Practical Research

St. Joseph College of Novaliches, Inc.
Rainbow Village 5, Congressional Ave., Novaliches Caloocan City
Effectivity of Filipino Teachers’ Inductive and

Deductive Method of Teaching in Selected
Grade 9 Students of SJCNI
in A.Y. 2018-2019
A Research Presented to
SENIOR HIGH SCHOOL DEPARTMENT
In Partial Fulfillment
of the Requirements in the Subject
PRACTICAL RESEARCH II
Conducted By:
Alcantara, Atheena Fae
Aquino, Yobel I.
Colinares, John Michael
Dela Cruz, Rodwell Mikkel
Domingo, Luisa Mikaela

Floresta, Ryan Phillip
Taguba, Allenah Kyle
Varca, Gerttni Reed
October 2018
i
APPROVAL SHEET
This thesis entitled, Effectivity of Filipino Subject Teachers’ Inductive and
Deductive Method of Teaching in Selected Grade 9 Students of SJCNI in A.Y.
2018-2019”, prepared and submitted by Atheena Fae Alcantara, Yobel Aquino,
John Michael Colinares, Rodwell Mikkel Dela Cruz, Luisa Mikaela Domingo, Ryan
Phillip Floresta, Allenah Kyle Taguba and Gerttni Reed Varca, has been approved
and accepted in partial fulfillment of the requirements for the PRACTICAL RESEARCH 2.
DANNAH MAE M. LARANANG

RESEARCH TEACHER
REYNALDO B. MOLANO CRISTINA M. PICO

Vice-Principal for Academics School Principal
ii
ACKNOWLEDGMENT
The words that are written here are made in order for the researchers to give
gratitude to those people who helped in accomplishing the research. The completion
of this research would not be possible without the participation and assistance of a lot of
people whose names may not all be enumerated. The contributions are sincerely
appreciated and gratefully acknowledged. The researchers would like to express their
deep appreciation and indebtedness particularly to the following:
The researchers would like to acknowledge their subject teacher, Ms. Dannah Mae
Laranang for guiding and helping them for their study. We also want to give appreciation
to the researchers’ panellists that helped them improve their research. Special thanks
for the departments’ heads of the school for allowing the researchers to gather
information at their department. The researchers would like to acknowledge their
student-respondents for letting them conduct an assessment test and their teacher-
respondents who honestly answered their survey questionnaire. The respondents'
answers make our study valid and reliable.
Likewise, the researchers would like to give their warmest gratitude to the
previous researchers and writers for providing ideas and evidences towards the topic. To
the loving and supportive parents who encouraged the researchers to do the tasks with
perseverance and determination. Lastly, the investigators would also like to acknowledge
our teachers for helping us to finish this piece.
iii
DEDICATION
We would dedicate this thesis first to Almighty God in
completing this work. We also dedicate this to our parents who showed constant support
while we were doing this study. Lastly, we also want to dedicate this to the teachers and
to the fellow students in St. Joseph College of Novaliches Inc.
iv
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGEMENT iii
DEDICATION iv
TABLE OF CONTENTS v-vi
ABSTRACT 1
CHAPTER 1: INTRODUCTION
Introduction and Background of the Study 2-4
Statement of the Problem 4
Hypothesis 5
Theoretical Framework 5-6
Conceptual Framework 7-8
Significance of the Study 8
Scope and Limitation 9
Definition of Terms 9-10
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Local Literature 11
Foreign Literature 11-12
Local Studies 12
Foreign Studies 12-13
Synthesis of the Study 14-15
v
CHAPTER 3: METHODOLOGY
Strategies of Inquiry 16
Respondents of the Study 17
Instrumentation 17
Data Gathering Procedures 17-18
Statistical Treatment of Data 18-19
CHAPTER 4: RESULTS AND DISCUSSION OF DATA
Presentation and Analysis of Data 20-28
CHAPTER 5: SUMMARY OF FINDINGS AND CONCLUSIONS
Summary of Findings 29
Conclusions 30
Recommendations 30-31
REFERENCES 32
APPENDICES 33-40
vi
ABSTRACT
There are many factors that affects the academic excellence of a student as well as
the teacher’s performance. A teacher’s teaching method may also affect the students’
performance in school. The two most commonly used method of teaching are inductive and
deductive method. This is the main focus of the researchers.
This study aims to: 1) Identify the student-respondents’ profile through their age,
gender and section; 2) Determine the teacher-respondents’ profile through their age, gender
and section they are teaching; and 3) Discern the effects of the teaching methods to the
students’ performance for the first quarter.
The researchers used quantitative correlational approach in this study. They
randomly chose eight (8) student-respondents for each section from the ninth grade. There
are also two (2) teacher-respondents included in the study.
In this research, it has been statistically proved that there is no significant difference
between the two teaching methods that are being compared – inductive and deductive.
Some suggestions of improvement can be seen in the fifth chapter of this research.”
This study has the main purpose of determining the effectivity of the Filipino subject
teachers’ inductive and deductive method in teaching the grade 9 students.
1
CHAPTER I
Introduction and Background of the Study
Education gives us knowledge of the world around us and changes it into something
better. It is a step-by step process which provides people skill, technique and information.
Being educated helps us to attain the positive attitudes needed in life. In such competitive
world, it is a must for everyone to have a good education. It makes us mentally, socially
and intellectually strong by increasing our knowledge level.
The best way to attain knowledge is through going to school – an institution that
guides us to be a more productive member of the society. It is an organization that gives
the students the source of cognizance they need and develops their thinking capacity in
order to have better decisions. Moreover, attending school is the wealth of knowledge and
information provided within the school settings. It provides a safe haven for the spread of
ideas, and often gives us access to subjects and ideas that we wouldn’t regularly find in our
homes or with our friends.
Student learning is multidimensional, with many factors beyond their core academic
knowledge as important contributors of a student’s success (short and long term). The
teachers are without a doubt, a part of a student’s learning development. They are the ones
who are responsible for guiding the children in the school. High-quality teachers are
expected no only to improve a student’s academic performance through test scores but also
to improve his/her social and emotional well-being.
To effectively teach the students, teaching methods are exhibited by each of the
teachers to help the students develop the skills needed to achieve their goals in the future.
2
Ramos, A. (2015) stated that teaching methods provide a well-balanced program of
activities and opportunities for students to make decisions and developing the latent creative
abilities”. A teacher has to take parts in assisting students by planning his choice of teaching
methods. Being an efficient teacher requires the application of creative and ingenious
teaching methods in order to meet the required needs. Teaching method also identifies
different variables in order to develop the right approach needed to deal with the target
students. These methods might have been learned through the teacher’s education or
through their experiences in dealing with their students. Suitable teaching methods differ
for every student as they have their own learning styles and are all different individuals.
As indicated in the journal OECD (2007), two alternative views of teaching
emphasize, on the one hand, the teacher's role in transmitting knowledge and providing
correct solutions and on the other, the teacher's role as a facilitator of active learning by
students who seek out solutions for themselves. These two are the inductive and deductive
method.
As teachers play an important role in students’ learning, this study aims to find out
their unique strategies of teaching and how they differ from one another. The researchers
also focused on the effects of two commonly used teaching methods to the students and
whether these will help them in a positive or negative way. This study will also help the
teachers in learning the effectivity of these two methods.
Hence, the investigators have an unyielding belief that it is essential to find out the
effectivity of Filipino subject teachers’ inductive and deductive method of teaching to the
academic performance of the students as a means to propose ways to improve the teaching
methods if there is a need to.
3
This study has the main purpose of determining the effectivity of Filipino subject teachers’
inductive and deductive method of teaching in selected grade 9 students of SJCNI in A.Y. 2018-
2019.
Statement of the Problem
The main purpose of this study is to determine the “Effectivity of Filipino Subject
Teachers’ Inductive and Deductive Method of Teaching in Selected Grade 9
Students of SJCNI in A.Y. 2018-2019”.
Specifically, it seeks to answer the following questions:
1. What is the profile of the student-respondents in terms of their:
a. Age
b. Gender
c. Section
2. What is the profile of the teacher-respondents in terms of their:
a. Age
b. Gender
3. What are the effects of the teaching methods to the students’ performance for the
first quarter?
4
Hypothesis
HO: There is no significant difference between the inductive and deductive method of
teaching.
HA: There is a significant difference between the inductive and deductive method of
teaching.
Theoretical Framework
The teachers, being a focal figure in education, must be competent and
knowledgeable in order to impart wisdom and knowledge to their students. A teacher should
recognize individual differences among his/her students in order to adjust instructions that
best fit the students. (Maria Theresa Barberos, etc. 2018)
These following studies, researches and theories are a part of our study entitled
“Effectivity of Filipino Teachers’ Inductive and Deductive Method of Teaching in Selected
Grade 9 Students of SJCNI in A.Y. 2018-2019”.
Strategies in Teaching Literature: Students in Focus

