1

TEACHING METHOD AND THE ACADEMIC PERFORMANCE

OF GRADE 9 STUDENTS

A Research Paper
Presented to the
Senior High School Department
Mapula National High School
Davao City

In Partial Fulfilment
Of the Requirements in the
Inquiries, Investigation and Immersion

Andrade, Mary Joy

Davao, Shella Mae
Dayanap, Aiza
Franco, Cherryllene
Gerson, Richard
Natingor, Lara Mae
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Chapter 1

INTRODUCTION

Rationale

Academic performance refers to a student’s overall achievement in several academic

subjects. Students' performance is based on their participation and the teacher's teaching

technique. Students that achieve great academic achievement are more confident and driven.

However, poor academic performance can have a negative impact on a student’s behavior. They

stop participating in any of the teacher’s performances and begin to doubt themselves. According

to Adunola (2011), the majority of students’ poor academic performance is essentially linked to

teachers’ use of inadequate teaching methods to impart knowledge to pupils. Furthermore,

according to Aremu (2003), bad academic performance is defined as a performance that is

assessed to be below an expected standard by the examinee/testee and others.

Moreover, poor academic performance or high failure rate may result in unacceptable

levels of attrition, reduced graduate throughout and increased cost of education (Jayanthi, 2014).

Recently in Botswana, teachers have been criticised for poor student achievement and

unjustifiable professional misconduct (The Botswana Gazette, 2013). This was the case since the

efficiency of teachers may be measured by the grades students receive on their exams. Teachers

are accountable for understanding and implementing policies, therefore dissociating them from

their pupils’ performance is unheard of.

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Meanwhile, in the Philippines, managing huge classes while addressing issues of

educational quality is a major challenge. In order to modernize the Philippine educational

system, various challenges and concerns must be addressed (Durban & Catalan, 2012).

International, national, and local concerns are all part of these educational concerns. Poor

performance in accomplishment exams is a source of international and national concern. In

international exams, we have routinely performed poorly (National Center for Education

Statistics, 2004). In both Grade IV Math and Science, we were ranked 23rd out of 25 nations in

the 2003 Trends in International Mathematics and Science Study (TIMSS). The Philippines was

ranked 34th out of 38 nations in High School Math and 43rd out of 46 countries in High School

Science. In 2008, according to the TIMSS Advanced, we ranked 10th out of 10 countries who

participated. Indeed, there is no question about the country’s current poor performance. In order

to address issues on academic achievement, educators have proposed several interventions and

strategies.

This national scenario of students’ poor performance is not far from the performance of

high school students from private secondary schools in Davao City. As revealed by the

Department of Education report, it shows that in Davao region, the poor performance of high

school students from private schools was marked by the low over-all mean percentage score of

34.80% in the 2011-2012 National Achievement Test in mathematics.

Academic performance has long been an issue in education. Students have a terrible track

record, which could have a detrimental impact on them due to the teaching technique. This is

why the researcher conducted a study in order to determine the relationship between the teaching

methods and student academic achievement.

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Research Objectives

This study was conducted to determine the Teaching Method and the Academic

Performance of Grade 9 students. Specifically, the study sought to answer the following

objectives.

1. To determine the Teaching Method in Grade 9 students in terms of:

1.1 Personality Traits

1.2 Teaching Skills

1.3 Instructional Materials

2. To determine the Academic Performance of Grade 9 students in terms of:

2.1 Interest

2.2 Study Habits

3. To determine the significant relationship between Teaching Method and

Academic Performance of Grade 9 students.

Hypothesis

Ho: There is no significant relationship between Teaching Method and Academic

Performance of Grade 9 students.

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Literature Review

Teaching Method

Most teachers nowadays use a student-centered approach to encourage students’

curiosity, analytical investigation, critical thinking, and enjoyment (Hesson & Shad, 2007).

