Research for teaching strategies

TEACHING STRATEGIES OF NURSING FACULTY AND ACADEMIC PERFORMANCEOF NURSING STUDENTS

A Research Paper Presented to The Faculty of College of Nursing and School of Midwifery Misamis University Ozamis City

In Partial Fulfillment Of the Requirements of the Degree Bachelor of Science in Nursing

By

AGUILAR, CHRISTOPHER JOHN D. HERRERA, EDNAGEM M. PALPAGAN, LOID MEE ANN M. MARCH 2013

APPROVAL SHEET This thesis entitled “TEACHING STRATEGIES OF NURSING FACULTY AND ACADEMIC PERFORMANCE OF NURSING STUDENTS” prepared and submitted by Aguilar, Christopher John D., Herrera, Ednagem R., Palpagan, Loid Mee Ann M.in partial fulfillment of the requirements for the degree of Bachelor of Science in Nursing, has been examined and is recommended for acceptance and approval for oral examination. JUDY JANE S. SUPERABLE, MAN Adviser

Approved by the committee on Oral Examination with grade of ______.

CYNTHIA S. SUPERABLE, Ed. D Chairman

DENISE KATHERINE A. AMORA, MAN MEMBER

LEAH T. PEPITO, MAN MEMBER

Accepted and approved in partial fulfillment of the requirements for the degree of Bachelor of Science in Nursing.

Cynthia S. Superable, Ed. D Dean, College of Nursing Date: September

ACKNOWLEDGMENT The authors of the research study entitled “Teaching Strategies of Nursing Faculty and Academic Performance of Nursing Students” gratefully acknowledge the people who have made this study possible. First, the authors would like to thank to the Holy Triune God, from whom the gift of life comes and who is the source of our inspiration in body, in soul, and in spirit towards the making of this research. The parents, who support the authors in every way they can including their sacrifices that largely aid the authors in creating this research study attainable and justify the strength of the authors pursuing this work. Mrs. Judy Jane S. Revelo with the very best of her abilities for guiding and assisting the authors in the process of this research. She has given the researchers significant insights that chip in elements in the research study. Mrs. Leah T. Pepito who allocates her time with the authors in making the research more achievable and gives the authors profuse encouragement to fulfill the research. Lastly, the authors would like to express their deepest gratitude to the College Dean, Dr. Cynthia S. Superable for sharing her perceptions, comments, and suggestions to the authors that help to furnish the entire study.

DEDICATION We dedicate this research to our beloved: Parents

ABSTRACT This study looked into the Teaching Strategies of Nursing Faculty and Academic Performance of Nursing Students. There were nursing students selected from 1st year to 4th year through Simple Random Sampling. Research instrument a modified researcher made questionnaire was developed which have been used in earlier studies from different articles related to teaching strategies of nursing faculty and academic performance of nursing students. To analyze for the data gathered: frequency, percentage and t-test were employed. This study was conducted from July 22-August 22, 2013.This study revealed significant findings that there is significant difference on the respondents’ teach ing strategies when grouped according to their profile and there is significant relationship on the teaching strategies and academic performance of the nursing students. Moreover, this study concludes that there is significant difference on the respondents’ teaching strategies when grouped according to their profile such as the age, educational attainment and length of experience. Meanwhile, there is a significant relationship on the teaching strategies and academic performance of the nursing students in which the best suit teaching strategies for the nursing students is the lecture discussion. This study recommend to the teachers, students, clinical instructors and to the future researcher.

TABLE OF CONTENTS

Page TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

APPROVABLE SHEET ACKNOWLEDGMENT DEDICATION . ABSTRACT . .

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TABLEOF CONTENTS Chapter 1

THE PROBLEM .

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Background of the Study Conceptual Framework

Statement of the problem . Hypotheses . . . .

Significant of the Study

Scope and Limitations of the Study Definition of Terms . 2 . .

REVIEW OF RELATED LITERATURES AND STUDIES . Related Literature . . . . . . . . . . . . . . . . . .

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RESEARCH METHODOLOGY Research Design Research Setting . . . .

Research Respondent Research Instrument Validation of Instrument

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Data Gathering Procedure . Statistical Technique Used . 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conclusions .

Recommendations . BIBLIOGRAPHY . APPENDIX . A B . . . . . . . . . . .

Questionnaire Letter of Request

CURRICULUM VITAE.

LIST OF TABLES Table 1 2 3 4 5 Page Clinical Instructor’s Profile Commonly used Teaching Strategies by the Clinical Instructors as perceived by the Nursing Students Nursing Students Academic Performance Significant Difference on the Respondents’ Teaching Strategies When Grouped According to their Profile Significant Relationship on the Teaching Strategies and Academic Performance of the Nursing Students

LIST OF FIGURE

Figure 1 Schematic Presentation . . . . .

Page .

Chapter 1 THE PROBLEM Background of the study Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. The road toward effective teaching is a continuing educative process. This becomes a reality when teachers develop total commitment and dedication to service in their effort to produce productive and good citizens. Due to their effort in developing professional abilities and skills, they manage to equip themselves with management, organizational, and teaching skills. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture method to teach students. Although the usefulness of other teaching strategies is being widely examined today, the lecture still remains an important way to communicate information. According to Walklin (2000) Teachers have different personalities, and they change overtime. In addition, teaching strategies changes along with technological, social and cultural changes. Teaching strategies are worldwide use of different teaching technique.

Hence, this teaching strategies are important for nursing educators because it contributes a lot in the way the teachers explains certain topics in the clinical area or in the classroom. Through this strategies the educator may developed certain traits to strengthen their knowledge, skills and values. The goal of this study is to determine the different teaching strategies of the nursing faculty in relation to the academic performance of nursing students’. Teaching strategies provide a learning environment conducive to students through the provision of guidance and instructions of all nursing students that will help maintain a higher grade. It is for this reasons that the researchers find interest to look into the teaching strategies of nursing faculty and the academic performance of nursing students. The importance of having varied teaching strategies is that the learners will be given an opportunity to widen his/her acquired knowledge.

