CHAPTER I

THE PROBLEM AND ITS SETTING

This chapter included the background of the study, theoretical framework,

statement of the problem, conceptual paradigm, scope and limitation, conceptual

framework, significance of the study and the definition of terms used.

A. Background of the Study

Changes in educational system today give new roles for the subject teacher

whether his/her assignment is in English, Social Studies, Sciences or Mathematics.

With technological advances, new techniques and strategies, approaches and methods

should find their w into many school systems.

In the Philippines Education, the government actively seeks to expand access

and participation in education and tries to enhance the quality of education.

(Plaza,2018)

There are two distinguished methods that are utilized in the Philippine Education

System, the traditional "Chalk and Talk" teaching method and the modern or 21st

century "Technology-Dependent" method. From the year 2002 to 2011, Department of

Education (DepEd) implemented the basic Education information (BEC), that primarily

uses the traditional method of teaching. However, from 2012 up to present, DepEd

implemented the new K12 curriculum that encourage kindergarten to Grade - 12 to

integrate the Technology dependent or 21st Century method of teaching. (Duarte et

al.,2018)

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 K to 12(Kindergarten to Grade 12) Curriculum in the Philippines aims to provide

every Filipino child with the education s/he must contend in a global context. The goal of

the new curriculum is to provide Filipino students enough time to master skills and

ideas, so they are prepared for tertiary education when the time comes. (ICEF,2013)

Aside from that, it additionally emphasizes the importance of technology in student

learning, since the foremost of the lessons at school today needs the usage of the

internet and electronic gadgets for the students to be able to follow. (Duarte et. al,2018)

The course of education has modified significantly over the course of centuries.

From a one-room building to the multi-faceted buildings of today, education has gone

through several changes to teach children in the most effective method. (Simpson et.

al,2013)

The way of teaching in every student in the school are important to the student

nowadays. The way of teaching tends to change as the time passes by. A lot of

teachers are currently using the modern way of teaching than the traditional one but still

some of the teachers prefer to use the traditional one. Some teachers both use the two

learning methods because they believe that it is the best way for a student to learn

something. These two ways of teaching are both expected to increase every student’s

knowledge and capabilities in any way. (University of San Diego,2018)

There is a time that a student or teachers can’t understand the lessons in a

specific subject. All subjects of Junior High School are very hard in terms of concepts,

theories, formulas and more. Many teachers use the traditional Chalk and Board

method to deliver the lesson accurate and with focus like Chemistry and Mathematics,

because it contains formulas that needs more focus and deep comprehension to

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understand. While other teachers, uses the modern method of teaching or the

“Technology-Dependent” method, teachers uses TV, PowerPoint Presentations etc. for

students to visualize the lessons like MAPEH and ICT. But there is an instance that

other subjects needed the two methods of teaching to understand the lesson well, this is

the exact case in Bucal National High School.

Through this the researchers came up to the study to compare the effectiveness

of using Traditional “Chalk and Talk” method and Modern “Technology-Dependent”

method of teaching to special science curriculum (SSC).

However, classroom instruction is based on teachers’ experiences and what they

perceive to be the best way to deliver the curriculum for the academic success of their

students.

This study sought to compare the perceptions of teachers about Traditional

“Chalk and Talk” and Modern “Technology – Dependent” method of teaching in the

classroom. Furthermore, it also seeks to identify and recommend what appropriate

teaching method can be used by the teachers in teaching their specific subject of

Special Science Curriculum (SSC) of Bucal National High School (BNHS).

B. Statement of the Problem

Generally, this research study sought to compare the Traditional "Chalk and

Talk" and Modern "Technology-Dependent" Method of Teaching to Special Science

Curriculum (SSC) of Bucal National High School (BNHS). Besides, it also seeks to

compare the Grade 9 SSC teachers' perception about which teaching method is

appropriate in teaching on their specific subject to Special Science Curriculum (SSC) of

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Bucal National High School (BNHS), which will be used to improve the present methods

that teachers in the said school are using today.

Specifically, this research study sought to answer the following questions:

1. What teaching method is currently used by the Grade 9 SSC teachers

of Bucal National High School?

2. What teaching method can engage the involvement of the students in

the class?

3. What are the advantages and disadvantages of the two teaching

methods?

4. What teaching method is appropriate to use in the following subjects:

A. Araling Panlipunan (AP)

B. Information Communication Technology (ICT)

C. Filipino

D. English

E. Mathematics

F. Music, Arts, Physical Education and Health (MAPEH)

G. Science (Earth Science)

H. Science (Biology)

I. Science (Chemistry)

J. Science (Physics)

K. Research

L. Edukasyon sa Pagpapakatao (EsP)

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C. Significance of the Study

Teaching methods are significantly changes over time, just like in the Philippines.

