St.

Paul University Surigao

St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

READINESS OF CRIMINOLOGY 4TH YEAR STUDENTS IN TAKING THE

CRIMINOLOGY LICENSURE EXAMINATION

A Thesis Paper Presented to the

College of Education, Culture, and Arts
St. Paul University Surigao
Surigao City

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SCIENCE IN CRIMINOLOGY

by

FLORIA, Jorge Steven R.

ANTIPASADO, Kate C.
GULANDRINA, King Amstrong

March 2025
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APPROVAL SHEET

This thesis titled

KNOWLEDGE, COMPETENCE, AND READINESS OF CRIMINOLOGY 4TH
YEAR STUDENTS IN TAKING THE CRIMINOLOGY LICENSURE
EXAMINATION

prepared and submitted by JORGE STEVEN R. FLORIA, KATE C. ANTIPASADO and

KING AMSTRONG GULANDRINA has been examined, and recommended for approval and
acceptance for ORAL EXAMINATION.

DR. MARICAR M. SAAVEDRA

Adviser

PANEL OF EXAMINERS

APPROVED by the Committee on Oral Examination with the grade of _________

on __________

SR. MARIE ROSANNE MALLILLIN, SPC

Chair

DR. NIKKO EDERIO DR. MELVIN NIÑAL

Member Member

ACCEPTED in partial fulfillment of the requirements for the degree

BACHELOR OF SECONDARY EDUCATION
MAJOR IN ENGLISH

DR. LIZA L. CHUA

Dean, College of Education, Culture, and Arts
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iii

CERTIFICATE OF ORIGINALITY

This is to certify that this research paper is our work and does not contain any

material previously published or written by another person nor material, to a substantial

extent, has been accepted for the award of any degree or diploma in St. Paul University

Surigao, and other educational institutions, except where due acknowledgment is made

in the dissertation. Any contribution made to the research by others with whom we have

worked at St. Paul University Surigao or elsewhere is explicitly acknowledged.

PHYCHE E. FRIAS

GREZZA BEA T. ARNIGO

NICOLE P. QUILBIO

Candidates

Attested by:

DR. MARICAR M. SAAVEDRA

Adviser

Date:
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iv

ACKNOWLEDGMENT

The researchers would like to extend their warmest gratitude to the following for

making this research possible. The contribution and advice they imparted inspired the

researcher in making this study a worthwhile success.

Above all, to ALMIGHTY GOD who provided His divine grace, knowledge,

wisdom, confidence, and strength. For the good health, bountiful blessings, and guidance

He has given to them in pursuing the research amidst trials;

To the researchers’ parents, who gave them their full support in their academic

endeavors in school from the beginning up to this moment. They express as well their

deep gratitude because they gave them the most valuable treasure and everlasting

inheritance – their education. Without their efforts and sacrifices, they would not be here

today, working hard to achieve a higher academic pursuit. They also express their

gratitude to their siblings, for being their inspirations along with their parents in reaching

their dreams of becoming who they are today;

To their research adviser, Mrs. Maricar M. Saavedra, for imparting necessary and

invaluable knowledge about this research, which they consider significant to make them

able to organize their research study well;

To Dr. Alvin J. Sumampong, their research instructor, who provided them with his

knowledge, assistance, and guided them in the foundation of their research.

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses v

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To their research validators, Mr. Larry Dillo, Ms. Rizabeth Condontol, and Dr.

Liza Chua for the questionnaire validation;

To the authors cited in this study, for their knowledge, this endeavor would not

have been supported without their published works.

Lastly, the researchers’ heartfelt gratitude and thanks to their classmates and

friends for their financial help, inspiration. For giving their ideas, opinion, endless love

and support in accomplishing this study.

PHYCHE ELNAR FRIAS

GREZZA BEA TOLEDO ARNIGO

NICOLE PASTER QUILBIO

Researchers
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ABSTRACT

Macro skills refer to the overarching abilities necessary for effective communication and
learning. These skills encompass listening, speaking, reading, writing, and viewing
forming the foundation for comprehension across various subjects. Each macro skill plays
an important role in the development of students' abilities. This study aimed to determine
the Utilization of Macro Skills-Based Teaching Strategies for General Education Courses
that Foster Students’ Participation among the general education teachers and all first-year
students from the College of Education, Culture, and Arts Department of St. Paul
University Surigao. The study used a descriptive design and administered the validated
researcher-made questionnaire to 20 teachers and 80 students, which were taken as
respondents. The data were analyzed using Frequency Count and Percentage Distribution,
Mean and Standard Deviation, Pearson Product-Moment Correlation, Analysis of
Variance, and T-test.

The study found a significant difference between teachers and students in how they
perceive the use of macro skills-based teaching strategies, particularly in listening,
speaking, reading, and viewing. However, there's no significant difference in their
perception in terms of writing. In view of the findings aforementioned in the study, the
following actions were recommended: (a) The general education teachers may sustain
impactful and practical teaching strategies, ensuring a thorough understanding of lessons
among students, (b) school administrators can initiate the development of new plans and
techniques to help teachers identify macro skills-based teaching strategies that foster
student participation in general education classes, (c) future researchers may further
conduct similar research, particularly on utilization of macro skills-based teaching
strategies for general education courses that foster students’ participation.

Keywords: Macro Skills, Teaching Strategies, Students’ Participation

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TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
CERTIFICATE OF ORIGINALITY iii
ACKNOWLEDGMENT iv
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES AND FIGURES ix
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND 1
Introduction 1
Conceptual Framework 3
Statement of the Problem 7
Hypotheses 9
Significance of the Study 10
Scope and Limitation of the Study 11
Definition of Terms 11
2 REVIEW OF RELATED LITERATURE 12
Synthesis of the Review 40
3 METHOD 42
Research Design 42
Respondents 42
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Instrument 43
Data Gathering Procedure 44
Data Analysis 44
Ethical Consideration 45
4 RESULTS AND DISCUSSION 47
5 SUMMARY, FINDINGS, CONCLUSION AND
RECOMMENDATIONS 114
REFERENCES 123
APPENDICES 130
A – Researcher-Made Questionnaire 130

B – Letter of Request to the Validators 137

C – Letter of Permission to the Dean 140

D – Letter of Permission to the Respondents 141

E – Letter of Request to the Statistician 143

F – Statistical Results 144

CURRICULUM VITAE 150

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LIST OF TABLES AND FIGURES

TABLES

1. Distribution of Teacher and Student Respondents

2. Profile of the Teacher Respondents

3. Utilization of macro skills-based teaching strategies as perceived by the teachers and

students in terms of;

3.1. Listening;

3.2. Speaking;

3.3. Reading;

3.4. Writing; and

3.5. Viewing.

4. Summary table

5. Significant relationship of the utilization of macro skills-based teaching strategies for

general education courses among the teacher respondents when they are grouped

according to their profile.

6. Significant difference of the utilization of macro skills-based teaching strategies for

general education courses among the teacher respondents when they are grouped

according to their profile.

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7. Difference between the teacher and student respondents in their perception of the

utilization of the macro skills-based teaching strategies for general education courses that

fosters students’ participation

FIGURES

1. Schematic Diagram of the study

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Republic Act No. 11131, also known as “The Philippine Criminology Profession

Act of 2018”, mandates that individuals seeking to practice criminology in the Philippines

must pass the Criminologists Licensure Examination (CLE). This examination is

administered by the Professional Regulation Commission (PRC) through the Professional

Regulatory Board of Criminology. Passing the CLE is the sole requirement for obtaining a

criminology license, as stipulated by Republic Act No. 6506, which established the PRC's

Board of Criminology.

The first batch of students in any academic program holds a significant place in an

institution’s history. To ensure their readiness, students undergo rigorous academic

exercises and practical training, which are essential, particularly for board courses like

criminology. The results of licensure examinations serve as a measure of the quality of

education and training provided by the institution (Stewart, Bates, & Smith, 2004).

In the Philippines, academic institutions face the challenge of producing graduates

who are well-equipped to excel in their respective fields. Tamayo (2015) found that

extensive academic preparation among criminology students provides a competitive

advantage in the licensure examination. The CLE assesses knowledge in six core areas:

law enforcement administration, criminal jurisprudence, procedure and evidence,

criminalistics, correctional administration, crime detection and investigation, criminal

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

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sociology, ethics, and human relations. To pass, an examinee must obtain a general

average of at least 75%, with no grade lower than 60% (R.A. 7164).

