Journal of Education and Academic Settings

(2024) Volume 1 Issue 1

RESEARCH ARTICLE
The effectiveness of teaching and learning strategies used by teachers in
Sulu State College
Sharisma M. Adidul1*
1
Sulu State College Capitol Hills, Jolo, Sulu Graduate School
*Corresponding author: [email protected]
ABSTRACT. In order to ascertain the efficacy of the instructional and educational methods that are
utilized by instructors at Sulu State College, the study employed a purposive sampling method to
select a sample of 100 teachers from various departments of the institution. This study provides
valuable insights into the effectiveness of teaching and learning strategies employed by instructors
at Sulu State College. The findings highlight the importance of implementing effective strategies
to promote student success in higher education and the possibility of improving teaching practices
and increasing student involvement, which will ultimately contribute to enhanced learning
outcomes at Sulu State College and broader educational institutions.
KEYWORDS: Effectiveness Of Teaching And Learning, Teaching And Learning Strategies
ARTICLE DETAILS
JEAS-00012; Received: February 02, 2024; Accepted: February 28, 2024; March 31, 2024
CITATION:
Adidul, Sharisma M. (2024). The effectiveness of teaching and learning strategies used by teachers in Sulu State
College. Journal of Education and Academic Settings. DOI: 10.62596/57133w71
COPYRIGHT
Copyright © 2024 by author(s). Journal of Education and Academic Settings is published by Stratworks Research Inc.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(https://creativecommons.org/licenses/by/4.0/), allowing redistribution and reproduction in any format or medium,
provided the original work is cited or recognized.

Introduction
Teachers in education can utilize a range of teaching strategies, each with pros and cons. Inquiry-
based learning and hands-on learning methodologies are two of the most prominent examples.
According to Havhannsyan, E. (2023), inquiry-based learning encourages students to ask
questions, research challenges, and reach their own conclusions based on evidence. Students that
participate in this process improve their critical thinking skills as well as their capacity to
communicate their thoughts and discoveries to others. Hands-on learning tactics include allowing
children to learn by doing. By allowing students to practice technical skills, they can get the hands-
on experience and confidence required to understand the subject (Havhannsyan, E., 2023). Giving
pupils assignments is one example of these tactics. Students must speak with their classmates about
their assignments, share ideas, ask questions, and use technology such as Google to search for
information in order to complete their homework.
Integrating educational activities with technology can help teachers strengthen their technical
skills. By having strong technical abilities, Sulu State College teachers can improve their
professional achievement and remain competitive in the workplace. According to E. Havhannsyan
(2023), technical skills are crucial in today’s society and cover a wide spectrum of competencies.
It necessitates a hands-on and practical approach that employs a variety of instructional techniques.
Using this method, teachers can assist students in developing the abilities required to succeed in
today’s technologically driven environment.
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The most effective tactics will be determined by the individual learning objectives, student
needs, and teaching background of the teachers. According to Figley et al. (2012), the teacher is
the most important figure in school. The success of the school and its students in terms of
educational advancement is based on the teacher’s active awareness and leadership in carrying out
its plans. The instructor is then expected to initiate ways and procedures that produce a meaningful
and enjoyable environment in which the educational process can be successfully completed. He
should help set the school’s goals and allocate the resources required to achieve the desired
teaching-learning scenario.
Another obligation of the teacher, according to Ramos, A. (2015), is to improve relevant
education and learning. He should observe what happens in the classroom in order to determine
how pupils learn most successfully. To help students enhance their performance, he must support
them in developing plans for the selection of methods, resources, and evaluation procedures.
Furthermore, he must be able to interact effectively with kids in order to establish positive learning
objectives.
Teachers at Sulu State College should be more adaptable in their approach, willing to
experiment with new approaches and adjust their teaching practices to match the requirements of
their pupils. As a result, the researcher was motivated to undertake this study within this
environment.
Research Questions
1. What is the demographic profile of the teacher-respondents in terms of;
1.1. Gender;
1.2. Age;
1.3. Status of Appointment;
1.4. Highest educational attainment; and
1.5. Years of teaching experience?
2. What is the level of the teaching and learning strategies used by teachers in Sulu State College
in terms of:
2.1. Students learning strategies; and
2.2. Technology experience?
3. Is there a significant difference on the level of the teaching and learning strategies used by
teachers in Sulu State College in terms of students learning strategies and technology experience
when data are grouped according to their demographic profile in terms of:
3.1. Gender;
3.2. Age;
3.3. Status of Appointment;
3.4. Highest educational attainment; and
3.5. Years of teaching experience?
4. Is there a significant correlation among subcategories subsumed under teaching and learning
strategies of teachers in Sulu State College?
Literature
The researcher has reviewed many previous studies and literature on the effectiveness of
teaching and learning tactics used by instructors; the following is a summary of those studies.
Foreign Literature and Studies
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According to Zulueta, F. M. (2015), the choice of specific teaching strategies is determined

