Effectiveness of Teaching Strategies Employed By Grade V Teachers at Camarin D. Elementary School in Caloocan City

Abstract

The 1987 Philippine Constitution provides in Act. XIV, Section 1 that the State shall protect and promote the rights of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all. In connection with this, all schools should take steps to make education effective by using teaching techniques and strategies that are within the reach and applicable to students, particularly at Camarin D. Elementary School at Caloocan City, Metro Manila. This study aims to determine the effectiveness of different teaching strategies. The researchers used the descriptive method of investigation focusing on 20 Grade V teachers handling different subjects. They were given sets of questions dealing with the different strategies they employed in teaching. The majority of the respondents ranged from 31 to 35 years old, female, married, and with units at the master level. These respondents used different strategies in teaching namely inductive, question and answer, discovery approach, lecture, and role model with more emphasis on the deductive method. However, there are several strategies employed to remove monotony in the classroom and ensure maximum and active participation of students. In the teaching-learning environment, teachers and learners are the most important factors. Teachers should motivate students to get their interest in all subjects. Teachers should make learning fun. Also, the teacher use varied teaching approaches to suit the learning style of every student. Teachers should encourage learners to have a positive evaluation and make learning stimulating and enjoyable. Students should follow and listen to the teachers to sustain their needs. The school should create a conducive learning environment to improve students' reading capabilities, understand the subjects, and lessen the pupil’s negative attitude.