Effectiveness of Pedagogical Approaches in Teaching English Utilized by the Intermediate Teachers in District IV, Division of Batangas City

Abstract

INTRODUCTION

The English teachers nowadays are challenged to develop students' competencies in using the English language as far as global competition is concerned. For developing language learning skills in English, the teacher should adopt appropriate approaches from time to time. The pedagogical approach should be shifted from a form-based approach to a meaning-based approach. According to Republic Act 10533 Sec. 5 (e), the curriculum shall use pedagogical approaches. These approaches find ways to help learners get excited about their learning, in responding to their abilities and in building learner's competence in doing holistic and engaging activities.

METHODS

The descriptive method of research was used and utilized the questionnaire as the main data-gathering instrument. There were 68 intermediate teachers and 4 administrators in public elementary schools in District IV, Division of Batangas City. The statistical tools applied were frequency, percentage, weighted mean, and coefficient or significant relationship.

RESULTS

All pedagogical approaches (2C-21-1R) were effectively utilized in teaching English by the intermediate teachers. There was a significant difference in the assessment of the two groups of respondents on the effectiveness of utilizing the constructivism, collaborative, integrative and inquiry-based approaches. On the other hand, no significant difference was noted in the effectiveness of the reflective approach. The assessment of the administrator-respondents on the performance of learners in English resulted in a satisfactory level as evidenced by the average weighted mean of 4.26 while the assessment of the teacher-respondents supported the idea that the pedagogical approaches affected their learning satisfactorily as evident by the average weighted mean of 4.26.

DISCUSSIONS

The English teachers were able to utilize the pedagogical approaches effectively in terms of 2C-2I-R (constructivism, collaborative, inquiry-based, integrative, reflective). The researcher proposed an action plan to enhance the utilization of pedagogical approaches in meeting the demands for the development of 21st-century learning skills among learners. Teachers must be encouraged to provide more activities related to real-life situations that would improve the performance of learners in English as affected by the pedagogical approaches to a very satisfactory level. Future researchers may conduct studies similar or related to this present study in a wider scope utilizing all intermediate teachers as respondents.