This study states that the lecture or discussion is found to be the most effective
teaching strategy in teaching literature since it addresses the different learning skills of the
students. This strategy can be proven effective to other subjects as well since those other
subjects may require lectures/discussions to be more elaborated. In this way, the students
can use their different learning skills in order to understand the given topic on the other
subjects.
By using this study, we can be able to utilize our different learning skills in order to
understand lectures and discussions given to us students
5
Teaching Principles Theory
This theory states that an effective teaching involves aligning the 3 major
components of instruction: learning objectives, instructional activities, and assessments.
The learning objectives would be the knowledge and skills that the students have learned
by the end of the semester or course. The instructional activities would be the process on
how the students would experience or learn the knowledge and/or skills which are taught
by the teachers. And lastly, the assessment. It would be defined as the tests, quizzes, and
exams given to the students in order for them to demonstrate and practice the knowledge
and skills gained throughout the semester or course.
By applying this theory, we would be able to use and practice our knowledge and
skills via performing very well in the assessment part. In this way, we would be able to
understand and grasp the imparted knowledge and skills by our teachers.
Learning Principles Theory
This theory states that the students must acquire component skills, practice
integrating them, and learn when to apply what they have learned to develop mastery. The
theory also states that the students must practice combining knowledge and skills in order
to integrate them to develop greater fluency and techniques. They should also know when
and how to apply the gathered knowledge and skills in their lives.
By applying this theory, we, students, would be able to practice and use the
knowledge and skills necessary to perform assorted tasks. We would also learn on when to
combine our knowledge and skills to achieve greater eloquence or mastery on our acquired
knowledge and skills.
6
Conceptual Framework
The following figure shows the order or flow of the study using the INPUT-PROCESS-
OUTPUT (IPO) Model.
INPUT PROCESS
a. Respondent’s Profile Data gathering through:
b. Sets of Questions Regarding

Filipino Subject
a. Survey Questionnaire
c. Effectivity of Filipino Subject b. Assessment Test
Teachers’ Inductive and
Deductive Method of
Teaching to their Academic
Performance in School.
OUTPUT
a. Awareness about the effects of the teaching methods in relations with

