Reysun Thesis

Schools Division of Calapan City
CANUBING NATIONAL HIGH SCHOOL
(Santiago V. Uriarte Memorial National High School)
City of Calapan
SENIOR HIGH SCHOOL DEPARTMENT
APPROVAL SHEET
This thesis entitled INTSRUCTIONAL APPROACHES OF TEACHERS IN CANUBING NATIONAL

HIGH SCHOOL, to prepared and submitted by REYSUN R. MUNAR in partial fulfillment of the
requirements for the PRACTICAL RESEARCH II has been examined and recommended for
acceptance and approval, receive the final rating of __ %.
This is hereby given on the 8th day of March 2018 at Canubing National High School.
_______________________________________________________________
Certified and approved by the panelists and chairman/adviser of the board
WENDEL
Panel Member
LOWELLA KAY D. MAGMANLAC, LPT
Statistician
MA. KATRINA SANDRA A. MAGCAMIT, LPT, M.A.
Chairman / Thesis Adviser
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Abstract
This study determined the instructional approaches of teachers in Canubing National High
School.
Specifically, it sought to answer the following questions:
1). What is the extent instructional approaches of its respondents in cognitive domain in terms
of:
a. Planning
b. Instructing and
c. Evaluating?
2). What is the extent of instructional approaches of its respondents in affective domain in
terms of:
a. Receiving
b. Responding and
c. Valuing?
3). what is the extent of instructional approaches of its respondents in psychomotor domain in
terms of:
a. Physical abilities
b. Skilled movements and
c. Non discursive communication
4). What is the extent of instructional approaches of its respondents in social domain in terms
of:
a. leadership
b. Inspirational thoughts and
c. Responsiveness?
5). Is there's a significant difference on the extent of instructional approaches of its respondents
in cognitive domain in terms of planning, instructing and evaluating?
in affective domain in terms of receiving, responding and valuing?
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in psychomotor domain in terms of physical abilities, skilled movements and non discursive
communication?
in social domain in terms of leadership, inspirational thoughts and responsiveness?
Acknowledgement
I would like to express my deep gratitude to our thesis adviser Mam Sandra Magcamit also my
research supervisor for her patient guidance enthusiastic encouragement and useful critiques of
this research work. I wish to thank various teachers in Canubing National High School for their
contribution to this project for their time allotted to be my samples during survey. To Sir Patrick
D. Cusi for giving permission to use various computers in computer laboratory to edit this
research paper it was greatly contribute and support this thesis for the most accurate of words
used on editing and the use of computer for the computation of the data.
I would like to express my very great appreciation to Louie D. Rocberte and John Runner O.
Martinez for their valuable and constructive suggestions during the planning and development
of this research work. Their willingness to give their time so generously has been very much
appreciated.
I would like to thank staff of comp. shop in canubing I for enabling me to visit their
establishment to use computer in searching related literature in my research. Grateful thanks
are also extended to Sir Adrian Almoneda s for further and additional ideas for the study.
Finally I wish to thank my parents for their support and encouragement throughout my
research.
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Dedication
I dedicate this research for my Parents for their endless support and un measurable care
throughout the study. Without their full support it is impossible for me to finish the study. I
dedicate my study to my friends for being there for me throughout the research. As a special
feeling of gratitude to my loving parents Julius and Juliet Munar whose words of
encouragement and push for tenacity ringing my ears.
I will always appreciate all they have done especially Sir Ornil Vilegas for encouragement
thoughts I've heard that push me on continuing the research. I also dedicate this work and
special thank to Sir Patrick Cusi for letting me to edit the study in computer laboratory to finalize
this project.
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Table of contents
TITLE PAGE
ABSTRACT
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
LIST OF TABLES
CHAPTER I
INTRODUCTION
Problem and its setting
Statement of the Problem
Statement of the Hypothesis
Scope and limitation of the study
Significance of the Study
Definition of Term
Conceptual Model
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Related literature
Related Studies
CHAPTER III
RESEARCH METHODOLOGY
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Research Design
Research Locale
Respondents of the Study
Sampling Technique
Research instrument
Data Gathering Procedure
Scoring and Quantification
Statistical Treatment of Data
CHAPTER IV
PRESENTATION, ANALYSIS INTERPRETATION OF DATA AND OVER ALL DISCUSSION
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMENDATION
Summary of findings
Conclusions
Recommendations
BIBLIOGRAPHY
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LIST OF TABLES
Letter/Number Title. Page
A. Scale used for each part of the questionnaire
1.1. Mean perception on the extent of instructional approaches of Teachers

