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CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

With the development of different educational theories and approaches, the methods of teachers in formal education system also changed to fulfill the need of 21st century classroom. In formal education system at school, responsibility of teachers became more innovative to facilitate the learner to accommodate skill development, lateral thinking, creativity, judgment, higher-order skills like reasoning and analysis and teaching needs to serve discouragement for rote memorization.

According to the studies conducted in the elementary it indicated that Teaching-Learning is effective when teacher uses teaching aids in the classroom. Students are more interested and motivated in the class when teacher uses teaching Aids in the class. Most of the teachers use of teaching aids in the classroom as it needed to use, not for the purpose of using it.

Multimedia, is the combination of various digital media types such as text, images, audio and video, into an integrated multi-sensory interactive application or presentation to convey information to an audience. Traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative; think critically and analytically, to solve problems. In this paper, we focus on using multimedia technology as an

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innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set.

The teacher uses multimedia to modify the contents of the material. It will help the teacher to represent in a more meaningful way, using different media elements. These media elements can be converted into digital form, modified and customized for the final presentation. By incorporating digital media elements into the project, the students are able to learn better since they use multiple sensory modalities, which would make them more motivated to pay more attention to the information presented and retain the information better.

Some students in reality prefer making graph and charts or visual aids to learn mathematics. Students express they find easy to grab the new concept when teacher uses teaching-Learning aids for teaching subject like mathematics and science in the classroom.

Other hand, teachers express difficulties of using Teaching-Learning aids in the class room because of time constrains, non-availability of Teaching-Learning aids, difficult of handling etc. Teachers even expressed nonuse of teaching-Learning aids due to laziness in their part or to avoid complexities of using it. It results to unhealthy and dullness in teaching and thus provides failure to transmit learning to the students. In the study it is found that teacher uses Teaching-Learning aids only in special purposes like demonstration class, on arrival of inspection team or discussing some particular topic of science and mathematics subjects. These reflect, either teachers are not serious about using of Teaching-Learning aids in the classroom or ignoring the effectiveness of using

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Teaching-Learning aids or both. Hence, it reveals that teachers have failed to motivate the learner and create interest on the subjects in the class which is a serious concern need to be addressed properly. Neither nor the teachers use the different kind of teaching aids fails learning.

In connection, innovative teaching is a proactive approach to integrate new teaching strategies and methods into a classroom. In this matter teachers must use the teaching aids hand-in-hand to promote learning in classroom discussions. The innovative tools being proposed in this study are multimedia teaching aids (Innovative traditional methods, Projected, Non-projected, Audio, Visual, Audio-visual Aids & other teaching and reading materials). This study will purposively identify teaching methods they use and how often these teaching method being applied.

The cited innovative teaching methods (such traditional methods and multimedia tools) from different author are our guide to fulfill this paper. It will become the variables of this study that will help us identify the particular innovative tools being applied by the subjected respondents. And also we will identify how often they use the different teaching innovative methods in delivering classroom instructions.

The purpose of this paper is to evaluate the innovative teaching methods used by the teachers in imparting knowledge to the learners. We will study their preferences according to these innovative teaching methods in order to assess the satisfaction it can give to both the teachers and the learners’ learning. Since we are in a constantly changing world, we seek to identify the innovation in teaching processes that teachers practice in

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addressing the new generation of children and how effective it is to the students.

The respondents of this study are teachers of Mabuhay Central Elementary School and Malinao Elementary School known for having diverse students and numerous learners enrolled compared to the rest of the schools in Mabuhay District and as believed that different medium of instruction are being given to.

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CONCEPTUAL FRAMEWORK

The innovative methods used by the teachers in Mabuhay Central Elementary School and Malinao Elementary School are stated as follows:

o Innovative Traditional Methodso Projected Learning Materials/Resourceso Non- Projected Learning Materials/Resourceso Audio, Visual and Audio-visual Aidso Teaching & Reading Materials (Traditional)

This study conceptualizes the innovative methods used by the teachers in the teaching-learning process. The five variables (above) are borrowed from different authors.

We have the study of Damodharran & Rengarajan, “The Innovative Methods of Teaching”, & Sandip Ratna’s “Classification of Teaching-Learning Material According to 21st Century Needs”.

As cited in Damodharan’s study, it said that the use of innovative methods in educational institutions has the potential not only to improve education, but also to empower people, strengthen governance and galvanize the effort to achieve the human development goal for the country. The researchers suggest some of the methods can very well be applied by the modern teachers. As the researchers feel that basically the core objective of teaching should never be deviated by the use of an innovative method. The following methods which are suggested are an extension to the traditional methods of teaching: Mind Map, Teaching with Sense of Humor, Z to A Approach, Mnemonic

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Words Approach and Role Playing and Scenario Based Teaching.

On the other hand Sandip Ratna enumerated the classification of teaching aids according to 21st century needs such as the Projected, Non-projected Media, Visual, Audio and Audio-visual aids. A Dutch humanist, theologian and writer Desiderius Erasmus (1466-1536) discouraged memorization as a technique of learning and advocated that children should learn through the aid of pictures or other visuals.

Projected Media. So, as many enumerable teaching aids that has been very popular nowadays, Sandip Ratna enumerated the different Projected Media such as LCD Projectors that is widely used as teaching aids. It will project an enlarged image onto a screen and will assist student’s interest and will acquire learning.

Non-projected Media. Those aids which do not require projector electricity or projection screen. Such materials can be simple shown, can be hanged or touched. It sounds the traditional tools and still effective in 21st Century Teaching Aids. This will serve as realistic tools that aid teaching as it is designed to be touched.

Audio, Visual, Audio-visual Aids. Audio-aids help in developing the listening skill of a learner. Audio-aids are those aids which can be only listened. And aids which require the involvement of learners’ visual senses are called visual aids. Audio-visuals, in these aid both the listening (ears) and viewing faculties (eyes) are involved. Using our hearing and seeing senses will acquire learning.

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If our eyes are entertained on what it sees and our ears heard interesting stories, learning is surely obtained.

Teaching & Reading Materials (learning materials in traditional method) as the last variable presented these are tools that help the teacher teach and learners learn.

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Schematic Diagram of the Study

INNOVATIVE TEACHING METHODS USED BY THE TEACHERS IN MABUHAY CENTRAL ELEM. SCHOOL AND MALINAO ELEM. SCHOOL S.Y.

2016-2017

INNOVATIVE TEACHING METHODS USED BY THE TEACHERS

1. Innovative Traditional Methods

2. Projected Learning Materials/Resources

3. Non- Projected Learning Materials/Resources

4. Audio, Visual and Audio-visual Aids

5. Teaching & Reading Materials (Traditional)

RESPONSES

4- ALWAYS USED3- ALMOST ALWAYS

USED2- OFTEN USED1- NEVER USED

INNOVATIVE TEACHING METHODS THAT SATISFIES LEARNING

Figure 1: Flow of the Study

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STATEMENT OF THE PROBLEM

This study will determine the MES teachers towards the innovative methods of teaching they are using in transmitting knowledge to the learners.

Specifically, this research answers the following sub-inquiries;

1. What are the innovative methods used by teachers in delivering their instructions:

1.1 Innovative Traditional Methods1.2 Projected Learning Materials/Resources1.3 Non- Projected Learning Materials/Resources1.4 Audio, Visual and Audio-visual Aids1.5 Teaching & Reading Materials (Traditional)

2. How frequently these methods were used by the teachers of Mabuhay Central Elementary School and Malinao Elementary School?

3. What is the extent of comparability between the responses from MCES and MES teachers among with the variables?

4. Is there significant difference between the responses of MCES and MES teachers among with the variables?

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SIGNIFICANCE OF THE STUDY

This research is important to the following:

The finding will serve as an important part to education system. School administrators are hereby managers taking a look at strategies and techniques used to combat the daily issues including the methods of teaching as part of education system. They will find innovative proposals and methodology which have proven to be successful in handling and dealing students learning in providing quality instruction.

To teachers of Malinao Elementary School, they will be able to identify the strengths and weaknesses of the methods of their teaching and will be able to enhance their inculcation of learning towards the pupils. The result will enlightened them of becoming an effective teacher providing a quality instruction and pursue the innovation approaches in their teaching that will likely develop the learning skills of pupils.

The learners are also beneficiaries of the study considering that when the teachers possess that high level of confidence in teaching, there is no doubt about that effective teaching-learning process.

To the researchers of this study the result of the study will be of great help. This study will answer the problem they raise. And as a future educator we must know what kind of medium of instruction being used to track what is effective and not effective today and can’t be applied tomorrow. Or else as a future educator as

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an innovator from this study we can create new teaching tools, or develop the existing tools of today to be applied tomorrow.

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Likewise, the other researchers shall benefit from the result of this study in terms of finding inferences on the interface of quality teaching which will become their baseline information when they conduct similar studies in other environments.

The people in the community could be appraised on how the teachers performed their tasks, thus giving their full support and with trust and confidence in sending their pupils to the above-mentioned school to obtain formal education.

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SCOPE AND LIMITATION

The boundary of this research includes a big battlefield of Mabuhay Central Elementary School and Malinao Elementary School teachers teaching this school year 2016-2017 and their teaching methods are the center of the study. The school is located at Poblacion, Mabuhay, Zamboanga Sibugay and at Malinao, Mabuhay, Zamboanga Sibugay and these prestigious public schools of the Mabuhay area are schools with diverse students are enrolled and different teaching methods of teaching then applied.

The Mabuhay Central Elementary School has 23 teachers and Malinao Elementary School has 18 teachers. The respondents are the 100% number of teachers of both schools. This research will aim to gather information from teachers specially the kind of method of teaching they give regularly. The teachers will identify their methods of teaching through the questionnaire checklist being issued.

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DEFINITION OF TERMSAudio-aids :Audio-aids help in developing the listening skill of a learner. Audio-aids are those aids which can be only listened. Examples, of such types of aids include, radio, gramophone, tape recorder, audio-tapes, walkman, and headphones etc

Audio-Visual aids: In these aids both the listening (ears) and viewing faculties (eyes) are involved. Such aids include television programmes, video films, motion pictures, synchronised audio-slide projectors, computers and computer-assisted instructions etc.

Computers – This is the basic machine on which all other electronic media of learning depend. These can be bought in various forms like desktops, laptops, notebooks and simply e-readers.

Innovative Teaching – giving instruction using multimedia and other innovative tools from existing traditional method.

Innovative Traditional Methods – are pre-computer methods of teaching that are still considered as innovative method in teaching.

Internet/Web – Recent technological advances have created the possibility for new ways of learning and teaching. The Web has captured the imagination of more people than any other computer innovation (McCormack and Jones, 1998, p. xi). Taking full advantage of the potential of the Web requires teachers to think about learning and teaching in new ways, as well as to master the technology itself.

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Mind Map – is a visual representation that will make a learner remember the things from symbols or drawing or any graphical representation that draws them to be creative and imaginative.

Mnemmonics words – words-words approach – the teacher is using words that help the learners remember. This method uses words to improve learner’s memory.

Multimedia – are medium in teaching that is more advance or is the technology used in teaching.

Non-projected – are those aids which are used without any projection. So they translate abstract ideas into a more realistic format. They allow instruction to move from verbal representation to a more concrete level.