As one of the pioneering institutions in the province offering a Bachelor of Science

in Criminology, St. Paul University Surigao is committed to ensuring that its graduates are

well-prepared to pass the licensure examination.

Therefore, this study aims to evaluate the knowledge, competence, and

preparedness of graduating Criminology students at St. Paul University Surigao for the

CLE. The findings will help the institution implement strategies to enhance student

performance and improve the passing rate in future licensure examinations.

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CONCEPTUAL FRAMEWORK

This research is anchored on the study of Jun C. Villarmia (2018), researcher of

Saint Michael College of Caraga, Philippines, entitled “Perception of Graduates in Their

Educational Experience and Readiness to Take the Criminology Licensure Examination”

This research focuses on evaluating the impact of enhancement review programs

on criminology students' mastery of learning in preparation for the Criminologists

Licensure Examination (CLE). It examines how academic exercises, practical training,

and review interventions influence students' readiness and performance in the licensure

exam. Additionally, it considers factors such as institutional competitiveness, academic

preparation, and the quality of education in shaping students' success in the board

examination.

In the context of the present research, a flow will be drawn, and this will be

illustrated in the schematics of the study in figure 1. The first box on the left contains the

profile of the participants in terms of age, sex, and GWA of major subjects. The second

box consists of academic exercises, practical training, and review intervention. The third

box contains the proposed enhancement activity based on the findings of the study.

Age. This refers to the age range of the 4th-year criminology students being

studied. This variable provides insights into how age may influence knowledge,

competence, and readiness in preparing for the Criminologists Licensure Examination.

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Sex. This refers to the sex of the 4th-year criminology students involved in the

study. This variable can help analyze whether there are any differences in knowledge,

competence, and readiness for the Criminologists Licensure Examination based on gender.

GWA of Major Subjects. This refers to the general weighted average of a student’s
grade in major criminology subjects. This variable assesses the academic proficiency of
4th-year criminology students in subjects directly related to the Criminologists Licensure
Examination.
Academic exercises. This refers to the overall academic standing of the 4th-year

criminology students involved in the study.

Practical training. This refers to the hands-on learning experiences that

criminology students undergo as part of their academic program.

Review Intervention. This refers to the structured academic support programs

designed to help criminology students prepare for the Criminologists Licensure

Examination.

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The profile of the Readiness level of

respondents in terms of: Students to CLE in
 Age; terms of:
 Sex; and
 GWA of Major  Academic
Subjects Exercises Proposed Enhancement
 Practical Activity
Training; and
 Review
Intervention

Figure 1. Schematic Diagram of the Study

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Statement of the Problem

This study seeks to find out the readiness level of the students in taking the

criminology licensure examination. It seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age;

1.2 Sex; and

1.3 GWA of Major Subject?

2. What is the readiness level of the 4th year students in taking the CLE in terms of:

2.1 Academic Exercises;

2.2 Practical training; and

2.3 Review intervention?

3. Is there a significant difference in the readiness of the 4 th year students in taking the

CLE when they are grouped according to their profile?

4. Based on the results of the study, what enhancement activity may be proposed?
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Hypotheses

At 0.05 level of significance, it was hypothesized that:

Ho1. There is no significant relationship between the General Weighted Average

(GWA) of major criminology subjects and the readiness of criminology students for

the Criminology Licensure Examination.

Ho2. Review interventions have no significant impact on the readiness of

criminology students for the Criminologists Licensure Examination.

Ho3. Age has no significant effect on the readiness of 4th-year criminology students

in preparing for the Criminologists Licensure Examination.

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Significance of the Study

This study is significant as it evaluates the readiness of 4th-year criminology

students in taking the Criminologists Licensure Examination (CLE) and identifies factors

that influence their preparation and performance. The findings of this research will benefit

the following:

Criminology students. The study will help students identify their strengths and

weaknesses in preparation for the CLE. It will also provide insights into how academic

exercises, practical training, and review interventions contribute to their readiness.

Criminology Educators. The study will assist instructors in understanding the

effectiveness of current teaching methodologies and practical training programs. The

results can help them improve instructional strategies and implement more targeted review

interventions.

Future researchers. This study provides a foundation for future research on

criminology licensure exam preparedness. It can serve as a reference for studies focusing

on student performance, curriculum effectiveness, and the impact of academic

interventions.
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Scope and Limitation of the Study

The study focused on assessing the readiness of 4th-year criminology students in

taking the Criminologists Licensure Examination (CLE) by examining factors such as

academic exercises, practical training, review interventions, and mock board exams that

contribute to their preparedness. This research benefits criminology students and educators

by providing insights into the effectiveness of existing educational strategies and

suggesting improvements to enhance licensure exam performance. The study was

conducted at St. Paul University Surigao during the school year 2024-2025, involving 4th-

year criminology students as participants. Data was gathered through surveys,

assessments, and mock board exam results to analyze their General Weighted Average

(GWA) of major subjects, study habits, and participation in practical training. While the

study provides valuable findings, its scope is limited to a single institution, relies partly on

self-reported data, and does not track actual CLE results. Despite these limitations, the

study serves as a foundation for improving academic support programs, review

interventions, and mock board exam implementation to enhance criminology students’

readiness for the CLE.

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

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Definition of Term

To have a better understanding and clearly identify the different words in this

study, the following terms were defined conceptually.

Macro Skills. It plays a crucial role in education as they are fundamental to the

learning process. These skills include: listening, speaking, reading, writing and viewing.

Educational institutions often place a strong emphasis on developing and accessing these

skills to ensure students are well-prepared for future challenges.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This section presented the review of the related literature of the study. The

concepts and studies included served as support and bases to the development of the

research.

Philippine Educational System

Education is an essential means for improving society as well as for one's personal

development. Achieving a high-quality education is essential for making continual

growth. Access to inclusive education can give people the opportunity they need to

develop creative solutions to the most important problems facing the world today and can
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enhance overall quality of life (Rogayan & Villanueva, 2019). According to Malolos and

Tullao (2018), the Republic Act 7277, also referred to as the Higher Education Act of

1994, established the Commission on Higher Education (CHED), which is tasked with

overseeing the enhancement of quality higher education in the Philippines.

In fulfilling its mandate, CHED assumes various roles by formulating policies and

guidelines. These directives are communicated to relevant parties through the issuance of

CHED Memorandum Orders (CMOs). These CMOs, sequentially numbered and

organized annually, are made available on the CHED website and serve as directives,

advisories, or sanctions for institutions, organizations, or individuals involved in higher

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education (Malolos and Tullao, 2018).

In line with enhancing the quality education of college students, a study of Gaston

(2015) states that general education stands as the foremost educational initiative

nationwide, intended to equip all students with the skills and knowledge essential for life,

careers, and civic engagement. It encompasses a deliberate curriculum aimed at

broadening students' understanding of diverse subjects such as science, cultures, histories,

societies, and values. Additionally, it fosters critical thinking and collaborative learning

skills. Originally conceived to empower college students to navigate a multifaceted world,

general education remains indispensable to ensuring a comprehensive and excellent

college education.

Teaching Strategies
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In the world of education and teaching methods, strategy is key to improving how

advanced education is delivered. It is all about figuring out the best ways for students to

learn. According to Mahajan (2022), teachers also prioritize tailoring the curriculum to

meet the specific needs of their students. Teaching strategies emphasize the importance of

effective interaction and communication between teachers and students, with the goal of

making a meaningful impact on students' intellectual development. Those responsible for

teaching advanced education can benefit from focusing strategies in their approach. For

them, it is a more optimized way to fulfill their broader responsibilities of providing

accurate knowledge to students (Mahajan, 2022). In the classroom, teaching strategies

refer to what teachers do, including their concepts, expertise, and attitudes toward

students, the teaching and learning process, and the curriculum. The attitude a teacher has

toward teaching and learning can be shown in their teaching practices (Gamayao & Biñas,

2021).

To put it simply, teaching content knowledge refers to how educators comprehend

and communicate concepts so that students may understand them. This knowledge for

teaching combines subject-matter proficiency, awareness of potential student difficulties,

and knowledge of what students already know about subjects. According to the study of

Mariane Gamayao and Enrique E. Biñas (2021), if we are to create teaching content

knowledge representations that instructors employ in their classrooms to enhance the

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teaching of a particular subject, it is crucial to concentrate on the goals and objectives of

specific topic.

