Chapter V

Summary, Conclusions, and Recommendation

Chapter 5 is consisting of three parts, (1) Summary of

the problems, Methods and Findings; (2) Conclusions; and (3)

Recommendations.

Part One, Summary of the problems, Methods and

Findings, gives the summary, method used, and findings of

the study.

Part Two, Conclusions, presents the generalizations

obtained from the results and findings of the study.

Part Three, Recommendation, presents possible areas for

future investigation and applications of findings to target

group.

Summary of the Problem, Methods, and Findings

This survey- correlational research was conducted to

determine the teaching pedagogical content knowledge,

teaching strategies towards the academic performance

of the STE students of Mambusao National High for the

S.Y. 2023-2024.
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Specifically, this study sought to answer the

following questions:

1. What is the level of teaching pedagogical content

knowledge of STE teachers?

2. What is the level of teaching strategies employed by

the STE teachers?

3. What is the level of the top five (5) teaching

strategies employed by the STE teachers?

4. What is the level of academic performance of STE

students?

5. Is there a significant difference among teaching

pedagogical content knowledge, teaching strategies

and academic performance of STE students?

6. Is there a significant relationship among teaching

pedagogical content knowledge, the top 5 teaching

strategies and academic performance of STE students?

7. Is there a significant relationship among teaching

pedagogical content knowledge, teaching strategies

and academic performance of STE students?

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The participants were the 100 STE Students taken from

the total population of 156. The 40-item questionnaire

was administered to measure the teaching pedagogical

content knowledge, teaching strategies, and academic

performance of STE students. Academic performance was

measured by getting their 1st and 2nd quarter average

for the school year 2023-2024. The statistical tools

that were used in data analyses are frequency count,

percentage, mean, standard deviation, analysis of

variance (AnoVa), and Pearson r. All inferential tests

were set at 0.05 alpha level of significant.

The major findings of the investigation are the

following:

1. The level of teaching pedagogical content knowledge of

STE teachers is in “Very High” level.

2. The of teaching strategies employed by the STE teachers

is in “Very High” level.

3. The level of the top five (5) teaching strategies

employed by the STE teachers is in “Very High” level.

4. The level of academic performance of STE (Science,

Technology, and Engineering) students is “Outstanding”.

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5. There is no significant difference in the teaching

pedagogical content knowledge, teaching strategies and

academic performance of STE students.

6. There is no significant relationship in the teaching

pedagogical knowledge, the top 5 teaching strategies

and academic performance of STE students.

7. There is no significant relationship between teaching

pedagogical content knowledge, teaching strategies, and

academic performance of the STE students.

Conclusion

In the light of the aforementioned findings of the

study, the following conclusions are drawn:

1. The overall level of teaching pedagogical content

knowledge of STE Teachers was very high. This concludes

that science, technology, and engineering (STE)

teachers possess a strong understanding and proficiency

in the methods and strategies for effectively teaching

their subject matter. This indicates that they are

well-equipped to convey complex concepts to their

students in a clear and understandable manner,

ultimately facilitating effective learning experiences

in STE subjects.
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2. The level of the teaching strategies employed by the

STE teachers for the STE students was very high. This

concludes that the teaching methods are suited to the

specific needs and complexities of STE subjects,

potentially leading to increased interest, motivation,

and learning outcomes among students. Furthermore, it

also concludes that the teachers are proficient in

translating complex concepts into more understandable

and engaging formats, which could contribute to long-

term retention and application of knowledge.

3. The level of the top 5 teaching strategies was very

high. If the level of the top 5 teaching strategies,

including cooperative learning, differentiated

instruction, regular review and revision, creative

engagement, feedback, and reflection, was very high,

several positive conclusions can be drawn. Firstly, a

high level of cooperative learning indicates that

students are actively engaged in group work, fostering

collaboration and peer-to-peer learning. This can lead

to enhanced understanding of concepts through

discussions and shared problem-solving. Secondly,

differentiated instruction suggests that teachers are

catering to individual student needs, ensuring that

each student receives tailored instruction to support

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their learning style and pace. This personalized

approach can significantly improve student outcomes and

overall engagement in the classroom.