Projected Learning Materials – are materials enable educators to convey information to large numbers of learners at the same time using projected media such Overhead Projectors and Slide Projectors.

Projectors – displays slides or acetate or film to an audience. This is other option of using chalkboards or white-boards to be able to have an interesting discussion.

Role playing and scenario analysis based teaching. Is another method of teaching that engage the learners to a situation that will make them analyze, realize, and give meaning to it. The more memorable it is, the more it will remain deep down to a learner’s soul and could barely forget what they learn.

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Sense of humor – is one of the teacher’s asset to have the students ears on. It is the ability to perceive humor or appreciate a joke. Everyone loves a teacher having this ability.

Slide Presentation – a slide presentation is usually developed using a software called MS PowerPoint. Slide presentation is widely used as deep-seated part of instructional setting.

Teaching aid – materials and equipment that will support teaching

Teaching Tools – medium of instruction

Television – caters to the different learning styles of students, by offering a unique combination of sight, sound, motion and emotion, which can give students a greater understanding of the world around them.

Traditional Methods – are existing methods before computers and other advance technology that are still found to be effective in still being used in our present society.

Video Cassette Recorder – A magnetic tape recorder for recording (and playing back) TV programs

Video/CD/DVD Players – are computer softwares such VLC Player, Media Player etc. that can be downloaded through internet. Its purpose is to play educational CDs, DVDs, and videos used for student learning in .

Visual-Aids – Aids which require the involvement of learners’ visual senses.

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Z TO A APPROACH – explains the application part of a particular concept first, so students would get interest in what the actual concept is. This approach helps in creating long lasting memory correlation of a concept.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Presented in chapter 2 is a production of research that supports the evaluation of the innovative teaching used by the teachers. Throughout the study these literature and studies guides us the researchers to pursue the study venture. The literature and studies gathered and presented in this chapter that could give insight to the readers why this study is conducted.

R E V I E W O F R E L A T E D L I T E R A T U R E

Technology Aided Strategies

Technology-aided strategies are aimed at providing valuable experiences through instructional devices that can be viewed and heard. Updated information such as recent discoveries and inventions, improved procedures in doing things and better products are communicated and learned through pictures, films, tapes and television. Oral communication lessons could be presented through broadcasts and instructional tapes. Television episodes serialize concept in science, English and Math. Three-dimensional presentation could be in the form of models such as the human body systems, globe and miniatures.

Simple investigation, special reports and research findings are accomplished through the help of computers, other multi-media facilities and the internet. Electronically – operated gadgets facilitate classroom operations, thus saving on time and effort.

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Instructional Characteristics

1. Lessons presented through education channels on television could reach farthest and fastest than any other traditional methodologies.

2. Photographs of real places, events and materials projected on screen help immensely in studying life-like happenings.

3. Models and scaled structures in motion easily catch attention and curiosity, hence focused observation is assured.

4. Update knowledge, news and current national and local practices and activities are helpful inputs into the day’s lessons.

5. Interest-generating and fun-filled, every lesson taught in this manner cannot fail in pursuing its objectives.

6. The love and eagerness for new information and innovative procedures and practices more than compensate for the investment in these technologies.

Multimedia Classroom

The time it takes to earn the degree in education today is based on an increasingly outdated model: so many hours in a classroom entitle a student to a receipt in the form of a grade, and so many receipts can be redeemed for a credential in the form of a degree... Education today is just beginning to think of shifting the basis of certification from time served to skills and knowledge obtained.

Traditionally classroom situation is teachers stand in front of the students, giving explanations, informing, and instructing. They usually use chalk to write something on the blackboard. These

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technique needs slightly to be modified regarding with the development of the technology. The using of multimedia in classroom cannot be denied anymore. That will make possible for teachers giving more opportunity to students being happier and more enjoy during the course.

Compared with traditional classrooms, multimedia classrooms setting differ greatly from traditional classrooms. Traditional classrooms have the seats in rows and a chalkboard in the front. In the multimedia classrooms, students’ seat can be modified according to the situation needed. Inside the classrooms, all the equipment is available and makes the students feel comfortable to study. They sit at wide tables in comfortable chairs and have plenty of room to spread work. Furthermore, they also have the opportunity to move the furniture around for group discussions. A large teaching station is located at the front and to one side of the room. Inside the station cabinet there are controls for the rooms built – in equipment. The use of multimedia described here makes use of print texts, film and Internet to develop and enhance linguistics and knowledge. Through their interactions with multimedia texts on topic of interest, students become increasingly familiar with academic vocabulary and language structures. As they pursue sustained study of one content area through focus discipline research, the students become actively engaged in the process of meaning construction within and across different media. Working though the complex intermingling of meanings, embedded within different texts encourages students to make connections as they build a wider range of schemata, which are then available to help them grasp future texts. Using print, film and Internet as resources for studying provides students with

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opportunities to gather information through stimuli that will stimulate their imaginations, engage their interest and introduce them to the raw materials for analysis and interpretation of both language and context. Students develop solid foundation in several subject areas and become “content experts” in one. Thus they greatly increase their overall knowledge base, as well as their English language and critical literacy skills, facilitating their performance in future college courses. Although various studies support the application of multimedia in the classroom, Liu, Jones and Hem street (1998) point out that the design of multimedia is useful when technology is to have any effect on learning. One of the main purposes of software in writing is to facilitate the development of academic writing skills for students through the use of the objects matter for writing assignments. The program is presented as a simulation game to interest and motivation. Students using the program found themselves in the virtual world of education.

Computer technology has given us Internet, which has various uses. Dealing with education, Internet presents the students a wide range of collection of English language texts in many discipline departments. Before the general use of computers in colleges and universities to teach writing, students met in a traditional classroom and were taught to write standard essay. Instruction was personified commonly by the teachers standing behind a lectern or by the teacher marking errors on student texts (Blair, 1997). With the rapid proliferation of the personal computer, many institutions of higher education created “computerized writing courses” emphasizing word processing skills and collaborative critiquing; believing that using the technology “democratizes the classroom discussion, allowing

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students to transcend the limits of the traditional Computer technology has given us Internet, which is an electronic medium in which both print and visual resources are invariably bound. At the click of a mouse, text resources present students with a diverse collection of authentic English language texts dealing with a wide variety of interdisciplinary topics, and at each web page link, students have the advantage of reading print texts with the benefit of immediate visual reinforcement provided by pictures and slide shows, facilitating the collaborative effects of print and visual information processing. Integrating the Internet yields the additional benefit of increased student motivation. Students are eager to begin class and often arrive early at the computer lab, logging on to the Internet and beginning research on their own. They also often stay after class to continue working on the Internet. Overall, students develop greater confidence in their ability to use English because they need to interact with the Internet entirely through reading and writing. Using the Internet for focus discipline research not only teaches higher order thinking skills, but also promotes critical and social literacy as students encounter a variety of information, synthesizing that information through cooperation and collaboration with their peers.

Members of focus discipline groups generally form strong multicultural friendship fostered by their collaborative efforts throughout the semester.

However, the general uses of computers are rarely found in traditional classroom. For instance, students attend the regular classes that were taught to write the standard essay. With the

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technology use, the students do not only literate the ability to read and write but also to be able to understand music, video, hypertext and networked communications. Whitaker (1995) points out clearly that technology as something to expand human potential rather than substitute for it and which enhances the thought process rather than cripples it.

The Print Text

The Print text used in presenting students with sophisticated reading that contains cognitively demanding language and introduces a wide range of vocabulary. However, these texts may be difficult to understand. This is suggested to present in printed and visual text. By reading print texts will the benefit of immediate visual provided by pictures or slide show. In writing class of using multimedia, students watch the selected video novel. After watching students are asked questions about the video and assigned essay topics, then divided into brainstorming groups. They discuss and develop the topics in their group. They then make rough draft before presenting in front of other groups. It is obviously that in the multimedia classroom students are engaged to learn how to brainstorm, how to use groups for draft and how to critique other presentations .However, to benefit from the Internet, the students have to learn to navigate and then evaluate the information found there. The students must know how to use search engines, web browsers, and met sites evaluate information in terms of its validity and reliability, as well as its relevance to the topic (Carlson, 1995). Therefore to guide the students in determining whether an Internet source is reliable and credible, students should consider the source

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and time frame, as well as the evidence supporting the information provided. As the students become more comfortable surfing the Internet, they discover it can be used to develop not only content area knowledge but also to improve their language skills. They know how to compose an essay, using information from the sources they have found in the Internet; also they learn how to cite references in a bibliography.

A study conducted by Kasper (1997) illustrate that teaching English using multimedia such as print, film, video, Internet to students encourage them to write a critical analysis on assignments. Overall, the students’ achievement increased significantly. 92 % of the students passed on departmental reading and writing examinations.

In addition, their feedback on discussions is very positive. They express confidence in their ability to use English. They attribute this improvement to the multimedia model that the texts teach them English and provide helpful information in other courses and the film and Internet help them make material easier to understand because they see, hear, and read about the topic.

Print Materials. It includes instructional books and content area textbooks which are used side by side with subjects in the curriculum. Library books are used to supplement materials in the textbooks. Reference books provide facts related to special topics being studied. Children like students in elementary at their early age must be encourage to read printed materials. Love for books could be developed at an early age. It is advisable that they carry pocket dictionaries around to find out the meanings of some new and

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difficult words. We must include books that are read for pleasure and enjoyment.

The Film

Film can be used to provide a visual material. The students can read a print text and watch the film later, according to Kasper and Singer (1997), the film can clarify comprehension, consolidate concepts and reinforce learning. It is expected to the students to fully understand both visual and verbal comprehension. By watching the complete film the students expected to understand various areas of academic discourse such as psychology, environmental science and others to broaden the verbal and written perspective (Kasper and Singer, 1997). A study case from Florida International University (1994), has examined a multimedia classroom, the students watching the video novels Tom Jones (the new six part A & E version) and The Scarlet Pimpernel (Anthony Andrews and Jane Seymour). After viewing it, the class asked questions about the movie and assigned essay topics, to help them the teacher asked the students to brainstorm.

Through the interaction with multimedia, the students become increasingly familiar with academic vocabulary and language structure.

Connecting with the Internet will make the benefit of increased student motivation. Students are eager to begin class and often arrive early at the computer lab, logging on the Internet and beginning research on their own. They also often stay after class to continue working on the Internet. Overall, students develop greater

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confidence in their ability to use English because they need to interact with the Internet through reading and writing. Using multimedia provides the students to gather information through media that encourages their imaginations, interests. Also it using this technology combined with the sense of teaching will create a successful teaching method.In our imaginations, we enjoy and value all the benefits of education on-demand. We wish the future was here already because deep down inside, we all are lifelong learners. We just want learning to be easy, personalized. This vision is inviting, yet we must live and work in present time. And today, the reality stays apart from the dream. The challenge to educators is clear. We must also establish rigorous standards of quality in the products, services, and solutions we offer to our youth. We must learn how to prepare all of our students for lives that are becoming more and more complex. We must prepare our students to master change.What are modern teaching aids?