According to Snowie Balansag (2019), the Philippines intends to improve its

educational system by changing the curriculum to adhere to international norms.

Following the introduction of the K–12 curriculum in 2013, the Department of Education

set up teacher training programs. Given that instructors play a key role in putting the

curriculum into practice, it is essential to improve their strategies of teaching in order to

carry out the curriculum efficiently and have a favorable impact on the learning

environment. The strategies used by teachers in their instruction has an important role in

advancing students' academic progress. Simply said, how teachers teach has a significant
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impact on what students learn and their motivation.

Based on the study by Abdul Haiy A. Sali and Inero V. Ancho (2021), various

teaching strategies have an impact on students' knowledge and academic success and

improve their understanding of the outside world. Teachers, as stated by Balansag in 2019,

are especially concerned with their teaching approach and ability to impart knowledge to

students. To ensure that students learn and remain involved in the classroom, it is vital for

teachers to employ effective teaching strategies. According to Anjaniputra (2013),

teachers can assist students in achieving their learning objectives in a variety of ways. The

concept is that teachers are essential in developing appropriate plans and methods that

address the academic requirements of their students. In addition, it is the duty of educators
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to employ effective pedagogies to aid students in comprehending various subjects to be

able to participate.

FIVE MACRO SKILLS

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Listening

Ambubuyog et al. (2023) states that listening is a fundamental communication skill

that is essential for both language learning and language mastery. Surprisingly, active

listening was not given much consideration in the teaching and learning process until

recent years, when it became well known in studies. Now that active listening is

recognized as being crucial to language learning, the emphasis has shifted from the

language itself to the efficiency of teaching and utilizing language skills. Furthermore, it is

hypothesized that active listening has a substantial impact on language learning in

education students, helping them to achieve accurate word stress, grammar, pronunciation,

and understanding of communications with accents and tones. Additionally, attentive

listening helps people become more aware of subtle differences in accents, stress, and

linguistic sounds.

Moreover, listening is a mental activity where you use your brain to understand

what you hear. It involves different steps like noticing sounds, understanding them, and

staying focused. When listening is hard, it is often because your brain is working hard to

understand the message. This effort is called "listening effort." It is like the mental energy

you use to figure things out. How hard it is depends on how much mental energy the task
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needs. This mental effort is also affected by how well your memory works and how you

process information. People who make learning activities, like teachers, can change how

hard a listening task is by how they design it. Right now, most research on listening

focuses on how our brains work during listening and the strategies we use to understand

better. But there is still a lot to learn, especially about how memory and thinking affect
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listening (Rahimi & Sayyadi, 2019).

According to Canpolat et al. (2015), a student's ability to listen well has a big

impact on how well they learn in formal educational settings. Disinterested students often

listen unwillingly and only wait for the session to be over. In such situations, students stop

using techniques that encourage effective and long-lasting learning and instead turn into

passive listeners. Students who actively participate in lessons by paying attention, raising

questions, and participating in discussions, on the other hand, develop active listening

skills, which promote more fruitful and long-lasting learning.

Ghonivita (2021) suggests that integrating listening into teaching methods can

significantly enrich students' educational journeys. By highlighting the significance of

listening for gathering information and grasping diverse viewpoints, instructors can

motivate students to actively participate in listening exercises. These may involve

interactive lectures, group discussions, and multimedia resources, all designed to

encourage attentive listening and comprehension. Moreover, by cultivating a supportive

and inclusive learning atmosphere where students feel at ease sharing their thoughts and
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opinions, educators can nurture the development of both social skills and listening

capabilities. Through the incorporation of listening-centered activities across various

academic disciplines, educators can underscore the broader relevance of listening skills
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outside the traditional classroom setting.

The preferred form of listening in a classroom is active listening. In addition to

remembering what is said, active listeners also contribute their own ideas through both

verbal and nonverbal cues. Displaying emotions, collaborating with peers, expressing

agreement or disagreement, engaging in listening-focused actions, asking questions, and

offering pertinent justifications and remarks are all examples of visible indicators of active

listening. Learners are able to gather and distribute many different kinds of information to

show that they comprehend beyond basic comprehension. Teachers ought to encourage

students to think about what might have happened next or ask context-based questions

regarding the emotions involved in the talk and its setting. All of this encourages students

to participate more actively in the discussion and help them understand the relevance of

the subject matter to their own lives and interests (Blog, 2023). Furthermore, a teacher can

also engage students in listening activities that can significantly improve their listening

skills. Examples for this are audiobooks and podcasts. This way, the students are exposed

to different speakers and topics which helps in improving students' listening

comprehension (Podar Education Network, 2023).

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According to Selby (2024), effective listening entails more than just passively

hearing words; it involves actively interacting with the information being communicated.

Strong listening abilities empower students to comprehend and retain information more

effectively. Actively engaging in listening enables students to establish connections, pose

inquiries, and participate in substantial dialogues. Through active listening, students

enhance their comprehension of intricate concepts, accurately follow instructions, and

execute tasks with precision. Moreover, active listening plays a pivotal role in classroom

deliberations and group endeavors. It equips students to contribute meaningfully to

discussions, expand upon peers' ideas, and collaborate proficiently, fostering a supportive
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learning atmosphere characterized by mutual respect and appreciation.

The more adept we become at listening, the greater our chances of achieving our

conversational objectives. When individuals sense that we genuinely comprehend their

perspective, they become open to dialogue, receptive to alternative viewpoints, and willing

to receive information. Summarization is initiated through attentive listening, aiming to

validate the understanding of the speaker's intent and convey the sense of being heard.

Through consistent practice, summarization seamlessly integrates into our repertoire of

listening abilities.

In connection to this, listening aligns closely with the concept of summarizing

outlined by Khavazi et al. (2018). Just as summarizing involves reprocessing and

articulating information, listening actively entails absorbing and processing spoken

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content, whether it be from lectures or discussions. Through attentive listening, students

engage with the material, distilling the main ideas and concepts much like they would in

summarization. Effective listening involves understanding the core essence of what is

being communicated and retaining the key points, which parallels the goal of

summarizing. Additionally, note-taking, often employed alongside listening, aids in the

organization and retention of information, reinforcing the summarization process. In the

context of language learning, honing listening skills equips students with the ability to

comprehend and distill complex linguistic input, facilitating their overall comprehension

and fluency. Thus, listening serves as a foundational component of pedagogy, enabling

20
learners to actively engage with and internalize the content they encounter.

In the realm of advanced listening training, summarization emerges as a potent

pedagogical tool. It demands a high level of cognitive engagement, prompting listeners to

meticulously restructure the ideas they have absorbed during a lecture or talk. The art of

summarization transcends mere regurgitation; it necessitates careful consideration of what

information warrants inclusion and how it should be structured, a process influenced by

factors such as context, audience, and the intended purpose of the summary. Despite its

potential efficacy, utilizing summaries for assessing language proficiency encounters

consistent criticisms: the challenge of numerically scoring or discerning between a

proficient and inadequate summary, and the potential disparity between a student's

comprehension of the language input and their ability to produce output in the same
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language. Consequently, summaries as a form of language assessment have often been

sidelined, despite their immense potential as a comprehensive and integrative evaluative

tool. This underscores the importance for educators to delve into the nuances of

summarization, recognizing its value as both a teaching strategy and an assessment tool

within language learning contexts (Walters & Chien, 2014).

According to Howlet (2024), effective note-taking during college lectures plays a

vital role in achieving academic excellence. Engaging in active note-taking aids

concentration and enhances comprehension of key ideas. Prior to class discussions,

students are often required to view instructional videos, making proficient note-taking

essential for active listening, understanding content, and memory retention. Whether it's

synchronous lectures or asynchronous materials, taking comprehensive notes facilitates

21
better recall of auditory and visual information.

Strategic note-taking offers students a valuable learning method and enhances their

performance in courses as highlighted in the study of Salame and Thompson (2020). It's

considered a crucial skill for college success, involving active listening, information

processing, and writing. It's believed that students who strategically take thorough notes

may achieve better results academically.

