Effectiveness of TeachEFFECTIVENESS OF TEACHING METHODOLOGIESing Methodologies

In Partial Fulfillment Of The
Requirements In Technical English

Ma. Dianica Elemia
Jann Garie Garcia
Michael Dane Racelis
A Thesis Presented to the
Foreign Language Department
College of Liberal Arts

Mr. Jose Rizal Dapat
Professor
September 26, 2012
Dateline
I. Introduction
A. Background of the study
A teacher needs teaching methodologies in order to cater for the range of learning needs and
requirements that are present with most class environment. Also, they should adapt a teaching
approach after considering the nature of their students interests and maturity and the resources
available.
When students are learning math, the teachers teaching method is a crucial factor to how
much the student would understand and retain the material. Teachers appear to lecture and use
teacher directed instruction more frequently than using student centered methods to instruct
math. (McKinney et al., 2009). They also found that many teachers spend more time on teaching
basic computational skills rather than engaging the students in mathematically rich problem-
solving experiences.
In Adamson University, most of the Differential Calculus professor utilized this type of
teaching methodologies namely lecture method which is presented orally and having a less
participation of the students; inductive-deductive method which they widen the skills of the
student by learning autonomy; analytical-synthetic method in which the students solve from
unknown to known and known to unknown by breaking up of problem; lastly problem solving
approach method in which a student must have the ability to identify and solve problems by
applying appropriate mathematic skills.
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6
B. Statement of the Problem
The purpose of this study is to determine effective teaching methods
used by professors in teaching Differential Calculus to engineering
students. The purpose of the study is to answer the following questions:
What are the teaching methods used by professors in teaching Differential
Calculus?
Which identified teaching method/methods is/are effective/not effective?
Why does/do this/these teaching method/methods effective/not
effective?
What are the factors that identify the effectiveness of the teaching
method?
Which teaching method is preferred by the students? Why so?
C. Significance of the Study
The researchers intend to evaluate the effectiveness of teaching
methodologies used in differential calculus. This study addressed itself to
math educators, especially to differential calculus professors that they
may gain valuable insights on how they could teach students effectively
and improved their insufficiency in teaching skills. This research will also
benefit students as they will have better understanding of the lesson
through an effective way of teaching utilized by their professors.
Furthermore, a more effective teaching methodology will lead to a better
quality of education as well as an effective school.
This may also be useful for future research to provide information for
developing a more effective educator. This will ensure highly qualified and
skilled professors which will eventually improve students outcome.
D. Scope and Limitation

The scope of the study includes the 2
nd
year Civil Engineering
students of S.Y. 2012-2013 and their professors teaching Differential
Calculus in Adamson University as respondents. Only five students
per section and their respective professors teaching Differential
Calculus will be included. They will identify only from the teaching
methods used by the said professors.
The study does not include other students in the University.
Other professors who do not teach Differential Calculus to civil
engineering students are not included in the study.
E. Definition of terms
Analytical-Synthetic method a teaching method wherein in
which students solve the unknown to known and known to
unknown by breaking up the problem
Inductive-Deductive method a teaching method wherein the
student widen their skill by learning autonomy
Lecture method a teaching method wherein it is presented
orally and having a less participation of the class.
Problem solving approach method a teaching method
wherein the student must identify and solve the problem by
applying appropriate mathematic skills.
Synthesis
Effectiveness of teaching defines as that which provides
beneficial and purposeful student learning through the use of
appropriate procedures and the way teachers can present content
and skills that will enhance the opportunities for students to learn.
However, no one says which teaching methods can catch up best to
which skills or content that is being taught. Students have little
knowledge in knowing it the method used by their teacher was the
best teaching method or just a method which teacher was most
comfortable. the evaluation of students to their teacher can help to
further develop and improve their teaching skills for the betterment
of leaning of the students.
Different Teaching Methods:

Analytical-Synthetic method
Inductive-Deductive method
Lecture method
Problem solving approach method
A. Research Design
This study was conducted in order to evaluate the Effectiveness of
Teaching Methodologies Utilized in Differential Calculus. The researchers
used the Research Survey Design. It explains conditions of the present by
using questionnaires to fully describe a phenomenon.

B. Respondent and Sampling Technique
In order to accumulate the necessary information, the researchers
made 2 different questionnaires that will be answered by fifteen (15) 2
nd

year BSCE students and their three (3) professors. The researchers chose
them as respondents because the researchers are on the same collage
and year therefore very accessible. On the other hand, the professors are
knowledgeable and equipped to answer the questions in the survey.
Lastly, the result would be very beneficial to both of the respondents.
C. Research Instrument
The researchers constructed self-administered questionnaires for the data gathering
process to achieve a qualitative data. The questionnaires were given to students and
professors to identify the effectiveness of teaching method used in differential calculus.
The respondents were selected based on accuracy, accessibility and usefulness. The
questionnaires were constructed in a way that the respondents would be able to answer
the questions based on their experiences on the said subject.

