STUDENTS’ RATINGS OF TEACHERS’ INSTRUCTIONAL SKILLS

IN USING THE R.E.A.C.T. STRATEGY, A CONTEXTUAL

TEACHING AND LEARNING (CTL) APPROACH IN

TEACHING SCIENCE AND MATHEMATICS

SUBJECTS

A Thesis

Presented to

The Faculty of the Open University

Polytechnic University of the Philippines

In Partial Fulfillment

of the Requirements for the Degree of

Master in Educational Management

By

ROSALIE AMADOR-CORPUS

April 2005

APPROVAL SHEET

This thesis entitled STUDENTS’ RATINGS OF TEACHERS’ ISTRUCTIONAL

SKILLS IN USING THE R.E.A.C.T. STRATEGY, A CONTEXTUAL TEACHING AND LEARNING (CTL) APPROACH IN TEACHING SCIENCE AND

MATHEMATICS SUBJECTS prepared and submitted by DR. ROSALIE AMADOR-CORPUS in partial fulfillment of the requirements for the degree Master in Educational Management, has been examined and recommended for acceptance and approval for Oral

Examination.

DR. THERESITA V. ATIENZA DR. MILAGRINA A. GOMEZ

Evaluator Evaluator

DR. ZENAIDA C. SANTOS

Adviser

Approved by the Panel of Examiners on Oral Examination.

DR. THERESITA V. ATIENZA PROF. FREDERICK O. RAMOS

Member Member

DR. MILAGRINA A. GOMEZ

Chairman

April 5, 2005

Accepted and approved in partial fulfillment of the requirements for the degree Master of Educational Management.

DR. THERESITA V. ATIENZA

Director, PUP Open University

DEDICATION

This work is dedicated to

My Corpus and SEAMEO INNOTECH families

and APEX friends

ACKNOWLEDGEMENT

First and foremost, I would like to thank the Lord Almighty for the courage and

strength to pursue this study up to its very end.

I would also like to thank my husband Bong, my children Edgar Amir,

Amirabelle and Amauri Roi for the understanding, support and encouragement.

My thanks, too, to my SEAMEO INNOTECH family especially the APEX ladies:

Sharon Joy Berlin-Chao, Edith Landicho-Pimentel, Yolanda Castillo-De las Alas,

Maricel Lourdes Rodriguez and Reena Rose Samson. And Dr. Erlinda Pefianco, Mr.

Philip Purnell and the Training Team, Dr. Ophel Veniegas and Ms. Emalyn Caviso. And

my classmates and friends from the PUP OU Rose Samson and Lily Andrada.

Especial thanks to the principals, teachers and students of the Aplaya National

High School, Binan Secondary School of Applied Academics, Calamba Bayside National

High School, Pulo National High School and the San Pedro Relocation Center National

High School who have willingly participated and made this study possible.

With my deepest appreciation and profound gratitude, I would also like to

acknowledge and thank Dr. Zenaida C. Santos, my adviser and friend, for her compleat

support, encouragement, dedication, motivation and patience in guiding and pushing this

researcher to finish this study within a short period of time.

STUDENTS’ RATINGS OF TEACHERS’ INSTRUCTIONAL SKILLS

IN USING THE R.E.A.C.T. STRATEGY, A CONTEXTUAL

TEACHING AND LEARNING (CTL) APPROACH IN

TEACHING SCIENCE AND MATHEMATICS

SUBJECTS

ABSTRACT

Researcher : Dr. Rosalie Amador-Corpus

Adviser : Dr. Zenaida C. Santos

Degree Conferred : Master in Educational Management (MEM)

Statement of the Problem

This study aimed to determine the students’ ratings of teachers’ instructional

skills in using the REACT Strategy, a Contextual Teaching and Learning (CTL)

Approach in teaching Science and Mathematics subjects.

Specifically, it sought to answer the following questions:

1. What is the students’ rating of teachers’ instructional skills in using

the REACT Strategy by component:

1.1 Relating;

1.2 Experiencing;

1.3 Applying;

1.4 Cooperating; and

1.5 Transferring?

2. What is the students’ rating of teachers’ instructional skills using the

REACT Strategies when grouped according to:

2.1 Year Level; and

2.2 School?

3. Is there a significant difference in the students’ rating of teachers’

instructional skills using the REACT Strategy between the two schools

when grouped according to year level?

Hypothesis

There is no significant difference in the students’ rating of teachers’ instructional

skills using the REACT Strategy between the two schools when grouped according to

year level.

METHODOLOGY

The researcher utilized the descriptive survey method type of research using a

questionnaire as the major data-gathering instrument. Unrestricted random type of

sampling was used in drawing the study sample. Research samples were the 154 second

and third year students of the Aplaya National High School in Santa Rosa City, Laguna

and the Binan Secondary School of Applied Academics in Binan, Laguna.

Summary of Findings

This study aimed to determine the students’ rating of teachers’ instructional skills

using the REACT Strategy, a Contextual Teaching and Learning Approach in teaching

Science and Mathematics subjects.

1. What is the students’ ratings of teachers’ instructional skills using the

REACT Strategy by component?

The highest weighted mean ratings of the second year students of the Aplaya

National High School and the Binan Secondary School of Applied Academics is

4.68, “Outstanding”, in the Cooperating component. Likewise, their third year

counterparts rated their teachers with a composite mean of 4.76, as “Outstanding.”

The least preferred component is Experiencing with a composite mean of 4.60,

although “Outstanding” students seem not to get enough hands-on activities and

have less opportunities for students’ lesson demonstrations.

2. What is the students’ ratings of teachers’ instructional skills using the

REACT Strategy when grouped according to: Year Level; and School?

Based on computed weighted mean of 4.70 and 4.79 respectively, the second and

third year students of the Binan Secondary School of Applied rated their teachers’

instructional skills in all REACT Strategy components as “Outstanding”.

Similarly, with computed weighted mean of 4.53 for both the second and third

year students of the Aplaya National High School they rated their teachers’

instructional skills using the REACT Strategy in teaching Science and

Mathematics subjects still with an “Outstanding” rating albeit a little lower than

their counterparts.

3. Is there a significant difference in the students’ rating of teachers’

instructional skills using the REACT Strategy between the two schools when

grouped according to year level?

For the second year students of both schools, yes, there is a significant difference

especially in the Relating, Applying, Cooperating and Transferring components.

The students from the Binan Secondary School of Applied Academics gave

higher ratings, a composite mean of 4.70, an “Outstanding” rating. One possible

reason that could be cited is that the teachers in this school are mostly young and

may be more motivated in their teachings in comparison to those from the Aplaya

National High School. There is also a significant difference among the third year

students from both schools especially in the Relating and Cooperating

components. Again the students of the Binan Secondary School of Applied

Academics gave a higher rating of 4.79, “Outstanding”. The reason for this could

be taken up during the next coaching session with the teachers.

Hypothesis

There is no significant difference in the students’ ratings of teachers’ instructional

skills using the REACT Strategy between the two schools when grouped according to

year level. Both second year and third year students from both schools gave an

“Outstanding” rating to their teachers.

Conclusions

Based on the summary of findings, the following conclusions are hereby arrived at:

1. The student-respondents’ rating of teachers’ instructional skills using the

REACT strategy on the five (5) components: RELATING,

EXPERIENCING, APPLYING, COOPERATING and TRANSFERRING are

“Outstanding”.

2. Both schools, in both year levels, gave COOPERATING the highest ratings.

3. Both schools gave EXPERIENCING the lowest ratings.

4. The Binan Secondary School of Applied Academics student-respondents gave

higher ratings to their teachers’ instructional skills in all REACT components

especially the third year than the students of the Aplaya National High School.

Recommendations

In the light of the foregoing conclusions, the following are the researcher’s

recommendations:

1. An Enhancement Training Program for teachers teaching Science and

Mathematics subjects is hereby proposed.

2. The school administrators should continuously evaluate the teaching skills,

attitudes and competencies of CTL teachers to identify the academic deficiency in

teaching Science and Mathematics subjects.

3. Teachers’ development should be an on-going process supported by modeling,

coaching, simulation, demonstration and should focus on ways to link new

information to existing knowledge, experience and values to maintain classroom

effectiveness.

4. Teachers should be part in the preparation of Teacher’s Guides for Science and

Mathematics.

5. Further study should be conducted in a wider-scale using all the five (5) pilot

schools students in all year levels.

TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

DEDICATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

TABLE OF CONTENTS x

LIST OF TABLES xii

LIST OF FIGURES xiii

Chapter Page

I THE PROBLEM AND ITS BACKGROUND

Introduction 1 Background of the Study 3 Theoretical Framework 6

Conceptual Framework 8 The Statement of the Problem 9

Significance of the Study 10 Scope and Limitations of the Study 11 Definition of Terms 11

II REVIEW OF RELATED LITERATURE

Foreign Literature 13 Foreign Studies 21

Local Literature 26 Local Studies 28

Relevance of the Related Literature and Studies 30

III RESEARCH METHODOLOGY

Research Design 32

Description of the Respondents 32 The Instrument 34

Validation of the Instrument 34 Data Gathering Procedures 35

Statistical Treatment 35

IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 37

V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 54

Summary of Findings 54 Conclusions 57

Recommendations 57

BIBLIOGRAPHY 59

APPENDICES

CURRICULUM VITAE

LIST OF TABLES

Table Page

1 Frequency Distribution of Sample Size of the Respondents by School 33

2 Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional Skills according

to the “RELATES” Component 37

3 Distribution of Weighted Mean of Students’

Rating onTeachers’ Instructional Skills according to the “EXPERIENCE” Component 39

4 Distribution of Weighted Mean of Students’

Rating on Teachers’ Instructional Skills according

to the “APPLYING” Component 41

5 Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional Skills according to the “COOPERATING”Component 43

6 Distribution of Weighted Mean of Students’

Rating on Teachers’ Instructional Skills according to the “TRANSFER” Component 46

7 Composite Mean Rating of REACT Components By Year Level 48

8 Composite Mean Rating of REACT Components

Per School by Year Level 49

9 Composite Mean Rating per REACT Component

Per Year Level per School 50 10 P-values to test for Significant Differences between

Second Year High School Students of Aplaya National High School and the Biñan Secondary School of

Applied Academics 51

11 P-values to test for Significant Differences between

Third Year High School Students of Aplaya National High School and the Biñan Secondary School of

Applied Academics 52

LIST OF FIGURES

Figure Page

1 Conceptual Framework 8

APPENDICES

A Letter to the Principal of the Aplaya National High School requesting for

permission and endorsement to conduct the research B Letter to the Principal of the Biñan Secondary School of Applied

Academics requesting for permission and endorsement to conduct the research

C The Survey Questionnaire D Enhancement Session for Aplaya National High School

D.1 Enhancement Session Process D.2 Action Plan Form

D.3 End-of-Session Questionnaire E Enhancement Session for Biñan Secondary School of

Applied Academics E.1 Enhancement Session Process

E.2 Action Plan Form E.3 End-of-Session Questionnaire

F Statistical Treatment of Question No. 3 of the Study

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The Contextual Teaching and Learning (CTL) Approach is a way of teaching the

tool subjects Mathematics and Science in a manner whereby the learner’s interest would

be heightened since most activities will be “contextualized” into their particular homelife,

personal situations or school and community locality. CTL’s predominant premise is

based on the fact that learning which can be readily adapted into the learner’s daily life

has more meaning for him and is therefore retained for a longer period of time.

Though currently being piloted in only five public secondary schools in the

province of Laguna, the CTL Approach as presented by the Center for Occupational

Research and Development (CORD) International, has already been introduced in

Mexico, Malaysia and Indonesia. It is of course very much in place in American

secondary schools under its original title of Applied Academics / Technical Preparation..

The CTL Approach that is being introduced in this study is the Filipino model, an

ongoing intervention in the public secondary schools since October 2001 by the local

government units concerned, the Department of Education Region IV-A, the Southeast

Asian Ministers of Education Organization Regional Center for Innovation and

Technology in Education (SEAMEO INNOTECH) and its partner CORD International.

The REACT Strategy has also been hailed as the current answer to the reality in our

public schools of congested classrooms, unusually large class sizes and the lack of

facilities such as science and mathematics laboratories, equipment and materials.

Traditional assessment tools, though still being used by some teachers, are slowly being

replaced by student-, activity- and class-based rubrics.

Admittedly, there are other factors that may be attributed to a school’s failures:

firstly, public schools have a bigger number of students per class, a minimum of 70.

Secondly, an insufficient resource base in the public secondary schools. Thirdly, poor

technical and scientific foundation of freshman students and fourthly, the lack of

competently trained Science and Mathematics teachers.

The local government units: Biñan, Cabuyao, Calamba City, San Pedro and Santa

Rosa City, in consortium with the Schools Division of the province through its District

Supervisors approached SEAMEO INNOTECH and its partner, CORD International, to

assist the local government schools to provide an effective approach for global

competitiveness and industrialization, thus Project Applied Academics for Excellence

(APEX) was conceived. Project APEX is a five-year project which started in October

2001 to run until June 2006 which will utilize mainly the Contextual Teaching and

Learning (CTL) Approach in the teaching of Mathematics and Science.