The modern teaching aids include computers, internet surfing, laptops, electronic note books, e-readers, computer educational games, online dictionaries, online encyclopaedias, picture dictionaries, talking dictionaries, online tests, online e-books, audio – video teaching aids for learning various subjects including languages; PowerPoint slides and games; flash educational games; Lesson relayed on radio through satellites; lessons on TV relayed by certain TV channels; Educational CDs and DVDs, projectors; interactive white boards also called smart boards etc. Let us discuss some of the most important of the modern teaching aids.Computer as a tool in modern teaching

• Computers have become of the most important learning aids of the modern times. Today's education is considered

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incomplete without computers. This is the basic machine on which all other electronic medias of learning depend. These can be bought in various forms like desktops, lap tops, notebooks and simply e-readers.

• Computers are used to play the computer based educational games which can now be played also through television screens.

• The computers have been playing an important tool for teaching from the last few years of the 20th century and since then it has brought about a revolution in the methods of teaching which our future teachers will be using.

• The computers make use of multimedia programme which include attractive colours, clear graphics, wonderful sounds, the fascinating animations and enjoyable videos discharging to the students the various elements of their subjects of study.

• Some critics of computers as a teaching aid may point out that the conventional methods of teaching in the hands of an enthusiastic, creative and industrious teacher could also do the job as well if not better than a computer. To such critics, I would say that the computers are not there to undermine the role of the efficient teachers. The computers are only a tool in the hands of a teacher to make the teacher's job easy and fast and make the teacher more efficient. A computer or any other teaching tool cannot work at its own, it definitely needs mediation from an enterprising teacher. No one would feel like to do away with the blackboard where it is necessary to use a blackboard or any other conventional tool.

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• The computer has brought about a tremendous change the way the world looks at the teaching aids. With the advent of internet technology, the use of a computer as part of today's educational aids has become inevitable. Just think of a simple situation where you want to teach a student the word 'trumpet' used for the sound produced by an elephant and expect the student to describe the sound which the elephant makes. Obviously, you cannot bring the elephant to the classroom other than showing its picture. Even if you take the class to the zoo park where is the guarantee that the students can listen to the sound of an elephant trumpeting. But you can play the recorded sound of the elephant through a computer and can also show its picture or even live video of an elephant. For this purpose I have loaded the sound files of all animals, birds and insects to enable the children to hear the sounds of these living beings through computer in their classrooms. I have used the Microsoft PowerPoint application for doing the same along with the colourful pictures of these animals, birds and insects.

• You can make the young students practice their language lessons including regional languages through computers. I have practically done it for my computer virtually turning the computer lab as a language lab. You can see the image above where the students of a primary class are seriously engaged in learning Hindi through computers.

• Computers bring to the students a world of entertainment along with learning by providing computer based educational games for learning various subjects through computers. Many websites on the internet provide these games free for the

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students and parents and a few also charge nominally for the educational games made available to their members.

• As a cheap alternative, the thin clients (TCs) are available today which can be attached to one or two servers through networking technology called LAN (Local Area Network). These thin clients with a basic requirement of a keyboard, mouse port and audio ports come at a very cheap price ranging between Rs.2000 – Rs.3000 per piece depending on the source we buy them from. So the schools need not to spend on CPUs and can thus save about Rs.10,000 – Rs. 12,000 on each system in the computer lab.

• Thin clients are very light in weight and can be fixed easily either on the wall or at the back of the computer monitor where come monitor manufacturers leave four holes for the screws to be fixed. Role of PowerPoint slides and games in modern classrooms

Role of PowerPoint slides and games in modern classrooms

• The PowerPoint presentations in the form of slides and PowerPoint games serve a very important role in the modern education. Any person with a basic knowledge of PowerPoint can learn to make slides and games on the relevant subjects of teaching with a very little training. If a teacher is really interested to learn and use this media to teach his or her students can do it in very short period of time.

• One can use the PowerPoint slides and games starting even from the students of Kindergarten onwards. Even the students who do not want to come to school as the ordinary teaching by the

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traditional methods seems boring them are attracted by the novel methods of teaching through the PowerPoint presentations.

• The entire lessons of the students can be incorporated in PowerPoint slides and then can be taught to them in the classrooms by interpolating sounds and animations in the text lessons making the lessons very interesting to the students. This can be done by having an LCD TV attached to a computer in the classroom. This works out to be much cheap and better than even the electronic smart white board. The added advantage is that the teachers can also use the ordinary blackboard in the class. There is no need to cover the wall with a fixed electronic white board which will also need an overhead projector to run it in addition to a computer. This also reduces the operating costs which are very heavy when we use the electronic boards.

• PowerPoint presentations are also advantageous than the electronic boards because the teachers can make the slides themselves according to their own specific requirements of the subject instead of using the globally made software which may not serve the specific needs of the teacher in the classroom. The students may also be involved in preparing these slides. They will learn most of their lessons when they practically make the slides themselves. In addition, the students will increase their speed of typing when they type their lessons for the PowerPoint slides. You can see screen shot of one of the PowerPoint presentation made by me. I have made thousands of them to teach my students.

• PowerPoint presentations also score a point over the Electronic white board in the sense that even a 3 year old can interact with the computer monitor screen playing PowerPoint

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games which he or she will not be able to do with an electronic white board fixed at a height in a classroom. I have even made a KBC like game for the Lower Kindergarten students to learn alphabets and other concepts of learning at this young level.

• The biggest advantage is that PowerPoint application comes free as a mart of the Microsoft Office suit and is available universally throughout the world.

Overhead projectors and slide projectors,Projector screens, VCRs,VCPs, DVD players etc.

• Slide projectors have a limited utility where you can play small slides on the projector screens but the pictures are still pictures and not the moving pictures. However, it is a useful and cheap teaching aid as compared to digital electronic projectors.• Video cassette recorders and video cassette players were quite popular a few years back. Then came the Compact Disk (CD) players but they also have been overtaken now by the digital video disk (DVD) players incorporating a lot of features available in the digital technologies. But all these need extra screens like that of the television or the overhead projector screens to function. In addition one has to buy the educational DVDs from the market to play in them. DVD players are quite cheap but the television sets and overhead projectors required to play them are quite costly. Digital overhead projectors are very costly. They are only used to project the light on the screen. The lamps of the projectors which need to be replaced after running for several hundred hours are very costly again. One needs other equipment like the computers and

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other media players mentioned above to be used with them to run the computer applications and videos on them. They have a limitation of projection length. Either they have to be placed in the centre of the class and thus occupy a space in the middle of the classroom. This is because the effective projection length of an ordinary projector is only about 10 feet. So they need an extra fitting for them to be hung from the ceiling at an extra cost. In addition, they will need the projector screens to be hung on the wall. This again comes as an accessory to be bought in addition to the cost of the projector. The cost starts from Rs.2000 onwards depending on the quality and size of the screen.• Another disadvantage of the overhead projector is that an electronic projector consumes a lot of electricity and thus the schools have to bear the increased power bills. No overhead projector will consume less than 300 watts per hour of electricity. They become useless in case of power cuts which are very common in India and the schools have to buy powerful inverters or UPS equipment to run these when the electricity fails.

Online dictionaries, encyclopaedias, picture dictionaries, talking dictionaries, online tests

• The boom of learning opportunities through internet has spread like a wild fire among the youth of today. Many students are becoming internet savvy. This is because the internet offers a multitude of opportunities through thousands of websites to the young learners. There are free online dictionaries, free online encyclopaedias, picture and talking dictionaries.

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• Many websites offer online tests for practice to the students. There are a lot of learning videos available on several websites. • The websites like the India Study Channel offers the students the opportunity to learn and earn. The website Study Village offers the younger children to learn various aspects of knowledge. There are websites like the Enchanted Learning which dedicate their content only for the young learners. • There are internet sites which can make the students good story writers and painters by offering them free online training. One can learn almost everything on every subject through lakhs of videos available on the YouTube free of charge.

Educational CDs and DVDs, Televisions• These days thousands of CDs and DVDs with educative content are available in the market at very cheap rates. One can get these multimedia gadgets almost on every subject ranging from simple nursery rhymes to very complex lessons for higher classes.• These are very useful but you always need a working CD or DVD drive on your computer. Moreover, these multimedia discs take some time for initiation to come on the screen and thus waste time. Instead the data recorded in the computer's hard disk can be played fast.

• Educational content is also available nowadays on televisions which is relayed to home by Direct to Home (DTS) services like the Dish TV, Big TV, Tata Sky, Airtel, Sun TV and there are many others throughout the country. The programme called "Topper" is becoming quite popular among the students.

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What Are Learning Resources?

For many people, the words educational materials invoke images of large, print, classroom textbooks with small type, outdated information, and content that covers the breadth but not depth of a subject. But learning resources are more than that. They are any tool that helps teachers teach and students learn.

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Learning resources include:Textbooks (print and

digital)WorkbooksWorksheets

Manipulatives (blocks, beads, etc.)Flashcards

Educator workshopsNon-fiction books

PostersEducational games

AppsWebsitesSoftware

Online coursesActivity booksGraphic novels

Reference booksDVDsCDs

Magazines & periodicals

Study guidesTeacher guides

LabsModelsMovies

Televisions showsWebcastsPodcasts

Maps & atlases

CLASSIFICATION OF TEACHING AIDS: On the basis of Characteristic of the material used in the

process of teaching-learning it is broadly divided into two classifications as mentioned below:

Classification No. I: Projected and Non-Projected AidsProjected: Projected refer to those aids where a bright

light is passed through a transparent picture by means of a lens and an enlarged picture is thrown or projected on the screen or the white wall. eg: filmstrip projector, slide projector, overhead projector, TV/VCR etc

Non-Projected: Those aids which do not require projector electricity or projection screen. Such materials can be simple shown, can be hanged or touched. eg: Chalkboard, Whiteboard, Flannel

Figure 2: Learning Resources

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board, Magnet board, Charts and Wall-Charts, Posters and Pictorial Materials, Realia and Models etc

Classification No. II: Audio , Visual and Audio-Visual Materials Audio-aids: Audio-aids help in developing the listening skill of a learner. Audio-aids are those aids which can be only listened. Examples, of such types of aids include, radio, gramophone, tape recorder, audio-tapes, walkman, and headphones etc

Visual-Aids: Aids which require the involvement of learners’ visual senses are called visual aids. Examples, of such types of aids include viz. graphic aids, 3d-aids, display boards, and print material etc.

Audio-Visual aids: In these aids both the listening (ears) and viewing faculties (eyes) are involved. Such aids include television programmes, video films, motion pictures, synchronized audio-slide projectors, computers and computer-assisted instructions etc.

Audiovisual media are integral components of almost all teaching strategies. They are often referred to as “substrategies” since their role is as important as the preferred methodology to be employed. They never fail to arouse the students’ curiosity and obtain their interests especially when a new topic is being introduced. They serve as stimuli which can cause positive interaction.

Audiovisual media can be used for the following purposes:1. In presenting a new lesson or topic. A display of colored

photographs of popular flowering plants on the bulletin board will

37

surely catch the class’ attention. Samples of common flowers (real object) on the table can easily involve them in a lesson on describing the characteristics of flowers.

