This document summarizes a research presentation given at the 59th World Assembly of the International Council of Education for Teaching on the topic of "Challenging Disparities in Education". Specifically, it examines awareness, perspectives and practices regarding multifaceted educational pedagogies at Don Mariano Marcos Memorial State University in the Philippines. Key findings include that respondents had moderate awareness of alternative pedagogies compared to high awareness of lectures. Age, education level and training impacted awareness. Respondents generally agreed with alternative pedagogies but lecture was most commonly practiced. The researchers concluded more faculty development is needed to increase awareness and adoption of alternative pedagogies.

1. International Council of Education for
Teaching (ICET), 59th World Assembly,
“Challenging Disparities in Education”
JOMAR L. ABAN
JENILYN L. ABAN
Research Presenters
HOW TO CITE: Aban, J. L. and Aban, J. L. (2015). Awareness, Perspectives and Practices on the
Multifaceted Educational Pedagogies in Don Mariano Marcos Memorial State University, Philippines.
International Council of Education for Teaching (ICET), 59th World Assembly - Challenging
Disparities in Education. Naruto University of Education, Japan. June 19-21, 2015. pp 447-458.

2. Awareness, Perspectives and Practices
on the Multifaceted Educational
Pedagogies in Don Mariano Marcos
Memorial State University, Philippines
JOMAR L. ABAN
JENILYN L. ABAN
Research Presenters
Subtheme: Pedagogy and Practice

3. RATIONALE
Collegiate education
in the Philippines
has become diverse,
plural and generally
accessible.
 Its diversity brought about
heterogeneous quality
outcomes which
necessitated the
Commission on Higher
Education to initiate
improvement programmes
through accreditation.

4. DMMMSU has become vigilant
in developing its teaching
manpower competencies.

5. STAKEHOLDERS IN
COLLEGIATE INSTRUCTION
1.) Instructors – Instructors are very different from
one another. Some are tenured, some are newbies.
Likewise, some prefer lecture method and some
utilize group activities.

6. STAKEHOLDERS IN
COLLEGIATE INSTRUCTION
2.) Students – Students come from different
sectors thus there is a diversity of learners that
must be catered by instructors.

7. THREE ELEMENTS IN THE
PURSUIT OF THIS RESEARCH
 Awareness – pertains to the knowledge of
respondents to different educational
pedagogies.
 Perspectives – beliefs, attitudes and
motivations of respondents to the different
educational pedagogies.
 Practice – the utilization of instructors to the
different educational pedagogies and the how
students perceive such practice by their
instructors.

8. THEORETICAL AND
CONCEPTUAL FRAMEWORK
 The innovation – decision process in
instruction:
Acquisition of knowledge
about a pedagogy
(Awareness)
Forms an attitude about it.
(Perspective)
Makes a decision whether to
practice it or not. (Practice)
Roger (2003)

9. THEORETICAL AND
CONCEPTUAL FRAMEWORK
 Without the initial acquisition of knowledge,
the innovation-decision process would not
push through:
Acquisition of knowledge
about a pedagogy
(Awareness)
Forms an attitude about it.
(Perspective)
Makes a decision whether to
practice it or not. (Practice)
Roger (2003)

10. Our „usual‟ teaching pedagogy
might get problematic at times..
 According to Andersen
(2011), there are chances
that instructors‟ teaching
gets problematic in terms
of low student-learning
assessment. Particularly
when there is mono-
utilization of a certain
teaching pedagogy.
Photo credit: wornthrough.com

11. Our „usual‟ teaching pedagogy
might get problematic at times..
 This may seem problematic to the instructor
but may open up ways to the reception of the
instructor to new educational pedagogies
Photo credit:
wikispaces.com

12. Con‟t
 Furthermore, it is also
possible that these new
pedagogies lead to needs.
 Example, when an
instructor acquired a new
pedagogy in a conference,
it might create desire for
him/her to change the way
that he/she teaches to suit
the new pedagogy (Rogers,
2003).

13. The Six Educational
Pedagogies
 Lecture Method –
traditional teacher-
centered approach
 Cooperative Learning
– student-centered
approach where the
class is divided into
groups.

14. The Six Educational
Pedagogies
 Inquiry-Based Learning –
student-centered approach
where there is a general
overview of the topic but the
key ideas are exposed by
asking questions.
 Mastery Learning –
subject-centered
approach where the
subject must be fully
understood first before
moving further.

15. The Six Educational
Pedagogies
Learning with Emphasis
to Comm. Skills –
student-centered
approach where topics
are discussed but with
focus on the learners
ability to express
themselves.
 Project-Based
Method– student-
centered approach
which allows students
to come up with an
output at the end of a
school term.

16. Statement of the
Problem
 1.) What is the level of awareness of the respondents
on the different educational pedagogy?
 2.) Is there a significant difference in the level of
awareness when respondents are grouped according
to the following demographic data:
 a.) Age;
 b.) Highest educational attainment;
 c.) Length of Service;
 d.) Trainings attended related to educational
pedagogy; and
 e.) Access to web, journals and books?

17. Statement of the
Problem
 3.) What are the respondents’ perspectives towards
the use of different educational pedagogy?
 4.) Is there a significant difference in the perspectives
of respondents when they are grouped according to
the aforementioned demographic data?
 5.) What are the respondents’ extents of practice on
the different instructional strategies?
 6.) Is there a significant difference in the extent of
practice when the respondents are grouped according
to the aforementioned demographic data?

18. METHODOLOGY
 Research Design
 The study has employed a quantitative and
descriptive research design through the use of a
survey questionnaire.
 Sampling Technique
 Random sampling aided by the Slovin’s formula.
 Total of 265 respondents: 250 were students
and 15 were instructors.

19. METHODOLOGY
 Validity and Reliability
 The survey instrument in this study was adapted from
the research conducted by Andersen (2011). The
research questionnaire used by Andersen (2011) was
build using several, well-studied instruments including:
Approaches to Teaching Inventory (Prosser et al., 2005),
Experience of Teaching Questionnaire (Trigwell et al.,
2005), and the 2008 Survey of Physics Instructors
(Henderson et al., 2008). Based on the matter by which
the survey questionnaire was built and how it was
previously used, the validity of the survey questionnaire
is assumed.

20. METHODOLOGY
 Data and Statistical Analysis
Percent (%) Correct Answer Descriptive Interpretation for
Awareness
76 – 100 Highly aware
51 – 75 Moderately aware
26 – 50 Fairly aware
0 – 25 Not aware
Mean Scale Descriptive Interpretation for
Perspectives
3.25 – 4.00 Strongly Agree
2.50 – 3.24 Agree
1.76 – 2.49 Disagree
1.00 – 1.75 Strongly Disagree
Mean Scale Descriptive Interpretation for
Practice
3.25 – 4.00 Always
2.50 – 3.24 Sometimes
1.76 – 2.49 Seldom
1.00 – 1.75 Never
T-test and ANOVA were
used. In addition, when
there is significant
difference among the
sample groups, the
Tukey’s test was used
All tests of significance
were made with alpha
value of 0.05.

21. RESULTS AND
DISCUSSION
 Table 1. Awareness of respondents on the
different educational pedagogies.
Respondents Mean Inter-
Teaching Strategies Instructor Students Average pretation
Cooperative Learning 83% 64% 74% MA
Inquiry-based
Learning 68%
45% 57% MA
Lecture Method 82% 70% 76% HA
Mastery Learning 73% 65% 69% MA
Learning with
Emphasis on
Communication Skills 87%
52% 69% MA
Project-based Method 71% 51% 61% MA
TOTAL 77% 58% 68% MA

22. RESULTS AND
DISCUSSION
 Table 2. Perspectives of the respondents
on the different educational pedagogies.
Teaching Strategies
Respondents Mean Inter-
Instructors Students
Average
pretation
Cooperative Learning 3.11 2.90 3.00 Agree
Inquiry-based Learning
2.94 2.85 2.90 Agree
Lecture Method 2.94 2.88 2.91 Agree
Mastery Learning 2.51 2.84 2.68 Agree
Learning with
Emphasis on
Communication Skills
2.61 2.90 2.76 Agree
Project-based Method 2.85 2.89 2.87 Agree
TOTAL 2.83 2.88 2.85 Agree

23. RESULTS AND
DISCUSSION
 Table 3. Practices (for instructors) and perception of practice
(for students) by the respondents on the different educational
pedagogies.
Teaching Strategies
Respondents Mean Inter-
Instructors Students
Average
pretation
Cooperative Learning 3.19 3.24 3.22 Sometimes
Inquiry-based
Learning
3.13 3.18 3.16 Sometimes
Lecture Method 3.41 3.34 3.38 Always
Mastery Learning 2.55 3.11 2.83 Sometimes
Learning with
Emphasis on
Communication Skills
2.85 3.20 3.037 Sometimes
Project-based Method 3.05 3.13 3.09 Sometimes
TOTAL 3.03 3.20 3.12 Sometimes

24. RESULTS AND
DISCUSSION
 Table 4. Awareness, perspectives and practices of respondents on the
different educational pedagogies as grouped according to age.
Age Mean F-value P-value Decision Remarks
Awareness
1 (<20) 58% a
9.16 6.11E-07
Reject
Ho
There is significant
difference.
2 (21-30) 62% b
3 (31-40) 60% ab
4 (41-50) 85% c
5 (51>) 82% c
Perspectives
1 (<20) 2.88a
0.41 0.80 Accept Ho
There is no significant
difference.
2 (21-30) 2.85a
3 (31-40) 2.85a
4 (41-50) 2.76a
5 (51>) 2.86a
Practices
1 (<20) 3.19a
2.30 0.09 Accept Ho
There is no significant
difference.
2 (21-30) 3.21a
3 (31-40) 3.33a
4 (41-50) 3.03a
5 (51>) 2.92a

25. RESULTS AND
DISCUSSION
 Table 5. Awareness, perspectives, and practices of respondents on the different
educational pedagogies as grouped according to length of teaching experience .
LTE Mean F-value P-value Decision Remarks
Awareness
1 (<5 years) 78% a
0.94 0.48 Accept Ho
There is no significant
difference.
2 (6-10 years) 78% a
3 (11-15 years) 70% a
4 (16-20 years) 75% a
5 (20> years) 82% a
PerPerspectivesspectives
1 (<5 years) 2.79a
1.97 0.14 Accept Ho
There is no significant
difference.
2 (6-10 years) 2.84a
3 (11-15 years) 3.07a
4 (16-20 years) 2.67a
5 (20> years) 2.69a
Practices
1 (<5 years) 3.00a
1.25 0.32 Accept Ho
There is no significant
difference.
2 (6-10 years) 3.00a
3 (11-15 years) 3.22a
4 (16-20 years) 3.33a
5 (20> years) 2.82a

26. RESULTS AND
DISCUSSION
 Table 6. Awareness, perspectives, and practices of respondents on
the different educational pedagogies as grouped according to highest
educational attainment (HEA).
HEA Mean F-value P-value Decision Remarks
Awareness
1 (under-
graduate)
58% a
24.43 5.76E-14 Reject Ho
There is
significant
difference
1 (BS) 77% b
2 (MS) 76% b
3 (PhD) 80% b
Perspectives
1 (under-
graduate)
2.88a
2.98 0.06 Accept Ho No significant difference2 (BS) 3.08a
3 (MS) 2.77a
4 (PhD) 2.69a
Practices
1 (under-
graduate)
3.20a
1.75 0.194 Accept Ho No significant difference1 (BS) 3.26a
2 (MS) 2.95a
3 (PhD) 2.95a

27. RESULTS AND
DISCUSSION
 Table 7. Awareness, perspectives and practices of respondents on the
different educational pedagogies as grouped according to no. of hours
of seminars attended (NHSA).
NHSA Mean F-value P-value Decision Remarks
Awareness
1 (<10 hours) 58% a
8.94155
8.84E-
07
Reject Ho
There is significant
difference.
2 (11-20 hours) 60% a
3 (31-40 hours) 63% a
4 (41-50 hours) 58% a
5 (> 50 hours) 77% b
Perspectives
1 (<10 hours) 2.87a
1.14 0.37 Accept Ho
There is no significant
difference.
2 (11-20 hours) 2.92a
3 (31-40 hours) 2.86a
4 (41-50 hours) 2.76a
5 (> 50 hours) 2.86a
Initiatives
1 (<10 hours) 3.22a
2.70 0.10 Accept Ho
There is no significant
difference.
2 (11-20 hours) 3.08a
3 (31-40 hours) 3.39a
4 (41-50 hours) 3.13a
5 (> 50 hours) 3.05a

28. RESULTS AND
DISCUSSION
 Awareness, perspectives and practices of respondents on the
different educational pedagogy as grouped according to frequency of
access to web, journals and books (FAWJB).
FAWJB Mean F-value P-value Decision Remarks
Awareness
1 (limited) 59% a
5.97
0.00013
1
Reject Ho
There is significant
difference.
2 (moderate) 58% a
3 (frequent) 62% ab
4 (very frequent) 71% b
Perspectives
1 (limited) 2.90a
9.06 0.06 Accept Ho
There is no significant
difference.
2 (moderate) 2.86a
3 (frequent) 2.97a
4 (very frequent) 2.81a
Initiatives
1 (limited) 3.20a
3.92 0.20 Accept Ho
There is no significant
difference.
2 (moderate) 3.20a
3 (frequent) 3.27a
4 (very frequent) 3.13a

29. CONCLUSION
 It was found that the Don Mariano Marcos
Memorial State University - College of
Education is not an exception to the high
awareness and practice of lecture method
over the other alternative student-centered
educational pedagogies even at this modern
era of learning and education.

30. CONCLUSION
 Age, highest educational attainment, number
of hours of seminars attended, and frequency
of access to web, journals and books played a
significant role in the awareness of
respondents to the different educational
pedagogies wherein (1) the older the
instructor, (2) the higher the educational
attainment, (3) the more number of hours of
seminars attended, and (4) the higher the
frequency of access, the higher is the
awareness of the respondents.

31. CONCLUSION
 . In relation to this, many forms of faculty
development are considered agents of change
which increases instructors‟ awareness about
new educational pedagogies. Such awareness is
the first step of the innovation-decision process
and without this initial step, new teaching pedagogy
wouldn’t be practiced or utilized. This awareness is
important because there are many instances that
student-learning and student-assessment become
problematic if and when only lecture method is
utilized.

32. RECOMMENDATION
 This research highly recommends that
 (1) FOR STUDENTS: who are considered future educators,
need to attend more seminars, and they need to have
more sufficient access to web, journals, and books to
increase their level of knowledge and awareness to various
educational pedagogies.
 (2) FOR INSTRUCTORS, they need to achieve higher
education, likewise attend more seminars and must have
more access to the web, to journals and to books.
 This is highly recommended since awareness to new
educational pedagogies is the first step of the innovation-
decision process particularly because there are many
instances where student-learning and student-assessment
become problematic if and when only one or two educational
pedagogies is known and is utilized by the instructor.

33. SOMETHING TO THINK
ABOUT…
“If only we take TEACHING more of a
VOCATION rather than a PROFESSION,
there would be more learning and more smiles
on our students’ faces.”
~Jomar Aban~

34. THANK YOU FOR
LISTENING!

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36. REFERENCES
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