Moreover, a strong emphasis on regular review and

revision implies that students are consistently

revisiting and reinforcing their learning, which is

crucial for long-term retention and mastery of

content. Creative engagement signifies that teachers

are incorporating innovative and stimulating

activities into their lessons, making learning more

enjoyable and effective. This can boost student

motivation and creativity while enhancing critical

thinking skills.

Lastly, a focus on feedback and reflection indicates

that students are receiving constructive feedback on

their work, allowing them to understand their

strengths and areas for improvement. Encouraging

reflection helps students develop metacognitive skills

and promotes continuous growth and learning. In

conclusion, a high level of implementation of these

top teaching strategies can lead to a dynamic and

effective learning environment where students are

actively engaged, supported in their individual

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learning needs, and encouraged to think critically and

creatively, ultimately fostering a culture of

continuous improvement and success in education.

4. The level of academic performance of STE (Science,

Technology) students are performing exceptionally well

in their academic pursuits. If the academic performance

of students specializing in science, technology, and

engineering (STE) is consistently high, several

conclusions can be drawn. Firstly, it suggests that the

curriculum and teaching methods within the STE program

are effective in imparting knowledge and fostering

academic growth among students. Additionally, it

indicates that the students are likely highly motivated

and engaged in their studies, as achieving high

academic performance in technical fields often requires

dedication and effort. Moreover, a consistently high

academic performance among STE students may reflect

positively on the quality of the faculty and resources

available within the educational institution, as well

as the support systems in place for students.

Furthermore, it could suggest that the STE program

adequately prepares students for future endeavors,

whether it be further education or entering the

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workforce in relevant fields. Overall, high academic

performance among STE students is indicative of a

successful educational program that equips students

with the skills and knowledge needed for success in

their chosen disciplines.

5. If there are no significant differences observed in

teaching pedagogical content knowledge, teaching

strategies employed by the teacher, and the academic

performance of students specializing in science,

technology, and engineering (STE), several conclusions

can be drawn. Firstly, it suggests that the educational

institution is maintaining a consistent standard of

teaching quality across STE subjects, ensuring that all

students have access to similar resources and

instructional methods. This uniformity may indicate a

well-developed curriculum and teaching framework

tailored to the needs of STE students. Additionally, it

implies that variations in teaching styles or content

delivery methods do not significantly impact academic

outcomes within the STE program, highlighting the

resilience and adaptability of the students to

different instructional approaches. Moreover, it

underscores the importance of other factors, such as

student engagement, motivation, and individual study

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habits, in influencing academic performance alongside

teaching methods. Overall, the absence of significant

differences in these areas suggests a cohesive and

effective educational environment focused on fostering

academic success among STE students.

6. If there is no significant relationship found between

teaching pedagogical content knowledge and the top five

teaching strategies employed by the teacher, including

cooperative learning, differentiated instruction,

regular review and revision, creative engagement, and

feedback and reflection, and the academic performance

of students specializing in science, technology, and

engineering (STE), several conclusions arise. It

concludes that students' engagement, different learning

methods, and ability to apply acquired knowledge may

exert a greater influence on their academic performance

than the instructional techniques utilized by teachers.

Essentially, regardless of the quality of teaching, if

students lack motivation or fail to actively

participate in the learning process, the impact of

teaching strategies on their academic outcomes may be

constrained. This finding underscores the complexity of

the learning process and the multitude of factors that

contribute to academic success beyond just

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instructional methods. Additionally, it highlights the

need for further investigation into other variables

that may influence STE student performance, such as

individual learning styles, prior knowledge, and

external factors like motivation and socio-economic

background. Furthermore, it emphasizes the importance

of continually reassessing and refining teaching

practices to meet the evolving needs of STE students,

rather than relying solely on established strategies.

Overall, the lack of a significant relationship between

teaching approaches and academic outcomes in this

context suggests a need for a nuanced understanding of

teaching and learning dynamics within the STE

disciplines. Teachers should explore additional

influential factors affecting student achievement in

these subjects. While these strategies are effective in

educational settings, their direct impact on STE

academic outcomes appears limited. This emphasize for

innovative pedagogical approaches indicates

specifically to the STE. Teachers must widen their view

beyond teaching tactics to consider factors which can

significantly impact success in STE subjects.

