Teachers’ Perception of the Status and Challenges of Using Active Learning Approaches in San Jose Litex Senior High School

Abstract

With the implementation of the K to 12 Curriculum, teachers have been experiencing challenges in order to upgrade their teaching strategies to approaches that are appropriate for the 21st-century learner and classroom. The approaches that have been emphasized in the K to 12 Curriculum implementation are the Active Learning Approaches, like the Collaborative Learning, Inquiry-Based Learning, Explicit Teaching, Problem-Based Learning, Project-Based Learning, and Blended Learning. This study was an attempt to explore the Teachers’ Perception of the Status and Challenges of Using Active Learning Approaches in San Jose Litex Senior High School. Furthermore, the study attempted to find out what of the 6 Active Learning Approaches do the respondents use; how many times in a month do the respondents use the 6 Active Learning Approaches; what are the challenges encountered by the teachers on the use of the 6 Active Learning Approaches; and what are the perceptions of the teachers on using the 6 Active Learning Approaches based on the students’ competence, demand in preparation, teachers’ training, time, equipment, and management of large classes. Using a researcher-constructed questionnaire, the researcher purposefully selected 40 teachers (covering all subject groups)of San Jose Litex Senior High School. Using the mixed quantitative-qualitative method, data were interpreted using the mean. Respondents were asked to share their status on using the 6 Active Learning Approaches, their challenges, and their perceptions on the said approaches. All data gathered were analyzed through coding and by computing for the mean. Based on the results of the study, Collaborative Learning is used by the most number of teachers while Blended Learning is used by the least number of teachers. Moreover, teachers use the 6 learning approaches from once a month to almost every day. They encounter problems especially in time constraints, preparation, implementation and assessment using the approaches. Generally, the teachers all agree that there is great potential in their experience with the use of the 6 learning approaches. Due to this, the school administrators need to come up with innovations and interventions to help their teachers to effectively use and optimize the 6 approaches in their classrooms.