the students.
Diagram no. 1 “Paradigm of the Study”
7
The input frame manifests the variables contributory to the effectivity of deductive
and inductive methods of teaching to students and the data that needs to be gathered in
order to continue the research properly.
The process frame listed the methods that the researchers employed to come up
with meaningful outcomes. Moreover, it shows the design utilized by the team in pursuing
the study and the instrument used in gathering data.
The output frame presents the upshot of the discussion and research itself.
Significance of the Study
Essential results of this analysis could be highly advantageous to the following:
Students, who may experience a more effective way of teaching in case there are
improvements to be suggested for the teachers. Thus, they will acquire knowledge in a more
convenient way.
Teachers, who can exhibit a higher quality of teaching once they become aware of
the results of this study.
Parents, as it will provide them the knowledge on how the teachers’ methods may
affect their child’s performance.
Future Researchers, for them to have reference for their future study and to
enhance what the present researchers have started.
8
Scope and Limitation
This study aims to determine the effectivity of Filipino subject teachers’ inductive and
deductive method of teaching in relation to their students’ academic performance. The
researchers only conducted a survey in order to attain its objectives.
This study is limited only to two (2) Filipino subject teachers of the ninth grade who
are currently working at St. Joseph College of Novaliches, Inc. The student-respondents of
this research are only comprised of thirty-two (32) grade 9 students of SJCNI A.Y. 2018-
2019. The researchers also used the students’ grade in Filipino for the first grading as a
basis in conducting this research.
Definition of Terms
 Assessment – these are the tests or recitations that enables the teachers to know
if their students learned something efficient for the day’s lesson
 Cognizance – refers to the knowledge that the students need to attain
 Deductive – the teacher conducts lessons by introducing and explaining concepts
to students, and then expecting students to complete tasks to practice the
concepts; this method is very teacher-centered
 Demographic – refers to the respondents’ important characteristics or quality
 Fluency – refers to the mastery of the student in a certain skill
 Inductive – this kind of teaching method starts with examples and asks learners
to find rules; this method is more student-centered
9
 Manifests – shows the variables in the input frame under the conceptual
framework
 Multidimensional – refers to the several aspects needed for a student to acquire
knowledge
 Teaching Methods – it is how you deliver a certain thought
 Upshot – result of the data gathering
 Utilized – refers to the instruments that the researchers used
10
Chapter II
Review of Related Literature
This chapter presents the related literature and studies that will help the researchers
strengthen their study regarding their chosen topic.
Literature. These are written works published on a particular subject, especially those
considered of superior or lasting merit.
Local. As indicated by Ramos, A. (2015) in the Asia Pacific Journal of Multidisciplinary
Research, “teaching methods provide a well-balanced program of activities and opportunities
for students to make decisions and developing the latent creative abilities”. He also stated
that a teacher has to take parts in assisting students by planning his choice of teaching
methods.
Foreign. In an article published by IU Bloomington (2018) in relation to the topic Centre
for Innovative Teaching and Learning, “most teachers want their students to be capable of
doing more than just memorize facts and wants their students to be able to apply, synthesize
& evaluate course material instead”.
According to Dweck and Simmons (2014), mind-set theory also suggests that girls
and women might be more likely to hold ﬁxed mind-sets than boys and men because,
“starting in infancy, parents tend to give boys more process praise, an advantage that results
in a greater desire for challenge, and a growth mind-set, later on”.
11
As mentioned by Clark and Creswell (2007) in their book Developing and
Conducting Mixed Methods Research Electronic Version, the deductive researcher works
from the top down, from a theory to hypotheses to data to add to or contradict the theory.
As eloquently stated in the journal OECD (2007) in Creating Effective Teaching and
Learning Environments: First Results from TALIS that " Two alternative views of teaching
emphasise, on the one hand, the teacher's role in transmitting knowledge and providing
correct solutions and on the other, the teacher's role as a facilitator of active learning by
students who seek out solutions for themselves."
Conferring to Carpenter, J. (2005) in the Journal of Family & Consumer Sciences
Education "lecture leads to the ability to recall facts, but discussion produces higher level
comprehension".
According to Prensky, M. (2005) in the journal ASCD "if educators want to have
relevance in this century, it is crucial that we find ways to engage students in school. Because
common sense tells us that we will never have enough truly great teachers to engage these
students in the old ways we must engage them in the 21st century way".
Study. Defined as a detailed investigation and analysis of a subject. These may come from
a thesis or dissertation.
Local. As indicated by Guada et al., (2014) in their research Teaching Methods and
Learning Preferences in the Engineering Department of an Asian University, each student
must adapt the learning being taught to them through different kinds of teaching methods,
which depends on their interests and capability.
12
Foreign. As studied by Halili and Zainuddin (2016) in Flipped Classroom Research and
Trends from Different Fields of Study, living in a digital age requires students to work
independently and collaboratively using technological tools. These instructional materials
may help the students and influence them positively as they might use it to gain knowledge
prior to the discussion of their teachers.
Conferring to Bidabadi et al., (2016) in their study Effective Teaching Methods in
Higher Education: Requirements and Barriers, a good teaching method helps the students
to question their preconceptions, and motivates them to learn, by putting them in a situation
in which they come to see themselves as the author of the answers, as the agents of
responsibility for change.
According to Kaye, P. (2012), inductive method also referred to as the scientific
method, is a process of using observations to develop general 9 principles about a specific
subject. He also said that inductive learning is the process of “discovering” general principles
from facts.
In the study Inductive Teaching and learning Methods: Definitions, Comparisons and
Research Bases conducted by Prince and Felder (2006), inductive teaching method
makes the students practice the analyzation of data presented to them and discover the
information they need. They also indicated that students construct their own version of
reality rather than simply absorbing versions presented by their teachers.
13
Synthesis of the Study
This study makes the effort to understand the effectivity of Filipino subject teachers’
inductive and deductive method of teaching in selected grade 9 students of SJCNI in A.Y.
2018-2019”.
Through the published works of IU Bloomington (2018) they learned that having
the students memorize their discussions is not enough. Instead of memorization, the
teachers want them to apply what they learned to improve both their skills and knowledge.
Ramos (2015) and Prensky, M. (2005) stated that teaching methods play an
important role in a student’s performance in school and it is crucial that we find ways to
engage students in school This is important in our research since it tells how essential our
research is.
Dweck and Simmons (2014), compared the gender differences in terms of how
they think intellectually and practically. This is a proof that gender is a factor that somehow
affects a student’s performance.
Carpenter, J. (2005), Prince and Felder (2006), OECD (2007), Clark and
Creswell (2007) and Kaye, P. (2012), defined the inductive and deductive method of
teaching. They also suggested which method is better for the students to acquire knowledge.
Most of them favored the inductive teaching method because they believe that student-
based learning can inculcate information in their minds for a longer time if they acquired the
knowledge with minimal help from their teachers and independently working to feed
themselves with new ideas.
14
According to Guada et al., (2014) and Halili and Zainuddin (2016), teaching
methods vary depending on the ability of the students. Since we are in digital age, we must
make use of the technologies that will help the students be engaged in learning. This
information is essential since the researcher is provided with knowledge that there are
factors that needs to be considered in choosing a teaching method.
15
CHAPTER III
Methodology
This chapter presents the method used in conducting the study. This chapter will also
unravel the strategies of inquiry, the respondents of the study, instrumentation, the data
gathering procedure and statistical treatment of data.
Strategies of Inquiry
Trochim (2005) stated that “a research design provides the glue that holds the
research project together”. He also added that “a design is used to structure the research,
to show how all of the major parts of the research project work together to try to address
the central research questions”.
The researchers used the quantitative correlational design in the study. ITis a
method in which the researchers measures two variables and assesses the statistical
relationship between them with no influence from any extraneous variable. This is the
most suitable type of research in conducting this study to determine the measurable data
that will be gathered by the researchers through the survey questionnaires.
The researchers used this type of research in identifying the effectivity of Filipino
subject teachers’ inductive and deductive method of teaching in relationship with the
students.
16
Respondents of the Study
The sample was chosen from the grade 9 teachers of St. Joseph College of Novaliches
Inc. and their students in the same grade level. The respondents were the two (2) teachers
and thirty-two (32) students from the said grade level.
Instrumentation
In gathering the necessary data, the researchers have utilized the data gathering
instruments listed below:
 Laptop - to input the necessary information and edit the researchers’ output.
 Journal – to document the findings
 Questionnaires – comprises questions that are needed to determine the
respondents’ demographic profile and efficient data
 Mobile Phone – to search for the necessary information related to the study
Data Gathering Procedures
Prior to any survey activity, the researchers checked the availability of the students.
On the day of the initial survey, the researchers went to the classroom of the respondents
and administered the questionnaires during a non-academic time at school. The researchers
did not require the teachers to leave the classroom. Since the researchers used the simple
random sampling method, they randomly pick the students by drawing from a fish bowl with
papers in it. They only pick 8 students per section to answer the questionnaire.
17
The researchers distributed the questionnaires to 8 of the students which contained
a brief demographic profile (name, gender, age and section). The researchers explained the
purpose of the study as well as the content of the questionnaire and the assessment test.
They also told the respondents that they are allowed to ask questions if there are
any parts of the questionnaire that they don’t understand. Once everything has been
clarified, they were instructed to complete the materials and to answer the questions. The
researchers reminded the respondents that the data that will be gathered will be confidential.
The same procedure will be done with the subject teachers.
Statistical Treatment of Data
The statistical methods used in this study were as follows:
The following statistical tools and techniques were utilized in this study:
1. Percentage and Frequency
𝒇
𝑷 = ( ) × 𝟏𝟎𝟎
𝒏
In which:
P = percentage
f = frequency
n = number of respondents
100 = constant
18
2. The ANOVA Table
Source of Sum of Mean of