According to Robert & Bulloug (2012), the instructor is also accountable for his or her students’

development and well-being; he or she can fulfill this part of responsibility by employing

alternate teaching methods and employing a variety of teaching modes.

Further, the basic goal of teaching at any grade levels is to effect fundamental change in

the student (Tebabal & Kahssay, 2011). In addition, according to Ayeni (2011), teaching is a

continual activity that entails using appropriate ways to bring about desired changes in learners .

Teaching methods used by educators should be best for the subject matter, according to Adunola

(2011). However, Bharadwaj & Pal (2011) stated that teaching methods work effectively

primarily if they suit learners’ needs, as each learner interprets and responds to questions in a

unique way (Chang, 2010).

Talking, listening, reading, and reflecting on the subject learnt are the four essential parts

of teaching methodologies. Students must apply a variety of abilities, talents, and skills, as well

as common sense and thoughtfulness to achieve complicated high level thinking and the correct

form of understanding of the content acquired. Moreover, according to Lazarowits & Hertz –

Lazarowits (2007), a variety of teaching approaches and focusing on theories and teaching

models, teaching strategies can be adopted.

The first indicator is “Personality Traits”. Teacher performance is influenced by their

personality characteristics, according to Robert, Luo, Briley, Chow, Su, and Hill (2017). As
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stated by Curtis and Liying (2001), teacher performance is influenced to a large extent by the

teachers’ personality characteristics.. Teachers’ personality traits are also reflected not just in

their classroom performance, such as the activities, materials, tactics, and classroom

management approaches they choose, but also in their relationships with students. Personality

aids teaching, for communication takes place between the teacher and the learner— even in the

absence of the spoken word (nonverbal communication). The teacher whose personality helps

create and preserve a classroom or learning environment in which students feel contented and in

which they are provoked to learn is said to have an enviable teaching personality.

Furthermore, a focus on teachers’ personalities is founded on the assumption that the

teacher as a person plays an important role in the teaching-learning process. Personality has a

variety of effects on a teacher’s behavior, and the students can learn from a teacher’s personality

even if there is no formal connection between the two. As a result, educators must be conscious

of this fact. They should also understand that, contrary to popular opinion, personality traits are

neither inborn, permanent, or unchangeable. These characteristics can be worked on, improved,

and modified, according to studies. Therefore, they should have the ability and obligation to

create and maintain a supportive environment in the classroom (Chimezie, 2020).

The second indicator is “Teaching Skills”. In order for students to learn from educators,

they must have a professional and effective teaching approach. According to Solgado (2003),

teaching is primarily a profession in which teachers function both within their classroom and as

members of the greater school organization, something that has been acknowledged for teachers

as a dual commitment to both the school and the students. He went on to argue that teaching

effectiveness is measured by how well students attain their educational objectives. Effective

teachers possess the following qualities: they have a thorough understanding of the subject
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matter and learning theories, they are able to reflect and grow themselves on a regular basis, they

are aware of student differences and classroom instructional tactics.

Roberts et. Al (2017) stated that selecting appropriate teaching methods is essential

because they determine the effectiveness and quality of instruction. They went on to say that

teaching methods and instructional strategies are the teachers’ means and ways of assisting

students in clarifying and understanding texts. He defined teacher-centered method as the

teacher’s sole participation in a classroom where the teacher is considered the custodian of

knowledge and has the entire class period to speak, and the students rely on and expect the

teachers to give them everything. He went on to say that a student-centered strategy is a good

learning environment that is intended to help the students succeed.

The last indicator is “Instructional Materials”. In the teaching and learning process,

instructional materials are extremely significant. It helps students improve their memory. Oral

teaching cannot be the key to successful pedagogy at this time when education has spread widely

and completely, thus, the teacher must employ instructional resources to make the teaching and

learning process entertaining ( NIC hulls, 2003; Raw 2006). Furthermore, instructional materials,

according to Abdullahi (2010), are locally manufactured or imported instruments that aid in the

teaching/learning process.