by the following factors: the educational objective and lesson goal, the nature of the subject matter
or lesson, the nature of the learners, school equipment and facilities, and the teacher. While they
propose certain considerations, it is still necessary for a teacher to think carefully and be flexible
in order to adapt different tactics to the learner’s needs.
Teachers must determine which strategy is most appropriate for their students’ growth. It
makes little difference whether instructional style they use. Whether new or old, as long as the
chosen teaching method aims to improve educational quality and engage students in the
educational process, it is unquestionably the best way (DeLong, 2019). The basic goal of teaching
at any level of school is to effect fundamental change in the learner (Tebabal and Kahssay, 2016).
Teachers should use appropriate teaching strategies that are tailored to specific objectives and
competencies in order to secure and enhance the transmission of knowledge.
Teaching strategy refers to the principles and strategies employed for instruction. Active
class involvement, recitation, demonstration, memorization, and other teaching tactics are often
utilized, depending on the teacher’s approach (Borich, G. D., 2016). Teaching tactics can be chosen
based primarily on the content or skill being taught. It could also be influenced by the pupils’
aptitude and enthusiasm. Consistent teaching and learning are the two primary components of
education. The most widely accepted criterion for judging good quality teaching is the quantity of
student learning and interest in the subject (Brekelmans, M. et al. (2018).
According to Garcia (2016), in the past, teachers would exclusively use verbal
communication to teach. However, since the educational system has evolved throughout time, the
employment of various tools and resources has become necessary to improve communication and
learning. He mentioned tools and resources to aid instruction, which are as follows: Audio-visual
aids include chalkboards, visual display materials, projected and recorded instructional aids,
instructional television, printed materials, computers and computer programs, the community as a
resource, field trips, the internet, local libraries, museums, and historical sites.
The increased use of technology, such as significant internet use over time, has begun to
change teachers’ approaches and roles in the classroom (Livingstone, S. & Bober, M., 2015).
Newer teaching methods may include television, radio, computers, and other modern devices.
Some educators argue that, while technology can help with learning, it cannot replace educational
techniques that promote critical thinking and a desire to learn (Walker, S.E., 2018).
According to Mahmood, S. (2021), teaching-learning techniques help to integrate an online
and modular distant education to the new learning process by examining numerous instructional
tactics and approaches. Furthermore, it contributes to the successful creation of new regular classes
by inspiring teachers to develop new modes of interaction and developing tactics that enhance
student learning. As a result, it works with remote learning, assessment policies, and school
implementation, provides feedback, and allows for customizable instruction. The learning
authority is an effective instrument for creating opportunities that encourage flexible learning,
context, and execution.
AI chat models hold substantial utilitarian value for learners particularly in tasks that
require innovation and creativity (Duhaylungsod, Arvin & Chavez, Jason. 2023). Digital
competence (Chavez, J.V. 2020). Skill development in distance learning which calls teachers to
integrate it into skill assessment strategies (Chavez, J., & Lamorinas, D. D. 2023). Humanized
teaching is maintained in the face of a flexible learning environment (Chavez, J.V. 2023). Adaptive
strategies using diversifying and analyzing trends, using digital technology resources, data-driven,
acquiring new alternative skills (Chavez JV, Del Prado R, Estoque M 2023).
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Methodology
This chapter addressed the methodologies and processes used to conduct the study. It
comprises the research strategy, locale, study participants, sample size, research instruments, data
collection technique, and data treatment and analysis
1. Research design
The descriptive survey was the research design employed in this investigation. This is because the
activity entails gathering data to address research questions about the teaching and learning
practices employed by Sulu State College teachers.
According to Orodho (2005), a survey is a way of gathering information by interviewing or
presenting a questionnaire to a group of people. This study used a descriptive survey research
approach. This approach is judged appropriate for this study since it can elicit a wide range of
baseline data. It also ensures that data is collected quickly and efficiently. Descriptive research can
frequently lead to the development of fundamental knowledge concepts and the resolution of
critical challenges.
2. Research Locale
This study was conducted at one (1) designated school in Sulu Province, the Sulu State College.
This chosen school is located near Capitol Site in Jolo, Sulu. The Sulu Capitol is one of the
attractions for tourists and visitors to this region. This school was chosen because the population
there is capable of completing this study.
3. Respondents of the Study
The respondents for this study were 100 selected instructors from Sulu State College’s schools of
computer science and engineering (CSE), arts and sciences, nursing, business administration and
management, biology, education, senior high, and agriculture. In this study, the researcher drew
30 teachers to participate, 43 of whom were male and 57 were female. To determine this, Table 1
below is a sample illustration:
Table 1
Distribution of the Total Teachers’ Respondents

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Department Teachers’ Respondents