7. If there is no significant relationship found among

teaching pedagogical content knowledge, teaching

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strategies employed by the STE (Science, Technology,

and Engineering) teachers, and the academic performance

of STE students, it suggests that factors other than

teaching pedagogical content knowledge and employed

teaching strategies may be contributing more

significantly to the students' exceptional academic

achievement. Despite STE teachers possessing very high

levels of pedagogical content knowledge and employing

effective teaching strategies, the academic performance

of STE students remains consistently outstanding. This

could imply that students' inherent abilities,

motivation, home environment, or other external factors

may be playing a more significant role in their

academic success than the specific teaching approaches

employed by their teachers. Additionally, it might

suggest that the current teaching pedagogical content

knowledge and strategies employed by the teachers are

not influencing the academic performance of the

students in a statistically significant manner. While

these elements are undoubtedly important in effective

teaching, their influence on student outcomes may not

be as direct or as significant as previously assumed.

Recommendations
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Based on the findings and conclusions, the following

recommendations are hereby forwarded;

1. Since the results showed that the level of teaching

pedagogical content knowledge of STE teachers is in

“Very High”, teachers may continue to maintain and

improve their ability and dedication to professional

development and sharing best practices which can

further enhance teaching effectiveness and student

learning outcomes.

Teachers may continue to maintain and enhance

their commitment to professional development. By

continuing to share best practices and further honing

their skills, educators can bolster teaching

effectiveness and ultimately improve student learning

outcomes

Students should take advantage of the expertise

and dedication of your STE teachers by actively

engaging in class, asking questions, and seeking

clarification when needed. Recognize the value of

their knowledge and expertise in helping you succeed

academically and prepare for future endeavors in STEM-

related fields
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To School Administrators should support and

encourage a culture of continuous learning and

professional growth among STE teachers by providing

resources and opportunities for professional

development. Recognize and celebrate their

achievements and contributions to the educational

community, fostering a positive and supportive work

environment conducive to excellence in teaching and

learning.

Future researchers should explore how maintaining

and enhancing teaching pedagogical content knowledge

among STE teachers impacts long-term student learning

outcomes and success in STEM-related fields.

Additionally, research could investigate effective

strategies for school administrators to support and

promote continuous professional development among STE

teachers.

2. The teaching strategies employed by the STE

teachers is in “Very High” level. Teachers should

continue utilizing different and engaging teaching

methods to cater to various learning styles and foster

an active learning environment.

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Teachers may continue to prioritize engaging and

effective teaching strategies, ensuring they are

tailored to the diverse learning needs of students.

Embrace ongoing professional development opportunities

to further enhance teaching skills and stay updated

with innovative instructional methods in STE fields.

Students must stay actively engaged in their

learning process and take advantage of the stimulating

teaching methods employed by your teachers. Actively

participate in class discussions, experiments, and

hands-on activities to deepen understanding and foster

curiosity in science, technology, and engineering

subjects.

School Administrators can support and encourage a

culture of continuous improvement in teaching

practices by providing resources for professional

development and fostering collaboration among

teachers. Recognize and celebrate exemplary teaching

strategies that enhance student learning outcomes in

STE subjects, while also providing constructive

feedback for areas of improvement.

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Future researchers could explore the impact of

specific teaching strategies on student engagement and

learning outcomes in STE subjects. Additionally, they

could investigate the effectiveness of different

professional development programs for STE teachers and

the role of school administrators in promoting

innovative teaching practices.

3. Since the level of the top five (5) teaching

strategies employed by the STE teachers is in “Very

High” level, it is recommended that teachers should

strive for ongoing professional development to stay

updated with the latest advancements in teaching

methodologies, ensuring they maintain their high

standard of instruction.

Teachers should continue to incorporate the

identified top five teaching strategies into their

instructional practices with consistency and

intentionality. They should actively seek out

professional development opportunities to refine their

skills and explore innovative ways to implement these

strategies in diverse learning contexts. Collaboration

with colleagues to share insights and experiences can

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enrich teaching practices and enhance student

outcomes.

