STRUCTURAL DOMAIN OF LEARNING AND TEACHING STRATEGIES IN THE ACADEMIC PERFORMANCE OF STUDENTS

Authors

  • Leovigildo Lito D. Mallillin PhD, Consultant and Research Specialist, Quezon City, Philippines
  • Johdel C. Cabaluna RN, DrPH, Assistant Professor, Adamson University, Manila, Philippines
  • Regilito D. Laurel PhD, Faculty of Education, English Department, University of Benghazi, Libya
  • Pilipinas America C. Arroyo Lecturer, University of Tripoli, Tripoli, Libya
  • Teodoro M. Señoron Jr Lecturer, University of Tripoli, Tripoli, Libya
  • Jocelyn B. Mallillin LPT, Master Teacher 1, San Bartolome High School, Quezon City, Philippines

DOI:

https://doi.org/10.46827/ejes.v8i9.3902

Keywords:

structural domain of learning, teaching strategies, academic performance, cognitive domain of learning, affective domain of learning, and psychomotor domain of learning

Abstract

The study aims to describe the profile of the respondents in terms of age, gender, educational attainment, and number of years in teaching and to understand the structural domain of learning among the students in their academic performance in the area of cognitive domain of learning, affective domain of learning, and psychomotor domain of learning to include the approach on the teaching strategies of the students in their school achievement along the area of analysis and comprehension level, attitude towards the lesson, and academic performance. The quantitative research design is utilized in the study because it attempts to quantify and collect the statistical analysis on the various measures set in the research questions in the study. The purposive sampling technique is utilized in the study. This type of sampling is non-probability which is very effective in the domain of learning and expert knowledge on the needs of the study. The study comprised thirty (30) respondents only. Results show that structural cognitive domain of learning reveals the ability to construct meaning from their lesson as to function and activities in their module, structural affective domain of learning reveals that students have the active attention and proper motivation to learn, willingness to respond, and feeling of satisfaction, and students have the attitude of worth, beliefs, acceptance, preference, and commitment to values, and structural psychomotor domain of learning reveals that students can express their learning through gestures, posture, facial expression, and/or creative movement. On the other hand, approach to teaching strategies as to comprehension and analysis levels shows innovation, creativity, competition, and have the ability to present concepts in their outline lesson, approach to teaching strategies as to the attitude of students toward the lesson shows that students display strict compliance toward their lessons and activities, and approach to teaching strategies as to academic performance shows that students focus on their lessons and provides output in the learning process, and students pay close attention to the direction in their lesson set up by. Findings of the study show that there is no significant agreement between the structural domain of learning among the students in their academic performance and the approach on the teaching strategies of the students in their school achievement among the respondents.

 

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Author Biographies

  • Leovigildo Lito D. Mallillin, PhD, Consultant and Research Specialist, Quezon City, Philippines
    Dr. Leovigildo Lito D. Mallillin is a Consultant and Research Specialist. He is a Doctor of Philosophy in Development Education, Master of Arts in Administration and Supervision, and Bachelor of Secondary Education, major in English. An International English Lecturer in Al-Fateh University, North Africa and Gulf College at Sultanate of Oman. Published several research articles in the different international journals.
  • Johdel C. Cabaluna, RN, DrPH, Assistant Professor, Adamson University, Manila, Philippines
    Johdel C. Cabaluna is a Registered Nurse and a Licensed Professional Teacher. He is an Assistant Professor at Adamson University, Manila Philippines. He is also a reviewer and lecturer in various review centers in the Philippines.
  • Regilito D. Laurel, PhD, Faculty of Education, English Department, University of Benghazi, Libya
    Dr. Regilito D. Laurel is an Assistan Professor at Faculty of Education, English Department University of Benghazi,  Libya. His research interests include continuing professional development curriculum innovation, TESOL, ELT, Teaching Methodology, and Action Research  on Education & ELT.
  • Pilipinas America C. Arroyo, Lecturer, University of Tripoli, Tripoli, Libya
    Ms. Pilipinas America Arroyo is an English Language Lecturer at the University of Tripoli, Libya and taught English to Libyan English major and medical students for eleven years. She earns her Master of English as a Second Language at the University of Philippines.
  • Teodoro M. Señoron Jr, Lecturer, University of Tripoli, Tripoli, Libya
    Mr. Teodoro M. Señoron Jr. is an English Lecturer at University of Tripoli. He earned his Master of Arts in English at the University of the Philippines.
  • Jocelyn B. Mallillin, LPT, Master Teacher 1, San Bartolome High School, Quezon City, Philippines
    Ms. Jocelyn B. Mallillin is a Master Teacher 1 and Licensed Professional Teacher. She is presently connected at San Bartolome High School in Quezon City, Philippines.

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Published

2021-08-24

Issue

Vol. 8 No. 9 (2021)

Section

Articles

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