MERITS AND DEMERITS OF CLASSROOM-CENTRIC TEACHING: ITS RELATION TO PUPILS’ LEARNING STRATEGIES

Educational Management

This study aimed to determine the merits and demerits of classroom-centric teaching in relation to pupils’ learning strategies is selected school in Matalam South District, Matalam, Cotabato. This study utilized a random sampling technique provided that the respondents were grade 6 elementary teachers and pupils from Matalam South District, Matalam, North Cotabato. The findings revealed that classroom-centric teaching such as merit with motivating learners has a significant relationship with the visual learning strategy of the pupils. Furthermore, the result also revealed that classroom-centric teaching such as the merit with motivating learners significantly influences the pupils’ learning strategy, particularly the visual strategy. The statistical analysis revealed that there is a direct proportional relationship between measured variables. Implying that the more the teachers practices classroom-centric teaching in terms of merit with motivating learners, the better is the impact on the visual strategy of the pupils.

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