Students perception toward teacher strategy

DEPARTMENT OF EDUCATION CAGAYAN DE ORO CITY
Competence. Dedication. Optimism.
1
STUDENT'S PERCEPTION TOWARDS TEACHER'S STRATEGY AND THE
CLASS
IN PEDRO OLOY N. ROA SR. HIGH SCHOOL
Olaguer, Florencio Jr.
Legaspi, Kenneth Christian Levi B.
Catamco, Charlyn
Ganzan, Ludena
Amor, Monica Morel
Adajar, Kiss Sha
Otero, Hezenith
Olano, Leona Marie
Algaba, Eggie
Selma, Patrick Ryan
FEB 2020

2
Abstract
This study is all about Student's Perception towards Teacher's Strategies and
the Class. The aim of the study is to know either the perceptive of the students is
positive or a negative perceptive. And to study if there is a significant difference in
the level of agreement of Teacher's Behavior and Classroom Environment among
the participants when compared by gender and grade level. And the study reveals
that all of the answers of the participant are agree therefore this means it is a
positive perception and according to Mercè Bernaus, Robert C Gardner (2008), the
teachers and students agreed on the relative frequency of some strategies but not
on the frequency of other strategies. And also it reveals that there is no significant
difference in the level of agreement of Teacher's Behavior and Classroom
Environment among the participants when compared by gender and grade level
according to the research result.
Chapter 1
INTRODUCTION
Background of the Study
According to IGI Global, teaching is instruction or delivery of a particular skill
or subject or something that someone studies you to do. And according to Infed,
teaching is the process of attending to people's needs, experiences and feelings,
and intervening so that they learn particular things and go beyond the given. It is

3
important because according to SDT, autonomy-supportive teaching is important.
After all, it makes the students feel autonomous and competent in their learning and
also supported (relatedness) by their teachers.
There are different teaching styles for effective delivery. These are small
grouping teaching, demonstrating in practical classes, massive open online courses
(MOOCs), flipped classroom, active learning, problem-based learning, work-based
learning, blended learning, and student-led learning according to the University of
Leicester. And it is important to for the teachers to get to know their students
because as stated by BAM Radio, "It is important for the teachers to get to know
their students because the more they get to know each student the better they can
teach them, in a way that they will learn".
The research is all about the student's perception of teaching strategies. We
came up with this study because most of the students want to learn more simply and
to understand the lessons easily. Enable to know the learner's perception of the
teacher's strategy of teaching and know their likes and exclusions.

4
Significance of the Study
 Benefits
The benefits of the study are we can share with everyone in the school the student's
perspectives on what they liked the most of the strategy that the teachers did.
 Beneficiaries
Results gathered in this study will give light on the students' preference specifically it
will give benefits to the following:
Teachers will be given insight on interest students and how teachers can engage
their students in their class. Thus, make the delivery of their lessons relevant and
understandable.
The school administrator will be given information to the following students who have
a concern about the perceptions of the student towards the teacher's strategies.
Policymakers will be given also information regarding the perception of the students
so that they give action on this situation.
DepEd secretary will be informed about the student's perspectives so that even in
this small information they will realize what the next step they will do is.

5
DepEd supervisor will be oriented so that she/he facilitates the teachers to always
and continue to encourage their students to go to school during the class day.
Theoretical/Conceptual Framework
Students Perspective
Classroom
Climate
(dependent
variable)
Student
Engagement
(dependent
variable)
Teaching
Strategies
(dependent
variable)

6
Statement of the Problem
The study aims to get to know the student's perspective towards the teacher's
strategy. The researcher's think on what is the student perspectives on teacher's
strategies during class either it is a positive perspective or negative perspective
because according to Ernest Ampadu (2012), teachers' actions and inactions impact
positively or negatively on students learning experiences as majority of the
respondents reported that their learning experiences are to a larger extent controlled
by that teacher. And also they will study if there is a different perceptive between
males and females in their perceptive in the strategy of the teachers and the class.
With the following main questions in the study:
A. What is the level of agreement of the participants in terms
of the teacher's behavior and the class environment?
B. Is there a significant difference in the level of agreement of
teacher's behavior and classroom environment in terms of gender and grade
level?
1. The class is interesting.
2. The class is challenging.
3. The workload is fair.
4. The assignments are clear.
5. The tests/ quiz are relevant to topics covered in class.

