FUNNELING TEACHING STRATEGIES TO ENHANCE STUDENTS' LEARNING, RETENTION, AND ACADEMIC PERFORMANCE.
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| Title: | FUNNELING TEACHING STRATEGIES TO ENHANCE STUDENTS' LEARNING, RETENTION, AND ACADEMIC PERFORMANCE. |
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| Authors: | Buga-ay, Cynthia U.1 cynthia.buga-ay@chmsc.edu.ph, Causing, Ruby D.2 |
| Source: | Globus: Journal of Progressive Education. Jan-Jun2023, Vol. 13 Issue 1, p129-137. 9p. |
| Subject Terms: | *Educational planning, *Academic achievement, *Grade repetition, *Educational innovations, *Mentoring in education, *Collaborative learning |
| Abstract: | Innovation is a crucial subject among higher education institutions where engaging techniques have been used to enhance the teaching and learning process. For this reason, this study sought to determine what and how teachers applied innovative techniques to enhance student learning, retention, and academic performance. It used a descriptive research design with questionnaires and descriptive statistics like frequency counting, percentages, and ranking to obtain and analyze the data. The findings showed the top three teaching strategies as using audio-visual aids, doing oral presentations, and peer mentoring while majority of the students felt at ease learning from teachers who used audio-visual tools, PowerPoint presentations, peer mentoring, and team teaching. It also revealed that students considered speaking and presenting in front of the class as less appealing. Issues encountered included passive students, the lack of students' interest to explore, a loss of general interest, inadequate time for planning, a lot of paperwork, and scarcity of resources for teaching and learning. Finally, results identified that innovative techniques should foster a positive attitude toward learning, teach students habits for success, provide creativity, encourage independent learning and collaborative learning, develop language convergence, and expand the source of information. Behavioral problems could exist as difficulties encountered on the implementation of teaching methods, but these could be remedied by improving these methods and instilling values among the students. [ABSTRACT FROM AUTHOR] |
| Copyright of Globus: Journal of Progressive Education is the property of Globus Publication and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 169840391 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: FUNNELING TEACHING STRATEGIES TO ENHANCE STUDENTS' LEARNING, RETENTION, AND ACADEMIC PERFORMANCE. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Buga-ay%2C+Cynthia+U%2E%22">Buga-ay, Cynthia U.</searchLink><relatesTo>1</relatesTo><i> cynthia.buga-ay@chmsc.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Causing%2C+Ruby+D%2E%22">Causing, Ruby D.</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Globus%3A+Journal+of+Progressive+Education%22">Globus: Journal of Progressive Education</searchLink>. Jan-Jun2023, Vol. 13 Issue 1, p129-137. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Grade+repetition%22">Grade repetition</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br />*<searchLink fieldCode="DE" term="%22Mentoring+in+education%22">Mentoring in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Innovation is a crucial subject among higher education institutions where engaging techniques have been used to enhance the teaching and learning process. For this reason, this study sought to determine what and how teachers applied innovative techniques to enhance student learning, retention, and academic performance. It used a descriptive research design with questionnaires and descriptive statistics like frequency counting, percentages, and ranking to obtain and analyze the data. The findings showed the top three teaching strategies as using audio-visual aids, doing oral presentations, and peer mentoring while majority of the students felt at ease learning from teachers who used audio-visual tools, PowerPoint presentations, peer mentoring, and team teaching. It also revealed that students considered speaking and presenting in front of the class as less appealing. Issues encountered included passive students, the lack of students' interest to explore, a loss of general interest, inadequate time for planning, a lot of paperwork, and scarcity of resources for teaching and learning. Finally, results identified that innovative techniques should foster a positive attitude toward learning, teach students habits for success, provide creativity, encourage independent learning and collaborative learning, develop language convergence, and expand the source of information. Behavioral problems could exist as difficulties encountered on the implementation of teaching methods, but these could be remedied by improving these methods and instilling values among the students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Globus: Journal of Progressive Education is the property of Globus Publication and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=169840391 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.46360/globus.edu.220231015 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 129 Subjects: – SubjectFull: Educational planning Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Grade repetition Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Mentoring in education Type: general – SubjectFull: Collaborative learning Type: general Titles: – TitleFull: FUNNELING TEACHING STRATEGIES TO ENHANCE STUDENTS' LEARNING, RETENTION, AND ACADEMIC PERFORMANCE. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Buga-ay, Cynthia U. – PersonEntity: Name: NameFull: Causing, Ruby D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan-Jun2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 22311335 Numbering: – Type: volume Value: 13 – Type: issue Value: 1 Titles: – TitleFull: Globus: Journal of Progressive Education Type: main |
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