respondent's on COGNITIVE domain in terms of PLANNING.
1.2. Mean perception on the extent of instructional approaches of Teachers
respondent's on COGNITIVE domain in terms of INSTRUCTING.
1.3 Mean perception on the extent of instructional approaches of Teachers
respondent's on COGNITIVE domain in terms of EVALUATING.
2.1 Mean perception on the extent of instructional approaches of Teachers
respondent's on AFFECTIVE DOMAIN in terms of RECEIVING.
2.2 Mean perception on the extent of instructional approach of Teachers
respondent's on AFFECTIVE DOMAIN in terms of RESPONDING.
2.3 Mean perception on the extent of instructional approach of
teachers respondent's on AFFECTIVE DOMAIN in terms of Valuing.
teachers respondent's on PSYCHOMOTOR DOMAIN in terms of PHYSICAL
ABILITIES.
teachers respondent's on PSYCHOMOTOR DOMAIN in terms of SKILLED
MOVEMENTS.
teachers respondent's on PSYCHOMOTOR DOMAIN in terms of
NON DISCRUSIVE COMMUNICATION.
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teachers respondent's on SOCIAL DOMAIN in terms of LEADERSHIP.
teachers respondent's on SOCIAL DOMAIN in terms of INSPIRATIONAL
THOUGHTS.
teachers respondent's on SOCIAL DOMAIN in terms of RESPONSIVENESS.
5.1 One way analysis of Variation (ANOVA) on the difference
in the extent of instructional approach of cognitive domain in
terms of planning, instructing and evaluating.
in the extent of instructional approach of affective domain in terms of
receiving, valuing and responding.
in the extent of instructional approach of psychomotor domain
in terms of physical abilities, skilled movements and non discursive
communication.
in the extent of instructional approach of social domain in
terms of leadership, inspirational thoughts and responsiveness.
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Chapter I
Introduction
The problem and its setting
A good teacher is like a candle it consumes itself to light the way for others. (Dennis Callahan
2011)
Usually, talking about the learning's of students, will depends on the teachers, on their teaching
styles and strategies to ensure the students learning and capability to absorb information. Even
though students should do their parts to improve their competency in most of the aspect of life
as form of self study or experience as for better improvements. Teachers brings most of their
time and life spent in their profession, in sometimes teachers surpassing with their limitations
of being an instructors. Teachers or even Instructor's is said to be the foundations of learners in
achieving of step by step improvements and as also an stepping stone to be competent and
productive as whole person. "In those few months, professors have the opportunity to influence
their students. Some professors will leave a lasting impression that can be either positive or
negative, while others wont be remembered at all. Nobody wants to get stuck with a bad
professor. Its always important for students to be responsible in order to perform well in
school, but theres only so much a student can do on their own. I ve had a few teachers who
were extraordinary. They changed my life and inspired me in ways I can hardly put into words.
The dedication these professors showed for their students went above and beyond my
expectations, and the knowledge they shared shaped me into the person I am today"
(Chowdhury 2014).
On the instructional and or teaching strategies by the teachers, focusing not only in mind set of
the students but also in kenistetic movements together with the balance control with social and
emotional or feelings concern. There should be a balance attention for those mentioned aspect
for a better learning's of student's. A social life for students showcasing must still be there as it
may developed and shaped a better students. Being critical in judgement of a certain things
which will improve minds, being pair for every learner's to feel they are equal. Those things will
be the representation of learning domains. "There are three main domains of learning and all
teachers should know about them and use them to construct lessons. These domains are
cognitive (thinking), affective (emotion/feeling), and psychomotor (physical/kinesthetic)"
(Wilson 2012). With the used of three main learning domains teachers teachers are more
capable to attempt the construction of holistic lesson for the students. There must be another
elements in learnings which will have more improve for the learners and teachers. The
rsearcher do prefer having the social element being drawn as a learning domain in its own right,
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even though this can be hugely context dependent). Additionally
DROWNINGINTHESHALLOW.com (2015) also added that "Learning in these four domains can
contribute to the development of the whole child. More holistic approach are expected and
much improve for having different elements in creating materials as tool for students learning's.
The social domain would include leadership, working with peers, treating others
with sensitivity, playing by the rules and communication."
As such teaching is more effective and students learning is enhanced when (a)
instructors/teachers articulate and utilizes four learning domains as balance for this aspect of
learnings of students. A1 used of mind practically before during and after every meetings with
students as for planning, conducting and assesing topics that may ensure students learning's
(cognitive domain). A2 "the affective domain would be motivation, confidence, self-esteem and
engagement" (DROWNINGINTHESHALLOW 2015) in this area porfuse is that validation and
acceptance then improve of students capability for performances as improve of self confidence.
A3 "The physical or psychomotor domain would include physical competency, fundamental
motor skills, health and skill related fitness, technique and psychomotor skills" to acquired by
the students for balancing with mind competency. Lastly a4 social life is important "students
who successfully integrate social activities into their lives usually have an easier time with
academics, according to the University of New South Wales" (Miller 2018).
In addition Almoneda (2014), in his master's thesis entitled "Insttructional Approach of Grade 7
Mapeh Teachers in Teaching Arnis in Division of calapan City" mentioned that "as such teaching
is more effective and student learning is enhanced when (a) we, as instructors, articulate a clear
set of learning objectives (e.g., the knowledge and skills that we expect students to
demonstrate by the end of a course); (b) the instructional activities (e.g., case studies, labs,
discussions, readings) support these learning objectives by providing goal oriented practice; and
(c) these assesments (e.g., tests, papers, problem sets, performances) provide opportunities for
students to demonstrate and practice the knowledge and skills articulated in the objectives, and
for instructors to offer targeted feedback that can guide further learnings."
Teachers are assigned to spread knowledge to the students for having practice and expertise on
the feild they have been chosen. To ensure that all students retain the maximum amount of
information out of a lesson, it is important to try and combines many different teaching styles if
possible.Instead of just asking the content of module, explaining the topic, or have a instruc to
write the whole topic, utilizes different strategies for better learnings of the students. It is
necessary to relay on different teaching style right every session forming of different strategies
students may don't he bored. In choosing many different teaching style it is important to have
the effective decision making to appropriately apply the most fitting styles for the moment
discussion. This is for the reason that every persons learnes in different ways therefore it is most
effective to teach them using many different method and using diverse strategies. "Additionally
discipline really needed approaches that will also cater to the different learning styles of the
learners. Lastly, it is important to look at ourselves and how we learn. Often how we learn best
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is how we naturally teach. This is even truer for the newer teachers who have not had as much
experience to develop a complete teaching style" (Dela Torre 2013).
Being motivated of every movement are doing is a best way for the success of a certain task.
Additionally DROWNINGINTHESHALLOW.com 2015 added that "Personally I agree
wholeheartedly with motivation and effort. They are key to ensuring our students are the best
they can be. Without them in our subject there is very little chance of progress and learning.
Without them there is very little chance our students will stay fit and healthy for life. If a teacher
can create an environment where students are motivated and put in effort, then there is a very
good chance of success (that being for me some form of improvement). Motivating a child,
especially in a subject like PE can be problematic, and should be a area of real thought and
development for us as practitioners. This I would imagine is why many teachers, myself
included, would instinctively think of our best students as intrinsically motivated. It makes
them very easy to teach as they engage in everything and anything we deliver for them."
In students learnings different aspect of life specially being critical thinker may develop and
more improve as well. Talking about studies it also pertains to social life as because starts
from schools students train for the socialization on their groupings and reportings they become
socially aware.For more improve "it is important for children to learn socialization skills in
school and at home. Children are naturally egocentric, thinking of themselves as the center of
their world, at birth. It takes development and training to teach children to think of others as
well as themselves. This tendency is not negative, and is inborn in all human beings. However,
for children to operate successfully in society, they must learn to interact with others in a
healthy, positive, and productive manner. In order to prepare children to be successful in adults,
it is crucial that we as adults encourage social interaction, monitor social skills, and teach
healthy ways to interact with other children and with adults. Socialization skills are important
not only in school but in all of adult life as well" (Yoe 2016).
Posinasetti (2015) states "that a great method that utilizes learning skills which are
predominantly related to emotional (affective) processes. It utilizes behaviors of awareness,
interest, attention, concern, and responsibility, and ability to listen and respond in interactions
with others. Obviously in our penchant for evaluating student results as a basis for teacher s
quality we certainly will be missing the point. Affective domain will develop well rounded
students with broad abilities but they may not be immediately be visible in the form of test
scores. There should be a better mechanism for school evaluation instead of just student
scores." Here's another method that may ensure the learning's of the students.
The researcher try to address three (3) issues in the conduct of this study. First to validate the
use of four main learning domains fist the cognitive, affective, psychomotor and social domain
in facilitation of every class. Foremerly the students were needs to be well prepared and
equipped for the unprecedented globalization. While they are in school days teachers should
produce a better output of a skilled students. Secondly the proponent wishes to encourage and
or serve a better alternative for teachers to make the lesson in every class hours have more
effective and meaningful from interesting activities. lastly, to brighter the light future for the
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students which is encourage them to persue every complexities recordings to study. Every hard
things encountering has an alternative and easy ways to come up with it. In the recent time to
present and goes to future globalization arising therefore students should be well trained from
their specialization. They were facing much complex life that's why while they are in the schools
they must to learned every things needed and it will be impossible too if without the dedicated
determinates teachers who's mostly consumed their life in serving what they have learned for
the students. In the present times students were having different hindrances regardings to the
studies, but theres other alternative which may suite to their needs and teachers should provide
for it forti arise together with globalization.
Statement of the problem
The study generally aimed to determine the instructional approaches of teachers in Canubing
National High School.
Specifically, it sought to answers the following questions:
1). What is the extent instructional approaches of the respondents in cognitive domain in terms
of:
a. Planning
b. Instructing and
c. Evaluating?
2). What is the extent of instructional approaches of the respondents in affective domain in
terms of:
a. Reciaving
b. Responding and
c. Valuing?
3). what is the extent of instructional approaches of the respondents in psychomotor domain in
terms of:
a. Physical abilities
b. Skilled movements and
c. Non discursive communication
4). What is the extent of instructional approaches of the respondents in social domain in terms
of:
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a. leadership
b. Inspirational thoughts and
c. Responsiveness?
5). Is there's a significant difference on the extent of instructional approaches of the

respondents n cognitive domain in terms of planning, instructing and evaluating?

respondents in affective domain in terms of receiving, responding and valuing?

respondents in psychomotor domain in terms of physical abilities, skilled movements and non
discursive communication?

respondents in social domain in terms of leadership, inspirational thoughts and responsiveness?
Statement of the hypothesis
1). There is no significant difference on the extent of instructional approaches of the

respondents in cognitive domain in terms of planning, instructing and evaluating.
2). There's is no significant difference on the extent of instructional approaches of the

respondents in affective domain in terms of recieving, responding and valuing.

respondents in psychomotor domain in terms of physical abilities, skilled movements and non
discursive communication.