According to Bao and Guan (2019), the four basic categories of listening methods

are cognitive, metacognitive, emotive, and social. Cognitive listening techniques

incorporate knowledge-related brain processes, such as using linguistic and sociocultural

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expertise to address issues. These techniques are essential for understanding because they

enable students to keep track of and manage their thought processes, spot comprehension

problems, and make connections between what they already know and what they are

listening to. Cognitive listening strategies entail modifying words to facilitate

comprehension. To put it another way, the goal is simplification. Understanding one's

learning processes and thought patterns within a learning setting is a component of

metacognitive tactics. These abilities are essential for managing and supervising learners'

methods, planning, monitoring, and assessing mental processes, as well as for overcoming
22
listening challenges.

Affective techniques also address controlling both good and negative emotions

while listening. While good emotions like relaxation and a sense of belonging can

improve attentiveness and peer collaboration, positive emotions like fear might hamper

listening outcomes. Learning through social interaction includes actions like asking for

advice or reassurance. These two kinds of listening techniques can be combined to create

social-affective listening techniques, which are employed to ask for support from others

for improved comprehension and to assist students in overcoming difficult emotions like

anxiousness (Bao & Guan, 2019). The Interval Clock strategy serves as an example of

this. It uses the clock to manage time for listening to one another. The teacher can set a

timer for a specific amount of time you believe their students should talk and listen to one

another’s ideas about a specific assignment or topic (Vollrath, 2022). Another strategy that
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helps students develop empathy and understanding is called reflective listening. This way,

it teaches students to ask open-ended questions and respond appropriately which shows

that they value and respect others’ perspectives. By encouraging the student to practice

reflective thinking, it can strengthen their interpersonal relationships.

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Speaking

Speaking is the act of using words and gestures to express meaning in a variety of

contexts. It is essential to learning and teaching, especially when speaking a language that

is not one's native tongue (Boonkit, 2010). The majority of individuals concur that success

in academic, professional, and personal undertakings depends on one's ability to

communicate effectively. The importance of speaking as a key communication skill and in

language acquisition is highlighted in Christine Goh's book from 2007. Additionally, it is

very important for thinking and intellectual learning. Nevertheless, despite its importance,

speaking frequently gets less emphasis in education than reading and writing do.

Speaking is a helpful oral ability that involves organizing words into coherent

sentences that express ideas. "Producing, receiving, and processing information is all part

of the interactive process of constructing meaning that is speaking." Through speaking,

kids acquire the skills of concept organization, sentence structure, and oral language

expression with clear pronunciation and understandable language. They also need to learn

how to communicate in a way that makes sense in the context in which they are speaking

(Gani, Fajrina & Hanifa, 2015).

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According to Gani et al. (2015), the act of speaking encompasses the ability to

articulate thoughts, opinions, facts, and emotions either to others, animals, or even to

oneself. It constitutes a productive skill wherein individuals construct coherent verbal

expressions to convey intended meanings. Speaking is an interactive endeavor involving

the generation, reception, and processing of information to construct meaning. Within the

realm of speaking, students not only acquire proficiency in organizing ideas and

structuring sentences but also in delivering language with proper pronunciation and

clarity. Moreover, they must grasp the nuances of tailoring their linguistic expressions to

suit the specific contexts within which they are communicating. This process involves a

multifaceted engagement with language, requiring learners to navigate various linguistic

24
and situational parameters to effectively convey their intended messages.

Also, speaking is temporary, which makes it difficult for teachers to assess and

give feedback on students' performance, unlike reading and writing, which leave a written

record (Goh, 2007). Even with a variety of tactics in place, it can be challenging to track a

person's development in speaking activities (Melendez, 2013). Teaching speaking should

focus on improving students' abilities to communicate successfully in today's society.

They can express themselves and negotiate social and cultural norms in many settings

because of this ability (Sixth Group, Teaching English to Children). Speaking instruction

differs from writing instruction in that it emphasizes oral expression rather than written

product.
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The development of speaking skills is intricately tied to the interplay between

cognitive processes and social interactions. Utilizing a dialogical approach presents a

viable avenue for enhancing this development. This method not only aids in refining

students' thinking and learning capacities but also plays a pivotal role in expanding their

content knowledge through engaging in verbal exchanges and discussions. Such an

approach holds promise in fostering more dynamic interaction patterns among students,

encouraging them to contemplate their solutions, assess various ideas, provide

justifications, articulate reasons, refine their perspectives through the input of others, and

collectively construct ongoing knowledge through activities like sharing, active listening,

critiquing, problem-solving, questioning, elaborating on ideas, and reconciling conflicting

25
viewpoints (Ramadhan et al., 2021).

Different methods are used in schools to effectively teach speaking. Cooperative

exercises, role-playing, creative assignments, and drilling are some of them. While role-

playing immerses students in a variety of social situations, cooperative activities

encourage students to negotiate language use. By simulating real-world circumstances and

emphasizing the work at hand, creative assignments encourage fluency. On the other hand,

drilling improves pronunciation and helps students remember language pieces

(Anjaniputra, 2013). Giving feedback is important during speaking activities, but it's

important to note that too much feedback can raise affective filters. Teachers must be

careful in giving feedbacks. Also, pronunciation is important in speaking. It should not be

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neglected as incorrect pronunciation can lead to misunderstandings or breakdowns in

communication. Some students may struggle with pronunciation in English, mainly

because there is no one-to-one correspondence between spelling and sound. It is also

important for learners to be familiar with stress and intonation in English words and
26
within sentences.

In addition to enhancing speaking skills development, students' speaking abilities

were improved by using the technique of asking for explanation. By using the asking for

clarification technique, students' speaking abilities were improved. Seeking explanation

had a beneficial effect on improving students' communication abilities. When students use

the taught terms to fill in language gaps during a conversation, the experience of asking

for explanation could boost their confidence (Baradeyah & Farrah, 2017). The teacher

employs this tactic by asking a wide range of questions. It indicates that the teacher probes

for more specific information after receiving the pupils' answers. Using questioning

strategies can encourage student participation in class discussions. Along with asking

what, when, why, where, who, and how questions, the instructor also begins the query

with a -wh. When posing the question, the teacher has typically functioned. It pertains to

the comprehension, engagement, and capacity of the students to articulate and investigate

their viewpoints. Because the teacher can assign questions with nominated answers, every

student has the chance to improve their speaking abilities. Because of the teacher's probing
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question, pupils may have the opportunity to enhance their speaking and critical thinking

skills (Irawati & Nirmalasari, 2021).

Furthermore, for speaking skills teaching strategies, using role plays, songs,

poetry, and dialogues to teach speaking has become commonplace. Instead of providing

free language practice, dialogues give students directed practice. The majority of

educators consider dialogues to be mostly helpful for practicing speaking, but they can

also be a great tool for students to improve their listening comprehension. As a result,

conversations are a very useful tool for practicing speaking prosodic elements, intonation,

and stress. Dialogues can also be used to convey specific cultural values and show degrees

of formality and politeness, as well as to introduce and practice grammar, syntactic

functions, and vocabulary. In order to examine written dialogue, these characteristics

27
might also be covered in class (GARCÍA, 2018).

Reading

Understanding the written word is a vital skill that impacts various aspects of our

lives. In the realm of education, it is crucial for students to continuously enhance their

ability to comprehend what they read. Therefore, it becomes imperative to assess students'

reading comprehension systematically, as this evaluation helps gather information and

draw conclusions about a student's proficiency or the quality of the learning process

(Mantra et al., 2020).

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Reading is not just a necessary skill for academic success; it also gives students the

freedom to explore printed sources and increase their knowledge. Reading can be a source

of pleasure and contentment in addition to scholastic benefits. Many people find

satisfaction, excitement, and relaxation when they read for pleasure (Klingner et al.,

2007).

The ability of a learner to comprehend the topic of the text is crucial for

developing effective reading comprehension (Elfiondri et al., 2020). The methods used to

teach reading comprehension have a big impact on how well a student does with it. The

importance of teaching strategies is emphasized by Brown (2015) because they make it

possible to use a variety of teaching approaches and techniques. Therefore, skilled reading

comprehension teachers are aware of the necessity to use a variety of tactics (Wibowo
28
2020).

Numerous methodologies exist for teaching reading and enhancing reading

comprehension, with one prominent example being the utilization of summarization

techniques. Summarization serves as a valuable tool in guiding students on how to distill

extensive passages into their core concepts, facilitating a more succinct comprehension.

