Innovative Teaching Methods Used by the Teachers (Chapter 1 to 5) Part II

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CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
With the development of different educational theories and
approaches, the methods of teachers in formal education system also changed
to fulfill the need of 21st century classroom. In formal education system at
school, responsibility of teachers became more innovative to facilitate the
learner to accommodate skill development, lateral thinking, creativity,
judgment, higher-order skills like reasoning and analysis and teaching needs
to serve discouragement for rote memorization.
According to the studies conducted in the elementary it indicated that
Teaching-Learning is effective when teacher uses teaching aids in the
classroom. Students are more interested and motivated in the class when
teacher uses teaching Aids in the class. Most of the teachers use of teaching
aids in the classroom as it needed to use, not for the purpose of using it.
Multimedia, is the combination of various digital media types such as
text, images, audio and video, into an integrated multi-sensory interactive
application or presentation to convey information to an audience. Traditional
educational approaches have resulted in a mismatch between what is taught
to the students and what the industry needs. As such, many institutions are
moving towards problem-based learning as a solution to producing graduates
who are creative; think critically and analytically, to solve problems. In this
paper, we focus on using multimedia technology as an innovative teaching

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and learning strategy in a problem-based learning environment by giving the
students a multimedia project to train them in this skill set.
The teacher uses multimedia to modify the contents of the material. It
will help the teacher to represent in a more meaningful way, using different
media elements. These media elements can be converted into digital form,
modified and customized for the final presentation. By incorporating digital
media elements into the project, the students are able to learn better since
they use multiple sensory modalities, which would make them more motivated
to pay more attention to the information presented and retain the information
better.
Some students in reality prefer making graph and charts or visual aids
to learn mathematics. Students express they find easy to grab the new concept
when teacher uses teaching-Learning aids for teaching subject like
mathematics and science in the classroom.
Other hand, teachers express difficulties of using Teaching-Learning
aids in the class room because of time constrains, non-availability of Teaching-
Learning aids, difficult of handling etc. Teachers even expressed nonuse of
teaching-Learning aids due to laziness in their part or to avoid complexities of
using it. It results to unhealthy and dullness in teaching and thus provides
failure to transmit learning to the students. In the study it is found that teacher
uses Teaching-Learning aids only in special purposes like demonstration class,
on arrival of inspection team or discussing some particular topic of science and
mathematics subjects. These reflect, either teachers are not serious about
using of Teaching-Learning aids in the classroom or ignoring the effectiveness
of using Teaching-Learning aids or both. Hence, it reveals that teachers have

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failed to motivate the learner and create interest on the subjects in the class
which is a serious concern need to be addressed properly. Neither nor the
teachers use the different kind of teaching aids fails learning.
In connection, innovative teaching is a proactive approach to integrate
new teaching strategies and methods into a classroom. In this matter teachers
must use the teaching aids hand-in-hand to promote learning in classroom
discussions. The innovative tools being proposed in this study are multimedia
teaching aids (Innovative traditional methods, Projected, Non-projected,
Audio, Visual, Audio-visual Aids & other teaching and reading materials). This
study will purposively identify teaching methods they use and how often these
teaching method being applied.
The cited innovative teaching methods (such traditional methods and
multimedia tools) from different author are our guide to fulfill this paper. It will
become the variables of this study that will help us identify the particular
innovative tools being applied by the subjected respondents. And also we will
identify how often they use the different teaching innovative methods in
delivering classroom instructions.
The purpose of this paper is to evaluate the innovative teaching
methods used by the teachers in imparting knowledge to the learners. We will
study their preferences according to these innovative teaching methods in
order to assess the satisfaction it can give to both the teachers and the
learners’ learning. Since we are in a constantly changing world, we seek to
identify the innovation in teaching processes that teachers practice in
addressing the new generation of children and how effective it is to the
students.

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The respondents of this study are teachers of Mabuhay Central
Elementary School and Malinao Elementary School known for having diverse
students and numerous learners enrolled compared to the rest of the schools
in Mabuhay District and as believed that different medium of instruction are
being given to.

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CONCEPTUAL FRAMEWORK
The innovative methods used by the teachers in Mabuhay Central
Elementary School and Malinao Elementary School are stated as follows:
o Innovative Traditional Methods
o Projected Learning Materials/Resources
o Non- Projected Learning Materials/Resources
o Audio, Visual and Audio-visual Aids
o Teaching & Reading Materials (Traditional)
This study conceptualizes the innovative methods used by the teachers in
the teaching-learning process. The five variables (above) are borrowed from
different authors.
We have the study of Damodharran & Rengarajan, “The Innovative
Methods of Teaching”, & Sandip Ratna’s “Classification of Teaching-Learning
Material According to 21st Century Needs”.
As cited in Damodharan’s study, it said that the use of innovative
methods in educational institutions has the potential not only to improve
education, but also to empower people, strengthen governance and galvanize
the effort to achieve the human development goal for the country. The
researchers suggest some of the methods can very well be applied by the
modern teachers. As the researchers feel that basically the core objective of
teaching should never be deviated by the use of an innovative method. The
following methods which are suggested are an extension to the traditional
methods of teaching: Mind Map, Teaching with Sense of Humor, Z to A

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Approach, Mnemonic Words Approach and Role Playing and Scenario
Based Teaching.
On the other hand Sandip Ratna enumerated the classification of teaching
aids according to 21st
century needs such as the Projected, Non-projected
Media, Visual, Audio and Audio-visual aids. A Dutch humanist, theologian
and writer Desiderius Erasmus (1466-1536) discouraged memorization as a
technique of learning and advocated that children should learn through the
aid of pictures or other visuals.
Projected Media. So, as many enumerable teaching aids that has been
very popular nowadays, Sandip Ratna enumerated the different Projected
Media such as LCD Projectors that is widely used as teaching aids. It will
project an enlarged image onto a screen and will assist student’s interest and
will acquire learning.
Non-projected Media. Those aids which do not require projector
electricity or projection screen. Such materials can be simple shown, can be
hanged or touched. It sounds the traditional tools and still effective in 21st
Century Teaching Aids. This will serve as realistic tools that aid teaching as it is
designed to be touched.
Audio, Visual, Audio-visual Aids. Audio-aids help in developing the
listening skill of a learner. Audio-aids are those aids which can be only listened.
And aids which require the involvement of learners’ visual senses are called
visual aids. Audio-visuals, in these aid both the listening (ears) and viewing
faculties (eyes) are involved. Using our hearing and seeing senses will acquire

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learning. If our eyes are entertained on what it sees and our ears heard
interesting stories, learning is surely obtained.
Teaching & Reading Materials (learning materials in traditional method)
as the last variable presented these are tools that help the teacher teach and
learners learn.

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Schematic Diagram of the Study
INNOVATIVE TEACHING METHODS USED BY THE
TEACHERS IN MABUHAY CENTRAL ELEM. SCHOOL
AND MALINAO ELEM. SCHOOL S.Y. 2016-2017
INNOVATIVE TEACHING METHODS
USED BY THE TEACHERS
1. Innovative Traditional
Methods
2. Projected Learning
Materials/Resources
3. Non- Projected Learning
Materials/Resources
4. Audio, Visual and Audio-
visual Aids
5. Teaching & Reading
Materials (Traditional)
RESPONSES
4- ALWAYS USED
3- ALMOST ALWAYS USED
2- OFTEN USED
1- NEVER USED
INNOVATIVE TEACHING METHODS THAT
SATISFIES LEARNING
Figure 1: Flow of the Study

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STATEMENT OF THE PROBLEM
This study will determine the MES teachers towards the innovative
methods of teaching they are using in transmitting knowledge to the learners.
Specifically, this research answers the following sub-inquiries;
1. What are the innovative methods used by teachers in delivering their
instructions:
1.1 Innovative Traditional Methods
1.2 Projected Learning Materials/Resources
1.3 Non- Projected Learning Materials/Resources
1.4 Audio, Visual and Audio-visual Aids
1.5 Teaching & Reading Materials (Traditional)
2. How frequently these methods were used by the teachers of Mabuhay
Central Elementary School and Malinao Elementary School?
3. What is the extent of comparability between the responses from MCES
and MES teachers among with the variables?
4. Is there significant difference between the responses of MCES and MES
teachers among with the variables?

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SIGNIFICANCE OF THE STUDY
This research is important to the following:
The finding will serve as an important part to education system. School
administrators are hereby managers taking a look at strategies and techniques
used to combat the daily issues including the methods of teaching as part of
education system. They will find innovative proposals and methodology which
have proven to be successful in handling and dealing students learning in
providing quality instruction.
To teachers of Malinao Elementary School, they will be able to identify
the strengths and weaknesses of the methods of their teaching and will be
able to enhance their inculcation of learning towards the pupils. The result will
enlightened them of becoming an effective teacher providing a quality
instruction and pursue the innovation approaches in their teaching that will
likely develop the learning skills of pupils.
The learners are also beneficiaries of the study considering that when
the teachers possess that high level of confidence in teaching, there is no
doubt about that effective teaching-learning process.
To the researchers of this study the result of the study will be of great
help. This study will answer the problem they raise. And as a future educator
we must know what kind of medium of instruction being used to track what is
effective and not effective today and can’t be applied tomorrow. Or else as a
future educator as an innovator from this study we can create new teaching
tools, or develop the existing tools of today to be applied tomorrow.

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Likewise, the other researchers shall benefit from the result of this study
in terms of finding inferences on the interface of quality teaching which will
become their baseline information when they conduct similar studies in other
environments.
The people in the community could be appraised on how the teachers
performed their tasks, thus giving their full support and with trust and
confidence in sending their pupils to the above-mentioned school to obtain
formal education.

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SCOPE AND LIMITATION
The boundary of this research includes a big battlefield of Mabuhay
Central Elementary School and Malinao Elementary School teachers teaching
this school year 2016-2017 and their teaching methods are the center of the
study. The school is located at Poblacion, Mabuhay, Zamboanga Sibugay and
at Malinao, Mabuhay, Zamboanga Sibugay and these prestigious public
schools of the Mabuhay area are schools with diverse students are enrolled
and different teaching methods of teaching then applied.
The Mabuhay Central Elementary School has 23 teachers and Malinao
Elementary School has 18 teachers. The respondents are the 100% number of
teachers of both schools. This research will aim to gather information from
teachers specially the kind of method of teaching they give regularly. The
teachers will identify their methods of teaching through the questionnaire
checklist being issued.

