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IMPACT OF TEACHING STRATEGIES OF ACCOUNTING PROFESSORS AT U

NIVERSITY OF MAKATI AS PERCEIVED BY 2nd SECOND MANAGEMENT


ACCOUNTING STUDENTS FOR THE YEAR 2015-2016

____________________

An Undergraduate Thesis Presented to the Faculty of the


College of Business Administration
University of Makati

____________________

In Partial Fulfillment of the course requirements for the


Degree of Bachelor of Science in Business Administration
Major in Management Accounting
____________________

By:

Alcantara, Neal Michael D.


Cahinhinan, Rossana M.
Dimaandal, Kenneth T.
Pearanda, Darlene Fay R.

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter discusses the problems and the background of the study. It

includes introduction, statement of the problem, significance of the study, scope

and limitation, hypothesis and definition of terms.

Introduction

The advancement of modern technology nowadays has brought new trend

s in different schools. The students evaluation is needed to come up with a differ

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

you your educational philosophy, classroom, demographic, subject area(s) and

school mission statement. Teaching theories primary fall into two strategies, teac

her centred and student centred.

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

nd goal of testing ad assessment. It is the primary role of teachers to pass knowl

edge and information onto their students. In this model, teaching and assessmen

t are viewed as two separate entities. Students learning ensured through objectiv

ely scored tests and assessments. Second, student-centred approach to learning

where the teachers primary role is to coach and facilitate student learning and o

ver-all comprehension of material. Student learning is measured through both for

mal and informal forms of assessment, including group projects, students portfoli

os, and class participation. Teaching and assessment are connected; student lea

rning is continuously measured during teacher instruction. The strategies should

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.

The OBTL or Outcomes-Based Teaching and Learning program, is focuse

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

ective learning strategies.

Accounting is not an easy subject to learn as well as to teach. We can say

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

Factors affecting the impact of different teaching strategies of

accounting professors to the management

accounting students in

University of Makati

Knowledge

Attitudes

Skills and Performance

Output
Increase the level of learning of students inside the classroom

Improve the study habits of accounting students

Students will improve their grades in accounting subjects

More CPA board passers

Statement of the Problem

The main inquiry of the study is to determine the impact of strategies of ac

counting professors in University of Makati as an instrument to be able to know th

e effectiveness of different teaching strategies. Specifically it will seek the followi

ng questions:

1. What is the demographic profile of the respondents of the study in terms

of:

1.1.Name

1.2. Gender

1.3.Age

1.4. Kind of students

2. What are the factors affecting the impact of teaching strategies of

accounting professors to the management accounting students in

University of Makati?

1.1. Knowledge
2.1.1 References

2.1.2 Achievements

1.2. Attitudes

2.2.1 Punctuality

2.2.2 Student-Professor Relationship

2.2.3 Personality

1.3. Skills or Performance

2.3.1 Lecture

2.3.3 Language

2.3.2 Industry Practitioner

2.4.4 Class Standing and Quizzes

3. What is the significant relationship between the demographic profile of the

study of the respondents to the study of the impact of different teaching

strategies of accounting professors in UMak?

4. What is the present problem in the impact of different teaching strategies

of accounting professors in UMak?

5. What is the best possible solution of the problems in the impact of different

teaching strategies of accounting professors in UMak?


Significance of the Study

Students:

Effective teaching strategies help to activate students curiosity about a cla

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

anagement accounting, strategies is a must. Students cannot learn if they have s

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:

A teaching strategy is the method used to deliver information in the classr

oom, online, or in some media. Strategy that engages a diversity of learning style

s through varied instructions. Accounting professors have different strategies for t

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

taking up Accountancy, it is also important to give their financial needs because t

hey need to have different reference and to engage to different review schools an

d seminars that could help to enhance their learning skills.


University:

It is important for the university to know the impact of the teaching strategi

es of the professors to be aware of which approach will be the most effective to a

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

excel in this field of specialization. Furthermore, If the incoming college students

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

se this school to enroll in.

Statement of Hypothesis

Ho: The researchers concluded that demographic profile of the responden

ts as has no effect in helping to improve the level of teaching strategies of the se

cond year professors in management accounting in the University of Makati

Scope and Limitations

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

5-2016 about the teaching strategies of the accounting professors in teaching ac

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

counting professors in University of Makati. These factors were categorized into t

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

edge effectively and readily in execution or performance. It includes the lecture, l

anguage, and industry practitioner. This study aims to know how and why these

factors affect the performance of the management accounting students.

