Congruence of Teaching and Learning Strategies and English Performance of Senior High School Learners
The access to and acquisition of quality education is considered as an important factor in alleviating the conditions of the learner. It opens doors for new experiences and provides avenues for discoveries. Further, it aids an individual to develop a clearer self-concept and discover possibilities. However, a student may reflect overflowing potentials, but without proper guidance and motivation, everything may possibly end in waste. This descriptive study aimed to determine the commonly used teaching strategies and learning strategies used by senior high school teachers and learners, respectively, in the Municipality of Ajuy and Municipality of San Miguel, DepEd – Schools Division of Iloilo. The respondents of this study were all senior high school teachers who teach English subjects in the senior high school regardless of the school category, and senior high school learners in the Municipality of Ajuy and Municipality of San Miguel, DepEd – Schools Division of Iloilo. The researcher employed the Convenience Sampling to determine the respondents from a medium category school with 440-840 number of enrolment. For those learners who belong to the small school category with less than 440 enrolment, they all included as respondents of the study. The descriptive statistics employed in the study were mean and standard deviation.The mean was utilized to measure the common language learning strategies.The inferential statistics employed in the study was The Pearson Correlation Coefficients to test the relationship between teaching and learning strategies and their English Performance. All inferential statistics were set at a value of .05 alpha level. Generally, on the teachers, three of the six categories (Metacognition, Affective and Social) in the Modified Inventory on Teaching Strategies were found to be preferred by the respondents, and the other three (Memory, Cognitive and Compensation) were considered least preferred teaching strategies. On the learners, five of the six categories in the Modified Inventory on Learning Strategies were found to be preferred by the respondents, although one category, social strategy, was considered most preferred learning strategies. The findings show that social strategies were the commonly employed teaching strategy by the SHS teachers. Moreover, as shown by the findings, metacognitive strategy obtained the highest mean in terms of the most commonly used learning strategies among grade 12 SHS learners. As to English performance the same results were obtained. These might be due to the fact that these strategies work best for them and identified these as a better access in the learning development. The learners when grouped according to school type, there is a difference in the learning strategy preference. Respondents from the medium school type commonly used Metacognition strategies obtaining the highest mean score (M=17.748; SD=3.379) with preferred description. Further, respondents from small school types commonly used social strategies obtaining the highest mean score (M=17.562; SD=3.788) with the most preferred description. Apparently, the findings, show that the preference of learning strategies indicated no significant difference in their English performance, even though one of the four levels of performance identified social strategy as the most commonly used learning strategy and three of the four levels of performance identified metacognitive strategy to have obtained the highest mean as is labeled as preferred strategy. As predicted, the results of this study showed higher levels of preference of learning strategies used among grade 12 SHS learners with metacognitive strategy as the most dominant. While on the teachers’ part, results showed that social strategy is the commonly used teaching strategy/ In addition, the results of the findings indicated that regardless of the track/strand and English performance, no significant differences were seen. The findings of the present study brought about certain implications for theory and for practice. The teaching and learning strategies were intended for teachers and learners who teach and study or learn English, respectively, among senior high school teachers and learners in the Municipality of Ajuy and Municipality of San Miguel, DepEd – Schools Division of Iloilo.