…3. Various types of audiovisual media can be used to individualize instruction according to students’ learning styles. Some prefer actual manipulation of the equipment to be used in the investigation or browse over printed materials. The skill gained through the experience provided is an additional benefit to the learning of the lesson.4. The media itself can serve as the “take-off point” for the planned learning activities. Examples: videotapes and films of famous plays in literature, recordings of folk songs or filmed dance festivals could be the center of the discussion.5. Audiovisual media in the form of the equipment like recorders, transparencies and projectors can be used over and over again. They are stored and are made easily available.

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Related Studies

The Cone of Experience is a visual model, a pictorial device that present bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.

Dale (1969) asserts that: the pattern of arrangement of the bands of experience is not difficulty but degree of abstraction – the amount of immediate sensory participation that is involved. A still photograph of a tree is not more difficult to understand than a dramatization of Hamlet. It is simply in itself a less concrete teaching material that the dramatization (Dale, 1969)

Educational Technology “consists of the designs and environments that engage learners… and reliable technique or method for engaging learning such as cognitive learning strategies and critical thinking skills.” (David H. Jonassen, et al 1999).

With development of different educational theories and approaches like Behaviorism[John B.Watson; Skinner; Ivan Pavlov and others], Cognitivism [ jerome bruner ;Vygotsky; Jean Piaget and others], Constructivist [Vygotsky; Jean Piaget and others], Neuroeducation [Johns Hopkins University(2009)] role of teachers in formal education system also changed to fulfill the need of 21st centaury classroom. In formal education system at school, responsibility of teachers became more prominent to facilitate the learner to accommodate skill development, lateral thinking, creativity, judgement, higher-order skills like reasoning and analysis and teaching needs to serve discouragement for rote memorization.

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Studies conducted in the elementary (Class V to VIII) and secondary (Class IX & X) levels indicated that Teaching-Learning is effective when teacher uses teaching aids in the classroom. Students are more interested and motivated in the class when teacher uses teaching Aids in the class. Most of the teachers (85% and above) use of teaching aids in the classroom as it needed to use, not for the purpose of using it.

More than 70% students prefer making graph and charts or visual aids to learn mathematics. Students expresses they find easy to grab the new concept when teacher uses teaching-Learning aids for teaching subject like mathematics and science in the classroom.

Other hand, 75% teachers expresses difficulties of using Teaching-Learning aids in the class room because of time constrains, non availability of Teaching-Learning aids , difficult of handling etc. Teachers even expressed non use of teaching-Learning aids due to laziness in their part or to avoid complexities of using it.

In the study it is found that teacher uses Teaching-Learning aids only in special purposes like demonstration class, on arrival of inspection team or discussing some particular topic of science and mathematics subjects.

These reflect, either teacher is not serious about using of Teaching-Learning aids in the classroom or ignoring the effectiveness of using Teaching-Learning aids or both.

Hence, it reveals that teachers have failed to motivate the learner and create interest on the subjects in the class which is a serious concern need to be addressed properly.

A Dutch humanist, theologian and writer Desiderius Erasmus (1466-1536) discouraged memorization as a technique of learning

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and advocated that children should learn through the aid of pictures or other visuals. Implementation of innovative tools will be now introduced and be practiced by how it is played into lectures and discussions.

John Amos Comenius (1592- 1670) prepared a book known as Orbis Sensulium Pictus. (The world of Sense Objects) which contained about 150 pictures on aspects of everyday life. The book is considered to be the first illustrated textbook for childhood education. This book gained wide publicity and was used in childhood education centers all over the world. It only implies that pictures or visual aids will acquire the interests of the audience.

Jean Jacques Rousseau (1712-1778) and other educators stressed the need of pictures and other play materials. Rousseau condemned the use of words by teachers and he stressed 'things'. He pleaded that the teaching process must be directed to the learner's natural curiosity.

Pestalozzi (1756-1827) put Rousseau's theory into action in his 'object method'. He based instruction on sense perception. During the first quarter of the 20th century, Nelson I. Greene used the term 'Visual. Education' as early as in 1926.

These traditional approaches do not encourage students to question what they have learnt or to associate with previously acquired knowledge (Teo & Wong, 2000)

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INNOVATIVE TOOLS

Multimedia, is the combination of various digital media types such as text, images, audio and video, into an integrated multi-sensory interactive application or presentation to convey information to an audience. Traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative; think critically and analytically, to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. Currently, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative and can think critically, analytically, and solve problems. Since knowledge is no longer an end but a means to creating better problem solvers and encourage lifelong learning. Problem-based learning is becoming increasingly popular in educational institutions as a tool to address the inadequacies of traditional teaching. Since these traditional approaches do not encourage students to question what they have learnt or to associate with previously acquired knowledge (Teo & Wong, 2000), problem-based learning is seen as an innovative measure to encourage students to learn how to learn via real-life problems (Boud & Feletti, 1999).

The teacher uses multimedia to modify the contents of the material. It will help the teacher to represent in a more meaningful way, using different media elements. These media elements can be

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converted into digital form, modified and customized for the final presentation. By incorporating digital media elements into the project, the students are able to learn better since they use multiple sensory modalities, which would make them more motivated to pay more attention to the information presented and retain the information better.

Creating multimedia projects is both challenging and exciting. Fortunately, there are many multimedia technologies that are available for developers to create these innovative and interactive multimedia applications (Vaughan, 1998). These techologies include Adobe Photoshop and Premier to create edit graphics and videofiles respectively, SoundForge and 3D Studio Max to create and/or edit sound and animation files, respectively. They can also use an authoring tool such as Macromedia Director or Authorware to integrate and synchronise all these media elements into one final application, add interactive features, and package the application into a distributable format for the end-user. Another advantage of creating multimedia projects in the classroom setting is that when students create multimedia projects, they tend to do this in a group environment. By working in a group, the students would have to learn to work cooperatively and collaboratively, using their group skills and a variety of activities to accomplish the project’s overall objectives.

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(B)OTHER INNOVATIE TOOLS SUGGESTED

The researchers suggest some of the methods can very well be applied by the modern teachers. As the researchers feel that basically the core objective of teaching should never be deviated by the use of an innovative method. The following methods which are suggested are an extension to the traditional methods of teaching.

(1) MIND MAP. Mind maps were developed in the late 60s by Tony Buzan as a way of helping students make notes that used only key words and images, but mind map can be used by teachers to explain concepts in an innovative way. They are much quicker to make and much easier to remember and review because of their visual quality. The nonlinear nature of mind maps makes it easy to link and cross-reference different elements of the map.

Mind Maps are also very quick to review, as it is easy to refresh information in your mind just by glancing once. Mind Maps can also be effective mnemonics and remembering their shape and structure can provide the cues necessary to remember the information within it. They engage much more of the brain in the process of assimilating and connecting facts than conventional notes. The key notion behind mind mapping is that we learn and remember more effectively by using the full range of visual and sensory tools at our disposal. Pictures, music, color, even touch and smell play a part in our learning armory will help to recollect information for long time. The key is to build up mind maps that make the most of these things building on our own creativity, thinking and cross linking between ideas that exist in our own minds.

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As the recent research point that any particular information explained with the help of graph charts make a high impact in the minds of the people and keeping this as the core aspect the teachers may try to picturize the concepts and show the same to the students

This would bring very high impact on the minds of the students about a concept

Creates clear understanding PowerPoint can be used widely. Innovative thinking improves

(2 ) TEACHING WITH SENSE OF HUMOUR – “HUMOUR AN EFFECTIVEMEDIUM OF TEACHING”

Everyone loves a teacher with an infectious sense of humor. Looking at the lighter side of life not only fosters cordial relations between professors and students, but also provides welcome relief while trying to follow a difficult lecture on a complicated subject. When there is a willingness to change, there is hope for progress in any field. Teaching is a challenge. Learning is a challenge. Combining both effectively is a challenge. Being humorous is a challenge. However, laughing is easy. We are convinced both by experience and research that using humor in teaching is a very effective tool for both the teacher and student.

Humor strengthens the relationship between student and teacher, reduces stress, makes a course more interesting and if relevant to the subject, may even enhance recall of the material. Humor has the ability to relax people, reduce tension, and thereby create an atmosphere conducive for learning and communication.

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Numerous studies in the field of advertising have noted that humor is the most effective tool for enhancing recall of advertisements.

It is easy to create a humor in the classroom by reading books of jokes and to listen to professional comics. The students should be encouraged to take notes, especially to learn about the professionals’ use of such techniques as exaggeration, pauses, and timing. Observe reality and exaggerate it - much humor lies in observations about real life and truthful situations. In conclusion, humor not only plays an important role in the healing process but is also very important in education.(3) Z TO A APPROACH

This approach attempts to explain the application part of a particular concept first. The teacher should explain the application of a particular concept first and explain the effects of such applications. For example in management subject - motivation is explained in a manner that the organization get extensive benefits out of using some techniques like promotions and awards. So here the use of promotion is explained first and later students would get interest in knowing what are promotions and awards. The teacher starts explaining what is promotion and explains what motivation theory in management is. Another example we can try is that in accounting the Income statement and Balance Sheet can be explained first and later drawing their attention to double entry system of book keeping.Strengths:

Makes a particular concept clear Students develop interest to know exactly the concept. Creates long lasting memory/correlation of a concept.

Weaknesses:

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Take quite long time for a teacher to introduce a concept Initial difficulty in understanding a particular concept will be

encounteredConcept Simulation - reenacts Galileo's experiment of two

different objects falling at the same rate.The above chart explains the application of that Gallileo’s

theorm. Here the teacher explains how two objects reach the ground if they are put from a particular distance from ground level. Traditional way of teaching method will be explaining the theorem first and followed by its application. But this Z-A approach goes opposite in a manner that the proof or application is explained first and later the theory. Then it is explained that this the concept developed by Galileo. The above example of tower depicts a (possibly mythical) experiment in which Galileo dropped two objects from the leaning tower of pisa to demonstrate their comparable rate of descent.

(4) MNEMMONICS WORDS- WORDS –WORDS APPROACH

Here the teacher is not supposed to talk on a particular concept for a quite long time. But to make it clear to the students he can just go on saying mnemonics or its associated meaning in words. Here he goes on saying only words instead of sentence, and once they come to a basic understanding of the meaning of a particular concept then the teacher will explain in sentences. For example in teaching language courses this technique can be used as an effective medium by the teacher to develop word power.

Dictionary must be used widely Word power increases

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Teacher also gets to know many words pertaining to a particular concept.

(5) ROLE PLAYING AND SCENARIO ANALYSIS BASED TEACHING

Role playing and scenario analysis is mostly used in organizations that try to analyze a problem pertaining to the organization, and this is also used in management institutions. But the similar kind of practice can be tried in other specialization too like science and engineering. Science and engineering courses have practical but in support of those practical if students are given a scenario and other options to solve a particular issue, then the students are exposed to decision making in a given environment.

For example, in teaching accounting the role of accountant can be explained by role playing technique. Invoice and bills can be given to students and asked them to assume the role of accountant. Here the real entries pertaining to transactions are made by the student and this is more practical approach to teaching where theory is supplemented by proper practical knowledge. Similar kind of technique can be applied in management, engineering and science courses.

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CHAPTER III RESEARCH DESIGN, METHOD AND PROCEDURE

Research Method

The study utilized the descriptive method of research which is fact finding with adequate interpretation.

According to Aquino (1992) the purpose of the descriptive method is to describe systematically a situation of interest factually and accurately.