respondents in social domain in terms of leadership, inspirational thoughts and responsiveness.
Scope and limitation of the study
This study focused on the instrutional approach of the teachers in Canubing National High
School. It covers the selected teachers in CNHS to understand and find the value and strategies
when it comes on the instructional approach of teachers by the use of four main learning
domains. It was conducted during the second semester of sy 2017-2018.
Significance of the study
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The findings of this study would be a greate helps and value of the students, parents, teachers,
principal,head teachers, and future researchers.
To the principal
Findings of this study will provide an imperical in formation and opportunity to asses, improve
and sustain the good performance of teachers in providing information to the students, parents
and community. It could also serve as reference in formulating essential stratified to deliver high
quality instruction with focus on students discipline classroom management and instructional
supervision.
To the head teachers
The results if this study will provide San imperical information in the achievements of students
as sigh of a greater performance of their teachers. This is to serve as guide for policy makers and
implementation of rules and agreements to provide a very good output for the achievements.
This will be a very greate basis of what a teachers strategies being conducted that has a very
greater impact on the students progress.
To the teachers
This study could help the teachers know the value of instructional approach of the CNHS
teachers. Thia could serve as guide in improving instructions to satisfied the needs of students.
Likewise, teachers will realize that there are varied ways to improve the performance of the
students in class hour and encourage them to be innovated in planning relevant activities and
learning's experience and styles for their students as well as developing themselves when it
comes to values knowledge and skills.
To the students
This study could help the students to enjoy their study while developing different positive
attitude and tactics or strategies of being a greater students as individual personalities. Buses on
the core concept of sustainable development for life long learnings. They would have
opportunity to improve their skills whole developing positive characteristics in assuming
responsibility to learn more and develop their listening and speaking skills as they will be guided
for the teaching styles and strategies that they can relay on the flow of teaching of their
teachers.
To the parents
The parents would derive a significant values from this study because they could be guided that
they belongs to the important members in the promotion of students learnings and principles
while seing their children develop the eagerness on the study. They will be motivated to assume
responsibility in helping their children develop and shows their attention on studies, values in
assuming responsibility in the home, school and society as a whole.
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To the future researcher
They could make the use of the findings as their references in feeling analysis and interpretation
on the related variables and indicators that they may desire to study in the future. It could be a
possible source of their information needed for the progreasyof their study, it is a greate
opportunity for them to have a better accessible sources that will make clarity of specific
subject of research.
Definition of terms
Phsycomotor- refers to physical competency of a students not in related to a mind but body
awareness for the students learning's through physical movements not in related to mental
analysis or judgement. Cause students learning focused not only in mental ability but also in
physical activity as balance of mind and body as physical fitness.
Valuing- refers to accepting and valuing the beliefs of the students in the certain subjects. An
instances that sometimes studens having an opposite ideas of what a module contains
therefore the teachers giving the value and consideration of that ideas that the students
arguing.
Receiving- refers to the sensitivity to the something existence and awareness or willingness and
attention of something. It is the characteristics that the teachers should possed for having
effective strategies in teaching.
Responding- refers to the active attention to stimuli. The willingness to response or feeling of
satisfaction of what a students or learners gives accordance on their level of competencies and
his/her motivation to teach even they having misunderstanding.
Physical abilities- it was related to the used of endurance, flexibility, agility, strength, reaction on
response, balance and dexterity in applying the lesson on actual. It was learned usually during
P.E but may also learned from different subject areas that requires physical movements or even
an actual activities.
Skilled movements- objectives on this area refer to skills and movement that must be learned
for games, sport, dance performance or arts.
Non discursive communication- refers to the expressive movements through posture, facial
expression and or creative movements like those in mime or ballet. These movements refers to
interpretative movements that communicate meaning without aid of verbal commands or help.
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CONCEPTUAL MODEL
Learning domains
Extent of Extent of Extent of Extent of instructional

instructional instructional instructional approach of social
approach of approach of affective approach of domain in terms of:
cognitive domain in domain in terms of: psychomotor
terms of: domain in terms of:
a. leadership
a. Receiving
b. Inspirational
a. Planning a. physical abilities
b. Responding and thoughts and
b. Instructing and b. skilled
c. Valuing c. Responsiveness
movements and
c. Evaluating
c. non discursive
communication
Figure1 Hypothesized the difference between variables of the study.
As shown, the study determined the magnitude of differences between the
variables of the study.

