Researched By Aguilar, Christopher John D. Herrera, Ednagem M. Palapagan, Loid Mee Ann M.

References:
Atherton J.S.(2013).Learning and Teaching; Theories of Learning. Retrived 11 September 2013 from http://www.learningandteaching. Info/learning/theories.htm.

Ornstein A. & Lasley T. (2003). Strategies for Effective Teaching.Third Edition. 4:330.
Salandanan, G. (2008). Teaching Approaches and Strategies. Third Edition.6:442.

Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. The road toward effective teaching is a continuing educative process.

 Research Design: The study design used descriptive correlational design that involves the collection of data from the population of interest.

Research Setting: This study conducted at the Misamis University, College of Nursing.

 Research Respondents:

The respondent of this study was 19 clinical instructors and 160 nursing students from 1st-4th year selected through simple random sampling.
Research Instrument:

A. Respondent Profile Questionnaire B. Teaching Strategies Questionnaire C. Respondents Academic Performance

Statistical Treatment:

1.Frequency 2. Percentage 3. Regression Analysis

1.What is the respondents profile of the clinical instructors in terms of their higher educational attainment, length of experience, age, gender, and civil status?

Variable Age 20-30 years old 31-40 years old 41-50 years old 51-60 years old Gender Female Male Civil Status Single Married Educational Attainment BSN MN MAN DOCTORAL Length of Experience months-1yrs 2yrs-5yrs 6yrs-10yrs 11yrs-15yrs 16yrs-20yrs 21yrs-25yrs

Frequency 5 4 9 1 14 5 3 16 16 3 1 15 2 1

Percentage 26.3 21.05 47.4 5.3 73.68 26.32 15.79 84.21 31.58 68.42 5.26 78.95 10.53 5.26

2. What are the commonly used teaching strategies by the clinical instructors as perceived by nursing students as lectured discussion, case study, role playing, team teaching, debate, brainstorming, concept mapping, simulation, problem based learning, quiz down gaming, demonstration and return demonstration?

TEACHING STRATEGY Lecture Discussion Case Study Role Playing Team Teaching Debate Brainstorming Concept Map Simulation

AWV 4.09 3.30 3.31 3.17 3.13 3.09 2.91 2.71

QI Often Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes

Problem Based Learning

Quiz Down Gaming Demonstration and Return Demonstration

3.34
3.0 3.77

Sometimes
Sometimes Often

3.What is the academic performance of the nursing students?

ACADEMIC PERFORMANCE
95-100 85-94 75-84 65-74

FREQUENCY

PERCENTAGE

4 37 80 39

2.5 23.13 50 24.38

4. Is there a significant difference on the respondents teaching strategies when grouped according to profile?

Variable Age Gender Civil Status Educational Attainment Length of Experience

Computed t-value 2.31 1.31 1.84 2.6 3.05

Critical Value 1.96 1.96 1.96 1.96 1.96

Decision Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho

Ho: There is no significant different in the clinical instructor-respondents teaching strategies when grouped according to their profile.

5. Is there significant relationship on the teaching strategies and academic performance of the nursing students?

Academic Performance Lecture Discussion Case Study Role Playing Team Teaching Debate Brain Storming Concept Map Simulation Problem Based Learning Quiz Down Gaming Demonstration and Return Demonstration

Computed t-value 7.62 0.31 0.89 2.19 0.73 0.26 0.29 0.88 1.06 0.03 1.26

Critical Value 1.96 1.96 1.96 1.96 1.96 1.96 1.96 1.96 1.96 1.96 1.96

Decision Reject Ho Accept Ho Accept Ho Reject Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

Ho1: There is no significant relationship on the teaching strategies and the academic performance of the nursing students.

From the salient findings of this study, following conclusions were drawn: 1. The female respondents are in their middle age period, married and obtained a Masteral degree in nursing. 2. The lecture discussion was the most preferred teaching strategies by the clinical instructors. 3. The students academic performance was observed to be fair.

4. The clinical instructors age, educational attainment, and length of experience is an indicator of the students academic performance. 5. The lecture discussion and team teaching influenced the students academic performance.