Chapter 2

Review of Related Literature and Studies

This chapter contains the related literature and the studies that come from different

sources like websites, books, articles, other studies and more. This may boost the prior

knowledge of the researcher about the study “Relevance of Teaching Strategies in Relation

with the Submission of Subject Performance Task among the Junior High School Students

(JHS) of Bethany Christian School (BCS) S.Y 2019-2020”.

Related Literature

Foreign

According to Jennifer Gonzalez (2016), traditional grade books provide a very lim -

ited picture of a student’s progress, and students have no ownership of tracking their

growth. The Solution: Have students keep a record of their own progress in a “transparent”

space—a Google doc, for example—where the student, teacher, and parents can view it any

time. The information they record will vary depending on student age and subject area, but

the document will become more valuable if you require students to go beyond numbers:

Record each assignment, the feedback they got on it, the standard(s) being measured, and

what goals they set in response to the feedback. Omotere Adunola (2011), says that many

methods of teaching exist in education. All the strategies are meant to make teachers suc-

ceed in their bid to disseminate knowledge. However, little are considered on some factors

that are necessary before selecting the appropriate method. Also the methods used in

teaching the young ones are not effective for their teaching and learning and this negate
their academic performance. According to Ganyaupfu Elvis Munyaradzi (2013), this teach-

ing method applies the strategies used by both teacher-centered and student-centered

approaches. The subject information produced by the learners is remembered better than

the same information presented to the learners by the lecturer.

Meanwhile, Tracy N. Hoge (2007), says that the quality of student-teacher relation-

ships plays an important role in a child’s educational experiences. Empirically, students

who possess positive relationships with their teachers have an increased likelihood of posi-

tive school attitudes as well as positive school “outcomes” such as higher grades. Children

with conflicted student-teacher relationships are at increased risk for academic problems

such as poor grades and repeating a grade. It is therefore important to consider not only

what the child brings into the classroom, but also what kind of relationship evolves in order

to minimize factors contributing to lower student-teacher quality. While according to High

Tower et al. (2011), to facilitate the process of knowledge transmission, teachers should

apply appropriate teaching methods that best suit specific objectives and level exit out-

comes. In the traditional epoch, many teaching practitioners widely applied teacher-cen-

tered methods to impart knowledge to learners comparative to student-centered methods.

Until today, questions about the effectiveness of teaching methods on student learning

have consistently raised considerable interest in the thematic field of educational research.

Moreover, research on teaching and learning constantly endeavor to examine the extent to

which different teaching methods enhance growth in student learning.

As stated by Raquel Magsino (2017), Performance-based learning and assessment

represent a set of strategies for the acquisition and application of knowledge, skills,

and work habits through the performance of tasks that are meaningful and engaging

to students. With these facts, performance task weighs in the teaching and learning

process that could develop a child holistically. she added that performance task pro-

vide students’ need to work more independently and to encourage them to pay atten-

tion to the quality of their work. This also enable the teacher to efficiently provide

students with information on the strengths and weaknesses of students’ works.

Teachers view assessment as a comparison of student’s performance from a given

criteria. According to Asia Pacific Journal of Multidisciplinary Research (2015), teachers

should be encouraged to explore and view other effective teaching strategies and find more

ways to entice other students challenge themselves to create their own strategies to use in

the field and to become more global in perspective. The use computer technology can be an

effective teaching strategy, especially when students are given information specific to their

own situation rather than general information.

Amado C. Ramos (2015), stated that another responsibility of the teacher is his role in

improving meaningful instruction and learning. He should see what goes on in the class-

room so he could find how students can learn effectively. Towards the improvement of stu-

dent’s performance, he has to take part in assisting students to make plan about the choice

of methods, materials and evaluation procedures. Moreover, he has to relate himself well

with students to communicate with them about favorable learning goals. Jones & Tanner,

(2008) also stated, that classroom assessment plays an essential role in the teaching and
learning process. It provides teachers with information that is important to make decisions

regarding students’ progress. Student, on the other hand, perceive assessment as a

room for improvement and an avenue for further learning. Once assessment is done,

feedback on performance should be provided to identify strengths and weaknesses

thus, monitoring student’s learning (Rufina Rosarosa, (2015 )).

Related Studies

Foreign

Performance tasks, presentations, products, investigations , projects, and original

creations are important ways in which students demonstrate their abilities to make

connections and to apply their skills and understandings. These assessment’s may

take several days or even weeks to complete. They are often referred to as ‘‘authen -

tic assessments’’ because they mirror expectations that students will encounter as

adults. Sometimes classified as complex applications and other times separated into

different assessment categories, these assessments share the similar aspect of stu-

dents making connections and integrating their learning. ( Assessment, Articulation,

and Accountability, 1999 ). Based on the study of Tracy Shiel (unknown), entitled “

Designing and using performance Task : Enhancing student learning and assessment

“ she stated that a step-by-step guide to developing and implementing performance

tasks in the classroom as a means to teach, monitor and extend student learning (2)

Fosters the application of learning intentions and success criteria generated from the

new state standards and provides feedback to teachers to make instructional deci-

sions based on student performance of the learning tasks.

assessment is to evaluate the actual process of doing an object of learning. Students are ex-

pected to be able to apply knowledge learnt in class to solve problems in the task. Apart

from that, students may need to use their thinking skill in order to complete the task.

Teachers as evaluators will be able to judge the quality of their students’ abilities, witness

their students’ progress and facilitate them to a higher level of conceptual and procedural

knowledge (Slater, n.d.) during which the task is conducted. Melanie Forstall (2019) says

that, The process of education is a cycle between teacher and student that is continually moving. The ed -

ucation process focuses on planning, delivery and assessment, and both teacher and student are continu -

ally assessing whether or not the content and delivery was successful.

Local

Ariel San Jose (2015) estated that using Focus Group Discussion (FGD) among the stu-

dents and teachers and document analysis, the researchers found that teachers used varieties of

teaching strategies but reporting emerged to be common. Moreover, lecture -discussion was

found to be the most effective strategy in the teaching of literature. It also revealed that teaching

strategies were used to address the different learning skills of the students. Lastly, students were

satisfied on the performance and strategies used by the teachers. It was recommended that inno-

vations of the existing effective teaching strategies must be developed to achieve desired learn-

ing outcomes. Dr. Annabelle A. Gordonas says that, lecture method is the most prominent used

teaching strategy among the eleven (11) listed teaching strategies. Meanwhile, from among the

list of teaching strategies, the least used is the reinforcement of tape recordings. As to Indirect In-

struction, discovery method ranks number 1 and the most used teaching strategy among teachers

teaching literature subjects. According to Tonee Marie Gabriel, a learner-centered teacher makes
time to collaborate with others and problem solve as challenges evolve. This teacher spends his

or her day researching new ideas and learning key concepts that students must acquire to gain

competence. Evaluation is on-going and done mostly in the context of students' learning. A cur-

riculum-centered teacher  works mostly by himself or herself when he or she is teaching or de-

veloping lessons. When teachers do collaborate in team meetings, all involved agree to teach the

same lessons.

Conclusion

This study is about the “Relevance of Teaching Strategies in Relation with the Submis-

sion of Subject Performance Task among the Junior High School Students (JHS) of Bethany

Christian School (BCS) S.Y 2019-2020”.

Operational Definition of Terms

Conceptual Paradigm