This study is limited to the students under the program of Management Acco

unting in University of Makati, specifically Second year Management Accounting

students during second semester of academic year 2015-2016. It also limits to th

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

er the misconceptions regarding the said topic.

Definition of Terms
Curriculum - the course that are taught by a school, college, etc.

Demographic profile - the personal information of the respondents.

Discussion-based strategies - a teaching approach whereas the professor or th

e teacher will have an interactive discussion with the students.

Effectiveness producing a result that is wanted.

Facilities - a place where students could review and study their lessons such as

library, review centers and other places.

Language - the medium used in teaching the students whether it is English,

Tagalog or Taglish (Tagalog and English)

Management Accounting - a four-year course offered in the University of

Makati.

Multiple Intelligence Strategies - this consist of spatial, musical, verbal,

kinesthetic, intrapersonal, interpersonal and logic that would determine the

strengths and weaknesses of the students.

Outcomes Based Teaching and Learning Program (OBTL) - is a new curricul

um implemented in the University of Makati to have a lively and interactive class

which aims is to make the learning environment more interesting and assertive a

nd to integrate technology into a learning experience and to use effective

strategies and techniques.


Professors - a teacher especially of the highest rank at a college of university.

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

a long period of time.

Student centered - an approach whereas the teacher or the professor acts as th

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

nformation from the internet and other materials.

Teacher centered - a teaching technique whereas, the professor or the teacher 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

instruction) wit an end goal of testing ad assessment.

Techniques - a way of doing something by special knowledge and skill.

Technology - gadgets and other electronic materials used to further enhance an

d develop the critical thinking of the students.

Traditional lecture-based strategies - a teaching approach where the professor

will discuss everything in the book.


CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This review of previous related literature and studies focused about the te

aching strategies by the professors.

Local Literature

A key strategy the teachers, mentors and parents can use to encourage th

e development of core thinking skills is asking open ended questions instead of p

roviding answers. (Jardaleza, 2012)

Problem Solving Strategies, it gave benefits children who struggle with soc

ial issues on a regular basis. Multiple Intelligence Strategies, incorporated all sev

en intelligence including spatial, musical, verbal, kinesthetic, intrapersonal, interp

ersonal, and logic. Technology Strategies, were a kind that help to supplement c

urrent lesson being taught in a classroom environment. According to Collete, 201

3.

The Philippine Educational System, which forces criticism in its performan

ce, especially in curriculum implementation and the quality of educational product.

(Soriano, 2013)

Defined teachers effectiveness between faculty members classified into a

cademic rank (Jimenez, 2010)

Believes that effective teaching is a process of stimulating, directing, guiding


and evaluating the learner. (Gregorio, 2010)

The teachers are the key factor of the classroom. Therefore, the integrated pa

rt of the teaching strategies is effective motivation. (Dr. Concesa Milan, 2011)

The efficacy of teaching would depend on teachers depends on the teachers

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

g in the classroom. (Inocian, 2012)

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

nted in other instructional formats. Student who worked in collaborative groups al

so appeared more satisfied with their class. (Davis, 2011)

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.

In teaching, method is a systematic plan to achieve a learning objective. It

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

objectives of the lesson. It is well-planned procedure that guides the direction in u

ndertaking a learning activity. Educators take method as a pattern or manner of t

reating people, objects and events that is directed purposely toward the achieve

ment of an instructional goal. By Salandan, 2009.

According to Gregorio and Herman, 2005, as applied to the classroom tea

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

he subject-matter being presented to him. It also implies arrangement.

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

this as a very fundamental factor, the Department of Education (DepEd) has to e

mploy numerous training schemes to maximize the provision of training program

to the greatest number of teachers possible each year.

Teaching Styles (2013), previously, on this blog, in Understanding Learni


ng Styles, it was noted that the lack of research in the area of learning preferenc

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

chnical skills necessary to be competent teachers and ensure competitive produc

ts (students). This result intensified accounting teachers role in the academe not

only as CPA practitioners on their field that also in educational institution.

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

nstruction. It also provides opportunities for incidental learning. Additionally, this

method is probably best suited for teaching concepts or generalizations.

According to Chad Mannis (2012) deductive teaching begins with a definiti

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

As stated by Hughes (2009), researched the relationships between teachi

ng strategies perceived by students and teaching strategies adopted by instructio

ns. The instructor taught control-group students pre-calculus with a conventional l

ecture-based approach.

