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CHAPTER I
This chapter discusses the problems and the background of the study. It
Introduction
ent teaching strategies, behavior and attitude of teachers. The term teaching me
thod refers to the general principles, pedagogy and management strategies use
d for classroom instruction. Your choice of teaching method depend on what fits
school mission statement. Teaching theories primary fall into two strategies, teac
First, teacher-centred strategy to learning where teachers are the main aut
hority figure in this model. Student are viewed as empty vessels whose primary
role is to passively receive information (via lecture and direct instruction) wit an e
edge and information onto their students. In this model, teaching and assessmen
t are viewed as two separate entities. Students learning ensured through objectiv
where the teachers primary role is to coach and facilitate student learning and o
mal and informal forms of assessment, including group projects, students portfoli
os, and class participation. Teaching and assessment are connected; student lea
depend not only on the subject matter but also by the nature of the learner.
The idea of having professors with different teaching strategies is not new
for the students. The professors have their own way on how to impart knowledge
to the students. Professors want to ensure that student not only understand the c
oncepts and theories that they are taught, but also that they can apply those lear
ning to different situation that they are facing and will face in the future. We cant
deny the fact that they have a big contribution to the improvements of the student
s. In order for the students to be successful in school and in life, teachers need t
o constantly make changes to improve the teaching strategies based on new met
hods that are introduced to make sure that the students are invested, engaged a
nd committed to learning.
d not on what teacher intends to teaching but rather the emphasis is on what is o
utcome from the learner of that teaching is intended to be. Due to the implementa
tion of this new curriculum in the University of Makati the faculty are feeling the pr
essure to lecture less, to make the learning environments more interactive and m
ore interesting, to integrate technology into the learning experience and to use eff
that teaching the said subject is a big challenge for the professors because they
need to determine which strategy works best for each student. We are aware that
students are responsible for their own learning but it is the professors responsibi
lity to provide resources which enable the student to learn efficiently and effective
ly.
According to an article entitled Different Teaching Styles and How they aff
ect your students by Natasha Quinonez (2014) that no two teachers will teach i
n the same way, just as no two students learn something in the same way.
Conceptual Framework
DEMOGRAPHIC PROFILE
Age
Gender
Working Status
accounting students in
University of Makati
Knowledge
Attitudes
Output
Increase the level of learning of students inside the classroom
ng questions:
of:
1.1.Name
1.2. Gender
1.3.Age
University of Makati?
1.1. Knowledge
2.1.1 References
2.1.2 Achievements
1.2. Attitudes
2.2.1 Punctuality
2.2.3 Personality
2.3.1 Lecture
2.3.3 Language
5. What is the best possible solution of the problems in the impact of different
Students:
ss topic, engage students in learning, develop critical thinking skills, keep student
s on task, and gender sustained and useful classroom interaction and in general,
enable and enhance the learning of course content. For an Accounting students,
teaching strategies is important because they keep those strategies in their entire
studies and life too. Students keep on receiving of the different strategies. The m
trategies. Accounting students adopt what are the strategies of the professor how
the professor approaches for the course and what are the materials needed.
Professors:
oom, online, or in some media. Strategy that engages a diversity of learning style
he course but the most important for the professors are the students that would l
earn in the course. For the accounting professors this topic provides as an outlin
e for the strategies and output of what the students approach of their teaching ski
lls.
Parents:
Our parents are our first teacher before we enter the formal education. Th
ey are the one who molds and shapes us, not only to be a role model in the socie
ty but also the techniques and strategies on how to learn effectively and efficientl
y. In the field of studies, the parents should be one who knows the status and the
problems of their children. It is important for them to know those things to further
give actions and solutions to the problems of their children. Having a child who is
hey need to have different reference and to engage to different review schools an
It is important for the university to know the impact of the teaching strategi
ccounting students. Consequently, they will have ideas of what kind of professor
will they hire to teach accounting subjects in the future in order for the students to
have some ideas that the teaching approach of the professors in this university is
improving and beyond the standards there is a big probability that they will choo
Statement of Hypothesis
The scope of the research are the insights, ideas, perceptions, knowledge an
d reactions of the second year students under the program of Management acco
unting in University of Makati during the second semester of the school year 201
counting subjects specifically Financial Accounting and how it affects the way of l
earning of students.