Review of Related Literature This study was anchored from Burns(2000) theory of learning conceives of learning as a relatively permanent change in behavior with behavior including both observable activity and internal processes such as thinking, attitudes and emotions. It is clear that Burns includes motivation in this definition of learning. Burns considers that learning might not manifest itself in observable behavior until sometime after the educational program has taken place. Carl Rogers and Laird (2002) stated the theory of facilitative learning. The basic premise of this theory is that learning will occur by the educator acting as a

facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors. In relation to the research study, the theory supports the study by confirming the facts that learning theory is a pattern of acquiring and processing information. Learning is based from experiences and produces a relatively permanent change in the behavior of the students’ attitudes and emotions. Learning is not an assurance of success rather a milestone to success. Educators are also a best asset of learning for they provide a quality education to the learners. The learning’s of the learners are based on how an educator delivers a certain topic. Establishing a calm environment, may help motivate the educators achieve their specific learning’s it can bring a more positive state of mind, helping the learners to keep in track. Teaching strategies that promote critical thinking engage students in an active learning process. Thus the following theorist stated important matters regarding the teaching strategies of nursing faculty. According to Gregory and Ward (2007) stated that teaching strategies is a characteristic ways in which each individual collects, organize, and transform information into useful knowledge. There are also factors that affect the teaching strategies such as teacher’s different personalities that changes over time. The teaching strategies that happen to changes along with technological, social and cultural changes, the development of different disciplines (nursing science, medicine) has an effect to the content of the teacher’s work and on their personal experiences of teaching.

Simon’s (2001) study revealed that students indicated a preference for less lecture and more direct experience; they preferred less authority from faculty and more student. Furthermore, independence, goal setting, and planning; and, they preferred peer and instructor students should be involved more in course and program direction, and more instructor affiliation should be provided to students. The researcher suggest that service training maybe done to acquaint faculty with students’ learning strategies and to assist them in evaluating their own preferred teaching strategies. Furthermore former advocates the improvement of presentational methods of teaching (lectures and readings) at a time when other educational theorists and social critics are challenging the validity of these methods and finding fault with the passiveness of expository learning. It is also a primary concern is to help teachers organize and convey large amounts of information and meaningfully and efficiently as possible Ausubel(2004). Though lecture discussions are much criticized as a teaching method, universities have not yet found practical alternative teaching methods for the large majority of their courses. Critics point out that lecturing is mainly a one-way method of communication that does not involve significant audience participation. Therefore, lecture discussion is often contrasted to active learning. Lectures delivered by talented speakers can be highly stimulating; at the very least, lectures have survived in academia as a quick, cheap and efficient way of introducing large numbers of students to a particular field of study.

A case study may be thought of as a story with an important educational message. They may be based on fictional elements or include real persons and events, however authentic content typically is preferable. Teaching case studies can be relatively short and self-contained for use in a very limited amount of time, or rather long with significant detail and complexity that make them more appropriate for use over several class sessions. They may utilize diverse additional materials as well, such as supplementary readings, online materials and multimedia content. Teaching case studies may take a variety of different forms and may be supplemented with teaching notes that facilitate their use. (Yin 2000). Case studies may include lecture components, but are also well suited to multiple participatory pedagogical approaches for engaging students such as role play, debate, discussion, and others. They are often ideal for small group activities and contribute to a shift in faculty and student roles. Faculty may shift from lecturing to assume the role of participant learner/facilitator, while students may shift from only listening to lectures to assume other roles and responsibilities that may involve class work as well as extensive additional work associated with the case (Stumpff & Smith, 2002) Many students are more inductive than deductive a reasoner, which means that they learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique. Case studies are have long been used in business schools, law schools, medical schools and the social sciences, but they

can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives. Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision (Dunne and Books 2004). Fannie and George (2000) emphasized that role playing as a model of teaching has roots in both the personal and social dimensions of education. It attempts to help individual’s find personal meaning within their social worlds and to resolve personal dilemmas with the assistance of the social group. It allows individual to work together in analyzing social situations, especially interpersonal problems, and in developing decent and democratic ways of coping with these situations. Role playing is dealing with problems through action; a problem is delineated, acted out, and discussed. Some students are role players; others observers. A person puts himself or himself in the position of another person and then tries to interact with others who are also playing roles. As empathy, sympathy, anger, and affection are all generated during the interaction, role playing, if done well, becomes part of life. This emotion content, as well as the words and the actions, becomes the later analysis. When the acting out is

finished, even the observers are involved enough to what to know why each person reached his or her decision, what the sources of resistant were, and whether there were other ways this situation could have been approached. (Gloria Salandanan 2008) The essence of role playing is the involvement of participants and observers in a real problem situation and the desire for resolution and understanding that this involvement engenders. The role playing process provides a live sample of human behavior that serves as a vehicle for students to: (1) explore their feelings; (2) gain insight into their attitudes, values, and perceptions; (3) develop their problem-solving skills and attitudes; and (4) explore subject matter in varies ways. Team teaching is characterized by tapping the expertise of two or more teachers’ in planning, teaching and evaluating learning of students. The team capitalizes on the teachers’ special competence in a particular subject matter, a special training or a strong interest and background in some teaching techniques. They collaboratively plan learning activities, from the objectives of each to the various procedures and evaluation measures they have to undertake. (Allan Ornstein 2001) The team may include student teachers in their practicum stint and other professionals like a nurse, dietician or a botanist. On a department basis, personnel can share expertise on an interdepartmental arrangement. Team teaching leads easily to a multidisciplinary approach. The advantages of Team teaching are teaching competence is assured, both subject matter and skills; the