The secondary school teachers in certain nominated public schools in these five

cities and municipalities are motivated to attend various pedagogical trainings,

professional development interventions and personal enrichment sessions, coupled with

the provision of a complete package of Teacher’s Guides that will facilitate the teaching

and learning process of the students.

This study hoped to determine the effectiveness of the Contextual Teaching and

Learning (CTL) Approach as an alternative teaching strategy that would enhance the

students’ learning success. Moreover, it will help to identify the factors that could

contribute to the effectiveness of the Contextual Teaching Learning (CTL) Approach

when adopted in the actual classroom setting. The study will further analyze the response

of the students on the Contextual Teaching and Learning Approach that their teachers are

using and how it impacts on the students’ academic performance. Lastly, the study will

determine the competency level of the teachers who adopted the Contextual Teaching and

Learning (CTL) Approach. Final output will be a proposed training design for an

enhancement program for these teachers.

Background of the Study

SEAMEO INNOTECH and its partner CORD International conceptualized the

Project on Applied Academics for Excellence (APEX) as an extending arm to local

government schools to provide a new strategy for efficient, effective and quality

classroom experiences thus promoting life-long learning and helping to increase students’

success. This may also lead them to be more competitive employees in the future.

The Project on Applied Academics for Excellence (APEX) was triggered by the

critical issue of schools not being able to address the human resource requirements of

local business and industry. This is the reason why there is an increasing number of

educated unemployed and underemployed Filipinos in the country today. Observed too

is a mismatch of the skills and competencies of the graduates with the demands of the

business community. Another reason is the low academic and technical performance of

the students specifically in English, Science and Mathematics.

Admittedly, Project APEX would not be able to resolve all the identified

problems; hence, it only focuses on the following strategic objectives to be able to

achieve greater impact:

1. Produce students who are academically and technically prepared to pursue

higher education and/or a career of their choice by developing basic

workplace competencies and increasing their competencies in Science and

Mathematics;

2. Develop competent and motivated Science and Mathematics teachers through

adoption of the Conceptual Teaching and Learning (CTL) Approach that will

enable the students to find relevance and value in their education. This is a

new teaching approach making use of the REACT Strategy that would help

students identify the relationship between their classroom experiences and

their daily lives and in the process promote life-long learning and hopefully

eventually help increase students’ success.

3. Manage the transformation of APEX Pilot Schools into Applied Academics

and Career Prep (AA-CP) Schools that could ensure project sustainability.

The main entry point of the project in the respective schools is the competency

development of the APEX teachers through various training and development

interventions as well as the provision of a complete package of Teacher’s Guides that will

facilitate the teaching and learning of the students.

Various training and development programs are lined up for the APEX teachers to

enable them to effectively implement the project. Coaching and enhancement sessions

for the teachers are also conducted as additional learning support systems through which

their teaching competencies along the Contextual Teaching and Learning (CTL)

Approach are further enriched. Other support mechanisms are portfolio development,

regular dialogue and information updates, a personal development guidebook is also

being done that will act as a hand resource that the teacher can refer to. However, an in-

depth examination and analysis needs to be undertaken to determine the effectiveness of

the Contextual Teaching and Learning (CTL) Approach as a learning strategy.

What is Contextual Learning? CORD International explains that contextual

learning is a proven concept that puts together the most recent research in cognitive

science. The contextual approach recognizes that learning is a complex and multifaceted

process that goes far beyond drill-oriented, stimulus and response methodologies.

According to the contextual learning theory that CORD International espouses, learning

occurs only when students process new information or knowledge in a manner that makes

sense to them in their own personal schemata (their own inner worlds of memory,

experience and response). This approach to learning and teaching assumes that the mind

naturally seeks meaning in context, that is, in relation to the person’s current environment

and that it does so by searching for relationships that make sense and appear useful to the

learner.

Building upon this understanding, the contextual learning theory focuses on the

multiple aspects of any learning environment: a classroom, a laboratory or in a

workplace environment. It encourages teachers to choose and/or design learning

environments that make use of as many different forms of experience as possible such as

social, cultural, physical and psychological in working toward the desired learning

outcomes. In such an environment, students discover meaningful relationships between

abstract ideas and practical applications in the context of the real world; concepts are

internalized through the process of discovering, reinforcing and relating. With the

adoption of the Contextual Teaching and Learning (CTL) Approach, the project’s

ultimate goal is to ensure that APEX students are academically and technically prepared

to pursue higher education and/or a career of their choice will be achieved.

Theoretical Framework

Contextual Teaching and Learning (CTL) study is based on the learning theories

of John Dewey’s Progressivism and Constructivism. Around 1910 – 1920, Dewey’s

model illustrated that students construct their own knowledge by testing ideas based on

prior knowledge and experiences, applying these ideas to a new situation and integrating

the new knowledge gained with preexisting intellectual constructs. In 1999 Briner

referred to Dewey’s Constructivism Theory in that CTL calls for active participation in

problem solving and critical thinking regarding an authentic learning activity that

students find relevant and engaging. Around 1916, John Dewey also advocated a

curriculum and teaching methodology tied to the child’s experiences and interests.

Research findings show the importance of the students in the learning process, his

interest, attitude, experience and above all his ability to use the past experience in

meeting new situations. Dewey further believes that there is no substitute for experience

in learning activities. To the progressivists learning is an active process in which the

learner himself is definitely involved and it is based upon the student’s ability to

perceive, comprehend, react to and integrate with past experience of which the

curriculum is composed of (Gregorio, 1967). Holmes Group (1990) adapted the

Dewey’s Progressivism theory in their CTL strategies and activities in the University of

Washington.

Early in the 20th-century, E. L. Thorndike, Behaviorism theory is based on the

idea that learning is a change in overt behavior and that changes in overt behavior occur

as a response to external stimuli. Responses to stimuli produce consequences when the

consequences are positive the behavior is reinforced. With consistent reinforcement, the

behavior pattern becomes conditioned (http://www.4faculty.org/includes 110R2.jsp).

The behavioristic theory can be used in the classroom in different ways. A self-

paced learning module can be designed to take advantage of the behaviorist principles, a

learning module that gives frequent feedback while the students learn the teaching

materials. To further increase student success, the module content can be arranged in

such a way as to direct the student towards a correct response during an in-module quiz.

And early success adds to the student’s motivation to continue.

Another advantage of using this theory in certain teaching situations, the theory

can be effective in establishing classroom behaviors. In a classroom environment, the

teacher would identify the behaviors that are desirable and the behaviors that need to be

improved or changed (http://www.4faculty.org/includes/110r2.jsp).

Doolittle and Camp (1999) referred to Behaviorism as the basic teaching and

learning model for their CTL model and can be seen continuously in performance

objectives, criterion-referenced measures, task lists as a source of curriculum, and in

specific predetermined skills demonstrated to industrial standards.

The Ohio State University and the Bowling Green State University in their 2000

study for the U.S. Department of Education states “CTL helps students connect the

content they are learning to the life contexts in which that content could be used.”

Students then find meaning in the learning process. As they strive to attain learning

goals, they draw upon their previous experiences and build upon existing knowledge. By

learning subjects in an integrated, multidisciplinary manner and in appropriate contexts,

they are able to use the acquired knowledge and skills in applicable contexts…” (Berns

and Erickson 2001).

Taken all together, the theories mentioned above serve as underlying principles

upon which the CTL conception and process is based. The contextual approach

recognizes that learning is a complex and multifaceted process that goes far beyond drill-

oriented, stimulus-and-response methodologies (CORD Intl., 2000, online, n.p.).

Conceptual Framework

The object of the study was to determine the students’ ratings of teachers’

instructional skills using the REACT Strategy of the Contextual Teaching and Learning

(CTL) Approach in teaching Science and Mathematics subjects.

Figure 1:

Figure 1. Conceptual Framework

The conceptual framework is primarily anchored on the systems approach, which

is composed of input, process and output. As input to this study, a questionnaire has been

developed that will look at the students’ perception of the key principles of the CTL

Approach using the REACT Strategy. In the process, a survey made questionnaire was

utilized to identify the teachers’ instructional skills using the REACT Strategy namely:

relating, experiencing, applying, cooperating and transferring. The output is a proposed

enhancement training program to improve any identified deficient skills or provide

reinforcement to sustain the effectiveness of the teachers’ instructional skills. In the

enhancement training program, the administrators and teachers will evaluate the

developed Teachers’ Guides in Mathematics and Science to test the applicability of the

content on the student-activity and class-based activity.

PROCESS

Identification of

Teachers’ Instruction Skills in

using the R.E.A.C.T. Strategy

Relating

Experiencing

Applying

Cooperating

Transferring

INPUT

Students’ rating

of Teachers’ Instructional Skills using the

R.E.A.C.T.

Strategy

OUTPUT

Proposed teacher training program

for the CTL Approach using the R.E.A.C.T.

Strategy in teaching Science

and Mathematics

subjects

FEEDBACK

The Teacher’s Role

For the CTL approach to be most effective in student learning, teachers must plan,

implement, reflect upon and revise lessons. Such plans are based on CTL principles and

approaches such as the REACT Strategy that require teachers to serve in the following

roles: as facilitators; as organizers of the teaching/learning/assessment process; as role

models; learning mentors; content specialist and knowledge dispenser. Although a

subject matter specialist/teacher can implement CTL individually, teacher collaboration

maximizes interdisciplinary learning. For teachers to be effective in collectively using

the CTL approach, they must be prepared to understand its various aspects.

The Statement of the Problem

This study aimed to determine the students’ ratings of teachers’ instructional

skills in using the REACT Strategy, a Contextual Teaching and Learning Approach in

teaching Science and Mathematics.

Specifically, it sought to answer the following questions:

1. What is the students’ rating of teachers’ instructional skills in using the

REACT Strategy by component:

1.1 Relating;

1.2 Experiencing;

1.3 Applying;

1.4 Cooperating; and

1.5 Transferring?

2. What is the students’ rating of teachers’ instructional skills using the REACT

Strategy when grouped according to:

2.1 Year Level; and

2.2 School?

3. Is there a significant difference in the students’ rating of teachers’

instructional skills using the REACT Strategy between the two schools when grouped

according to year level?

Hypothesis

There is no significant difference in the student-respondents’ ratings of teachers’

instructional skills using the REACT Strategy between the two schools when grouped

according to year level.

Significance of the Study

This study will be beneficial to the following:

SEAMEO INNOTECH – Results of this study may be used for future projects of

the same or similar scope. Further, data from this study may be a useful marketing tool

in promoting the project to other sites.

Department of Education – results of this study may help the administration to

design similar programs that may assist both the teachers and students to become

competent, motivated and committed in teaching and learning respectively.

District Supervisors – Results of this study may make the supervisors aware of

the effectiveness of the Contextual Teaching and Learning (CTL) Approach so that they

can provide funds for the teachers to undergo the CTL training.

Teachers – Results of this study may motivate teachers to request and attend more

training along the Contextual Teaching and Learning (CTL) Approach because of its

proven efficacy and pedagogy.

Parents – Results of this study may take away the stigma of technical studies for

their children resulting in a more realistically distributed labor force.

Students – Results of this study may make them aware that there is a fun way of

learning Science and Mathematics that may make enjoy their classes and make them

want to stay in their classrooms and motivate them to learn more.

Scope and Limitations of the Study

This study was conducted to determine the students’ rating of teachers’

instructional skills in two (2) pilot schools namely: the Aplaya National High School in

Santa Rosa, Laguna and the Biñan Secondary School of Applied Academics in Biñan,

Laguna, with a sample size of 154 second and third high school students, school year

2004 – 2005.

Definition of Terms

For clarity and better understanding of the study, the following terms were

defined operationally and conceptually:

Assessment. It refers to the method that provides information to evaluate the

effectiveness of the Contextual Teaching and Learning approach in teaching

Science and Mathematics.

Competent and Motivated Science and Mathematics teachers . It refers to teachers

who are assigned to teach Science and Mathematics that enable students to

find relevance and value in their education and help students succeed.

Contextual Teaching and Learning (CTL) Approach. It refers to the contextual

teaching and learning approach that helps teachers relate subject matter

content to real world situations and motivates students to make connections

between knowledge and its applications to their lives as family members,

citizens, and workers and engage in the hard work that learning requires

(Office of Vocational and Adult Education, Ohio University).

Globally competitive graduates. It refers to the high school graduates whom the

project envision will have the necessary skills and knowledge in Science and

Mathematics that will help them compete with other students locally and

globally.

Performance. It refers to the individual student’s efficiency in performing his

academic tasks and responsibilities during a given period of time on the basis of

predetermined standards and dimensions set by the schools.

Rubric. It is an assessment tool along a learning continuum that attempts to measure

the amount of learning or knowledge that a student has attained taking into

consideration the competencies to be mastered as measured against

comparable standards as set or agreed upon.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discuss the foreign and local literature, which included all readings

from journals, magazines, books and newspapers. Further foreign and local studies that

are related will be discussed.

Foreign Literature

Glickman (1991 in http://www.saskedgov.sk.ca states that effective teaching is

not a set of generic practices, but instead is a set of context-driven decisions about

teaching. Effective teachers do not use the same set of practices for every lesson.

Instead, what effective teachers do is constantly reflect about their work, observe whether

students are learning or not and, then adjust their practices accordingly. As teachers, we

all know that there are so many variables to consider when making decisions about

teaching and learning; to name a few are the instructional materials on hand, the

strategies, methods used and skills needed for effective teaching and learning process.

