Dynamics of Teaching English, Science and Mathematics in the Tertiary Level.

Abstract

Science and Humanities (CSSH) as the respondents. The variables considered were sex, age, number of years in teaching in the university, highest educational attainment, and number of trainings and/or seminars attended within the last two years, and subject taught. The aspects were the general interaction pattern, teaching style, classroom interaction strategies, and mode of questioning. In the data-gathering process, pre-test and post-test in the three subject areas were administered, the actual classroom interactions were video recorded, and with the aid of a questionnaire-checklist, the gathered data were analyzed. To statistically treat the data, these tools were used: to determine the extent of application of strategies in the classroom commonly employed by the respondents with respect to general interaction pattern, Frequency, Percentage, and Rank were used; with respect to teaching styles, classroom interaction strategies, and mode of questioning, Mean was used. To determine the level of the performance of the students in English, Science, and Mathematics after utilizing the classroom interaction patterns, Mean and Standard Deviation were utilized. To determine the significant difference on the level of performance of the students in English, Science, and Mathematics after utilizing the interaction patterns, t-test was applied; and for the significant difference in the general pattern of interaction in the observed English, Science, and Mathematics classes, F-test (one-way Analysis of Variance) was applied. The findings of the study revealed with respect to general interaction pattern, in the top ranks were lecture (explanation), plain English, recall/recognition questions, response from female students, positive acknowledgment of female students, and social interaction among female students. As to the extent of the application of strategies in the classroom interaction commonly employed by the respondents with respect to teaching style, classroom interaction strategies and mode of questioning, the assertive and facilitative teaching styles attained the verbal interpretation of -always‖. Suggestive and collaborativeCorresponding Author:-Jocelyn L. Gagalang. Address:-Dean, College of Social Sciences, University of Rizal System Pililla, Rizal, Philippines. ISSN: 2320-5407Int. J. Adv. Res. 5(12), 275-315 276 teaching styles were both verbally interpreted as -often‖. The methodologies obtained the verbal interpretation of -sometimes‖ and the maximum participation strategies with -always‖. The mode of questioning also obtained a verbal interpretation of -always‖. After utilizing the classroom interaction patterns, the level of performance of the students in English, Science, and Mathematics was found average. Moreover, there was no significant difference on the level of performance of the students in English subject while there were in Science and Mathematics. Based on the analyses and interpretation, it was concluded that lecture in the form of writing and talking as well as giving directives can help the stud...