By engaging in summarization exercises, students not only refine their ability to identify

crucial ideas within texts but also hone their skills in consolidating pertinent details that

bolster those ideas. This approach empowers students to concentrate on the pivotal words

and phrases within assigned texts, fostering deeper understanding and retention. Beyond
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its practical benefits, summarization cultivates creativity among students as they articulate

summaries in their own words, fostering a sense of ownership over their learning process.

Moreover, this technique instills motivation and encourages thorough engagement with

the material, leading to the acquisition of new vocabulary and a heightened enthusiasm for

learning. Indeed, the efficacy of summarization in transforming the teaching-learning

dynamic is evidenced by the palpable increase in student motivation and the resultant
29
positive impact on their comprehension abilities (Nurhayati & Fitriana, 2018).

According to Khoshsima et al. (2014), summarization stands out as an

indispensable tool within the arsenal of reading strategies available to learners, offering a

potent means for enhancing study effectiveness and comprehension levels. This cognitive

process directs attention towards the core ideas presented in texts, furnishing readers with

a conceptual scaffold that not only aids in retention but also expedites comprehension.

Embedded within the Strategy Intervention Model (SIM) summarization aligns with an

instructional approach tailored to address students' challenges by imparting effective

strategy utilization techniques. The crux of SIM strategy revolves around equipping

learners with the skills necessary to harness the power of summarization in their learning

endeavors. Rooted in a discourse comprehension model first introduced in 1978, the

efficacy of summarization in bolstering deep comprehension and learning is theoretically

expounded. By distilling complex information into succinct summaries, this process not

only enhances memory retention but also lays the groundwork for the acquisition of both
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factual knowledge and conceptual understanding, thus surpassing the comprehension

achieved solely through passive reading.

Another methodology is questioning as it serves as a method for readers to actively

interact with the text, aiding in comprehension and clarity. Individuals who struggle with

reading often fail to pose questions either to themselves or about the text during their

reading process. Educators who demonstrate effective questioning techniques while

reading assist students in developing an interest in the text and improving their reading

skills. The act of questioning while reading signifies a reader's engagement and purpose,

contributing to enhanced comprehension through personal connections with the text

30
Horizon (2022).

It is essential to teach these students how to apply metacognitive techniques when

teachers come across students who have great decoding abilities but poor comprehension.

If this isn't done, these students could become fixated on words rather than understanding

their underlying meaning. Reciprocal teaching, which consists of four cognitive processes,

is one common set of metacognitive techniques. By encouraging conversation and the

reconstruction of concepts, these techniques help students' reading comprehension (Choo

et al., 2011).

According to Ahmadi and Gilakjani (2012), the reciprocal teaching approach has

become known as a successful reading instruction strategy. It is highly regarded by

researchers, reading specialists, and educators because it delivers systematic instruction in

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reading comprehension skills that help less skilled readers improve and develop as

independent readers. With the help of dialogues, reciprocal teaching attempts to improve

students' reading comprehension, promote self-control, and boost motivation. It entails

instructing students on how to use metacognitive reasoning to glean meaning from a text.

This approach fits with the modern idea of reading as a conversational activity in which

readers interact with the text based on past knowledge. Readers learn new information,

comprehend important concepts, and identify arguments using their past knowledge as a
31
conduit, which is very beneficial for reading comprehension.

According to Mafarja et al. (2023), their research discovered that Reciprocal

Teaching led to enhanced comprehension in the subject studied, promoted collaborative

learning, boosted academic performance, communication, and metacognitive abilities. It

also improved teaching skills and had a positive influence on learners' understanding,

particularly in evaluating learning outcomes. Reciprocal teaching was found to potentially

enhance comprehension in reading and problem-solving in scientific contexts.

Writing

Writing is a creative process where ideas are represented through written language

for purposes like storytelling, persuasion, or excitement, according to Senaga et al. (2022).

An essay or other piece of writing is the conventional name for the product of this creative

process. Writing is a fundamental language skill, and students often rely on teacher

support for its development.

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Writing is simply the act of putting ideas into words, whether on paper or online. It

is an active process where writers rework and explore concepts. Writing allows people to

reflect on the world, promotes effective communication, records ideas for making

decisions, and educates both writers and readers. Depending on the situation,

compositions might range in length from short paragraphs to long essays (Barrot 2016).

Writing letters, essays, or arguments are a few strategies of how students learn to

communicate through writing, which is typically taught in language classes. The goal of

writing to communicate is to improve the learning of techniques and methods for creating
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formal texts for different audiences.

Writing serves as a valuable means to enhance skills in listening, speaking, and

reading, intertwining them in a cohesive manner. Writing is not merely transcribing

thoughts onto paper; rather, it involves a multifaceted process of structuring ideas,

opinions, and emotions into a coherent written expression. Ultimately, the essence of

writing lies in its capacity to convey purposeful meaning, providing a platform for

individuals to articulate, analyze, and clarify their thoughts through written activities,

thereby fostering a deeper understanding and proficiency (Mayekti et al., 2022).

The teaching of reading and writing in a second language has also been profoundly

impacted by the incorporation of technology, as mentioned by Cole and Feng (2015). The

rise of computers and other technologies has caused literacy to change quickly.

Maintaining good standards in the classroom while keeping up with these advancements is
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a constant challenge for teachers. Technology not only encourages children to read and

write but also offers a variety of ways to improve writing abilities. For Takgrouni &

Assalahi (2022), the process approach to writing places the learner at the center of the

writing journey, recognizing the intricate cognitive processes involved in composing texts.

Within this framework, learners engage in iterative cycles of drafting, revising, and

editing, guided by the teacher through various task-based activities aimed at honing

specific skills at each stage.However, for many educators, employing writing exercises

grounded in the process approach remains an effective strategy for nurturing students'
33
writing skills in the classroom (Takrouni & Assalahi, 2022).

For instance, utilizing electronic journals, which are similar to traditional

composition notebooks, gives students a safe environment to express their thoughts

without having to worry about their handwriting or spelling. This approach improves

vocabulary while allowing for instructor comments. Online discussion boards are one

approach among several. With this method, students can interact with one another and the

teacher while also practicing conversational skills, receiving peer criticism, and putting

entire thoughts together as written words. One of the most effective ways to improve as an

English writer is through peer review. According to studies, school-aged children are more

aware of their peers' reactions and perceptions than those of their teachers, making them

more likely to benefit from their constructivism. Utilizing these technology instruments

may present an essential opportunity. Interviews with students suggest that technology,
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particularly computers, is seen as a helpful tool for acquiring writing skills, making the
34
process easier and faster.

One of the strategies for enhancing writing skills according to Anggrayani et al.

(2015), the significance of mind mapping as a potent writing strategy. By employing

visual mapping techniques, students can effectively arrange and store information in a

manner that resonates with their cognitive processes, which is particularly valuable in

writing tasks. Moreover, mind mapping fosters visual design thinking among students,

encouraging them to discern connections between ideas and engage in collaborative

brainstorming sessions. This collaborative approach not only facilitates idea generation

but also injects a sense of enjoyment into the writing process. By incorporating mind

mapping techniques, educators can ensure inclusivity and effectiveness in reaching every

student, ultimately fostering deeper understanding and engagement with the writing

subject matter.

Additionally, it's crucial for teachers to discover ways to engage their students in

the writing process and help them become better writers. One way to do this is by

developing efficient teaching strategies for writing skills. The teacher must be innovative

in the resources and media they choose and prepare. Students will benefit from this

method as they create and arrange their ideas (Yanpitherszon, 2016).

In writing, the use of analytic and holistic rubric by university instructors provides

a more accurate evaluation of their students' writing abilities. In order to help the
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preparatory school students better comprehend the goals of their education and the

standards of excellence for their writing abilities, a rubric was employed during the

writing instruction process. According to their research, students' writing performance was

enhanced when writing skills were taught using rubrics and when they received in-person

feedback. Students stated that by being aware of the criteria, they were able to edit their

own writing, provide constructive criticism for the work of their peers, generate excellent
35
writing, and improve their marks (Mahmoudi & Bugra, 2019).