According to Isaac (2001), teaching is generalized plan of the whole lesso

n plan. It consists of structures of teaching, objectives of teaching and techniques

of evaluation of teaching, in strategy of teaching a lesson and realization of obje

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

uch as age, level, needs, interest and abilities of the students.

Define teaching strategies as represent combinations of certain specific pr

ocedures or operations such as carefully developed question sequences, groupe

d and ordered in a definite sequence, the teacher that can use in the classroom t

o implement both cognitive and affective objectives like conceptualizing, generali

zing, valuing, and exploring feelings. According to Fraenkel, 2012.

As stated by Stanley 2011, there was no right teaching strategies but we c

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

mation. It could be means by providing new information to large heterogeneous g

roup in a short period of time. According to Kizlik (2003)

According to Stone and Morris 2011, teaching strategy was generalized pl

an for a lesson which includes structure, instructional objectives and an outline of

planned tactics, necessary to implement the strategies.

Teaching strategies in the truest sense constitute all the teachers did in pl

anning, implementing and evaluating instruction because the personalized nature

of teaching, there undoubtedly were as many specific strategies could never be i

dentified. There were, though, some basic approaches to teaching, some general

strategies that could be identified and that prospective and practicing teacher sh

ould know by Palardy (2009)

As stated by Hyman (2001), there was another teaching strategy and that

was enabling strategy. Discussions, brainstorming, laboratory, activities and prob

lem-solving, projects were belonged to that strategy.

Teaching had no fix formula to achieve its desire goals. What was needed

was spontaneity of the teacher to adapt to various considerations. A particular te

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

casions. Different teaching strategies must be with different abilities of different st


udent of class. According to Berces (2001).

According to Reyes and Molner (2003), one aspect strongly influencing ac

ademic performance are the teaching strategies employed by the educator in the

classroom particularly in difficult academic subjects. Students learn better when c

omplicated topics and ideas are taught to them when simplified and easily unders

tandable to their level of knowledge. Lessons are effortlessly absorbed by learner

s when it is readily applicable in daily living too. Even more so when there are co

ncrete examples shown or demonstrated to them.

Learning strategies can be defined as behaviors and thoughts in which a l

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

ch the learner selects, acquires, organizes, or integrates new knowledge. Good t

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

such as copying, underlining, or shadowing; (2) elaboration strategies such as o

utlining or creating a hierarchy (4) comprehension monitoring strategies such as

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

onment. Learning strategies research, by providing strong evidence that these le

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

laire; Mayer, Richard E. 1983)

According to Katie Gervais from Teaching Strategies Used by Teachers in

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.

According to Concordia Online Educations, no two teachers are alike, and

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

to adjust their styles toward students learning needs.

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

earch, educators have developed learner-centred or Student-Centred pedago

gy that has significantly influenced our understanding of university learning and t

eaching.

As Thomas Shuell has said, student-centred teaching is built on the assu

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

ach, UNSW emphasizes student-centred and active learning approaches to enga

ge students in their learning. If you want your student-centred learning activities t

o be effective, communicated the objectives, benefits and expectations to student

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.

Teaching is defined as instructing, tutoring or educating. It stands for peda

gogy, training and nurturing. As a profession it is taken as a mission to mold the y

oung. Others are prepared to assume certain defined duties and responsibilities.

It may be regarded as a teachers role in educating children. Some refer to it is a

n occupation for living. (2014)

According to Laguador (2013) Academic performance is an important resu

lt of all college curricular and co-curricular activities. Teachers have been shown t

o have an important influence to the students academic performance and they al

so play a crucial role in educational attainment because the teachers ultimately r

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)

In 200, Noe argues that in today's world of business, accounting is used a

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

and promote their thinking skills. In view of lifelong learning.

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

phasis is on the student centered approach. In this approach accounting students

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

ng accounting courses. These modern strategies include quizzes on lecture mate

rial, demonstrations, question answer sessions, discussions, writing journals, one

minute papers and responses, problem based learning, group learning and team

work, cooperative learning, debates, simulations, role playing, visual and comput

er based instructions, online teaching, field works and internships.

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

k pair share, jigsaw, peer teaching, seminar, synchronous, asynchronous, and bl

ended teaching strategies are preferred strategies by the students while demonst

ration is the most preferred.

As stated by Dr. Rodolfo V. Azanza, it is important for those Educational

Administration and Supervision to be able to tell certain whether the evaluation of

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.