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DEFINITION OF TERMS
Audio-aids :Audio-aids help in developing the listening skill of a learner.
Audio-aids are those aids which can be only listened. Examples, of such types
of aids include, radio, gramophone, tape recorder, audio-tapes, walkman, and
headphones etc
Audio-Visual aids: In these aids both the listening (ears) and viewing faculties
(eyes) are involved. Such aids include television programmes, video films,
motion pictures, synchronised audio-slide projectors, computers and
computer-assisted instructions etc.
Computers – This is the basic machine on which all other electronic media of
learning depend. These can be bought in various forms like desktops, laptops,
notebooks and simply e-readers.
Innovative Teaching – giving instruction using multimedia and other
innovative tools from existing traditional method.
Innovative Traditional Methods – are pre-computer methods of teaching
that are still considered as innovative method in teaching.
Internet/Web – Recent technological advances have created the possibility for
new ways of learning and teaching. The Web has captured the imagination of
more people than any other computer innovation (McCormack and Jones,
1998, p. xi). Taking full advantage of the potential of the Web requires teachers
to think about learning and teaching in new ways, as well as to master the
technology itself.

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Mind Map – is a visual representation that will make a learner remember the
things from symbols or drawing or any graphical representation that draws
them to be creative and imaginative.
Mnemmonics words – words-words approach – the teacher is using words
that help the learners remember. This method uses words to improve learner’s
memory.
Multimedia – are medium in teaching that is more advance or is the
technology used in teaching.
Non-projected – are those aids which are used without any projection. So
they translate abstract ideas into a more realistic format. They allow instruction
to move from verbal representation to a more concrete level.
Projected Learning Materials – are materials enable educators to convey
information to large numbers of learners at the same time using projected
media such Overhead Projectors and Slide Projectors.
Projectors – displays slides or acetate or film to an audience. This is other
option of using chalkboards or white-boards to be able to have an interesting
discussion.
Role playing and scenario analysis based teaching. Is another method of
teaching that engage the learners to a situation that will make them analyze,
realize, and give meaning to it. The more memorable it is, the more it will
remain deep down to a learner’s soul and could barely forget what they learn.

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Sense of humor – is one of the teacher’s asset to have the students ears on. It
is the ability to perceive humor or appreciate a joke. Everyone loves a teacher
having this ability.
Slide Presentation – a slide presentation is usually developed using a
software called MS PowerPoint. Slide presentation is widely used as deep-
seated part of instructional setting.
Teaching aid – materials and equipment that will support teaching
Teaching Tools – medium of instruction
Television – caters to the different learning styles of students, by offering a
unique combination of sight, sound, motion and emotion, which can give
students a greater understanding of the world around them.
Traditional Methods – are existing methods before computers and other
advance technology that are still found to be effective in still being used in our
present society.
Video Cassette Recorder – A magnetic tape recorder for recording (and
playing back) TV programs
Video/CD/DVD Players – are computer softwares such VLC Player, Media
Player etc. that can be downloaded through internet. Its purpose is to play
educational CDs, DVDs, and videos used for student learning in .
Visual-Aids – Aids which require the involvement of learners’ visual senses.

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Z TO A APPROACH – explains the application part of a particular concept first,
so students would get interest in what the actual concept is. This approach
helps in creating long lasting memory correlation of a concept.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND RELATED STUDIES
Presented in chapter 2 is a production of research that supports the
evaluation of the innovative teaching used by the teachers. Throughout the
study these literature and studies guides us the researchers to pursue the
study venture. The literature and studies gathered and presented in this
chapter that could give insight to the readers why this study is conducted.
R E V I E W O F R E L A T E D L I T E R A T U R E
Technology Aided Strategies
Technology-aided strategies are aimed at providing valuable
experiences through instructional devices that can be viewed and heard.
Updated information such as recent discoveries and inventions, improved
procedures in doing things and better products are communicated and
learned through pictures, films, tapes and television. Oral communication
lessons could be presented through broadcasts and instructional tapes.
Television episodes serialize concept in science, English and Math. Three-
dimensional presentation could be in the form of models such as the human
body systems, globe and miniatures.
Simple investigation, special reports and research findings are
accomplished through the help of computers, other multi-media facilities and
the internet. Electronically – operated gadgets facilitate classroom operations,
thus saving on time and effort.

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Instructional Characteristics
1. Lessons presented through education channels on television could
reach farthest and fastest than any other traditional methodologies.
2. Photographs of real places, events and materials projected on screen
help immensely in studying life-like happenings.
3. Models and scaled structures in motion easily catch attention and
curiosity, hence focused observation is assured.
4. Update knowledge, news and current national and local practices and
activities are helpful inputs into the day’s lessons.
5. Interest-generating and fun-filled, every lesson taught in this manner
cannot fail in pursuing its objectives.
6. The love and eagerness for new information and innovative procedures
and practices more than compensate for the investment in these
technologies.
Multimedia Classroom
The time it takes to earn the degree in education today is based on an
increasingly outdated model: so many hours in a classroom entitle a student to
a receipt in the form of a grade, and so many receipts can be redeemed for a
credential in the form of a degree... Education today is just beginning to think
of shifting the basis of certification from time served to skills and knowledge
obtained.
Traditionally classroom situation is teachers stand in front of the
students, giving explanations, informing, and instructing. They usually use
chalk to write something on the blackboard. These technique needs slightly to

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be modified regarding with the development of the technology. The using of
multimedia in classroom cannot be denied anymore. That will make possible
for teachers giving more opportunity to students being happier and more
enjoy during the course.
Compared with traditional classrooms, multimedia classrooms setting
differ greatly from traditional classrooms. Traditional classrooms have the
seats in rows and a chalkboard in the front. In the multimedia classrooms,
students’ seat can be modified according to the situation needed. Inside the
classrooms, all the equipment is available and makes the students feel
comfortable to study. They sit at wide tables in comfortable chairs and have
plenty of room to spread work. Furthermore, they also have the opportunity to
move the furniture around for group discussions. A large teaching station is
located at the front and to one side of the room. Inside the station cabinet
there are controls for the rooms built – in equipment. The use of multimedia
described here makes use of print texts, film and Internet to develop and
enhance linguistics and knowledge. Through their interactions with multimedia
texts on topic of interest, students become increasingly familiar with academic
vocabulary and language structures. As they pursue sustained study of one
content area through focus discipline research, the students become actively
engaged in the process of meaning construction within and across different
media. Working though the complex intermingling of meanings, embedded
within different texts encourages students to make connections as they build a
wider range of schemata, which are then available to help them grasp future
texts. Using print, film and Internet as resources for studying provides students

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with opportunities to gather information through stimuli that will stimulate
their imaginations, engage their interest and introduce them to the raw
materials for analysis and interpretation of both language and context.
Students develop solid foundation in several subject areas and become
“content experts” in one. Thus they greatly increase their overall knowledge
base, as well as their English language and critical literacy skills, facilitating
their performance in future college courses. Although various studies support
the application of multimedia in the classroom, Liu, Jones and Hem street
(1998) point out that the design of multimedia is useful when technology is to
have any effect on learning. One of the main purposes of software in writing is
to facilitate the development of academic writing skills for students through
the use of the objects matter for writing assignments. The program is
presented as a simulation game to interest and motivation. Students using the
program found themselves in the virtual world of education.
Computer technology has given us Internet, which has various uses.
Dealing with education, Internet presents the students a wide range of
collection of English language texts in many discipline departments. Before the
general use of computers in colleges and universities to teach writing, students
met in a traditional classroom and were taught to write standard essay.
Instruction was personified commonly by the teachers standing behind a
lectern or by the teacher marking errors on student texts (Blair, 1997). With the
rapid proliferation of the personal computer, many institutions of higher
education created “computerized writing courses” emphasizing word
processing skills and collaborative critiquing; believing that using the

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technology “democratizes the classroom discussion, allowing students to
transcend the limits of the traditional Computer technology has given us
Internet, which is an electronic medium in which both print and visual
resources are invariably bound. At the click of a mouse, text resources present
students with a diverse collection of authentic English language texts dealing
with a wide variety of interdisciplinary topics, and at each web page link,
students have the advantage of reading print texts with the benefit of
immediate visual reinforcement provided by pictures and slide shows,
facilitating the collaborative effects of print and visual information processing.
Integrating the Internet yields the additional benefit of increased student
motivation. Students are eager to begin class and often arrive early at the
computer lab, logging on to the Internet and beginning research on their own.
They also often stay after class to continue working on the Internet. Overall,
students develop greater confidence in their ability to use English because
they need to interact with the Internet entirely through reading and writing.
Using the Internet for focus discipline research not only teaches higher order
thinking skills, but also promotes critical and social literacy as students
encounter a variety of information, synthesizing that information through
cooperation and collaboration with their peers.
Members of focus discipline groups generally form strong multicultural
friendship fostered by their collaborative efforts throughout the semester.
However, the general uses of computers are rarely found in traditional
classroom. For instance, students attend the regular classes that were taught
to write the standard essay. With the technology use, the students do not only

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literate the ability to read and write but also to be able to understand music,
video, hypertext and networked communications. Whitaker (1995) points out
clearly that technology as something to expand human potential rather than
substitute for it and which enhances the thought process rather than cripples
it.
The Print Text
The Print text used in presenting students with sophisticated reading
that contains cognitively demanding language and introduces a wide range of
vocabulary. However, these texts may be difficult to understand. This is
suggested to present in printed and visual text. By reading print texts will the
benefit of immediate visual provided by pictures or slide show. In writing class
of using multimedia, students watch the selected video novel. After watching
students are asked questions about the video and assigned essay topics, then
divided into brainstorming groups. They discuss and develop the topics in
their group. They then make rough draft before presenting in front of other
groups. It is obviously that in the multimedia classroom students are engaged
to learn how to brainstorm, how to use groups for draft and how to critique
other presentations .However, to benefit from the Internet, the students have
to learn to navigate and then evaluate the information found there. The
students must know how to use search engines, web browsers, and met sites
evaluate information in terms of its validity and reliability, as well as its
relevance to the topic (Carlson, 1995). Therefore to guide the students in
determining whether an Internet source is reliable and credible, students