D. Data Gathering Procedure
Survey questionnaires were collected in order to achieve the data required. The
survey was created with suitable questions modified from related research and
individual questions formed by the researchers. The questionnaire for the professors has
four (4) question which were related to their subject and teaching strategies. For the
students, Seven (7) questions were asked which were related to their experiences on the
subject. The questionnaires were distributed to the Differential Calculus professors and
their 2
nd
year BSCE students of Adamson University. Furthermore, the researchers
guarantee full confidentiality of their survey.
E. Statistical Treatment
The responses of the respondents to the questions given to
them will be analyzed by determining their percentage. The
Statistical Formula will be used:

Percentage to determine the magnitude of the responses to
the questionnaire.

Percentage(%) =
A. Students

Table 1. Frequency and Percentage of Gender of the Respondents

Gender Frequency Percentage (%)
Male 7 46.67
Female 8 53.33
Total 15 100
Table 2. Frequency and Percentage of Teaching Methods Used By Professors in
Differential Calculus

Teaching Method Frequency Percentage (%)
Analytical-Synthetic Method 4 26.67
Inductive-Deductive Method 1 6.67
Lecture Method 15 100
Problem Solving Approach Method 3 20
Others 0 0
Table 3. Frequency and Percentage of the Most Effective Teaching Method as Perceive
by the Respondents

Lecture Method 4 26.67
Problem Solving Approach Method 10 66.67
Others 0 0
Table 4. Frequency and Percentage of the Least Effective Teaching Method as Perceive
by the Respondents
Analytical-Synthetic Method 3 20
Others 0 0
Table 5. Frequency and Percentage of Mind-Set Contributing To High Passing Rate
Mind-Set Frequency Percentage (%)
Strict 0 0
Lively 6 40
Considerate 8 53.33
Encouraging 6 40
Others 0 0
Table 6. Frequency and Percentage of Mind-Set Contributing To Low Passing Rate
Mind-Set Frequency Percentage (%)
Unresponsive 7 46.67
Sluggish 2 13.33
Lenient 1 6.67
Inconsiderate 8 53.33
Others 0 0
Table 7. Frequency and Percentage of the Contributing Factors Which Affect the
Effectiveness of Teaching Method Used
Factors Frequency Percentage (%)
Visual Presentation 7 46.67
Classroom Atmosphere 7 46.67
Professors Mood 8 53.33
Time Allotment 8 53.33
Preparedness of Lessons 6 40
Others 2 13.33
Table 8. Frequency and Percentage of Teaching Methods Preferred By Civil Engineering
Students
Teaching Methods Frequency Percentage (%)
Others 0 0
Teaching Methods Frequency Percentage (%)
B. Professors

Table 9. Frequency and Percentage of Gender of the Respondents

Gender Frequency Percentage (%)
Male 0 0
Female 3 100
Total 3 100
Table 10. Frequency and Percentage of Teaching Methods Used By Professors in
Differential Calculus
Others 0 0
Table 11. Frequency and Percentage of the Used Methods that Produced the Highest
Passing Rate
Inductive-Deductive Method 0 0
Others 0 0
Table 12. Frequency and Percentage of the Used Methods that Produced the Lowest
Passing Rate
Lecture Method 0 0
Others 0 0
Table 13. Frequency and Percentage of the Contributing Factors Which Affect the
Effectiveness of Teaching Method Used
Factors Frequency Percentage (%)
Visual Presentation 0 0
Classroom Atmosphere 3 100
Students Attitude to the Subject 3 100
Time Allotment 2 66.67
Preparedness of Lessons 0 0
Others 0 0
A. Summary of Findings

