Libro

Descripción

Teaching strategies has been perceived to be associated with how the pupils in the class performed academically. This study focused on the teaching strategies employed by EPP teachers in Central and South Sindangan Districts of Zamboanga del Norte Division for School Year 2017-2018. The respondents involved in this study were the 125 EPP teachers and the 1,770 Selected pupil-respondents from grade 4 to grade 6 of the 2 districts. This undertaking utilized the descriptive-survey method wherein the questionnaire checklist was used as the main instrument in gathering the necessary data and information. Frequency counts, percentage and Weighted Average Mean were used while Chi-square was employed to test the significance of the relationship between the teaching strategies employed by EPP teachers and the pupils-respondents’ academic performance. Based on the data analyzed, it was found out that teaching strategies “Constantly Applied” by the teacher-respondents were experiential, discussion, cooperative, lecture and project method. Whereas, among the challenges met by the teacher-respondents in teaching EPP were insufficient reference books, teacher’s manual, journals and other learning guides; lack of in-service trainings and seminars of teachers in line with EPP and lack of facilities and equipment in gardening, baking, and sewing.