Active Learning Strategies Promoting High In-Class Participation in Lina Gayeta Lasquety NHS-SHS Core Subjects

Abstract

INTRODUCTION

This paper is centered on developing a booklet of active learning strategies that might be useful in designing lesson plans in teaching core subjects in Senior High School. With this, teaching would be facilitated with the activity reference and in-class participation would be enhanced through a set of suggested active learning strategies. It was considered important since insufficiency in learning materials is found in Senior High School.

METHODS

This academic endeavor utilized a quantitative research design, particularly descriptive or non-experimental. There was a total of 78 respondents in this study composed of 39 Grade 11 and 39 Grade 12 Senior High School students who were considered official enrollees in the school this school year 2018-2019 and were chosen purposively.

RESULTS

The findings revealed that majority of the Senior High School students in Lina Gayeta Lasquety NHS preferred relatively long activity, highly structured activity, carefully planned class, concrete subject matter, and teacher-to-student pattern of interaction in terms of the teacher's instructional strategies. Furthermore, majority of the respondents were also found to be accommodative learning strategists and there was a very weak to moderate significant correlation between student's preferred teacher's instructional strategies and student-employed active learning strategies.

DISCUSSIONS

The result implied that students learn in a series of ways but their acquisition and learning of competencies stand apart from the teachers’ preferred strategy in presenting topics in the core subject areas. Thus, teachers need to match their teaching with the ways student want to be taught.