makes you more comfortable in studying

0.00%

5.00%

10.00%

15.00%

Figure 34.

20.00%

25.00%

Based on the graph, 19.07 percent chose others. 15.15 percent on the other hand,
said that it would have an effect in studying. 10.06 percent said that it could help you
understand the lesson more. 9.83 percent that said it could help you understand the
lesson well. 9.09 percent that said it could either encourage or discourage you to study.
6.82 percent said that it sparks interest in learning. Another 6.82 percent said that
enthusiasm would spark if the teacher would use their preferred teaching method. 6.06
percent said that it helps the learners learn a lot faster. 3.03 percent said that it helps in
lessening the laziness of the students. 2.27 percent said that it helps in making the
students feel a lot more determined. Another 2.27 percent said that it helps the student
to become a lot more confident. 1.52 percent said that it helps in improving listening
skills. 0.76 percent said it helps improve certain skills. The other 0.76 percent said it
helps in making students feel a lot more comfortable in studying.

Chapter V.
Summary, Conclusions and Recommendations

I.

Summary

In the present time, facilitators have to do a trial-and-error method when it comes to

teaching to find the kind of teaching style that could possibly work with the learners.
This scenario took the interest of the researchers to come up with a research paper
about the preference of the YS10 learners of Angelicum College AY 2015-2016 about
the different teaching styles. The significance of this research is for the facilitators to
know which style to use for them to have a better relationship and interaction with their
learners. The methodology that was used by the researchers is in a form of survey
consisting of both likert scale and follow-up questions, which will be answered by 146
learners coming from the YS10. The researchers computed for the right amount of
respondents by using the Slovins formula and the result was 146. The result that the
researchers picked up showed that both the traditional and modern teaching style
ranged with the same result. The result displayed both the advantages and
disadvantages of the teaching styles. The research was also able to showcase the
effects of the teachings styles to the learners.

II.

Conclusion
What is the preferred teaching method of the YS-10 learners?
The YS-10 learners have mixed reactions or preference on the two types of
teaching methods. Some prefer traditional while some prefer modern. Although
both of them have their benefits, there will always be advantages and
disadvantages if a school sticks to just one teaching method.

What are the benefits of the traditional and modern way of teaching to the YS-10
learners of Angelicum College AY 2015-2016?
Based on the survey that the researchers have conducted, the traditional way of
teaching helps the YS-10 learners to become more responsible, focused and
disciplined in studying. It also tackles more specific and detailed concepts while
the modern way of teaching helps the YS-10 learners to be more independent. It
also makes them learn the topics easily which enables them to improve their
academic performance and social skills.

How can the YS-10 learners preferred teaching method affect the way they
study?
The preferred teaching method of the YS-10 learners can help them improve the
way they learn. It affects their focus in studying since they find it easier to
understand the lesson and understanding the lessons keep them motivated and
encourages them more to study further.

In what way can the preferred teaching method of the YS-10 learners help the
teachers?
The preferred teaching method of the YS-10 learners is just a guide for
facilitators to know how theyll approach the learners. However, its their choice
whether they will follow it or stick with their own method. Following the results of
this study can help the facilitators have better communication and build a good
relationship with their learners. It would be easier them to handle the class and
get the learners attention to cope up easily and ensure effectiveness to them.

What are the skills and qualities that a learner can acquire when his/her preferred
teaching method is being applied by the teacher?
If a learners preferred teaching method is applied, the learners will be able to
understand things easier which can boost their confidence and develop
communication skills that enables them to cope up with people and have a
positive outlook in life. It will also help them prepare for their future and be a
better person that possesses job worthy traits which will let them have a good
professional performance and successful life.

What are the common teaching practices of teachers in Angelicum College?

The facilitators in Angelicum College commonly use boards and powerpoints to

teach detailed lessons. They give more written exams than practical tests to see
if learners really learned something. Facilitators also divide the class into groups
or by pairs to work on hard activities and lets the learners to discuss it in class to
express their ideas, thoughts and knowledge which can help them finish their
activities faster and develop social skills. They explain things carefully before
letting them work through practice exercises which can help them (the learners)
remember the lessons since they have understood the lessons instead of only
memorizing it.

III. Recommendation
As what the saying goes, there is always a room for improvement. Therefore, the
researchers created some points for improvement with this research paper. They
recommend for the future researchers to study if there is a difference between the
preference of the male and female because in general, these two genders always differ
in sizes, body structure, etc. that is why they recommended to add the gender to their
study. In addition, the researchers suggest asking for the opinions of the teachers. As
we are talking about the preference of the YS10 learners about the teaching methods, it

also becomes connected with the teachers. Consequently, adding their opinions may
result to better and broader results.

IV. Bibliography
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Concordia Online Education (2012, December 31).Which is Best: Teacher-Centered or

Student-Centered
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methods?.
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Pearson (2009, August 4). Characteristics of Young Learners.Retrieved from

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The Glossary of Education Reform (2014, May 7).Student-Centered Learning. Retrieved

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