Assessing the Teaching Learning Procedures Implemented in Philippine History

Abstract

The study aimed to assess the Teaching-Learning implemented in Philippine history instruction of Cebu Technological University-Main Campus, Cebu City. The study employed the descriptive research and made use of the questionnaire in gathering data. The study revealed that the teaching methods always used in the teaching of the subject were the lecture, inductive, reporting, investigative and self pacing methods as perceived by the respondents. The teaching techniques always used were the lecture-discussion, reporting, relevance, transitional, direct instruction, unit or Morrison, individual or group techniques. However, the evaluations commonly used at all times were question and answer, chapter test, term examination and observation.

Based on the result of the study, the three identified factors: teacher factor, student factor, and school factor were described as Moderately affecting the Philippine History Instruction as perceived by the respondents. The test of the significant mean difference between the perceptions of respondent groups as to the teaching-learning procedures was accepted. This means that respondent groups perceived similarly the teaching-learning procedures used. There is a need to improve the teaching-learning procedures of the professors from often to always. The teacher, student and school as factors affecting in the teaching of the subject should be improved for a better performance towards quality education.