The study undertaken by Ponce, determined and analyzed the effect of te

achers styles and classroom management on pupils performance. He found out t

hat the use of democratic principles of classroom management will improve the p

upils academic performance. He suggested that the teachers should be encoura

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

althy and effective, hence redound to better pupil performance.

Many reviews like of Marzano contains suggestions about how teachers c

an help learners or the students develop knowledge or skills, but they all conclud

e that no single teaching strategy is effective all time for learners.


In 1995 Durr, discuss that inside the classroom, the students are given the

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

ng in pair or with peers with an adult or a teacher or with varies participants.

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

n responsive environment, resources and approaches, student attain statistically

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

he new or progressive methods of teaching are based on the Philosophy of John

Dewey that educations is life, growth reconstruction of human experiences, and a

social process. The main goal of new methods is personality development throu

gh proper stimulation, direction, and guidance. Guidance and counseling of the st

udents go hand in hand with regular methods and technique of teaching.

Effective teaching is the designed to be the goal of every teacher. In effect

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.

The study of Padan, Allan A. (2014) Factors Contributing to a Responsive

Learning Environment. The Student-teachers performance of multifarious roles

function and competencies, observing pupils behavior and understanding individ

ual differences, and teachers classroom personality, in that order, as the most im

portant factors to be considered in fostering responsive environment for learning;

whereas; teachers employment of varied teaching strategies, methods and techn

iques and knowing pupils capacities and meeting their needs and interest as the

least effective factors.

Learning is situational, however, people may prefer different styles in differ

ent situations. Each students has a unique learning style different from those of t

he others. In education, the learning style is a very important factor to consider. S

chools that have experimented with different approaches to learning styles have f

ound that growth of students in present.

According to Agnos (2009), teacher/instructor-centered involves the teach

ers action to create a learning environment that encourages positive social intera

ction, active engagement in learning, and self-motivation. Likewise, it involves est

ablishment and maintenance of the classroom environment so that educational g

oals can be accomplished.

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

n daily life (Gutierrez, 2010)

Quality education is an important strategy in our nations education. Teach

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

an aim. IFITA (2009)

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

sessment are connected; student learning is continuously measured during teach

er instruction.

Weve talked to hundreds of teachers here at Daily Edventures, representi

ng every possible geography, perspective, educational philosophy and walk of lif

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

by themselves, realize the significance of the lesson Ernani S. Fernandez, Philip

pines (2014)

Education had changed and brought technology to a new generation of st

udents. And the teachers role now is to guide the students on the proper of tech

nology. In developed countries, technological advancement is not a problem. In t

he Philippines, though we are not that behind in terms of technological advancem

ent, the scarcity problem in computers hinder in learning the technology.

Foreign Studies

Dr. Bill Sanders, formerly at the University of Tennessees Value-Added R

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

has been the additive or cumulative effect of teacher effectiveness on student ac

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.

When a change in schedule is needed, give as much advance notice as possible.

Teaching, according to Oladipo and Ayeni (2000) involves bringing about

or at least facilitating desirable changes in learners. However, effective teaching r

equires the teacher to step out of the realm of personal experience and step into

the world of the learners.

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,

information, knowledge or other established data. The mode of instruction or teac

hing applied in achieving these objectives is referred to as method. Style conseq

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.

The effects of different teaching approaches on students; perceptions of th

e skills needed for success in accounting courses and by practicing accountants,

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

appropriateness of accounting careers for them. Career choice is influenced by t

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

ies and classroom management. Enhancement of professional competency, firm

grip on teaching models, self-adjustment, parents feelings and communication b

etween and assistance from specialist teachers are the essences of gifted educat

ion, You, 2007 said.

According to Mann et.al. (1970) The College Classroom: Conflict Change

and Learning Eight student type or student adaptions styles were identified in A

merican Classrooms. Descriptions of the eight students of students are provided

to their gain insight in to the motivations and expectations of particular behavior

mat at first seem difficult to understand. Although type to be stereotypic in nature,

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

coping adaptation relation in college students by illustrating how self-authorship r

elated to first-year challenges and coping strategies in high-risk students.

Acharya, Chandrama September 2002 Students Learning Styles and Th

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

rves as a guide in thoughtfully and systematically designing learning experience t

hat match or mismatch students styles, depending on the teachers purpose. Mat

ching is particularly appropriate in working with poorly prepared students and ne

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

stances, some mismatching may be appropriate so that students experiences he

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

discontinuously can be very threatening, particularly when students are weak in c

ertain areas of study.

