Theory-Based instructional Strategies in Teaching English in Selected Secondary Schools in Lobo, Batangas: Basis for Enhancement Program

Abstract

INTRODUCTION

The students’ beliefs regarding English may be managed and controlled through the effective utilization of teaching strategies, instructional tools and materials, and classroom activities designed to internalized a profound interest in, and love for English. Therefore, a theory-based instructional strategies can be instrumental in turning the negative beliefs about English into positive ones, as well as improving the academic performances of the students in the said subject.

METHODS

This study employed the descriptive method of research since it aimed to provide both the quantitative and qualitative description with direct emulation of comparison and association between and among the different major research variables included on the application of theory-based instructional strategies in teaching-learning process. A total of 90 teachers were selected as respondents, however only 73 were retrieved for a reason beyond the control of the researcher.

RESULTS

Based on the highlights of the findings, majority of the respondents were female and had been teaching the English subject for a span of more than 10 years. The application of different theory-based instructional strategies is of great extent and variety. There are no significant differences in the implementation of the different strategies when the respondents were grouped by gender, but in terms of length of service—inverse outcomes happened. When the respondents were grouped by profile variables, there is a tendency that their assessments may either be similar or the same or a representation of both. The variables of theory-based instructional strategies are similarly implemented in the teaching of English, requiring only propositions on enhancement programs to establish a firm and improve English teaching methodologies.

DISCUSSIONS

The formulation of this instructional model must be adapted to the needs, interests and abilities of the students and should conform to the principles of teaching to ensure that no educational laws and concepts would be violated in its implementation. The implementation phase of the said instructional model should cover a try out period for evaluation and improvement so that it would be tested for its validity, reliability and longevity.