There are different levels of approaches in instruction ranging from an

instructional model, a broad approach, to an instructional skill, which represents a

specific teaching behavior or technique. Within each level the potential exists for

developing both the science and the art of teaching.

Joyce and Weil (1980 http://www.sasked.gov.sk.ca.) claim that the instructional

models represent the broadest level of instructional practices and present a philosophical

orientation to instruction. Models are used to select and to structure teaching strategies,

methods, skills and student activities for a particular instructional emphasis. They further

identify four models such as information processing, behavioral, social interaction, and

personal.

The information processing model emphasizes the acquisition, mastery, and

processing of information. The focus is on the students’ cognitive functioning. The

students could easily understand and grasp the information discussed by the teacher.

Mastery of the subject matter by the students may result to their getting better academic

grades.

The behavioral model emphasizes changing the visible behavior of the learner to

be consistent with his or her own self-concept. This can be observed in the stimulus

control/reinforcement theories. The behavioral model stresses that learning tasks should

be broken down into a series of small sequenced tasks and behaviors. Given proper

reinforcement, the students will be encouraged to study and work hard.

The social interaction model emphasizes the personal and societal relationship

among people. The focus is on improving the student’s ability to relate with others, to

engage in democratic processes and to work productively in society. We cannot get rid

of dealing with classmates, we cooperate and extend our assistance to them, and we work

as a team. Learning will be most effective in situations that provide satisfactorily for

student participations.

The emphasis of the personal model is on the development of the individual’s

self-concept. This involves development of the processes an individual uses to build and

organize his or her unique self. The focus is on the strong, realistic self-concept that

helps to build productive and effective relationships with others and the environment.

The student should know his or her capabilities and limitations so that he/she can

participate actively and effectively in the desired learning activity.

The primary aim of any educational institution is to help students to become self-

sufficient and responsible citizens by enhancing individual potentials. The schools can

help students to grow as independent learners. However, if the knowledge, abilities,

attitudes and processes associated with independent learning are to be acquired, they

must be taught and enough time must be provided for students to practice.

The teachers are the key factors in the teaching and learning process. Teachers

should be given proper training on the different approaches or techniques to enhance the

learning capabilities of the students.

Although instructional strategies can be categorized, the distinctions are not

always clear-cut. For example, a teacher may provide information through the lecture

method (from the direct instruction strategy) while using an interpretive method to ask

students to determine the significance of information that was presented (from the

indirect instruction strategy).

Decision-making regarding instructional strategies requires teachers to focus on

the curriculum, the prior experiences and knowledge of students, learner interests, student

learning styles and the developmental levels of the learner. Such decision-making relies

on ongoing student assessment that is linked to learning objectives and processes

These instructional strategies are distinct but interrelated with one another. In the

teaching and learning process, a teacher can utilize varied methods for effective learning.

Direct instruction strategy is highly teacher directed and is among the most

commonly used. This strategy includes lecture, didactic questioning, explicit teaching,

practice and drill and demonstrations. The direct instruction strategy is effective for

providing information or developing step-by-step skills. This method is usually

deductive, that is the rule of generalization is presented and then illustrated with

examples. The direct instruction methods are widely used by teachers particularly in the

higher grades. The predominant use of direct instruction methods need to be evaluated

and the teachers need to recognize the limitation of these methods for developing the

abilities, processes and attitudes required for critical thinking and for interpersonal or

group learning (Saskatchewan Goals of Education, 1988).

Indirect instruction, on the other hand, is more on inquiry, induction, problem-

solving, decision making and discovery and is mainly student-centered. It also seeks a

high level of student involvement in observing, investigating, drawing inferences from

data, or forming hypotheses. It takes advantage of the students’ interest and curiosity,

often encouraging them to generate alternatives or solve problems. Indirect instruction

fosters creativity and the development of interpersonal skills and abilities. Students often

achieve a better understanding of the material and ideas under study and develop the

ability to draw on these understandings. In order for students to achieve optimum

benefits during indirect instruction, it may be necessary for the teacher to pre-teach the

skills and processes necessary to achieve the intended learning outcomes. Skills and

processes include observing, encoding, recalling, classifying, comparing/contrasting,

inferring, interpreting the data, predicting, elaborating, summarizing, restructuring and

verifying.

Interactive instruction relies heavily on discussion and sharing among

participants. Seaman and Fellenz, 1989 cited in (http://www.sasked.gov.sk.ca.) suggest

that discussion and sharing provide learners with opportunities to “react to the ideas,

experience, insights and knowledge of the teacher or of peer learners and to generate

ways of thinking and feeling”. Students can learn from peers and teachers to develop

social skills and abilities, to organize their thoughts and to develop rational arguments.

The interactive instruction strategy allows for a range of groupings and interactive

methods. These may include class discussions, small group discussion or projects or

student pairs or triads working on assignments together. It is important for the teacher to

outline the topic, the amount of discussion time, the composition and size of the groups

and reporting or sharing techniques. This method requires refinement of observation,

listening, interpersonal and intervention skills and abilities by both teachers and students.

The experiential learning is inductive, learner-centered and activity oriented.

Personalized reflection about an experience and the formulation of plans to apply

learning to other contexts are critical factors in effective experiential learning.

Experiential learning occurs when the learners: 1) participate in an activity; 2) critically

look back on the activity to clarify learning and feelings; 3) draw useful insights from

such analysis; and 4) put learning to work in new situations (Pfeiffer and Jones, 1979

http://www.bgus.edu/ctl).

Experiential learning can be viewed as a cycle of five phases, all of which are

necessary, and they are:

experiencing ( an activity occurs);

sharing or publishing (reactions and observations are shared);

analyzing or processing ( patterns and dynamics are determined)

inferring or generalizing ( principles are derived); and

applying (plans are made to use learning in new situations).

The emphasis of experiential learning is one on the process of learning and not on

the product. A teacher can use experiential learning as an instructional strategy both in

and outside the classroom. The experiential learning makes use of a variety of resources.

The experiential learning is an effective instructional strategy if direct or “hands-

on” experience is needed before teaching methods that involve iconic learning (for

example, looking at the pictures) or symbolic learning (for example, listening to the

teacher talk). Experiential learning greatly increases understanding and retention in

comparison to methods that solely involve listening, reading or even viewing. Students

are usually more motivated when they actively participate and teach one another by

describing what they are doing.

The last phase is the independent study which refers to the range of instructional

methods with is purposefully provided to foster the development of the individual

student’s initiative, self-reliance, and self-improvement. While independent study may

be initiated by students or teacher, the focus will be on planned independent study by

students under the guidance or supervision of a classroom teacher.

Independent learning has implications for responsible decision-making, as

individuals are expected to analyze problems, reflect, make decisions and take purposeful

actions. To take responsibility for their lives in times of rapid social change, students

need to acquire long-life learning abilities. As most aspects of our daily lives are likely

to undergo profound changes, independent learning will enable individuals to respond to

the changing demands of work, family and society (Saskatchewan Education, 1988).

Independent study encourages students to take responsibility for planning and

pacing their own learning. This method can be used in conjunction with other methods,

or it can be used as the single instructional strategy for an entire unit. The teacher who

wishes to help students become more autonomous learners will need to support the

development of their abilities to access and handle information. It is important to assess

the abilities students already possess. The specific skills and abilities may then be

incorporated into assignments tailored to the capabilities of individual students.

Another new concept of learning is constructivism, it began in the mid-1980s,

and is based on the belief that students learn best when they acquire knowledge through

exploration and active learning. Individuals construct knowledge rather than receive it.

According to Airasian and Walsh (1997), constructivism is a theory about how people

learn. It is based on the fundamental assumption that people create knowledge from the

interaction between their existing knowledge or beliefs and the new ideas or situations

they encounter. Further, the constructivism theory posits that students learn by actively

constructing knowledge, comparing new information to previously learned information,

thinking about and working through discrepancies and ultimately reaching new

understanding (Cunningham, et. al., 2000).

Cunningham cited the multitudes of teaching and learning approaches that can be

used for optimize learning:

1. Apprenticeship Learning – is one of the oldest models for learning.

According to Gardner, (1991) apprenticeships means instruction that build

most effective on the ways in which most young people learn. He posits that

the best chance for an education leading to understanding lies in the melding

of certain features of apprenticeships with certain aspects of schools and other

institutions. This approach provides interaction and can work with

experienced adult or peer. Learning and mastery occur through active joint

participation.

2. Cooperative Learning - the students are arranged in groups of heterogeneous

ability levels in which they work together to accomplished shared goals. This

approach can be used in any level class and subject matter area. This fosters

problem solving and works best if there are five or fewer in a team. It

promotes cooperative interpersonal behavior, mutual encouragement and

individual responsibility and accountability.

3. Problem-Based Learning - widely used in medical education and in recent

years it has found a place in a variety of disciplines. This approach begins

with a problem that the student is likely to encounter in the real world.

Problems are selected to illuminate core concepts in the school’s curriculum.

Subject matter is organized around the problem rather than around a discipline

and students have considerable responsibility and autonomy for directing their

learning. Most learning is done in dyads or small teams. The students must

demonstrate their learning through performance. In this approach, the teacher

is an expert, he/she challenges, facilitates and questions.

4. Thematic Instruction - the various related disciplines are brought to bear on a

theme, issue, problem, topic or experience. It is best when themes or

problems emerge from the student’s world. Teachers and students are

engaged in a learning partnership to examine a specific area in-depth and from

multiple perspectives. Information is viewed in a holistic manner. This

orientation offers a way to show how different subject areas relate, thus

affirming their relevance.

5. Authentic Instruction – students learn best from actual experiences rather than

from simulations. Authentic instruction requires the teacher to work with

students in choosing a topic on which to focus and in obtaining needed

information. Technology is often used in obtaining, organizing, manipulating

and displaying information. The teacher serves as a coach, providing

structure and actively supporting students.

6. Differential Instruction is based on a diagnosis of student readiness, interest

and learning profile. All students are engaged in a continual progression of

challenging work. Use of time, space and groupings are flexible. This type of

approach allows students to pursue topics of interest in a direction or depth

that might not be suitable for or likely to be pursued by the class as a whole.

Foreign Studies

For the Contextual Teaching and Learning (CTL) to be considered a legitimate

pedagogy to be applied with students, it must be based on sound educational principles,

theories and practices. Contextual Teaching and Learning builds upon bodies of

literature that include theories and writings by Dewey (1900), Piaget (1929), Bruner

(1966) and others. Thus CTL is an extension of past thinking, theories testing and

writings. More contemporary work have included synthesis by Resnick and Hall (1998)

and themes identified by Borko and Putnam (1998). Examples of theories and themes

that relate to CTL are as follows:

Knowledge-based constructivism - both direct instruction and constructivist

activities that can be compatible and effective in the achievement of learning goals

(Resnick and Hall, 1998).

Effort-based learning/increment theory of intelligence – increasing one’s efforts

results in more ability. This theory opposes the notion that one’s aptitude is

unchangeable. Striving for learning goals motivates an individual to be engaged in

activities with a commitment to learning (Ibid)

Socialization – children learn the standards, values and knowledge of society by

raising questions and accepting challenges to find solutions that are not immediately

apparent, along with explaining concepts, justifying their reasoning, and seeking

information (Ibid). Indeed, learning is a social process, requiring social and cultural

factors to be considered during instructional planning. This social nature of learning also

drives the determination of the learning goals (Borko and Putnam, 1998).

Situated learning – knowledge of learning are situated in particular physical and

social context. A range of settings may be used such as the home, community, and the

workplace, depending on the purpose of instruction and the intended learning goals

(Ibid).

Distributed learning – knowledge may be viewed as distributed or stretched over

(Lave, 1988) the individual, other persons and various artifacts such as physical and

symbolic tools (Solomon, 1993) and not solely as a property of individuals. Thus people,

as an integral part of the learning process, must share knowledge and tasks (Borko and

Putnam, 1998).

For better understanding about the Contextual Teaching and Learning, it is

important to identify its characteristics:

1. The interdisciplinary and contextual nature – learning must be extended across

disciplines so that students gain a real life perspective. They see how the

knowledge and skills relate to their lives either now or in the future. Real-

world situations and problems represent several disciplines. The intent is also

for the level of learning to rise so the students can better understand the

situations, identify and effectively solve problems, make wise decisions and

think creatively.

2. The approaches that can be used to implement the CTL – To implement the

CTL, a variety of teaching approaches may be utilized. There are five (5)

teaching approaches that have emerged that include CTL as a critical

component. These teaching approaches engage students in an active learning

process:

a. Problem-based learning – an approach that engages learners in

problem solving investigation that integrates skills and concepts from

the many content areas. This approach includes gathering information

around a question, synthesizing it, and presenting findings to others

(Moffitt, 2001).

b. Cooperative learning – an approach that organizes instruction using a

small learning group in which the students work together to achieve

learning goals ( Holubec, 2001).

c. Project-based learning – an approach that focuses on the central

concepts and principles of a discipline, involves students in problem-

solving investigation and other meaningful tasks, allows students to

work autonomously to construct their own learning and culminates in

realistic products (Buck Institute for Education, 2001).

d. Service learning – an approach that provides a practical application of

newly acquired or developed knowledge and skills needed in the

community through projects and activities (McPherson, 2001).

e. Work-based learning – an approach in which workplace, or workplace-

like activities are integrated with classroom content for the benefit of

students and often businesses (Smith, 2001).