There are several factors that may affect the level of teaching strategies of ac
hree: The Attitude, knowledge and skill. Attitude is all about the way the professo
rs think, feel and react about something. It includes the personality, punctuality a
nd the relationship between the professor and the students. It answers if what ch
aracteristics are being used by the professor that would be helpful to students to f
ully understand the topic being taught. Knowledge is the information, learning a
nd understanding that the professors gain from experience or education that they
can convey to the students through teaching. It includes the references, achieve
ments and educational attainment of the professor. Skill is the ability to use knowl
anguage, and industry practitioner. This study aims to know how and why these
This study is limited to the students under the program of Management Acco
e professors teaching Financial Accounting II during the same year. The researc
hers believe that this study is necessary to be able to know the effects of different
approaches to the students learning, to know what is the most effective approac
h to use according to the students, why did the researchers conduct this study, w
hen and where did they conduct the study, who are the respondents and to answ
Definition of Terms
Curriculum - the course that are taught by a school, college, etc.
Facilities - a place where students could review and study their lessons such as
Makati.
which aims is to make the learning environment more interesting and assertive a
References - the books particularly the author of the books who has different ap
proaches and other printed materials used by the professors and the students.
Schedule - a written or printed list of things and the times when they will be done.
Strategies - a careful plan or method for achieving a particular goal usually over
e coach or facilitator of the class. At the same time, the student is the one who ga
thers all the data, knowledge and information needed to further improve himself i
n the class. He might use different resources such as books, reading materials, i
s the source of all knowledge and information. Student are viewed as empty ves
sels whose primary role is to passively receive information (via lecture and direct
This review of previous related literature and studies focused about the te
Local Literature
A key strategy the teachers, mentors and parents can use to encourage th
Problem Solving Strategies, it gave benefits children who struggle with soc
ial issues on a regular basis. Multiple Intelligence Strategies, incorporated all sev
ersonal, and logic. Technology Strategies, were a kind that help to supplement c
3.
(Soriano, 2013)
The teachers are the key factor of the classroom. Therefore, the integrated pa
ability to balance in selective manner with the used of appropriate strategies nec
essary in the execution of the lesson in order in efficiently effect quality of learnin
Students learned best when they were actively involved in the process. Rega
rdless of the subject matter, students working in small groups tend to learn more
of what was taught and retained it longer than when the same content was prese
Aside from being constantly in touch with new development in the field the
teacher has to adjust to new ideas and innovative teaching approaches to be abl
e to discuss current discoveries taking place around the world. Thus, the learning
environment in the future may not demand much in terms of repeating facts and
figures as they are all available for anyone to study. Rather, the teachers role will
be to help the students analyze given concepts and learn from the experiences o
f the teachers and practitioners. There is no need not to compete with students in
terms of information, facts and figures. The teacher should also learn from the st
udents. According to Dr. Galicano V. Del Mundo and Mr. Rey Fernan G. Refozar
(2013)
According to Villamar 2013, teaching strategies are important tools toward
the development of the students intellect, attitudes and spirit that they may be in
spired to study.
is a procedure that must followed strictly to attain a goal. It refers to a series of rel
ated and progressive acts performed by the teacher and students to achieve the
reating people, objects and events that is directed purposely toward the achieve
ching, method is a series of related and progressive acts performed by the teach
er and the pupils to accomplish the general and specific aims of the lesson. Meth
od has to do with the way a teacher communicates the subject to the student. It i
nvolves regular steps to guide the mental processes of the learning in mastering t
Teacher training in the Philippines has always been a challenge for any tra
ining provider. The number of teaching for alone is something to recon with. With
es made tailoring education to match the individual students in risky, tedious and
expensive preposition. Teaching, however, is simply the other side of the coin of
education, with learning on the other side. Like learning, there are styles of teachi
ng.
