IA12P1 (GROUP 3)

Traditional vs. Non- Traditional Teaching method: Its effects

on the oral participation rate among grade 12 HUMSS

students in UCLM

CHAPTER I

INTRODUCTION

Teachers always devise strategies in order for their students to understand the

lesson better. Some go stick with the traditional books and note-taking while others use

the innovated technology we have today such as projectors and television sets. How the

teacher provides information really affects the participation rate of the students. The

more interactive the method used, the more likely the lesson will be easily understood

by the students. But which is really better? Traditional or Non-Traditional Teaching

Method?

Teaching method refers to the general principles, pedagogy, and management

strategies used for classroom instruction. Teachers usually use different kinds of

methods. Some use the traditional way which uses visual aids (Manila paper, Cartolina

and etc.) and books. While some teacher’s uses the non-traditional teaching method

which uses PowerPoint, computers, projectors and videos. Either way, both teaching
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methods give a great impact to the student’s oral participation. It can be both positive

and negative impact.

Traditional teaching method involves the use of books, notes, hand outs and

visual aids. The teacher would just base on what is on the book and expound its idea to

the students. Traditional teaching also involves recitations in which students will sit in

silence while one student would recite what is on the lesson until everyone is called, also

students are expected to study and memorize their assignments. This approach may not

provide students with valuable skills or even with a body of knowledge that lasts much

beyond the end of the term (Udovic, Morris, Dickman, Postlethwait and Wetherwax,

2002).. This method of teaching is probably the method students have grown up to.

On the other hand, the non-traditional method involves the use of

PowerPoint presentations and other media, unlike the traditional teaching

method, students are left to learn on their own and teachers only act as

facilitators or guides. To enhance the quality of teaching and learning in the classroom

non-traditional strategies such as active, cooperative, collaborative and problem-based

learning can be utilized.

According to Herreid (1998) and the experiences of Harris and Johnson, faculty

not trained in establishing non-traditional goals and objectives, implementation

methodologies, and assessment techniques are not effective in utilizing these new

strategies in the classroom. Traditional university expectations and department

philosophies as well as the historical experiences by which faculty have traditionally

learned to teach have driven the continuation of the lecture-based model. Under these
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circumstances it is very challenging for faculty to successfully initiate and sustain non-

traditional teaching and learning techniques. It is imperative that faculty utilize

specialized training workshops, newsletters, websites, and centers for teaching

excellence to obtain the necessary knowledge, training, and support required to

successfully adopt these strategies in the classroom.

Before faculty can consider non-traditional teaching and learning (NTTL)

strategies the first step in developing an active learning environment is to determine

where you want your classroom and students to be. Instructors must reflect on their

personal goals, their goals for the students, students' needs, and the level and purpose

of the course. Next, the instructor must consider the specific knowledge, skills and

attitudes each student should acquire during the course (Tanenbaum, Cross, Tilsons,

and Rogers, 1998).

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STATEMENT OF THE PROBLEM

General Problem:

This study aims to analyze the traditional and non-traditional teaching method

and how it affects the oral participation rate among grade 12 HUMSS students in UCLM.

This study is to be conducted during the first semester of the school year 2018-

2019 at University of Cebu Lapulapu and Mandaue.

SIGNIFICANCE OF THE STUDY

The results and findings of the study will benefit the following:

Future Researchers - If there is a relevance to their study, this will help them through

using this as a reference and include it in their review of related literature. This is

going to be a credible source for the reason that the data gathered are

interpreted without manipulation.

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Students - This study will help them determine which teaching method suits them most.

This will also help them become more active during oral participations.

Teachers - This will help them choose the best teaching method to be used for the

betterment of the student’s engagement and oral participation in the class.

School Heads - The result of this study will help them determine whether to or not to

enhance their preferred teaching method.

SCOPE AND DELIMITATION

This study mainly focused on two major variables: the traditional and non-

traditional teaching methods, and the oral participation rate.

In this study, the traditional and non-traditional teaching methods refers to the

methods used by the teachers to enable student learning. While the oral participation

rate refers to the measure or number of students who are actively participating in the

class. This study is delimited among grade 12 HUMSS students of University of Cebu –

Lapu-lapu and Mandaue.