Chapter II
Review of Related Literature and studues
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On this part of the study provides related literature and studies which supports the topics of the
study through related findings, conclusion, discussion, and also recommendation. On this part
sustained and reveal facts that support to the study.
Related Literature
"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 practice accordingly (Glickman
2015). Differences Among Learners
In addition, "effective instructors acknowledge the differences among learners. For example,
instructors have recognized that adults bring rich and divergent life experiences, are immersed
in various life roles, have preferred learning styles, seek learning experiences that are relevant
to their goals, and want practical solutions to problems and issues" (Knowles and Caffarella
2002). With the advent of "global classrooms" and the recognition that race, gender, class and
culture do make a difference, responding to learner differences has become even more
challenging.
Strategies determine the approach, a teacher may take to achieve learning objectives. Strategies
can be classed as "direct, indirect, interactive, experiential, or independent" (He if 2010). "The
direct instruction strategy is highly teacher- directed and is among the most commonly used.
This strategy includes methods such as 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 strategy also works well for introducing other
teaching methods, or actively involving students in knowledge construction. Inquiry, induction,
problem solving, decision making, and discovery are terms that are sometimes used
interchangeably to describe indirect instruction. In contrast to the direct instruction strategy,
indirect instruction is mainly student-centred, although the two strategies can complement
each other. Examples of indirect instruction methods include reflective discussion, concept
formation, concept attainment, cloze procedure, problem solving, and guided inquiry.
Interactive instruction relies heavily on discussion and sharing among participants. The
interactive instruction strategy allows for a range of groupings and interactive methods. These
may include total class discussions, small group discussions or projects, or student pairs or
triads working on assignments together. Experiential learning is inductive, learner centred, and
activity oriented. The emphasis in experiential learning is on the process of learning and not on
the product. Personalized reflection about an experience and the formulation of plans to apply
learnings to other contexts are critical factors in effective experiential learning. Experiential
learning greatly increases understanding and retention in comparison to methods that solely
involve listening, reading, or even viewing" (McNeil & Wiles, 1990).
Students are usually more motivated when they actively participate and teach one another by
describing what they are doing. "Independent study refers to the range of instructional methods
which are purposefully provided to foster the development of individual student initiative, self-
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reliance, and self- improvement. Independent study can also include learning in partnership
with another individual or as part of a small group. It is important that the instructor make sure
that learners have the necessary skills in order to accomplish the task. Independent study is
very flexible. It can be used as the major instructional strategy with the whole class, in
combination with other strategies, or it can be used with one or more individuals while another
strategy is used with the rest of the class" (Fie 2013).
Learning can generally be categorized into three domains: "cognitive, affective, and
psychomotor. Within each domain are multiple levels of learning that progress from more basic,
surface-level learning to more complex, deeper-level learning. The level of learning we strive to
impact will vary across learning experiences depending on 1) the nature of the experience, 2)
the developmental levels of the participating students, and 3) the duration and intensity of the
experience" (Emporia State University 2018).
In utilizing of basic learning domains as used in teaching strategies in other words instructional
approach domain and psychomotor domain was defined by Damwah (2014) as "domain simply
means category. What is the Psychomotor Domain? The Psychomotor Domain is skill based and
refers to the learning of skills. Physical skills are the ability to move, act, or manually manipulate
the body to perform a physical movement. What is taxonomy? Taxonomy is a structure, a plan,
or a checklist to assist in planning training to cover each development stage of the learner s
growth. It is important that each stage is mastered before moving on to the next stage"
When using the Affective Domain as an organizing structure for teaching "the advanced
competencies, the learner outcome objectives are designed to address each training level
separately. In resident or fellow level training the faculty determines the target level. For
example, at the resident level for some subcompetencies the responding level may be
adequate, whereas for fellows, we might target the valuing level. Once the objectives have
been selected, the teaching and assessment techniques can be determined. Below are some
suggestions for teaching and assessing at each level of the Affective Domain. Receiving: At this
level, we expose the residents and fellows to the value. The types of techniques used at this
level are those that can create exposure and hopefully awareness of the issue or value and
might include use of a video clip, story or anecdote, learner brainstorming, and independent
use of written or digital media" (Med 2014). Responding: At this level, the trainee must produce
some form of response (written, verbal or digital) that can be built into the instructional
process. Valuing: The trainee should demonstrate a voluntary expression of the value or
produce an action consistent with the value. Techniques that encourage movement.
Related Studies
Bali (2012) in her dissertation entitled "Approach to learning" found out that scaffolding and
careful planning are essential in inquiring based and problem based learning. Teachers leads
sufficient guidance and training in enacting constructivist learning models. It also emphasized
that aged and cultural related factor needed to be fully addressed in curriculum planning and
enactment. Cognitive, metacognitive social cognitive and affective development are those
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supporting factors that may help for enactment of the curriculum. Balanced content of
knowledge and skills should verify by the teachers, knowledge that is appropriate for high level
students should readjust to be meaningful for those lower level or not exceeding on its
limitation. As the knowledge and skills mentioned to be balance it was found out that it cannot
go without each other. In the study also found out that creating secure environment is very
important to students academic achievements and transition from lower to higher level of
competency. The performing strategies such as reducing competition and peer pressure by
adjusting the assessment format and providing academic support may facilitate the transition.
Maizhou (2011) on her study entitled " Learning styles and teaching styles in college English
teaching" concluded that experience is important for the students to learn new ways to begin in
play ways of thinking aspect and aspects of self which not previously developed. Having
mismatching can be or capable by the students whose teacher having sensitivity and
consideration for learners, those students have an experience may come up a solution for the
certain situation. Learning foreign language especially english without a guidance is similar to
sailling without a good map. Therefore teachers should verify be aware of learning style of the
students they can provide a good map to their students. It argues that teachers should now
teach a good english language for the students so that they can swim on the open sees to be
ready for the globalization process.
Obet et al (2014) on their studies entitled " Teachers motivational skills as strategy for
enhancing effectiveness in methods of teaching social studies education towards national
development in Nigeria" revealed that motivational skills is significantly influences the interest
of the interest of students in social studies. Social studies enhancing in learners necessary
attitude as value, knowledge as cognition and as psychomotor which it improves students. It
was also discussed that the teacher should be skilled in motivating their students towards
productive and responsive learners. Teachers should have to be involve in organize used of
subject matter, teaching tools and teaching materials to meet teaching objectives well. Giving
frequent early positive feedback and supports students beliefs that they can do well to ensure
opportunities for students success. It was also proven that motivated students are towards
"readiness" and towards success that can faced out. Value, knowledge and skill nescesary for
development of a students, which could refer to the three main learning domains knowledge as
cognitive, value as affective and skill as psychomotor domains which every students could get. It
was also revealed that motivational skills of teachers enhance and enabling social studies and
other related desciplines to arise for a student. While it recommended to adop constructivist
method in implementing school curriculum and it will ensure inculcation of adequate value
knowledge and skills.
He (2009) on his thesis entitled "Motivational Strategies; students and teachers perspective"
revealed that students and teachers had similar perception about the motivational strategies.
Presenting task properly, familiaries learners, proper teacher behavior, creating pleasant
classroom climate, promotes learners self confidence and recognized students effort strategies.
The result of the study showed that goal oriented motivation is effective teaching strategy for
students and teachers aware and fulfill of learners needs. The study also revealedand confirmed
motivational strategy is most effective from the learners point of view. Additionally the study
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find out that presenting task properly is more important than making task stimulating for
learners and even though task is not interesting to learners they will be willing to do or learn if
the task is given clear instruction and providing familiarity like giving back ground idea about a
certain topic. The result also provide a suggestion that teachers should provide understandable
instruction and sufficient cultural values of the target language to motivate learners. Another
findings conclude to suggest that teachers should establish a positive relationship with their
students especially with regards in providing supportive learning environment. Even though the
studies is limited to its respondents still it views a better understanding about the
comprehensive and motivated learners.
Shinn (1997) on his dissertation entitled "Teaching strategies their used and effectiveness as
perceived by teachers of agriculture: A national study" find out that the teachers should have
recognition about differences of each learners. Used variety of evaluation procedures is
nesesary, career guidance should be provided and teachers should set achievable objectives for
lesson. Demonstration, discussion, laboratories, projects, contest using real objects and
supervised experience were rated as the most uses teaching method and tools by teachers off
agricultural education. On the other side computer assisted instruction, distance program and
internet were not being used to the greater extent in agricultural classes because of limited
resource and possibly because of limited computers in that moment. It also find out that
secondary teachers in agriculture education needs more time to start class and based on the
study shinn recommended that teachers should also focused their teaching style or strategies
relay on computer or internet to change for better future.
Khndaghi (2011) on his study entitled "The effect of teachers teaching styles on students
adjustment" discussed and concluded that learning domain emotional, social and educational
are those pattern in which leads to more participation of students in every activities and
performances. It was also important that students interest and individual difference are showed
and teacher should assure this. It was concluded that much effective style is that teaching of
social life as it will shape and sharpen the students attitude and identity for tommorow. Even
though it was concluded the most effective still it was not nescesarily enough, for the reason
that every students especially their characteristics differ. The study also consider other effective
factor such as friends family and school authorities support and teaching social skill. It was
concluded that the positive relationship with those factors teachers support was not enough it
should have parents and peers. The researcher of this study recommends the following for
better school attendance as means of students good behavior in class first spending more time
in studying, avoiding problem behavior, higher school satisfaction, engagement, self efficacy and
better grades.
Guano (2010) on her study entitled "Affective learning in general education" concluded that
affective learning outcomes are essential components of 21st century university education. On
the discussion it proves that affective learning outcomes are more important for the success of
graduates and success of society than are many are many of the specific cognitive outcomes
which is emphasized in current programs. Therefore it was recommended on this study that
affective learning must be considered at both the courses and programs level. Then those
faculty and administration should be ready and prepare in the implementing of affective
20
learning, in the general education courses effort must be coordinated centrally. In the study in
the study it was discussed that because of globalization which is irrepressible affective learning
outcomes are increasingly indespensible outcomes of a university education. On the
implementation of affective learning's students should examine the relationship between codes
of ethics and individual ethical behavior which is ethics isn't a classroom or a random scenario
but something that is part of a students like a character.
Chapter III
MOTHODOLOGY
This chapter presents the methods used in the study. This includes the research design,
research locale, respondents of the study, instruments used, data gathering procedure,
sampling techniques, statistical tool, statistical treatment of data and results and discussion.
Research design
This study used the quantitative design.

Quantitative design is used for formal, objective, systematic process for obtaining
quantifiable information about the word it is presented in numerical form, and analyze
through the use of statistics. It is used to describe and to test relationship and concern
with numbers, statistics, and the relationships between events/numbers. The researcher
used questionnaire to the selected respondents to gathered information concerning the
differences between used of cognitive, affective, psychomotor, and social domain of
teachers in their teaching styles.
On this research employed the descriptive comparative method of research which aimed to
determine the instructional approach of teachers in CNHS.
According to Calmorin (2017) "descriptive comparative method is a design where the researcher
considers two (2) or four (4) variables and established formal procedure to compare and
conclude that one is better than others.
Research locale
21
The study was conducted in public secondary school of Calapan City namely Canubing National
High School. The study were conducted to the selected therty (30) teachers to make the study
effective and and reliable.
Instrument used
A set of self-constructed test was the instrument used in this study. The items were composed
of four (4) parts. Part I dealt on the extent of cognitive domain as teaching styles with five (5)
items pee indicators; part II dealt on the extent of affective domain as teaching strategies with
five (5) items per indicators; part III dealt on the psychomotor domain as teaching styles with
five (5) items per indicators and part four (4) dealt on the extent of social domain as teaching
strategies with five (5) items per indicators.
Respondents of the study
The respondents of the study were thirty (30) selected teachers in Canubing National High
School. They were selected based on the scope of the study, they were also chosen through the
sampling technique uses which is purposefulpurposefu random sampling. In able to have
reliable results of the study thirty respondents were selected randomly.
Data gathering procedure
The data collected were gather through step by step procedure. First the researcher finalize the
self made questions and ask the permission on principal to conduct the study on the selected
thirty (30) teachers in CNHS. After the permit were signed by the principal the researcher
personally administered the questionnaire to the respondents to ensure that all items were
clear on the respondents. Lastly the retrieval of the questionnaire was done.
Sampling techniques
The respondents of the study were chosen through purposeful random sampling were in
selection process of sampling was based on first discussion on qualitative research. Purposeful
random sampling adds credibility to sample when the potential purposeful sample is large. This
reduces judgement with a purposeful category, because the cases/respondents picked
randomly. It reduces the numbers of respondents up to the exact numbers needed.
Statistical Tool
The researcher used the Anova treatment data
Anova means analysis of variance. It is used to separate the total variation in a
set of data into two or more components. The source of variation is identified so that
one can see its influence on the total variation. It is also used to compare means where
there are three or more.
22
Anova is used to analyze the data from experiments. The purposes are for
estimating and testing hypotheses about population variances and population means.
There are several types of experiments and techniques which utilize anova. These
include one-way anova, two-way anova and multiple anova, which come from
experiments employing the completely randomized design, randomized complete block
design, repeated measures design or factorial experiment design.
Scoring and quantifiable of data

