Assessing English Teacher’s Instructional Strategies at Mindanao State University-Sulu Senior High School

Amina Aming; Alnakier Sarabi

doi:10.62596/hx2jx294

Authors

Amina M. Aming School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Alnakier A. Sarabi School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/hx2jx294

Keywords:

Assessing, English, Instructional, Strategies, Senior

Abstract

This study examined the instructional strategies used by English teachers as perceived by senior high school students at Mindanao State University–Sulu Senior High School. It also explored the differences and relationships among these instructional strategies when respondents were grouped according to selected demographic variables. A descriptive–correlational research design was employed, involving 110 student-respondents who answered a structured questionnaire focused on three areas of instructional strategies: lecture-based, student-based, and assessment-based approaches. To analyze the data, the study utilized descriptive statistics, t-tests, analysis of variance (ANOVA), and Pearson correlation. The findings showed that English teachers frequently applied different instructional strategies in the classroom. Among these, assessment-based and lecture-based strategies were the most commonly observed, while student-based strategies were likewise practiced consistently. The results further revealed that students’ perceptions of these instructional strategies did not significantly differ when grouped according to age, gender, grade level, and academic strand. This suggests that teachers-maintained fairness and consistency in their teaching practices across different groups of learners. Moreover, the correlational analysis indicated significant positive relationships among lecture-based, student-based, and assessment-based strategies, implying that these approaches complement one another and are often integrated during classroom instruction. The study concludes that effective teaching in the senior high school department is characterized by a balanced and coordinated use of instructional strategies that enhance content delivery, student participation, and continuous assessment. Based on the findings, recommendations were proposed for educational authorities, school administrators, teachers, students, and future researchers to further improve instructional practices in senior high school education.

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