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should consider the source and time frame, as well as the evidence supporting
the information provided. As the students become more comfortable surfing
the Internet, they discover it can be used to develop not only content area
knowledge but also to improve their language skills. They know how to
compose an essay, using information from the sources they have found in the
Internet; also they learn how to cite references in a bibliography.
A study conducted by Kasper (1997) illustrate that teaching English
using multimedia such as print, film, video, Internet to students encourage
them to write a critical analysis on assignments. Overall, the students’
achievement increased significantly. 92 % of the students passed on
departmental reading and writing examinations.
In addition, their feedback on discussions is very positive. They express
confidence in their ability to use English. They attribute this improvement to
the multimedia model that the texts teach them English and provide helpful
information in other courses and the film and Internet help them make
material easier to understand because they see, hear, and read about the
topic.
Print Materials. It includes instructional books and content area textbooks
which are used side by side with subjects in the curriculum. Library books are
used to supplement materials in the textbooks. Reference books provide facts
related to special topics being studied. Children like students in elementary at
their early age must be encourage to read printed materials. Love for books
could be developed at an early age. It is advisable that they carry pocket

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dictionaries around to find out the meanings of some new and difficult words.
We must include books that are read for pleasure and enjoyment.
The Film
Film can be used to provide a visual material. The students can read a
print text and watch the film later, according to Kasper and Singer (1997), the
film can clarify comprehension, consolidate concepts and reinforce learning. It
is expected to the students to fully understand both visual and verbal
comprehension. By watching the complete film the students expected to
understand various areas of academic discourse such as psychology,
environmental science and others to broaden the verbal and written
perspective (Kasper and Singer, 1997). A study case from Florida International
University (1994), has examined a multimedia classroom, the students
watching the video novels Tom Jones (the new six part A & E version) and The
Scarlet Pimpernel (Anthony Andrews and Jane Seymour). After viewing it, the
class asked questions about the movie and assigned essay topics, to help them
the teacher asked the students to brainstorm.
Through the interaction with multimedia, the students become
increasingly familiar with academic vocabulary and language structure.
Connecting with the Internet will make the benefit of increased student
motivation. Students are eager to begin class and often arrive early at the
computer lab, logging on the Internet and beginning research on their own.
They also often stay after class to continue working on the Internet. Overall,
students develop greater confidence in their ability to use English because

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they need to interact with the Internet through reading and writing. Using
multimedia provides the students to gather information through media that
encourages their imaginations, interests. Also it using this technology
combined with the sense of teaching will create a successful teaching method.
In our imaginations, we enjoy and value all the benefits of education on-demand. We
wish the future was here already because deep down inside, we all are lifelong
learners. We just want learning to be easy, personalized. This vision is inviting, yet we
must live and work in present time.
And today, the reality stays apart from the dream. The challenge to educators is clear.
We must also establish rigorous standards of quality in the products, services, and
solutions we offer to our youth. We must learn how to prepare all of our students for
lives that are becoming more and more complex. We must prepare our students to
master change.
What are modern teaching aids?
The modern teaching aids include computers, internet surfing, laptops,
electronic note books, e-readers, computer educational games, online
dictionaries, online encyclopaedias, picture dictionaries, talking dictionaries,
online tests, online e-books, audio – video teaching aids for learning various
subjects including languages; PowerPoint slides and games; flash educational
games; Lesson relayed on radio through satellites; lessons on TV relayed by
certain TV channels; Educational CDs and DVDs, projectors; interactive white
boards also called smart boards etc. Let us discuss some of the most important
of the modern teaching aids.
Computer as a tool in modern teaching

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• Computers have become of the most important learning aids of
the modern times. Today's education is considered incomplete without
computers. This is the basic machine on which all other electronic medias of
learning depend. These can be bought in various forms like desktops, lap tops,
notebooks and simply e-readers.
• Computers are used to play the computer based educational
games which can now be played also through television screens.
• The computers have been playing an important tool for teaching
from the last few years of the 20th century and since then it has brought about
a revolution in the methods of teaching which our future teachers will be
using.
• The computers make use of multimedia programme which
include attractive colours, clear graphics, wonderful sounds, the fascinating
animations and enjoyable videos discharging to the students the various
elements of their subjects of study.
• Some critics of computers as a teaching aid may point out that
the conventional methods of teaching in the hands of an enthusiastic, creative
and industrious teacher could also do the job as well if not better than a
computer. To such critics, I would say that the computers are not there to
undermine the role of the efficient teachers. The computers are only a tool in
the hands of a teacher to make the teacher's job easy and fast and make the
teacher more efficient. A computer or any other teaching tool cannot work at
its own, it definitely needs mediation from an enterprising teacher. No one
would feel like to do away with the blackboard where it is necessary to use a
blackboard or any other conventional tool.

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• The computer has brought about a tremendous change the way
the world looks at the teaching aids. With the advent of internet technology,
the use of a computer as part of today's educational aids has become
inevitable. Just think of a simple situation where you want to teach a student
the word 'trumpet' used for the sound produced by an elephant and expect
the student to describe the sound which the elephant makes. Obviously, you
cannot bring the elephant to the classroom other than showing its picture.
Even if you take the class to the zoo park where is the guarantee that the
students can listen to the sound of an elephant trumpeting. But you can play
the recorded sound of the elephant through a computer and can also show its
picture or even live video of an elephant. For this purpose I have loaded the
sound files of all animals, birds and insects to enable the children to hear the
sounds of these living beings through computer in their classrooms. I have
used the Microsoft PowerPoint application for doing the same along with the
colourful pictures of these animals, birds and insects.
• You can make the young students practice their language
lessons including regional languages through computers. I have practically
done it for my computer virtually turning the computer lab as a language lab.
You can see the image above where the students of a primary class are
seriously engaged in learning Hindi through computers.
• Computers bring to the students a world of entertainment along
with learning by providing computer based educational games for learning
various subjects through computers. Many websites on the internet provide
these games free for the students and parents and a few also charge nominally
for the educational games made available to their members.

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• As a cheap alternative, the thin clients (TCs) are available today
which can be attached to one or two servers through networking technology
called LAN (Local Area Network). These thin clients with a basic requirement of
a keyboard, mouse port and audio ports come at a very cheap price ranging
between Rs.2000 – Rs.3000 per piece depending on the source we buy them
from. So the schools need not to spend on CPUs and can thus save about
Rs.10,000 – Rs. 12,000 on each system in the computer lab.
• Thin clients are very light in weight and can be fixed easily either
on the wall or at the back of the computer monitor where come monitor
manufacturers leave four holes for the screws to be fixed. Role of PowerPoint
slides and games in modern classrooms
Role of PowerPoint slides
and games in modern classrooms
• The PowerPoint presentations in the form of slides and
PowerPoint games serve a very important role in the modern education. Any
person with a basic knowledge of PowerPoint can learn to make slides and
games on the relevant subjects of teaching with a very little training. If a
teacher is really interested to learn and use this media to teach his or her
students can do it in very short period of time.
• One can use the PowerPoint slides and games starting even from
the students of Kindergarten onwards. Even the students who do not want to
come to school as the ordinary teaching by the traditional methods seems
boring them are attracted by the novel methods of teaching through the
PowerPoint presentations.

29
• The entire lessons of the students can be incorporated in
PowerPoint slides and then can be taught to them in the classrooms by
interpolating sounds and animations in the text lessons making the lessons
very interesting to the students. This can be done by having an LCD TV
attached to a computer in the classroom. This works out to be much cheap
and better than even the electronic smart white board. The added advantage is
that the teachers can also use the ordinary blackboard in the class. There is no
need to cover the wall with a fixed electronic white board which will also need
an overhead projector to run it in addition to a computer. This also reduces
the operating costs which are very heavy when we use the electronic boards.
• PowerPoint presentations are also advantageous than the
electronic boards because the teachers can make the slides themselves
according to their own specific requirements of the subject instead of using
the globally made software which may not serve the specific needs of the
teacher in the classroom. The students may also be involved in preparing these
slides. They will learn most of their lessons when they practically make the
slides themselves. In addition, the students will increase their speed of typing
when they type their lessons for the PowerPoint slides. You can see screen
shot of one of the PowerPoint presentation made by me. I have made
thousands of them to teach my students.
• PowerPoint presentations also score a point over the Electronic
white board in the sense that even a 3 year old can interact with the computer
monitor screen playing PowerPoint games which he or she will not be able to
do with an electronic white board fixed at a height in a classroom. I have even

30
made a KBC like game for the Lower Kindergarten students to learn alphabets
and other concepts of learning at this young level.
• The biggest advantage is that PowerPoint application comes free
as a mart of the Microsoft Office suit and is available universally throughout
the world.
Overhead projectors and slide projectors,
Projector screens, VCRs,
VCPs, DVD players etc.
• Slide projectors have a limited utility where you can play small slides on
the projector screens but the pictures are still pictures and not the moving
pictures. However, it is a useful and cheap teaching aid as compared to digital
electronic projectors.
• Video cassette recorders and video cassette players were quite popular
a few years back. Then came the Compact Disk (CD) players but they also have
been overtaken now by the digital video disk (DVD) players incorporating a lot
of features available in the digital technologies. But all these need extra
screens like that of the television or the overhead projector screens to
function. In addition one has to buy the educational DVDs from the market to
play in them. DVD players are quite cheap but the television sets and overhead
projectors required to play them are quite costly.
 Digital overhead projectors are very costly. They are only used to
project the light on the screen. The lamps of the projectors which need to be
replaced after running for several hundred hours are very costly again. One
needs other equipment like the computers and other media players

31
mentioned above to be used with them to run the computer applications and
videos on them. They have a limitation of projection length. Either they have to
be placed in the centre of the class and thus occupy a space in the middle of
the classroom. This is because the effective projection length of an ordinary
projector is only about 10 feet. So they need an extra fitting for them to be
hung from the ceiling at an extra cost. In addition, they will need the projector
screens to be hung on the wall. This again comes as an accessory to be bought
in addition to the cost of the projector. The cost starts from Rs.2000 onwards
depending on the quality and size of the screen.
• Another disadvantage of the overhead projector is that an electronic
projector consumes a lot of electricity and thus the schools have to bear the
increased power bills. No overhead projector will consume less than 300 watts
per hour of electricity. They become useless in case of power cuts which are
very common in India and the schools have to buy powerful inverters or UPS
equipment to run these when the electricity fails.
Online dictionaries, encyclopaedias, picture dictionaries, talking dictionaries,
online tests
• The boom of learning opportunities through internet has spread like a
wild fire among the youth of today. Many students are becoming internet
savvy. This is because the internet offers a multitude of opportunities through
thousands of websites to the young learners. There are free online dictionaries,
free online encyclopaedias, picture and talking dictionaries.

