International Journal of Educational Science and Research (IJESR) ISSN (P): 2249-6947; ISSN (E): 2249-8052 Vol. 7, Issue 3, Jun 2017, 95-102 © TJPRC Pvt Ltd. METHODS AND LANGUAGES USED BY THE CONTRACTUAL TEACHERS AND ITS EFFECTS TO THE LEARNERS MARILYN S. LUZANO & MARK-JHON R. PRESTOZA Institute of Teacher Education, Isabela State University-Roxas Campus Rang-ayan, Roxas, Isabela, Philippines ABSTRACT The study was conducted to answer the following questions: • What are the methods and languages used in teaching by the contractual teachers? • When is Filipino, Ilocano, and English used in teaching? • What are the effects of methods and languages used by the contractual teachers to the learners? The respondents were 29 contractual teachers and 400 students of Isabela State University-Roxas Campus. Descriptive survey method, audio-recording, and a questionnaire checklist were used. Think-Pair Share, TGT, List Group Label, Affinity, Jigsaw, SORT, GRASPS, Round Robin Brainstorming, REAP, Randomized Questioning, Cubing, Team Pair Solo, Three-Minute-Review, Wh-Questions, E-media, E-Learning, C-4 Yourself, Graphic Organizers, unpack-Report consequence of learning to encourage, dialectal Approaches, and CROWN. The languages used in teaching were: English, Filipino, Ilocano and code-switching from Filipino-English. The Filipino language was often used in providing standards, and giving opinion or approval. English language was often used in discussing the lessons, interpreting, and in giving preliminary activities in class. Ilocano language was often used Original Article Based from the result of the study, the method always used was the panels while the methods often used were: in deepening the discussion. Code-switching from Filipino-English was often used in discussing the lessons. While codeswitching from Filipino-Ilocano and from English-Ilocano were seldom used. The effects of the methods used by the contractual teachers to the learners are: challenging the ability to think deeply, past lessons were easily associated to the new lessons, easily learned with the class, learned to study hard, the character evolves and becomes creative. KEYWORDS: Methods, Languages & Contractual Teachers Received: May 18, 2017; Accepted: May 26, 2017; Published: Jun 16, 2017; Paper Id.: IJESRJUN201711 INTRODUCTION Background Objectives and Goals The primary purpose of teaching is to bring a fundamental change in the learners. To facilitate the teaching and learning process, teachers should apply appropriate teaching methods and use languages that best suit specific objectives and productive outcomes that would enhance growth in student learning. METHODS The researchers used the descriptive survey method. The actual teaching of the contractual teachers was recorded to know the methods and languages and its effects to the learners. Self-constructed questionnaires were www.tjprc.org editor@tjprc.org 96 Marilyn S. Luzano & Mark-Jhon R. Prestoza distributed and answered by the respondents. The statistical tools used were the frequency count, ranking mean, weighted mean, slovin’s equation and proportional allocation sampling technique. In interpreting the data, the descriptive rating with their corresponding mean interval were used. The respondents were 400 students and 29 contractual teachers of Isabela State University Roxas Campus. The students were selected using the slovin’s equation and proportional allocation sampling technique while the contractual teachers were selected using the purposive sampling