According to Dr. Galicano V. Del Mundo and Mr. Rey Fernan G. Refozar
(2013), that the study revealed that accounting teachers are qualified to handle s
ubjects in the tertiary level. At their primary age, they are efficient in the use of in
structional skills and management skills. They also possessed the human and te
ts (students). This result intensified accounting teachers role in the academe not
According to Chad Mannis (2012) inductive teaching begins with the prese
ntation of examples and proceeds in a guided manner to the realization of the poi
nt of the lesson. The inductive teaching approach maximizes the student particip
ation. Its a great way to motivate students and get them focused on the goal for i
on of the concept to be taught and moves toward the examples. The deductive te
aching approach is usually a quicker way to teach concepts. However, the trade-
off for this efficiency is that not as many students will have opportunities to partici
pate. As a result, the possibilities for incidental learning are minimize.
Foreign Literature
ecture-based approach.
ctives was more given than presentation of lesson. A strategy did not follow a sin
gle track all the time, but it changes according to the demands of the situations s
d and ordered in a definite sequence, the teacher that can use in the classroom t
ould make a way that guide us in teaching. Students usually entered the social st
udies classroom with little and no relevant prior knowledge of the content.
There had a common teaching strategies used in the classroom set-up lik
e first, lecture/presentation, a primarily deductive presentation of information, usu
ally to a large group and often with the used of audio-visual aids to transmit infor
Teaching strategies in the truest sense constitute all the teachers did in pl
dentified. There were, though, some basic approaches to teaching, some general
strategies that could be identified and that prospective and practicing teacher sh
As stated by Hyman (2001), there was another teaching strategy and that
Teaching had no fix formula to achieve its desire goals. What was needed
acher could properly adopt his or her strategy to the student needs such to that w
hich could be true to one class could not be true to the others. Evidently, there w
as no one of best strategies of teaching or any one strategy that would suit all oc
ademic performance are the teaching strategies employed by the educator in the
omplicated topics and ideas are taught to them when simplified and easily unders
s when it is readily applicable in daily living too. Even more so when there are co
earner engages and which are intended to influence the learners encoding proce
ss. Thus, goal of any particular learning strategy may bae to affect the way in whi
eaching includes teaching students how to learn, remember, think, and motivate t
hemselves. Teachers enter the classroom with two distinctly different kinds of go
als which are teaching students what to learn and teaching students how to le
arn. Some major categories of learning strategies as are: (1) rehearsal strategies
checking for comprehension failures; and (5) affective strategies such as being al
ert and relaxed. Many current approaches to classroom learning emphasize the r
ole of the learner in creating, monitoring, and controlling a suitable learning envir
arning strategies can be taught, is creating a useful data base from which applica
tions can and will be derived. (The Teaching of Learning Strategies, Weinstein, C
the Classroom that there are numerous teaching strategies that are utilized in th
e classroom. Among the many include; grouping, lecture, small groups, white bo
ard, brain storming, field trips, guest speakers, demonstration, Internet and curre
nt events.
any teacher with classroom teaching experience will agree that their style if teach
ing is uniquely their own. An effective teaching style engages students in the lear
ning process and helps them develop critical thinking skills. Traditional teaching s
kills have evolved with the advent of differentiated instruction, prompting teachers
Teaching for Learning 2015 said that research into learning and teaching i
n universities has focused on what the teacher does rather than on what the lear
ner does. However, recent research into student learning indicates what your stu
dents do in order to learn is of the greatest importance. Following on from this res
eaching.
mption that what the student does is actually more important in determining what
is learned than what the teacher does (T.J. Suell, Cognitive Conceptions of Le
arning (1986). Therefore, as an important part of our learning and teaching appro
s so that they fell prepared and supported in their learning. In particular, students
who are used to more traditional (teacher-centred) teaching will need this support.
oung. Others are prepared to assume certain defined duties and responsibilities.