32
• Many websites offer online tests for practice to the students. There are
a lot of learning videos available on several websites.
• The websites like the India Study Channel offers the students the
opportunity to learn and earn. The website Study Village offers the younger
children to learn various aspects of knowledge. There are websites like the
Enchanted Learning which dedicate their content only for the young learners.
• There are internet sites which can make the students good story writers
and painters by offering them free online training. One can learn almost
everything on every subject through lakhs of videos available on the YouTube
free of charge.
Educational CDs and DVDs, Televisions
• These days thousands of CDs and DVDs with educative content are
available in the market at very cheap rates. One can get these multimedia
gadgets almost on every subject ranging from simple nursery rhymes to very
complex lessons for higher classes.
• These are very useful but you always need a working CD or DVD drive
on your computer. Moreover, these multimedia discs take some time for
initiation to come on the screen and thus waste time. Instead the data
recorded in the computer's hard disk can be played fast.
• Educational content is also available nowadays on televisions which is
relayed to home by Direct to Home (DTS) services like the Dish TV, Big TV, Tata
Sky, Airtel, Sun TV and there are many others throughout the country. The
programme called "Topper" is becoming quite popular among the students.

33
What Are Learning Resources?
For many people, the words educational materials invoke images of
large, print, classroom textbooks with small type, outdated information, and
content that covers the breadth but not depth of a subject. But learning
resources are more than that. They are any tool that helps teachers teach and
students learn.

34
Learning resources include:
Textbooks (print and digital)
Workbooks
Worksheets
Manipulatives (blocks,
beads, etc.)
Flashcards
Educator workshops
Non-fiction books
Posters
Educational games
Apps
Websites
Software
Online courses
Activity books
Graphic novels
Reference books
DVDs
CDs
Magazines & periodicals
Study guides
Teacher guides
Labs
Models
Movies
Televisions shows
Webcasts
Podcasts
Maps & atlases
CLASSIFICATION OF TEACHING AIDS:
On the basis of Characteristic of the material used in the process of
teaching-learning it is broadly divided into two classifications as mentioned
below:
Classification No. I: Projected and Non-Projected Aids
Projected: Projected refer to those aids where a bright light is
passed through a transparent picture by means of a lens and an enlarged
picture is thrown or projected on the screen or the white wall. eg: filmstrip
projector, slide projector, overhead projector, TV/VCR etc
Figure 2: Learning Resources

35
Non-Projected: Those aids which do not require projector electricity
or projection screen. Such materials can be simple shown, can be hanged or
touched. eg: Chalkboard, Whiteboard, Flannel board, Magnet board, Charts
and Wall-Charts, Posters and Pictorial Materials, Realia and Models etc
Classification No. II: Audio , Visual and Audio-Visual Materials
Audio-aids: Audio-aids help in developing the listening skill of a
learner. Audio-aids are those aids which can be only listened. Examples, of
such types of aids include, radio, gramophone, tape recorder, audio-tapes,
walkman, and headphones etc
Visual-Aids: Aids which require the involvement of learners’ visual
senses are called visual aids. Examples, of such types of aids include viz.
graphic aids, 3d-aids, display boards, and print material etc.
Audio-Visual aids: In these aids both the listening (ears) and
viewing faculties (eyes) are involved. Such aids include television programmes,
video films, motion pictures, synchronized audio-slide projectors, computers
and computer-assisted instructions etc.
Audiovisual media are integral components of almost all teaching
strategies. They are often referred to as “substrategies” since their role is as
important as the preferred methodology to be employed. They never fail to
arouse the students’ curiosity and obtain their interests especially when a new
topic is being introduced. They serve as stimuli which can cause positive
interaction.
Audiovisual media can be used for the following purposes:

36
1. In presenting a new lesson or topic. A display of colored photographs of
popular flowering plants on the bulletin board will surely catch the class’
attention. Samples of common flowers (real object) on the table can easily
involve them in a lesson on describing the characteristics of flowers.
…
3. Various types of audiovisual media can be used to individualize instruction
according to students’ learning styles. Some prefer actual manipulation of the
equipment to be used in the investigation or browse over printed materials.
The skill gained through the experience provided is an additional benefit to
the learning of the lesson.
4. The media itself can serve as the “take-off point” for the planned learning
activities. Examples: videotapes and films of famous plays in literature,
recordings of folk songs or filmed dance festivals could be the center of the
discussion.
5. Audiovisual media in the form of the equipment like recorders,
transparencies and projectors can be used over and over again. They are
stored and are made easily available.

37
Related Studies
The Cone of Experience is a visual model, a pictorial device that present
bands of experience arranged according to degree of abstraction and not
degree of difficulty. The farther you go from the bottom of the cone, the more
abstract the experience becomes.
Dale (1969) asserts that:
the pattern of arrangement of the bands of experience is not difficulty but
degree of abstraction – the amount of immediate sensory participation
that is involved. A still photograph of a tree is not more difficult to
understand than a dramatization of Hamlet. It is simply in itself a less
concrete teaching material that the dramatization (Dale, 1969)
Educational Technology “consists of the designs and environments that
engage learners… and reliable technique or method for engaging learning
such as cognitive learning strategies and critical thinking skills.” (David H.
Jonassen, et al 1999).
With development of different educational theories and approaches like
Behaviorism[John B.Watson; Skinner; Ivan Pavlov and others], Cognitivism [
jerome bruner ;Vygotsky; Jean Piaget and others], Constructivist [Vygotsky;
Jean Piaget and others], Neuroeducation [Johns Hopkins University(2009)]
role of teachers in formal education system also changed to fulfill the need of
21st centaury classroom. In formal education system at school, responsibility
of teachers became more prominent to facilitate the learner to accommodate
skill development, lateral thinking, creativity, judgement, higher-order skills
like reasoning and analysis and teaching needs to serve discouragement for
rote memorization.

38
Studies conducted in the elementary (Class V to VIII) and secondary
(Class IX & X) levels indicated that Teaching-Learning is effective when teacher
uses teaching aids in the classroom. Students are more interested and
motivated in the class when teacher uses teaching Aids in the class. Most of
the teachers (85% and above) use of teaching aids in the classroom as it
needed to use, not for the purpose of using it.
More than 70% students prefer making graph and charts or visual aids
to learn mathematics. Students expresses they find easy to grab the new
concept when teacher uses teaching-Learning aids for teaching subject like
mathematics and science in the classroom.
Other hand, 75% teachers expresses difficulties of using Teaching-
Learning aids in the class room because of time constrains, non availability of
Teaching-Learning aids , difficult of handling etc. Teachers even expressed non
use of teaching-Learning aids due to laziness in their part or to avoid
complexities of using it.
In the study it is found that teacher uses Teaching-Learning aids only in
special purposes like demonstration class, on arrival of inspection team or
discussing some particular topic of science and mathematics subjects.
These reflect, either teacher is not serious about using of Teaching-
Learning aids in the classroom or ignoring the effectiveness of using Teaching-
Learning aids or both.
Hence, it reveals that teachers have failed to motivate the learner and
create interest on the subjects in the class which is a serious concern need to
be addressed properly.

39
A Dutch humanist, theologian and writer Desiderius Erasmus (1466-
1536) discouraged memorization as a technique of learning and advocated
that children should learn through the aid of pictures or other visuals.
Implementation of innovative tools will be now introduced and be practiced by
how it is played into lectures and discussions.
John Amos Comenius (1592- 1670) prepared a book known as Orbis
Sensulium Pictus. (The world of Sense Objects) which contained about 150
pictures on aspects of everyday life. The book is considered to be the first
illustrated textbook for childhood education. This book gained wide publicity
and was used in childhood education centers all over the world. It only implies
that pictures or visual aids will acquire the interests of the audience.
Jean Jacques Rousseau (1712-1778) and other educators stressed the
need of pictures and other play materials. Rousseau condemned the use of
words by teachers and he stressed 'things'. He pleaded that the teaching
process must be directed to the learner's natural curiosity.
Pestalozzi (1756-1827) put Rousseau's theory into action in his 'object
method'. He based instruction on sense perception. During the first quarter of
the 20th century, Nelson I. Greene used the term 'Visual. Education' as early as
in 1926.
These traditional approaches do not encourage students to question
what they have learnt or to associate with previously acquired knowledge (Teo
& Wong, 2000)

41
INNOVATIVE TOOLS
Multimedia, is the combination of various digital media types such as
text, images, audio and video, into an integrated multi-sensory interactive
application or presentation to convey information to an audience. Traditional
educational approaches have resulted in a mismatch between what is taught
to the students and what the industry needs. As such, many institutions are
moving towards problem-based learning as a solution to producing graduates
who are creative; think critically and analytically, to solve problems. In this
paper, we focus on using multimedia technology as an innovative teaching
and learning strategy in a problem-based learning environment by giving the
students a multimedia project to train them in this skill set. Currently, many
institutions are moving towards problem-based learning as a solution to
producing graduates who are creative and can think critically, analytically, and
solve problems. Since knowledge is no longer an end but a means to creating
better problem solvers and encourage lifelong learning. Problem-based
learning is becoming increasingly popular in educational institutions as a tool
to address the inadequacies of traditional teaching. Since these traditional
approaches do not encourage students to question what they have learnt or to
associate with previously acquired knowledge (Teo & Wong, 2000), problem-
based learning is seen as an innovative measure to encourage students to
learn how to learn via real-life problems (Boud & Feletti, 1999).
The teacher uses multimedia to modify the contents of the material. It
will help the teacher to represent in a more meaningful way, using different
media elements. These media elements can be converted into digital form,

42
modified and customized for the final presentation. By incorporating digital
media elements into the project, the students are able to learn better since
they use multiple sensory modalities, which would make them more motivated
to pay more attention to the information presented and retain the information
better.
Creating multimedia projects is both challenging and exciting.
Fortunately, there are many multimedia technologies that are available for
developers to create these innovative and interactive multimedia applications
(Vaughan, 1998). These techologies include Adobe Photoshop and Premier to
create edit graphics and videofiles respectively, SoundForge and 3D Studio
Max to create and/or edit sound and animation files, respectively. They can
also use an authoring tool such as Macromedia Director or Authorware to
integrate and synchronise all these media elements into one final application,
add interactive features, and package the application into a distributable
format for the end-user. Another advantage of creating multimedia projects in
the classroom setting is that when students create multimedia projects, they
tend to do this in a group environment. By working in a group, the students
would have to learn to work cooperatively and collaboratively, using their
group skills and a variety of activities to accomplish the project’s overall
objectives.