According to Abdu-Raheem (2011), the lack of availability and adequacy of instructional

resources are the major factor of the educational system’s ineffectiveness and poor student

performance. Using instructional aids for instructional delivery is essential for students to get

more knowledge and improve academic standards, according to Eniayewu (2005),

In an own study, Olumorin, Yusuf, Ajidagba, and Jekayinfa (2010) found that

instructional materials assist teachers in teaching efficiently and learners to learn without any
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difficulty. They claimed that all sense organs are directly contacted by instructional materials.

Moreover, Kochhar (2012) agreed that instructional materials are crucial learning and teaching

resources. He urged that teachers seek out additional instructional tools to augment textbooks in

order to extend concepts and pique students’ interest in the subject. According to Abolade

(2009), instructional materials have the following advantages: they are less expensive to produce,

may be used to teach a large number of students at once, encourage pupils to pay attention, and

increase their interest.

In an own study, Olumorin, Yusuf, Ajidagba and Jekayinfa (2010) observed that

instructional materials help teachers to teach conveniently and the learners to learn easily without

any problem. They asserted that instructional materials have direct contact with all sense organs.

Kochhar (2012) supported that instructional materials are very significant learning and teaching

tools. He suggested the needs for teachers to find necessary materials for instruction to

supplement what textbooks provide in order to broaden concepts and arouse students’ interests in

the subject. According to Abolade (2009), the advantages of instructional materials are that they

are cheaper to produce, useful in teaching large number of students at a time, encourage learners

to pay proper attention and enhance their interest.

Therefore, Abdu-Raheem (2014) encouraged teachers to improvise teaching aids

because they are in great measure enhance learners’ full participation in the lesson, gives room

for inquiry, problem-solving, discussion and clarification of issues and ideas among students and

the teacher. He submitted that improvisation of locally made teaching aids could assist to

improve quality of graduates turn out from schools and standard of education generally.
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Academic Performance

Academic performance is a complex student behavior and underlies several abilities, e.g.,

memory, previous knowledge or aptitude as well as psychological factors such as motivation,

interests, temperaments or emotions, to name a few (Deary, Whiteman, Starr, Walley, and Fox,

2004).

The first indicator is “Interest”. “Interest in learning, could most probably be a very

powerful affective psychological trait and a very strong knowledge emotion as well as an

overwhelming magnetic positive feeling, a sense of being captivated, enthralled, invigorated and

energized to cognitively process information much faster and more accurately in addition to most

effective application of psychomotor traits like self regulatory skills, self-discipline, working

harder and smarter with optimum persistence” (Kpolovie, 2010a). He recommended the need for

psychologists to execute research works for ascertaining the actual role that interest in learning

plays in students‘ academic attainment at all levels of the educational system.

Moreover, interest is a powerful motivational process that energizes learning and guides

academic and career trajectories (Renninger & Hidi, 2016). He stated that the characteristic,

interest, may substantially influence educational and occupational achievement, interpersonal

relations, the enjoyment one derives from leisure activities, and other major phases of daily

living. When students perceive value in course topics, they develop greater interest, work harder,

perform better, persist longer, take additional courses, and complete their degree programs

(Harackiewicz et al., 2008; Hulleman, Durik, Schweigert, & Harackiewicz, 2008).

The second indicator is “Study Habits”. According to Verma (2016), study habits keep

the learner perfect in getting knowledge and developing attitude towards things necessary for

achievement in different field of human endeavor. Students who develop good study habits at
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school increase the potential to complete their assignments successfully and to learn the material

they are studying. They also reduce the possibility of not knowing what is expected and of

having to spend time studying at home. Furthermore, he stated that study habits are the ways that

your study habits that you have formed during your school years. Furthermore, study habits can

be good ones, or bad ones. Good study habits include being organized, keeping good notes,

reading your textbooks, listening in class, and working every day. However, bad study habits

include skipping class, not doing your work, etc. Additionally, study habits are the ways that

your study habits that you have formed during your school years. Study habits can be good ones,

or bad ones according to him.