lt of all college curricular and co-curricular activities. Teachers have been shown t
esponsible for translating policy into actions and principles based on practice duri
ng interaction with the student. Both teaching and learning based in teachers, no
wonder an effective teacher has been conceptualized as one who produces desir
ed results in the course of his duty as a teacher, Akiri and Ugborugbo (2009)
s the basic tool for processing, integrating and disseminating information. Knowin
g the importance of accounting in today's business enterprises, teachers are entr
usted with the task of not just our students achieving excellent grades in their exa
minations but also to make them become lifelong learners, independent learners
Parnham, 2001 states that "A key aim for those who provide learning must be to
make it easier for the people to learn". The rote learning method used by teacher
s traditionally made learning more difficult. Therefore to make learning more plea
sant and approachable by students at large, lecturers have to move on from the t
raditional teacher centred approach and move on to the modern student centered
approach.
Ellington and Earl 2003, states that, in modern teaching strategies, the em
get their input or learn through different modes. They are guided by sources suc
h as tutors, counselors, other students and also gain information from sources lik
e resources center, library, and media and so on. AICPA in its research identifies
several teaching strategies and classroom techniques that can be used in teachi
minute papers and responses, problem based learning, group learning and team
work, cooperative learning, debates, simulations, role playing, visual and comput
Local Studies
According to Jacolbia (2012), the study that had been conducted and had
a comparison based in this study New Strategies in Teaching and the Polytechni
c University of the Philippines. She found out the case study, brainstorming, thin
ended teaching strategies are preferred strategies by the students while demonst
faculty by the students really serves the purpose of making more effective selecti
on of new faculty qualms about the practice; sharpening of the student evaluation,
student evaluation instrument will do much to account for its usefulness and acc
eptability.
hat the use of democratic principles of classroom management will improve the p
ged to become more artistic in teaching by using various strategies and instructio
nal materials order to make teaching and learning situations more meaningful, he
an help learners or the students develop knowledge or skills, but they all conclud
same direction but for sure, each students interpret it differently. Some may cons
ider writing the answer in detail through essay but others may think it should be d
one through a sketch or a map or a drawing. Some are comfortable in taking the t
est in the morning, others in the afternoon and yet, others are studying and learni
ng best during night time. Some may be comfortable in a structure design, others
can do it informally. Some would do well alone but there are people who like doi
Cruz (1999), explained that the Durrs belief that individual learning style b
ase on the biology of the person and is unique to him. They also believe the give
higher achievement and aptitude test scores in congruent rather than dismal treat
ments.
The new progressive methods of teaching by Mark Llego (2015) said that t
social process. The main goal of new methods is personality development throu
ive teaching the teacher uses certain approaches and tools to help the student le
arn and flourish. Those of us who were fortunate enough to have personal experi
ence with effective teachers can learn from them if we are to go on as teachers o
urselves by Study.com, 2003-2016.
ual differences, and teachers classroom personality, in that order, as the most im
iques and knowing pupils capacities and meeting their needs and interest as the
ent situations. Each students has a unique learning style different from those of t
chools that have experimented with different approaches to learning styles have f
ers action to create a learning environment that encourages positive social intera
Dela Rosa concluded that the methods of teaching and strategies are the
best means of improving the educational system of the country. By the methods
and strategies used by teachers in the classroom, students teach a lot of it in gai
n more knowledge and understand mean on the different situations in problems i
ers especially college and university teachers, are the main force of quality educ
ation. Thus, college and university teachers have to alter their teaching notion an
d teaching methods, establish new teaching ideology, play their own role and fulfi
ll their own task through powerful teaching reform, we should focus on educating
and improve teaching quality and effect. Teaching is a method while educating is
While teachers are an authority figure in this model, teachers and students
play an equally active role in the learning process. The teachers primary is to co
ach and facilitate student learning and overall comprehension of material. Studen
t learning is measured through both formal and informal forms of assessment, inc
luding group projects, student portfolios, and class participation. Teaching and as
er instruction.
e. But in spite of all that diversity, weve found that nearly every teacher has one t
hing in common: commitment. Educators work long hours, often for little pay, bec
ause they are committed to shaping the next generation of global citizen. For Ern
ani S. Fernandez, that commitment made him return to a typhoon- ravaged com
munity to help revealed the school and ensure his students stayed on track.