43
(B)OTHER INNOVATIE TOOLS SUGGESTED
The researchers suggest some of the methods can very well be applied
by the modern teachers. As the researchers feel that basically the core
objective of teaching should never be deviated by the use of an innovative
method. The following methods which are suggested are an extension to the
traditional methods of teaching.
(1) MIND MAP. Mind maps were developed in the late 60s by Tony
Buzan as a way of helping students make notes that used only key words and
images, but mind map can be used by teachers to explain concepts in an
innovative way. They are much quicker to make and much easier to remember
and review because of their visual quality. The nonlinear nature of mind maps
makes it easy to link and cross-reference different elements of the map.
Mind Maps are also very quick to review, as it is easy to refresh
information in your mind just by glancing once. Mind Maps can also be
effective mnemonics and remembering their shape and structure can provide
the cues necessary to remember the information within it. They engage much
more of the brain in the process of assimilating and connecting facts than
conventional notes. The key notion behind mind mapping is that we learn and
remember more effectively by using the full range of visual and sensory tools
at our disposal. Pictures, music, color, even touch and smell play a part in our
learning armory will help to recollect information for long time. The key is to
build up mind maps that make the most of these things building on our own
creativity, thinking and cross linking between ideas that exist in our own
minds.

44
As the recent research point that any particular information explained
with the help of graph charts make a high impact in the minds of the people
and keeping this as the core aspect the teachers may try to picturize the
concepts and show the same to the students
This would bring very high impact on the minds of the students about a
concept
 Creates clear understanding
 PowerPoint can be used widely.
 Innovative thinking improves
(2 ) TEACHING WITH SENSE OF HUMOUR – “HUMOUR AN EFFECTIVE
MEDIUM OF TEACHING”
Everyone loves a teacher with an infectious sense of humor. Looking at
the lighter side of life not only fosters cordial relations between professors and
students, but also provides welcome relief while trying to follow a difficult
lecture on a complicated subject. When there is a willingness to change, there
is hope for progress in any field. Teaching is a challenge. Learning is a
challenge. Combining both effectively is a challenge. Being humorous is a
challenge. However, laughing is easy. We are convinced both by experience
and research that using humor in teaching is a very effective tool for both the
teacher and student.
Humor strengthens the relationship between student and teacher,
reduces stress, makes a course more interesting and if relevant to the subject,
may even enhance recall of the material. Humor has the ability to relax people,

45
reduce tension, and thereby create an atmosphere conducive for learning and
communication.
Numerous studies in the field of advertising have noted that humor is the
most effective tool for enhancing recall of advertisements.
It is easy to create a humor in the classroom by reading books of jokes
and to listen to professional comics. The students should be encouraged to
take notes, especially to learn about the professionals’ use of such techniques
as exaggeration, pauses, and timing. Observe reality and exaggerate it - much
humor lies in observations about real life and truthful situations. In conclusion,
humor not only plays an important role in the healing process but is also very
important in education.
(3) Z TO A APPROACH
This approach attempts to explain the application part of a particular
concept first. The teacher should explain the application of a particular concept
first and explain the effects of such applications. For example in management
subject - motivation is explained in a manner that the organization get
extensive benefits out of using some techniques like promotions and awards.
So here the use of promotion is explained first and later students would get
interest in knowing what are promotions and awards. The teacher starts
explaining what is promotion and explains what motivation theory in
management is. Another example we can try is that in accounting the Income
statement and Balance Sheet can be explained first and later drawing their
attention to double entry system of book keeping.
Strengths:

46
 Makes a particular concept clear
 Students develop interest to know exactly the concept.
 Creates long lasting memory/correlation of a concept.
Weaknesses:
 Take quite long time for a teacher to introduce a concept
 Initial difficulty in understanding a particular concept will be
encountered
Concept Simulation - reenacts Galileo's experiment of two different
objects falling at the same rate.
The above chart explains the application of that Gallileo’s theorm. Here
the teacher explains how two objects reach the ground if they are put from a
particular distance from ground level. Traditional way of teaching method will
be explaining the theorem first and followed by its application. But this Z-A
approach goes opposite in a manner that the proof or application is explained
first and later the theory. Then it is explained that this the concept developed
by Galileo. The above example of tower depicts a (possibly mythical)
experiment in which Galileo dropped two objects from the leaning tower of
pisa to demonstrate their comparable rate of descent.
(4) MNEMMONICS WORDS- WORDS –WORDS APPROACH
Here the teacher is not supposed to talk on a particular concept for a
quite long time. But to make it clear to the students he can just go on saying
mnemonics or its associated meaning in words. Here he goes on saying only
words instead of sentence, and once they come to a basic understanding of
the meaning of a particular concept then the teacher will explain in sentences.

47
For example in teaching language courses this technique can be used as an
effective medium by the teacher to develop word power.
 Dictionary must be used widely
 Word power increases
 Teacher also gets to know many words pertaining to a particular
concept.
(5) ROLE PLAYING AND SCENARIO ANALYSIS BASED TEACHING
Role playing and scenario analysis is mostly used in organizations that
try to analyze a problem pertaining to the organization, and this is also used in
management institutions. But the similar kind of practice can be tried in other
specialization too like science and engineering. Science and engineering
courses have practical but in support of those practical if students are given a
scenario and other options to solve a particular issue, then the students are
exposed to decision making in a given environment.
For example, in teaching accounting the role of accountant can be
explained by role playing technique. Invoice and bills can be given to students
and asked them to assume the role of accountant. Here the real entries
pertaining to transactions are made by the student and this is more practical
approach to teaching where theory is supplemented by proper practical
knowledge. Similar kind of technique can be applied in management,
engineering and science courses.

49
CHAPTER III
RESEARCH DESIGN, METHOD AND PROCEDURE
Research Method
The study utilized the descriptive method of research which is fact
finding with adequate interpretation.
According to Aquino (1992) the purpose of the descriptive method is to
describe systematically a situation of interest factually and accurately.
Research Instrument
The instrument used of the researchers of this study was the
questionnaire-checklist for a survey.
This kind of research tool is a self-made or self-devised checklist in
which every member of the group was assigned to construct a survey with the
factors of this research: Multimedia tools & other innovative tools from
traditional methods. Survey checklist is consisting of statement of information
and it was classified into several factors with the connections of this study. This
survey checklist was constructed through the help of the members in the
group and also for gathering of references such as unpublished research
compilation and other references that will help raised up with this study.

50
Validation of the Instrument
After the instrument was constructed, the researcher submitted the
instrument for perusal and commented by our mentor Mr. Julito Bioco Bande.
With few suggestions reflected in the questionnaire-checklist, it was
incorporated in the final draft and floated for a dry run to Kauswagan
Elementary School. After the dry run, the instrument was again submitted to
our mentor of this study for approval. After the approval was secured,
reproduction of enough copies was undertaken for distribution to the principal
respondents of the study.
Gathering Data
Prior to the distribution of the prepared questionnaire-checklist, a letter
permission was first secured from the School Supervisor of Mabuhay district,
Mrs. Echon, to the principal of Mabuhay Central Elem. School, Mr. Adorable
and to the Teacher-in-Charge of Malinao Elementary School, Mr. Anastacio
Caloñge. After the aproval was granted, the researchers gave the checklist to
the teachers (the principal respondents) and asked for their response to the
questionnaire checklists. Since most of the respondents understood the
instruction and the listed question, there were only a few questions asked,
which the respondents answered without delay. The researchers made sure
that all of the questions were dutifully answered by the teachers concerned on
this problem leaving no blank in the implementation.

51
After the retrieval, the researcher tallied the responses, put into tables
as basis for statistical computation.
Sampling Design
In this study, the purposive sampling as the most appropriate designed
for the study, will give the chance to all the respondents to share their ideas on
the matter being investigated by the help of checklist.
According to Sevilla, purposive sampling design is a strategy of no
random sampling where all the participants or respondents of the
investigation must have equal changes to answer the questions.
Also, this kind of design in the integration had the interest to find out
the actual result of the investigation through the total number of respondents.
Statistical Treatment
The figures gathered from the respondents responses were presented
to the tables which serve as the basis for analysis presentation and
interpretation. The following statistical measurement is used.
1. The weighted mean (x). To determine the weighted mean, the total
weighted points (TWP) were divided by the number of respondents. The
formula is:
𝑥 =
𝑇𝑊𝑃
𝑁
Where:
x = Weighted mean
TWP = total weighted points
N = Number of respondents

52
Scaling the degree of responses as it is indicated by the following
perceptions:
Ranking of the different responses of the respondents was also indicted
to determine the position of the responses for every item.
2. The t-test (t) was used to test the significant difference between the
responses of teachers along with the five variables.
𝒕 =
𝒙̅ 𝟏 − 𝒙̅ 𝟐
√(
( 𝑵 𝟏 − 𝟏) 𝑺 𝟏
𝟐
+ ( 𝑵 𝟐 − 𝟏) 𝑺 𝟐
𝟐
𝑵 𝟏 + 𝑵 𝟐 − 𝟐
)(
𝟏
𝑵 𝟏
+
𝟏
𝑵 𝟐
)
4- (3.26-4.00) = Very Satisfied
3- (2.51-3.25) = Satisfied
2- (1.76-2.50) = Good
1- (1.00-1.75) = Fair
Where:
t = computed value (t-test)
𝒙̅ 𝟏= weighted mean from MCES teachers
𝒙̅ 𝟐= weighted mean from MES teachers
𝑺 𝟏 = standard deviation of the MCES teachers
𝑺 𝟐 = standard deviation of the MES teachers
N= number of variables

53
Since t-test computation is characterized by the degrees of freedom, it is
computed on the following formula:
Df= N1 + N2 - 2
Where:
Df = computed value (degrees of freedom)
𝑵 𝟏 = Number of statement per variable
𝑵 𝟐 = Number of variables

54
CHAPTER 4
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
In this chapter, we present the accumulated facts meant for the study.
The data gathered was systematized into a table form illustration, by series of
questions adhered by the problem which is, “Innovative Teaching Methods
Used by the Teachers in Mabuhay Central Elementary School and Malinao
Elementary School S.Y. 2016-2017: Innovative Teaching Methods that
Satisfies Learning”. The five variables used in the study are individually
presented along with the responses of the respondents. These are as follows:
o Innovative Traditional Methods
o Projected Learning Materials/Resources
o Non- Projected Learning Materials/Resources
o Audio, Visual and Audio-visual Aids
o Teaching & Reading Materials (Traditional