Students should be encouraged to actively engage

with the instructional methods employed by their

teachers, recognizing the value they bring to their

learning experiences. Emphasizing the relevance of

these strategies in fostering critical thinking,

problem-solving, and collaboration skills can motivate

students to participate more fully in classroom

activities. Providing opportunities for student

feedback and reflection on the effectiveness of these

strategies can empower them to take ownership of their

learning journey.

School administrators play a crucial role in

supporting and sustaining the implementation of

effective teaching strategies. They should prioritize

the allocation of resources and professional

development opportunities to enable teachers to

continue refining their instructional practices.

Additionally, administrators should foster a culture

of collaboration and innovation within the school

community, where teachers feel supported in

experimenting with new approaches and sharing

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successes. Monitoring and evaluation mechanisms should

be established to assess the impact of these

strategies on student learning outcomes and inform

future decision-making.

Future researchers could explore the long-term

effects of implementing these teaching strategies on

student academic achievement and engagement.

Additionally, investigating the role of technology in

enhancing the effectiveness of these strategies and

exploring culturally responsive teaching practices

could provide valuable insights for improving STE

education.

4. The level of academic performance of STE (Science,

Technology, and Engineering) students is

“Outstanding”. It is crucial that students should

continue prioritizing studies, staying organized, and

seeking support when needed. Keep engaging actively in

classes, participating in discussions, and seeking

opportunities for hands-on learning.

Teachers should encourage hands-on learning

experiences, incorporate real-world applications into

lessons, and provide ample opportunities for

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experimentation and exploration within the STE

subjects to further enhance students' understanding

and interest.

Students may actively engage in STE subjects, seek

out additional resources or extracurricular activities

related to their field of interest, collaborate with

peers on projects, and seek guidance from teachers

when faced with challenges.

School Administrators should allocate resources

for advanced STE curriculum development, promote

collaboration between STE departments and industries,

and establish mentorship programs to connect students

with professionals in STE fields for guidance and

inspiration.

Future researchers could explore the long-term

impacts of hands-on learning experiences on STE

students' academic performance and career outcomes.

Investigating the effectiveness of mentorship programs

and collaborative projects in nurturing students'

interest and proficiency in STE fields could provide

valuable insights for educators and policymakers.

Understanding how various teaching strategies and

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support systems influence students' trajectories in

STE education can inform the development of more

effective educational practices.

5. There is no significant difference among the

teaching pedagogical content knowledge, teaching

strategies, and academic performance of STE (Science,

Technology, and Engineering) students. Therefore,

teachers are advised to prioritize individualized

attention to cater to varying learning styles and

abilities within the classroom. Additionally,

developing encouraging collaborative learning

opportunities and promoting active participation can

further support student comprehension and retention of

complex concepts.

Teachers are recommended to diversify teaching

methods, incorporate real-world applications, and

provide individualized support to cater to different

learning styles and abilities. They should focus on

incorporating more interactive and hands-on activities

in their lessons to enhance student engagement and

comprehension. Additionally, they should strive to

provide personalized support to students who may

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require extra assistance in understanding complex

concepts.

Students are encouraged to actively engage in the

learning process, seek clarification when needed,

collaborate with peers, and take advantage of

resources available both inside and outside the

classroom. They should actively participate in class

discussions and seek clarification from their teachers

whenever necessary. They should also take advantage of

additional resources such as tutoring services or

study groups to reinforce their understanding of

course material.

School administrators should focus on providing

professional development opportunities for teachers to

enhance their pedagogical skills, allocate resources

for innovative teaching tools and technologies, and

create a supportive learning environment that fosters

academic growth and success for all students.

Administrators should invest in professional

development opportunities for teachers to enhance

their teaching skills and stay updated on the latest

educational trends. Furthermore, they should allocate

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resources to support the implementation of innovative

teaching methods and technologies in the classroom.

Future researchers should explore the long-term

effects of different teaching methods on student

learning outcomes and academic performance.

Additionally, research into the effectiveness of

various support systems for students with different

learning styles and abilities would be beneficial for

designing more inclusive educational environments.

Furthermore, investigating the impact of professional

development opportunities for teachers on student

achievement and engagement would provide valuable

insights for educational policy and practice.

