Learner-Centered Instructional Strategies and the Academic Performance of Pupils in Malapatan District III

Abstract

INTRODUCTION

This study aimed to determine if there is a significant relationship between the teachers' extent of use of the learner-centered instructional strategies and their pupils' academic performance. It also determined if there is a significant difference in the teachers' extent of use of their learner-centered instructional strategies as well as the significant difference in the pupils' academic performance when grouped according to sex.

METHODS

It was found that the teachers often used learner-centered learning, class recitation, and group discussion. It was also found that there was a significant difference to which the teachers used the four learner-centered instructional strategies. It was also found that male and female pupils do not differ in their academic performance and have a rating of fair.RESULTSCorrelation results showed that there is a significant relationship between the teachers' learner-centered instructional strategies and the pupils' academic performance.

DISCUSSIONS

It is recommended that teachers should encourage their pupils to discover ideas by themselves when discussing the lesson and should also encourage the pupils to have a small group discussion so they can really share their own ideas. Teachers must avoid spoon-feeding their pupils when teaching, instead, they must be trained to solve situational problems by themselves and analyze their possible solutions.