team teachers can serve as models as to their individual teaching approaches, reliable habits of work, and more importantly their positive attitudes; The spirit of sharing that will be exhibited is worth emulating; Joint planning and teaching by the team members enhance their professional growth not only in gaining skills but also in discovering new contents and trends; The exposure to several teachers/lecturers provides an enriching experience for the students. A heightened expectation strengths their motivation and interest in the lesson; Team teaching can maximize utilization of time, resources and expertise with large groups as in combining two or three classes taking the same course; Innovation teaching procedures and up-to-date data and information are spontaneously generated when teachers come together and readily share, thus benefiting both; Professionalism is highlighted when several professionals work together. Debating is a structured contest of argumentation in which two opposing individuals or teams defend and attack a given proposition. The procedure is bound by rules that vary based on location and participants. The process is adjudicated and a winner is declared. The intent of the strategy is to engage learners in a combination of activities that cause them to interact with the curriculum. Debate forces the participants to consider not only the facts of a situation but the implications as well. Participants think critically and strategically about both their own and their opponent's position. The competitive aspects encourage engagement and a commitment to a position. Debates require students to engage in research, encourage the development of listening and

oratory skills, create an environment where students must think critically, and provide a method for teachers to assess the quality of learning of the students. Debates also provide an opportunity for peer involvement in evaluation. (Allan C. Ornstein and Thomas J. Lasley II, 2000) Brainstorming is a technique to elicit large numbers of imaginative ideas or solutions to open-ended problems. Group members are encouraged to expand their thinking beyond the routine sort of suggestions. Everyone’s suggestions are accepted without judgment, and only after all the ideas are put before the group do the members begin to focus on evaluating solutions. Brainstorming combines a relaxed, informal approach to problem solving with lateral thinking. It encourages students to come up with thoughts and ideas. Some of these ideas can be crafted into original, creative solutions to a problem, while others can spark even more ideas. This helps to get students unstuck by "jolting" them out of their normal ways of thinking. Brainstorming provides a free and open environment that encourages everyone to participate. Quirky ideas are welcomed and built upon, and all participants are encouraged to contribute fully, helping them develop a rich array of creative solutions. When used during problem solving, brainstorming brings team members' diverse experience into play. It increases the richness of ideas explored, which means that it can often find better solutions to the problem. (Allan C.Ornstein & Thomas J. Lasley II 2000). A concept map is a diagram that shows relationships between concepts. It is a graphical tool that designers, engineers, technical writers, and others use to organize and structure knowledge. A concept map typically represents ideas and

information as boxes or circles, which it connects with labeled arrows in a downward-branching hierarchical structure. The relationship between concepts can be articulated in linking phrases such as causes, requires, or contributes to. A concept map is a way of representing relationships between ideas, images, or words in the same way that a sentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept map, each word or phrase connects to another, and links back to the original idea, word, or phrase. Concept maps are a way to develop logical thinking and study skills by revealing connections and help students see how individual ideas form a larger whole. Concept maps were developed to enhance meaningful learning in the sciences. A well-made concept map grows within a context frame defined by an explicit "focus question", while a mind map often has only branches radiating out from a central picture. Some research evidence suggests that the brain stores knowledge as productions (situation-response conditionals) that act on declarative memory content, which is also referred to as chunks or propositions. Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them. A concept map is a visual organizer that can enrich students' understanding of a new concept. Using a graphic organizer, students think about the concept in several ways. Concept maps deepen understanding and

comprehension. It helps students organize new information. It helps students to make meaningful connections between the main idea and other information. They're easy to construct and can be used within any content area. A simulation is a form of experiential learning. Simulations are intended to help learners practice decision-making and problem-solving skills, to develop human interaction abilities, and to learn psychomotor skills in a safe and controlled setting. Students get a chance to apply principles and theories they have heard or read about and to see how and when these principles and theories work. Simulation technique can be used to achieve many learning objectives. In the acquisition of communication skills, simulation technique is an almost unparalleled effective methodology. Students can place themselves in the shoes of others 9patients, nurses, physicians, families, co-workers, or supervisors) and learn something about these people’s feelings and how to interact effectively with them. Simulations permit students to experience the nearest thing to reality. The purpose of simulations is to enable students to understand the nature of a problem and how to solve the problem. (Allan C. Ornstein 1995) Problem-based learning is an approach to learning that involves confronting students with real-life problems that provide a stimulus for critical thinking and self-taught content. Problem-based learning is based on the premise that students, working together in small groups facilitated by an educator, will analyze a case, identify their own needs for information, and then solve authentic problems like those that occur in everyday life (Gijbels, van de watering, & Dochy, 2005). This type of exercise should prepare them to be good problem-

solvers in their future work and condition them to be life-long learners (Beers,2005). Quiz down gaming are activities with goals, rules, and rewards. Games are more informal and cover wide range of situations. Games have been an important instructional tool in the kindergarten and elementary school dating back to early nineteenth-century educational pioneers such as Froebel and Pestolozzi and later, to the play wing of the Progressive movement. Educational games have social and cognitive purposes and are not designed solely to amuse, but any game may contribute to learning. Games should be used for teaching thinking and socialization to students. (Allan C. Ornstein 1995) Demonstration is a teaching method frequently used to teach psychomotor skills to nursing students. In this method, the teacher exhibits the procedure by explaining every step of the procedure in sequence in front of the group of students, either in a lab or in a real-life setting. The students are then asked to perform a return demonstration. Return demonstration an instructional method by which the learner attempts to perform a psychomotor skill, with cues or prompting as needed from the teacher. Sometimes, return demonstrations may not be necessary when the group is very large or the time required to perform the return demonstration is high. Sometimes, a lecture or informal talk may precede the demonstration to prepare a background for the same. Since Nursing is a practice-oriented profession, this particular method is quite important to teach psychomotor skills to the nursing students. It is advisable for clinical instructor

that every procedure must be taught in the classroom followed by practice in the laboratory then, the students can be allowed to perform it in a clinical setting. This research study is conceptualized on the teaching strategies of nursing faculty and the academic performance of nursing students. There are two types of variables in this study, the independent variable which is the teaching strategies of nursing faculty while the dependent variable is the academic performance of nursing students. Figure 1 the schematic diagram of the study is presented in the next page.