Research Instrument

The instrument used of the researchers of this study was the questionnaire-checklist for a survey.

This kind of research tool is a self-made or self-devised checklist in which every member of the group was assigned to construct a survey with the factors of this research: Multimedia tools & other innovative tools from traditional methods. Survey checklist is consisting of statement of information and it was classified into several factors with the connections of this study. This survey checklist was constructed through the help of the members in the group and also for gathering of references such as unpublished research compilation and other references that will help raised up with this study.

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Validation of the Instrument

After the instrument was constructed, the researcher submitted the instrument for perusal and commented by our mentor Mr. Julito Bioco Bande. With few suggestions reflected in the questionnaire-checklist, it was incorporated in the final draft and floated for a dry run to Kauswagan Elementary School. After the dry run, the instrument was again submitted to our mentor of this study for approval. After the approval was secured, reproduction of enough copies was undertaken for distribution to the principal respondents of the study.

Gathering Data

Prior to the distribution of the prepared questionnaire-checklist, a letter permission was first secured from the School Supervisor of Mabuhay district, Mrs. Echon, to the principal of Mabuhay Central Elem. School, Mr. Adorable and to the Teacher-in-Charge of Malinao Elementary School, Mr. Anastacio Caloñge. After the aproval was granted, the researchers gave the checklist to the teachers (the principal respondents) and asked for their response to the questionnaire checklists. Since most of the respondents understood the instruction and the listed question, there were only a few questions asked, which the respondents answered without delay. The researchers made sure that all of the questions were dutifully answered by the teachers concerned on this problem leaving no blank in the implementation.

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After the retrieval, the researcher tallied the responses, put into tables as basis for statistical computation.Sampling Design

In this study, the purposive sampling as the most appropriate designed for the study, will give the chance to all the respondents to share their ideas on the matter being investigated by the help of checklist.

According to Sevilla, purposive sampling design is a strategy of no random sampling where all the participants or respondents of the investigation must have equal changes to answer the questions.

Also, this kind of design in the integration had the interest to find out the actual result of the investigation through the total number of respondents.

Statistical Treatment

The figures gathered from the respondents responses were presented to the tables which serve as the basis for analysis presentation and interpretation. The following statistical measurement is used.

1. The weighted mean (x). To determine the weighted mean, the total weighted points (TWP) were divided by the number of respondents. The formula is:

x=TWPN

Where: x = Weighted meanTWP = total weighted pointsN = Number of respondents

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Scaling the degree of responses as it is indicated by the following perceptions:

Ranking of the different responses of the respondents was also indicted to determine the position of the responses for every item.

2. The t-test (t) was used to test the significant difference between the responses of teachers along with the five variables.

t=x1−x2

√( (N1−1 )S12+(N2−1 ) S22

N 1+N2−2 )( 1N1+ 1N2 )

4- (3.26-4.00) = Very Satisfied3- (2.51-3.25) = Satisfied2- (1.76-2.50) = Good1- (1.00-1.75) = Fair

Where: t = computed value (t-test)x1= weighted mean from MCES teachersx2= weighted mean from MES teachersS1

❑= standard deviation of the MCES teachersS2

❑= standard deviation of the MES teachersN= number of variables

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Since t-test computation is characterized by the degrees of freedom, it is computed on the following formula:

Df= N1 + N2 - 2

Where: Df = computed value (degrees of freedom)N1

❑= Number of statement per variableN2

❑= Number of variables

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CHAPTER 4

PRESENTATION, ANALYSIS ANDINTERPRETATION OF DATA

In this chapter, we present the accumulated facts meant for the study. The data gathered was systematized into a table form illustration, by series of questions adhered by the problem which is, “Innovative Teaching Methods Used by the Teachers in Mabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017: Innovative Teaching Methods that Satisfies Learning”. The five variables used in the study are individually presented along with the responses of the respondents. These are as follows:

o Innovative Traditional Methodso Projected Learning Materials/Resourceso Non- Projected Learning Materials/Resourceso Audio, Visual and Audio-visual Aidso Teaching & Reading Materials (Traditional

LEGEND:Numerical Scale

4-- (3.26 – 4.00)--3—(2.51-3.25)----2---(1.76-2.50)----1---(1.00-1.75)----

AE (Adjectival Equivalent)

AU (Always Used)AAU (Almost Always Used)OU (Often Used)NU (Never Used)

TWM- Total Weighted MeanWM- Weighted MeanAWM – Average Weighted MeanR - Rank

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“Innovative Teaching Methods Used by the Teachers inMabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017:

Innovative Teaching Methods that Satisfies Learning”

TABLE 1 - INNOVATIVE TRADITIONAL METHODS

ITEMS

RESPONSES

AWM AE R

MCES TEACHERSN= 23

MES TEACHERSN= 18

4 3 2 1 TWM

WM AE 4 3 2 1 TW

MWM AEAU AAU OU NU AU AAU OU NU

1. Mind Map 15 6 2 0 82 3.57 AU 5 12 1 0 58 2.5

2 AAU 3.05 AAU 3

2. Teaching with Sense of Humor 20 2 1 0 88 3.8

3 AU 10 8 0 0 64 2.78 AAU 3.3

1 AU 1

3. Z to A Approach 16 6 1 0 84 3.65 AU 7 9 2 0 59 2.5

7 AAU 3.11 AAU 2

4. Mnemonic Words Approach 11 11 1 0 79 3.4

3 AU 5 11 2 0 57 2.48 OU 2.9

6 AAU 55. Role Playing & Scenario Analysis Based Teaching

10 11 2 0 77 3.35 AU 9 7 2 0 61 2.6

5 AAU 3.00 AAU 4

AVERAGE MEAN 14.40

7.20

1.40

0.00

82.00

3.57 AU 7.2

09.40

1.40

0.00

59.80

2.60 AAU 3.0

9 AAU

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TABLE 1

This table shows the questions and the responses of the respondents about the Innovative traditional methods of the two schools which is Mabuhay Central Elementary School and Malinao Elementary School of all the teachers in school year 2016-2017.

The highest in rank is the Teaching with Sense of Humor item number 2. In MCES responses, it revealed that it has “3.83 weighted mean”, a value within the range of “3.26 to 4.00” with an “Adjectival Equivalent” of “Always Used”. And in MES responses, it revealed that it has “3.31 weighted mean”, a value within the range of “3.26 to 4.00” with an “Adjectival Equivalent” of “Always Used”. The average weighted mean of the two responses is “3.31” with an adjectival equivalent of “always used”.

The second rank in line among all the questions is the “Z to A Approach”, item number 3. In MCES it shown that the weighted mean of “3.65” under the numerical scale of 4 with an adjectival equivalent “always used”. In MES they’ve reached the weighted mean of “3.57” with an adjectival equivalent of “always used”. Compared to MES it reached the weighted mean of “3.11” with an adjectival equivalent of “almost always used”.

Among the items, the item number 1, “mind map” got third in rank. In MCES their responses revealed the weighted mean of “3.57” under the adjectival equivalent of “always used”. MES got “2.52 average weighted mean” – “almost always used”.

Fourth in rank reveals item number 5 which is the “role playing scenario”. MCES has “3.35” weighted mean with an adjectival equivalent of “Always used”. In MES their weighted mean

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is “2.65” with an adjectival equivalent of “Almost Always Used”. Their average weighted mean is “3.00” with “Almost Always Used” adjectival equivalent.

And item number 4 got the last rank – Mnemonic Words. The MCES got the “3.43” weighted mean with an adjectival equivalent “always used”. And MES got “2.48” weighted mean on this item with an adjectival equivalent of “often used”. And “2.96” in average weighted mean.

LEGEND:Numerical Scale

4-- (3.26 – 4.00)--3—(2.51-3.25)----2---(1.76-2.50)----1---(1.00-1.75)----

AE (Adjectival Equivalent)

AU (Always Used)AAU (Almost Always Used)OU (Often Used)NU (Never Used)

TWM- Total Weighted MeanWM- Weighted MeanAWM – Average Weighted MeanR - Rank

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“Innovative Teaching Methods Used by the Teachers inMabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017:

Innovative Teaching Methods that Satisfies Learning”

TABLE 2 - PROJECTED LEARNING MATERIALS

ITEMS

RESPONSES

AWM AE R

MCES TEACHERSN=23

MES TEACHERSN=18

4 3 2 1 4 3 2 1AU AA

U OU NU TWM

WM AE AU AA

U OU NU TWM

WM AE

1. Television 7 6 4 6 60 2.61

AAU 3 8 3 4 46 2.0

0 OU 2.31 OU 12. Video Casette Recorder (VCR) 4 7 6 6 55 2.3

9 OU 1 8 8 1 45 1.96 OU 2.18 OU 2

3. Filmstrip Projector 6 4 5 8 54 2.3

5 OU 1 4 4 9 33 1.43 NU 1.89 OU 3

4. Slide Projector 5 5 4 9 52 2.26 OU 0 5 3 10 31 1.3

5 NU 1.81 OU 55. Overhead Projector 5 6 3 9 53 2.3

0 OU 0 5 3 10 31 1.35 NU 1.83 OU 4

AVERAGE MEAN 5.40

5.60

4.40

7.60

54.80

2.38 OU 1.0

06.00

4.20

6.80

37.20

1.62 NU 2.00 OU

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TABLE 2

This table shows the question and responses of respondents about the Projected Learning Materials of two groups of respondents of Mabuhay Central Elementary School and Malinao Elementary School. The first rank among the five questions is the question number one which is the Model. In MCES they got a 2.61 weighted mean within the range of “Almost Always Used”. In MES they got a 2.31 weighted mean within the range of “Often Used”. The average weighted mean of the two responses is 2.31 within the range of “Often Used”.

The second rank among the five questions is the question number two which is Video Cassette Recorder. In MCES they got 2.39 weighted mean within the range of “Often Used”. In MES they got a 1.96 weighted mean within the range of “Often Used”. The average weighted mean of the two groups of responses is 2.31 within the range of “Often Used”.

The third rank among the five questions is the question number three which is Filmstrips Projector. In MCES they got a 2.35 weighted mean within the range of “Often Used”. In MES they got a 1.43 within the range of “Often Used”. The average weighted mean of the two groups of responses is 1.89 within the range of “Often Used”.

The fourth rank among the five questions is the question number five which is Overhead Projector. In MCES they got a 2.30 weighted mean within the range of “Never Used”. In MES they got a 1.35 weighted mean within the range of “Never Used”. The average weighted mean of the two groups of responses is 1.83 within the range of “Often Used”.

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The last rank among the five questions is the question number four which is Slide Projector. In MCES they got a 2.26 weighted mean is “Often Used”. In MES they got a 1.35 within the range of “Often Used”. The average weighted mean of the two groups of responses is 1.81 within the range of “Often Used”.