The extent of instructional approach of cognitive, affective, psychomotor and social
domain were described using the scale with its statistical limits as follow.
Table A Scale used for each part of the questionnaire

Numerical Scale Statistical LimitVerbal Interpretation
5 4.51-5 Very High Extent
4 3.51-4.5 High Extent
3 2.51-3.5 Moderate Extent
2 1.51-2.5 Low Extent
1 0-1.5 Very Low Extent
Statistical treatment of data

The data gathered was described, analyze and interpreted using descriptive statistics
such as percentage and man. For the testing of the hypothesized the study used
advance Quantitative analytical method such as One way Analysis of Variance
(ANOVA).
1. Mean formula
Where:
x= mean
∑x= total mean
n = total population
2. One Way Analysis Of Variance(ANOVA

Compute for the degree of freedom
Compute for the sum of squares
23
Compute for the mean squares
D. Compute for the F ratio
Where:
N= Sample Size
k= no. of column
X= observed value
n = number of rows
A= given factor or category
i= individual observation of cell
Chapter IV
Presentation, Analysis, and Interpretation of Data
This chapter presents, analyzes and interprets all the data gathered needed in
the study.
Table 1.1 mean perception on the extent of instructional approach of

teachers respondent's on cognitive domain in terms of planning.
Range Frequency Percentage Description
4.51-5 12 16.6667 Very High Extent
3.51-4.5 18 66.6667 High Extent
2.51-3.5 0 0 Moderate Extent
1.51-2.5 0 0 Low extent
0-1.5 0 0 Very Low Extent
30 100
Overall Mean: 4.36 Description: High Extent
24
Table 1.1 presents the mean perception of teachers respondent's on the extent of
instructional approach on the cognitive domain in terms of planning and its
corresponding description.
The overall mean was 4.36 describe as high extent. Twelve (12) out of thirty (30)
respondents got a mean ranging 4.51-5 describe as very high extent and have a
percentage of 16.67%. Eighteen (18) out of thirty (30) respondents got a mean ranging
3.51-4.5 describe as high extent and have a percentage of 66.67%. None of the
respondents got the mean ranging from 0 -1.5, 1.51-2.5 and 2.51-3.5 and have the
percentage of zero (0%). Describes as very low extent, low extent and moderate extent.
The findings implies that teachers utilize cognitive domain in terms of planning with
regards on their teaching strategies. It emphasized that they unsure preparedness
before the class hour starts, preparing of materials needed, gather more supporting
information, addressing of possible complexities about the subject and creation of its
possible solution.

teachers respondent's on cognitive domain in terms of instructing.
3.51-4.5 19 66.3333 High Extent
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the cognitive domain in terms of instructing and its
The overall mean was 4.42 describe as high extent. Eleven (11) out of thirty (30)
percentage of 36.67%. nineteen (19) out of thirty (30) respondents got a mean
ranging 3.51-4.5 describe as high extent and have a percentage of 66.33%.
None of the respondents got the mean ranging from 0 -1.5, 1.51-2.5 and 2.51-
3.5 and have the percentage of zero (0%). Describes as very low extent, low
extent and moderate extent, the over all mean much higher than the first one. As
shown, the findings implies that teachers respondent's instructing their students
25
effectively through communicating in effective ways, ensuring the clarity of their
instructions and every details stated. The findings was based on the items in the
questionaire which answered by its respondents.

teachers respondent's on cognitive domain in terms of evaluating.
3.51-4.5 12 40 High Extent
2.51-3.5 2 6.6667 Moderate Extent
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the cognitive domain in terms of evaluating and its
The overall mean was 4.49 describe as high extent. sixteeb (16) out of thirty (30)
percentage of 36.67%. twelve (12) out of thirty (30) respondents got a mean
ranging 3.51-4.5 describe as high extent and have a percentage of 66.33%. Two
(2) out of thirty (30) respondents got a mean ranging 2.51-3.5 describe as
moderate extent. None of the respondents got the mean ranging from 0 -1.5 and
1.51-2.5 and have the percentage of zero (0%). Describes as very low extent and
low extent, the over all mean has the most and higher mean of all indicators. It
implies that evaluating has the most significant tools used by the respondents
they have creating a very good evaluation. As item 1 shows in the questionnaire
evaluation done "transparent" to the students avoidance of "offensive words"
instead "encourage studence" in performing well. Their answers shows a
respective manner in coomunicating along their students, it emphasized that this
was the most styles they utilize in teaching.

teachers respondent's on AFFECTIVE DOMAIN in terms of RECEIVING.
26
3.51-4.5 20 66.6667 High Extent
2.51-3.5 0 0 Moderate extent
1.51-2.5 0 0 Low Extent
0-1.5 0 0 Very low Extent
30 100
instructional approach on the affective domain in terms of receiving and its
The overall mean was 4.4 describe as high extent. Ten (10) out of thirty (30)
percentage of 33.33%. Twenty (20) out of thirty (30) respondents got a mean ranging
percentage of zero (0%) describes as very low extent, low extent and moderate extent.
Over all in the questionnaire it implies that the "awareness" of the teachers should
always there, preparing in a discussion is just be aware of students level of competency.
Being aware can be a greate factor on the improvements of students literacy, on the
process it could be first be aware of students level of performances then "adjust"
depend on tge students as it was emphasized in the survey questions. Apparently it got
a mean of five (5) which emphasize as very high extent which shows as essential
components of teaching.

teachers respondent's on AFFECTIVE DOMAIN in terms of Responding.
3.51-4.5 12 40 High Extent
1.51-2.5 0 0 Low extent
27
30 100
instructional approach on the affective domain in terms of responding and its
The overall mean was 4.49 describe as high extent. Sixteen (16) out of thirty (30)
percentage of 53.33%. twelve (12) out of thirty (30) respondents got a mean ranging
3.51-4.5 describe as high extent and have a percentage of 40%. Two (2) out of thirty
(30) respondents got the mean ranging from 2.51-3.5describe as moderate extent and
have the percentage of 6.67%. None of the respondents got the mean ranging from 0
-1.5 and 1.51-2.5 and have the percentage of zero (0%) describes as very low extent
and low extent. As the item number three (3) in the set of questionnaire shows the
"willingness" to communicate effectively among the students with regards to their
"curiosity" which arise during the discussion. It emphasized the important of willingness
to response about the students curiosity, this findings was based on the computed
mean which indicates the importance of responding.
Table 2.3 mean perception on the extent of instructional approach of teachers

respondent's on AFFECTIVE DOMAIN in terms of Valuing.
3.51-4.5 19 63.3333 High Extent
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the affective domain in terms of valuing and its corresponding
description.
28
The overall mean was 4.43 describe as high extent. Eleven (11) out of thirty (30)
percentage of 36.67%. Nineteen (19) out of thirty (30) respondents got a mean ranging
On the item 1-3 in the questionnaire shows "positivity" "consideration" "encouragement"
" acceptance" of students performances, this value got the mean of 4.43 which implies
high extent of utilization of value/positive traits. This findings show's the important of a
good attitude in teaching as strategies in acquiring of students success and
improvements.