Male Female

1. School of Computer Science and Engineering 17 15

2. School of Arts and Sciences 4 5

3. School of Nursing 0 6

4. School of Business Administration and Management 9 4

5. School of Senior High 4 8

6. School of Education 5 9

7. Biology Department 2 4

8. School of Agriculture 2 6

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from Total 43 57
different Departments

4. Sampling Design
The researcher used the standard random sampling technique. A simple random sampling
methodology is utilized to pick 100 teachers from 241 at Sulu State College, Capitol Site, Jolo,
Sulu, using the lottery method.
5. Research Instrument
The basic instrument used in this study was a check-list questionnaire adapted from Philip C.
Abrami et al. (2020). The questionnaire is intended to collect information from teachers in all
departments at Sulu State College. The justification for adopting questionnaires is that they are a
rapid way to collect data. Furthermore, it is recognized to be extremely valid and dependable when
properly constructed (Sarantakos, 2005). The question is divided into three portions. Section I
provides a profile of the respondents, while Section II discusses the students’ learning strategies.
The quantitative data from the survey will be collected using a 4-point Likert scale with the
following equivalents: 4-Always (A), 3-Sometimes (S), 2-Often (O), and 1-Never (N). Section III
assesses technology experience using a 5-point Likert scale: 5− Strongly Agree (SA), 4-Agree (A),
3-Undecided (U), 2-Disagree (DA), and 1-Strongly Disagree (SD).
6. Validity and Reliability
Validity and reliability are critical factors in establishing the quality of an instrument created for
research or study. Validity relates to the suitability of the evaluation instrument for a specific set
of people, not to the instrument itself. In other words, validity refers to how well a research
instrument measures what it is designed to do. Reliability, on the other hand, is the consistency
with which a test measures whatever it measures from one measurement to the next, repeatedly
and across time. Since the instrument’s adoption, the questionnaire’s questions have been tested
for validity and reliability. However, at least two specialists from the School of Graduate Studies
reviewed the instrument to ensure that it was appropriate for the local situation.
7. Data Gathering Procedure
During the process of gathering descriptive data, a letter approved by the Dean of Graduate Studies
at Sulu State College, Capitol Site, Jolo, Sulu, was requested. The researcher will next get written
authorization from Sulu State College’s Dean of Graduate Studies before administering the
questionnaires to the selected respondents. Once authorization was obtained by the Dean, the
researcher scheduled a meeting with the Deans of each department. During the meeting, the
researcher presented the study’s nature, goal, and importance. After receiving consent from the
Dean, the researcher approached the teacher-respondents. Afterward, the researcher will launch
the questionnaire. The instructions were read and clarified to the teacher-respondents in order to
avoid any problems or questions that might arise during the questionnaire administration. The
completed surveys were collected on the same day of administration.
8. Statistical Treatment of Data
The collected data were evaluated with the following statistical tools:
i. The study used frequency and percentages to describe the selected instructors’ profile, including
gender, age, appointment status, educational achievement, and years of experience.

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ii. The weighted mean and standard deviation were used to assess the degree of teaching and
learning techniques employed by teachers at Sulu State College based on student learning
strategies and technology experiences.

iii. T-test and ANOVA were used to identify significant differences in teaching and learning
techniques utilized by Sulu State College teachers compared to students’ learning strategies and
technological experience when data was pooled by teacher demographics.
iv. Pearson r correlation revealed a substantial link between teachers’ level of learning
methodologies and technological experience at Sulu State College.
The responses from the data were examined. The acquired data was coded, documented,
statistically evaluated, and interpreted.
Results And Discussions
This chapter discusses the presentation, analysis, and interpretation of results based on the
data collected for this study. Specifically, it also presents students’ demographic profiles in terms
of gender, age, status of appointment, educational attainment, and years of service; the
effectiveness of teaching and learning strategies used by teachers in Sulu State College; significant
differences in to investigate the effectiveness of teaching and learning strategies used by teachers
in Sulu State College; and the significant correlation among the sub-categories subsumed under
Based on proper scoring and statistical treatments of data acquired for this study, the following
are the presentations, analyses, and interpretations of results that correspond to each of the research
questions:
1. What is the demographic profile of the teacher-respondents in terms of;
1.1 Gender;
1.2 Age;
1.3 Status of Appointment;
1.4 Highest educational attainment; and
1.5 Years of teaching experience?