Study habits can be affected by outside interference like his environment has attitude

towards his comparisons, his teachers and the books and reading materials around him, even the

place when he study and other factors which influence the concentration of a students to

effectively understand his lessons, and to pass his mind the discipline himself and form to

himself the proper study habits which he really needed.

Moreover, according to him, study habits is a factor which has its own weight age in

establishment of the children in the field of education, which differs from individual to

individual. Study habits are learning tendencies that enables students to work privately. The term

study habit can also be as the students’ way of study whether systematic, efficient or inefficient.

In addition, Study habit means the habits which an individual’s might have formed with respect

to his learning activities. It is an individual ability. Some children like to read alone, some want

to read in a group, some children read aloud and some read alone, some want to read in a group

and some read silently. There are no strict yardsticks to measure the type of study habits. It may

be inherited or acquired. The child can formulate its own study habits by itself.
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Further, he also stated that study habits keep the learner perfect in getting knowledge and

developing attitude towards things necessary for achievement in different field of human

endeavor. Good habits will reduce the wastage of energy and time. Thus, in order to improve

academic performance of students, it seems essential to improve their study habits without which

desired outcomes cannot be achieved.

Theoretical Framework

Conceptual Framework
Figure 1: Conceptual Paradigm
X Y
Teaching Method

 Personality Traits

 Teaching Skills

 Instructional Material
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Figure 1 shows the research paradigm. The X variable is the Teaching Method with the

following indicators: personality traits, teaching skills, instructional materials. Personality would

usually be defined as the combinations of various traits. Trait is a characteristic way in which an

individual perceives feels, believes or acts. (Pareek, 2007). This trait can be identified from the

behavior of people, as behavior is shaped by personality. Therefore if we know the personality of

people we can predict their behavior. The characteristics of teachers are diverse so is their

teaching style. Teaching skills shows how the teacher’s teaching method and effectiveness in

teaching and handling students in any grade levels. They build their teaching style based on the

course they teach, objective of the course, discipline of the instruction and the way they

themselves learn (Clark and Latshaw, 2012). Instructional materials are materials or tools locally

made or imported that could made tremendous enhancement of lesson impact if intelligently

used (Isola, 2010). They are objects or devices, which help the teacher to make a lesson much

clearer to the learner. Instructional materials are didactic materials things which are supposed to

make learning and teaching possible.

On the other hand, the Y variable is the Academic Performance of students with the

following indicators: Interest and study habits. Interest is a powerful motivational process that

energizes learning and guides academic and career trajectories (Renninger & Hidi, 2016). When

students are interested in an academic topic, they are more likely to go to class, pay attention,

become engaged, take more courses, as well as process information effectively and ultimately

perform well (Hidi & Harackiewicz, 2000). Study habits refer to a habitual dedication to

targeted studying. They determine how well a study will progress academically beyond the areas

of strength and weakness. It is pertinent that students observe a time-based study on self, and
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keep studying on time for the purpose of progressing at school. Human beings have varied

personality, motivations, ability; when discussing study habits, all of these must be considered.

Significance of the Study

The purpose of this research is to determine the teaching methods and academic

performance of grade 9 students. Personality traits, teaching skills, and instructional materials are

all factors that influence teaching methods. The teaching method, as well as its indicators, is

thought to be a factor influencing students' academic achievement.

The biggest issue that students face nowadays is poor academic achievement. Though

this is a fairly widespread problem right now, it has the potential to harm students' futures. This

is why researchers conduct a study for educators, students, parents, and friends for this purpose.

Definition and Terms

Teaching Method

Teaching method - refers to the general principles, pedagogy and management strategies used

for classroom instruction.

Academic performance – is the measurement of student achievements across various academic

subject.

Grade 9 Students – the respondents of the study.

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