Teachers' Pedagogical Strategies, Students' Academic Engagement and Comprehension Skills

Abstract

The study was conducted to examine teachers' teaching strategies, learning acquisition and engagement skills of learners in Passi City Schools during the 2022-2023 school year. The subjects of the study were middle and high school English teachers in the Passi City School Division, Philippines. They are assimilated according to age, gender, educational level, seniority and function. The study used a descriptive-correlational research design and the statistical tools used to calculate data collection were frequency counts, percentages, ranks, and mean values, Mann U- Test, Kruskall Wallis and Spearman rho. Significance levels for inferential statistics, specifically Mann U-Test, Kruskall Wallis, Chi-square, and Spearman's rho, were set at 0.05 alphas. Research results show that the majority of respondents are 40 years old or younger, female, have a bachelor's degree, are 20 years old or younger, and are grade I-III teachers. The majority of respondents answered "yes" to teachers' pedagogical strategies. The results show a very high level of learning participation of learners. No significant differences existed in teachers' teaching strategies when classified by age, gender, educational level, seniority, position, and respondent type. There are no significant differences in the level of learning participation of learners when classified by age, gender, educational level, seniority, position and type of respondent. Analysis results show that there is no significant difference between learners' reading comprehension skills as assessed by teachers in terms of frustration level when grouped by age, education level and seniority. There are significant differences by gender and location. Analysis results show that there is no significant difference between learners' comprehension skills as assessed by teachers according to their teaching level when grouped by age, education level and seniority. There are significant differences by gender and location. The analysis results show that there is no significant difference between learners' comprehension skills as assessed by teachers at an independent level when grouped by age, education level and position. There are differences in gender and seniority. Significant relationships were observed between learners' tendencies, challenges, and performance.