LEGEND:Numerical Scale

4-- (3.26 – 4.00)--3—(2.51-3.25)----2---(1.76-2.50)----1---(1.00-1.75)----

AE (Adjectival Equivalent)

AU (Always Used)AAU (Almost Always Used)OU (Often Used)NU (Never Used)

TWM- Total Weighted MeanWM- Weighted MeanAWM – Average Weighted MeanR - Rank

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“Innovative Teaching Methods Used by the Teachers inMabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017:

Innovative Teaching Methods that Satisfies Learning”

TABLE 3 - NON-PROJECTED LEARNING MATERIALS

ITEMS

RESPONSES

AWM AE R

MCES TEACHERSN= 23

MES TEACHERSN= 18

4 3 2 1 TWM

WM AE

4 3 2 1 TWM

WM AEAU AA

U OU NU AU AAU OU NU

1. Chalkboard 19 3 1 0 87 3.78 AU 16 2 0 0 70 3.0

4AAU

3.41 AU 2

2. Charts & Wall Charts 18 4 1 0 86 3.7

4 AU 16 2 0 0 70 3.04

AAU

3.39 AU 3

3. Posters 17 5 1 0 85 3.70 AU 16 2 0 0 70 3.0

4AAU

3.37 AU 4

4. Pictorial Materials 16 7 0 0 85 3.70 AU 15 3 0 0 69 3.0

0AAU

3.35 AU 5

5. Models 17 6 0 0 86 3.74 AU 14 3 1 10 77 3.3

5 AU 3.55 AU 1

AVERAGE MEAN 17.40

5.00

0.60

0.00

85.80

3.73 AU 15.4

02.40

0.20

2.00

71.20

3.09

AAU

3.41 AU

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TABLE 3

This table shows the questions and answer of the responses of about the Non-Projected Learning Materials of two groups of respondents of Malinao Central Elementary School and Malinao Elementary School. In MCES they got a 3.74 weighted mean within the range of “Always Used”. In MES they got a 3.35 weighted mean of the two respondents is 3.55 within the range of “Always Used”.

The second in rank among the five questions is the question number one which is Chalkboard. In MCES they got a 3.78 weighted mean within the range of “Always Used”. In MES they got a 3.04 weighted mean within the range of “Almost Always Used”. The average weighted mean of two responses is 3.41 within the range of “Always Used”.

The third in rank among the five questions is the question number two which is Charts and Wall Charts. In MCES they got a 3.74 weighted mean within the range of “Always Used”. In MES they got a 3.04 weighted mean within the range of “Almost Always Used”. The average weighted mean of the two responses is 3.39 within the range of “Always Used”.

The fourth in rank among the five questions is the question number three which is Posters. In MCES they got a 3.70 weighted mean within the range of “Always Used”. In MES they got a 3.04 weighted mean within the range of “Almost Always Used”. The average weighted mean of the two responses is 3.37 within the range of “Always Used”.

The last rank among the five questions is the question number four which is Pictorial Materials. In MCES they got a 3.70 weighted mean within the range of “Always Used”. In MES they got a

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3.00 weighted mean within the range of “Almost Always Used”. The average weighted mean of the two responses is 3.35 within the range of “Always Used”.

LEGEND:Numerical Scale

4-- (3.26 – 4.00)--3—(2.51-3.25)----2---(1.76-2.50)----1---(1.00-1.75)----

AE (Adjectival Equivalent)

AU (Always Used)AAU (Almost Always Used)OU (Often Used)NU (Never Used)

TWM- Total Weighted MeanWM- Weighted MeanAWM – Average Weighted MeanR - Rank

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“Innovative Teaching Methods Used by the Teachers inMabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017:

Innovative Teaching Methods that Satisfies Learning”

TABLE 4 - AUDIO, VISUAL, AUDIO-VISUAL AIDS

ITEMS

RESPONSES

AWM AE R

MCES TEACHERSN= 23

MES TEACHERSN= 18

4 3 2 1 TWM

WM AE

4 3 2 1 TWM

WM AEAU AAU OU NU AU AA

U OU NU

1. TV Programs 4 11 4 4 61 2.65

AAU 4 8 1 5 47 2.0

4 OU 2.35 OU 4

2. Video Films 1 14 3 5 57 2.48 OU 4 9 2 3 50 2.1

7 OU 2.33 OU 5

3. Motion Pictures 4 10 5 4 60 2.61

AAU 3 9 4 2 49 2.1

3 OU 2.37 OU 34. Computer & Computer Assisted Instruction

4 12 3 4 62 2.70

AAU 5 5 5 3 48 2.0

9 OU 2.40 OU 2

5. Printed Materials 13 10 0 0 82 3.5

7 AU 8 9 0 1 60 2.61

AAU 3.09 AA

U 1

AVERAGE MEAN 5.20

11.40

3.00

3.40

64.40

2.80

AAU

4.80

8.00

2.40

2.80

50.80

2.21 OU 2.51 AA

U

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TABLE 4This table shows the question and responses of

respondents about the Audio, Visual, Audio-Visual Aids of two groups of respondents of Mabuhay Central Elementary School and Malinao Elementary School. The first in rank among the five questions is the question number five which is the Printed Materials. In MCES they got a 3.57 weighted mean within the range of “Almost Always Used”. In MES they got a 2.61 weighted mean within the range of “Almost Always Used”. The average weighted mean of the two groups of respondents is 3.09 within the range of “Almost Always Used”.

The second in rank among the five questions is the question number two which is Computer Assisted Instruction. In MCES they got a 2.70 weighted mean within the range of “Almost Always Used”. In MES they got a 2.09 weighted mean within the range of “Often Used’. The average weighted mean of the two groups of responses is 2.40 within the range of “Often Used’.

The third in rank among the five questions is question number three which is Motion Pictures. In MCES they got a 2.61 weighted mean within the range of “Almost Always Used”. In MES they got a 2.13 weighted mean within the range of “Often Used”. The average weighted mean of the two groups of responses is 2.37 within the range of “Often Used”.

The fourth in rank among the five questions is the question number four which is TV Programs. In MCES they got a 2.65 weighted mean within the range of “Almost Always Used”. In MES they got a 2.04 weighted mean within the range of “Often Used”. The average weighted mean of the two responses is 2.35 within the range of ‘Often Used”.

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The last in rank among the five questions is question number one which is the Video Films. In MCES they got a 2.48 weighted mean within the range of ‘Often Used”. In MES they got a 2.17 weighted mean within the range of “Often Used”. The average weighted mean of the two responses is 2.33 within the range of “Often Used”.

LEGEND:Numerical Scale

4-- (3.26 – 4.00)--3—(2.51-3.25)----2---(1.76-2.50)----1---(1.00-1.75)----

AE (Adjectival Equivalent)

AU (Always Used)AAU (Almost Always Used)OU (Often Used)NU (Never Used)

TWM- Total Weighted MeanWM- Weighted MeanAWM – Average Weighted MeanR - Rank

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“Innovative Teaching Methods Used by the Teachers inMabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017:

Innovative Teaching Methods that Satisfies Learning”

TABLE 5 - TEACHING AND READING MATERIALS

ITEMS

RESPONSES

AWM AE R

MCES TEACHERSN= 23

MES TEACHERSN= 18

4 3 2 1 TWM

WM AE

4 3 2 1 TWM

WM AEAU AA

U OU NU AU AAU OU NU

1. Text Books 19 4 0 0 88 3.83 AU 14 3 1 0 67 2.9

1AAU

3.37 AU 1

2. Hand Books 16 5 1 1 82 3.57 AU 13 4 1 0 66 2.8

7AAU

3.22

AAU 2

3. Magazines 12 6 4 1 75 3.26 AU 9 5 9 0 69 3.0

0AAU

3.13

AAU 3

4. Periodical Journals 11 7 3 2 73 3.1

7AAU 9 2 7 0 56 2.4

3 OU 2.80

AAU 4

5. Internet Sources 7 12 2 2 70 3.0

4AAU 5 3 8 1 46 2.0

0 OU 2.52

AAU 5

AVERAGE MEAN 13.00

6.80

2.00

1.20

77.60

3.37 AU 10.0

03.40

5.20

0.20

60.80

2.64

AAU

3.01

AAU

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TABLE 5

This table shows the question and responses of respondent about the Teaching and Reading Materials of two groups of respondents of MCES and MES. The first in rank among the five question is the question number one which is the Text Book they got 3.83 weighted mean within the range of” Always Used”. In MES they got an average mean of 2.91weighted mean within the range of “Almost Always Used”. The average weighted mean of the two groups of respondents is 3.37 within the range of “Always Used”.

The second in rank among the five questions is the question number two which is the Hand Books. In MCES responses they got 3.57 weighted mean within the range of “Always Used”. In MES they got an average mean of 2.87 weighted mean within the range of” Almost Always Used” the average weighted mean of the two groups responses is 3.22 within the range of” Almost Always Used”.

The third in rank among the five questions is the question number three which is the Magazines. In MCES responses they got 3.26 weighted mean within the range of “Always Used”. In MES they got an average mean of 3.00 weighted mean within the range of” Almost Always Used” the average weighted mean of the two groups responses is 3.13 within the range of” Almost Always Used”.

The fourth in rank among the five questions is the question number four which is the Periodical Journals. In MCES responses they got 3.17 weighted mean within the range of “Almost Always Used’.

The last in rank among the five questions is the question number five which is Internet Sources. In MCES they got a 3.04

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weighted mean within the range of “Almost Always Used”. In MES they got a 2.00 weighted mean within the range of “Often Used”. The average weighted mean of the two groups of responses is 2.52 within the range of “Almost Always Used.

LEGEND:Numerical Scale

4-- (3.26 – 4.00)--3—(2.51-3.25)----2---(1.76-2.50)----1---(1.00-1.75)----

AE (Adjectival Equivalent)

AU (Always Used)AAU (Almost Always Used)OU (Often Used)NU (Never Used)

TWM- Total Weighted MeanWM- Weighted MeanAWM – Average Weighted MeanR - Rank

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“Innovative Teaching Methods Used by the Teachers inMabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017:

Its Relevance to Innovative Teaching Process”

TABLE 6 – EXTENT OF COMPARABILITY

ITEMS

RESPONSES

AWM AE R

MCES TEACHERSN= 23

MES TEACHERSN= 18

4 3 2 1 TWM

WM AE

4 3 2 1 TWM

WM AEAU AAU OU NU AU AA

U OU NU1. INNOVATIVE TRADITIONAL METHODS

14.40 7.20 1.4

00.00 82 3.5

7 AU 7.20 9.40

1.40

0.00 59.8 2.6

0AAU 3.09 AA

U 22. PROJECTED LEARNING MATERIALS

5.40 5.60 4.40

7.60

54.8

2.38 OU 1.00 6.0

04.20

6.80 37.2 1.6

2 NU 2.00 OU 53. NON-PROJECTED LEARNING MATERIALS

17.40 5.00 0.6

00.00

85.8

3.73 AU 15.4

02.40

0.20

2.00 71.2 3.1

0AAU 3.42 AU 1

4. AUDIO, VISUAL, AUDIO-VISUAL AIDS 5.20 11.4

03.00

3.40

64.4

2.80

AAU 4.80 8.0

02.40

2.80 50.8 2.2

1 OU 2.51 AAU 4

5. TEACHING AND READING MATERIALS

13.00 6.80 2.0

01.20

77.6

3.37 AU 10.0

03.40

5.20

0.20 60.8 2.6

4AAU 3.01 AA

U 3

AVERAGE MEAN 11.08 7.20 2.2

82.44

72.92

3.17

AAU 7.68 5.8

42.68

2.36

55.96

2.43 OU 2.81 AA

U

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TABLE 6

EXTENT OF COMPARABILITY

This table shows the question and responses of respondents about the extent of comparability of two groups of respondents of Mabuhay Elementary School and Malinao Elementary School. The first in rank among the five questions is the question number three which is the models it has 3.73 weighted mean within the range of “Always Used”. In MES they got a 3.10 weighted mean within the range of “Always Used”. The average weighted mean of the two groups is 3.42 within the range of “Always Used”.