respondent's on PSYCHOMOTOR DOMAIN in terms of PHYSICAL ABILITIES.
3.51-4.5 22 73.3333 High Extent
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the psychomotor domain in terms of physical abilities and its
The overall mean was 4.44 describe as high extent. Eight (8) out of thirty (30)
percentage of 26.67%. Twenty two (22) out of thirty (30) respondents got a mean
ranging 3.51-4.5 describe as high extent and have a percentage of 73.33%. None of the
This findings shows the extent of physical abilities, "expertise" about the subjects
handle is showed "wise decisions" also indicated which emphasized the essence in
strategic teaching according to its mean describe as high extent.
29
respondent's on PSYCHOMOTOR DOMAIN in terms of SKILLED MOVEMENTS.
3.51-4.5 22 73.3333 High Extent
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the psychomotor domain in terms of skilled movements and
its corresponding description.
The overall mean was 4.44 describe as high extent. Eight (8) out of thirty (30)
percentage of 26.67%. Twenty two (22) out of thirty (30) respondents got a mean
On the skilled movements, having the same results with physical abilities in
psychomotor domain, the indicators focused on the "strategic innovative" that will result
on the students proficiency and based on the result has a mean of 4.44 indicates as
high extent. The findings also indicates from the questionnaire the "insuring" that
students used creative minds and critical thinking abilities which got a good results and
implies as good strategic ways of teaching.

respondent's on PSYCHOMOTOR DOMAIN in terms of NON DISCRUSIVE
COMMUNICATION.
4.51-5 9 30 Very High Extent
3.51-4.5 21 70 High Extebt
30
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the psychomotor domain in terms of non discursive
communication and its corresponding description.
The overall mean was 4.44 describe as high extent. Nine (9) out of thirty (30)
percentage of 30%. Twenty one (21) out of thirty (30) respondents got a mean ranging
The indicator focused on "insuring"that students will follow on the instruction without the
aimed of words instead through body gesture, expression and other without verbal
used. The purpose is to "insure"the effective communication and discipline of students
arise through a simple gesture students will follow. Apparently the results finds as high
extent which mean the utilize of this indicators.

respondent's on SOCIAL DOMAIN in terms of LEADERSHIP.
3.51-4.5 12 40 High Extent
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the psychomotor domain in terms of non discursive
communication and its corresponding description.
31
The overall mean was 4.44 describe as high extent. Sixteen (16) out of thirty (30)
percentage of 53.33%. Twelve (12) out of thirty (30) respondents got a mean ranging
3.51-4.5 describe as high extent and have a percentage of 40%. Two(2) out of thirty
(30) respondentsgot a mean ranging 2.51-3.5 describe as moderate extent. None of the
respondents got the mean ranging from 0 -1.5 and 1.51-2.5 and have the percentage of
zero 0% describe as very low extent and low extent. The item focused on providing a
"group performances" indicated in the questionnaire, in the students learning's
socializing is important through group performances which proves in the findings based
on the over all mean of 4.17 even it got the lowest mean still it was counted on high
extent.

respondent's on SOCIAL DOMAIN in terms of INSPIRATIONAL THOUGHTS.
3.51-4.5 23 76.6667 High Extent
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the psychomotor domain in terms of inspirational thoughts
and its corresponding description.
The overall mean was 4.21 describe as high extent. Seven (7) out of thirty (30)
percentage of 23.33%. Twenty three (23) out of thirty (30) respondents got a mean
percentage of zero 0% describe as very low extent and low extent.