56
LEGEND:
Numerical Scale
4-- (3.26 – 4.00)--
3—(2.51-3.25)----
2---(1.76-2.50)----
1---(1.00-1.75)----
AE (Adjectival Equivalent)
AU (AlwaysUsed)
AAU (AlmostAlwaysUsed)
OU (OftenUsed)
NU (NeverUsed)
TWM- Total WeightedMean
WM- WeightedMean
AWM– Average WeightedMean
R - Rank
“Innovative Teaching Methods Used by the Teachers in
Mabuhay Central Elementary School and Malinao Elementary School S.Y. 2016-2017:
Innovative Teaching Methods that Satisfies Learning”
TABLE 1 - INNOVATIVE TRADITIONAL METHODS
ITEMS
RESPONSES
AWM AE R
MCES TEACHERS
N= 23
MES TEACHERS
N= 18
4 3 2 1 TW
M
W
M
AE
4 3 2 1 TW
M
W
M
AE
AU AAU OU NU AU AAU OU NU
1. Mind Map 15 6 2 0 82 3.57 AU 5 12 1 0 58 2.52 AAU 3.05 AAU 3
2. Teaching with Sense
of Humor
20 2 1 0 88 3.83 AU 10 8 0 0 64 2.78 AAU 3.31 AU 1
3. Z to A Approach 16 6 1 0 84 3.65 AU 7 9 2 0 59 2.57 AAU 3.11 AAU 2
4. Mnemonic Words
Approach
11 11 1 0 79 3.43 AU 5 11 2 0 57 2.48 OU 2.96 AAU 5
5. Role Playing &
Scenario Analysis Based
Teaching
10 11 2 0 77 3.35 AU 9 7 2 0 61 2.65 AAU 3.00 AAU 4
AVERAGE MEAN 14.4
0
7.20
1.4
0
0.0
0
82.00 3.57 AU 7.20 9.40 1.40 0.00 59.80 2.60 AAU 3.09 AAU

57
TABLE 1
This table shows the questions and the responses of the respondents
about the Innovative traditional methods of the two schools which is Mabuhay
Central Elementary School and Malinao Elementary School of all the teachers
in school year 2016-2017.
The highest in rank is the Teaching with Sense of Humor item number
2. In MCES responses, it revealed that it has “3.83 weighted mean”, a value
within the range of “3.26 to 4.00” with an “Adjectival Equivalent” of “Always
Used”. And in MES responses, it revealed that it has “3.31 weighted mean”, a
value within the range of “3.26 to 4.00” with an “Adjectival Equivalent” of
“Always Used”. The average weighted mean of the two responses is “3.31” with
an adjectival equivalent of “always used”.
The second rank in line among all the questions is the “Z to A
Approach”, item number 3. In MCES it shown that the weighted mean of “3.65”
under the numerical scale of 4 with an adjectival equivalent “always used”. In
MES they’ve reached the weighted mean of “3.57” with an adjectival equivalent
of “always used”. Compared to MES it reached the weighted mean of “3.11”
with an adjectival equivalent of “almost always used”.
Among the items, the item number 1, “mind map” got third in rank. In
MCES their responses revealed the weighted mean of “3.57” under the
adjectival equivalent of “always used”. MES got “2.52 average weighted mean”
– “almost always used”.

58
Fourth in rank reveals item number 5 which is the “role playing
scenario”. MCES has “3.35” weighted mean with an adjectival equivalent of
“Always used”. In MES their weighted mean is “2.65” with an adjectival
equivalent of “Almost Always Used”. Their average weighted mean is “3.00”
with “Almost Always Used” adjectival equivalent.
And item number 4 got the last rank – Mnemonic Words. The MCES got
the “3.43” weighted mean with an adjectival equivalent “always used”. And
MES got “2.48” weighted mean on this item with an adjectival equivalent of
“often used”. And “2.96” in average weighted mean.

59
LEGEND:
Numerical Scale
4-- (3.26 – 4.00)--
AU (AlwaysUsed)
WM- WeightedMean
TABLE 2 - PROJECTED LEARNING MATERIALS
ITEMS
RESPONSES
AWM AE R
MCES TEACHERS
N=23
MES TEACHERS
N=18
4 3 2 1 4 3 2 1
AU AAU OU NU
TW
M
W
M
AE AU AAU OU NU
TW
M
WM AE
1. Television 7 6 4 6 60 2.61 AAU 3 8 3 4 46
2.0
0
OU 2.31 OU 1
2. Video Casette
Recorder (VCR)
4 7 6 6 55 2.39 OU 1 8 8 1 45
1.9
6
OU 2.18 OU 2
3. Filmstrip Projector 6 4 5 8 54 2.35 OU 1 4 4 9 33
1.4
3
NU 1.89 OU 3
4. Slide Projector 5 5 4 9 52 2.26 OU 0 5 3 10 31
1.3
5
NU 1.81 OU 5
5. Overhead Projector 5 6 3 9 53 2.30 OU 0 5 3 10 31
1.3
5
NU 1.83 OU 4
AVERAGE MEAN 5.40 5.60 4.40 7.60 54.80 2.38 OU 1.00 6.00 4.20 6.80 37.20 1.62 NU 2.00 OU

60
TABLE 2
This table shows the question and responses of respondents
about the Projected Learning Materials of two groups of respondents of
Mabuhay Central Elementary School and Malinao Elementary School. The first
rank among the five questions is the question number one which is the Model.
In MCES they got a 2.61 weighted mean within the range of “Almost Always
Used”. In MES they got a 2.31 weighted mean within the range of “Often
Used”. The average weighted mean of the two responses is 2.31 within the
range of “Often Used”.
The second rank among the five questions is the question
number two which is Video Cassette Recorder. In MCES they got 2.39
weighted mean within the range of “Often Used”. In MES they got a 1.96
weighted mean within the range of “Often Used”. The average weighted mean
of the two groups of responses is 2.31 within the range of “Often Used”.
The third rank among the five questions is the question
number three which is Filmstrips Projector. In MCES they got a 2.35 weighted
mean within the range of “Often Used”. In MES they got a 1.43 within the
range of “Often Used”. The average weighted mean of the two groups of
responses is 1.89 within the range of “Often Used”.
The fourth rank among the five questions is the question
number five which is Overhead Projector. In MCES they got a 2.30 weighted
mean within the range of “Never Used”. In MES they got a 1.35 weighted mean

61
within the range of “Never Used”. The average weighted mean of the two
groups of responses is 1.83 within the range of “Often Used”.
The last rank among the five questions is the question number
four which is Slide Projector. In MCES they got a 2.26 weighted mean is “Often
Used”. In MES they got a 1.35 within the range of “Often Used”. The average
weighted mean of the two groups of responses is 1.81 within the range of
“Often Used”.

62
LEGEND:
Numerical Scale
4-- (3.26 – 4.00)--
3—(2.51-3.25)----
2---(1.76-2.50)----
1---(1.00-1.75)----
AU (AlwaysUsed)
OU (OftenUsed)
NU (NeverUsed)
WM- WeightedMean
R - Rank
TABLE 3 - NON-PROJECTED LEARNING MATERIALS
ITEMS
RESPONSES
AW
M
AE R
MCES TEACHERS
N= 23
MES TEACHERS
N= 18
4 3 2 1 TW
M
W
M
AE
4 3 2 1 TW
M
W
M
AE
1. Chalkboard 19 3 1 0 87 3.78 AU 16 2 0 0 70 3.04 AAU 3.41 AU 2
2. Charts & Wall Charts 18 4 1 0 86 3.74 AU 16 2 0 0 70 3.04 AAU 3.39 AU 3
3. Posters 17 5 1 0 85 3.70 AU 16 2 0 0 70 3.04 AAU 3.37 AU 4
4. Pictorial Materials 16 7 0 0 85 3.70 AU 15 3 0 0 69 3.00 AAU 3.35 AU 5
5. Models 17 6 0 0 86 3.74 AU 14 3 1 10 77 3.35 AU 3.55 AU 1
AVERAGE MEAN 17.40 5.00 0.60 0.00 85.80 3.73 AU 15.40 2.40 0.20 2.00 71.20 3.09 AAU 3.41 AU

63
TABLE 3
This table shows the questions and answer of the responses of about
the Non-Projected Learning Materials of two groups of respondents of
Malinao Central Elementary School and Malinao Elementary School. In MCES
they got a 3.74 weighted mean within the range of “Always Used”. In MES they
got a 3.35 weighted mean of the two respondents is 3.55 within the range of
“Always Used”.
The second in rank among the five questions is the question number
one which is Chalkboard. In MCES they got a 3.78 weighted mean within the
range of “Always Used”. In MES they got a 3.04 weighted mean within the
range of “Almost Always Used”. The average weighted mean of two responses
is 3.41 within the range of “Always Used”.
The third in rank among the five questions is the question number two
which is Charts and Wall Charts. In MCES they got a 3.74 weighted mean
within the range of “Always Used”. In MES they got a 3.04 weighted mean
within the range of “Almost Always Used”. The average weighted mean of the
two responses is 3.39 within the range of “Always Used”.
The fourth in rank among the five questions is the question number
three which is Posters. In MCES they got a 3.70 weighted mean within the
range of “Always Used”. In MES they got a 3.04 weighted mean within the
range of “Almost Always Used”. The average weighted mean of the two
responses is 3.37 within the range of “Always Used”.

64
The last rank among the five questions is the question number
four which is Pictorial Materials. In MCES they got a 3.70 weighted mean within
the range of “Always Used”. In MES they got a 3.00 weighted mean within the
range of “Almost Always Used”. The average weighted mean of the two
responses is 3.35 within the range of “Always Used”.