For me, innovative teaching requires the students to use technology and
pines (2014)
udents. And the teachers role now is to guide the students on the proper of tech
Foreign Studies
esearch and Assessment Center, has been pivotal in reasserting the importance
of the individual teacher on student learning. One of his feature of his research
hievement.
According to Annette Zehler (1994), she suggested that the teacher shoul
d give students a clear understanding of how tasks proceed. For example, if stud
ents are to work in cooperative groups, begin by describing how they are to worki
ng cooperative groups, begin in describing how they are to work together. Make li
sts of student roes and group responsibilities and explain and discuss these. Kee
p the basic structure for cooperative group work consistent.in this way, students
will know what is expected of them, even though the specific content or tasks will
change. Ensure that students have a clear sense of their daily schedules, even if
they vary from day to day. Students will be less able to focus on instruction when
they rare concerned about where they should be or what they should be doing.
equires the teacher to step out of the realm of personal experience and step into
As stated to Brown (1997), it is the learner who must be engage for learnin
g to occur, the learner is the one who must take the commitment to learn. Instruct
ion is the transmission to the learner and the acquisition by him on specific skills,
uently, refers to the processes and techniques a teacher uses to transit facts, skil
ls, information and knowledge to the learners so as to aid the achievement of the
set objectives.
according to John M. (1995) Accounting courses inform students about more tha
n how to do accounting. They are also important sources of information about the
he stereotype people form about different careers (Holland 1966, 1973). To make
the choice people gather information about careers, from stereotypes according
to their preferences and imagine how they will fit into the stereotype. Accounting
courses that give students the wrong perceptions of accounting may contribute
to the right people choosing non-accounting careers and the wrong people be
coming accountants.
Teachers are the executors of teaching. They play a significant role in instr
uction design, teaching activities and classroom management. With gifted studen
ts acute desire for extensive and profound knowledge, along with external press
ure and parents relatively more attention, only love and patience could not guara
ntee successful teaching. Teachers also must make good use of teaching strateg
etween and assistance from specialist teachers are the essences of gifted educat
and Learning Eight student type or student adaptions styles were identified in A
they are used to provide a guideline for others identify the needs of various stud
ents.
For Pizzolato, Jane Elizabeth (July/August 2004) Coping with conflict: Sel
f-Authorship, Coping and Adaptation to College in First Year, High Risk Students
Coping skills then become important because they affect after these students ca
sual attributions, and ultimately whether and what type of help they seek to devel
op increasingly more successful methods for learning academic material for copi
ng with interpersonal conflict. The findings from this study build on existing work
eir Implications for Teachers. How understanding Learning Styles can Help Impr
ove Students Learning. Information about learning styles can help faculty becom
e more sensitive to the differences students bring to the classroom. It can also se
hat match or mismatch students styles, depending on the teachers purpose. Mat
w college students, among which attribution rates are usually the highest.
Some studies show that identifying a students style and the providing instr
uctions consistent with that style contributes to more effective learning. In other in
lp them to learn in new ways and to bring into play ways of thinking and aspects
of the self not previously developed. And mismatching, however, should be done
carefully and with consideration for the students, because the experience of very
ity College classes The rationale for conducting this study was based on the nee
d for students to learn how to adapt their learning style in order to improve effecti
vely learn in any situation. It is also important that community colleges implement
For Davis, Barbara Gross (Book 1999) Motivating Students from Tools f
eaning, but may need-or expect their instructor to inspire, challenge, and stimulat
ain the interest that brought to the classroom will be transformed, for better or wo
rse, by what happens in the classroom. May factors affect a given students moti
vation to work and to learn (Bligh, 1971; Sass, 1989): interest in subject matter, p
ell as patience and persistence and of course, not all students are motivated by s
ome values, needs, desire, or wants. Some of students will be motivated by the a
Discipline: Principles Old and New Classroom are often plagued by misbehavior
among students, which disrupts the flow of classroom activities and interferes wit
lassroom management and control. These are focus, direct instruction, monitorin
ore to counter student apathy than special efforts to attack motivation directly (Eri
dents motivation.