3. The factors that address individual needs of students – for the instructional

process to be considered as Contextual Teaching and Learning , teachers must address the

following factors when using one or more of the CTL approaches (Berns and Erickson,

2001). These concepts are based on cognitive research that has provided a rich

knowledge base on how students learn. The teacher must:

Plan lessons that are developmentally appropriate for the students. The

relationship between curriculum content and methods used to teach students

must be based on the particular levels of the students’ social, emotional, and

intellectual development. Thus, the age of the students, and other individual

characteristics and their social and cultural environment must be taken into

consideration. What a third year high school student is ready to learn and do

for instance, may be quite different than a high school sophomore ( Klimer,

2001).

Include the interdependent learning groups – through small groups, students

learn from each other and learn to work in teams, quality circles, and other

forms of collaboration that are required of adults in the workplace and in other

contexts in which students will be expected to function.

Provide for an environment that supports self-regulated learning. Students

need to understand their strengths and weaknesses, to set attainable goals, and

to develop strategies to achieve their goals. As the students learn the skills,

they gain self-confidence, and competence. Through self-regulated learning,

teachers also create an environment in which students reflect on how they

learn, how they approach schoolwork, how they could deal with obstacles, and

how they could work in harmony with others (Winograd and Paris, 2001).

Include consideration of the diversity of students. Teachers must teach to a

wide range of students. Considerations include students’ racial and ethnic

backgrounds, their socioeconomic status, their primary household language

and any disabilities they may have (Sapon-Shevin, 2001).

Address the multiple intelligences of students. When using the CTL

approach, the ways particular students in the class learn best need to be

considered. Gardner (1993) has identified eight learning orientations that

involve such factors as hearing or seeing language, involvement, music,

numbers, visualization, human movement, interaction with others and leading.

Brockman states “teachers that embed within the CTL approach strategies

along this line will make instruction effective for students of varying

intelligences.”

Include questioning techniques. This technique enhances student learning and

they developed problem solving and other higher-order thinking skills.

Questions must be carefully planned to produce the intended level of thinking,

responses, and actions by students and all participants in the CTL approach

(Frazee, 2001).

Include authentic assessment. Authentic assessment evaluates a student’s

application of knowledge and complex thinking, rather than rote recall of

factual information. The interdisciplinary nature of CTL requires assessment

that measures knowledge and skills in more than one discipline and in

multiple ways (Ananda, 2001).

Joyce and Weil (1980) claim that the instructional models represent the broadest

level of instructional practices and present a philosophical orientation to instruction.

Models are used to select and to structure teaching strategies, methods, skills and

students’ activities for a particular instructional emphasis.

Local Literature

According to Espere, (1987) the teacher should have a mastery of the subject

matter for the day. The lesson is indispensable for the development of the child. And the

teacher is the best facilitator and storehouse of knowledge to effect desirable results.

High achieving learning environments involve students in a variety of learning

activities that are challenging and aligned with learning goals, promote and engage the

real essence of learning, and draw on the culture, life experience and knowledge of all

students. Teachers allow the students to discuss, argue and analyze issues and concepts.

The students explore, solve problems and construct knowledge, rather than just

memorizing. Patterson stressed that administrators must link their programs and

objectives to the above concepts if they want to increase the level of competence in the

academic institution.

The public high school teachers of Metro Manila received free training during the

summer break on the use of Constec tapes (Continuing Science Education for teachers

via Technology) and CDs in Science, Chemistry, Physics and English. The training was

sponsored by FUSE and was held at its Learning Center for Teachers at Makati City.

This training is conducted to upgrade the teaching and learning strategies. The training

course gave the teachers the opportunity to demonstrate varied teaching methods and

strategies using technology and enable them to plan, design and conduct demonstration

teaching on set induction, higher order thinking skills, integration of values and

assessment tools ( Katigbak, Tony July 20, 2004, Philippine Star).

Lagman, (2004, http://www.Itnetcentral.com) observed that most high school

graduates, be they from public or private learning institutions, are not ready for college.

They lack the fundamental skills that are crucial in tertiary level learning. He further

states that if the basic skills or the learning foundation is weak, we cannot expect our

students to fully grasp the more advanced concepts that will be presented to them in

college. So they either waste their time and money in college or end up as mediocre

graduates. This mediocrity, Lagman stressed, has no place in the global ICT community

where the Philippines has positioned itself as the reservoir of highly skilled technical

workers, a stance that continues to be its competitive advantage in information and

communications technology.

Gloria, (1996) states that based on the results of the National Elementary

Achievement Test (NEAT) which is an achievement test given to Grade VI pupils

completing the elementary grades reflected the national mean scores way below the target

mean scores. Lowest scores were registered in language/reading, science and

mathematics. It was further revealed that only 29 percent or 38 of l31 competencies/skills

were learned by the children. He stresses also the problem of poor quality of basic

education has been traced to a number of causes which include, among others, teacher-

related factors in terms of competencies and skills, the need for institutionalized support

systems to strengthen in-service training, clearly defined career paths and prospect

mobility in the teaching profession to enhance motivations to stick to the profession, and

to regulate the teaching load, which according to a study conducted revealed that the

Filipino teacher has 72 tasks other than teaching.

Other factors affecting quality of basic education which may be identified are the

school curriculum which is rather congested – the shortest as compared to other Asian

countries and where learning materials are inadequate, the system’s Bilingual Policy

which has affected the performance in Science and Mathematics which require English

proficiency, as well as student and family characteristics and pedagogical processes

which provide students very little opportunity to “explore and discover knowledge”.

The pronouncements of President Gloria M. Arroyo on the use of English as the

medium of instruction in all educational institutions could solve the problem besetting the

present educational system on quality education in science and mathematics. Further, the

recommendation of Dr. Edilberto de Jesus on the implementation of the Bridge Program

by extending basic education by another year to become proficient high school graduates

should be considered by the parents and government officials.

Local Studies

In the Philippines in-service education has focused on modeling teacher-student

interactions consistent with the teaching or coverage of the major concepts contained in

the national competencies framework. The Department of Science and Technology

provides the majority of in-service initiatives to a limited number of teachers each year.

This is usually a one-day event and includes the demonstration of laboratory equipment.

This type of in-service has been directed at the content to be taught and has not taken into

account the needs, beliefs and personal practical knowledge of teachers in the process.

This is different in content and philosophy from that envisaged in PROBE. In his

paper “Meeting the Needs of Science Teachers and Students: The Philippines

Experiment” Dr. Warren Beasley (1999) claims that basic education provides a strong

foundation in the sciences and languages as well as developing students’ critical thinking.

Further, he states that having available knowledge outside the classroom can enhance

learning. Learning should not only be confined in the classroom but should allow

students to explore and investigate to enrich their learning skills. His paper was about the

Philippines-Australia Project in Basic Education (PROBE), a partnership between the

governments of the Philippines and Australia to support the education of Filipino

elementary and secondary school students in English, Mathematics and Science. Within

the science in-service education initiative PROBE focuses on grades 5 and 6 in the

elementary school and years 1 and 2 in the high school. Its emphasis was placed on

providing professional development in Australia for Filipino teachers and principals to

enable them to become in-service facilitators (ISFs) for their local regions in the

Philippines. The program is not about buildings and equipment but about the

enhancement of human capital. The PROBE designers believe that high-quality training

as delivered close to the teachers’ work situation; is seen by them as meeting their needs;

and is characterized by follow-up support and effective monitoring.

The challenge to refocus the teachers’ teaching away from the teacher instruction

to student learning was immense. However, unless classrooms become more student-

centered and less teacher-directed the problems associated with the contextual factors

will be unsolvable. Thus it was appropriate that the in-service education courses enhance

teacher thinking about the following :

How students think about scientific ideas

Teaching models that emphasize student-centered behaviors

The role of formative and summative assessment in learning science

Authentic assessment techniques

Classroom management skills for small groups and individual activity

settings for large class sizes.

The in-service teachers’ courses had to make use of and adopt alternative

methodologies that make sense of the reality of large classes, the lack of resources and

the external examination system. The following strategies were introduced:

Small group techniques

Meaningful learning from text

Concept mapping for students

Group project work in science

Field-based learning

Peer teaching

For a developing economy like the Philippines, it is especially important that the

usefulness of science learning is made central to the classroom experience. Thus the

teacher must place the teaching-learning processes in a context that makes sense to the

students’ daily tasks, informs the students’ attitudes about environmental degradation,

and encourages critical thinking and decision making strategies. These outcomes can be

partially achieved if teachers are as concerned about “contexts for student learning” as

“concepts to be learned.”

Relevance of the Related Literature and Studies

The aforementioned literature and studies helped the researcher to present the

different theories and conceptual framework. It also provided the researcher with some

insights and pertinent information, particularly on the different CTL approaches and

strategies for effective teaching and learning of Science and Mathematics subjects.

Further, the studies and literature discussed the possible factors and its effects on the

teaching and learning of Science and Mathematics providing a basis of comparison for

the way that Project APEX is being implemented, the new pedagogy it has introduced

and the tried and tested traditional way to teaching that is in place in most public

secondary schools in the Philippines.

This study is of import to the researcher as a way to validate that the CTL

Approach as packaged for the local government units concerned is indeed as per their

specifications and of benefit to the students and teachers of Laguna. It is no mere

duplication of any of the studies and literature reviewed since it focused on an approach

just recently introduced to the Philippines and still in its trial phase. The study’s eventual

result is a way of teaching Science and Mathematics that takes up less of the teacher’s

time and enhancing her skills to impart learning that is of lasting import to the students.

The study is, therefore, a contribution to teachers who are teaching science and

mathematics using the CTL approach.

CHAPTER III

RESEARCH METHODOLOGY

This section discuss the research design, descriptions of the respondents,

instrument used, data gathering procedures, and statistical treatment of data gathering.

Research Design

The researcher utilized the descriptive survey method type of research using a

questionnaire as the major data-gathering instrument. This approach is appropriate

whenever the object of any class varies among themselves and one is interested in

knowing the extent to which different conditions obtain among objects (Calmorin, 1995).

Unrestricted random type of sampling was used, which means the respondents have an

equal chance to be included as part of the sample. The lottery technique was utilized,

where each student in the population was assigned a number written on a piece of paper.

The pieces of paper were rolled and placed in a bottle and mixed thoroughly. The rolled

pieces of papers are drawn from the bottle one at a time and per class section until the

desired number of sample size were identified (Calmorin, 1995).

Description of the Respondents

Research samples were the second and third year high school students studying in

the two (2) pilot school: Aplaya National High School in Santa Rosa, Laguna and the

Biñan Secondary School of Applied Academics in Biñan, Laguna.

Stratified Random Sampling was used to determine the sample size per section

and per school. This is the process of selecting randomly, samples from the different

strata of the population used in the study. For this study, the different strata identified

were:

Second year students of the Aplaya National High School

Third year students of the Aplaya National High School

Second year students of the Biñan Secondary School of Applied

Academics

Third year students of the Biñan Secondary School of Applied

Academics

On the day that the questionnaires were to be administered, a further and

unplanned for delimitation factor in the study, was the school’s extent of readiness to

cooperate with the researcher in making the respondents available for the study.

Identified respondents for this study were the Second and Third year students of the two

pilot schools. Computation of sample size per section per year level in the two pilot

schools were already made based on the current enrolment figures.

Table 1

Frequency Distribution of Sample Size of the Respondents by School

SCHOOL POPULATION SAMPLE SIZE

2nd Yr 3rd Yr Total 2nd Yr % 3rd Yr %

Aplaya National High School

227 163 390 34 15% 24 15%

Biñan Secondary School Of Applied Academics

366 275 641 55 15% 41 15%

Total Enrolment 593 438 1,031

Total Sample 89 65 154

Table 1 shows that there were 154 student respondents coming from the Aplaya

National High School and Biñan Secondary School of Applied Academics broken down

as follows: 34 second year and 24 third year, a total of 58 student respondents. While the

Biñan Secondary School for Applied Academics were 54 second year and 42 third year,

a total of 96 student respondents

As advised by the Program Director of Project APEX the total sample size was

computed by 15 per cent. Actually, there were five (5) pilot schools under the Project

APEX, however, the researcher selected only two schools because of the availability of

the respondents and the sections per year level. In the Aplaya National High School,

there are six (6) sections in second year and four (4) sections in the third year. In the

Biñan Secondary School of Applied Academics, second year has six (6) sections and

third year has five (5) sections.

The Instrument

The researcher used a developed survey questionnaire to determine the teacher’s

instructional skills using the REACT strategy. The survey questionnaire is composed of

five (5) item characteristics for each component namely Relating, Experiencing,

Applying, Cooperating and Transferring.

Validation of the Instrument

The developed survey questionnaire had undergone a validation process. Experts

in the field of education and psychology went over the items of the instrument for content

validation. This researcher incorporated all the suggestions and recommendations given

by the experts in the final form. The survey questionnaire consisted of two parts: the first

part is the students- respondents’ ratings of the teachers’ instructional skills using the

REACT strategy in teaching Mathematics and Science subjects. And the second part is

the profile of the respondents. The survey questionnaire is composed of five

characteristics of each of the components of the following REACT Strategy namely:

Relating, Experiencing, Applying, Cooperating and Transferring to evaluate the

effectiveness of the CTL Approach.