1.1 In terms of Gender

Table 1.1 Demographic profile of the teacher-respondents in terms of gender

Gender Number of Teachers Percent

Male 43 43.0%
Female 57 57.0%

Table 1.1 represents the gender-specific demographic profile of the teachers who
responded to the survey. According to the data presented in this table, 43 (43.0%) of the 100
educators who completed the survey were male, while 57 (57.0%) were female. Given this
information, it appears that more than half of the instructors who took part in this research were
male, which is a higher proportion than the number of female teachers who participated. This study
suggests that there will be a greater number of female college instructors than male college
instructors during the Academic Year 2023-2024.
1.2 In terms of Age
Table 1.2 Demographic profile of teacher-respondents in terms of age

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Age Number of Teachers Percent

30 years old & below 41 41.0%
31-40 years old 27 27.0%
41 years old & above 32 32.0%
Total 100 100%

Table 1.2 demonstrates the age distribution of the members of the teaching population who
responded to the survey. Among the 100 teachers who responded to the survey, this table reveals
that 41 (41.0%) of them are under the age of 30, 27 (27.0%) are between the ages of 31 and 40,
and 32 (32.0%) are over the age of 41. The results of this study indicate that more than half of the
instructors who participated in it are under the age of thirty.
1.3 In terms of Status of Appointment
Table 1.3 Demographic profile of teacher-respondents in terms of status of appointment

Status of Appointment Number of Teachers Percent

Permanent 46 46.0%
Temporary 3 3.0%
Contract of Service 51 51.0%
Total 100 100%

Table 1.3 shows the demographic profile of teacher responses based on their appointment
status. This table shows that 46 (46.0%) of the 100 teachers who responded are permanent, 3
(3.0%) are temporary, and 51 (51.0%) are contract of service. This suggests that more than half of
the teacher-respondents in this survey had contract of service status, implying that there are a
significant number of contracts of service due to an unanticipated increase in the number of
registrants.
1.4 In terms of Educational Attainment
Table 1.4 Demographic profile of teacher-respondents In terms of educational attainment

Educational Attainment Number of Teachers Percent

Bachelor’s degree 10 10.0%
Bachelor’s degree with Master’s units 33 33.0%
Master’s degree 25 25.0%
Doctorate degree 16 16.0%
Total 16 16.0%

Table 1.4 demonstrates the demographic profile of the teachers who responded to the
survey in terms of their level of education. According to the data presented in this table, out of the
total of one hundred teachers who responded to the survey, ten (10%) have a bachelor’s degree,
thirty-three (33%), having a bachelor’s degree with master’s units, twenty-five (25%), having a
master’s degree, sixteen (16%) having a master’s degree with doctoral units, and sixteen (16%)
having a doctorate. Based on this information, it appears that more than one-third of the educators
who took part in this poll hold a master’s degree. As a result of this discovery, it may be deduced
that the majority of the teaching staff of Sulu State College fulfills the minimum admission
requirement for teaching positions in public colleges and universities.

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1.5 In terms of Years of Teaching Experience

Table 1.5 Demographic profile of teacher-respondents In terms of years of teaching experience

Years of Teaching Service Number of Teachers Percent

5 years & below 53 53.0%
6-10 years 20 20.0%
Table 1.5
illustrates the 11-15 years 12 12.0%
demographic
16 years & above 15 15.0%
profile of the teachers who
Total 100 100%
responded, broken down
by the number of years they had been teaching. Among the 100 educators who provided responses,
the following table reveals that 53 (53.0%) had five years or less of teaching experience, 20
(20.0%) had six to ten years, 12 (12.0%) had eleven to fifteen years, and 15 (15.0%) had sixteen
years or more of teaching experience. According to the findings of this study, more than half of
the educators who participated in the survey have been working in the field for a period of five
years or less.
2. What is the level of the teaching and learning strategies used by teachers in Sulu State College
in terms of: 2.1 students learning strategies; and 2.2 technology experience?
2.1 On Students’ Learning Strategies
Table 2.1 Level of the teaching and learning strategies used by teachers in Sulu State College in
terms of students’ learning strategies

Statements Mean S.D. Rating

1 They begin by identifying their goals. 3.5800 .62247 Always
2 They make a plan about how they will
3.5500 .55732 Always
complete it.
3 They are confident about doing it well before
3.5300 .55877 Always
they begin.
4 They think they will do well. 3.6100 .52982 Always
5 They believe it will make them feel great
3.6000 .55048 Always
when they’re done.
6 They think that if they don’t try hard, I will
3.4000 .68165 Often
be disappointed.
7 They need to be interested in what they’re
3.6400 .54160 Always
doing.
8 They want to fully comprehend what they
3.6200 .52762 Always
need to do.
9 Their attempt is to show me that they are
3.5600 .57419 Always
good students.
10 While they’re working, they talk themselves
3.4500 .65713 Often
through each step.
11 They try to picture how their work will turn
3.4500 .64157 Often
out.
12 They concentrate fully on their task. 3.5400 .61002 Always
13 They divide the job into smaller parts that are
3.5400 .62636 Always
easier to do.
14 What’s going on is recorded by the group. 3.5300 .61060 Always
15 They change how they do things when they
3.5600 .59152 Always
think things aren’t going well.

