POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

PERCEIVED LEARNING
PREFERENCES OF THE STUDENTS
AND FREQUENTLY USED TEACHING
METHODS OF TEACHERS IN THIRD
YEAR BSED ENGLISH IN SELECTED
LAGUNA CAMPUSES
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Students learn in diverse ways, each of them

has their own different styles or preferences in the
way they recognize and process information. Taking
into considerations the different style preferences
students have is prevailing significant in the
teaching-learning progression.
THEORETICAL FRAMEWORK
 CONCEPTUAL FRAMEWORK
Input Process Output

1. Demographic 1. Data gathering through 1. Gap between

profile of students questionnaire. teaching methods in
and teachers in
2. Identifying teaching Bachelor of
P.U.P Laguna
Campuses methods and academic Secondary Education
performance. English major
2. Learning subjects and learning
3. Determine the
Preferences preferences of the
differences between
3. Teaching method learning preferences and BSEDE third-year
frequently used teaching students
method.

Feedback
RESEARCH PROBLEM

1. What is the profile of the student-respondents in

terms of:
1.1 age
1.2 gender
1.3 campus
1.4 GWA
2. What is the profile of the teacher-respondents in
terms of their:
2.1 age
2.2 gender
2.3 civil status
2.4 No. of years in service
2.5 educational attainments;
3. How may the learning preferences of the BSED-
English students be described?
4. How may the teaching methods of the faculty be
described?
5. Is there significant differences on the students
learning preferences when grouped according to:
5.1 Academic performance
5.2 Campus
6. Is there significant difference on teaching method
when teacher respondents are grouped according to:
6.1 Educational attainments
6.2 Age
6.3 Number of years in service
7. Is there significant difference between the students
learning preferences and frequently used teaching
method by teachers in selected PUP Laguna
campuses?
 CHAPTER 3
RESEARCH METHODOLOGY
Campus Students Respondents Teacher Respondents

no % no %

San Pedro 52 42.28 8 47.06

Binan 24 19.51 4 29.41

Santa Rosa 47 38.21 4 23.53

Total 123 100 16 100

Learning Preferences and Teaching Methods are
classified as:

Learner-Centered Method
Teacher-Centered Method

Content-Focused Method
 CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
Matrix of summary findings and conclusions
Problem Findings Conclusion

1. What is the profile In terms of age, 77.2%

of the student- belongs to 17-19 years old
respondents in terms while 20.3% belongs to 20-
of: 22 years old and 2.4% for Majority of the
23 and above. students are female
1.1 age In terms of gender, most of who belongs to the
the students are female millennial generation
(61.8%) followed by male
1.2 gender with the General
(38.3%).
Weighted Average
Campus, majority of them
1.3 campus are from San Pedro (GWA)ranges from 2-
(42.3%), Santa Rosa (39%) 2.75 in San Pedro,
1.4 GWA and Binan (18.7%). Bian and Santa Rosa
In GWA, 57.7% of them got campus.
2-2.5 followed by 38.8% for
1-1.75 and last, 2.4% for
275-3.00.
2. What is the profile of
the teacher-respondents
in terms of their:

2.1 age In terms of age, 50%

belongs to 21-30 years old
while 25% belongs to 31-40 Majority of the
years old and 25% for 41 teachers are
years old and above. female and
married with
2.2 gender In terms of gender, most of bachelor's degree
the teachers are female as the highest
(68.8%) followed by male educational
(31.3%). attainment and
teaching
Civil status, majority of experience ranges
2.3 civil status them are married with from 15 years and
68.8% followed by single above.
with 31.3%.
2.4 No. of years In number of years in
in service service, half of them are 15
years and above in teaching
(50%) followed by 1-7 years
in teaching (25%) and lastly
by 8-4 years in teaching
(25%).

2.5 educational In educational attainment,

attainments; 68.8% are bachelors degree
graduates followed by
18.8% with MA Units and
12.5% are MA Degree
graduates.
 Student's learning
3.How may the Result show that Content
preferences described
learning Focused Method has the
as content-focused
highest weighted mean of
preferences of the method which all the
4.3%. Next to this is the
BSED-English
Learner-Centered Method factors are interpreted
students be with weighted mean of as strongly agree
described? 4.25%. Last is the followed by learner-
Teacher-Centered Method centered method
with weighted mean of which three factors are
4.2%. All factors are interpreted strongly
interpreted as strongly
agree and one agree
agree.
and teacher-centered
method which two
factors are interpreted
strongly agree and one
agree.
This is in line with
the study of . This
may suggest that
education students
are craving for more
theories, principles
and concepts
applied in reality.