The validated survey questionnaire was administered to second and third year

students who did not participate in the actual study for item analysis. After the good items

were determined, it was administered again to the same group for the post testing. After

the post testing, the final form was established and administered to the target respondents.

Data Gathering Procedures

This researcher prepared the endorsement letter and submitted the same to the

school principal for approval. The approved endorsement letter was presented to the

subject teachers to allow this researcher to administer the survey questionnaire to the

target student-respondents.

The administration of the survey questionnaire was done in the classroom. The

prepared questionnaire was given individually to the students-respondents and the

instructions read to them. They were asked to answer the questionnaires and later these

were retrieved for scoring purposes. After obtaining the necessary data, this researcher

tabulated, analyzed and interpreted the data.

Statistical Treatment

Percentages were utilized to know the quantitative proportion of the respondent’s

variables to the whole:

% = F/N x 100

% = Percentage F = Frequency N = Number of Cases

Weighted mean was applied to determine the central value of the responses using

the Likert method.

Weighted Mean = F x 5 + F x 4 + F x 3 + F x 2 + F x 1 F 5 + F 4 + F 3 + F + 2 + F

t – test is used to test the significant difference in the students’ ratings of teachers’

instructional skills using the REACT strategy between the two schools when grouped

according to year level:

C

C

T

T

CT

nn

XXt

varvar

Likewise, hereunder is the Arbitrary Scale used by the researcher in determining

the ratings of the teacher’s instructional skills in using the REACT strategy.

Rating This is what my teacher’s rating means Arbitrary Scale

5 Very Effective/Outstanding. 4.51 & above

4 Mostly Effective/Very Satisfactory. 3.51 – 4.50

3 Effective/Satisfactory. 2.51 – 3.50

2 Less Effective/Fair. 1.51 – 2.50

1 Not At All Effective/Poor. 1.50 & below

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter indicated the presentation of data in tabular forms with the

corresponding analysis and interpretation of the constructed questionnaire on the

students’ ratings of teachers’ instructional skills using the REACT Strategy of the

Contextual Teaching and Learning Approach in teaching Science and Mathematics

subjects.

In Table 2, the highest composite mean is 4.80, “Outstanding” from the third

year students of the Binan Secondary School of Applied Academics, while the lowest

composite mean is 4.52, “Outstanding” from the second year students of the Aplaya

National High School.

By school, the highest weighted mean from Aplaya NHS is 4.73,

“Outstanding” from the second year students for item No. 5 “Letting me know that this

lesson will be part of future lessons.” The lowest weighted mean is 4.39, “Very

Satisfactory” for item No. 2 “Showing me how I can use this lesson in solving daily

problems,” again from the second year students. In a CTL classroom, a challenge to the

teacher is to be able to effectively correlate the current lesson to the students’ daily life.

It can be said here that the students in the ANHS may be feeling that their teachers are

not so successful in this aspect; the teachers may need to brush up their skills in

“relating” lessons to actual life situations.

Table 2

Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional

Skills According to the “RELATES” Component

For the Binan SSAA, the highest weighted mean is 4.88, “Outstanding” from

the third year students on item No. 5 “Letting me know that this lesson will be part of

future lessons.” From this the researcher felt that the teachers were able to illustrate their

lessons in such a way that the students can make the connection between present and

future lessons. The lowest weighted mean is 4.69, “Outstanding” for item No. 1,

“Using words, materials, ideas that I also use every day” from the second year students.

It could be said that many students find many Biology and Advanced Algebra concepts

new to them and they are having a hard time relating these to their daily lives.

“RELATES”

Component and

Characteristics

Aplaya National High School Biñan Secondary School of

Applied Academics

Second Year Third Year Second Year Third Year

I understand the lesson better because my teacher

shows me how it RELATES to my daily life by:

Weighted

Mean Description

Weighted

Mean Description

Weighted

Mean Description

Weighted

Mean Description

1. Using words, materials and ideas that I also use

everyday.

4.52 Outstanding 4.60 Outstanding 4.69 Outstanding 4.76 Outstanding

2. Showing me how I can use this lesson in solving

daily problems.

4.39 Very

Satisfactory 4.44

Very Satisfactory

4.70 Outstanding 4.74 Outstanding

3. Explaining that this new lesson is

relevant to me.

4.42 Very

Satisfactory 4.72 Outstanding 4.70 Outstanding 4.86 Outstanding

4. Telling me that this lesson is part of

past lessons.

4.52 Outstanding 4.56 Outstanding 4.81 Outstanding 4.76 Outstanding

5. Letting me know that this lesson will be part of future

lessons.

4.73 Outstanding 4.72 Outstanding 4.74 Outstanding 4.88 Outstanding

Composite Mean for “RELATES”

4.52 O utstanding 4.61 O utstanding 4.73 O utstanding 4.80 O utstanding

The “RELATES” component focuses on learning in the context of life

experiences or relating to everyday situations so that new information will be better

absorbed. This is the type of learning that usually happens with very young children as

they discover relationships with new things they see daily but it should be continually

enriched especially with the additional items to learn in the Basic Education Curriculum

of the Department of Education. The best curriculum tries to place learning in the

context of the student’s everyday life.

Table 3

Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional

Skills According to the “EXPERIENCE” Component

Table 3 shows that the highest composite mean is 4.80, “Outstanding” from the

Binan Secondary School of Applied Academics third year students. The lowest

“EXPERIENCE”

Component and

Characteristics

Aplaya National High School Biñan Secondary School of Applied Academics

Second Year Third Year Second Year Third Year

My teacher lets me EXPERIENCE learning by:

Weighted Mean

Description Weighted

Mean Description

Weighted Mean

Description Weighted

Mean Description

1. Allowing me to

discover on my own how things work.

4.61 Outstanding 4.56 Outstanding 4.52 Outstanding 4.76 Outstanding

2. Guiding me in looking for the answers to my

questions.

4.52 Outstanding 4.12 Very

Satisfactory 4.37

Very Satisfactory

4.74 Outstanding

3. Making me a part of a group working together to achieve our objectives.

4.58 Outstanding 4.84 Outstanding 4.81 Outstanding 4.86 Outstanding

4. Allowing me to make my own conclusions.

4.52 Outstanding 4.52 Outstanding 4.63 Outstanding 4.88 Outstanding

5. Giving me opportunities for

hands-on learning.

4.58 Outstanding 4.16 Very

Satisfactory 4.59 Outstanding 4.88 Outstanding

Composite Mean for

“EXPERIENCE" 4.56 O utstanding 4.44 O utstanding 4.59 O utstanding 4.80 O utstanding

composite mean is 4.44, “Very Satisfactory” from the third year students of the Aplaya

National High School.

School-wise, highest weighted mean is 4.84, “Outstanding” for item No. 3

“Making me part of a group working together to achieve our objectives” from the third

year students of Aplaya NHS. The students enjoy their group work. The lowest

weighted mean is 4.12, “Very Satisfactory” also from the third year students for item

No. 2, “Guiding me in looking for the answers to my questions.” Here the teachers may

have not been able to provide the necessary resources for the students to use in

researching the answers to their questions. Since these students are now in third year,

their Chemistry and Geometry subjects are quite hard to do without adequate resources.

For the Biñan SSAA, the highest weighted mean is 4.88, “Outstanding” from

the third year students for item No. 5, “Giving me opportunities for hands-on learning”

which means that the students valued their teachers’ concern in providing them with

adequate time for hands-on activities. The lowest weighted mean is 4.37 “Very

Satisfactory” from the second year students for item No. 2 “Guiding me in looking for

the answers to my questions.”

The EXPERIENCE component focuses on learning in the context of exploration,

discovery and invention. Learning appears to be more quickly internalized when students

are able to manipulate equipment and materials, and do other forms of active research

rather than just make use of passive forms of learning like reading books and watching

videos.

For this researcher it was significant that in both schools, whether second or third

year, students gave only a Very Satisfactory rating to item No. 2 of the EXPERIENCE

component. It seems that the students in both schools feel that their teachers are not

guiding them well enough in their quest to acquiring answers to their questions in a

manner that they find acceptable. It is also very probable, especially in the science

subjects of Biology and Chemistry, the absence of laboratory equipment and science

resource books add to the general feeling of frustration these students experience. For

their Advance Algebra and Geometry subjects, the unfavorable ratio of computers to

students would also add to these feelings of frustration. Though both schools’

administrators try their best to foster a more realistic ratio of students to resources, there

are just too many students per teacher, per book, per school resource in our public

secondary schools.

Table 4

Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional

Skills According to the ÄPPLYING”Component

Table 4 shows that the highest composite mean rating in the “APPLYING”

component of 4.80, “Outstanding” is by the third year high school student-respondents

of the Binan Secondary School of Applied Academics; “while the lowest composite

mean of 4.44, “Very Satisfactory” came from the Aplaya National High School second

year student-respondents.

Highest weighted mean for the Aplaya NHS is 4.64, “Outstanding” for item

No. 4 “Insisting that I follow the required safety steps in handling tools” and item No. 5

“APPLYING”

Component and

Characteristics

Aplaya National High School Biñan Secondary School of Applied Academics

Second Year Third Year Second Year Third Year

My teacher lets me APPLY my new learning by:

Weighted Mean

Description Weighted

Mean Description

Weighted Mean

Description Weighted

Mean Description

1. Asking me to show examples to the class of how I intend to use my

new learnings.

4.27 Very

Satisfactory 4.40

Very Satisfactory

4.76 Outstanding 4.71 Outstanding

2. Encouraging me

to use/ hand/operate different materials and equipment.

4.42 Very

Satisfactory 4.28

Very Satisfactory

4.57 Outstanding 4.76 Outstanding

3. Demonstrating

how a certain skill can be applied in a given occupation/ job.

4.45 Very

Satisfactory 4.32

Very Satisfactory

4.67 Outstanding 4.74 Outstanding

4. Insisting that I follow the required safety steps in handling tools.

4.55 Outstanding 4.64 Outstanding 4.72 Outstanding 4.93 Outstanding

5. Instilling in me the basic rules to follow in taking measurements.

4.52 Outstanding 4.64 Outstanding 4.80 Outstanding 4.83 Outstanding

Composite Mean for “APPLYING”

4.44 Very

Satisfactory 4.46

Very Satisfactory

4.70 O utstanding 4.80 O utstanding

“Instilling in me the basic rules to follow in taking measurements” from the third year

students who enjoy handling basic tools and appreciate knowing the safety rules that

apply to each. Lowest weighted mean is 4.27, “Very Satisfactory” from the second

year students for item No. 1 “Asking me to show examples to the class of how I intend to

use my new learnings.” It seemed the second year students are still relatively immature

in applying their learnings in Biology and Advanced Algebra to their daily lives.

For Binan SSAA, highest weighted mean is 4.93, “Outstanding” from the third

year students for item No. 4, “Insisting that I follow the required safety steps in handling

tools.” Lowest weighted mean is 4.57, “Outstanding” from the second year students

for item No. 2 “Encouraging me to use/handle/operate different materials and

equipment.” The researcher detected a feeling of frustration from this finding: it could

be that the second year students are also being taught safety rules in the use of laboratory

equipment but are not being given the opportunity to handle these same tools and

equipment.

The “APPLYING” component encourages the application of concepts and

information in a useful context often projecting students into an imagined future, a

possible career or into an unfamiliar location such as the workplace. It is possible that

the students in Aplaya National High School have had none or less visits to industries in

the area from where they can see real-life applications of the concepts they learn in class.

The researcher found this very interesting. It can be inferred that even at an early

age, students are aware that what they are learning in class have application in the world

of work and they feel frustrated when they can not see first hand demonstration of these

learnings. The best way to integrate learning is by seeing and doing and the students

from the Aplaya National High School felt they do not have this facility. They wish to be

able to handle and operate tools and equipment that are being used in the actual work

setting. They want to be able to show that the skills they are being taught and that they

practice in their classrooms have actual usage in an office, a production line, a work area.

A probable action would be for the researcher to advice the school head of this finding so

that she can arrange for more school visits to the industries in Santa Rosa City, Laguna.

Table 5

Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional

Skills According to the “COOPERATING” Component

“COOPERATING

Component and Characteristics

Aplaya National High School Biñan Secondary School of Applied Academics

Second Year Third Year Second Year Third Year

I learn about COOPERATING in class because my

teacher:

Weighted Mean

Description Weighted

Mean Description

Weighted Mean

Description Weighted

Mean Description

1. Puts me in a group who helps each other study better.

4.64 Outstanding 4.64 Outstanding 4.80 Outstanding 4.79 Outstanding

2. Helps me practice teamwork with my co-team members.

4.58 Outstanding 4.76 Outstanding 4.67 Outstanding 4.88 Outstanding

3. Makes me understand

that each team member has a role to play in the group that is really very important for all of us to

succeed.

4.67 Outstanding 4.80 Outstanding 4.89 Outstanding 4.86 Outstanding

4. Teaches me that some competition in class is healthy.

4.30 Very

Satisfactory 4.48

Very Satisfactory

4.52 Outstanding 4.64 Outstanding

5. Shows me that sharing

information, resources, Knowledge, etc., with my groupmates is one way of enriching my

learning.