The main purpose of this study is to evaluate the effectiveness of teaching
methodologies utilized by differential calculus professors in civil engineering students.
There were 15 civil engineering students who responded in the survey conducted by the
researchers and 3 differential calculus professors. The questionnaire for students was
consisted of 6 closed-ended questions and 1 open-ended question while questionnaire
for professors has 4 closed-ended questions.
The findings showed that among 15 student respondents 7 or 46.67% were male
and 8 or 53.33% were female. Lecture method was the most used method comprising 15
or 100%, second was analytical-synthetic method with 4 or 26.67%, third, problem
solving approach method which has 3 or 20%, fourth, inductive-deductive method with 1
or 6.67% and others which has 0% was the least. Problem solving approach was the most
effective teaching method with 10 or 66.67%, while analytical-synthetic method has 5 or
33.33%, lecture method with 4 or 26.67%, inductive-deductive method with 2 or 13.33%
and others has 0%.
8 or 53.33% of the respondents thought that considerate mind-set contributes most to high
passing rate, while lively and encouraging mind-set has 6 or 40%, and strict or other mind-set
contributes least to high passing rate with 0%. 8 or 53.33% of the respondents thought that
inconsiderate mind-set contributes most to low passing rate, while unresponsive with
46.67%, sluggish has 2 or 13.33%, and lenient has 1 or 6.67% and other mind-set with 0%. 8
or 53.33% of the respondents said that professors mood and time allotment mostly affect
the effectiveness of teaching method used, while 7 or 46.67% was visual presentation and
classroom atmosphere, 6 or 40% for preparedness of lessons and 2 or 13.33% of them said
that other factor, specifically deliverance of lessons, affects the effectiveness of teaching
method. 6 or 40% of the respondents preferred analytical-synthetic and problem solving
approach methods, while 5 or 33.33% preferred lecture method, inductive-deductive method
with 1 or 6.67%, and none preferred other method with 0%. 3 or 100% of the respondents
said that classroom atmosphere and students attitude to the subject mostly affect the
effectiveness of teaching method used, while 2 or 66.67 for time allotment and 0% for visual
presentation, preparedness of lesson and other contributing factors.
The findings showed that among 3 professor respondents 3 or 100% were female
and none were male. Lecture method and problem solving approach method is the most
used method which is 2 or 100%, second is analytical-synthetic method which is 2 or 66.67%,
third is inductive-deductive method which is 1 or 33.33% and others which is 0% is the least.
3 or 100% of the respondents perceive that the lecture method produces the highest passing
rate, while analytical-synthetic, inductive-deductive, problem solving approach method and
others is 0%. 2 or 66.67% of the respondents perceive that problem solving approach method
produces the lowest passing rate, while inductive-deductive is 1 or 33.33%, and analytical-
synthetic, lecture method and others is 0%.3 or 100% of the respondents said that classroom
atmosphere and students attitude to the subject mostly affect the effectiveness of teaching
method used, while 2 or 66.67% is time allotment, and 0% are visual presentation,
preparedness of lessons and others.
B. Conclusion
Teaching methods have greatly influenced the learning of students specifically when it
comes to mathematics subjects. Teaching and learning plays a significant role in the life of
students and to be able to measure the effectiveness of the teaching methods, it would depend
on the amount that the students learned.
The researchers had conducted a survey on the effectiveness of teaching methodologies
utilized in differential calculus wherein 15 students responded to the questionnaire. The results
showed that the lecture method was the most used teaching method by the differential calculus
professors because it is easy for nurturing large number of students and creating an active
participation between students and teachers. As perceived by student respondents, problem
solving approach method was the most effective method of teaching while inductive-deductive
method was the least. Professors who were considerate was said to contribute most to high
passing rate whereas inconsiderate contributes to low passing rate. Professors mood and time
allotment can greatly affect the effectiveness of teaching method as perceived by the students.
Furthermore, student respondents said that they prefer analytical-synthetic and problem solving
approach method for the reason that they can enhance their math skills through critical thinking
and analyzing the problem and also serves as their practice and to familiarize with different sets of
math problem.
On the other hand, the researchers had also conducted a survey in 3 differential
calculus professors. The findings showed that lecture and problem solving approach method
is the most used method by the professors because it is easy for them to educate large
population of students, creating an active interaction between professors and students and it
is also a great help to enhance logical reasoning of the students and to apply what they learn.
As perceive by the professor respondents, lecture method produced the highest passing rate
while problem solving approach method produced the lowest passing rate. In addition to,
classroom atmosphere and students attitude to the subject mostly affect the effectiveness
of teaching method they used.
The findings had been a great help for the researchers in attaining their goal which is
to determine the effectiveness of the teaching methods used in differential calculus. Thus,
this study could benefit not only the students but as well as the professors as to what
teaching method they could use to teach more effectively.
C. Recommendation

After thorough analysis of data, the following recommendations are hereby made:

For Teachers
The study recommends the professors teaching Differential Calculus to engineering students to
use the Analytical-Synthetic method. This is because the study shows that this type of method
produces better results. Furthermore, most students prefer professors who are lively, considerate,
and encouraging. Being so, professors can expect a much attentive class. In addition to this, the
study recommends the professor to keep in mind that the professors' mood and time allotment
are just some of the key factors that affect their teaching method.

For Students
The study recommends the students to identify these teaching strategies used by professors to
adapt their learning techniques thus creating a better teaching relationship between them.

For Future Researchers
The study recommends the future researchers to study more on the students' point of view on the
teachers' strategy used by professors. They should identify the common learning characteristics of
students for professors to address them thus improving the teaching strategy they use.3. Students
must have a self autonomous and not all the time relying on their professors in order to widen and
improve their skills.

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www.wfate.org/papers/Research_paper_Teaching_methods.pdf


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