Respondents’ Profile (clinical instructors)
A. Educational Attainment B. Length of Teaching Experience C. Gender D. Age E. Civil Status Academic Performance of the Nursing Students

Teaching Strategies of Nursing Faculty in the classroom            Lecture Discussion Case study Role playing Team teaching Debate Brainstorming Concept Map Simulation Problem Based Learning Quiz Down Gaming Demonstration and Return Demonstration

Figure1. The Schematic Diagram of the Study

Statement of the Problem The purpose of this study was determined teaching strategies of nursing faculty and academic performance of nursing student. Specifically, it’s sought to answer the following: 1. What is the respondents’ profile of the clinical instructors in terms of their higher educational attainment, length of experience, age, gender, and civil status? 2 .What are the commonly used teaching strategies by the clinical instructors as perceived by the nursing students as to lecture discussion, case study, role playing, team teaching, debate, brainstorming, concept map, simulation, problem based learning, quiz down gaming, and demonstration and return

demonstration? 3. What is the academic performance of the nursing students? 4. Is there a significant difference on the respondents’ teaching str ategies when grouped according to their profile? 5. Is there a significant relationship on the teaching strategies and academic performance of the nursing students? Hypothesis Ho1: There is no significant difference on the respondents’ teaching strategies when grouped according to their profile. Ho2: There is no significant relationship on the teaching strategies and academic performance of the nursing students.

Significance of the study The following person or entities will benefit the findings of the study: Teachers. This study will help in the improvement of their teaching skills, to know what teaching strategies best suit their personalities and to increase the student’s performance. Students. This study will increased their level of performances both on clinical settings and in the classroom. For them to be interested to the topics to be discuss by the instructors. Clinical Instructors. This study will enhance their abilities to use the different strategies in presenting the topics to the students and to create a good student-teacher relationship for them to interact easily. Future researcher. This study will help them identify some of the effective strategies in teaching, thus it will provide a good perspective for the future researcher and will improve their skills in teaching. Scope and Limitations The study determined the teaching strategies and academic performance of the nursing students. This study was conducted in the College of Nursing in Misamis University. There were 19 clinical instructors and 160 nursing student from the 1st year to 4th year level and was selected through simple random sampling. This study was utilized the descriptive research design. The study was also used a modified standardize questionnaire by Peer (2003) to assess the teaching strategies use by the clinical instructors. The study was conducted from the month of July to August 2013.

Definition of Terms The following terms are operationally defined to have a better understanding on the study: Academic Performance. This refers to the performance of the nursing students. Age. This refers to the clinical instructor-respondents profile. Brainstorming. This refers to the teaching strategies commonly used by the clinical instructor. Case Study. This refers to the teaching strategies commonly used by the clinical instructor. Civil Status. This refers to the marital status of the clinical instructorsrespondent profile. Concept Mapping. This refers to the teaching strategies commonly used by the clinical instructor. Debate. This refers to the teaching strategies commonly used by the clinical instructor. Demonstration and Return Demonstration. This refers to the teaching strategies commonly used by the clinical instructor. Gender. This refers to the clinical instructor-respondents profile. Highest Educational Attainment. This refers to the clinical instructorrespondents profile in which their education beyond the secondary level, provided college or university.

Lecture Discussion. This refers to the teaching strategies commonly used by the clinical instructor. Length of Experience. This refers to the clinical instructor-respondents profile of how long they have experienced in teaching. Nursing Faculty. This refers to the clinical instructor who educate to the nursing students. Nursing Student. This refers to the participants of the study. Problem Based Learning. This refers of one of the teaching strategies commonly used by the clinical instructor. Profile. This refers to store the description of the clinical instructorrespondents. Quiz Down Gaming. This refers to the teaching strategies commonly used by the clinical instructor. Role playing. This refers to the teaching strategies commonly used by the clinical instructor. Simulation. This refers of to the teaching strategies commonly used by the clinical instructor. Teaching Strategies. This refers to a teacher’s arrangement and plans to create a possibility for his students to have learning experience which will modify their behavior in desirable direction. Team teaching. This refers of one of the teaching strategies commonly used by the clinical instructor.

Chapter 2 RESEARCH METHODOLOGY This chapter presents the research design, setting, respondents of the study, research instruments, data gathering procedure and statistical treatment.

Research Design The study design used descriptive correlational design that involves the collection of data from the population of interest. This study is a non-experimental study since the independent variables performance of nursing students was not manipulated. The design was selected for it allows flexibility in investigating and describing the relationship among independent variable as to the respondents profile in terms of age, gender, civil status, educational attainment, and length of teaching experience, teaching strategies in relation to performance of nursing students. This study provides a baseline for future studies.

Research Settings This study was conducted in Ozamis City formerly known as Misamis a name believed to have been derived from the Subanen word "Kuyamis," a variety of coconut. However, suggest that the name Misaims came from "Misa" after the Catholic Mass. The origin and the growth of the old Spanish town, Misaims, was due to the presence of the Spanish garrison stationed at the stone fort named Nuestra Senora dela Concepcion del Triunfo which was constructed sometimes

the 18th century in order to control the piratical activities originating in the nearby Lanao area. In 1850, the town of Misamis became the capital of the District of Misamis founded by Mr. Jose Ozamis. The city is highly urbanized and the 3 rd large city. Specifically at Misamis university a privately owned, non-sectarian, non-profit educational institution by the Feliciano family. Misamis University is the only institution in Northwestern Mindanao that caters to more than 8,000 students every year in its 7.5 hectares campus in Ozamiz City and also in Oroquieta City. Dr. Hilarion T. Feliciano and his wife, Doña Maria Mercado Feliciano, founded the Kolambugan Academy in Kolambugan, Lanao Del Norte as the first private high school in this part of the country. Misamis University is located at Feliciano Street Ozamis City. At the year 1977 the school was granted a university status Dr. Jaime M. Feliciano was installed the First President of Misamis University. Several courses were offered by the university. Bachelor of Science in nursing department (nursing department) in 19771978 the College opened a technical course-Graduate Nurse (GN). This was in line with the New Society’s encouragement for educational institutions to increase the “middle level’ courses. It was also designed to meet the country’s dire need for a technically prepared manpower. Graduates of this course, under supervision of the professional nurse, were strictly prepared to help meet the common needs of the Filipinos of those times. The following year, Bachelor of Science in Nursing (BSN) was opened. This was intended for a Graduate Nurse (GN) who planned to upgrade his GN status to a bachelor’s degree. At present

the Philippine Association of College and Universities Commission on Accreditation (PACUCOA) has awarded the college of Nursing a Level II First Reaccredited Status for the Period October 2009 – October 2014.