7
6. The material is interesting/ exciting.
7. The class forces me to think about complicated issues.
8. The teacher presents the material.
9. The teacher facilitates my understanding of the material.
10. The teachers are approachable outside the class.
11. The teacher is fair.
12. The teacher's style is effective.
13. The teacher cares about the students and their concerns.
14. The teacher is aware of the student's level of
understanding.
15. The teacher welcomes and encourages interpersonal of
her/him than her/his own.
Research Hypothesis
Ho: Negative perceptive
H1: Positive perceptive

8
Scope and Delimitation of the Study
This research aims to investigate /study/inquire/discover the student's
perceptive toward the teacher strategy. We are making this study within Pedro Oloy
N. Roa Sr. High School campus. The demographics or communities were searching
is all the grade 10 and grade 11 (eleven) senior high school students in a certain
school. The period that the research covers is on July 2019-2020. And the
delimitation of the study is the honesty of the participants who will the questionnaire.
Definition of Terms
1. Teaching technique - comprises the principles and methods used by teachers to
enable student learning.
2. Teaching style - is the manner of doing or presenting things.
3. Teaching strategies - refer to methods used to help students learn the desired
course contents and be able to develop achievable goals in the future.
4. Classroom Climate - in the classroom environment, the social climate, the
emotional and the physical aspects of the classroom.
5. Student engagement refers to the degree of attention, curiosity, interest,
optimism, and passion that students show when they are learning or being taught,
which extends to the level of motivation they have to learn and progress in their
education.

9
Chapter 2
REVIEW OF RELATED LITERATURE
According to Idit Katz, Avi Kaplan, Gila Gueta (2009), teacher support partially
mediated the difference in autonomous motivation for homework between students
in the two school systems. Besides, the findings suggested that whereas students'
with different level of expressed needs may perceive different levels of teachers'
support, and that teachers' support might be more important for students who
express higher level of needs, perceived teachers' support of psychological needs
was important for students' adaptive motivation for homework, irrespective of their
expressed level of needs.
According to Ernest Ampadu (2012), the study established that teachers'
actions and inactions impact positively or negatively on students learning
experiences as the majority of the respondents reported that their learning
experiences are to a larger extent controlled by that teacher.
According to Mercè Bernaus, Robert C Gardner (2008), the teachers and
students agreed on the relative frequency of some strategies but not on the
frequency of other strategies.

10
According to Celkan, Gul & Green, Linda & Hussain, Kashif. (2015), the
teacher is fully aware of these differences and attempts to empower himself in
learning how to understand students with different orientations, as well as building
respect for the teacher. If instructors fair to understand and respect the differences
exhibited by their students in a class, this is entirely due to their lack of
understanding. A study conducted by Hapner and Imel with disabled students
showed that Individualized Education Programs (IEP) have been very effective in
helping to build bridges between teachers and students. At the end of the study, they
found that as more and more students learned how to manage their IEPs,
enthusiasm and positive spirit de corps evolved. On completion of the whole
process, the students learned that "teachers started listening and showing respect."
This comment is evidence that students want to show respect to their teachers.
According to Orlich (2012), believed that good teachers reflect the way they
will present a lesson and have a variety of instructional strategies at their disposal
through their education.

11
According to Katharina FrickeIsabell Van AckerenAlexander KauertzHans E.
Fischer (2010), one of these skills is the ability of teachers to manage classrooms
(CM), which influences not only the teacher-student interactions but also the amount
of academic learning time. This is especially true in well-organized classrooms,
"where activities go smoothly, transitions are brief and orderly, and there is little time
spent organizing or dealing with misconduct".
According to Darling-Hammond (2008), Teachers face tremendous
challenges in adapting to the dynamic and rapidly changing environment in our
contemporary classroom setting. Schools are asked by their teachers to educate
different learners of different cultural backgrounds, economic status, and cognitive
abilities.
According to Creswell (2007) said that transferability is achieved when other
researchers use the results of the study in their quest for clarification.
According to Bruno (2002); Parameswaran & Beena (2006), this means our
experience isn't constant. Our unique set of observations usually change, bias, color
or distort perceptions. Our experiences are real-world personal definitions.