66
LEGEND:
Numerical Scale
4-- (3.26 – 4.00)--
3—(2.51-3.25)----
2---(1.76-2.50)----
1---(1.00-1.75)----
AU (AlwaysUsed)
OU (OftenUsed)
NU (NeverUsed)
WM- WeightedMean
R - Rank
TABLE 4 - AUDIO, VISUAL, AUDIO-VISUAL AIDS
ITEMS
RESPONSES
AWM AE R
MCES TEACHERS
N= 23
MES TEACHERS
N= 18
4 3 2 1
TW
M
W
M
AE
4 3 2 1
TW
M
W
M
AE
AU AAU OU NU AU
AA
U
OU NU
1. TV Programs 4 11 4 4 61 2.65 AAU 4 8 1 5 47 2.04 OU 2.35 OU 4
2. Video Films 1 14 3 5 57 2.48 OU 4 9 2 3 50 2.17 OU 2.33 OU 5
3. Motion Pictures 4 10 5 4 60 2.61 AAU 3 9 4 2 49 2.13 OU 2.37 OU 3
4. Computer &
Computer Assisted
Instruction
4 12 3 4 62 2.70 AAU 5 5 5 3 48 2.09 OU 2.40 OU 2
5. Printed Materials 13 10 0 0 82 3.57 AU 8 9 0 1 60 2.61 AAU 3.09 AAU 1
AVERAGE MEAN 5.20 11.40 3.00 3.40 64.40 2.80 AAU 4.80 8.00 2.40 2.80 50.80 2.21 OU 2.51 AAU

67
TABLE 4
This table shows the question and responses of respondents
about the Audio, Visual, Audio-Visual Aids of two groups of respondents of
Mabuhay Central Elementary School and Malinao Elementary School. The first
in rank among the five questions is the question number five which is the
Printed Materials. In MCES they got a 3.57 weighted mean within the range of
“Almost Always Used”. In MES they got a 2.61 weighted mean within the range
of “Almost Always Used”. The average weighted mean of the two groups of
respondents is 3.09 within the range of “Almost Always Used”.
The second in rank among the five questions is the question
number two which is Computer Assisted Instruction. In MCES they got a 2.70
weighted mean within the range of “Almost Always Used”. In MES they got a
2.09 weighted mean within the range of “Often Used’. The average weighted
mean of the two groups of responses is 2.40 within the range of “Often Used’.
The third in rank among the five questions is question number
three which is Motion Pictures. In MCES they got a 2.61 weighted mean within
the range of “Almost Always Used”. In MES they got a 2.13 weighted mean
within the range of “Often Used”. The average weighted mean of the two
groups of responses is 2.37 within the range of “Often Used”.
The fourth in rank among the five questions is the question
number four which is TV Programs. In MCES they got a 2.65 weighted mean
within the range of “Almost Always Used”. In MES they got a 2.04 weighted

68
mean within the range of “Often Used”. The average weighted mean of the
two responses is 2.35 within the range of ‘Often Used”.
The last in rank among the five questions is question number
one which is the Video Films. In MCES they got a 2.48 weighted mean within
the range of ‘Often Used”. In MES they got a 2.17 weighted mean within the
range of “Often Used”. The average weighted mean of the two responses is
2.33 within the range of “Often Used”.

69
LEGEND:
Numerical Scale
4-- (3.26 – 4.00)--
3—(2.51-3.25)----
2---(1.76-2.50)----
1---(1.00-1.75)----
AU (AlwaysUsed)
OU (OftenUsed)
NU (NeverUsed)
WM- WeightedMean
R - Rank
TABLE 5 - TEACHING AND READING MATERIALS
ITEMS
RESPONSES
AW
M
AE R
MCES TEACHERS
N= 23
MES TEACHERS
N= 18
4 3 2 1
TW
M
W
M
AE
4 3 2 1
TW
M
W
M
AE
AU AAU OU NU AU
AA
U
OU NU
1. Text Books 19 4 0 0 88 3.83 AU 14 3 1 0 67 2.91 AAU 3.37 AU 1
2. Hand Books 16 5 1 1 82 3.57 AU 13 4 1 0 66 2.87 AAU 3.22 AAU 2
3. Magazines 12 6 4 1 75 3.26 AU 9 5 9 0 69 3.00 AAU 3.13 AAU 3
4. Periodical
Journals
11 7 3 2 73 3.17 AAU 9 2 7 0 56 2.43 OU 2.80 AAU 4
5. Internet Sources 7 12 2 2 70 3.04 AAU 5 3 8 1 46 2.00 OU 2.52 AAU 5
AVERAGE MEAN 13.00 6.80 2.00 1.20 77.60 3.37 AU 10.00 3.40 5.20 0.20 60.80 2.64 AAU 3.01 AAU

72
TABLE 5
This table shows the question and responses of respondent about the
Teaching and Reading Materials of two groups of respondents of MCES and
MES. The first in rank among the five question is the question number one
which is the Text Book they got 3.83 weighted mean within the range of”
Always Used”. In MES they got an average mean of 2.91weighted mean within
the range of “Almost Always Used”. The average weighted mean of the two
groups of respondents is 3.37 within the range of “Always Used”.
two which is the Hand Books. In MCES responses they got 3.57 weighted mean
within the range of “Always Used”. In MES they got an average mean of 2.87
weighted mean within the range of” Almost Always Used” the average
weighted mean of the two groups responses is 3.22 within the range of”
Almost Always Used”.
The third in rank among the five questions is the question number three
which is the Magazines. In MCES responses they got 3.26 weighted mean
within the range of “Always Used”. In MES they got an average mean of 3.00
weighted mean within the range of” Almost Always Used” the average
weighted mean of the two groups responses is 3.13 within the range of”
Almost Always Used”.
four which is the Periodical Journals. In MCES responses they got 3.17
weighted mean within the range of “Almost Always Used’.

73
The last in rank among the five questions is the question number five
which is Internet Sources. In MCES they got a 3.04 weighted mean within the
range of “Almost Always Used”. In MES they got a 2.00 weighted mean within
the range of “Often Used”. The average weighted mean of the two groups of
responses is 2.52 within the range of “Almost Always Used.

74
LEGEND:
Numerical Scale
4-- (3.26 – 4.00)--
3—(2.51-3.25)----
2---(1.76-2.50)----
1---(1.00-1.75)----
AU (AlwaysUsed)
OU (OftenUsed)
NU (NeverUsed)
WM- WeightedMean
R - Rank
Its Relevance to Innovative Teaching Process”
TABLE 6 – EXTENT OF COMPARABILITY
ITEMS
RESPONSES
AWM AE R
MCES TEACHERS
N= 23
MES TEACHERS
N= 18
4 3 2 1 TW
M
W
M
AE
4 3 2 1 TW
M
W
M
AE
1. INNOVATIVE
TRADITIONAL
METHODS
14.40 7.20 1.40 0.00 82 3.57 AU 7.20 9.40 1.40 0.00 59.8 2.60 AAU 3.09 AAU 2
2. PROJECTED
LEARNING MATERIALS
5.40 5.60 4.40 7.60 54.8 2.38 OU 1.00 6.00 4.20 6.80 37.2 1.62 NU 2.00 OU 5
3. NON-PROJECTED
LEARNING MATERIALS
17.40 5.00 0.60 0.00 85.8 3.73 AU 15.40 2.40 0.20 2.00 71.2 3.10 AAU 3.42 AU 1
4. AUDIO, VISUAL,
AUDIO-VISUAL AIDS
5.20 11.40 3.00 3.40 64.4 2.80 AAU 4.80 8.00 2.40 2.80 50.8 2.21 OU 2.51 AAU 4
5. TEACHING AND
READING MATERIALS
13.00 6.80 2.00 1.20 77.6 3.37 AU 10.00 3.40 5.20 0.20 60.8 2.64 AAU 3.01 AAU 3
AVERAGE MEAN 11.08 7.20 2.28 2.44 72.92 3.17 AAU 7.68 5.84 2.68 2.36 55.96 2.43 OU 2.81 AAU

75
TABLE 6
EXTENT OF COMPARABILITY
This table shows the question and responses of respondents about the
extent of comparability of two groups of respondents of Mabuhay Elementary
School and Malinao Elementary School. The first in rank among the five
questions is the question number three which is the models it has 3.73
weighted mean within the range of “Always Used”. In MES they got a 3.10
weighted mean within the range of “Always Used”. The average weighted
mean of the two groups is 3.42 within the range of “Always Used”.
one which is Innovative Traditional Methods. In MCES they got a 3.57
weighted mean within the range of “Often used”. In MES they got a 2.60
weighted mean within the range of “Almost Always Used’. The average
weighted mean of the two groups is 3.09 within the range of “Almost Always
Used”.
The third in rank among the five questions is question number five
which is Teaching and Reading Materials. In MCES they got an 3.37 weighted
mean within the range of “Always Used”. In MES they got an 2.64 weighted
mean within the range of “Almost Always Used”. The average weighted mean
of the two groups is 3.01 within the range of “Almost Always Used”.
four which is Audio, Visual, and Audio-Visual Aid. In MCES they got a 2.80
weighted mean within the range of “Almost Always Used”. In MES they got a

76
2.21 weighted mean within the range of “Often Used”. The average weighted
mean of the two groups is 2.51 within the range of “Almost Always Used”
The last in rank among the five questions is question number two which is
Projected Learning Materials. In MCES they got a 2.38 weighted mean within
the range of “Often Used”. In MES they got a 1.62 weighted mean within the
range of “Never Used”. The average weighted mean of the two groups is 2.00
within the range of “Often Used”.

77
TABLE 7 - SIGNIFICANT DIFFERENCE (SD)
VARIABLES
MCES TEACHERS MES TEACHERS
x1 x2
WM (x1-x̄1)2
AE WM (x2-x̄2)2
AE
1. INNOVATIVE TRADITIONAL METHODS 3.57 0.16 AU 2.60 0.0289 AAU
2. PROJECTED LEARNING MATERIALS 2.38 0.6241 OU 1.62 0.6561 NU
3. NON-PROJECTED LEARNING MATERIALS 3.73 0.3136 AU 3.10 0.4489 AAU
4. AUDIO, VISUAL, AUDIO-VISUAL AIDS 2.80 0.1369 AAU 2.21 0.0484 OU
5. TEACHING AND READING MATERIALS 3.37 0.04 AU 2.64 0.0441 AAU
AVERAGE MEAN 3.17 0.25 AAU 2.43 0.25 OU
∑(xi-x̄i)2
1.2746 1.2264
STANDARD DEVIATION 0.56 0.55
T-test (t) 𝟐. 𝟏𝟎
Degree of Freedom = N1+N2-2
=5+5-2
=8
Tabular Value = 2.306
Decision: Ho is ACCEPTED.
Conclusion: Insignificant

78
SIGNIFICANT DIFFERENCE BETWEEN THE RESPONSES OF THE
TEACHERS OF MABUHAY ELEMENTARY SCHOOL AND MALINAO
ELEMENTARY SCHOOL ALONG THE FIVE VARIABLES ON METHODS
THEY USED TEACHING.
T-test was used to present in table 7 to determine if there is or there
is no significant difference between the responses of the teachers in MCES and
MES along with the variables on what are their methods used in teaching that
they applied.
As noted, the average mean of 3.17 is obtained by the MCES Teachers
with the Standard Deviation of 0.56 and average of 2.43 is registered in favor
of MES Teachers with 0.55 Standard Deviation.
Analysis of the data as shown in Tabular Value of 2.306 of percent
level of significance with 8 degrees of Freedom. Therefore it is conclusive that
the Null Hypothesis is ACCEPTED that there is no significant difference
between the responses of Mabuhay Elementary School and Malinao
Elementary School teachers along the five variables on their Methods of
Teaching used. Therefore, the result is statistically in significant this means
further that the responses between the two group of responses are alike or
not different from each other.