s behind Them, As educators, learn more about learning styles, we may be able
to help learners of all ages become more perceptive about their learning styles. H
owever, learning styles wont alone solve the problems in education but once edu
cator begin to recognize learning styles as a way of organizing the way, it will bec
ome possible to provide appropriate settings for all students without disrupting th
To meet the challenges of educating each student to be the best they can
be, teachers and administrators must adopt a philosophy and working model. Le
arning style models were developed by various researchers who recognized that
individuals differ in the ways in which they learn. However, with so many learning
style models, differences are bound to exist. Differences in the models show that
tyles and interpersonal values of scholars in Nueva Viscaya. Findings of the stud
mpetitive, and participative learning styles are significant to variables such as cou
rse, grades, point average and age. The study determined the relationship of lear
ning styles and academic performance of the students.
In Azul (2000) study, revealed that students were motivated to lean by the
mselves. They prefer to solve problems by themselves after observing how their t
eacher did it. They also preferred to study at home with silent surrounding while s
itting down. These preferences however did not affect their learning style.
Lansangan (1995), aimed to find out whether identifying the students learn
ing styles and matching them with their teachers style can improve achievement
ndents should be given an emphasis by the teacher for them to make the lesson
easier, understandable and applicable to their daily activities in school. The degr
ees of freedom of the obtained uni-square value for sex, age and availability of re
ading materials were lower than its critical value implying that the relationships b
etween these variables and learning styles were not significant, therefore, the hy
This chapter discusses the methods and procedure used by the researche
r in conducting the study. It includes the research design, sources of data, data g
nstrument used that help the researchers in analyzing the data. Statistical tools u
sed for the treatment of the data that will be essential in the fulfillment of the stud
Research Design
ciple aim in employing this method is to describe and interpret the data collected.
It is concerned with the conditions of relationships that exist, practices that preva
il; beliefs process that are going on; effects that are felt or trends that are develop
udents pass exams. Since the present study will be concerned on the current stat
Sources of Data
The researchers used both primary and secondary data. The primary sour
ce is the answers coming from the students needed in the main inquiry of the stu
dy. The researchers will construct a set of questionnaires designed for this study
ffers of the company were also conducted to support the needed data in the stud
y.
The survey questionnaire is the primary source of all data in order to solve
the main inquiry of the study. However, selected respondents also used to inquir
e important information needed to generate a valid and reliable question. The firs
t part of the survey questionnaire inquired the demographic profile of the respond
ents. The second part is a multiple choice questions. While the four point scale is
egular second year students. The researchers will use the Slovins formula in ord
e University of Makati.
2. The selective students that are currently enrolled for the second semester for
3. Only the second year first semester regular students of Management Accounti
ng are selected.
Sampling Design
The researchers used the stratified, cluster and random sampling to give a
n equal chance to answer the questions of the study by means of giving a survey
n=
Where:
n= sample sizes
Research Instruments
the study that will serve as a pilot study. The primary purpose of the pre-testing i
maximum of five to ten (5-10) minutes will be given to the selected respondents t
researchers.
s and close-ended type of questions asking the views and perceptions of the Lev
ects the demographic profile and its factors. A Dichotomous or Guided Response
Type of questions will also be used to determine the definite answers in some pa
rticular questions and a four point scale will also be used to determine the degree
w is the point scale value and description of the likert scale system.
The following are the appropriate statistical tools needed for the tabulation,
Percentage
ents. It was obtain by dividing the ratio of the frequency of responses (f) and the t
ula:
%= x 100
Where:
% = percentage
f = frequency
This was used to interpret the degree of importance of each item in the qu
estionnaire. The weighted mean was used by multiplying each value to the appro
priate weight factor and the product will be summed up and be divided to the total
X=
Where:
F = frequency
W = unit weight
Chi- Square Test
The chi-square distribution was used to test the significant relationship between a
set of expected values and a set of values of sample referred to this study as the
motivational factor and work performance of the respondents. The formula is:
X2 =
Where:
X2 = chi-square
= summation
fo = observed frequency
fe = expected frequency