The Extent of Awareness and Use of Pedagogical Approaches of Teachers of Wawa Elementary School

Abstract

INTRODUCTION

This study aims to determine the extent of awareness and use of pedagogical approaches of teachers of Wawa Elementary School. It also aims to determine the perception of teachers on the use of the new pedagogical approaches in their teaching and find which among the new pedagogical approaches are the teachers familiar with, and is most used by the teachers, have been effective for use to the pupils, and which were difficult to use.

METHODS

Using the descriptive method of research, the questionnaire was the main data gathering instrument used. Stratified sampling was used to get the twelve (12) teachers from all grade levels as respondents. Percentage distribution and ranking in treating the demographic profile of the respondents with regards to age, gender, civil status, length of service and educational attainment was used. The weighted mean was used in treating the responses of the respondents on the perception of the teachers on the use of the new pedagogical approaches in teaching and in their level of familiarity of these approaches which they usually used.

RESULTS

Results revealed that the teachers found constructivism as the easiest to use while integrative approach was the most enjoyable one. Reflective approach was the hardest to use. Finally, an action plan to strengthen the use of these approaches was proposed by the researcher.

DISCUSSIONS

They were found familiar with collaborative approach, constructivism, and inquiry-based approaches, collaborative, constructivism and inquiry-based approaches in their teaching most of the times. The pedagogical approaches that got along well with the pupils were collaborative, inquiry-based and constructivism.