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16 When they’re done with their work, they

3.5100 .64346 Always
think about how they did it.
17 They think that if they have done it well, it is
3.5100 .65897 Always
because of their ability.
18 They believe that their lack of success is due
3.4100 .69769 Often
to the amount of work they put into it.
19 They believe that if they do well, it’s because
3.5700 .59041 Always
I explain things well most of the time.
20 They think that if they do it well, it is because
3.2900 .80773 Often
they were lucky.
21 They feel unhappy about their performance. 3.2000 .73855 Often
22 They don’t give up, even when the task is
3.5100 .57726 Always
hard.
23 They believe they will be successful since
3.5800 .51601 Always
they do their work well.
24 For some reason, they think they can do it
3.5200 .64322 Always
since I modeled it.
25 They soon get excited about the work they
3.4900 .57726 Often
have to do.
26 They believe they can succeed since others
3.5000 .65905 Always
have told them they are good students.
27 They think that doing the task by themselves
3.5500 .64157 Always
is important.
28 Their belief is that getting along with their
3.5100 .54114 Always
classmates is significant.
29 To feel good about themselves, they work
3.5500 .57516 Always
hard.
30 They don’t try too hard because they believe
that if they fail, they will feel bad about 3.3200 .70896 Often
themselves.
31 Because they’re afraid of failing, they don’t
3.1700 .80472 Often
try very hard.
32 They believe it will be helpful for them to
3.5500 .57516 Always
finish it.
33 They think it is important for them to do well. 3.5800 .53522 Always
34 They believe doing it well requires too much
3.4700 .55877 Often
work.
35 They think it is something that is difficult to
3.4300 .60728 Often
do well.
36 They don’t think they’ve ever done
3.2500 .77035 Often
something like this before.
37 To be successful, they will try new things. 3.5400 .55814 Always
Total Weighted Mean 3.4911 .39434 Often
Legend: (4) 3.50–4.00=Always (A); (3) 2.50–3.49= Often (O); (2) 1.50–2.49=Sometimes (S); (1) 1.00 – 1.49=Never
(N)
Table 2.1 shows the number of different teaching and learning strategies that are utilized by
instructors at Sulu State College in relation to the various learning strategies that students apply.
In this particular ___domain, the evaluations of the students have a total weighted mean score of
3.4911 and a standard deviation of.39434, which indicates that they are carried out regularly or to
a significant degree. This conclusion implies that the teacher-respondents in this study claimed
that they employ procedures or activities to engage students in the teaching-learning scenario in
order to fulfill the teaching and learning objectives that have been assigned to them.

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Among the items that fall under this category, the following items were regarded as frequently
or to a high extent by the teachers who responded to the survey: Participants in the study expressed
various beliefs and attitudes towards their performance and effort. Some participants believed that
they would feel disappointed if they did not put in sufficient effort. Others reported talking
themselves through the steps as they worked, indicating a cognitive strategy employed during the
task. Additionally, participants mentioned engaging in visualization, imagining what their work
would look like once completed. Interestingly, some participants attributed poor performance to
the amount of effort exerted, while others attributed success to luck rather than their own abilities.
Participants also reported feeling unhappy about their performance initially, but this feeling soon
transformed into excitement about the task. It is worth noting that some participants avoided
exerting too much effort due to the fear of feeling bad about themselves in the event of failure.
Similarly, the fear of failure also led some participants to avoid trying too hard. These findings
shed light on the complex interplay between beliefs, emotions, and effort in individuals’ approach
to tasks.
However, the following items were rated as Always by the teachers who responded to the
survey: Participants in the study exhibit a systematic approach to goal attainment. They commence
by clearly delineating their objectives. Subsequently, they devise a comprehensive plan outlining
the steps necessary for successful completion. Prior to commencing the task, they exhibit a high
level of self-assurance, harboring the belief that they will excel. Furthermore, they anticipate a
sense of accomplishment and positive emotions upon task completion. Intrinsic motivation plays
a crucial role, as they prioritize a genuine interest in the task at hand. Their primary objective is to
attain a deep understanding of the task’s requirements. Additionally, they strive to demonstrate
their competence as diligent students. During task execution, they exhibit unwavering focus and
concentration. To facilitate progress, they employ a strategy of breaking down the task into more
manageable subtasks. Regular self-assessment is also observed, as they monitor their performance
and progress. If faced with challenges or setbacks, they exhibit adaptability by exploring
alternative approaches. Upon task completion, they engage in reflective thinking, evaluating their
work and attributing successful outcomes to their personal abilities.
2.2 On Technology Experience
Table 2.2 Level of the teaching and learning strategies used by teachers in Sulu State College in
terms of technology experience

Statements Mean S.D. Rating

1 I have no experience with them. 3.3400 1.2650 Undecided
2 I’ve tried to use them in my classroom, but I
3.6400 1.2269 Agree
still need guidance on a regular basis.
3 I feel at ease using them in my classroom. 4.1400 .79162 Agree
4 I am quite skilled at using a wide range of
4.1300 .76085 Agree
applications in my classroom.
5 I frequently include them in my instructional
4.0500 .78335 Agree
activities.
6 I often use computers in my classroom. 3.7700 1.0333 Agree
7 I frequently use our school laboratory. 3.6200 .96169 Agree
8 I’m comfortable using digital portfolios with
3.9700 .90403 Agree
my class
3.8325 .60334 Agree