Variation Square 𝒅𝒇 Square 𝑭
𝑆𝑆𝐵 𝑑𝑓𝐵 = 𝑘 − 1 𝑆𝑆𝑊

𝑀𝑆𝑊 =
Between 𝑑𝑓𝐵
𝑀𝑆𝐵
𝐹=
𝑆𝑆𝑊 𝑑𝑓𝑊 = 𝑁 − 𝑘 𝑆𝑆𝑊 𝑀𝑆𝑊
𝑀𝑆𝑊 =
Within 𝑑𝑓𝑊
Total 𝑇𝑆𝑆 𝑑𝑓𝑇 = 𝑁 − 1
(𝛴𝐴)2 + (𝛴𝐵)2 (𝛴𝐴 + 𝛴𝐵)2

𝑆𝑆𝐵 = −
𝑛 𝑁
(𝛴𝐴 + 𝛴𝐵)
𝑇𝑆𝑆 = (𝛴𝐴2 + 𝛴𝐵2 ) −
𝑁
𝑆𝑆𝑊 = 𝑇𝑆𝑆 − 𝑆𝑆𝐵
𝑑𝑓𝐵 = 𝑘 − 1
𝑑𝑓𝑊 = 𝑁 − 𝑘
𝑑𝑓𝑇 = 𝑁 − 1
In which:
N = Sample size
k = Number of columns
A =First category
B = Second category
n = number of rows
df = degree of freedom
19
CHAPTER IV
Results and Discussion
This chapter contains presentation, analysis and interpretation of the data that have
been gathered by the researchers. This chapter will show you the information collected by
the researchers from the questionnaire they gave their respondent. The analytical
procedures are arranged according to the sequence of the specific questions.
1.1 Age of the Student-Respondents Frequency Percentage
a. 13 5 15.63%
b. 14 15 46.88%
c. 15 10 31.25%
d. 16 2 6.25%
Total 32 100.01%
Table 1.1
“Age of the Student-Respondents”
Table no. 1 shows the total number of the student-respondents and their ages. It
also manifests the percentage for each frequency.
There are 32 total student-respondents with their age ranging from 13 to 16. 15
(46.88%) of the students are aged 14, accumulating the majority of the respondents. It is
followed by 10 (31.25%) students at the age of 15, then those who are 13 years old as 5
20
(15.63%) student-respondents are at this age and only 2 (6.25%) of the student-
respondents indicated that they are at the age of 16.
Therefore, majority of the student-respondents are aged 14 and the minority are
aged 16.
1.2 Gender of the Student-Respondents Frequency Percentage
a. Female 14 43.75%
b. Male 18 56.25%
Total 32 100%
Table 1.2
“Gender of the Student-Respondents”
Table 1.2 shows the total number of the student-respondents and their genders. It
also manifests the percentage for each frequency.
The majority from the student-respondents are male with a total of 18 (56.25%)
followed by the student-respondents who are female with a total of 14 (43.75%).
Therefore, we conclude that majority of the student-respondents are male.
21
1.3 Section of the Student-Respondents Frequency Percentage
a. Courage 8 25%
b. Wisdom 8 25%
c. Righteousness 8 25%
d. Tranquility 8 25%
Total 32 100%
Table 1.3
“Section of the Student-Respondents”
Table 1.3 shows the sections of the student-respondents. It also manifests the total
number of sections and their percentage.
The student-respondents are equally distributed in each section with 8 (25%)
2.1 Age of the Teacher-Respondent Frequency Percentage