Traditional Method of Teaching was primarily used during the Basic Education

Curriculum (BEC) then due to changes of Curriculum from BEC to K to 12 Curriculum

also the teaching methods have changed. K to 12 Curriculum encourage the educators

to use Technology in Teaching or in short adopting the Modern Way of Teaching.

However, there are instances that the educators do not satisfy on his/her

teaching using a certain method, and for the part of the students, they cannot

understand the lessons using a certain method.

Hence, this research study aims to compare the effectiveness of traditional

“Chalk and Talk” and modern “Technology-Dependent” teaching method of teaching to

Special Science Curriculum (SSC) of Bucal National High School (BNHS).

The result of this study will provide information regarding to the perceptions of

teachers of Bucal National High School about the two methods of teaching of different

subjects among the SSC. This will serve as basis in crafting framework and policies for

the adoption and implementation of appropriate method of teaching in the 21st century

education.

Furthermore, the results of this study will give insights and pertinent information

to the following sectors:

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 Department of Education (DepEd), they would also benefited to this because

they can implement the appropriate teaching method for specific subject of Junior High

School (JHS). Through this, the educational system of the Philippines will be good to

every Filipino, because they will cope up to the world knowledge and trends.

Administrators, the officials/staffs of Bucal National High School will find out the

appropriate teaching method on the specific subject of Junior High School (JHS).

Therefore, the administrators may adapt it so that there will be good performance of the

students at the said school. Furthermore, administrators may adapt it to the subjects for

better results of performance of the students on other specific subjects.

Teachers, they will fulfill their desire to teach the students without

misunderstanding and it also help them to avoid failing grades of their students, and for

them to teach with ease and comfort.

Students, they will understand the lessons without confusion about concepts,

formulas, theories etc. through this they will get a better grade.

Future Researchers, they will also be benefited to this, because this research

study will be useful to them to conceptualized other and more ideas to conduct another

study regarding the Educational System in the Philippines.

D. Scope and Limitations

The study entitled “Comparative Analysis on the Effectiveness of “Chalk and

Talk” Method and “Technology-Dependent” Method of Teaching to Special Science

Curriculum (SSC) of Bucal National High School (BNHS) aims to compare the “chalk

and talk” method and “technology-dependent” method of Teaching among the Special

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Science Curriculum (SSC) of Bucal National High School (BNHS) . It will be conducted

during the Second Semester of S.Y. 2018 – 2019.

This study was focused on Teachers’ Perceptions regarding to the methods of

teaching on different subject of Junior High School (JHS), which are the traditional

‘Chalk and Talk’ and modern ‘Technology – Dependent’. Therefore, there are no

observations of teachers in actual practice, instead the researchers were interviewed

the respondents. Additionally, the data gathered by the researchers were come from the

said school, however the results of this study were generalized outside the school.

E. Theoretical Framework

The focus of the research questions of this study concern to investigate the

difference between the traditional "Chalk and Talk" and modern "Technology-

Dependent" method of teaching to Special Science Curriculum (SSC) of Bucal National

High School (BNHS) . It will provide a common understanding for the text by

summarizing the relevant knowledge, which this study builds on.

Beyond the Chalk and Talk Method of Teaching, according to the Herbartianism

Theory (1976) by Johann Friedrich Herbart. This theory suggested that observation as a

mental process that combines new ideas with the ideas that are already in a person’s

mind. Knowledge and learning, according to Herbart, are not something that comes

naturally. It is an understanding developed by associating a new observation with

previous knowledge or experiences. To facilitate observation, experiences must be

organized systematically and orderly inside one’s mind. Therefore, in general as long as

one’s soul activities are functioning naturally, the learning activities would always be

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self- initiated and motivated. Learning through Chalk and Talk method would not only

ensure that knowledge is gained accurately and excessively, the retention would also

be permanent. The knowledge gained is not rigid, but flexible and adaptable to daily

lives.

However, according to John Dewey’s Theory of Constructivism. The theory

suggested that learners build meaning and knowledge through joining to groups,

collaborating, and engaging with these groups. He/she will construct knowledge based

on their experiences, thoughts, and beliefs. Constructivism theory has a great impact for

both the learner and the instructor. In fact, the impact will be much more especially if

this theory integrates with technology. Also, the technologies get the benefit from using

constructivism theory as approach in order to integrate technology in education. The

technology will become more advantageous. Learners will become very active and

more responsible about what they learn. Even more, this theory supports higher skills

and complex and collaborative problem solving in learner mind. Constructivism theory

impacts the teachers as well from change their way on teaching style from transmitters

of knowledge to guiders in the learning process.