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Legend: (5) 4.50-5.00=Strongly Agree (SA); (4) 3.50–4.49=Agree (A); (3) 2.50–3.49= Undecided (U); (2) 1.50–
2.49=Disagree (D); (1) 1.00 – 1.49=Strongly Disagree (SD)
Table 2.2 demonstrates the level of technical experience that the teaching and learning approaches
employed by Sulu State College instructors have. The assessments of the students have a total
weighted mean score of 3.8325 and a standard deviation of.60334, which indicates that they agree
or have a high extent based on the results of the evaluations. This finding indicates that the teacher-
respondents in this study agreed that the teaching strategies they used during the teaching-learning
process in the classroom would be supplemented by technology in order to find more and better
information about the topic, as well as to assist learners in absorbing and comprehending the
relevant information that was embedded in the lessons.
To be more specific, among the items that fall under this category, the following items were
rated as “Agree” or “High extent” by the teachers who responded to the survey: “I’ve tried to use
them in my classroom, but I still need guidance on a regular basis,” “I feel at ease using them in
my classroom,” “I am quite skilled at using a wide range of applications in my classroom,” “I
frequently include them in my instructional activities,” “I often use computers in my classroom,”
“I frequently use our school laboratory.”
3. Is there a significant difference in the level of the teaching and learning strategies used by
teachers in Sulu State College in terms of students learning strategies and technology experience
when data are grouped according to their demographic profile in terms of: 3.1 Gender; 3.2 Age;
3.3 Status of Appointment; 3.4 Highest educational attainment; and 3.5 Years of teaching
experience?
3.1 By Gender
Table 3.1 Differences in the level of the teaching and learning strategies used by teachers in Sulu
State College in terms of students learning strategies and technology experience when data are
grouped according to their demographic profile in terms of gender

VARIABLES Mean S. D. Mean t Sig. Description

Difference

Grouping

Students’ learning Male 3.5908 .33667

strategies .17499 2.241 .027 Significant
Female 3.4158 .42012

Technology Male 4.0203 .54550

experience .32956 2.796 .007 Significant
Female 3.6908 .61060
*Significant at alpha 0.05
Table 3.1 a comparison is made between the degree of teaching and learning techniques and
technology experience utilized by teachers at Sulu State College and the level of learning strategies
and technology experience utilized by students while the data is classified according to gender.
This table demonstrates that the mean differences between categories that are classified according
to the degree of teaching and learning strategies utilized by instructors at Sulu State College are
statistically significant at the alpha 0.5% level. It appears from this that male and female teachers
who responded to the survey had differing assessments on the quantity of teaching and learning
strategies that were deployed by teachers at Sulu State College. Given this finding, it appears that

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the fact that he is a male instructor at Sulu State College may put him in a better position to perceive
the degree of teaching and learning strategies deployed by professors at the college than his female
counterpart, or vice versa.
Based on the findings, it can be inferred that the variable of gender plays a significant role in
influencing the decision-making process of teachers at Sulu State College when it comes to
implementing different teaching and learning strategies. Based on the available evidence, it can be
concluded that the hypothesis stating “There is no significant difference on the level of the teaching
and learning strategies used by teachers in Sulu State College in terms of students learning
strategies and technology experience when data are grouped according to their demographic
profile in terms of gender” has been refuted. The data were segregated based on the gender of the
students, which led to the observed outcome.

3.2 By Age
Table 3.2 Differences in the level of the teaching and learning strategies used by teachers in Sulu
State College in terms of students learning strategies and technology experience when data are
grouped according to their demographic profile in terms of age

SOURCES OF VARIATION Sum of Mean

Squares df Square F Sig. Description

Students Between Groups .033 2 .017 Not

Learning Within Groups 15.362 97 .158 .105 .901 Significant
Strategies Total 15.395 99