Students from
Bian and San
Pedro prefer
Learner-Centered
Method as Learning
Preferences and
Content-Focused
Method for Santa
Rosa.
 Teaching method
Learner-Centered Method described as Learner-
has highest weighted mean of Centered Method
4.65% in terms of frequently which three factors
4. How may the used teaching method of are interpreted
teaching methods faculty members. This is strongly agree and
of the faculty be followed by Content-Focused one agree followed by
described? Method with a composite Content-Focused
mean of 4.62%. Teacher- Method which three
Centered Method is the least factors are
with composite weighted interpreted strongly
mean of 4.41%. All factors are agree and one agree.
interpreted as strongly agree. Followed by teacher-
centered method
which two factors are
interpreted as
strongly agree, and
one agree.
Teachers from Bian and
San Pedro frequently
used Content-Focused
Method as teaching
method and Learner-
Centered Method for
Santa Rosa.
5. Is there significant
differences on the Test revealed F value
students learning of 0.611 with There is no
preferences when significant difference
computed p-value
grouped according to: on the students
0.544 (statistic is
significant at p<0.05). learning preferences
Thus, the null when grouped
5.1 Academic hypothesis was according to academic
performance accepted. Therefore, performance. This
there is no significant means that Content-
difference on the Focused Method is
students learning preferred by the
preferences when students regardless of
grouped according to how they perform in
academic class.
performance.
 There is significant
Test revealed F value of difference on the
9.429 with computed p-value students learning
0.000 (statistic is significant preferences when
at p<0.05). Thus, the null grouped according to
5.2 Campus hypothesis was rejected. campus. Hence,
Therefore, there is a Content-Focused
significant difference on the Method may not be
students learning preferences the preference of
when grouped according to other Laguna
campus. Campuses.
6. Is there
significant
difference on Test revealed F value of
teaching method 4.006 with computed p-
when teacher value 0.044 (statistic is
respondents are significant at p<0.05). Thus,
grouped according the null hypothesis was
to: rejected. Therefore, there is
a significant difference on
6.1.Educational teaching method when
attainments teacher respondents are
grouped according to
educational attainment
There is a significant
difference in teaching
method when grouped
according to
educational attainment.
The teaching method
frequently used by the
teachers varies
according to
educational attainment.
 There is a significant
difference in teaching
method when grouped
Test revealed F value of 4.314 with according to age.
computed p-value 0.037 (statistic is Teachers differ in
6.2. Age significant at p<0.05). Thus, the terms of frequently
null hypothesis was rejected. used teaching method
Therefore, there is a significant according to age. For
difference on teaching method 21-30 years old, they
when teacher respondents are prefer Content-Focused
grouped according to age. Method. 31-40 years old
prefer Learner-
Centered Method and
41 and above prefer
Learner-Centered
Method.
 Test revealed F value of There is no significant
0.208 with computed p- difference on teaching
value 0.815 (statistic is method when teacher
significant at p<0.05). respondents are
6.3. Number of years Thus, the null hypothesis grouped according to
in service was accepted. Therefore, number of years in
there is no significant service. Frequently
difference on teaching used teaching methods
method when teacher of old and new teachers
respondents are grouped do not have significant
according to number of difference.
years in service.
 There is a significant
Test revealed t score 112.362 difference between
7. Is there significant with computed p-value 0.000 the students learning
difference between the (statistic is significant at preferences and
students learning p<0.05). Thus, the null frequently used
preferences and hypothesis was rejected. teaching method by
frequently used Therefore, there is a teachers in selected
teaching method by significant difference PUP Laguna
teachers in selected between the students campuses. The
PUP Laguna learning preferences and learning preferences
campuses? frequently used teaching of the students do not
method by teachers in jibe with the
selected PUP Laguna frequently used
campuses. teaching methods by
the teachers. This
may not contribute to
effective learning.
 Recommendation

The school administrators may look into

educational attainment and age of teacher
applicants since there is a significant
difference in teaching method.

Teacher should employ different teaching

methods and monitor the effectiveness..

Further study may be undertaken

regarding the Learning Preferences and
Teaching Methods of PUP system.