technique. Eighty five (85) students and 9 contractual teachers from the Institute of Teacher Education, 104 students and 9 contractual teachers from Institute of Information and Communication Technology, 36 students and 2 contractual teachers from Institute of Criminology, and 176 students and 9 contractual teachers from College of Fisheries, Agriculture and Agri-Business. RESULTS Based from the result of the study, the method always used was the 1.) Panels= while the methods often used were 2.) Think pair share 3.5) E Media 3.5.) Wh-Questions 5.) Affinity 6.) E-learning 7.) TGT (Talk about different issues Generate as many ideas, Tell your consensus or agreements in class) 8.) Jigsaw 9.) C-4 Yourself (challenge, choice, collaboration and creation) 10.) Graphic Organizer 11.5) G.R.A.S.P.S (Goal, Role, Audience, Situation, Product, Standard) 11.5.) List-Group-Label 11.5.) Round Robin Brainstorming 11.5.) SORT (State the details, Organize the data, React in different perspectives, Tell the class what have you learned) 15.) REAP ( Reading to discover the author’s ideas, Encoding the author’s ideas into one’s language, Annotating those ideas in writing for oneself or for sharing with others, Pondering the significance of the annotation) 16.) Randomized Questioning 17.) Dialectical Approaches 18.) Team Pair Solo 19.) Cubing (Describing, Comparing, Associating, Analyzing, Applying and Arguing) 20.) Three-Minute Review 21.) CROWN (Communicate what you learned. React. Offer one sentence that sums up. Where could you use this? Note how well we did today) The other methods were seldom and sometimes used. None was ever used. The languages used in teaching were: English, Filipino, Ilocano and code-switching from Filipino-English. The Filipino language was often used in providing standards, and giving opinion or approval. English language was often used in discussing the lessons, interpreting, and in giving preliminary activities in class. Ilocano language was often used in deepening the discussion. Code-switching from Filipino-English was often used in discussing the lessons. while codeswitching from Filipino-Ilocano and from English-Ilocano were seldom used. The effects of the methods used by the contractual teachers to the learners are: challenging the ability to think deeply, past lessons were easily associated to the new lessons, easily learned with the class, learned to study hard, the character evolves and becomes creative. The effects of the languages in the learning of the students are: easily learned with the class, meaningful learning, gained self-confidence, and past lessons were easily associated to the new lessons because the teachers used codeswitching from Filipino-English. They also learned easily with the class because their teachers used code-switching from English-Ilocano. The result shows that the methods and languages used by the contractual teachers affect the learning of the learners. It was proven by Corpuz and Andrada (2012) that the abilities of the students are being developed through the methods and activities used by the teachers. Impact Factor (JCC):5.9865 NAAS Rating: 4.16 Methods and Languages Used by the Contractual Teachers and its Effects to the Learners 97 Formula and Equation Weighted Mean Slovins Equation -It is computed as n = N / (1+Ne2). whereas: n = no. of samples N = total population e = error margin / margin of error Proportional Allocation Sampling Technique Figures and Tables Methods Used in Teaching by the Contractual Teachers Table 1: Frequency