Research Respondents The respondent in this study was 19 clinical instructors and 160 students who are currently studying at Misamis University in the course of Bachelor in nursing from 1st year to 4th year students. A simple random sampling was used in the selection of a possible respondent using the fishbowl method. Year Level 1st year 2nd year 3rd year 4th year Number of Respondents 37 24 43 56 Total: 160 Research Instrument A modified researcher made questionnaire was developed which have been used in earlier studies from different articles related to teaching strategies of nursing faculty and academic performance of nursing students. Questions were directed towards gaining information regarding the respondent’s

knowledge. The questionnaire is the primary tool of inquiry.

A. Respondents’ Profile Questionnaire. The professional profile showed the teachers age, gender, civil status, educational attainment, and length of experience. Responses to the items to the questionnaire were manifested by putting the check mark on the space which co response to the teachers profile and ratings on their teaching strategies. B. Teaching Strategies Questionnaire. The teachers teaching strategies as reflected in the effective teaching strategies evaluation for teachers is rated and interpreted in numerical and descriptive ratings. The continuum below was used in interpreting the weighted mean:

Weight 5 4 3 2 1

Continuum 4.50-5.00 3.50-4.49 2.50-3.49 1.50-2.49 1.00-1.49

Interpretation Always Often (A) (O)

Sometimes (SS) Seldom Never (SD) (N)

C. The Respondents’ Academic Performance. To determine the respondents’ academic performance, a documentary analysis was used, wherein the grades were obtained from their classroom adviser. Below is the continuum used in interpreting the data gathered Weight 4 3 Continuum 95-100 85-94 Interpretation Excellent Very Good

2 1

75-84 65-74

Good Poor

Validation of Research Instrument In this study questionnaire was developed largely from questionnaire used in previous studies of teaching strategies of nursing faculty and Academic performance of nursing students. Content validity test for the development of questionnaire was done by the researchers and her research adviser. After revising for the draft according to the suggestions and comments from the panel of the experts and her adviser, the questionnaire was field tested for reliability for actual data collection begun.

Data Gathering Procedure Before the actual distribution of the research instrument the researcher secured permission to the Dean of College of nursing. With the approval of the request, the researcher distributed personally the questionnaire to the respondents. After all the data and information was gathered, the researcher classified, analyzed interpreted and presented her findings in textual and tabular forms.

Statistical Treatment The following statistical techniques were used in interpreting the result of the data collected: Frequency. This was used to determine the distribution of respondents response in the category used to describe their teaching strategies. This was likewise in distribution of teachers teaching performance. Percentage. This was used to determine the proportion of the respondent’s response on the teacher’s performance. Regression analysis. This was used as a statistical technique to

determine the relationship between independent and dependent variable.

Chapter 3 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the data gathered from the research, its analysis and implications. Each table presents the data gathered to answer each of the following problems: The Respondents’ Profile of the Clinical Instructors in Terms of Their Highest Education Attainment, Length of Experience, Age, Gender, and Civil Status The Commonly Used Teaching Strategies by the Clinical Instructors as Perceived by the Nursing Students The Academic Performance of the Nursing Students Significant Difference on the Respondents’ Teaching Strategies When Grouped According to their Profile Significant Relationship on the Teaching Strategies and Academic Performance of the Nursing Students

The Respondents’ Profile The respondents’ profile is classified into age, gender, civil status, highest educational status, and length of experience. The result of the test is presented in Table 1. Age. As to the respondents age mostly of the respondents belongs to the age group of 41-50 years old with the percentage of 47.4, followed by the age group of 20-30 years old with the percentage of 26.3, followed by the age group

of 31-40 years old with the percentage of 21.05, and from age group of 51-60 years old.

Gender. Mostly of the respondents are female with the percentage of 73.68 and the rest of the respondents are male with the average of 26.32. Civil Status. Results also shows that mostly of the Clinical Instructor are already married with 84.21% and the rest of the respondents are still single with 15.79%. Highest Educational Attainment. Mostly of the respondents already had their Masters of Arts in Nursing with the percentage of 68.42 and the remaining of the respondents had Masters in Nursing with the average of 31.58.Clinical Instructor in the Misamis University College of Nursing had finished their Masteral Degree already. Length of Experience. Moreover Clinical Instructor in the College of Nursing mostly had their length of experience between 6-10 years with 78.95%. Then 10.53% of the respondents had length of experience between 11-15years And Clinical Instructors who had length of experience between months-1years and 21-25years is only comprised of 5.6%.

Table 1 Clinical Instructor’s Profile (n=19) Variable Age 20-30 yrs. old 31-40 yrs. Old 41-50 yrs. old 51-60 yrs. old Gender Female Male Civil Status Single Married Educational Attainment BSN MN MAN DOCTORAL Length of Experience months-1yrs 2yrs-5yrs 6yrs-10yrs 11yrs-15yrs 16yrs-20yrs 21yrs-25yrs 1 15 2 1 5.26 78.95 10.53 5.26 6 13 31.58 68.42 3 16 15.79 84.21 14 5 73.68 26.32 5 4 9 1 26.3 21.05 47.4 5.3 Frequency Percentage

The Commonly Used Teaching Strategies by The Clinical Instructors as Perceived by The Nursing Students This part of the study presents the commonly used teaching strategies by the clinical instructors as perceived by the nursing students. The result of the test is presented in Table 2. As shown on Table 2, Lecture discussion and the demonstration and the return demonstration has a highest t-value than the critical value. Lecture discussion means that it is the most traditional method associated with teaching in which the teacher simply convey the knowledge to the students in a one-way channel of communication and the second one is demonstration and return demonstration. According to (Tan 2009) discussion retains some of the features of lecturing when the teacher still imparts the lessons to the students through interaction. This time she gives them the opportunity to share their insights or understanding of the topic. It allows the greater student teacher interaction and or student to student interaction and the least common teaching strategies used by the clinical instructors is the simulation which has the average weighted value of 2.71, it is used often on the application and integration of knowledge, skills, and critical thinking, it also presents that it is not usually used by the Clinical Instructors.

