Instructional Strategies in Teaching English in Nag-Iba Elementary School

Abstract

INTRODUCTION

This study aimed to determine the extent of application and interaction of instructional strategies in teaching English in relation to the academic performance of grade four students in Nag-iba Elementary Schools as assessed by teachers.

METHODS

The researcher employed the descriptive and correlation methods of research with the questionnaire as the main data gathering instrument administered to 20 respondents.

RESULTS

The data gathered from the respondents were analyzed and interpreted through the use of the most appropriate statistical tools among the instructional strategies in teaching English in grade four.

DISCUSSIONS

Instructional strategies were highly applicable in the teaching of English at the elementary level. All instructional strategies were utilized to a great extent by teachers in teaching English. The extent of the application of different instructional strategies had no significant variations. The highly significant variation between the grades of the pupils on the second and third grading periods accounts for the effects of the use of instructional strategies. There is a very close linkage between the effectiveness of instructional strategies and the pupils' academic performance. An intervention program was proposed to enhance the utilization of instructional strategies to a very great extent.