a. 24 1 50%
b. 29 1 50%
Total 2 100%
Table 2.1
“Age of the Teacher-Respondent”
Table 2.1 reveals the age of the teacher-respondent. It also shows the total number
of teacher-respondents, their answers and their corresponding percentages.
Teacher-respondent 1 states that he/she is 29 years old and teacher-respondent 2
states that he/she is 24 years old.
22
Therefore, we conclude that teacher-respondents 1 and 2 are both 29 and 24 years
old respectively.
2.2 Gender of the Teacher-Respondent Frequency Percentage
a. Female 2 100%
b. Male 0 0%
Total 2 100%
Table 2.2
“Gender of the Teacher-Respondent”
Table 2.2 depicts the gender of the teacher-respondent. It also shows the total
number of teacher-respondents, their answers and their corresponding percentages.
Both teachers have answered female (100%) in the gender of the teacher-
respondent.
Therefore, we conclude that both of the teacher-respondents are female.
2.3 Filipino Section 1 Section 2 Section 3 Section 4 Percentage

Class
Teacher 1 1 1 0 0 50%
Teacher 2 0 0 1 1 50%
Total 1 1 1 1 100%
Table 2.3
“Section Where the Teachers Teach”
23
Table 2.3 reveals the sections being taught by the teacher-respondents. It also
depicts the total number of sections and their respective percentages.
We can infer that Teacher 1 teaches Filipino in sections 1 and 2 (50%), and Teacher
2 teaches Filipino in sections 3 and 4 (50%).
Therefore, we conclude that Teacher 1 teaches in sections 1 and 2 and Teacher 2
teaches in sections 3 and 4.
2.4 In a typical school day, how Teacher 1 Teacher 2 Percentage

do you teach students?
a. I give them a new concept, 0 1 25%
explain it and have the students
practice using that concept.
b. I give examples showing how a 1 0 25%
certain concept is used and make
use of student “noticing”.
c. I draw the student’s prior learning 1 0 25%
before adding up information
regarding the topic.
d. I teach the students regarding the 0 1 25%
topic and ask their conception about
it.
Total 2 2 100%
Table 2.4
“Method of Teaching”
Table 2.4 shows the teachers’ method of teaching. It also depicts the total number
of years and their respective percentages.
24
Teacher 1 reveals that he/she gives examples showing how a certain concept is used
and make use of student “noticing” (25%) and draws the student’s prior learning before
adding up information regarding the topic (25%) on the other hand, Teacher 2 reveals that
he/she gives them new concept, explains it and have the students practice using that
concept (25%) and he/she teaches students regarding the topic and ask their conception
about it (25%).
Therefore, we can conclude that Teacher 1 uses inductive method of teaching and
Teacher 2 uses deductive method of teaching.
𝑨 𝑩 𝑨𝟐 𝑩𝟐
8 6 64 36
7 9 49 81
12 10 144 100
11 8 121 64
9 5 81 25
7 9 49 81
10 6 100 36
9 6 81 36
9 7 81 49
6 7 36 49
7 7 49 49
6 9 36 81
10 7 100 49
8 7 64 49
7 4 49 16
8 4 64 16
Σ𝑨 =134 Σ𝑩 =111 Σ𝑨𝟐 =1168 Σ𝑩𝟐 =817
Table 3.1
Data for the Analysis of Variance (ANOVA)
25
The researchers administered an assessment test among the respondents regarding
their knowledge on the Filipino subject.
Table 6 reveals the scores of the students from Category A (inductive method) and
students from Category B (deductive method)
Column 1 shows the scores of the Category A and its summation while column 2
shows the scores of Category B and its summation. On the third column, we can see the
squared value of the scores from Category A and their summation. Lastly, the fourth column
reveals the squared value from Category B and their summation.

Variation Square 𝒅𝒇 Square
𝑭
𝑺𝑺𝑩 𝒅𝒇𝑩 = 𝒌 − 𝟏 𝑺𝑺𝑾

𝑴𝑺𝑾 =
𝒅𝒇𝑩
Between 𝑴𝑺𝑩
𝑭=
𝑴𝑺𝑾
𝑺𝑺𝑾 𝒅𝒇𝑾 = 𝑵 − 𝒌 𝑺𝑺𝑾
𝑴𝑺𝑾 =
𝒅𝒇𝑾
Within
Total 𝑻𝑺𝑺 𝒅𝒇𝑻 = 𝑵 − 𝟏
Table 3.2
Formulas for ANOVA
(𝜮𝑨 + 𝜮𝑩)
𝑻𝑺𝑺 = (𝜮𝑨𝟐 + 𝜮𝑩𝟐 ) −
𝑵
(𝟏𝟑𝟒+𝟏𝟏𝟏)
= (𝟏, 𝟏𝟔𝟖 + 𝟖𝟏𝟕) −
𝟑𝟐
(𝟐𝟒𝟓)
= 𝟏, 𝟗𝟖𝟓 −
𝟑𝟐
=𝟏, 𝟗𝟕𝟕. 𝟑𝟒
26
(𝜮𝑨)𝟐 + (𝜮𝑩)𝟐 (𝜮𝑨 + 𝜮𝑩)𝟐