According to Gignac and Oermann, 2001, student identification of demonstrates clinical skills and judgments as the most important characteristics of clinical instructors support previous research on the important of clinical competency in clinical effectiveness. The importance of clinical competency was also related to students’ progress in nursing programs. The rest of the teaching strategies used by the clinical instructors were perceived to be satisfactory these are on, case study, role playing, team teaching, debate, brainstorming, concept map, simulation, problem based learning, quiz down gaming, and demonstration and return demonstration.

Table 2 Commonly used Teaching Strategies by the Clinical Instructors As perceived by the Nursing Students (n=160)

Teaching Strategies Lecture Discussion Case Study Role Playing Team Teaching Debate Brainstorming Concept Map Simulation Problem Based Learning

AVW 4.09 3.30 3.31 3.17 3.13 3.09 2.91 2.71 3.34

QI Often Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes Sometimes

Quiz Down Gaming Demonstration and Return demonstration The Academic Performance of the Nursing Students

3.0 3.77

Sometimes Often

Table 3 shows the academic performance of the nursing students. As shown in the table, most of the nursing students were given a grade within 75-84 range; there are 50 percent of them. This is followed by those students who got a grade of 65-74, there are 24.38 percent. Moreover, there are only 23.13 percent of the nursing students who attained a grade of 85-94 while only 2.5 percent with a grade of 95-100. The findings reveals that most of the nursing students got a grade that barely pass, there are also a number of them with a failing mark. Only few are considered with a very satisfactory to an excellent.

Table 3 Nursing Student’s Academic Performance Academic Performance 95-100 85-94 75-84 65-74 Frequency 4 37 80 39 Percentage 2.5 23.13 50 24.38

Significant Difference in the Clinical Instructor-Respondents’ Teaching Strategies When Grouped According to Their Profile To test the significant difference in the teaching strategies of the clinical instructors when grouped according to their profile, a regression analysis was used. Result of the test is presented in Table 4.

Table 4 Significant Difference in the Clinical Instructor-Respondents’ Teaching Strategies When Grouped According to their Profile Test Statistic Variable Computed t-value Critical value Decision

Age Gender Civil Status Educational Attainment Length of Experience

2.31 1.31 1.84 2.6 3.05

1.96 1.96 1.96 1.96 1.96

Reject Ho Accept Ho Accept Ho Reject Ho Reject Ho

Ho: There is no significant different in the clinical instructor-respondents’ teaching strategies when grouped according to their profile. It is shown in Table 4, that the in the variable of age, educational attainment, and length of experience are higher that their critical value. Hence, the null hypothesis is rejected. There is a significant difference in the respondents’ teaching strategies when grouped according to their ag e, educational attainment, and length of experience. The finding implies that the teaching strategies used by the clinical instructors are influence by their age, educational status and length of experience. The finding is consistent Kelly (2007) completed a study to compare

how second and third year nursing students view effective clinical teaching in diploma an baccalaureate programs. The authors explored what teacher characteristics and contextual influences impact student learning. According Kramer (2010) the younger and older clinical instructors have different level of teaching strategies. Then, the age of clinical instructors is a factor is may influence his/her teaching skills. As a teacher increases in age, his/her experience in school also increases. As clinical instructor ages supervising students they will acquire more experiences, have a lot to share, particularly in identifying student’s needs and problems. Likewise, clinical instructors who are young and new in the service may lack experience and have limited knowledge to share. Gignac Caille &Oerman, (2001), Hanson & Stenvig, (2008) Lee ET. Al., (2002) concur that these clinical experiences are crucial in the development of competent, skillful, and caring nurses. Johnson et al. (2002) adds that the relationship between clinical teacher and students impacts student confidence in their role as a nurse. Because clinical faculty have a pivotal role in the education and development of nursing students, exploration of effective characteristics is useful in providing positive student outcomes during clinical performance. On the other hand the variable of gender and civil status, their computed tvalue is lower than their critical values. Therefore, the null hypothesis is accepted. There is no significant different in the respondents’ teaching strategies when grouped according to their gender and civil status. This implies that

whether the clinical instructor is a male or a female, being married or single, their teaching strategies do not vary. According to Cook (2005) that unmarried clinical instructors are more focus in their profession but with married clinical instructors they have restricted time because of their home and family responsibilities. However, married clinical instructors are the ones who are well-trained because they have more experience than young clinical instructors.

Table 5 Significant Relationship on the Teaching Strategies and the Academic Performance of the Nursing Students

Academic Performance

Test Statistics Computed t-value Critical value

Decision

Academic Performance and Teaching Strategies Lecture Discussion Case Study Role Playing Team Teaching Debate Brainstorming Concept Map Simulation Problem Based Learning Quiz Down Gaming Demonstration and Return demonstration 7.62 0.31 0.89 2.19 0.73 0.26 0.29 0.88 1.06 0.03 1.26 1.96 1.96 1.96 1.96 1.96 1.96 1.96 1.96 1.96 1.96 1.96 Reject Ho Accept Ho Accept Ho Reject Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho Accept Ho

Ho1: There is no significant relationship on the teaching strategies and the academic performance of the nursing students.

