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Preferred Teaching Practices among Junior High School Teachers and its Impact towards Readiness of Grade Seven Students in the Secondary School

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Preferred Teaching Practices among Junior High School Teachers and its Impact towards Readiness of Grade Seven Students in the Secondary School


Almighty C. Tabuena | Juan Eugene Milandro B. Bartolome | Daven Kenn R. Taboy



Almighty C. Tabuena | Juan Eugene Milandro B. Bartolome | Daven Kenn R. Taboy "Preferred Teaching Practices among Junior High School Teachers and its Impact towards Readiness of Grade Seven Students in the Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4, June 2020, pp.588-594, URL: https://www.ijtsrd.com/papers/ijtsrd31136.pdf

The primary objective of this study is to examine and identify the preferred teaching practices among selected Grade 7 junior high school subject teachers and its impact and effectiveness towards readiness of incoming Grade 7 students in the secondary school conducted at Espiritu Santo Parochial School of Manila, Inc. using the sequential mixed method design. The participants of this study were determined through purposive convenience sampling. In terms of the readiness among Grade 7 students, subject teachers identified teaching practices to address specific approaches in the transitional stage of the students from elementary (primary school) to junior high school (secondary school); both quantitative and qualitative methods were implemented in a sequential manner, through a survey (first phase) and an interview (second phase). The researchers also asked permission to the participants to give necessary existing data, the class mean of their respective sections both in the first and second grading periods to assess whether the teaching practices are effective and suitable for the students. The data are analyzed using the frequency, percentage, rank, and average distribution in determining the intensity of the response for each indicator in the survey questionnaire, and the content analysis based on the interview. Hake factor analysis is also used to obtain the normalized gain in analyzing and interpreting the gain in the scores of the students from the first (pre-evaluation) to the second quarter (post-evaluation). The results revealed that there was an increase in the post-evaluation with an average of 87.715 and a normalized gain of 0.122 inferred to a low gain and moderately effective towards the learning process. The researchers concluded that the preferred teaching practices were efficient as there is a gain in the students’ scores and a responsiveness to equip the students in secondary school.

effectiveness, impact, preferred teaching practices, readiness, secondary school


IJTSRD31136
Volume-4 | Issue-4, June 2020
588-594
IJTSRD | www.ijtsrd.com | E-ISSN 2456-6470
Copyright © 2019 by author(s) and International Journal of Trend in Scientific Research and Development Journal. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0)

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