000 03888nam a22003497a 4500
003 OSt
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040 _aFoundation University
_beng
_cFoundation University
_dFoundation University
050 _a(GS-MAEEng) LG 221 D35 G73
_bA5 E38 E55 2024 B35
100 _aBalasabas, Ria Joy M.,
_eauthor.
_912815
245 _aTeachers’ methods of instruction and learners’ instructional preference :
_bpredictors of students’ academic performance in English 8 [thesis] /
_cby Ria Joy M. Balasabas.
260 _aDumaguete City :
_bFoundation University,
_c2024.
264 _42024
300 _axi, 91 leaves :
_bill. ;
_c28 cm.
502 _6Master’s thesis (Education (Major in English), Master of Arts in)—Graduate School, 2024.
504 _aIncludes bibliographical references and appendices.
520 _aAbstract 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
650 _aEnglish language
_zPhilippines.
_912844
_xStudy and teaching (Secondary)
650 _aTeaching methods
_zPhilippines.
_912845
650 _aLearning preferences
_zPhilippines.
_912846
650 _aAcademic achievement
_zPhilippines
_912847
650 _aEducation, Secondary
_zPhilippines.
_912848
_xResearch
658 _aThesis Writing :
_bTeachers’ methods of instruction and learners’ instructional preference : predictors of students’ academic performance in English 8 ;
_cMA 101.
690 _2FU
_aTeacher-Centered Instruction,
_912822
690 _2FU
_aCooperative Learning,
_912836
690 _2FU
_aTask-based Language Teaching Method,
_912837
690 _2FU
_aSuggestopedia
_912824
710 _aFoundation University (Dumaguete City).
_bGraduate School,
_edegree granting institution.
_912823
856 _3Teachers’ methods of instruction and learners’ instructional preference : predictors of students’ academic performance in English 8
_uhttps://drive.google.com/file/d/18wfUsZCaXhCBKyrlRTagpLFvmnku6Tnf/view?usp=sharing
942 _2lcc
_cTH
_hLG 221 D35 G73
_iA5 E38 E55 2024 B35
_k(GS-MAEEng)
_n0
999 _c5176
_d5176