A Correlational an Analysis on The Theory-Based Instructional Strategies and Academic Performance in English of Grade One Pupils in Lipa City East District: Basis for a Proposed Lesson Exemplar

Abstract

INTRODUCTION

It is expected to develop basic competences in understanding, speaking, reading, and writing in English. It is unfortunate, however, that in spite of the serious attention accorded to teaching English, inadequacy remains as criticisms are still expressed by parents and educators. It is in the elementary level where the teaching of the most basic patterns, sounds and rhythm of the English language is deemed critical. In this study, the teaching of English in grade one was analyzed to see how learning occurs efficiently using the theory-based instructional strategies.

METHODS

This study employed the descriptive method of research since it aims to provide both quantitative and qualitative description. The study compares and associated different major research variables that include the application of theory-based instructional strategies in the teaching-learning process and its relationship with the pupils’ grade point average during the third and fourth grading periods. Descriptive research focuses at the present condition, the purpose of which is to find new truth which is valuable in providing facts on which scientific judgments may be based.

RESULTS

The extent of teachers' utilization of learning theories in teaching English was assessed by getting the composite mean. Among the learning theories, Practice and Drill was the most effective way in teaching English in grade one. There is a repeated performance of a learning act until a desired level of skill to do the act correctly is attained. The level of academic performance of selected pupils in English was socialized based on the utilization of learning theories wherein using Role Playing/Dramatization was found needing improvement, since Grade One pupils cannot conduct themselves accordingly once they are confronted with particular kind of conflicts. The pupils’ performance doesn’t rely on their ability to make decisions.

DISCUSSIONS

The more frequent the strategies were used in teaching, the greater is the possibility to enhance and improve the pupils' test performance. These strategies facilitate the transfer of learning towards mastery. There is a significant relationship between the extent of teachers' utilization of theory-based instructional strategies and the pupil's academic performance. Educators may use theory-based instructional strategies and innovations further to strengthen the learners' enhancement of knowledge and skills.