respondent's on SOCIAL DOMAIN in terms of RESPONSIVENESS.
32
3.51-4.5 23 76.6667 High Extent
1.51-2.5 0 0 Low Extent
30 100
instructional approach on the psychomotor domain in terms of iresponsiveness and its
The overall mean was 4.31 describe as high extent. Seven (7) out of thirty (30)
percentage of 23.33%. Twenty three (23) out of thirty (30) respondents got a mean
percentage of zero 0% describe as very low extent and low extent. The findings shows
the importance of "feed backing" a clear and systematic response for the students. It
was emphasized on the questionnaire and finds the over all mean 4.31 which
described as high extent.
Table 5.1 one way analysis of Variation (ANOVA) on the difference in the extent of
instructional approach of cognitive domain in terms of planning, instructing and
evaluating.
ANOVA
Source of
Variation SS df MS F F crit
Result
Not
Between Groups 0.240889 2 0.120444 0.628418 3.101296 Significant
Within Groups 16.67467 87 0.191663
Total 16.91556 89
Table 5 presents the result on the mean differences on the extent of instructional approach on
cognitive domain in terms of planning, instructing and evaluating by the teachers respondents.
33
Since the computed F-value of 0.63 failed to exceed the F-critical value of 3.10 using degrees of
freedom (2, 87), the compared variables implies that there is no significant difference on the
extent of instructional approach of cognitive domain in terms of planning, instructing and
evaluating. The findings signify that there is no significant difference between its indicators and
the null hypothesis is accepted.
instructional approach of affective domain in terms of receiving, valuing and
responding.
ANOVA
Source of Variation SS df MS F F crit
Results
Not
Between Groups 0.018667 2 0.009333 0.060483 3.101296 Significant
Within Groups 13.42533 87 0.154314
Total 13.444 89
Table 5.2 presents the result on the mean differences on the extent of instructional approach on
affective domain in terms of receiving, responding and valuing by the teachers respondents.
extent of instructional approach of affective domain in terms of receiving, responding and
valuing. The findings signify that there is no significant difference between its indicators and the
null hypothesis is accepted.
instructional approach of psychomotor domain in terms of physical abilities,
skilled movements and non discursive communication.
ANOVA
Results
Not
Between Groups 0.1235562 0.061778 0.285846 3.101296 Significant
Within Groups 18.8026787 0.216123
Total 18.9262289
psychomotor domain in terms of physical abilities, skilled movements and non discursive
communication by the teachers respondents.
34
extent of instructional approach of psychomotor domain in terms of physical abilities, skilled
movements and non discursive communication. The findings signify that there is no significant
difference between its indicators and the null hypothesis is accepted.
instructional approach of social domain in terms of leadership, inspirational
thoughts and responsiveness.
ANOVA
Results
Not
Between Groups 0.2179312 0.108966 0.429403 3.105157 Significant
Within Groups 21.3158684 0.25376
Total 21.5337986
social domain in terms of leadership, inspirational thoughts and responsiveness by the teachers
respondents.
extent of instructional approach of social domain in terms of leadership, inspirational thoughts
and responsiveness. The findings signify that there is no significant difference between its
indicators and the null hypothesis is accepted.
Over all discussion
Analysis of mean for each indicators of all variables in the tables
Based on the collected data in the table no.1.1 of the study, the extent of
instructional approach on cognitive domain it terms of planning has the average mean
of 4.36 decribe as high extent. The findings implies that teachers respondents are often
used the planning in preparation for class discussion. It emphasized that planning has
the impact on the students, it could be benefits the students as well as teachers in a
good discussion. Based on the computed mean it emphasized as often used and a
useful strategies for teaching.
Based on the collected data in the table no.1.2 of the study, the extent of instructional
approach on cognitive domain it terms of instructing has the average mean of 4.42
decribe as high extent. As shown, the findings implies that teachers respondent's
35
instructing their students often as the uses of instructional approach. It means of
effective used as strategies for teaching.
Based on the collected data in the table no.1.3 of the study, the extent of instructional
approach on cognitive domain it terms of evaluating has the average mean of 4.49
decribe as high extent and has the highest mean of all indicators. The findings implies
that evaluating is a useful strategies of teachers. It become effective styles as it got the
highest mean of all indicators which means as oftenly used.
Based on the collected data in the table no. 2.1 of the study, the extent of instructional
approach on affective domain in terms of receiving has the average mean of 4.44
describe as high extent. The findings implies the useful of receiving method, it means
the importance of adjustment on the level of proficiency of the students and acceptance
of students efforts in every class session. Receiving pertains to this two aspect of
teaching styles of which validates the effort of the students as the used of affective
domains.
approach on affective domain in terms of responding has the average mean of 4.49
describe as high extent and also got the highest mean of all indicators. It implies that
responding become the useful strategies wherein responses was describes as the
essential ways of instructional approach. Right after the discussion a studets arise the
curiosity about the subject takled. It become important of providing feedback or
response on their curiosity wherein it finds based on the computed mean.
approach on affective domain in terms of valuing has the average mean of 4.43
describe as high extent. The findings implies that valuing is useful as a teaching method
due to its impact on providing a good knowledge through affective domain. Teachers
respondents shows that they are valuing their students in a way that they encourage,
shows "positivity" "consideration" " acceptance" regardings to the students
performances, this was indicated on the question and proves through the computed
mean.
approach on psychomotor domain in terms of physical abilities has the average mean of
4.44 describe as high extent. The findings implies the used of physical abilities which
pertains to the expertise on teaching their specialized subject effectively. Through the
mean which desribe as high extent it shows the effectiveness of this method.
approach on psychomotor domain in terms of skilled movements has the average mean
of 4.44 describe as high extent. The finding implies that teachers respondent's shows
skilled on the performance level. This emphasized the students assurance of learnings,
36
as indicated "insuring" of knowledge will gain, utilize of creative mind and critical
thinking through a new and improve strategies used by the teachers respondent's.
approach on psychomotor domain in terms of nondiscursive communication has the
average mean of 4.44 describe as high extent. The indicator focused on "insuring"that
students will follow on the instruction without the aimed of words instead through body
gesture, expression and other without verbal used. The purpose is to "insure"the
effective communication and discipline of students arise through a simple gesture,
students will follow. Apparently the results finds as high extent which mean the useful
and effective.
approach on social domain in terms of leadership has the average mean of 4.17
describe as high extent. It got the lowest mean of all the indicators still it was often or
high extent, finding implies the used of this method which boosting of social skills of
students. This was just the important aspect that each should learn and develop, as the
finding emphasize weak used of this strategies out of all indicators.
approach on social domain in terms of inspirational thoughts has the average mean of
4.21 describe as high extent. The finding implies that inspiring students was not much
used as it has a low mean that others but still it was high extent. The findings shows the
importance of "encouraging" the students to be active participants of every group
performances and the act of "reminding" to maintain and improve their level of
performances. This was indicated on the questionnaire and got the accepted results.
approach on social domain in terms of responsiveness has the average mean of 4.31
describe as high extent. The findings shows the importance of "feed backing" and a
clear and systematic response for the students. It was emphasized on the questionnaire
and finds the over all mean of 4.31 which described as high extent in other scale it
shows as often used it could be, a useful as teaching strategies.
Compared analysis between indicators of each variables
On the computed data in table no. 5.1 on the extent of instructional approach on cognitive
domain in terms of planning, instructing and evaluating, F-value is 0.63 wherein it failed to
exceed the F-critical value of 3.10 using degrees of freedom of (2, 87). The compared indicators
implies that there is no significant difference and the null hypothesis is accepted. The
application of planning, instructing and evaluating are valuable to the teachers respondents
because none on the class discussion become successful and effective without the aimed of one
and others. This was not only how you utilizes each, but how much you used that matters and
the sequential use must be acquired for most effective play.
37
On the computed data in table no. 5.2 on the extent of instructional approach on affective
domain in terms of receiving, responding and valuing, F-value is 0.06 wherein it failed to exceed
the F-critical value of 3.10 using degrees of freedom of (2, 87). The compared indicators implies
that there is no significant difference and the null hypothesis is accepted. The used of receiving,
responding and valuing are meaningful to the teachers respondent's this was aplicable to many;
yet there still some who are not quite favor or not be as special or significant to them, still
mostly they have the used of values.
On the computed data in table no. 5.3 on the extent of instructional approach on psychomotor
domain in terms of physical abilities, skilled movements and non discursive communication, F-
value is 0.29 wherein it failed to exceed the F-critical value of 3.10 using degrees of freedom of
(2, 87). The compared indicators implies that there is no significant difference and the null
hypothesis is accepted. The findings further emphasize the importance of each indicators as
mean of, "expertise" and "stratigic illustration" for the intended subject.
On the computed data in table no. 5.2 on the extent of instructional approach on social domain
in terms of leadership, inspirational thoughts and responsiveness, F-value is 0.43 wherein it
failed to exceed the F-critical value of 3.11 using degrees of freedom of (2, 84). The compared
indicators implies that there is no significant difference and the null hypothesis is accepted. The
finding implies slight essence of variables this could be because they were not much favor on it
but still accepted.
Chapter V
Summary of Discussion, Conclusion and recommendation.
This chapter presents the summary of findings, conclusions and recomendations drawn by the
researcher after the study was conducted
38
Summary of findings
1. Extent on the instructional approach of cognitive domain
1.1 planning
The over all mean got 4.36 describe as high extent. This implies that planning was a useful
strategies and could benefits both students and teachers discussions. Preparation of all things
needed in the discussion is that preparedness that benefits both learners and teachers.
1.2 instructing
The over all mean got 4.42 describe as high extent. This implies that instructing was much
useful strategies as mean of teachers respondent's has an effective used of this strategies.
Instructing become effective with the aims of ensuring the clarity of every details for the
instructions.
1.3 evaluating
The over all mean got 4.49 describe as high extent. This implies that evaluating has the most
often and useful strategies of learning domains. Teachers respondent's have an effective ways of
evaluation which is transparent towards students, avoids of offesive words but used of words of
encouragement.
2. Extent of instructional approach of affective domain
2.1 receiving
The over all mean got 4.44 describe as high extent. This implies the way for the students to
follow the level of teaching styles is awareness on the students level of competency tgen
adjustment down to their literacy level. On this strategies students can understand and improbe
their skill and kowledge than complex ways.
2.2 responding
The over all mean got 4.49 describe as high extent and got the highest mean of all. This implies
the useful of responding towards students. Willingness to respond with regards to the curiosity
of students about the study indicates as high important on the findings.
2.3 valuing
The over all mean got 4.43 describe as high extent. This implies the importance of showing
positivity" "consideration" "words of encouragement" and " acceptance" of students level
of competency and valuing of their efforts.
39
3. Extent of instructional of psychomotor domain
3.1 physical abilities
The over all mean got 4.44 describe as high extent. This implies through physical abilities which
pertains to expertise on the intended subject is useful. This could be through showing expertise,
students proves on their mind the correctness of topics then they become encouraged of
learnings.
3.2 skilled movements
The over all mean got 4.44 describe as high extent. This emphasized the students assurance
of learnings, as indicated "insuring" of knowledge will gain, utilize of creative mind and
critical thinking through a new and improve strategies used by the teachers
respondent's. This closely indicated that respondents insuring that learners will used
their mind and creativity.
3.3 non discursive communication

The over all mean got 4.44 describe as high extent. This implies without the aimed of
words students will follow, as simple gesture which will be symbolic to the students as
instruction.
4. Extent of instructional approach of social domain
4.1 Leadership
The over all mean got 4.17 describe as high extent and got the lowest mean of all, still classified
as high extent. This implies respondents used this method which boosting social skills and
leadership of students through socializing. With the aimed of different group perfomances and
activities which become important. As shown it was not much useful compared to others but
still it was high extent.
4.2 inspirational thoughts

The over all mean got 4.21 describe as high extent. This implies the useful of inspiring and
reminding their learners in maintaining their good performances. This was much useful than
leadership who got lowest mean.
4.3 responsiveness
The over all mean got 4.31 descirbe as high extent. This shows the importance of "feed
backing" and a useful of clear and systematic response. Intead of having more logical
invented words which not actually related to the subject it was necessary to put it in
direct and organized feedback/response.
40
5. Extent of instructional approach on cognitive domain in terms of panning, instructing and
evaluating.
The computed F-value of 0.63 failed to exceed the critical F-value of 3.10 using degrees of
freedom (2, 87). Means there is no significant difference on the extent of instructional approach
on cognitive domain in terms of planning, instructing and evaluating.
6. Extent of instructional aproach on affective domain in terms of receiving, responding and

valuing
The computed F-value of 0.06 failed to exceed the critical F-value of 3.10 using degrees of
freedom (2, 87). Means there is no significant difference on the extent of instructional
approach on affective domain in terms of receiving, responding and valuing.
7. Extent of instructional approach of psychomotor domain in terms of physical abilities, skilled

movements and non discursive communiction.
There is no significant difference on the extent of instructional approach on psychomotor