80
CHAPTER 5
SUMMARY, FINDINGS,
CONCLUSION & RECOMMENDATION
SUMMARY
This chapter provides the summary of study, findings based from the
data presented, analyzed and interpreted with the end result, the conclusion
that flow out from the finding and the recommendation offered.
This study and research was launch as to give a deeper look and
analysis this will issues behind the Innovative Teaching Methods Used by the
teachers in MABUHAY CENTRAL EEMENTARY SCHOOL and MALINAO
ELEMENTARY SCHOOL S.Y 2016-2017: ITS RELEVANCE TO INNOVATIVE
TEACHING PROCESS.
Especially the following sub-problems are raised:
1. What are the innovative teaching methods used by the teachers in MCES
and MES S.Y 2016-2017: Innovative Teaching Methods that Satisfies
Learning in terms of:
1.1Innovative Traditional Methods
1.2 Projected (Learning Materials / Resources)
1.3 Non-Projected (Learning Materials Resources)
1.4 Audio Visual/ Audio-Visual Aids
1.5 Teaching and Reading Materials
2. How often are these methods used by the teachers in MCES & MES?

81
3. What is the extent of comparability between the responses of the teachers
among the variables?
4. Is there a significant difference between the responses of MCES & MES?
The responses of MCES and MES do not differ significant along with the
five variables on Innovative Teaching Methods used by the teachers in MCES &
MES S.Y 2016-2017.
The respondents of the study where there are twenty-three teachers in
MCES and eighteen MES teachers during the school year 2016-2017. The study
made used of questionnaire checklist as the principal instrument in gathering
the data.

82
FINDINGS
On the basis of the data presented analyzed and interpreted the following
findings are showed:
1. Innovative Teaching Methods used by the teachers of MCES & MES on
Innovative Traditional Methods was “Almost Always Used” obtain an
overall average mean of 3.57 with the adjectival equivalent of “Always
Used” the MCES and MES teachers they obtain an average mean of 2.60
with the adjectival equivalent of “Almost Always Used” and both school
registered an overall weighted mean of 3.09; Mind Mapping with the
average mean of 3.05 with the adjectival equivalent of “Almost Always
Used”; Teaching with Sense Of Humor with the 3.31 within the range of
“Always Used”; Z To A Approach with the 3.11 within the range of
“Almost Always Used”; Mnemonics words Approach with the average
mean 2.96 within the range of “Almost Always Used”; Role Playing and
Scenario Analysis Based Teaching with the average mean of 3.00 and
within the range of “Almost Always Used”, and overall weighted mean
of the first variables is 3.09 within the range of “Almost Always Used”.
2. Innovative Teaching Methods used by the teachers of MCES & MES on
Projected Learning Materials or sources obtains an overall average
mean of 2.38 within the range of “Often Used”. For MCES & MES obtain
an overall weighted mean of 1.62 within the range of “Often Used” and
both school registered an overall weighted mean of 2.00 within the

83
range of “Often Used”; Television with the average mean of 2.31, video
cassette recorder (VCR) with average mean of 2.18, filmstrips projector
with an average mean of 1.89, Slide Projector with an average mean of
1.81, Overhead Projector with an average mean of 1.83 with all have the
same adjectival equivalent of “Often Used”. Both school obtain an
overall weighted mean of 2.00 within the range of “Often Used” for the
second variables.
3. Innovative of Teaching Methods Used by the teachers of MCES and
MES on Non-Projected Learning Materials/Resources was obtained an
overall average mean of 3.73 within the range of” Always Used” for
MCES and MES they obtained 3.09 average mean within the range of”
Almost Always Used” ;Chalkboard with the average mean of 3.41, Charts
and Wall charts with the average mean of 3.39, Posters with an average
mean of 3.37, Pictorials Materials with an average mean of 3.31, Models
with an average mean of 3.55 and all have the same adjectival
equivalent of “Always Used” both school obtain an average mean of
3.41 with an adjectival equivalent of “Always Used”.
4. Innovative Teaching Methods Used by the teachers of MCES and MES
on Audio Visual and Audio Visual Aids was obtain an average mean of
2.65 and adjectival equivalent 0f “Almost Always Used” for MCES and
MES they obtained an average mean of 2.04 within the range of “Often
Used” ;TV Programs with an average mean of 2.33 within the range of
“Often Used”, Video Films with an average mean of 2.33 within the
range of” Often Used”, Motion Pictures with an average mean of 2.37
within the range of “Often Used”, Computer and Computer Assisted

84
Instruction with an average mean of 2.40 within the range of “ Often
Used”, Printed Materials with an average mean of 2.51 within the range
of “Almost Always Used”., both school obtained an overall weighted
mean of 2.51 within the range of “Almost Always Used” for fourth
variables.
5. Innovative of Teaching Methods Used by the teachers of MCES and
MES S.Y. 2016-2017 on Teaching and Reading Materials was obtain an
average mean of 3.37 within the range of “Always Used” for MCES and
2.64 average mean for MES within the range of “Almost Always Used”,
Textbook with an average mean of 3.37 within the range of “Almost
Used”, Handbooks with an average mean of 3.22, Magazines with an
average mean of 3.15, Periodical Journals with an average mean of 2.80,
Internet Sources with an average mean of 2.52 and four questions have
the same adjectival equivalent of “Almost Always Used”, the total
average mean of both school is 3.01 within the range of” Almost Always
Used” for the last variables.
6. On the extent of comparability between the responses of MCES & MES
teachers along with the five variables, finding showed that variable rank
#1 on Non-Projected learning Materials or Resources obtained most
highest with an average weighted mean of 3.42 within the range of
“Always Used”. Second is Innovative Traditional Method with an average
weighted mean of 3.09 within the range of “Almost Always Used”. Third
is Teaching Reading Materials with an average mean of 2.81 within the
range of “Almost Always Used”. Fourth is Audio, Visual, Audio-Visual
Aids with an average mean of 2.51 within the range of “Almost Always

85
Used”. Last in rank is Projected Learning Materials with an average
mean of 2.00 within the range of “Often Used”.
7. The finding showed that the hypothesis of No Significant difference
between the responses of MCES & MES teachers, yield a computed t-
value of 2-10 and it is lesser than the constant tabular value which is
2.306. Therefore, the null hypothesis is Accepted. The acceptance of null
hypothesis gave a clear indication that the responses of both school are
alike or they do not differ significant from each other.
INNOVATIVE METHODS OF TEACHING THAT SATISFIES LEARNING
In able to be a good teacher or facilitator to your learners you need to
know the different methods of teaching enable to have or enable to transmit
learning to the learners successfully and also to achieve your goals and
objectives.
In this study, finding revealed that the five variables as Innovative
Traditional Methods, Projected Learning Materials/ Resources, Non-Projected
Learning Materials/ Resources, Audio Visual, Audio-Visual Aids and Teaching
and Reading Materials were being responded as having “Almost Always Used”
by the teachers.
Innovative Traditional Methods was evidently responded as “Always
Used” an effective method of teaching and it can help to the teacher to
enhance more his/her teaching skill.

86
Projected Learning Materials/Resources was responded as “Never Used” it is
not an effective method of teaching because it is said that the teacher is not
using this method anymore.
Non-Projected Learning Material/ Resources was responded as “Almost
Always Used” could be an effective method of teaching that used by the
teachers
Audio Visual, Audio-Visual Aids was responded as “Often Used” it is an
effective method of teaching to be used by the teachers.
Teaching and Reading Materials was responded as “Almost Always
Used” and it is an effective method of teaching used by the teachers.
Conclusion
Based on the findings, the following conclusions are hereby drawn:
1. It was affirmed that the respondents always used the Innovative
Traditional Methods for it is an effective method for teaching.
2. Evidently the respondents often used the Projected Learning Materials
in their teaching process for it is not an effective method to used.
3. It was revealed that the teachers of MCES & MES almost always
encountered Non-Projected learning materials/Resources their teaching
process for it is an effective method to use.
4. Innovative Teaching Method on Audio Visual, Audio-Visual Aids was
often used by the teachers for it could not be an effective method of
teaching to use.

87
5. Teaching and Reading Materials was almost always used by the
teachers for their teaching process.
6. Finding showed that the total output of the five variables fall under the
adjectival equivalent of “Almost Always Used”, the only difference lies
on the average weighted mean obtain per variables, as noted the first in
rank method of teaching used is the Non-Projected Learning
Materials/Resources, followed by Innovative Traditional Methods, next
is Teaching & Reading Materials, next is Audio Visual, Audio-Visual Aids
and the last is Projected Learning Materials.
7. There was sufficient evidence that the null hypothesis accepted were
the computed t-value is less than the tabular value, this meant the
responses between the MCES & MES teachers are alike or the same.

88
RECOMMENDATION
Based on the conclusions, the following recommendations are hereby
presentable:
1) Teachers should use teaching methods which is effective in
transmitting education to the learners.
2) Teachers should know different kinds of teaching methods enable to
become an effective teacher.
3) Teachers should use a teaching method that is applicable to all kind
of learners he/she have.
4) Teachers should be ready of all the circumstances that will happen
during her teaching process.
5) And most of all, Teacher should always be maintain his/her
effectiveness using innovative methods in teaching to continue his/her
good doings in transmitting knowledge to the learners.

89
BIBLIOGRAPHY
A. BOOKS
Corpuz, Brenda B., et. al., © Copyright 2012. Educational Technology I
G.G.S., Methods of Teaching
B. OTHER SOURCES SOURCES
What Are Learning Resources. © Copyright 2015. Retrieved from
http://publishers.org/our-markets/prek-12-learning/what-are-learning-
resources
Sandip Ratna, September 30, 2015, Retrieved from
https://www.linkedin.com/pulse/classification-teaching-learning-material-
according-21st-sandip-ratna-6054834644895948800
Damodarhan, (2012), Innovative Methods of Teaching,

Innovative Teaching Methods Used by the Teachers (Chapter 1 to 5) Part II

Innovative Teaching Methods Used by the Teachers (Chapter 1 to 5) Part II

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