4.79 Outstanding 4.80 Outstanding 4.93 Outstanding 4.90 Outstanding

Composite Mean for "CO O PERATING"

4.59 O utstanding 4.70 O utstanding 4.76 O utstanding 4.81 O utstanding

It could be gleaned from Table 5 that the highest composite mean is 4.81,

“Outstanding” from the Biñan Secondary School of Applied Academics third high

school student-respondents. The lowest composite mean is 4.59, “Outstanding” from

the second year students of the Aplaya National High School.

School-wise, for Aplaya NHS the highest weighted mean is 4.80,

“Outstanding”, from the third year students seen for both items No. 3 “Makes me

understand that each team member has a role to play in the group that is really very

important for all of us to succeed” and No. 5 “Shows me that sharing information,

resources, knowledge, etc., with my group-mates is one way of enriching my learning.”

Here can be seen very positive values of group work and sharing in the school. Lowest

weighted mean is 4.30, “Very Satisfactory” from the second year students for item No.

4 “Teaches me that some competition in class is healthy.” Likewise the third year

students gave this item their lowest rating of 4.48, “Very Satisfactory”. This further

reinforced the finding that the students in this school do not see competition as a

hindrance to learning.

The highest weighted mean rating is 4.93, “Outstanding” from the Biñan

SSAA second year students for item No. 5 “Shows me that sharing information,

resources, knowledge, etc., with my group-mates is one way of enriching my learning.”

Item No. 4 “Teaches me that some competition in class is healthy” got the lowest

weighted mean of 4.52, “Outstanding” also for the second year students of Biñan

SSAA. Group work seemed to be a very big thing for the students of Biñan SSAA,

somehow competition is not that fierce nor is it seen as a hindrance to learning.

The “COOPERATING” component teaches learning in the context of sharing,

responding and communicating with other learners, is a primary instructional strategy in

contextual teaching. The experience of cooperating not only helps the majority of

students learn the material, it is also consistent with the real-world focus of contextual

teaching. Employers would rather have employees who can communicate effectively,

who share information freely, and who can work comfortably in a team setting. Workers

who have these skills are highly valued in the workplace.

The researcher found it very interesting that the students from both schools put a

relatively low rating on item No. 4. It seemed that competition in class is not a

requirement to learn a lesson as far as the students are concerned; what is important is

that they learn and understand the lesson. The researcher was likewise very glad to note

that the positive attitudes of team work, peer and group learning, sharing of resources and

information were very much in place in the students from both schools. The researcher

would surely share this very positive finding with the school heads and teachers from

both schools and be sure to congratulate them.

Table 6 indicate that the highest composite mean is 4.78, “Outstanding” from

the Biñan Secondary School of Applied Academics third year students, while the lowest

composite mean is 4.43, “Very Satisfactory” from the third year students of the Aplaya

National High School.

School-wise, the Aplaya National High School’s highest weighted mean is 4.80,

“Outstanding” for item No. 3, “Making me understand that the knowledge should also

be used outside the classroom” from the third year students. This finding meant that

their teachers are very good in CTL teachers. Lowest weighted mean is 4.00, “Very

Satisfactory” for item No. 2 “Showing me how each subject relates to another subject.”

This finding, however, told the researcher that the teachers are very focused on their

specific subject specialization and not much inter-subject integration is done, a negative

finding since the CTL approach advocate concept integration among all subject areas.

Table 6

Distribution of Weighted Mean of Students’ Rating on Teachers’ Instructional

Skills According to the “TRANSFER” Component

"TRANSFER"

Component and

Characteristics

Aplaya National High School Biñan Secondary School of Applied Academics

Second Year Third Year Second Year Third Year

I learn how the new learnings I gain everyday can

be TRANSFERRED by:

Weighted

Mean Description

Weighted

Mean Description

Weighted

Mean Description

Weighted

Mean Description

1. Asking me "what if?" questions that I

must find answers to on my own.

4.36 Very

Satisfactory 4.28

Very

Satisfactory 4.65 Outstanding 4.64 Outstanding

2. Showing me

how each subject relates to another subject.

4.39 Very

Satisfactory 4.00

Very Satisfactory

4.78 Outstanding 4.81 Outstanding

3. Making me understand that the knowledge should

also be used outside the classroom.

4.73 Outstanding 4.80 Outstanding 4.81 Outstanding 4.81 Outstanding

4. Letting me find out for myself better ways of

doing things.

4.52 Outstanding 4.48 Very

Satisfactory 4.59 Outstanding 4.79 Outstanding

5. Making me

more confident because I know I have acquired the skills that might be

needed in my future workplace.

4.73 Outstanding 4.60 Outstanding 4.83 Outstanding 4.83 Outstanding

Composite Mean for

"TRANSFER" 4.56 O utstanding 4.43

Very Satisfactory

4.73 O utstanding 4.78 O utstanding

For Biñan Secondary School of Applied Academics, the highest weighted mean

rating is 4.83, “Outstanding” for both second and third year students in the same item,

No. 5 “Making me more confident because I know I have acquired the skills that might

be needed in my future workplace.” The lowest weighted mean is 4.59, “Outstanding”

for item No. 4, “Letting me find out for myself better ways of doing things.” This finding

was consistent; it can be inferred from this finding that the students felt that their teachers

are curtailing their activities of doing things their way and a confident person would be

frustrated not to be allowed to find out for himself better ways of doing things.

The “TRANSFER” component is learning in the context of existing knowledge,

or transferring, and builds upon what the student already knows. Such an approach is

similar to relating in that it calls upon the familiar. Most traditionally taught students

however rarely have the luxury of avoiding new learning situations; they are confronted

with them everyday. Teachers can help them retain their sense of dignity and develop

confidence if they make it a point of building new learning experiences on what the

students already know.

Table 7

Composite Mean of REACT Components by Year Level

REACT

Component

Second Year Third Year

Aplaya National

High

School

Biñan Secondary

School of Applied

Academics

Composite

Mean

Aplaya National

High

School

Biñan Secondary

School of Applied

Academics

Composite

Mean

Relating 4.52 4.73 4.62 4.61 4.80 4.71

Experiencing 4.56 4.59 4.58 4.44 4.75 4.60

Applying 4.44 4.7 4.57 4.46 4.80 4.63

Cooperating 4.59 4.76 4.68 4.70 4.81 4.76

Transferring 4.56 4.73 4.65 4.43 4.78 4.61

Table 7 shows that the highest composite mean of the second year students of

the Aplaya National High School and Biñan Secondary School of Applied Academics is

4.68 in the “COOPERATING” component. The second year students prefer to share

academic resources/information freely, enjoy teamwork and some competition.

However, the lowest composite mean is 4.57, in the “APPLYING” component,

students least prefer to design a project and to use concepts in real-life situations.

In the case of the third year students from both schools, the highest composite

mean of 4.76 is found in the “COOPERATING” component. Students value

individual responsibility, assisting weaker students and wants teamwork or group works.

The least preferred component is “EXPERIENCING” with the lowest composite mean

of 4.60, students don’t get enough hands-on activities and less opportunities for students’

lesson-demonstration.

Table 8

Composite Mean Ratings of REACT Components

Per School by Year Level

REACT

Components

Aplaya National High School Biñan Secondary School of

Applied Academics

Second

Year

Third

Year

Second

Year

Third

Year

Relating

4.52

4.61

4.73

4.80

Experiencing

4.56

4.44

4.59

4.75

Applying

4.44

4.46

4.70

4.80

Cooperating

4.59

4.70

4.76

4.81

Transferring

4.56

4.43

4.73

4.78

Composite Mean

4.53

4.53

4.70

4.79

Table 8 shows that the Biñan Secondary School of Applied Academics third year

students got the highest composite mean of 4.79, “Outstanding”. While for the

Aplaya National High School, both second and third year high school student-

respondents got the same lowest composite mean rating of 4.53, “Outstanding”.

The researcher found this finding interesting because here it was clearly seen that

even though both schools give outstanding ratings to their teachers, the students of Binan

SSAA gave much higher ratings than their counterparts from the Aplaya NHS. The

reason for this finding must be reviewed and taken up in the upcoming meetings with the

school administrator and teachers of the Aplaya National High School.

Table 9

Composite Mean Ratings per REACT Component

Per Year Level by School

REACT

Components

Aplaya NHS

Second Year

Binan SSAA

Second Year

Aplaya NHS

Third Year

Binan SSAA

Third Year

Relating

4.52

4.73

4.61

4.80

Experiencing

4.56

4.59

4.44

4.75

Applying

4.44

4.70

4.46

4.80

Cooperating

4.59

4.76

4.70

4.81

Transferring

4.56

4.73

4.43

4.78

Average

4.53

4.70

4.53

4.79

In table 9 it can be observed that the second year and third year students of the

Aplaya National High School got more “Very Satisfactory” ratings in the following

components: Apply, Experience and Transfer. While for the second and third year

students of Biñan Secondary School of Applied Academics got ratings from $.50 and

above, “Outstanding” in all REACT components.

It is really very interesting that the students of Biñan SSAA gave a consistent

“Outstanding” rating to their teachers in both second and third years for all REACT

components. The researcher could state that based on this finding, the Biñan Secondary

School of Applied Academics is indeed using the Contextual Teaching and Learning

Approach in teaching math and science subjects to their students.

Table 10

P-values to test for Significant Differences Between Second Year High School

Students of Aplaya National High School and the

Biñan Secondary School of Applied Academics

REACT Components P Decisions Interpretation

Relating 0.024

Reject Null Hypothesis

There is a Significant

Difference

Experiencing 0.056

Accept Null

Hypothesis

There is

No Significant

Difference

Applying 0.020

Reject Null Hypothesis

There is a Significant

Difference

Cooperating 0.099

Reject Null Hypothesis

There is a Significant

Difference

Transferring 0.077

Reject Null Hypothesis

There is a Significant

Difference

P = 0.05

At 0.05 levels of significance, the null hypothesis with respect to Relating,

Applying, Cooperating, and Transferring are rejected. Therefore, there are significant

differences on the students’ ratings of the teachers’ instructional skills in these four (4)

components.

However, the null hypothesis with respect to Experiencing is accepted thus there

is no significant difference in the students’ ratings of teachers’ instructional skills in this

component.

Students from both the Aplaya National High School and the Biñan Secondary

School of Applied Academics prefer the Experiencing component of REACT because

they enjoy their student-centered activities, like working in groups, welcome hands-on

activities and using multimedia in their activities.

Table 11

P-values to test for Significant Differences between Third Year High School

Students of Aplaya National High School and the Binan Secondary School of

Applied Academics

REACT

Components

P

Decisions

Interpretation

Relating

0.008

Reject Null Hypothesis

There is a Significant Difference

Experiencing

0.221

Accept Null Hypothesis

There is No Significant Difference

Applying

0.555

Accept Null Hypothesis

There is No Significant Difference

Cooperating

0.025

Reject Null Hypothesis

There is a Significant Difference

Transferring

0.020

Accept Null Hypothesis

There is No Significant Difference

P = 0.05

At 0.05 level of significance, the null hypothesis with respect to Relating and

Cooperating components are rejected. Therefore, there are significant differences on the

students’ ratings of teachers’ instructional skills in these components.

However, at 0.05 level of significance, the null hypothesis with respect to

Experiencing, Applying and Transferring are accepted. Thus, there are no significant

differences in the students’ ratings of the teachers’ skills in Experiencing, Applying and

Transferring.

The Aplaya National High School and Binan Secondary School of Applied

Academics third year high school students value being involved in their day-to-day

learning; value accuracy in measurement and laboratory work and look forward to

achieving the skills which are connected to career opportunities. Moreover, they also

enjoy learning by doing; like doing students’ demonstrations, and welcome opportunities

for students to construct their own knowledge. They are also able to understand the need

for integration of knowledge learned across the different subject areas.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This concluding chapter presents the summary of findings, conclusions and

recommendations.

Summary of Findings

This study was conducted to determine the students’ ratings of teachers’

instructional skills using the REACT Strategy:

1. What is the students’ rating of teachers’ instructional skills using the REACT

strategy?

The highest composite mean rating of the second year students of the Aplaya

National High School and the Biñan Secondary School of Applied Academics is 4.68,

“Outstanding” in the COOPERATING component. Likewise, the third year students

of Aplaya National High School and the Biñan Secondary School of Applied

Academics rated their teachers with 4.76, “Outstanding” also in the COOPERATING

component. The students are given every opportunity to cooperate with each other by

their teachers.

The EXPERIENCING component got the lowest composite mean rating of

4.57, “Outstanding” from the second year students of both schools. Likewise, the

third year students from both schools rated their teachers the lowest of 4.59,

“Outstanding” also in the EXPERIENCING component. Students do not get enough

hands-on activities and have less opportunities for students’ lesson demonstration.

2. What is the students’ rating of teachers’ instructional skills using the REACT

strategy when grouped according to:

2.1 Year Level; and

2.2 School?

The second year students of the Aplaya National High School gave the highest

composite mean rating of 4.59, “Outstanding” in the COOPERATING component of

the REACT Strategy. In comparison, the second year students of the Biñan

Secondary School of Applied Academics gave the highest composite mean rating of

4.76, also “Outstanding” to their teachers also in the COOPERATING component.