𝑺𝑺𝑩 = −
𝒏 𝑵
(𝟏𝟑𝟒)𝟐 +(𝟏𝟏𝟏)𝟐 (𝟏𝟑𝟒+𝟏𝟏𝟏)𝟐

= −
𝟏𝟔 𝟑𝟐
𝟑𝟎,𝟐𝟕𝟕 𝟔𝟎,𝟎𝟐𝟓
= −
𝟏𝟔 𝟑𝟐
=𝟏, 𝟖𝟗𝟐. 𝟑𝟏𝟐𝟓 − 𝟏, 𝟖𝟕𝟓. 𝟕𝟖𝟏𝟐𝟓
=𝟏𝟔. 𝟓𝟑
𝑺𝑺𝑾 = 𝑻𝑺𝑺 − 𝑺𝑺𝑩
=𝟏, 𝟗𝟕𝟕. 𝟑𝟒 − 𝟏𝟔. 𝟓𝟑
=1, 960.81
𝒅𝒇𝑻 = 𝑵 − 𝟏
=𝟑𝟐 − 𝟏 = 𝟑𝟏
𝒅𝒇𝑩 = 𝒌 − 𝟏
=𝟐 − 𝟏 = 𝟏
𝒅𝒇𝑾 = 𝑵 − 𝒌
=𝟑𝟐 − 𝟐 = 𝟑𝟎
Mean Squares
𝑺𝑺𝑩
𝑴𝑺𝑩 =
𝒅𝒇𝑩
𝟏𝟔.𝟓𝟑
=
𝟏
=𝟏𝟔. 𝟓𝟑
𝑺𝑺𝑾
𝑴𝑺𝑾 =
𝒅𝒇𝑾
𝟏,𝟗𝟔𝟎.𝟖𝟏
= = 𝟔𝟓. 𝟑𝟔
𝟑𝟎
27
𝑴𝑺𝑩
𝑭=
𝑴𝑺𝑾
𝟏𝟔.𝟓𝟑
=
𝟔𝟓.𝟑𝟔
=𝟎. 𝟐𝟓𝟐𝟗𝟎𝟔𝟗
= 0.2529
Tabular Value = 4.17
The computed value, 0.25291, is less than the tabular value, 4.17, so the null
hypothesis is accepted.
Therefore, there is no significant difference between the inductive and deductive
method of teaching. Hence, the two methods of teaching have almost equal chance of
being effective to the students.

Variation Square 𝒅𝒇 Square 𝑭
𝟏𝟔. 𝟓𝟑 𝟏 𝟏𝟔. 𝟓𝟑
Between 0.25291
𝟏𝟗𝟔𝟎. 𝟖𝟏 𝟑𝟎 𝟔𝟓. 𝟑𝟔
Within
Total 𝟏, 𝟗𝟕𝟕. 𝟑𝟒 𝟑𝟏
Table 3.2
Data Gathered Using ANOVA
28
CHAPTER V
Summary of Findings and Conclusions
This chapter presents the summary of findings, conclusion and corresponding
recommendations.
Summary of Findings
The researchers gathered the following data:
1. The majority of the student-respondents are at the age of 14, while the
minority are at the age of 16.
2. There are more male student-respondents than female student-respondents.
3. The students who were randomly selected by the researchers are equal in
numbers.
4. Teacher-respondents 1 and 2 are both 29 and 24 years old respectively.
5. Both of the teacher-respondents are female.
6. Teacher 1 teaches in sections 1 and 2 and Teacher 2 teaches in sections 3
and 4.
7. Teacher 1 uses inductive method of teaching and Teacher 2 uses deductive
method of teaching.
29
Conclusion
Based from the findings and data gathered by the researchers, they concluded the
following:
1. The majority of the student-respondents age is 14.
2. There are much more male student-respondents than female.
3. There are four different sections and the researchers used simple random
sampling to gather 8 students per section.
4. The genders of the teacher-respondents are female.
5. Each teacher-respondents have two sections assigned to them.
6. The teacher-respondents used different method of teaching from each other.
7. There are more positive effects of the two methods than negative effects.
8. Based on the researcher’s information, the researchers conclude that there is
no significant difference between inductive and deductive method of teaching.
Recommendation
Based on the study, the researchers have come up with the following
recommendations:
Teachers
Teaching methods may vary from one class to another. In choosing the teaching
methods to be used, the teacher must consider the students’ age, gender, section as well
as the topic to be taught.
30
School administrators
They can provide or arrange seminars for teachers to further understand the purpose
of choosing a teaching method and the things to consider before exhibiting one. This will
benefit their students, teachers as well as the school as it will help the students understand
the lessons easily and effectively.
Students
The students should cope up as to how the teachers choose to teach them. The
teaching method of their teacher may affect them but of minimal amount. Therefore, their
participation during the class is needed to have a better outcome.
31
References
https://www.teachingenglish.org.uk/article/inductive-approach
https://sites.educ.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/inductivedeductive
.html
http://journals.sagepub.com/doi/abs/10.1177/002221949002300111
https://web.b.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=c
rawler&jrnl=1541745X&AN=32779257&h=eBmVmGwZ8NHdWBrwB6FvgpO7Z0z4y2dgGUB
m04A8eo5koiGl4HLrBGSbyVVt6oW%2bk1VBHtQkLMB1kjmdJDPkrA%3d%3d&crl=c&result
Ns=AdminWebAuth&resultLocal=ErrCrlNotAuth&crlhashurl=login.aspx%3fdirect%3dtrue%
26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d1541745X%26
AN%3d32779257
http://psycnet.apa.org/buy/1988-35304-001
http://results.pu.edu.pk/images/journal/ier/PDF-FILES/3-Revised_Article.pdf
https://www.sciencedirect.com/science/article/pii/S0191886907003637
https://link.springer.com/article/10.1023/A:1007006523133
https://link.springer.com/article/10.1023/A:1022816409059
http://science.sciencemag.org/content/317/5843/1360
https://files.eric.ed.gov/fulltext/ED542066.pdf
http://digilib.iain-palangkaraya.ac.id/320/3/Chapter%202%20%28MU%29.pdf
32
Appendix A: Teacher-Respondents Survey Test