Technology Between Groups 1.000 2 .500 Not

experience Within Groups 35.038 97 .361 1.384 .255 Significant
Total 36.038 99

*Significant alpha .05

Table 3.2 analyze the extent to which teachers at Sulu State College employ teaching and learning
methods, as well as utilize technology in their instruction. The study also seeks to compare the
level of learning strategies and technology experience employed by students at the college, with a
focus on categorizing the data by age. At the predetermined level of significance, commonly
referred to as alpha.05, the F-ratios and P-values pertaining to the various sub-categories
encompassing the degree of teaching and learning techniques as well as technical experience
employed by teachers at Sulu State College do not exhibit statistical significance. Based on the
available data, it can be observed that the teacher-respondents, despite their varying ages, shared
similar evaluations regarding the extent of teaching and learning methodologies as well as the level
of technology experience employed by teachers at Sulu State College. The present study indicates
that there is no significant correlation between age and the level of teaching and learning strategies
and technology experience among teachers at Sulu State College. Specifically, being 41 years old
or older does not necessarily confer a better perspective on these factors compared to teachers who
are 30 years old or younger, as well as those who fall within the age range of 31-40 years. Similarly,
the reverse is also true. It can be postulated that the reason for this phenomenon lies in the fact that
teachers of advanced age tend to possess a greater wealth of experience in each of these domains.
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Conversely, it can be argued that there is insufficient evidence to support the notion that age
significantly mediates the relationship between teachers at Sulu State College and their evaluation
of teaching and learning methodologies, as well as their experience with technology in the
classroom. Given the observed outcomes, it can be inferred that the hypothesis asserting that there
is no notable disparity in the teaching and learning strategies employed by teachers at Sulu State
College, when considering students’ learning strategies and technology experience, based on their
demographic profile in terms of age, is supported and considered valid.
3.3 By Status of Appointment
Table 3.3 Differences in the level of the teaching and learning strategies used by teachers in Sulu
State College in terms of students learning strategies and technology experience when data are
grouped according to their demographic profile in terms of status of appointment

SOURCES OF VARIATION Sum of Mean

Squares df Square F Sig. Description

Students Between Groups .140 2 .070 Not

Learning Within Groups 15.255 97 .157 .446 .641 Significant
Strategies Total 15.395 99

Technology Between Groups 3.762 2 1.881

experience Within Groups 32.277 97 .333 5.652* .005 Significant
Total 36.038 99

*Significant alpha .05

Table 3.3 a comparison is made between the degree of teaching and learning strategies and
technology experience utilized by teachers at Sulu State College and the level of learning strategies
and technology experience utilized by students when the data is categorized by demographic
profile and appointment status. In contrast, the F-ratios and P-values of “Technology experience”
are significant at the alpha level of 0.05, as demonstrated by this table. The F-ratios and P-values
of “Teaching and learning strategies” are not significant. This suggests that, despite the fact that
the ages of the teachers who responded to the survey are different, they generally have similar
evaluations on the degree of teaching and learning approaches that are applied by teachers at Sulu
State College. Having permanent status does not necessarily put a teacher in a better position to
perceive the degree of teaching and learning techniques applied by teachers at Sulu State College.
This research demonstrates that having temporary and job order status, or vice versa, does not
necessarily put a teacher in a better position to perceive teachers’ teaching and learning
methodologies.
In spite these findings, it is justifiable to infer that the variable status of appointment does not
exert a significant mediating influence on the manner in which professors at Sulu State College
assess the extent to which they utilize teaching and learning strategies. Thus, based on the findings
of this study, the hypothesis stating that "There is no significant difference on the level of teaching
and learning strategies used by teachers in Sulu State College, when data are grouped according
to students' demographic profile in terms of status of appointment" is accepted as true.
3.4 By Educational Attainment
Table 3.4 Differences in the level of the teaching and learning strategies used by teachers in Sulu
State College in terms of students learning strategies and technology experience when data are
grouped according to their demographic profile in terms of educational attainment
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SOURCES OF VARIATION Sum of Mean

Squares df Square F Sig. Description

Students Between Groups .400 4 .100 Not

Learning Within Groups 14.995 95 .158 .634 .640 Significant
Strategies Total 15.395 99

Technology Between Groups .104 4 .026

experience Within Groups 35.934 95 .378 .069 .991 Not
Total 36.038 99 Significant

*Significant alpha .05

Table 3.4 examine and compare the utilization of teaching and learning methods as well as
technology experience among teachers at Sulu State College in relation to the learning strategies
and technology experience of students. The data will be classified based on educational attainment
demographics to provide a comprehensive analysis of the observed contrasts. The findings of this
study indicate that the F-ratios and P-values associated with the sub-categories of teaching and
learning strategies implemented by teachers at Sulu State College do not reach statistical
significance at the alpha level of 0.05. It is noteworthy that, although there may be variations in
the educational background of the teachers surveyed, they tend to share similar evaluations
regarding the extent to which teaching and learning methods are employed by teachers at Sulu
State College. This observation suggests that possessing a doctorate degree may not confer a
distinct advantage upon a teacher in terms of evaluating the efficacy of teaching and learning
strategies employed by educators at Sulu State College, compared to individuals with a bachelor’s
degree, a bachelor’s degree supplemented with master’s level coursework, a master’s degree, a
master’s degree supplemented with doctoral level coursework, or vice versa.
In spite of these findings, it is justifiable to infer that the variable of educational attainment
does not exert a substantial mediating influence on the manner in which teacher-respondents assess
the extent of teaching and learning practices employed by teachers at Sulu State College. Thus,
based on the findings of this study, the hypothesis stating that “There is no significant difference
in the level of teaching and learning strategies used by teachers in Sulu State College, when data
are grouped according to students’ demographic profile in terms of educational attainment” is
supported and accepted as true.
3.5 By Years of Teaching Experience
Table 3.5 Differences in the level of the teaching and learning strategies used by teachers in Sulu
State College in terms of students learning strategies and technology experience when data are
grouped according to their demographic profile in terms of years of teaching experience