As shown in Table 5, the variable of lecture discussion and team teaching got a high computed t-value than its critical value. Therefore, the null hypothesis is rejected. There is a significant relationship on the teaching strategies and the academic performance of the students. The finding implies that the lecture discussion and team teaching would affect the academic performance of the nursing students’ either their academic performance would be high or low. According to Francis Amara (2012) that lecture discussion is still the most widely used approach to teaching, especially for a large class size. According also to Berkowitz(2004) lecture discussion has many purposes: they provide new knowledge, offers examples of theory in practice, make links to course readings and activities, and generate notes for later review for exams or coursework. Rebecca Anderson and Bruce Speck (2004), Team teaching promotes dialogue/increased participation, and improves evaluation/feedback and also student gain multiple perspectives in team teaching because two teachers offer different viewpoints, creating a climate in which ideas can be developed and freely exchanged. Students are able to see that it was possible to disagree about fundamental issues and still respect the integrity of your opponent without being hostile. Modeling by teachers can help students learn how to engage in learning effectively. On the other hand the case study, role playing, debate, brainstorming, concept map, simulation, problem-based learning, quiz down gaming and the demonstration and return demonstration are the teaching strategies which has computed t-value is lower than their critical values. Therefore, the null hypothesis

is accepted. There is no significant different in the teaching strategies such as the case study, role playing, debate, brainstorming, concept map, simulation, problem-based learning, quiz down gaming and the demonstration and return demonstration and academic performance of the nursing students. This implies that whether the clinical instructor used those teaching strategies do not vary.

Chapter 4 SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATION This chapter includes the summary of problem, methodology, and findings of the study, conclusion based on the significant findings and the

recommendation proposed based on the result of the study.

Summary This study looked into the teaching strategies of the nursing faculty and the academic performance of nursing students. Specifically, it sought to answer the following questions: (1) what is the respondents’ profile of the clinical instructors in terms of their higher education attainment, length of experience, age, gender, and civil status; (2) what are the commonly used teaching strategies by the clinical instructors as perceived by the nursing students; (3) what is the academic performance of the nursing students; (4) is there a significant difference on the respondents’ teaching strategies when grouped according to their profile; (5) is there a significant relationship on the teaching strategies and academic performance of the nursing students.

There were 19 clinical instructors and 160 students who are currently studying at Misamis University in the course of Bachelor of Science in Nursing from 1styear to 4thyear students. A simple random sampling will be used in the selection of a possible respondent using the fishbowl method. A modified researcher made questionnaire was developed which have been used in earlier studies from different articles related to teaching strategies of nursing faculty and academic performance of nursing students. Questions were directed towards gaining information regarding the respondent’s

knowledge. It consisted of two parts. The parts sought formation about the effective teaching strategies use by the nursing faculty. The study was conducted in the College of Nursing, Misamis University; we conducted last July 22-August 22, 2013. Frequency was used to determine the distribution of respondents

response in the category used to describe their teaching strategies. This was likewise in distribution of teachers teaching performance.

FINDINGS: This study revealed significant findings: 1. Mostly of the respondents are female on which are married, mostly are 4150 years old, a graduate of M.A.N and has 6-10 years length of experience. 2. Lecture discussion is the most commonly used teaching strategies. 3. The academic performance of the nursing students belongs with the grade of 75-84.

4. There is a significant difference in the respondents’ teaching strategies when grouped according to their age, educational attainment, and length of experience. 5. The lecture discussion and team teaching would affect the academic performance of the nursing students’ either their academic performance would be high or low.

CONCLUSION: From the salient findings of this study, following conclusions were drawn: 1. The female respondents are in their middle age period, married and obtained a Masteral degree in nursing. 2. The lecture discussion was the most preferred teaching strategies by the clinical instructors. 3. The students’ academic performance was observed to be fair. 4. The clinical instructors’ age, educational attainment, and length of experience is an indicator of the students’ academic performance. 5. The lecture discussion and team teaching influenced the students’ academic performance.

RECOMMENDATIONS As result of this study, several recommendations are presented.

1. Teachers should allot time for students’ consultation thereby helping them in their academic performance. And seek what other teaching strategies used in the classroom. 2. The students should work harder to attain the highest level of academic performance. 3. The future researcher must be encouraged to identify some of the effective strategies in teaching, thus it will provide a good perspective for the future researcher and will improve their skills in teaching.

BIBLIOGRAPHY A. Books Allan C. Ornstein (2001). “Strategies for Effective Teaching”. Second Edition.2001 Allan C. Ornstein & Thomas J. Lasley II (2000). “Strategies for Effective Teaching”. Third Edition.2000 Ausubel D.P (2004). “Effective Teaching Practices for Students with and without learning difficulties”. Carlito D. Garcia Ed.D.“Principles and Strategies of Teaching: A Skills Approach”.2005 Dunne, D. and Brooks, K. (2004) Teaching with Cases (Halifax, NS: Society for Teaching and Learning in Higher Education), ISBN 07703-8924-4 (Can be ordered at http://www.bookstore.uwo.ca/ Gloria G. Salandanan, Ph. D. “Teaching Approaches and Strategies”.2008 Gregorio, M. “Practical Wisdom and the Ethics of Care in Probation Practice”. European Journal of Probation Vol.3 No.3 2011 Herman C. Gregorio. “Principles and Methods of Teaching”. Revise Edition. 1999

Robert K. Yin. Case Study Research: Design and Methods. Fourth Edition. SAGE Publications. California, 2009. ISBN 978-1-41296099-1 Salandanan, Gloria Ph.D. “Elements of Good Teaching.”Chapter 4 – ISBN971-685-679-8-Lorimar publishing Simon, B.S. (2001). “Educating Everybody’s Children: Diverse Teaching Strategies for Diverse learners”. Second Edition Stumpff, L. M., & Smith, B. L. (2002.). The enduring legacy Native cases initiative. In Enduring Legacies Native Cases. Retrieved September 12, 2009, from The Evergreen State College website: http://www.evergreen.edu/tribal/cases/thinkingaboutcases. htm [Overview of case studies and the Enduring Legacies Case Studies.] Tan, C. (2009). “The nurse as educator concepts, Principles and strategies in teaching”. First edition.2009

B. Webliography www.brookes.ac.uk/service/ocsld/archive/theorist.html
  
Brooks, J 1995 Training and Development Competence: a practical guide Kogan Page, London. Burns, R. 1995 The adult learner at work Business and Professional Publishing, Sydney. Burns, S. 1995 'Rapid changes require enhancement of adult learning' HRMonthly June, pp 16-17.

www.infed.org/biblio/b-learn
Illeris,K. (2002) The Three Dimensions of Learning. Contemporary learning theory in the tension field between the cognitive, the emotional and the social, Frederiksberg:

www.web.utk.edu/-rmcneele/learning/theories.html

DeVries, R. (2004).