October 4, 2018
To the respondents,
Greetings!
We, the grade 12 students of St. Joseph College of Novaliches, Inc., are currently conducting a research with the
topic “Effectivity of Filipino Subject Teachers’ Inductive and Deductive Method of Teaching in Selected
Grade 9 Students of SJCN in A.Y. 2018-2019” with the supervision of Ms. Dannah Mae Laranang, teacher of
the subject Practical Research 2.
In accordance with this, we will administer a survey regarding the said study. We are hoping for your
cooperation. Thank you very much.
Researchers
SURVEY QUESTIONNAIRE
Name: ______________________________________ Age: _____
Gender: Male Female
1. What section in the ninth grade are you teaching?

Courage Righteousness Tranquility Wisdom
2. How long have you been working as a teacher?

Less than a year 1-3 years 4-6 years Others (Please Specify): __
3. How long have you been working as a teacher at this school?
Less than a year 1-3 years 4-6 years Others (Please Specify): __
4. In a typical school day, how do you teach the students?
I give them a new concept, explain it and have the students practice using that concept.
I give examples showing how a certain concept is used and make use of student
“noticing”.
I draw the students’ prior learning before adding up information regarding the topic.
I teach the students regarding the topic and ask their conception about it.
5. In a typical school week, estimate the number of hours you spend on the following.
Kindly write a number in each row (round to the nearest hour) Write 0 (zero) if none.
Teaching of students in school (either whole class, in groups or individually)

Planning or preparation of lessons either in school or out of school.
Administrative duties either in school or out of school
Other (please specify): _____
33
Appendix B: Student-Respondents Survey Questionnaire
October 4, 2018
To the respondents,
Greetings!
We, the grade 12 students of St. Joseph College of Novaliches, Inc., are currently conducting a research with the topic
“Effectivity of Filipino Subject Teachers’ Inductive and Deductive Method of Teaching in Selected Grade 9 Students
of SJCN in A.Y. 2018-2019” with the supervision of Ms. Dannah Mae Laranang, teacher of the subject Practical Research 2.
In accordance with this, we will administer a survey regarding the said study. We are hoping for your cooperation. Thank you
very much.
Researchers
SURVEY QUESTIONNAIRE
Name: ______________________________________ Age: _____
Section: _____________________ Gender: Male Female
Grade in Filipino for the First Quarter: _______
I. Encircle the letter of the correct answer.
1. Ang mga sumusunod ay pangalan sa panulat ni Dr. Usman Awang maliban sa isa ___.
a) Adi Jaya b) Tongkat Jiwa c) Ros Murni d) Setia Budi
2. “Hala! Nahulog ‘yong kasama mo par!” Ang pangungusap ay naipahayag gamit ang paraang:
a) Padamdam at maikling sambitla c) May tiyak na damdamin
b) Padamdam at mahabang sambitla d) Hindi diretsahang nagpahiwatig ng damdamin
3. Ayon sa aklat na “The Mother of Mencius”, ano ang katungkulan ng isang babae?
a) Manatili sa bahay upang magluto at manahi c) Magtanggal ng dumi sa bahay
b) Mag-alaga ng mga halaman d) Magkaroon ng mga anak
4. Ito ay nagmula sa salitang Griyegong muzos.
a) Multo b) Parabula c) Pabula d) Tula
5. Ang Manyoshu ay naglalaman ng 4,500 tula at ____ bahagdan ng mga tulang ito ay tanka.
a) 70 b) 80 c) 90 d) 100
34
6. Ito ay tulang sagutin na itinatanghal ng magkatunggaling makata ngunit hindi sa paraang
padula.
a) Tulang Patnigan b) Tulang Pantigan c) Tulang Liriko d) Tulang Pasalaysay
7. Ito ay ang balangkas ng inihandang mga katwiran sa isang debate.
a) Datos b) Daglit c) Panunuligsa d) Dagli
8. Ano ang pangunahing layunin ng pangangatwiran?
a) Magpatunay ng katotohanan.
b) Ipahayag ang iyong paniniwala.
c) Magpatunay ng pinaniniwalaan at ipatanggap ang katotohanang iyon sa nakikinig o
bumabasa.
d) Lahat ng nabanggit.
9. Ito ay isang tulang nagpapahayag ng pag-ibig sa bayan at damdaming nasyonalismo.
a) Tulang Bayan b) Tulang Pag-ibig c) Tulang Makabayan d) Tulang Makatao
10. Ang “Tatlong Mukha ng Kasamaan” ay isinulat ni:
a) Salvacion Delas Alas b) Salvacion De Alas c) Unu d) U NU
II. Tama o Mali.
______ 11. Sa isang debate, magtanong lamang ng mga nasasagot ng oo o hindi.
______ 12. Ang patinig ay mga katagang nag-uugnay sa dalawang salita, parirala o sugnay.
______ 13. Ang diin ay Tumutukoy sa bigat ng pagkabigkas ng pantig.
______ 14. Ang maiikling sambitla ay pangungusap na nagpapahayag ng matinding damdamin
o emosyon.
______ 15. Ang tulang pag-ibig ay dapat na punumpuno ng damdamin
35
Appendix C: Curriculum Vitae
Name: Yobel I. Aquino
Gender: Female
Date of Birth: January 12, 2000

Place of Birth: Caloocan City
Citizenship: Filipino
Address: 6224 Pili St. Camarin D, Caloocan City

Cell Phone: 09391492115
Email: yobelaquino@gmail.com
Educational Attainment:
 Pre-School: Jocelyn V. Cacas Montessori School Inc.