12
According to Trochim (2006), we noticed this dimension by following the
pattern strictly in the conduct of the study. Therefore, we anchored this inquiry with
the ideas appropriate for teaching strategies. Furthermore, the research questions
were subjected to validation by experts. We've also gathered enough related studies
to support this study's results and arguments.
According to Gul Celkana, Linda Greenb, Kashif Hussainab (2014), there has
been a lot of research carried out on student respect toward teachers; however,
almost all studies recommend a study on teacher respect toward students should
also be carried out.
According to Hoecherl-Alden (2006) and Barette, Paesani and Vinall (2010),
the belief that literature should serve as the actual content of FL classes has also led
to an increasing number of papers promoting the idea of integrated linguistic and
literature curricula.

13
Reference List
BAM Radio https://www.bamradionetwork.com/the-importance-of-getting-to-know-
your-students
Celkan, Gul & Green, Linda & Hussain, Kashif. (2015). Student Perceptions of
Teacher Respect Toward College Students. Procedia - Social and Behavioral
Sciences. 191. 2174-2178. 10.1016/j.sbspro.2015.04.435.
Ernest Ampadu 2012 https://scholar.google.com/scholar?q=related:JwJu-
tllDikJ:scholar.google.com/&scioq=students+perception+teachers+characteristics&hl
=en&as_sdt=0,5#d=gs_qabs&u=%23p%3Di_iXJ9YLMZ8J
Idit Katz, Avi Kaplan, Gila Gueta 2009
https://scholar.google.com/scholar?hl=en&as_sdt=0,5&qsp=8&q=student+perspectiv
e+homework&qst=ib#d=gs_qabs&u=%23p%3DULi4cb-ma_sJ
Infed https://infed.org/mobi/what-is-teaching/
IGI Global https://www.igi-global.com/dictionary/broadcasting-transforming-social-
construction-knowledge/29344

14
Mercè Bernaus, Robert C Gardner (2008)
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=students+perception+t
oward+teachers+strategies&oq=students+perception+toward+teachers+st#d=gs_qa
bs&u=%23p%3DISoSwltVAm0J
San Jose, Ariel. (2015). Strategies in Teaching Literature: Students in Focus.
International Journal of Education and Research. 3. 41-50.
SDT https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=why+teaching
+is+important&oq=why+teaching+is#d=gs_qabs&u=%23p%3Du1ne7rgVcEUJ
Shodhganga
https://www.google.com/url?sa=t&source=web&rct=j&url=https://shodhganga.inflibne
t.ac.in/bitstream/10603/14090/10/10_chapter%25202.pdf&ved=2ahUKEwiU6NfDj-
3nAhWHFogKHVVmDDIQFjAJegQIBBAB&usg=AOvVaw0OE3tSdId3XMpyPSGX3x
kO
Student engagement https://www.edglossary.org/student-engagement/
Student Perceptions of Teacher Respect Toward College Students By Gul Celkana,
Linda Greenb, Kashif Hussainab 2014
Students' Perceptions of their Teachers' Classroom Management in Elementary

15
and Secondary Science Lessons and the Impact on Student Achievement
By Katharina FrickeIsabell Van AckerenAlexander KauertzHans E. Fischer 2015
University of Leicester
https://www2.le.ac.uk/offices/lli/developing-learning-and-teaching/enhance/strategies
The Room 241 Team on January 8, 2018
https://education.cu-portland.edu/blog/curriculum-teaching-strategies/improve-
teacher-efficacy/

16
Chapter 3
METHODOLOGY
The following are the sequences of data gathering in this study this include
research method, research locale, and population, description of participants,
instrumentation, and data gathering procedure.
Research Method
The research method that the team applied is descriptive design because the
researchers will survey the respective participants.
Research Locale
The study locale is at Pedro Oloy N. Roa Sr. High School. This school is
located in the city of Cagayan de Oro.
Population
The certain school has over 2000 population and we only select the grade 10
and 11 students and have a population of 327 students.
Description of the Participants
Sampling Method

17
Our participants are in grade 10 and grade 11 students and the participants
are selected randomly. And we get the sample size of 180 participants by using the
formula of Slovin.
Instrumentation
For gathering our data to the data analysis we survey the grade 10 and grade
11 students of Pedro Oloy N. Roa Sr. High School and the team hoping to gain the
truth and honesty that they will answer the questionnaire properly.
Data Gathering Procedure
The first step that we do is we are creating our helpful questions that should
be answered truthfully by the student of grade 10 (ten) and grade 11 (eleven) and
there are 6 (six) that we made that is located in the instrumentation. After that, we
finalize the questionnaires and distributed them to the respective students.

18
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Problem 1. What is the demographic data of the participants in term of;
gender;
grade level?
Table 1: Frequency and Percentage Distribution of the participants by gender.
GENDER FREQUENCY PERCENT
Male 90 50%
Female 90 50%
Total 180 100%
Table 2: Frequency and Percentage Distribution of the participants by grade level.
Grade Frequency Percent

19
Table 1 shows the frequency and percentage distribution of the participants
by gender. The total male is 90 which equivalent to 50% and the other side, a female
which 90 participants and have a total of 180 participants. In table 2 shows the
frequency and percentage distribution of the participants by grade level. In grade 10
we have a total frequency of 100 which has 55.6% and in grade 11 we have a total
frequency of 80 and it is equivalent to 44.4% of the participants.
Table 3: Level of agreement of the Teacher's Behavior.
Indicators Mean Level of
Agreement
The teacher is fair. 4.10 Agree
The teacher makes the class challenging. 4.01 Agree
The teacher is approachable outside the class. 4.12 Agree
The teacher gives tests/quizzes that are relevant 4.23 Agree
1.00
100 55.6
2.00
80 44.4
Total
180 100.0

20
to the topics covered in class.
The teacher's style is effective. 4.34 Agree
The teacher assures that assignments are clear. 4.03 Agree
The teacher facilitates my understanding of the
material.
4.45 Agree
The teacher forces me think about complicated
issues/lessons.
3.95 Agree
The teacher gives fair workload. 3.58 Agree
Overall Mean 4.10 Agree
Range Verbal Description
4.51 – 5.0 Strongly Agree
3.51- 4.50 Agree
2.51 – 3.50 Undecided
1.51 – 2.50 Disagree
1.0 – 1.50 Strongly Disagree
The table above reveals that all of the options on the level of agreement on
teacher's behavior were agreed by the participants and according to Mercè Bernaus,
Robert C Gardner (2008), the teachers and students agreed on the relative
frequency of some strategies but not on the frequency of other strategies.

21
Table 4: Level of agreement of the Class Environment.
Indicators Mean Level of
Agreement
The class materials are interesting/ exciting. 3.94 Agree
The class materials are presented clearly. 4.34 Agree
Students can express their opinions about the
teachers openly.
4.49 Agree
The class is interesting. 4.48 Agree
Students are being cared for and their concerns
are listened to.
4.26 Agree
Students' level of understanding is considered in
the class undertakings.
4.39 Agree
Overall Mean 4.32 Agree
Range Verbal Description
4.51 – 5.0 Strongly Agree
3.51- 4.50 Agree
2.51 – 3.50 Undecided

22
1.51 – 2.50 Disagree
1.0 – 1.50 Strongly Disagree
The table above reveals that most of the answers of the participants on the
level of agreement in terms of class environment and according to Darling-
Hammond (2008), teachers face tremendous challenges in adapting to the dynamic
and rapidly changing environment in our contemporary classroom setting. Schools
are asked by their teachers to educate different learners of different cultural
backgrounds, economic status, and cognitive abilities.
Problem 3.
3.1 Is there a significant difference in the level of agreement of Teacher's Behavior
and Classroom Environment in terms of;
3.1 gender;
3.2-grade level?
Ho1: There is no significant difference in the level of agreement of Teacher's
Behavior and Classroom Environment among the participants when compared by
gender.

23
Ho2: There is no significant difference in the level of agreement of Teacher's
Behavior and Classroom Environment among the participants when compared by
grade level.
Table 5. Group Statistics by Gender
Group Statistics by Gender
Group Statistics by Gender
DEPENDENT VARIABLES
Male Female
N Mea
n
SD N Mea
n
SD
Level Agreement of Teacher's Behavior 90 4.03 .50 9
0
4.16 .49
Level of Agreement of Classroom
Environment
90 4.25 .48 9
0
4.39 .50
The participants' mean scores of the level of agreement of the teacher's
behavior did not differ, t (178) = -1.70, p=.091. So that it reveals that there is no
significant difference in the level of agreement of teacher's behavior and classroom
environment in terms of gender.
Table 6. Group Statistics by Grade Level

24
Group Statistics by Grade Level
DEPENDENT VARIABLES
1 2
N Mea
n
SD N Mea
n
SD
Level Agreement of Teacher's Behavior 10
0
4.06 .50 8
0
4.13 .47
Level of Agreement of Classroom
Environment
10
0
4.31 .51 8
0
4.33 .47
The participants' mean scores of the level of agreement of
the classroom environment did not differ, t (178) = -.358, p=.721. this reveals also
that there is no significant difference in the level of agreement of teacher's behavior
and classroom environment in terms of grade level.