The second in rank among the five questions is the question number one which is Innovative Traditional Methods. In MCES they got a 3.57 weighted mean within the range of “Often used”. In MES they got a 2.60 weighted mean within the range of “Almost Always Used’. The average weighted mean of the two groups is 3.09 within the range of “Almost Always Used”.

The third in rank among the five questions is question number five which is Teaching and Reading Materials. In MCES they got an 3.37 weighted mean within the range of “Always Used”. In MES they got an 2.64 weighted mean within the range of “Almost Always Used”. The average weighted mean of the two groups is 3.01 within the range of “Almost Always Used”.

The fourth in rank among the five questions is the question number four which is Audio, Visual, and Audio-Visual Aid. In MCES they got a 2.80 weighted mean within the range of “Almost Always Used”. In MES they got a 2.21 weighted mean within the range of “Often Used”. The average weighted mean of the two groups is 2.51 within the range of “Almost Always Used”

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The last in rank among the five questions is question number two which is Projected Learning Materials. In MCES they got a 2.38 weighted mean within the range of “Often Used”. In MES they got a 1.62 weighted mean within the range of “Never Used”. The average weighted mean of the two groups is 2.00 within the range of “Often Used”.

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TABLE 7 - SIGNIFICANT DIFFERENCE (SD)

VARIABLES MCES TEACHERS MES TEACHERS

x1 x2

WM (x1-x ̄1)2 AE WM (x2-x ̄2)2 AE1. INNOVATIVE TRADITIONAL METHODS 3.57 0.16 AU 2.60 0.0289 AAU2. PROJECTED LEARNING MATERIALS 2.38 0.6241 OU 1.62 0.6561 NU3. NON-PROJECTED LEARNING MATERIALS 3.73 0.3136 AU 3.10 0.4489 AAU4. AUDIO, VISUAL, AUDIO-VISUAL AIDS 2.80 0.1369 AAU 2.21 0.0484 OU5. TEACHING AND READING MATERIALS 3.37 0.04 AU 2.64 0.0441 AAUAVERAGE MEAN 3.17 0.25 AAU 2.43 0.25 OU∑(xi-x ̄i)2

1.2746 1.2264STANDARD DEVIATION 0.56 0.55T-test (t) 2.10

Degree of Freedom = N1+N2-2=5+5-2=8

Tabular Value = 2.306

Decision: Ho is ACCEPTED.

Conclusion: Insignificant

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SIGNIFICANT DIFFERENCE BETWEEN THE RESPONSES OF THE TEACHERS OF MABUHAY ELEMENTARY SCHOOL AND

MALINAO ELEMENTARY SCHOOL ALONG THE FIVE VARIABLES ON METHODS THEY USED TEACHING.

T-test was used to present in table 7 to determine if there is or there is no significant difference between the responses of the teachers in MCES and MES along with the variables on what are their methods used in teaching that they applied.

As noted, the average mean of 3.17 is obtained by the MCES Teachers with the Standard Deviation of 0.56 and average of 2.43 is registered in favor of MES Teachers with 0.55 Standard Deviation.

Analysis of the data as shown in Tabular Value of 2.306 of percent level of significance with 8 degrees of Freedom. Therefore it is conclusive that the Null Hypothesis is ACCEPTED that there is no significant difference between the responses of Mabuhay Elementary School and Malinao Elementary School teachers along the five variables on their Methods of Teaching used. Therefore, the result is statistically in significant this means further that the responses between the two group of responses are alike or not different from each other.

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CHAPTER 5

SUMMARY, FINDINGS,CONCLUSION & RECOMMENDATION

SUMMARYThis chapter provides the summary of study, findings based

from the data presented, analyzed and interpreted with the end result, the conclusion that flow out from the finding and the recommendation offered.

This study and research was launch as to give a deeper look and analysis this will issues behind the Innovative Teaching Methods Used by the teachers in MABUHAY CENTRAL EEMENTARY SCHOOL and MALINAO ELEMENTARY SCHOOL S.Y 2016-2017: ITS RELEVANCE TO INNOVATIVE TEACHING PROCESS.

Especially the following sub-problems are raised:

1. What are the innovative teaching methods used by the teachers in MCES and MES S.Y 2016-2017: Innovative Teaching Methods that Satisfies Learning in terms of:

1.1Innovative Traditional Methods 1.2 Projected (Learning Materials / Resources) 1.3 Non-Projected (Learning Materials Resources) 1.4 Audio Visual/ Audio-Visual Aids 1.5 Teaching and Reading Materials

2. How often are these methods used by the teachers in MCES & MES?

3. What is the extent of comparability between the responses of the teachers among the variables?

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4. Is there a significant difference between the responses of MCES & MES?

The responses of MCES and MES do not differ significant along with the five variables on Innovative Teaching Methods used by the teachers in MCES & MES S.Y 2016-2017.

The respondents of the study where there are twenty-three teachers in MCES and eighteen MES teachers during the school year 2016-2017. The study made used of questionnaire checklist as the principal instrument in gathering the data.

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FINDINGS

On the basis of the data presented analyzed and interpreted the following findings are showed:

1. Innovative Teaching Methods used by the teachers of MCES & MES on Innovative Traditional Methods was “Almost Always Used” obtain an overall average mean of 3.57 with the adjectival equivalent of “Always Used” the MCES and MES teachers they obtain an average mean of 2.60 with the adjectival equivalent of “Almost Always Used” and both school registered an overall weighted mean of 3.09; Mind Mapping with the average mean of 3.05 with the adjectival equivalent of “Almost Always Used”; Teaching with Sense Of Humor with the 3.31 within the range of “Always Used”; Z To A Approach with the 3.11 within the range of “Almost Always Used”; Mnemonics words Approach with the average mean 2.96 within the range of “Almost Always Used”; Role Playing and Scenario Analysis Based Teaching with the average mean of 3.00 and within the range of “Almost Always Used”, and overall weighted mean of the first variables is 3.09 within the range of “Almost Always Used”.

2. Innovative Teaching Methods used by the teachers of MCES & MES on Projected Learning Materials or sources obtains an overall average mean of 2.38 within the range of “Often Used”. For MCES & MES obtain an overall weighted mean of 1.62 within the range of “Often Used” and both school

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registered an overall weighted mean of 2.00 within the range of “Often Used”; Television with the average mean of 2.31, video cassette recorder (VCR) with average mean of 2.18, filmstrips projector with an average mean of 1.89, Slide Projector with an average mean of 1.81, Overhead Projector with an average mean of 1.83 with all have the same adjectival equivalent of “Often Used”. Both school obtain an overall weighted mean of 2.00 within the range of “Often Used” for the second variables.

3. Innovative of Teaching Methods Used by the teachers of MCES and MES on Non-Projected Learning Materials/Resources was obtained an overall average mean of 3.73 within the range of” Always Used” for MCES and MES they obtained 3.09 average mean within the range of” Almost Always Used” ;Chalkboard with the average mean of 3.41, Charts and Wall charts with the average mean of 3.39, Posters with an average mean of 3.37, Pictorials Materials with an average mean of 3.31, Models with an average mean of 3.55 and all have the same adjectival equivalent of “Always Used” both school obtain an average mean of 3.41 with an adjectival equivalent of “Always Used”.

4. Innovative Teaching Methods Used by the teachers of MCES and MES on Audio Visual and Audio Visual Aids was obtain an average mean of 2.65 and adjectival equivalent 0f “Almost Always Used” for MCES and MES they obtained an average mean of 2.04 within the range of “Often Used” ;TV Programs with an average mean of 2.33 within the range of “Often Used”, Video Films with an average mean of 2.33 within the

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range of” Often Used”, Motion Pictures with an average mean of 2.37 within the range of “Often Used”, Computer and Computer Assisted Instruction with an average mean of 2.40 within the range of “ Often Used”, Printed Materials with an average mean of 2.51 within the range of “Almost Always Used”., both school obtained an overall weighted mean of 2.51 within the range of “Almost Always Used” for fourth variables.

5. Innovative of Teaching Methods Used by the teachers of MCES and MES S.Y. 2016-2017 on Teaching and Reading Materials was obtain an average mean of 3.37 within the range of “Always Used” for MCES and 2.64 average mean for MES within the range of “Almost Always Used”, Textbook with an average mean of 3.37 within the range of “Almost Used”, Handbooks with an average mean of 3.22, Magazines with an average mean of 3.15, Periodical Journals with an average mean of 2.80, Internet Sources with an average mean of 2.52 and four questions have the same adjectival equivalent of “Almost Always Used”, the total average mean of both school is 3.01 within the range of” Almost Always Used” for the last variables.

6. On the extent of comparability between the responses of MCES & MES teachers along with the five variables, finding showed that variable rank #1 on Non-Projected learning Materials or Resources obtained most highest with an average weighted mean of 3.42 within the range of “Always Used”. Second is Innovative Traditional Method with an average weighted mean of 3.09 within the range of “Almost Always Used”. Third is Teaching Reading Materials with an average

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mean of 2.81 within the range of “Almost Always Used”. Fourth is Audio, Visual, Audio-Visual Aids with an average mean of 2.51 within the range of “Almost Always Used”. Last in rank is Projected Learning Materials with an average mean of 2.00 within the range of “Often Used”.

7. The finding showed that the hypothesis of No Significant difference between the responses of MCES & MES teachers, yield a computed t-value of 2-10 and it is lesser than the constant tabular value which is 2.306. Therefore, the null hypothesis is Accepted. The acceptance of null hypothesis gave a clear indication that the responses of both school are alike or they do not differ significant from each other.

INNOVATIVE METHODS OF TEACHING THAT SATISFIES LEARNING

In able to be a good teacher or facilitator to your learners you need to know the different methods of teaching enable to have or enable to transmit learning to the learners successfully and also to achieve your goals and objectives.

In this study, finding revealed that the five variables as Innovative Traditional Methods, Projected Learning Materials/ Resources, Non-Projected Learning Materials/ Resources, Audio Visual, Audio-Visual Aids and Teaching and Reading Materials were being responded as having “Almost Always Used” by the teachers.

Innovative Traditional Methods was evidently responded as “Always Used” an effective method of teaching and it can help to the teacher to enhance more his/her teaching skill.

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Projected Learning Materials/Resources was responded as “Never Used” it is not an effective method of teaching because it is said that the teacher is not using this method anymore.

Non-Projected Learning Material/ Resources was responded as “Almost Always Used” could be an effective method of teaching that used by the teachers

Audio Visual, Audio-Visual Aids was responded as “Often Used” it is an effective method of teaching to be used by the teachers.

Teaching and Reading Materials was responded as “Almost Always Used” and it is an effective method of teaching used by the teachers.

Conclusion

Based on the findings, the following conclusions are hereby drawn:

1. It was affirmed that the respondents always used the Innovative Traditional Methods for it is an effective method for teaching.