To add, Qasim & Qasim 5(2015) study says rubrics are commonly used by writing

teachers to grade writing. Rubrics are meant to neutralize the grading of writing and

provide effective feedback to the students for improvement.that rubrics are effective for

grading writing and should be used to address mechanical errors in students’ work. They

perceived rubric as an effective tool to assess students’ progress and teachers’ practices.

According to Pavanelli (2018), effective mastery of academic writing skills

necessitates active engagement and consistent practice in composing, formulating, and

analyzing ideas. Moreover, students benefit greatly from receiving constructive feedback

on their writing errors, facilitating the process of revision and self-reflection. To cultivate

proficiency in writing, pedagogical approaches must incorporate regular writing exercises,

opportunities for collaboration, and mechanisms for self-correction following instructor

feedback. Through access to instructional videos, students gain autonomy over their

learning experiences, enabling them to tailor their study pace and style by utilizing
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features such as pause, rewind, and fast-forward. This approach empowers learners to

actively engage with course materials, fostering deeper comprehension and skill

development in academic writing.

Involving the students in a wide variety of writing activities that would serve this

purpose: it would allow for writing practice and then to enhance writing enjoyment. These

creative writing activities, in addition to cooperative group writing, encouraged students to

work together to create one of a kind stories and reflect their personalities and emotions.

When you can get a student to emotionally invest in something, they are primed and ready

to learn (Bartscher et. al., 2018).

36

Viewing

According to Haleem et al. (2022), in today's educational landscape, the

integration of digital technologies has become paramount in enhancing learning

experiences. With the advent of smart televisions and laptops, educators now have a

powerful tool at their disposal to engage students effectively. By utilizing these devices to

display visual images and educational videos, teachers can facilitate deeper understanding

of complex topics among their students. This strategy not only leverages the vast

resources available on the internet but also taps into the interactive and collaborative

nature of digital learning environments.

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As we enter a new era characterized by the ubiquity of the internet and

interconnected smart devices, it is imperative for educators and instructional designers to

harness the full potential of these technologies to revolutionize education. By embracing

digital tools, education can transcend traditional boundaries, making it accessible to

learners everywhere. Furthermore, digital learning promotes creativity and instills a sense

of accomplishment in students, thereby fostering a culture of continuous learning. The

commendable adoption of remote learning technologies by nations worldwide underscores

the importance of leveraging digital platforms, including TV, radio, online, and mobile

devices, to facilitate education beyond the confines of the classroom. These platforms not

only facilitate easy access to information but also enhance information retention, storage,

and presentation, ultimately leading to increased interactivity, knowledge sharing, and

enthusiasm for learning (Haleem et al., 2022).

According to Carolino and Queroda (2018), schools and higher education

institutions have prioritized the development of macro skills for a long time. The extensive

publishing of various publications devoted to these traditional skills demonstrates this

focus. However, educators quickly understood the value of combining textual instruction

with visuals like images and illustrations. The use of visual aids spread as a result of their

success in grabbing students' attention. Additionally, a number of graphing tools and

graphic organizers were developed to help students better understand subjects using visual

means.
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As the Internet era began in the 1990s, it significantly altered a number of

businesses, including education. Website integration became commonplace in schools for

both operational and educational goals. The relevance of broadcast media increased as

well, ensuring that students were kept up to date on pertinent current events. Videos and

other multimedia content have evolved into crucial instruments for information delivery.

The generation of learners known as millennials or digital natives acquired their abilities

utilizing computers and other digital devices throughout this time. They engaged in
38
activities on social media sites for a sizable length of time.

Viewing, now regarded as the fifth macro skill, emerged as a result of the rising

demand for social and visual media both within and outside of the classroom. Perceiving,

evaluating, interpreting, and creating meaning from visual pictures are all processes that

are involved in viewing. It is essential for improving understanding of both written and

oral content. Building strong media and visual literacies becomes crucial for learning this

ability when learners are exposed to multimedia.

Furthermore, teachers are on the verge of needing to be adaptable and

knowledgeable about teaching viewing, according to Carolino and Queroda (2018).

Educators face difficulties when attempting to teach viewing competencies, much like

when attempting to teach the conventional macro skills. Many things make it difficult for

them to effectively teach this talent. Teachers' inability to use technology successfully is

hampered by a lack of professional development opportunities, which results in underused

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teaching tools. The research also mentions that some teachers are reluctant to use

technology in their courses, preferring to maintain the "status quo."

With multimedia learning, it involves using the aid of technology to deliver a

blend of text, static images, animation, video and audio.With a growing workforce in

hybrid or remote work environments, multimedia in digital learning not only has its

benefits, but is important for ensuring all employees are receiving the level of education

and training needed to succeed at their jobs. The use of video, audio, graphics, and

animations can help to break up text-heavy content and can make learning more

interesting and memorable when employees need to retain important information. It also

ensures learning is accessible to a diverse range of learners. For example, videos with

closed captions or transcripts can be beneficial for learners who are hearing impaired or

for those who prefer to read along. Utilizing multimedia in your learning materials will

ensure instructional designers or course designers will not need to build as many alternate

learning options for the variety of learners you might be teaching (Brooks, 2023).

The Department of Education (DepEd) wants to give students the 21st-century

skills they need for professions in a worldwide society, including information and

communication technology (ICT) skills. As a result, ICT resources must be used in the

teaching of every subject in the enriched curriculum. With access to multimedia resources,

students are required to participate in a variety of subject-related activities (Carolino and

Queroda, 2018). According to Qi and Jiang (2021), utilizing various graphing tools and
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organizers can greatly enhance students' comprehension of subjects through visual

communication, serving as an effective strategy for educators. These tools, such as graphic

organizers, serve as visual representations of knowledge, concepts, and opinions,

elucidating the connections between them. By employing diverse graphing techniques,

educators can present information in a visually appealing manner, aiding students in

grasping complex ideas more easily. These pedagogical aids leverage visual symbols to

illustrate relationships, thereby offering guidance and support throughout the learning

journey. In essence, integrating different graphing tools into teaching practices not only

facilitates the learning process but also empowers educators to tailor their instruction to
40
better meet the needs of diverse learners.

Moreover, spatial arrangements of words or groups of words reflecting the

conceptual organization of text, graphic organizers offer a tangible means to represent

complex ideas. For instance, concept maps depict concepts and their interrelationships,

often organized hierarchically, making them particularly effective for content learning.

While traditional paper-based graphic organizers have long been employed by educators

for students of all abilities, there's a growing interest in technology-based alternatives,

such as concept mapping software, reflecting an evolving instructional landscape.

Through the integration of these diverse tools, teachers can cater to different learning

styles and effectively convey subject matter in a visually accessible manner, fostering

deeper understanding and knowledge retention among students (Ciullo & Reutebuch,
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2013). Another strategy is video use in the classroom. Woolfitt discusses the importance

of interactivity in helping students to learn by being able to revisit and review the material.

In addition, they emphasize the potential of technology to help learning, but only if it is

used properly. He places the use of video in education in the following context: The

emergence of digital networks, like the internet, disconnected video-watching from a set

time because the video can be watched at any time. It has also led to disconnecting the

lesson, in some sense, from a set place (i.e. the classroom): the video can be watched on
41
any computer connected to the internet (Woolfitt, 2016).

Synthesis of the Review. The insights and concepts included in the readings provide

ideas and knowledge which are related to the present study. The literature basically shows

how utilization of macro skills-based teaching strategies for general education

courses foster students’ participation. It discusses the importance of the different teaching

strategies using five macro skills in the learning process of the students. The viewpoints of

the authors cited in this paper provided solid information and offered a more significant

contribution for this solid piece of endeavor. From the above-mentioned literature, it had a

similarity in present study in terms of the information which is about the teaching

strategies using macro skills that fosters students’ participation. Noticeably of the

referenced literature, they highlighted the strategies using the five macro skills fostering

the participation of the students. However, they differ since they focus on a wider scope.

In contrast to the research study, it focuses on St. Paul University Surigao college general
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education teachers and the all first-year students from College of Education, Culture, and

Arts. Thus, this study seeks to supplement and strengthen the already available

information and knowledge about teaching strategies, the education system, and the

participation of the student in general education classes.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design, respondents, instruments, data gathering

procedure, data analysis, and ethical considerations of the study.