SOURCES OF VARIATION Sum of Mean

Squares df Square F Sig. Description

Students Between Groups .789 3 .263 Not

Learning Within Groups 14.606 96 .152 1.730 .166 Significant
Strategies Total 15.395 99

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Technology Between Groups 1.860 3 .620

experience Within Groups 34.178 96 .356 1.742 .164 Not
Total 36.038 99 Significant

*Significant alpha .05

Table 3.5 A comparative analysis is conducted to examine the utilization of teaching and learning
strategies as well as technology experience among teachers at Sulu State College. The study also
investigates the level of learning strategies and technology experience among students, with a
focus on categorizing the data based on demographic profiles and years of teaching experience.
Based on the data provided in the table, it can be observed that the F-ratios and P-values associated
with the sub-categories of teaching and learning strategies employed by instructors at Sulu State
College do not exhibit statistical significance at the specified hypothesis level of alpha.05. It is
evident from the data that the teacher-respondents possess varying years of teaching experience.
However, their evaluations regarding the degree to which teaching and learning strategies are
implemented by Sulu State College teachers remain relatively consistent. The findings of this study
indicate that there may not be a significant difference in the level of teaching and learning strategies
utilized by teachers at Sulu State College based on their years of service. Specifically, teachers
with 16 years or more of experience may not necessarily have an advantage over teachers with 5
years or less, 6-10 years, and 11-15 years of teaching experience, or vice versa. The variation in
teaching and learning strategies employed by teachers at Sulu State College may account for this
phenomenon.
Conversely, it is justifiable to infer that the quantity of years of instructional experience
possessed by instructors does not yield a noteworthy influence on their perception of the efficacy
of teaching and learning methodologies employed by teachers at Sulu State College, as indicated
by the survey respondents. The conclusion reached is that there is no statistically significant
difference in the level of teaching and learning strategies employed by teachers at Sulu State
College when considering students’ learning strategies, grouped according to their demographic
profile based on years of teaching experience.
4. Is there a significant correlation among subcategories subsumed under teaching and learning
strategies of teachers in Sulu State College?
Table 4. Correlation among the sub-categories subsumed under the impact of formative
assessment in improving writing skills in English as a second language among public Senior High
Schools in Sulu

Variables

Dependent Independent Person Sig N Description

r

Level of Technology experience .000 100 High

learning .533**
strategies
*Correlation Coefficient is significant at alpha .05
Correlation Coefficient Scales Adopted from Hopkins, Will (2002):

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0.0-0.1=Nearly Zero; 0.1-0.30=Low; .3-0.5 0=Moderate; .5-0.7-0=High; .7-0.9= Very High; 0.9-
1=Nearly Perfect
Table 4 depicts the relationship between subcategories within the degree of teaching and learning
strategies of teachers at Sulu State College. This table shows that the estimated Pearson Correlation
Coefficients (Pearson r) between these variables are significant at alpha =.05.
Specifically, the degrees of correlation among the sub-categories contained under the level of
teaching and learning strategies of teachers at Sulu State College are as follows:
1) Sulu State College faculty demonstrate a strong positive link between their usage of
learning methodologies and technology experience.
These findings suggest that the teacher-respondents who rated the amount of learning
strategies utilized by teachers at Sulu State College as Often are most likely the same group of
teachers who rated their technological experience as Agree.
Meanwhile, it is safe to assume that lecturers at Sulu State College use a wide range of learning
methodologies and have extensive experience with technology.
Thus, the hypothesis that “There is no significant correlation among subcategories subsumed under
teaching and learning strategies of teachers in Sulu State College” is rejected.
Conclusion
The following are the conclusions drawn from the findings of this study:
i. Gender, age, appointment position, educational level, and years of teaching experience are all
properly represented among college faculty members participating in this study.
ii. Teachers at Sulu State College have a high level of teaching and learning methodologies, as
well as technology experience.
iii. the exception of gender, variables such as age, appointment status, educational attainment, and
years of teaching experience do not significantly mediate how teachers at Sulu State College
assessed their level of teaching and learning strategies in terms of student learning strategies and
technology experience.
iv. In general, teacher-respondents who rated the amount of learning strategies utilized by teachers
at Sulu State College as Often are likely to be the same group of teachers who rated their
technological experience as Agree.
v. This study seems to support Theories of Teaching by Orlich, D. Et al. (2012) which espouses
on the reflection and interaction with the views of the teachers and the reactions of the students in
the process of learning

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