Distribution, Weighted Mean, Rank and Interpretation on the Response of the Contractual Teachers on the Methods Used in Teaching Methods 1. Panels 2. Think-Pair Share 3. E-media 4. Wh-Questions 5. Affinity ( Brainstorming Approach) 6. E-learning 7. TGT ( Talk about different issues Generate as many ideas, Tell your consensus or agreements in class) 8. Jigsaw 9. C-4 Yourself (challenge, choice, collaboration and creation) 10. Graphic Organizer 11. G.R.A.S.P.S (Goal, Role, Audience, Situation, Product, Standard) 12. List-Group-Label 13. Round Robin Brainstorming 14. SORT (State the details, Organize the data, React in different perspectives, Tell the class what have you learned) 15. REAP ( Reading to discover the author’s ideas, Encoding the author’s ideas into one’s language, Annotating those ideas in writing for oneself or for sharing with others, Pondering the significance of the annotation) 16. Randomized Questioning 17. Dialectical Approaches 18. Team Pair Solo 19. Cubing (Describing, Comparing, Associating, Analyzing, Applying and Arguing) www.tjprc.org Frequency n=29 Weighted Mean Rank Interpretation (5) 15 13 14 12 (4) 14 11 9 12 (3) 0 6 5 5 (2) 0 0 1 0 (1) 0 0 0 0 4.52 4.38 4.24 4.24 1 2 3.5 3.5 14 10 3 1 1 4.21 5 Often 12 12 4 1 0 4.2 6 Often 13 9 5 2 0 4.13 7 Often 11 9 8 0 1 4 8.5 Often 11 11 4 2 1 4 8.5 Often 9 13 5 0 2 3.93 10 Often 14 7 1 5 2 3.90 11.5 Often 12 10 8 10 6 7 0 0 3 2 3.90 3.90 11.5 11.5 Often Often 8 13 5 3 0 3.90 11.5 Often 11 9 4 4 1 3.86 15 Often 11 9 11 10 10 8 4 6 6 0 2 0 4 2 1 3.82 3.76 3.65 16 17 18 Often Often Often 14 5 1 3 6 3.64 19 Often Always Often Often Often editor@tjprc.org 98 Marilyn S. Luzano & Mark-Jhon R. Prestoza 20. Three-Minute Review 21. CROWN (Communicate what you learned. React. Offer one sentence that sums up. Where could you use this? Note how well we did today) 22. Walking Tour 23. Partners 24. Circle Stage 25. 5+1 (Five Plus One) 26. 10+2 (Ten plus two) 27. Stir the Teams 28. Share-Pair Circles 29. Luck of the Draw 30. Baggage Claim 31. Agreement Circles 32. 1st TRIP (Title, Relationship, Intent of Question, Put in perspective) 33. Pick a Spot 34. Line-up 35. Voting Cards. 36. Lotus Bloossom Technique 37. Numbered-heads Together 38. Story Impression 39. Three-Step Interview 40. Mock Trials 41. Novelty 42. Inside-Outside Circle 43. Idea Spinner 44. Talking Chips 45. Frayer Model 46. Agree/Disagree Matrix 47. Five words-Three words 48. Minute Papers 49. Echo Reading 50. Sketch to Sketch 51. Devil’s Advocate 52. Prediction Pairs 53. Ideatoons 54. Four Corners 55. 3-2-1 (Three-Two-One) 56. One Sentence Summary 57. PMI ( Plus Minus Interesting ) Table 1: Contd., 4 8 9 12 1 3.58 20 Often 7 9 6 6 1 3.52 21 Often 4 4 4 11 6 4 3 0 3 3 7 10 9 2 4 5 6 9 3 4 11 5 7 2 5 7 7 8 4 9 6 9 6 6 11 10 10 8 8 11 1 1 3 8 3 3 3 7 10 2 3.24 3.24 3.17 3.07 2.97 2.90 2.86 2.86 2.84 2.83 22.5 22.5 24 25 26 27 28.5 28.5 30 31 Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes 0 6 12 9 2 2.76 32 Sometimes 3 4 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 6 8 11 7 7 6 6 6 6 5 4 7 5 4 7 3 5 4 5 7 5 5 5 4 1 7 9 4 10 9 9 10 10 8 9 9 6 6 8 5 7 5 5 4 3 4 4 5 5 14 4 6 6 6 7 9 6 5 9 9 11 7 11 9 6 13 10 10 11 5 9 9 10 8 5 6 6 8 6 6 5 7 9 6 6 5 9 7 8 11 6 9 10 9 14 11 11 6 12 2.72 2.70 2.65 2.62 2.62 2.59 2.55 2.52 2.52 2.48 2.44 2.41 2.38 2.31 2.28 2.28 2.24 2.21 2.20 2.17 2.17 2.10 2.10 2.10 2.03 33 34 35 36.5 36.5 38 39 40.5 40.5 42 43 44 45 46 47.5 47.5 49 50 51 52.5 52.5 54.5 54.5 54.5 57 Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Seldom Languages used in Teaching by the Contractual Teachers Table 2: Frequency Distribution, Weighted Mean, Rank and Interpretation on The Languages used in Teaching by the Contractual Teachers A. Filipino Language 1. I use Filipino in providing standards in doing things. 