Research Design

The research study employed a descriptive - quantitative research design. The

researchers used a survey questionnaire to collect data. By using this research design, the

researchers were able to give answers to the queries raised and would meet the purpose of

the study as one of the objectives of this research is to determine the utilization of macro
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skills-based teaching strategies for general education courses that foster students’

participation.

Respondents

The respondents of the study were all general education teachers of St. Paul

University Surigao, College Department and all first-year students from the College of

Education, Culture, and Arts Department.

Table 1. Distribution of Teacher and Student Respondents

Students n = 80 Teachers n = 20
School Program
Bachelor of Arts in Philosophy 17
St. Paul Bachelor of Arts in Political Science 8 General
University Bachelor of Library and Information Science 4 Education 20
Surigao Bachelor of Elementary Education 10 Teachers
Bachelor of Secondary Education 30
Bachelor of Physical Education 11 43

Research Instrument

In this study, the researchers used a researcher-made questionnaire from the

concept of Jessie Barrot of the five macro skills as a major tool for gathering data. The

survey questionnaire was used to determine utilization of macro skills-based teaching

strategies for general education courses that foster students’ participation. The researcher-

made questionnaire was divided into two parts. The first part aimed to seek the profile of

the respondents such as the number of years in teaching, number of hours of seminars

attended related to teaching strategies in the last five (5) years, highest educational

attainment, and general education course taught. The second part aimed to determine the
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utilization of macro skills-based teaching strategies for general education courses that

foster students’ participation.

Validity. To augment the validity of the instrument, a letter of request was sent to

the experts to validate the instrument with regard to constructing validity.

Reliability. To ensure reliability of the research instrument, the researchers

conducted a pilot test on the randomly picked college teachers for reliability testing. The

reliability of the instrument was determined using the Internal Consistency method.

Specifically, Cronbach Alpha coefficient where values closer to one indicate higher

internal consistency while values closer to zero indicate lower internal consistency.

44

Data Gathering Procedure

The data needed for the study was gathered by the researchers first by sending a

formal letter to the Dean of the College of Education, Culture, and Arts Department

asking permission to conduct the study inside the school premises, particularly to have

their instrument administered to the respondents. Upon approval, another letter was sent to

all general education teachers of St. Paul University Surigao - College Department and to

all first-year students from College of Education, Culture, and Arts, to formally ask

permission in administering the questionnaire. With their approval, the researchers

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personally administered the prepared questionnaire. The retrieval of the questionnaire

followed. The researchers tallied, tabulated, analyzed and interpreted the gathered data.

Data Analysis

The following statistical tools were used to treat the data:

Frequency Count and Percentage. This tool was used to display data that specifies

the percentage of observations that exist for each data point, specifically, expressing the

frequency of survey responses of the respondents in their profiles.

Mean and Standard Deviation. The standard deviation is a statistic tool that

measures the dispersion of a dataset relative to its mean and is calculated as the square

root of the variance. The more spread out of the data, the higher the standard deviation, if
45
the data points are further from the mean.

Pearson Product-Moment Correlation. This was used to determine the strength

and direction of a relationship between two variables on at least an interval scale.

Analysis of Variance. This was used to compare the means of two or more variable

to determine whether there is statistical evidence that the associated population means are

significantly different.

T-test. A statistical method used to determine if there is a significant difference

between the means of two groups. It evaluates whether the observed difference in sample

means is statistically significant or if it could have occurred by chance.

Ethical Consideration
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In conducting the study and gathering of data, the researchers considered the following:

Informed Consent. The researchers asked for consent from all General Education

college teachers and all first-year students from College of Education, Culture, and Arts,

and waited for their approval prior to administration of the questionnaire. The researchers

further explained the study, and the respondents have the right to ask questions. Once

approval was given by the respective respondents, the researchers proceeded to administer

the questionnaire.

Witnessing Verbal Consent. Prior to all General Education college teachers and all

first-year students from College of Education, Culture, and Arts answering the

questionnaires, verbal consent was given and respondents were informed of what the study
46
is all about and they have the right to withdraw from the study anytime.

Confidentiality. Personal information of the respondents such as number of years

in teaching, number of hours of seminars attended related to teaching in the last five (5)

years, their highest educational attainment, and general education course taught, were

confidential throughout the study by the researchers and were divulged or revealed to

others. This is to protect and respect the privacy of the respondents, which can bring

unnecessary circumstances.

Relationship with the respondents. To collect good data, researchers had a strictly

professional relationship with the respondents. This before and during the data collection
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to avoid influences and tampered data that may affect the study conducted by the

researchers.

CHAPTER 4

RESULTS AND DISCUSSION

This chapter presents, interprets, and analyze the gathered data from the

respondents. The results and discussions of the gathered data follows the sequence based

on the problem statement.

Profile Variables f (n=20) %

A. Number of Years in Teaching
31 Years and more 3 15.00
26 – 30 Years 6 30.00
21 - 25 Years 2 10.00
16 - 20 Years 1 5.00
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11 - 15 Years 4 20.00
6 - 10 Years 4 20.00
B. Number of Hours of Seminars Attended Related to Teaching
Strategies in the last 5 years
31 Hours and more 15 75.00
21 - 25 Hours 1 5.00
16 - 20 Hours 3 15.00
6 - 10 Hours 1 5.00
C. Highest Education Attainment
With units in MA/MS 2 10.00
MA/MS 3 15.00
MA with PhD/Ed.D units 8 40.00
PhD/Ed.D 7 35.00
D. General Education Courses Taught:
Understanding the Self 1 5.00
Readings in Philippine History 1 5.00
The Contemporary World 1 5.00
Mathematics in the Modern World 2 10.00
Purposive Communication 1 5.00
Art Appreciation 1 5.00
Science, Technology, and Society 1 5.00
Ethics 2 10.00
Physical Education 5 25.00
National Service and Training Program 1 5.00
Living in the Information Technology Era 2 10.00
Gender and Society 1 5.00 48
Environmental Science 1 5.00
Table 2. Profile of the Teacher Respondents
Table 2 presented the summary of the profile of the teacher respondents in terms of

number of years in teaching, number of hours of seminars attended related to teaching

strategies in the last five (5) years, highest educational attainment, and general education

courses taught. Results showed that in terms of number of years in teaching, majority of

the general education teachers served for 26 – 30 years with 6 (30.00%), followed by 4

(20.00%) served for 11 – 15 years and 6 – 10 years, then 3 (15.00%) served for 31 years

and more, then 2 (10.00%) served for 21 – 25 years, and 1 (5.00%) served for 16 – 20

years.
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In terms of number of hours of seminars attended related to teaching strategies in

the last five (5) years, there are 15 (75.00%) respondents who attended seminars for 31

hours and more, then 3 (15.00%) who attended seminars for 16 – 20 hours, and 1 (5.00%)

who attended 21 – 25 years and 6 – 10 years.

In terms of highest educational attainment, majority of the respondents attained a

MA with PhD/Ed.D units with 8 (40.00%), followed by 7 (35.00%) respondents who

attained PhD/Ed.D, then 3 (15.00%) with MA/MS, and 2 (10.00%) who are with units in

MA/MS. 49

In terms of general education courses taught, there are 5 (25.00%) respondents

who are teaching Physical Education courses, then 2 (10.00%) who are teaching

Mathematics in the Modern World, Ethics, and Living in the Information Technology Era

courses, and 1 (5.00%) who are teaching Understanding the Self, Readings in Philippine

History, The Contemporary World, Purposive Communication, Art Appreciation, Science,

Technology, and Society, National Service and Training Program, Gender and Society,

and Environmental Science courses.