Why the child’s construction of

relationships is fundamentally important to constructivist teachers. Prospects, 34(4), 411-422.
www.learningandteaching.info/learning/theories.htm www.amazon.com/Teaching-Strategies-Guide-Effective
A TEACHER'S GUIDE TO BLOGS, PODCASTS, WIKIS, PAGES, AND SITES (2008), THE ESSENTIALS OF INSTRUCTIONAL DESIGN (2006), TECHNOLOGY AND THE DIVERSE LEARNER (2004), and MULTIMEDIA PROJECTS IN THE CLASSROOM (2002).

APPENDIX “A” Instruments

TEACHING STRATEGIES OF NURSING FACULTY AND STUDENTS’ ACADEMIC PERFORMANCE (To be answered by nursing student)

I.

Teaching strategies commonly used by Clinical Instructors.

Directions. Please check the commonly used teaching strategies by your Clinical Instructors. Legend: Responses Interpretation

Weight 5 4 3 2 1

Responses Always (A) Often (O) Sometimes (SS) Seldom (SD) Never (N)

(A) 1. Lecture Discussion 2. Case Study 3. Role Playing 4. Team Teaching 5. Debate 6. Brainstorming 7. Concept Map 8. Simulation 9. Problem Based Learning 10. Quiz Down Gaming 11. Demonstration and Return demonstration

(O)

(SS)

(SD) (N)

II.

Student Academic Performance ___

TEACHING STRATEGIES OF NURSING FACULTY AND PERFORMANCE OF NURSING STUDENT (To be answered by Clinical Instructor)

A. Clinical Instructor Profile Age ___ 20-30 yrs. old ___ 31-40 yrs. old ___41-50 yrs. old Gender ___ Female ___ Male

Educational Attainment ___ BSN ___ MN ___ MAN ___ DOCTORAL

Civil Status ___ Single ___ Married

Length of Experience ___ months-1yrs ___ 2yrs-5yrs ___ 6yrs-10yrs ___ 11yrs-15yrs ___ 16yrs-20yrs ___ 21yrs-25yrs

APPENDIX “B” Letter to the Dean

June 21, 2013 Dr. Cynthia Superable Dean of College of Nursing and Midwifery Misamis University, Ozamiz City Dear Ma’am, Good day Ma’am! We, the 4th year students of College of Nursing, will be conducting a research study entitled “Teaching Strategies of Nursing Faculty and Performance of Nursing Students”, here in Misamis University, College of Nursing, for completion for our Nursing Research 2. In connection with this we would like to ask for your permission to distribute our research made questionnaire to the 2nd and 3rd year randomly selected nursing students. Hoping for your favorable approval.

Respectfully yours, (SGD) Aguilar, Christopher John D. (SGD) Herrera, Ednagem R. (SGD) Palpagan, Loid Mee Ann M. Researchers

Noted by: (SGD)Judy S. Revelo, MAN Adviser

Approved by:

(SGD)Cynthia S. Superable, MAN, Ed.D Chairman APPENDIX “C” Letter for the Respondent July 17, 2013 Respondent Nursing Student Misamis University, Ozamiz City

Nursing Student, Good day! We 4th year students of College of Nursing, will be conducting a research study entitled “TEACHING STRATEGIES OF NURSING FACULTY AND STUDENTS’ ACADEMIC PERFORMANCE”, here at Misamis University, College of Nursing. In connection with this we would like to ask for your cooperation to answer our research made questionnaire. Your cooperation is highly appreciated.

Respectfully yours, (SGD) Aguilar, Christopher John D. (SGD) Herrera, Ednagem R. (SGD) Palpagan, LoidMee Ann M. Noted by: (SGD)Judy Jane S. Revelo, MAN Adviser ----------------------------------------------------------I acknowledge my voluntary participation in the above mentioned research project, conducted by Aguilar, Christoper John D., Herrera, Ednagem R., and Palpagan, LoidMee Ann M. fourth year nursing students of Misamis University, Ozamiz City. I further allow the researcher to utilize the result of my assessment for research purposes, on condition that the confidentiality thereof is maintained.

Signed on this day ______ of ____________, 2013 Misamis University

Curriculum Vitae

Personal Background

Name Address Date of Birth Father’s Name Mother’s Name Sex Civil Status Age

: Christopher John D. Aguilar : Bliss, Lapasan, Clarin, Mis. Occ. : April 19, 1991 : Art Aguilar : Josarina Divinagracia Aguilar : Male : Single : 22

Educational Attainment College Secondary Intermediate : Misamis University : La Salle University Integrated School : Ozamis Montessori Center

Personal Background

Name Address Date of Birth Father’s Name Mother’s Name Sex Civil Status Age

: Ednagem R. Herrera : Purok 1, Mialen Clarin Mis.Occ. : June 3, 1994 : Edward M. Herrera : Gemma R. Herrera : Female :Single : 19

Educational Attainment College Secondary Intermediate : Misamis University : Clarin National Highschool : Mialen Central School

Personal Background

Name Address Date of Birth Father’s Name Mother’s Name Sex Civil Status Age

: Loid Mee Ann M. Palpagan : Purok 3, Lower Rizal, Oroquieta City : October 17, 1993 : Danilo L. Palpagan : Imee M. Palpagan : Female : Single : 19

Educational Attainment College Secondary Intermediate : Misamis University : Misamis Occidental National High School : Rizal Elementary School