2. I use Filipino in giving opinion or approval to the answers of the students. Impact Factor (JCC):5.9865 Frequency N=29 (5) (4) (3) (2) (1) 9 14 2 0 4 9 13 0 6 Weighte d Mean Rank Interpretation 3.83 1 Often 3.79 2 Often 0 NAAS Rating: 4.16 Methods and Languages Used by the Contractual Teachers and its Effects to the Learners 99 Table 2: Contd., 3. I use Filipino in teaching even my subject is English. 4. I use Filipino in giving preliminary activities in class. 5. I use Filipino in interpreting or giving definition of words. 0 12 8 9 0 3.10 3 Sometimes 6 6 0 4 13 2.39 4 Sometimes 7 0 0 12 10 2.38 5 Seldom English Language B. 6. I use English in discussing the lesson. 7. I use English in interpreting or giving definition of words. 8. I use English in giving preliminary activities in class. 9. I use English in providing standards in doing things. 10. I use English in giving opinion or approval to the answers of the students. 16 8 1 2 2 4.17 1 Often 10 13 4 2 0 4.07 2 Often 8 13 5 3 0 3.87 3 Often 6 4 11 5 3 3.17 4 Often 6 7 1 0 15 2.62 5 Sometimes C. 11. I use Ilocano in Deeping the discussion. 12. I use Filipino-English in explaining my lesson. 13. I use English-Ilocano in discussing my lesson. 14. 15. I use Ilocano in giving samples 16. I use Filipino-Ilocano in discussing my lesson. Ilocano and Code-Switching 14 5 7 2 0 3.96 1 Often 5 13 6 5 0 3.62 2 Often 1 4 9 9 6 2.48 3 Seldom 1 2 5 8 13 1.97 4 Seldom 2 0 5 17 5 2.20 5 Seldom Effects of Methods Used by the Contractual Teachers to the Learners Table 3: Frequency Distribution, Weighted Mean, Rank and Interpretation on the Effects of Methods Used by the Contractual Teachers to the Learners Statements 1. It challenges my ability to think deeply. 2. Past lessons were easily associated to the new lessons. 3. I easily learned with the class. 4. I learned to study hard. 5. My character evolves through the methods used by my teacher. 6. Becomes creative 7. I gain self-confidence in answering questions during class discussion. 8. My learning becomes meaningful. 9. I easily answer questions during examinations. www.tjprc.org Frequency N=400 Weighted Mean Rank Interpretation (5) 182 (4) 101 (3) 111 (2) 86 (1) 0 4.54 1 Strongly Agree 165 111 116 4 4 4.07 2 Agree 162 180 96 99 132 33 10 88 0 0 4.03 3.93 3 4 Agree Agree 169 113 35 83 0 3.92 5 Agree 163 102 44 91 0 3.84 6 Agree 88 102 127 83 0 3.49 7 Uncertain 89 104 118 89 0 3.48 8 Uncertain 90 95 127 88 0 3.47 9 Uncertain editor@tjprc.org 100 Prestoza Marilyn S. Luzano & Mark-Jhon R. 10. My communicative skill is being developed through the methods used by my teacher. Grand Mean 22 87 95 113 83 2.63 10 Uncertain 3.73 Agree Effects of Languages Used by the Contractual Teachers to the Learners Table 4: Frequency Distribution, Weighted Mean, Rank and Interpretation on the Effects of Languages Used by the Contractual Teachers to the Learners Statements Filipino-Ilocano 1. My learning becomes meaningful because my teacher used Filipino-Ilocano in teaching. 2. I became creative to do things because my teacher used FilipinoIlocano in teaching. 3. I easily learned with the class because my teacher used FilipinoIlocano in teaching. 4. I gain self-confidence in answering questions because my teacher used Filipino-Ilocano in teaching. 