25
Chapter 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATION
Summary
Perceptions of the students toward teachers' strategies are important matters
that we should know. Through the help of it, we will gain information about their
insights either positive or negative perceptives and if it a significant difference in the
level of agreement of Teacher's Behavior and Classroom Environment among the
participants when compared by gender and grade level. The researchers found out
that majority of 180 participants reveals that they are agreed and shows that is a
positive perceptive and according to Mercè Bernaus, Robert C Gardner (2008), the
teachers and students agreed on the relative frequency of some strategies but not
on the frequency of other strategies And that reveals that all of the following
questions below are extremely agreed to all student and it is a positive perspective.
 The class is challenging.
 The workload is fair.
 The assignments are clear.
 The tests/quiz is relevant to topics covered in class.
 The material is interesting/exciting.
 The class forces me to think about complicated issues.
 The teacher presents the material clearly.
 The teacher facilitates my understanding of the material.

26
 The teachers are approachable outside the class.
 The teacher is fair.
 The teacher's style is effective.
 The teacher cares about the students and their concerns.
 The teacher is aware of the student's level of
understanding.
 The teacher welcomes and encourages interpersonal of
her/him than her/his own.
 The class is interesting.
According to Bruno (2002); Parameswaran & Beena (2006), this means our
experience isn't constant. Our unique set of observations usually change, bias, color
or distort perceptions. Our experiences are real-world personal definitions.
Moreover, the study reveals that there is no significant difference in the level of
agreement of Teacher's Behavior and Classroom Environment among the
participants when compared by gender and by grade level.
Conclusion
The research alternative hypothesis excels on the results of the study that the
researchers conducted. And all of the options in the question results are agree so
that the study concluded that the student's perception towards teacher's strategies is
a positive perceptive. And the researchers concluded also that there is no significant

27
difference in the level of agreement of teacher's behavior and classroom
environment among the participants when compared by gender and grade level. And
most of the students believe there is a teacher that they are a nice and good model
to all of the students in the school that should be imitate and to be inherited. The
respective teacher does there job excellently, awesome and outstanding.
Recommendation
1. Teachers must gain more righteousness and respect from
the students.
2. Students must proud of their teachers because being a
teacher is not an easy task/job.
3. The government must increase the salary of the teachers
so that all of the teacher's efforts and endeavours to his/her students will be
worthy.
4. The students must be responsible for doing the task in the
school especially the task that is given by their teachers.
5. The students must possess critical thinking skills.

28
ANNEX
Pedro Oloy N. Roa Sr. High School
October 2019
PN. Roa Subdivision, Calaanan, Canitoan, Cagayan de Oro City
Dear ma'am,
Good day! We are a grade 12 students conducting a research entitled Students Perceptions towards
Teachers Strategy as we go on in our study, may we request a copy of the list of the name of the
students of grade 10 and grade 11 students together with their LRN.
Thank you for your favourable response and have a nice day.
Sincerely,
Florencio Olaguer
Research Leader
Noted by:
Mrs. Christina Simbajon
PR Teacher
Approved by:
Mrs. Naomi Arminta
LIS Coordinator

29
Pedro Oloy N. Roa Sr. High School
October 2019
PN. Roa Subdivision, Calaanan, Canitoan, Cagayan de Oro City
Dear ma'am/sir,
We, the grade 12 General Academic Strand will get your permission to allow us to survey
your students. This is in the view of our practical research entitled Students Perceptions
towards Teachers Strategy in Pedro Oloy N. Roa Sr. High School. The survey will take 5-10
minutes only.
Sincerely,
Florencio Olaguer
Research Leader
Noted by:
Mrs. Christina Simbajon
PR Teacher
Approved by:
Mr. Jerson B. Herrero
Principal

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