6. There is no significant relationship among teaching

pedagogical content knowledge, the top 5 teaching

strategies, and academic performance of STE (Science,

Technology, Engineering) students. As such,

educational teachers may reconsider the emphasis

placed on pedagogical content knowledge in STE

education and invest in targeted interventions such as

personalized learning experiences and hands-on

practical applications. Moreover, teachers should

adopt a broader approach that integrates various

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instructional methods and techniques to enhance

teaching effectiveness and student learning outcomes.

Teachers should continually refine their teaching

strategies by going beyond mere content delivery,

incorporating a variety of teaching methods beyond the

traditional top 5 strategies, such as hands-on

activities, project-based learning, and technology

integration, to better engage STE students and improve

academic achievement. It is advisable for teachers to

continuously engage in professional development to

enhance both pedagogical content knowledge and

teaching strategies.

Students are encouraged to actively engage in

their learning process by seeking additional

resources, participating in study groups, and

utilizing online platforms to supplement their

understanding of STE subjects. They are recommended to

actively participate in classroom activities and

discussions, seeking clarification, collaborating with

peers, and leveraging resources beyond the classroom

to deepen understanding and mastery of subject matter.

Encouraging students to think critically about the

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topics being taught helps them develop analytical

skills and promotes a deeper level of comprehension.

Policymakers should consider investing in research

that explores alternative approaches to improving

academic outcomes in STE fields, emphasizing

educational frameworks beyond traditional pedagogical

methods. Future researchers should explore the

effectiveness of innovative teaching practices on

student engagement and academic achievement in STE

disciplines.

School administrators should support professional

development opportunities for teachers focused on

innovative pedagogical techniques that align with STE

education. They should provide resources for

professional development and encourage collaboration

among educators to foster an environment where

innovative teaching practices are valued and

integrated into the curriculum.

Future researchers should investigate the impact

of various teaching methods and student engagement

strategies on academic outcomes in STE fields.

Additionally, research should focus on identifying

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effective ways to support teachers in implementing

innovative pedagogical techniques and incorporating

diverse teaching methods to cater to different

learning styles and interests within the STE

disciplines.

7. There is no significant relationship among teaching

pedagogical content knowledge, teaching strategies, and

the academic performance of STE students. It is

recommended that educators focus on exploring

alternative approaches and further investigate the

factors influencing the selection and implementation of

teaching strategies in STE education to enhance student

learning outcomes.

Teachers should regularly assess student

comprehension and adjust their teaching strategies

accordingly to ensure effective knowledge

transmission. Encouraging collaboration and peer

learning within the classroom can enhance

understanding and retention of STE subjects. Students

should actively engage with different learning

materials and seek clarification when needed to

enhance their understanding of STE subjects. Utilizing

various resources such as textbooks, online tutorials,

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and practical applications can supplement classroom

learning and deepen comprehension. Collaborating with

peers through study groups or project teams can

provide opportunities for discussion and knowledge

exchange, contributing to overall academic success.

For teachers, it is crucial to continue enhancing

their pedagogical content knowledge and diversifying

their teaching strategies. While these factors might

not directly correlate with academic performance, they

undoubtedly contribute to a more enriched learning

environment. Teachers should focus on continually

updating their knowledge of teaching methods and

content to ensure they are providing the best possible

educational experience for their students.

Additionally, teachers should explore alternative

assessment methods to better understand the academic

progress and needs of their STE students.

For students it is recommended for them to

actively participate in their education. Students

should take advantage of available resources, seek

help when needed, and actively engage in classroom

activities. Additionally, students should explore

alternative learning methods to supplement classroom

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instruction and enhance their understanding of STE

subjects.

School administrators should continue to support

professional development opportunities for teachers.

Providing teachers with ongoing training and resources

to enhance their pedagogical content knowledge and

teaching strategies can ultimately lead to a more

enriching learning environment for STE students.

Additionally, administrators should encourage

collaboration among teachers to share best practices

and innovative teaching strategies that may positively

impact student learning and academic performance.

Future researchers could investigate the long-term

effects of various teaching strategies on student

retention and academic performance in STE subjects.

Additionally, studies could explore the impact of

different learning environments, such as collaborative

classrooms or technology-integrated learning spaces,

on student engagement and achievement in STE

disciplines. Further research into effective

professional development programs for STE educators

could also provide valuable insights for improving

teaching practices and student learning outcomes.