5. Past lessons were easily associated to the new lessons because my teacher used Filipino-Ilocano in teaching. English-Ilocano 6. I easily learned with the class because my teacher used EnglishIlocano in teaching. 7. I gain self-confidence in answering questions because my teacher used English-Ilocano in teaching. 8. My learning becomes meaningful because my teacher used English-Ilocano in teaching. 9. Past lessons were easily associated to the new lessons because my teacher used English-Ilocano in teaching. 10. I became creative to do things because my teacher used EnglishIlocano in teaching. Filipino-English 11. I easily learned with the class because my teacher used FilipinoEnglish in teaching. 12. My learning becomes meaningful because my teacher used Filipino-English in teaching. 13. I gain self-confidence in answering questions because my teacher used Filipino-English in teaching. Impact Factor (JCC):5.9865 Frequency N=400 Weighted Mean Rank Interpretation 83 65 106 137 9 3.19 1 Uncertain 80 55 91 90 84 2.89 2 Uncertain 46 94 90 87 83 2.83 3 Uncertain 33 83 106 86 92 2.70 4 Uncertain 31 8 117 161 83 2.36 5 Uncertain 112 111 94 83 0 3.63 1 Agree 71 95 134 94 6 3.33 2 Uncertain 62 69 96 167 6 3.04 3 Uncertain 64 58 104 167 7 3.01 4 Uncertain 63 64 106 80 87 2.84 5 Uncertain 186 102 112 3 0 4.2 1 Agree 175 121 104 0 0 4.18 2 Agree 181 103 96 10 10 4.09 3 Agree NAAS Rating: 4.16 Methods and Languages Used by the Contractual Teachers and its Effects to the Learners 14. Past lessons were easily associated to the new lessons because my teacher used Filipino-English in teaching. 15. I became creative to do things because my teacher used FilipinoEnglish in teaching. 101 163 98 136 3 0 4.05 4 Agree 85 2 178 135 0 2.76 5 Uncertain ACKNOWLEDGEMENTS AND LEGAL RESPONSIBILITY A heartfelt gratitude and sincere appreciation to Prof. Felicidad B. Agcanas, the Research Director of Isabela State University Roxas Campus; Dr. Quirino D. Parallag, the Campus Administrator; Mrs. Lolita M. Asaytuno, the HRMO; all key officials of Isabela State University; Mr. Jun-Jun R. Ramos; and to Mr. Alberto R. Luzano for making this endeavour possible. REFERENCES 1. Aquino, Gaudencio V. (1986). Teaching Models Strategies and Skills. Quezon City:Rex Book Store. 2. Thomas, Kral (1986). Teacher Development Making the Right Moves. Office of English Language Programs, Materials Branch.Bloom, 3. Benjamin S. J Thomas Hastings, George F. Madalus (1971) Handbook on Formative and Summative Evaluation of Students Learning. McGrow- Hill Book Company. 4. Perla, Carpio S. and Dayag P. Alma, (1970) Komunikasyon sa Akademikong Filipino Quezon City Rex Book Store. 5. Prestoza, Chrismarie R. “Kabisahan ng Course Audit bilang Preparasyon sa Licensure Examination for Teachers” (Isabela State University, Roxas Isabela, 2013) 6. Luzano, Marilyn S. “Paglilipat Wika sa Kapitolyo ng Lalawigan ng Isabela: Modelo sa Pagbuo ng Transakyunal na Komunikasyon” (Unibersidad ng Pilipinas, 2012). 7. Corpus, Brenda B. Ph.D. and Celia D. Andrada, Ph. D. (2012) The Professional Teacher Volume IV number 1 K to 12 Updates. Lorimar Publishing Inc. 8. Salandanan, Gloria D. Ph.D. (2007), Reform initiatives for quality teacher education, CH Adriana Printing Co., 37 Continuing Education (2010), Manila Bulletin, 10p.Teacher Eduaction (2009), Katha Pub, Co., 191 p. 9. http:/www.teachersnetwork.org/media/nthchapterbenna.htmudentsLearn. 10. http:/www.google scholar.com/sns 11. http:/ United sea blogspot.com/2012/012deciphering Filipinotek html. www.tjprc.org editor@tjprc.org