2. Evidently the respondents often used the Projected Learning Materials in their teaching process for it is not an effective method to used.

3. It was revealed that the teachers of MCES & MES almost always encountered Non-Projected learning materials/Resources their teaching process for it is an effective method to use.

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4. Innovative Teaching Method on Audio Visual, Audio-Visual Aids was often used by the teachers for it could not be an effective method of teaching to use.

5. Teaching and Reading Materials was almost always used by the teachers for their teaching process.

6. Finding showed that the total output of the five variables fall under the adjectival equivalent of “Almost Always Used”, the only difference lies on the average weighted mean obtain per variables, as noted the first in rank method of teaching used is the Non-Projected Learning Materials/Resources, followed by Innovative Traditional Methods, next is Teaching & Reading Materials, next is Audio Visual, Audio-Visual Aids and the last is Projected Learning Materials.

7. There was sufficient evidence that the null hypothesis accepted were the computed t-value is less than the tabular value, this meant the responses between the MCES & MES teachers are alike or the same.

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RECOMMENDATION

Based on the conclusions, the following recommendations are hereby presentable:

1) Teachers should use teaching methods which is effective in transmitting education to the learners.2) Teachers should know different kinds of teaching methods enable to become an effective teacher.3) Teachers should use a teaching method that is applicable to all kind of learners he/she have.4) Teachers should be ready of all the circumstances that will happen during her teaching process.5) And most of all, Teacher should always be maintain his/her effectiveness using innovative methods in teaching to continue his/her good doings in transmitting knowledge to the learners.

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BIBLIOGRAPHY

A. BOOKS

Corpuz, Brenda B., et. al., © Copyright 2012. Educational Technology I

G.G.S., Methods of Teaching

B. OTHER SOURCES SOURCES

What Are Learning Resources. © Copyright 2015. Retrieved from http://publishers.org/our-markets/prek-12-learning/what-are-learning-resources

Sandip Ratna, September 30, 2015, Retrieved from https://www.linkedin.com/pulse/classification-teaching-learning-material-according-21st-sandip-ratna-6054834644895948800

Damodarhan, (2012), Innovative Methods of Teaching,

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WESTERN MINDANAO STATE UNIVERSITYMABUHAY EXTERNAL STUDIES UNIT

COLLEGE OF EDUCATIONMABUHAY ZAMBOANGA SIBUGAY

L E T T E R O F A P P R O V A L

Susana Erna Echon, Ed.D.District SupervisorMabuhay District

Ma’am,We have the honor to request permission in your honored

office that WMSU Mabuhay-ESU Students (Pre-service Teachers) taking professional education 113 (PED 113) be allowed to distribute question/checklist to cooperating school in the district of Mabuhay as the identified research respondents.

The following school is identified cooperating schools as research respondents to with,

1. Mabuhay Central Elementary School2. Malinao Elementary School

I’m hoping for your kind and favorable approval.

Researchers:Omamalin, Imie B.

Bahian, Almaida S.

Calunod, GlendonMayran, AnalynRecerone, Jelyn

Telompros, Rodeles

Researchers

90

WESTERN MINDANAO STATE UNIVERSITYMABUHAY EXTERNAL STUDIES UNIT

COLLEGE OF EDUCATIONMABUHAY ZAMBOANGA SIBUGAY

L E T T E R O F A P P R O V A L

THE PRINCIPAL:Mabuhay Central Elementary SchoolMabuhay, Zamboanga Sibugay

Sir,We the fourth year Bachelor of Elementary Education,

students of Western Mindanao State University, Mabuhay External Studies Unit, would like seek permission from your office of administer to survey the teachers of MCES and MES.

This study is part of our course in PED113 (Intro. To Research) which entitles “Innovative Teaching Methods Used by the Teachers in Mabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017: Innovative Teaching Methods that Satisfies Learning”.

We highly appreciate your kind consideration and approval. The answer of the result will be treated with outmost confidential. Thank you and God bless.

Researchers:Omamalin, Imie B.

Bahian, Almaida S.

Calunod, GlendonMayran, AnalynRecerone, Jelyn

Telompros, Rodeles

Researchers

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WESTERN MINDANAO STATE UNIVERSITYMABUHAY EXTERNAL STUDIES UNIT

COLLEGE OF EDUCATIONMABUHAY ZAMBOANGA SIBUGAY

Dear Teachers:This survey aimed to gather baseline data for our thesis

entitled “Innovative Teaching Methods Used by the Teachers in Mabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017: Innovative Teaching Methods that Satisfies Learning” a requirement for Professional Education Course (PED 113).

Please answer each item as honestly as possible to reach the realization of this study.

Rest assured that your responses will be kept strictly confidential.

Please supply the needed information:

Name:________________________________________________________Teacher in (e.g. Grade V)____________________Section:______________

Instruction:Listed at the next page are items relative to the teaching

methods being practiced and used in classrooms. At the right columns, put check ( ) inside the box that corresponds to your preference using the given scale as follows:

Numerical Scale Adjectival Equivalent4 -----------------3------------------2------------------1------------------

OU (Often Used)AOU (Almost Often Used)SU (Seldom Used)NU (Never Used)

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Innovative Traditional Methods

4OU

3AOU

2SU

1NU

1. Mind Map2. Teaching with Sense of Humor3. Z to A approach4. Mnemonic Words Approach5. Role Playing & Scenario Analysis Based

TeachingProjected (Learning Materials/Resources)

10. Television11. Video Cassette Recorder (VCR)12. Filmstrip Projector13. Slide Projector14. Overhead Projector

Non-Projected (Learning Materials/Resources)19. Chalkboard20. Charts & Wall Charts21. Posters22. Pictorial materials23. Models

Audio/Visual/Audio-visual Aids (Learning Materials/Resources)

28. TV Programs29. Video Films30. Motion Pictures31. Computer & Computer Assisted

Instruction32. Printed Materials

Teaching & Reading Materials37. Text Books38. Hand Books39. Magazines40. Periodical journals

SOLUTION:

SD2=√∑ (X2−X 2)2

N 2−1

SD2=√ 1.22645−1

SD2=√ 1.22644SD2=0.55

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41. Internet Sources

Getting the Standard Deviation

Where:

∑ (X1−X 1)2=1.2746

N=5

SOLUTION:

SD1=√∑ ( X1−X1 )2

N1−1

SD1=√ 1.27465−1

SD1=√ 1.27464

SD1=0.56 ∑ (X2−X2)2=1.2264

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Getting the T-testSOLUTION:

t=x1−x2

√( (N1−1 )S12+(N2−1 ) S22

N 1+N2−2 )( 1N1+ 1N2 )

t= 3.17−2.43

√( (5−1 )(0.56)2+(5−1 )(0.55)2

5+5−2 )( 15+ 15 )

t= 0.74

√( (4 )(0.3136)+(4 )(0.3025)8 )( 25 )

t= 0.74

√( (4 )(0.3136)+(4 )(0.3025)8 )( 25 )

t= 0.74

√( 1.2544+1.218 )( 25 )t= 0.74

√( 2.46448 )( 25 )

t= 0.74

√( 2.46448 )( 25 )

t= 0.74√ (0.30805 ) (0.4 )

t= 0.74√ (0.12322 )

t= 0.740.3510

96

t=2.10CURRICULUM VITAE

PERSONAL DATA

NAME: Omamalin, Imie B.N-NAME: “mie”AGE: 23GENDER: FemaleBIRTH DATE: August 12, 1993PLACE OF BIRTH: Libertad, Isabel, LeyteADDRESS: Malinao, Mabuhay, Zamboanga SibugayFATHER’S NAME: Alejandro S. OmamalinMOTHER’S NAME: Rose B. OmamalinRELIGION: Roman CatholicSTATUS: Single

EDUCATIONAL BACKGROUND

ELEMENTARY: Mabuhay Central Elementary SchoolSECONDARY: Xavier High SchoolTERTIARY: Western Mindanao State University-Mabuhay ESU

97

CURRICULUM VITAE

PERSONAL DATA

NAME: Calunod, Glendon MarkNAME N-NAME: “glen”AGE: 19 years oldGENDER: MaleBIRTH DATE: July 25, 1997PLACE OF BIRTH: Zamboanga CityADDRESS: Poblacion, Mabuhay Zamboanga SibugayFATHER’S NAME: Boymie A. CalunodMOTHER’S NAME: Glenda P. SumicadRELIGION: Roman Catholic EDUCATIONAL BACKGROUND

ELEMENTARY: Solar, Olutanga Zamboanga SibugaySECONDARY: Southcom National High SchoolTERTIARY: Western Mindanao State University-Mabuhay ESU

98

CURRICULUM VITAE

PERSONAL DATA

NAME: Bahian, AlmaidaN-NAME: “Maida”AGE: 19GENDER: FemaleBIRTH DATE: March 01, 1997PLACE OF BIRTH: Malinao, Mabuhay, Zamboanga SibugayADDRESS: Malinao, Mabuhay, Zamboanga SibugayFATHER’S NAME: Said T. BahianMOTHER’S NAME: Saada S. BahianRELIGION: IslamSTATUS: Single

EDUCATIONAL BACKGROUND

ELEMENTARY: Malinao Elementary SchoolSECONDARY: Xavier High SchoolTERTIARY: Western Mindanao State University-Mabuhay ESU

99

CURRICULUM VITAE

PERSONAL DATA

NAME: Telompros, Rodeles S.N-NAME: “Ling”AGE: 21 years oldGENDER: FemaleBIRTH DATE: June 09, 1995PLACE OF BIRTH: Calais, Olutanga Zamboanga SibugayADDRESS: Calais, Olutanga Zamboanga SibugayFATHER’S NAME: Rodelio C. TelomprosMOTHER’S NAME: Analiza S. TelomprosSISTERS: Lizadel S. Telompros and Annadel S. TelomprosSTATUS: SingleRELIGION: Roman Catholic

EDUCATIONAL BACKGROUND

ELEMENTARY: Laparay Elementary SchoolSECONDARY: Laparay National High SchoolTERTIARY: Western Mindanao State University-Mabuhay ESU

100

CURRICULUM VITAE

PERSONAL DATA

NAME: Recerone, JelynN-NAME:AGE:GENDER:BIRTH DATE:PLACE OF BIRTH:ADDRESS:FATHER’S NAME:MOTHER’S NAME:RELIGION:STATUS:

EDUCATIONAL BACKGROUND

ELEMENTARY:SECONDARY:TERTIARY: Western Mindanao State University-Mabuhay ESU

101

CURRICULUM VITAEPERSONAL DATA

NAME: Mayran, AnalynN-NAME: “An”AGE: 25GENDER: FemaleBIRTH DATE: September 05, 1991PLACE OF BIRTH: Florida, Talusan, Zamboanga SibugayADDRESS: Florida, Talusan, Zamboanga SibugayFATHER’S NAME: Isabelo C. Mayran Jr.MOTHER’S NAME: Nena C. MayranRELIGION: Roman CatholicSTATUS: Single

EDUCATIONAL BACKGROUND

ELEMENTARY: Mabuhay Central Elementary SchoolSECONDARY: Xavier High SchoolTERTIARY: Western Mindanao State University-Mabuhay ESU