Through the help of these studies, the researchers come up to study the

difference of the two methods on teaching. The researchers will assess the teachers’

perception regarding to the methods of teaching. To be specific, the researchers will

seek to find the appropriate method of teaching to be used to the SSC in Bucal National

High School.

F. Conceptual Framework

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 This study was focused on the comparing the effectiveness of two methods of

teaching that were prominent in the Philippines, namely the ‘Chalk and Talk’ method

Input PROCESS Output

Research Problem Formation of Analyzed
Related Literatures Research Perceptions of the
Perceptions of Questions Grade 9 SSC
Grade 9 SSC Writing the teachers about the
teachers about the Research teaching method
Teaching Method Questionnaire for used in the
used in the Interview classroom
classroom Approval Letter
from the Principal
Gathering of Data
through interview of
the respondents
Data Analysis
Research Writing
and ‘Technology-Dependent’ method. To be specific the researchers will be focus on

differentiating the two method of teaching to the Special Science Curriculum (SSC) of

Bucal National High School (BNHS.)

The research paradigm below shows the Input-Process-Output (IPO) model of

the study.

Figure 1: The Input-Process-Output (IPO) model of the Study

G. Conceptual Paradigm

The study entitled “Comparative Analysis on the Effectiveness of ‘Chalk and Talk’

Method and ‘Technology-Dependent’ Method of Teaching to Special Science

Curriculum (SSC) of Bucal National High School” will be focus on the perceptions of the

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teachers of Special Science Curriculum regarding the methods of teaching that was

used in the said school.

Based on the conceptual framework of this study, it illustrates the IPO model of

the study. Through this, it showed the flow of this research. In input, due to the

research problem, related literatures, and the perceptions of Grade 9 SSC Teachers,

the researchers were able to formulate their research questions that are necessary to

conduct this study. In the process, the researchers will be gathered the data given by

the respondents of this study, and the researchers will analyze the data that will be

gathered, it will give the information that will made the research possible. As a result,

the researchers will be able to perceive the perceptions of the Grade 9 SSC Teachers

of Bucal National High School (BNHS) about the Traditional “Chalk and Talk” and

Modern “Technology-Dependent” Teaching Methods that are used to their subjects in

classrooms today. Furthermore, through the perceptions of the Grade 9 SSC Teachers

regarding to the methods of teaching, the researchers will give their analyzation of the

perceptions of the Grade 9 Teachers regarding to the appropriate teaching method that

can be used on the specific subject of Grade 9 Special Science Curriculum (SSC) of

Bucal National High School (BNHS).

H. Definition of Terms

Basic Education Curriculum (BEC) – the Philippine Education System during 2002 –

2011, it uses the Traditional Method of Teaching.

Chalk and Talk – the method of teaching that called Traditional.

Critical Thinking – the way of a student of analyzing and evaluating a certain problem.

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Differentiate – the way of identifying the similarities and differences between two

methods/concepts/ideas.

Disruptions – the disturbance that interrupt the normal progress.

Education – the study that deals with the way of teaching of a teacher.

Educators – a person who teach or gives information to students using a certain

teaching method/s.

Effectiveness – the producing of a result that is wanted or successful.

Fundamental – the relation to the most important part/s.

Implement – the object/methods/rules to be used/follow.

K-12 Curriculum - the present Education System in the Philippines, it uses the

integration of Technology on teaching method.

Knowledge – the information that the students gained.

Lifelong Skills – the ability of an student during his/her life.

Pedagogical – the relation to teachers or education.

Perceive – the state of being aware of something.

Plethora – the excessive or greater than what is necessary.

Problem – Solving – the process of finding solution.

Special Science Curriculum (SSC) – the sections in the Bucal National High School

who follow the Science Curriculum of DepEd, hence this curriculum is for advanced and

scientifically inclined students.

Skills – the state of being expertise to something; ability of a student.

Student – the one who is being learned; the one who is being taught by the teacher.

Teaching Method - the ways of teaching by a teacher.

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Technology – the use of machines, software, and applications.

Technology-dependent- it is the modern way of teaching and it uses gadgets like

laptops, computers, cellphones etc. because of the PowerPoint presentations videos

and many more.

Technological – Literacy - the state of a student to be able to read and write using the

technology.

Utilization – an option that makes something effective.

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