This means that the second year teachers in both schools allow their students to work

and perform in groups, let the stronger students assist the weaker students, assign

individual responsibility and advocate division of labor, give

responsibility/accountability, acknowledge diversity of students, foster cooperative

learning and sharing of resources and information freely.

The third year students of Aplaya NHS gave the highest composite mean

rating of 4.70, “Outstanding” in the COOPERATING component to their teachers.

The Biñan SSAA third year students also gave their highest composite mean rating of

4.81, “Outstanding” to the COOPERATING component.

These results show that both the second and third year students of both

schools gave “Outstanding” ratings to their teachers in the way they teach along the

COOPERATING component of the REACT Strategy. In the COOPERATING

component, learning is done in the context of sharing, responding and communicating

with other learners. The experience of cooperating not only helps the majority of

students learn the material, it is also consistent with the real-world focus of contextual

teaching.

3. Is there a significant difference in the students’ ratings of teachers’ instructional skills

using the REACT Strategy between the two schools when grouped according to year

level?

The level of significance between the second year students in the Aplaya

National High School and the Biñan Secondary School of Applied Academics with

respect to RELATING, APPLYING, COOPERATING and TRANSFERRING are

rejected; therefore, there are significant differences in the students’ ratings of the

teachers’ instructional skills in the four (4) components. However, there is no

significant difference in the students’ ratings of teachers’ instructional skills in the

EXPERIENCING component.

Further, there are significant differences in the third year students’ of Biñan

SSAA and Aplaya NHS ratings of the teachers’ instruction skills in RELATING and

COOPERATING components. However, there are no significant differences on the

students’ ratings of teachers’ instructional skills in EXPERIENCING, APPLYING

and TRANSFERRING components.

Conclusions

Based on the summary of findings, the following conclusions are hereby

concluded:

1. The students’ respondents’ rating of teachers’ instructional skills using the

REACT strategy on the five (5) components: RELATING, EXPERIENCING,

APPLYING, COOPERATING and TRANSFERRING are “Outstanding.”

2. Both schools, in both year levels, gave COOPERATING the highest ratings.

3. Both schools gave EXPERIENCING the lowest ratings.

4. The Biñan Secondary School of Applied Academics student-respondents gave

higher ratings to their teachers’ instructional skills in all REACT components

especially the third year than the students of the Aplaya National High School.

Recommendations

In the light of the foregoing conclusions, the following are the researcher’s

recommendations:

1. An Enhancement Training Program for teachers teaching Science and

Mathematics subjects is hereby proposed for possible adoption.

2. The school administrators should continuously evaluate the teaching skills,

attitudes and competencies of CTL teachers to identify the academic deficiency in

teaching Science and Mathematics subjects.

3. Teachers’ development should be an on-going process supported by modeling,

coaching, simulation, demonstrations and should focus on ways to link new information

to existing knowledge, experience and values to maintain classroom effectiveness.

4. Teachers should be part of the preparation of Teacher’s Guides for Science and

Mathematics

5. Further study should be conducted in a wider-scale using all the five (5) pilot

schools students in all year levels.

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Lave, J. & Wenger, E. Situated Learning: Legitimate Peripheral Participation,

New York, Cambridge University Press, 1993.

Lezotte , L., Edmonds, R. & Ratner, G. A Final Report: Remedy for School

Failures to Equitably Deliver Basic School Skills, East Lansing: MI. Michigan

State University Press, 1994.

Lipsitz, J., Successful Schools for Young Adolescents, New Brunswick, N. J.

Transaction Book, 1984.

Morris, Charles G., Understanding Psychology, Prentice-Hall, Inc. Copyright, 199l.

Resnick, L. B, & Hall, M. W. Learning Organizations for Sustainable Education

Reform. Daedalus 127, 1998.

B. Journals and Periodicals

Bossert, S., Dwyer, D., Roman B., & Lee, G., The Instructional Management

Role of the Principal, Educational Administration, Quarterly, 1982.

Espere, Visitation S., Effective Classroom Management: The Modern Teacher,

Volume XXXVI No 2. 1987.

Katigbak, Tony F., Teachers Train on the Use of Constec Tapes, The Philippine

Star, July 20, 2004.

Patterson, Ways to Resolve Conflict, World Executive Digest, 1997.

C. Publications

Airasian, P. & Walsh M., Constructivist Caution, Phi Delta Kappan, 1997.

Ananda, S., Authentic Assessment, A Web-based System for the Professional

Development of Teachers in Contextual Teaching and Learning Project,

Bowling Green, OH. Bowling Green State University, 2001.

Beasley, Warren, Meeting the Needs of Science Teachers and Students: The

Philippine Experiment, The World Bank, 1999.

Brockman, D., and Brockman, M., Multiple Intelligence, A Web-based System for the

Professional Development of Teachers in Contextual Teaching and Learning

Project, Bowling Green, OH: Bowling Green State University, 2001.

Buck Institution for Education, Project-based Learning, A Web-based system for

Professional Development of Teachers in Contextual Teaching and Learning

Project, Bowling Green, OH: Bowling Green State University, 2001.

Frazee, B., Questioning, A Web-based System for the Professional Development

of Teachers in Contextual Teaching and Learning Project, Bowling Green,

OH: Bowling Green State University, 2001.

Glatthorn, Allan A., Developing a Quality Curriculum, Alexandria, VA: ASCD, 1994

Gloria, Ricardo T., The Development of Education, A National Report of the

Philippines, delivered during the 45th Session of the International

Conference on Education (UNESCO Geneva, Switzerland. Sept 30 –

October 5, 1996).

Holubec, E., Cooperative Learning., A Web-based System for the Professional

Development of Teachers in Contextual Teaching and Learning Project.

Bowling Green, OH: Bowling Green State University, 2001.

Kilmer, S. Development Appropriate Practices, A Web-based System for the

Professional Development of Teachers in Contextual Teaching and Learning

Project, Bowling Green, OH: Bowling Green State University, 2001.

McPherson, K., Service Learning, A Web-based System for the Professional

Development of Teachers in Contextual Teaching and Learning Project,

Bowling Green, OH: Bowling Green State University, 2001.

Moffitt, M. Problem-based Learning. A Web-based System for the Professional

Development of Teachers in Contextual Teaching and Learning Project,

Bowling Green, OH: Bowling Green State University, 2001.

Sapon,-Shevin, M. Teaching for Diversity. A Web-based System for the Professional

Development of Teachers in Contextual Teaching and Learning Project, Bowling Green, OH: Bowling Green State University, 2001.

Saskatchwan Education, Understanding the Common Essentials of Learning, 1988.

Smith, C. Work-based Learning, A Web-based System for the Professional

Development of Teachers on Contextual Teaching and Learning Project,

Bowling Green, OH: Bowling Green State University

D. Webliography

Berns, R. and Erickson, P. An Interactive Web-based Model for the Professional

Development of Teachers in Contextual Teaching and Learning: Bowling Green

State University, 2001. http://www.bgsu.edu/ctl.

Glickman, 1991, http://www.sasked.gov.sk.ca/.

Joyce and Weil, Instructional Models, http://www.sasked.gov.sk.ca/.

Lagman, Augusto, Co-Chairman for HRD, Information Technology and E-Commerce

Council (ITECC) http://www.itnetcentral.com/

McNeil & Wiles, 1990, http://www.sasked.gov.sk.ca/.

Pfeiffer and Jones, http://www.sasked.gov.sk.ca.

Seaman and Fellenz, http://www.sasked.gov.sk.ca/.

Appendix D.1: Enhancement Session Process

One-Day Enhancement Session for the Aplaya National High School Teachers

ENHANCEMENT SESSION PROCESS

2 May 2005

Time/Topic Process

Resource Requirements

8:30-9:00

Registration and Billeting

All participants will be required to register (ID, Opening

Program and Daily Schedule will be given out as they

register)

Handouts will be given during and after the discussion

As the participants enter the room, ask each one of them to write their expectations to the one day

enhancement session in meta cards, in two stations where:

Station 1 – What do I expect to gain from this one-day

enhancement session?

Station 2 – What can I contribute to make this one-day

session successful?

The facilitator to quickly summarize what the participants

have written on the board, then validate with them, ask for

suggestions if they still have additional items.

ID

Registration kits

Daily Schedule

Easel Board

Manila Paper

Meta Cards

Pentel pens

9:00-9:30

Opening Program

Facilitate the opening program

Introduction of Participants and Guests

Welcome Message

Enhancement Workshop Overview plus levelling of

expectations

Workshop Objectives and Expected Outputs

Introductory Activity: Bingo Game

Hall arranged for

the opening

program; sound

system ready

Opening program

distributed to the

participants

9:30-10:30

10:30-12:00

Review of the Project Experiences

Objectives:

1. To review and assess project experiences focusing on

the use of the CTL approach

2. To identify specific problems and difficulties

encountered by the APEX teachers on the use of the

REACT strategy (this will help the facilitators zero-in on

the specific difficulties of the participants)

3. To determine action steps made to resolve difficulties

identified in the item # 2.

Process:

1. Group the participants into three. Each group to share

among themselves their experiences on the use of the CTL

approach and specific concerns and issues on the use of the

REACT strategy (10 minutes sharing)

2. Each group will be asked to report for 5 minutes, what

transpired in the group sharing focusing on the experiences

and difficulties encountered and how they were resolved at

their level.

3. After all the groups have reported, the facilitator will

summarize the main points, itemized the difficulties

encountered and how they were resolved by the teachers, or

if not given resolution why?

4. The result of the workshop will serve as a take-off point in

the providing a review session on the CTL approach and the

REACT strategy. The review session.

5. For one and a half hour, a review session on CTL and the

REACT strategy will be provided by the facilitator.

6. The focus of the review session will be on the following

areas: (the facilitator making use of the experiences shared

by the participants to further clarify CTL and the REACT

strategy.

Review of what’s and why’s of CTL?

Roles of a Teacher under Contextualized Teaching/

Learning Environment

Teacher as a CTL Facilitator

Facilitating class discussion in contextualized

learning environment

The REACT Strategy (Relating, Experiencing,

Applying, Cooperating and Transferring)

Kraft paper

Meta cards

assorted colored

Pentel pens

Documentor

12:00-1:00

1:00-1:20

1:20-4:30

Lunch Break

Introduce energizer to perk up the participants in

the afternoon session.

The REACT Strategy

The afternoon session is mostly devoted on enhancing

their knowledge and skills in the Applying aspect of the

REACT strategy.

Objectives:

1. enhance competencies in the use of the REACT

strategy particularly on the Applying aspect

2. do skill practice of the REACT strategy through class

demonstration

Process:

1. Using one lesson plan (participants were asked to bring one sample lesson plan each) a demonstration on how the REACT strategy will

be adopted in delivering a particular lesson will be done.

2. But since the APEX teachers of Aplaya National High School have expressed difficulty on the use of the applying aspect of the REACT

strategy, more practical tips and demonstration techniques will be provided the participants on

this area. 3. The process would be: lesson demonstration –

critiquing and feedback. The idea is to assist the

teachers, provide delivery techniques as they go through this exercise.

4. As the teachers do the actual class demonstration, they will be video taped. The tape will be rolled back for the critiquing

session, look at the positive points of the teacher’s delivery skills focusing on the REACT

strategy and areas for improvement. Techniques on the use applying aspect would come in during the critiquing and summary

Reading materials

/Handouts On

session. 5. It is expected however, that the last presentor

would be able to gather all the good points and

delivery strategies.

What is:

Contextual

Teaching and

Learning and the

REACT Strategy

Video recorder

Camera man

Timer

Copy of the

lesson plan of the

Teachers

4:30-5:00

Summary of the Enhancement Session

Session Evaluation

Participants’ Impression of the one-day Session

Program Closure

Appendix D: Enhancement Session for Aplaya National High School

Enhancement Session for Science and Math Teachers of

Aplaya National High School

APEX Laguna

2 May 2005

Session Objectives: 1. exchange of learning and experiences in project implementation; 2. learn lessons from strategies adopted by the APEX teachers in the different year

levels 3. review the CTL approach to teaching and learning 4. enhance competencies in the use of the REACT strategy particularly on the

Applying aspect 5. do skill practice of the REACT strategy through class demonstration

Day/Time 2 May 2005

8:30-9:00 9:00-9:30 9:30-10:30 10:30-12:00

Arrival/Registration

Opening Program

Review of Project Experiences

General Refresher Session on CTL Approach

12:00-1:00 LUNCH

1:30-4:30

Enhancement Session on the REACT Strategy (focused on the Applying aspect)

Actual Lesson Demonstration

Critiquing and Feedback Session

Processing of the Exercise (reinforce inputs/tips provided in the critiquing session)

4:30-5:00 Summary of the Enhancement Session

Session Evaluation Participants’ Impression of the one-day Session Program Closure

5:00-630

DINNER

Appendix E.1: Enhancement Session Process

One-Day Enhancement Session for the

Biñan National High School Science and Math Teachers

4 May 2005

ENHANCEMENT SESSION PROCESS

Time/Topic Process

Resource Requirements

8:30-9:00

Registration and Billeting

All participants will be required to register (ID, Opening

Program and Daily Schedule will be given out as they

register)

Handouts will be given during and after the discussion

As the participants enter the room, ask each one of them to write their expectations to the one day enhancement session in meta cards, in two stations

where: Station 1 – What do I expect to gain from this one-day

enhancement session?