domain in terms of physical abilities, skilled movements and non discursive communication by
the computed F-value of 0.29 failed to exceed on the critical F-value of 3.10 using degrees of
freedom (2, 87) .
8 Extent of instructional approach of social domain in terms of leadership, inspirational

thoughts and responsiveness.
There is no significant difference on the extent of instructional approach on social domain in

terms of leadership, inspirational thoughts and responsiveness by the computed F-value of 0.43
failed to exceed on the critical F-value of 3.11 using degrees of freedom (2, 84).
Conclusions
Based on the findings of the study, the following conclusions are drawn:
1. The teachers respondent's emphasized the useful of cognitive domain through planning,
instructing and evaluating. Planning by preparing all needed materials in discussion, instructing
by stating every detail of instructions clear, and evaluating by doing it transparent on the
students by the used of non offensive words instead the words of encouragement. Respondents
has the effective and sequential used of this strategies.
2. The teachers respondents shows the useful of affective domain through receiving, responding
and valuing. The useful method on which the affection on their students through the
awareness on the students level of competency to adjust then shows willingness to response on
41
the students curiosity on the subjects. The most important is valuing of the students efforts and
showing positivity that students will encourage.
3. The teachers respondent's emphasized the useful of psychomotor domains through physical
abilities, skilled movements and non discursive communication. As shown the used of physical
abilities through depicting of expertise on intended subject through this students are highly
encourage and learned. Skilled movements through insuring that the students use creative
minds and critical thinking by different exercises or activities. The used of symbolic gesture that
will automatically instruct learners.
4.The teachers respondent's shows slight useful for having lowest mean of symbolic social
domain through leaderahip, inspirational thoughts and responsiveness. As indicated leadership
got the lowest mean but still high extent this implies teachers was not much favor on leadership
wherein social skills may develop, it could be because inside and outside students learn to
socialize. The useful of inspiring and reminding students in their learning outcomes of good
performance must be and responsiveness which mean of systematic feed backing on students.
5. The extent of instructional approach of cognitive domain in terms of planning, instructing and
evaluating styles being used by the teachers shows no significant difference for the reason that
it was all valuable and useful for the respondents. The sequential practice of this three maybe
effective, yet it was depending on how students absorb the information or how they perform.
6. The extent of instructional approach of affective domain in terms of receiving, responding

and valuing styles being used by the teachers shows no significant difference for the reason that
it was all valuable and useful for the respondents. The affection towards the students indicates
as essential for the students learning's. The used of receiving, responding and valuing are
meaningful to the teachers respondent's this was aplicable to many; yet there still some who
are not quite favor or not be as special or significant to them, still mostly they have the used of
values.
7. The extent of instructional approach of psychomotor domain in terms of physical abilities,

skilled movements and non discursive communication styles being used by the teachers
respondent's shows no significant difference for the reason that it was all valuable and useful
for the respondents. It shows the importance of teaching on using their creative and critical
mindset.
42
8. The extent of instructional approach of social domain in terms of leadership, inspirational
thoughts and responsiveness styles being used by the teachers respondent's shows no
significant difference .
Recommendations
In the light of the findings and conclusions, the following are the recommendations
1. Teachers should promote the better development of social skills of students. As it was
necessary for every in individual for everyday life which socializing among others was always
there.
2. Teachers should remember the domain of learnings, it may really help them providing a good
views and strategies on teaching.
3. Teachers must have the balance used of mind as cognitive,feellings as affective, movements
as psychomotor and social life. The balance implementation without favoring much on objective
or being subjective as much important. Teachers should have an equal treatment or utilization
of mind as cognition, heart or the affection and feelings as affective, activity movements
psychomotor movement as psychomotor and implementing of social life for students towards
their learning's effectively.
4. Teachers should promote the importance of adjustment on students competency, then

provide an alternative ways that may suite on students capabilities and improve them step by
step.
5. The School administrator should caution teachers on formulating necessary strategies and
strategic decision to attain high quality instructional for the students. They should have the
supervision on the effective strategies of teachers as according on how students learn.
6. Teachers should promote more experiential activity that may develop social skills for the
application of the concepts learned through presentation and creation of situations where the
student can employ what they have learned.
7. Parallel studies on instructional approaches on teaching through the used of four (4) learning
domains which is the used of cognitive, affective, psychomotor and social domain should be
conducted to validate he findings of this study.
Bibliography
online sources
43
http://www.lsunow.com/daily/student-success-depends-on-quality-teachers/article_c24b15f4-
5a61-11e4-ba3c-001a4bcf6878.html
http://learnstreaming.com/50-quotes-about-teaching/
http://teachinglearningresources.pbworks.com/w/page/19919560/Instructional
%20Approaches
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4719552/
https://www.emporia.edu/studentlife/learning-and-assessment/guide/domains.html
https://drowningintheshallow.wordpress.com/2015/06/13/4-domains-of-learning-in-physical-
education/
https://classroom.synonym.com/important-social-life-college-1432.html
http://school-age-children.yoexpert.com/physical-and-emotional-growth/why-is-it-important-
for-children-to-learn-socializ-1761.html#
https://www.researchgate.net/post/What_is_The_Affective_Domain_and_its_role_in_learning
https://thesecondprinciple.com/instructional-design/threedomainsoflearning/
http://journals.sagepub.com/doi/abs/10.1177/1088868310367640
Unpublished Master Thesis
Almoneda, Adrian M. (2014) Masters thesis entitled "Instructional Approach of Grade 7 Mapeh
Teachers in Teaching Arnis in The Decision of Calapan City"
44

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Schools Division of Calapan City

CANUBING NATIONAL HIGH SCHOOL

(Santiago V. Uriarte Memorial National High School)

SENIOR HIGH SCHOOL DEPARTMENT

This thesis entitled INTSRUCTIONAL APPROACHES OF TEACHERS IN CANUBING NATIONAL

Certified and approved by the panelists and chairman/adviser of the board

LOWELLA KAY D. MAGMANLAC, LPT

MA. KATRINA SANDRA A. MAGCAMIT, LPT, M.A.

Chairman / Thesis Adviser

Specifically, it sought to answer the following questions:

b. Skilled movements and

c. Non discursive communication

b. Inspirational thoughts and

Problem and its setting

Statement of the Problem

Statement of the Hypothesis

Scope and limitation of the study

Significance of the Study

REVIEW OF RELATED LITERATURE AND STUDIES

Respondents of the Study

Data Gathering Procedure

Scoring and Quantification

Statistical Treatment of Data

PRESENTATION, ANALYSIS INTERPRETATION OF DATA AND OVER ALL DISCUSSION

SUMMARY OF FINDINGS, CONCLUSION AND RECOMENDATION

Letter/Number Title. Page

A. Scale used for each part of the questionnaire

1.1. Mean perception on the extent of instructional approaches of Teachers

The problem and its setting

with sensitivity, playing by the rules and communication."

Statement of the problem

Specifically, it sought to answers the following questions:

b. Skilled movements and

c. Non discursive communication

b. Inspirational thoughts and

5). Is there's a significant difference on the extent of instructional approaches of the

6). Is there's a significant difference on the extent of instructional approaches of the

7). Is there's a significant difference on the extent of instructional approaches of the

8). Is there's a significant difference on the extent of instructional approaches of the

Statement of the hypothesis

1). There is no significant difference on the extent of instructional approaches of the

2). There's is no significant difference on the extent of instructional approaches of the

3). There's is no significant difference on the extent of instructional approaches of the

4). There's is no significant difference on the extent of instructional approaches of the

Scope and limitation of the study

Significance of the study

To the head teachers

Extent of Extent of Extent of Extent of instructional

Figure1 Hypothesized the difference between variables of the study.

As shown, the study determined the magnitude of differences between the

variables of the study.

Review of Related Literature and studues

This study used the quantitative design.

Respondents of the study

Data gathering procedure

Scoring and quantifiable of data

Table A Scale used for each part of the questionnaire

Statistical treatment of data

2. One Way Analysis Of Variance(ANOVA

D. Compute for the F ratio

Table 1.1 mean perception on the extent of instructional approach of

Range Frequency Percentage Description

4.51-5 12 16.6667 Very High Extent

3.51-4.5 18 66.6667 High Extent