According to Ferrel, Dawn M. (2002) study of The Relation between traini


ng in learning style adaptation and successful completion on entry-level Commun

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

strategies that assist student retention.

For Davis, Barbara Gross (Book 1999) Motivating Students from Tools f

or Teaching by Jossey-Bass. Some students seem naturally enthusiastic about l

eaning, but may need-or expect their instructor to inspire, challenge, and stimulat

e them: Effective learning in classroom depends on the teachers ability, to maint

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

erception of its usefulness, general desire, self-confidence and self-esteem, as w

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

pproval of others, some by overcoming challenges.

According to McDaniel, Thomas R. (May, 1986) A Primer on Classroom

Discipline: Principles Old and New Classroom are often plagued by misbehavior

among students, which disrupts the flow of classroom activities and interferes wit

h students learning. A significant portion of instructional time of lost due to discipl

ine problems encountered by teachers. The following are techniques to achieve c

lassroom management and control. These are focus, direct instruction, monitorin

g and modeling, non-verbal cuing, and low-profile invention.


Research has also shown that good everyday teaching practices can do m

ore to counter student apathy than special efforts to attack motivation directly (Eri

cksen, 1978). Most student respond positively to a well-organized course taught

by an enthusiastic instructor undertake to promote learning will also enhance stu

dents motivation.

The study of Anthony F. Gregore, Learning Teaching Style: Potent Force

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

e entire education system.

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

different researchers have different concept of learning style.

Santiago (1999), sought to determine the relationships between learning s

tyles and interpersonal values of scholars in Nueva Viscaya. Findings of the stud

y showed the learning styles dimension such as independence, dependence, co

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

s, classroom behavior and students participation.

The study of Elido (1998), concluded that learning styles of students-respo

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

pothesis that no relationship existed between these variables was accepted.


CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURE

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

athering procedures, respondents, and sampling design. It further discusses the i

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

y are likewise in this chapter.

Research Design

The researchers utilizes a descriptive method of research wherein the prin

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

ing. (Calderon 2007)


In this study, in tends to determine the level of impact of the teaching strat

egies of accounting professors n University of Makati in helping the accounting st

udents pass exams. Since the present study will be concerned on the current stat

us of the Level of Teaching Strategies and Approaches of Accounting Professors

of University of Makati, the descriptive method of research is used.

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

as validated by our adviser, likewise, interview to the respondents and selected o

ffers of the company were also conducted to support the needed data in the stud

y.

Data Gathering Procedure

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

used to know the effectiveness of the study.

Respondents of the Study


The total number of respondents of the study is _______ total number of r

egular second year students. The researchers will use the Slovins formula in ord

er to shorten the number of sample size. Likewise setting of respondents criteria

will also be realized such the following:

1. The selective students of second year Management Accounting Students of th

e University of Makati.

2. The selective students that are currently enrolled for the second semester for

the school year 2015-2016.

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

-questionnaire to a specific respondent of the study.

A Slovins formula will be used for the sampling such as follows:

n=

Where:

n= sample sizes

N= size of the population


e= margin of error

Research Instruments

The research instruments used in this study is the survey-questionnaire. A

fter the validation it will be personally administered to the selected respondents of

the study that will serve as a pilot study. The primary purpose of the pre-testing i

s to check the clarity of the questions before given to selected respondents.

The survey-questionnaire will personally administer during distribution. A

maximum of five to ten (5-10) minutes will be given to the selected respondents t

o answer the survey-questionnaire then it will also be personally collected by the

researchers.

The questions are composed of combination of both open-ended question

s and close-ended type of questions asking the views and perceptions of the Lev

el of teaching Strategies of Accounting Professors of University of Makati that aff

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

of importance of the facilities in accordance with the students preparation. Belo

w is the point scale value and description of the likert scale system.

Point Description Interpretation

4 Very Effective Extremely Important

3 Effective Very Important


2 Less Effective Slightly Important

1 Not Effective Not Important

Statistical Treatment of Data

The following are the appropriate statistical tools needed for the tabulation,

analyzation and interpretation of data.

Percentage

Percentage was used to determine the demographic profile of the respond

ents. It was obtain by dividing the ratio of the frequency of responses (f) and the t

otal number of respondents (n) as symbolized as presented by the following form

ula:

%= x 100

Where:

% = percentage

f = frequency

n = total number of respondents


Weighted Mean

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

respondents. The formula is:

X=

Where:

x = weighted arithmetic mean

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

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