Station 2 – What can I contribute to make this one-day

session successful?

The facilitator to quickly summarize what the participants

have written on the board, then validate with them, ask for

suggestions if they still have additional items.

ID

Registration kits

Daily Schedule

Easel Board

Manila Paper

Meta Cards

Pentel pens

9:00-9:30

Opening Program

Facilitate the opening program

Introduction of Participants and Guests

Welcome Message

Enhancement Workshop Overview plus leveling of

expectations

Workshop Objectives and Expected Outputs

Introductory Activity: Bingo Game

Hall arranged for

the opening program; sound

system ready

Opening program

distributed to the participants

9:30-10:30

10:30-12:00

12:00-1:00

1:00-1:20

1:20-4:30

Review of the Project Experiences

Objectives:

4. To review and assess project experiences focusing on

the use of the CTL approach

5. To identify specific problems and difficulties

encountered by the APEX teachers on the use of the

REACT strategy (this will help the facilitators zero-in on

the specific difficulties of the participants)

6. To determine action steps made to resolve difficulties

identified in the item # 2.

Process:

1. Group the participants into three. Each group to share

among themselves their experiences on the use of the CTL

approach and specific concerns and issues on the use of the

REACT strategy (10 minutes sharing)

2. Each group will be asked to report for 5 minutes, what

transpired in the group sharing focusing on the experiences

and difficulties encountered and how they were resolved at

their level.

3. After all the groups have reported, the facilitator will

summarize the main points, itemized the difficulties

encountered and how they were resolved by the teachers, or

if not given resolution why?

4. The result of the workshop will serve as a take-off point in

the providing a review session on the CTL approach and the

REACT strategy. The review session.

5. For one and a half hour, a review session on CTL and the

REACT strategy will be provided by the facilitator.

6. The focus of the review session will be on the following

areas: (the facilitator making use of the experiences shared

by the participants to further clarify CTL and the REACT

strategy.

Review of what’s and why’s of CTL?

Roles of a Teacher under Contextualized Teaching/

Learning Environment

Teacher as a CTL Facilitator

Facilitating class discussion in contextualized

learning environment

The REACT Strategy (Relating, Experiencing,

Applying, Cooperating and Transferring)

Lunch Break

Introduce energizer to perk up the participants in

the afternoon session.

Kraft paper

Meta cards

assorted colored

Pentel pens

Documentor

The REACT Strategy

The afternoon session is mostly devoted on enhancing

their knowledge and skills in the Experiencing aspect of

the REACT strategy.

Objectives:

3. enhance competencies in the use of the REACT

strategy particularly on the Experiencing aspect

4. do skill practice of the REACT strategy through class

demonstration

Process:

6. Using one lesson plan (participants were asked to bring one sample lesson plan each) a

demonstration on how the REACT strategy will be adopted in delivering a particular lesson will be done.

7. But since the APEX teachers of Biñan National High School have expressed difficulty on the

use of the experiencing aspect of the REACT strategy, more practical tips and demonstration techniques will be provided the participants on

this area. 8. The process would be: lesson demonstration –

critiquing and feedback. The idea is to assist the teachers, provide delivery techniques as they go through this exercise.

9. As the teachers do the actual class demonstration, they will be video taped. The

tape will be rolled back for the critiquing session, look at the positive points of the teacher’s delivery skills focusing on the REACT

strategy and areas for improvement. Techniques on the use experiencing aspect

would come in during the critiquing and summary session. 10. It is expected however, that the last

presentor would be able to gather all the good points and delivery strategies.

Reading materials

/Handouts On

What is:

Contextual

Teaching and

Learning and the

REACT Strategy

Video recorder

Camera man

Timer

Copy of the

lesson plan of the

Teachers

4:30-5:00

Summary of the Enhancement Session

Session Evaluation

Participants’ Impression of the one-day Session

Program Closure

Appendix E: Enhancement Session for Biñan Secondary School of Applied Academics

Enhancement Session for Science and Math Teachers of

Biñan National High School

APEX Laguna

4 May 2005

Session Objectives: 6. exchange of learning and experiences in project implementation; 7. learn lessons from strategies adopted by the APEX teachers in the different year

levels 8. review the CTL approach to teaching and learning 9. enhance competencies in the use of the REACT strategy particularly on the

Experiencing aspect 10. do skill practice of the REACT strategy through class demonstration

Day/Time 4 May 2005

8:30-9:00 9:00-9:30 9:30-10:30 10:30-12:00

Arrival/Registration

Opening Program

Review of Project Experiences

General Refresher Session on CTL Approach

12:00-1:00 LUNCH

1:30-4:30

Enhancement Session on the REACT Strategy (focused on the Experiencing aspect)

Actual Lesson Demonstration

Critiquing and Feedback Session Processing of the Exercise (reinforce inputs/tips

provided in the critiquing session)

4:30-5:00 Summary of the Enhancement Session Session Evaluation Participants’ Impression of the one-day Session Program Closure

5:00-630

DINNER

Appendix F: Statistical Treatment of Question No. 3 of the Study

Question No. 3

Is there a significant difference in the students’ rating of teachers’

instructional skills using the REACT Strategy between the two schools when

grouped according to year level?

3.1 Second Year

3.2 Third Year

Analysis:

3.1 Second Year

Significant Differences by school (Aplaya National High School & Binan

Secondary of Applied Academics) on REACT in Second year.

T-Test

Group Statistics

6 4.5567 .22518 .09193

6 4.7367 .10211 .04169

6 4.6517 .10534 .04301

6 4.6067 .16021 .06540

6 4.8517 .20508 .08372

6 4.7067 .15642 .06386

6 4.5817 .23524 .09604

6 4.7600 .08579 .03502

6 4.5817 .20449 .08348

6 4.7133 .08287 .03383

loc

1.00

2.00

1.00

2.00

1.00

2.00

1.00

2.00

1.00

2.00

relates

experience

apply

cooperation

transferred

N Mean Std. Deviation

Std. Error

Mean

Independent Samples Test

1.522 .246 -1.783 10 .105 -.18000 .10094 -.40491 .04491

-1.783 6.973 .118 -.18000 .10094 -.41887 .05887

.686 .427 .575 10 .578 .04500 .07828 -.12941 .21941

.575 8.643 .580 .04500 .07828 -.13320 .22320

.019 .892 1.377 10 .199 .14500 .10530 -.08961 .37961

1.377 9.347 .201 .14500 .10530 -.09186 .38186

3.110 .108 -1.745 10 .112 -.17833 .10222 -.40610 .04943

-1.745 6.307 .129 -.17833 .10222 -.42554 .06887

5.401 .042 -1.462 10 .175 -.13167 .09008 -.33237 .06904

-1.462 6.599 .190 -.13167 .09008 -.34732 .08398

Equal variances

assumed

Equal variances

not assumed

Equal variances

assumed

Equal variances

not assumed

Equal variances

assumed

Equal variances

not assumed

Equal variances

assumed

Equal variances

not assumed

Equal variances

assumed

Equal variances

not assumed

relates

experience

apply

cooperation

transferred

F Sig.

Levene's Test for

Equality of Variances

t df Sig. (2-tailed)

Mean

Difference

Std. Error

Difference Lower Upper

95% Confidence

Interval of the

Difference

t-test for Equality of Means

Appendix A: Letter to the Principal of the Aplaya National High School requesting for permission and endorsement to conduct

the research

27 November 2004

MRS. EDNA TABORA

Principal Aplaya National High School

Santa Rosa City, Laguna Dear Mrs. Tabora:

The undersigned is currently working on her Masteral thesis entitled

“Students’ Ratings of Teachers’ Instructional Skills in Using the REACT Strategy; A

Contextual Teaching and Learning Approach in Teaching Science and Mathematics

Subjects.” This study is conducted to determine the effectiveness of the REACT

Strategy used by our second and third year Project APEX teachers in Science and

Mathematics.

In view thereof, may I request your approval and endorsement to the subject

teachers in the Aplaya National High School to allow the undersigned to administer the survey questionnaire to the second and third year high school students for the

gathering of data. Your kind support regarding Project APEX is a clear indication of your desire

to uphold academic excellence particularly in the field of education.

Very truly yours,

ROSALIE A. CORPUS

Masteral Student

Appendix B: Letter to the Principal of the Biñan Secondary School of Applied Academics requesting for permission and

endorsement to conduct the research.

27 November 2004

MR. BAYANI ENRIQUEZ

Principal Biñan Secondary School of Applied Academics

Biñan, Laguna Dear Mr. Enriquez:

The undersigned is currently working on her Masteral thesis entitled

“Students’ Ratings of Teachers’ Instructional Skills in Using the REACT Strategy; A Contextual Teaching and Learning Approach in Teaching Science and Mathematics Subjects.” This study is conducted to determine the effectiveness of the REACT

Strategy used by our second and third year Project APEX teachers in Science and Mathematics.

In view thereof, may I request your approval and endorsement to the subject teachers in the Biñan Secondary School of Applied Academics to allow the

undersigned to administer the survey questionnaire to the second and third year high school students for the gathering of data.

Your kind support regarding Project APEX is a clear indication of your desire to uphold academic excellence particularly in the field of education.

Very truly yours,

ROSALIE A. CORPUS Masteral Student

Appendix C: The Survey Questionnaire

SURVEY QUESTIONNAIRE ON THE ASSESSMENT OF THE CONTEXTUAL TEACHING

AND LEARNING (CTL) APPROACH IN TEACHING SCIENCE AND MATHEMATICS

SUBJECTS USING THE R.E.A.C.T. STRATEGY

Dear Student:

I am a masteral student from PUP and I am trying to find out if the Contextual Teaching

and Learning (CTL) Approach that your teachers are using in your Science and Math

subjects is really helping to make these subjects easier to study. I would also like to know

if you practice the R.E.A.C.T. Strategy not only in your classroom but also in your daily life.

Please rate your teacher this way:

I rate my teacher this way because

I: Rating

This is what my teacher's rating

means:

Strongly Agree

5

My teacher is very effective /

outstanding.

Agree

4 My teacher is mostly effective / very

satisfactory.

Have No Opinion

3

My teacher is effective /

satisfactory.

Disagree

2

My teacher is less effective /

fair.

Strongly Disagree 1

My teacher is not at all effective /

poor.

I rate my teacher this because of how he/she

teaches me: RATING

5 4 3 2 1 I understand the lesson better because my teacher shows me how it RELATES to my

daily life by:

1. Using words, materials, ideas that I also use every day.

2. Showing me how I can use this lesson in solving daily

problems.

3. Explaining that this new learning is relevant to me.

4. Telling me that this lesson is part of past lessons.

5. Letting me know that this lesson will be a part of future

lessons.

My teacher lets me EXPERIENCE learning by:

1. Allowing me to discover on my own how things work.

2. Guiding me in looking for the answers to my questions.

3. Making me a part of a group working together to achieve our

objectives.

4. Allowing me to make my own conclusions.

5. Giving me opportunities for hands-on learning.

My teacher lets me APPLY my new learning by:

1. Asking me to show examples to the class of how I intend to

use my new learnings.

2. Encouraging me to use/handle/operate different materials

and equipment.

3. Demonstrating how a certain skill can be applied in a given

occupation/job.

4. Insisting that I follow the required safety steps in handling

tools.

5. Instilling in me the basic rules to follow in taking

measurements.

I rate my teacher this because of how he/she

teaches me: RATING

5 4 3 2 1

I learn about COOPERATION in class because my

teacher:

1. Puts me in a group who helps each other study

better.

2. Helps me practice teamwork with my co-team

members.

3. Makes me understand that each team member has a role to

play in the group that is really very important for all of us to

succeed.

4. Teaches me that some competition in class is healthy.

5. Shows me that sharing information, resources, knowledge,

etc., with my group mates is one way of enriching my learning.

I learn how the new learnings I gain everyday can be

TRANSFERRED by:

1. Asking me "what if?" questions that I must find answers on

my own.

2. Showing me how each subject relates to another

subject.

3. Making me understand that the knowledge should also be used outside

the classroom.

4. Letting me find out for myself better ways of doing

things.

5. Making me more confident because I know I have acquired

the skills that might be needed in my future workplace.

Based on my experience in class,

1. I find that the CTL approach is an effective tool in teaching

science and math.

2. We were given evaluation tests to monitor/check our own

progress in class.

3. The evaluation tests further stimulate creative teaching and

learning.

4. My teacher uses a system of grading that is based on the

prescribed set of standards.

5. My teacher informs us of our test results to serve as a basis

of improving our learning, and for her to improve her way of

teaching.

Please tell me about yourself.

Your subject is?

What year level are you in? Name of your school?

( ) Math ( ) Second Year

( ) Science ( ) Third Year

You have been a very big help to me. I wish you the very best and more fun in learning Science and Math. Thank you very much!

ROSALIE AMADOR-

CORPUS

Masteral Student

PUP MEM OU Commonwealth

Appendix C: The Survey Questionnaire

SURVEY QUESTIONNAIRE ON THE ASSESSMENT OF THE CONTEXTUAL TEACHING

AND LEARNING (CTL) APPROACH IN TEACHING SCIENCE AND MATHEMATICS

SUBJECTS USING THE R.E.A.C.T. STRATEGY