 Elementary: Heritage Homes Elementary School
 Secondary: St. Therese School of Marilao
Meycauayan National High School – Camalig
St. Joseph College of Novaliches Inc
36
Name: Atheena fae B. Alcantara
Gender: Female
Date of Birth: November 29, 2000

Place of Birth: Iriga City, Camarines Sur
Address: B7 L67 Mulberry Drive, Bellefonte Subdivision, Brgy. 174, Caloocan City
Cell Phone: 09951205666
Email: atheenafae49@gmail.com
Educational Attainment:
 Elementary: Mystical Rose School of Caloocan Inc.
Sacred Heart Academy of Novaliches
 Secondary: Sacred Heart Academy of Novaliches
Name: John Michael C. Colinares
Age: 17 years old
Birthdate: April 20, 2001
09194289574
Religion: Christian
Gender: Male
Educational Attainment
 Primary School: Camarin Elementary School

 Secondary School: Escuela San Gabriel de Arcangel (2013-2016)
St. Joseph College of Novaliches, Inc. (2017-2019)
37
Name: Rodwell Mikkel U.Dela Cruz

Gender: Male
Birthdate: May 9, 2000
Place of Birth: Quezon City
Address: 1913 Amethyst Street, Union Village,

Bagumbong, Caloocan City
Religion: Roman Catholic
Cellphone: 09154580946
Email: rodwellmikkel@gmail.com
 Primary: Sacred Heart Academy of Novaliches

St. Joseph College of Novaliches Inc.
 Secondary: St. Joseph College of Novaliches, Inc.
Name: Luisa Mikaela V. Domingo

Gender: Female
Birthday: April 1, 2000
Address: 7189 Pechayan St. Brgy. 178,
Kiko Area D Camarin Caloocan City
Religion: Christian
 Primary Education: Newland Center for Education

 Secondary Education: St. Joseph College of Novaliches Inc.
38
Name: Allenah Kyle A. Taguba

Gender: Female
Birthdate: September 19, 2000
Address: 70 Lancer St. Brixton Ville Camarin Caloocan

City
 Primary: Tuguegarao West Central Elementary School

 Secondary: St. Joseph College of Novaliches, Inc.
Name: Ryan Phillip E. Floresta

Gender: Male
Birthday: January 2, 2001
Address: B22 L24 Ilang-ilang st. Evergreen Hts. Subd.

SJDM, Bulacan
 Primary Education: SEMB Integrated school

 Secondary Education: St. Joseph College of Novaliches Inc.
39
Name: Gerttni Reed M. Varca
Birthdate: September 10, 2000
Address: B15 L19 Magnolia St.

Villa Magdalena 3 Camarin rd. Caloocan city
Gender: Male
Educational attainment:
 Primary- Corpus Christi Learning Center

 Secondary - St. Joseph College of Novaliches, Inc
40

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St. Joseph College of Novaliches, Inc.

Rainbow Village 5, Congressional Ave., Novaliches Caloocan City

Effectivity of Filipino Teachers’ Inductive and

SENIOR HIGH SCHOOL DEPARTMENT

of the Requirements in the Subject

Dela Cruz, Rodwell Mikkel

Domingo, Luisa Mikaela

Varca, Gerttni Reed

This thesis entitled, Effectivity of Filipino Subject Teachers’ Inductive and

Deductive Method of Teaching in Selected Grade 9 Students of SJCNI in A.Y.

2018-2019”, prepared and submitted by Atheena Fae Alcantara, Yobel Aquino,

DANNAH MAE M. LARANANG

REYNALDO B. MOLANO CRISTINA M. PICO

deep appreciation and indebtedness particularly to the following:

information at their department. The researchers would like to acknowledge their

respondents who honestly answered their survey questionnaire. The respondents'

answers make our study valid and reliable.

our teachers for helping us to finish this piece.

We would dedicate this thesis first to Almighty God in

to the fellow students in St. Joseph College of Novaliches Inc.

TABLE OF CONTENTS v-vi

Introduction and Background of the Study 2-4

Statement of the Problem 4

Theoretical Framework 5-6

Conceptual Framework 7-8

Significance of the Study 8

Scope and Limitation 9

Definition of Terms 9-10

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature 11-12

Foreign Studies 12-13

Synthesis of the Study 14-15

Respondents of the Study 17

Data Gathering Procedures 17-18

Statistical Treatment of Data 18-19

CHAPTER 4: RESULTS AND DISCUSSION OF DATA

Presentation and Analysis of Data 20-28

CHAPTER 5: SUMMARY OF FINDINGS AND CONCLUSIONS

deductive method. This is the main focus of the researchers.

students’ performance for the first quarter.

The researchers used quantitative correlational approach in this study. They

are also two (2) teacher-respondents included in the study.

teachers’ inductive and deductive method in teaching the grade 9 students.

Introduction and Background of the Study

and intellectually strong by increasing our knowledge level.

guides us to be a more productive member of the society. It is an organization that gives

homes or with our friends.

to improve his/her social and emotional well-being.

Ramos, A. (2015) stated that teaching methods provide a well-balanced program of

As indicated in the journal OECD (2007), two alternative views of teaching

teachers in learning the effectivity of these two methods.

methods if there is a need to.

Statement of the Problem

Teachers’ Inductive and Deductive Method of Teaching in Selected Grade 9

Students of SJCNI in A.Y. 2018-2019”.

Specifically, it seeks to answer the following questions:

1. What is the profile of the student-respondents in terms of their:

2. What is the profile of the teacher-respondents in terms of their: