Educational Progress and Prospect Theory for Teaching Pedagogy

Abstract

The study aims to investigate the educational progress and prospect theory for teaching pedagogy on the aspect of expected learning outcome, instructional activity, and assessment in teaching and learning. Descriptive quantitative research design is employed in the study because it quantifies and measures the theory being formulated on educational progress and prospects in teaching pedagogy principles. Likewise, convenience sampling is employed in gathering the sample size and population of the study. The study comprised eighty (80) respondents only. Results show that teaching pedagogy principles prioritize effective teaching involvement, focusing on knowledge and skills to determine reason and accomplish an objective learning process, expected learning outcome is based on Specific, Measurable, Attainment, Realistic, and Time-bounded (SMART) which is needed in teaching pedagogy principles, instructional activity shows to help students focus and accomplish the task effectively based on set objective of the lesson, and assessment in teaching and learning shows to design and measure various assessment functions in learning elements as to concept, and level knowledge of students. Findings show that there is a significant relationship on the contribution of educational progress and prospects theory for teaching pedagogy as observed among the respondents.