Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.

Includes bibliographical references and appendices.

Abstract

The study aimed to identify the method of instruction dominantly used in English 8

classes. The instructional methods considered in this inquiry include teacher-
centered instruction, cooperative learning, task-based language teaching method,

audio-lingual method, and suggestopedia. The study also wanted to investigate the
impact of the methods of instruction dominantly employed by the teachers and the
student preferences on the latter’s academic performance. The researcher utilized
the descriptive-correlational survey design. The respondents of the study were the
300 randomly selected Grade 8 students from 10 high schools of Santa Catalina
Districts 1, 2, 3, and 4. The researcher used a standardized questionnaire and
employed the weighted mean, percent, Multiple Linear Regression Analysis, and
Spearman Rank Correlation Coefficient in treating the data. The results revealed
that the extent of teachers’ utilization of and the extent of preference for the five
learning methods of instruction in their English class is “high.” The data also
indicated that, among all methods of instruction, teacher-centered instruction
demonstrated the strongest correlation with teachers' utilization and with students'
preferences. The students’ academic performance also improved as teachers used
more teacher-centered instruction and increased with a higher preference for
teacher-centered instruction. These findings highlight the effectiveness of tailoring
and employing classroom instructions and diverse methods in English language
teaching that align with students' preferred methods of learning, to enhance their
knowledge and academic achievement.
Keywords: Teacher-Centered Instruction, Cooperative Learning, Task-based Language
Teaching Method, Suggestopedia