Application of Theory Based Instructional Strategies in Teaching English among Grade One Pupils in Public Elementary Schools Division of Batangas City: An Analysis

Abstract

INTRODUCTION

The future of the Filipino children is marred by various forms of uncertainties considering the critical conditions of the Philippine socio-economic and political situations. This study aims to determine the extent of the application of theory-based instructional strategies in teaching English among grade one pupils.

METHODS

This study employed the descriptive method of research since it aims to provide both quantitative and qualitative description, as well as comparison and association between and among the different major research variables that include the application of theory-based instructional strategies in the teaching-learning process and its relationship to the pupils' grade point average during the first and second grading periods.

RESULTS

A conglomeration of varied theory-based instructional strategies adapted to the needs, interests, and abilities of the pupils served as an instructional model.

DISCUSSIONS

Educators in all levels may use theory-based instructional strategies and then innovate them further to strengthen the learners' enhancement of knowledge, skills, and competencies through varied activities aimed at improving the quality of education. The school heads may advise their teachers to integrate the use of theory-based instructional strategies in the teaching-learning process by implementing seminars where the said concern could be prioritized. Future researchers may conduct studies similar or related to this present study to determine current trends and instructional practices in other areas or localities. Teachers of English may adopt/formulate an instructional model that uses the principles of teaching and learning based on educational theories deemed essential in expediting and facilitating the teaching-learning process.