Table 3.1. Utilization of macro skills-based teaching strategies as perceived by the

teachers and students in terms of listening.
Teacher Student
Indicators M SD VI QD M SD VI QD
Listening
1. I ask students/My teachers ask us
to listen and process information and 3.70 0.47 A HU 3.50 0.65 A HU
use it to complete the task.
2. I ask students/My teachers ask us 3.80 0.41 A HU 3.39 0.72 A HU
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to listen to lectures and answer guide

questions.
3. I ask students/My teachers ask us
to participate in discussion activities that
enable them/us to develop critical 3.95 0.22 A HU 3.58 0.68 A HU
listening, critical thinking, and effective
speaking activities.
4. I ask students/My teachers ask us
to listen to a talk or lecture and take
3.80 0.41 A HU 3.29 0.69 A HU
notes to use the information for
important purposes.
5. I ask students/My teachers ask us
to listen and summarize the gist of a talk 3.50 0.61 A HU 3.24 0.79 O U
or a lecture.
Average: 3.75 0.42 A HU 3.40 0.71 A HU
Legend:

Scal
Range Verbal Interpretation Qualitative Description
e
4 3.25-4.00 Always (A) Highly Utilized (HU)
3 2.50-3.24 Often (O) Utilized (U)
2 1.75-2.49 Sometimes (S) Less Utilized (LU)
1 1.00-1.74 Never (N) Not Utilized (NU)

Table 3 shows the utilization of the macro skills-based teaching strategies for

general education courses as perceived by the teachers and students. 50

In terms of listening as perceived by teachers, among the 5 indicators, the item I

ask students to participate in discussion activities that enable them to develop critical

listening, critical thinking, and effective speaking activities got the highest mean (M=3.95,

SD=0.22), which can be verbally interpreted as always and qualitatively described as

highly utilized. This means that the teachers always ask for student’s participation in

classes to activate the student’s listening skills and to enhance sharing or discussion.

Teachers are likely providing opportunities for students to actively participate in

discussions where they can critically analyze information, express their thoughts
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effectively, and engage in thoughtful dialogue with their peers. This active involvement in

discussions is crucial for developing not only listening skills but also critical thinking and

speaking skills, indicating that the teachers are utilizing teaching strategies to enhance

overall listening proficiency among their students. 51

The preferred form of listening in a classroom is active listening. In addition to

remembering what is said, active listeners also contribute their own ideas through both

verbal and nonverbal cues. Learners are able to gather and distribute many different kinds

of information to show that they comprehend beyond basic comprehension. Teachers’

ought to encourage students to think about what might have happened next or ask context-

based questions regarding the emotions involved in the talk and its setting. All of this

encourages students to participate more actively in the discussion and help them

understand the relevance of the subject matter to their own lives and interests (Blog,

2023). In addition, listening is a mental activity where you use your brain to understand

what you hear in sharing and discussions. It involves different steps like noticing sounds,

understanding them, and staying focused. When listening is hard, it is often because your

brain is working hard to understand the message. This effort is called "listening effort." It

is like the mental energy you use to figure things out, developing critical thinking. This

mental effort is also affected by how well your memory works and how you process

information. By participating during discussions either by asking questions or giving

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suggestions, it improves the students’ listening skills and critical thinking (Rahimi &

Sayyadi, 2019).

Meanwhile, in listening as perceived by teachers, the item I ask students to listen

to and summarize the gist of a talk or a lecture got the lowest mean (M=3.50, SD=0.61),

which can be verbally interpreted as always and qualitatively described as highly utilized.

Despite being the lowest, teachers still use this strategy of making their students

summarize what is being discussed as it helps with improving their listening skills.

Teachers see value in incorporating summarization of the gist of a talk or a lecture as they

are fundamental for comprehension, and enhancing students’ listening abilities. By asking

students to summarize, teachers can assess understanding, reinforce learning, and

encourage active engagement with the material. Teachers used summarizing as a valuable

tool in fostering listening skills and promoting deeper comprehension in the classroom. 52

According to Khavazi et al., (2018), summarizing stands as a pivotal strategy

within the pedagogical toolkit, offering students a pathway to engage actively with the

material they encounter, whether through reading or listening to lectures. This process

entails the reprocessing and articulation of information in one's own words, fostering a

deeper understanding of the subject matter.

Furthermore, summarization emerges as a potent pedagogical tool. It demands a

high level of cognitive engagement, prompting listeners to meticulously restructure the

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

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ideas they have understood during a lecture or talk. This underscores the importance for

educators to delve into the importance of summarization, recognizing its value as both a

teaching strategy and an assessment tool within language learning contexts, particularly

improving the listening skill (Walters & Chien, 2014). 53

On average, the utilization of macro skills-based teaching strategies as perceived

by the teachers in terms of listening has a mean (M=3.75, SD=0.42) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that

teachers highly utilized the teaching strategies, particularly in the context of listening, in

their general education classes. This implies that educators are actively utilizing listening

strategies which can significantly contribute to their overall understanding of the topics at

hand, and improve the students’ participation in discussions. Since listening is important

for understanding and engaging with academic content, the active incorporation of

listening strategies by teachers likely enhances students' comprehension and participation

in discussions. This, in turn, can lead to improved academic performance and a more

enriched learning experience for students.

In terms of listening as perceived by students, among the 5 indicators, the item My

teachers ask us to participate in discussion activities that enable us to develop critical

listening, critical thinking, and effective speaking activities got the highest mean (M=3.58,

SD=0.68), which can be verbally interpreted as always and qualitatively described as

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

highly utilized. This means that the students always observed that their teachers are highly

utilizing this strategy to activate their listening skills and encourage participation in

discussion activities, fostering critical listening, critical thinking, and effective speaking.

Students are probably motivated to engage actively in discussions because they recognize

that their input holds significance and that these discussions offer opportunities to refine

crucial skills beyond simply understanding information. This environment likely fosters a

sense of empowerment among students, encouraging them to participate and express their

thoughts confidently. 54

Students who actively participate in lessons by paying attention, raising questions,

and participating in discussions, on the other hand, develop active listening skills, which

promote more fruitful and long-lasting learning Canpolat et al. (2015). Teachers’ ought to

encourage students to think about what might have happened next or ask context-based

questions regarding the emotions involved in the talk and its setting. All of this encourages

students to participate more actively in the discussion and helps them understand the

relevance of the subject matter to their own lives and interests (Blog, 2023). According to

Selby (2024), listening skills are not just about hearing words; they are about actively

engaging with the information being presented. When students possess strong listening

skills, they are better able to comprehend and retain information. Active listening allows

students to make connections, ask questions, and engage in meaningful discussions. When
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that Foster Students’ Participation

students actively listen, they are more likely to grasp the main ideas, identify key details,

and synthesize information effectively. 55

Meanwhile, in listening as perceived by students, the item My teachers ask us to

listen and summarize the gist of a talk or a lecture got the lowest mean (M=3.24,

SD=0.79), which can be verbally interpreted as often and qualitatively described as

utilized. This means that students often observed that their teachers in general education

classes asked them to listen and then summarize their lecture or discussion. Despite its

lower mean score, the fact that this strategy is still utilized, it indicates that it has value in

supporting student learning. Listening and summarizing require active engagement and

cognitive processing, which can help students internalize key concepts and develop critical

thinking skills. Moreover, summarizing information from what they heard in one's own

words enhances comprehension and retention, as it requires students to synthesize and

organize information effectively. By using this strategy more consistently, teachers can

enhance student engagement, comprehension, and academic success across a variety of

subjects and disciplines.

Good note-taking will improve your active listening, comprehension of material,

and retention. Taking notes on both synchronous and asynchronous material will help you

better remember what you hear and see (Howlet, M.A, 2024). Strategic note-taking

involves active listening, processing information, and writing. It is hypothesized that a

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

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student's strategic and extensive note-taking can yield a higher performance and

achievement (Salame & Thompson, 2020). According to Heikura (2023), when the other

person truly feels that we have heard and understood their point, they are ready to engage

in a discussion, to listen to other points of view and to receive information. Summarizing

begins with listening. The goal of summarizing is to ensure that we heard what the other

person meant and that they feel listened to. When students practice summarizing enough,

it becomes a totally natural part of their listening skills. 56

On average, the utilization of macro skills-based teaching strategies as perceived

by the students in terms of listening has a mean (M=3.40, SD=0.71) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that the

student respondents always observed the teaching strategies employed by their general

education teachers in the context of listening macro skill. It implies a consistent perception

among students that these strategies are not just occasionally employed but are indeed a

regular part of their learning experience. This finding underscores the significant role that

teachers play in utilizing these strategies effectively to enhance students' listening

abilities.

Table 3.2. Utilization of macro skills-based teaching strategies as perceived by the

teachers and students in terms of speaking.
Teachers Students
Indicators Mean SD VI QD Mean SD VI QD
Speaking
1. I ask students/My teachers ask us
3.50 0.69 A HU 3.39 0.72 A HU
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to conduct dialogue for information

exchange, such as information
gathering interviews, role plays, and
debates.
2. I ask students/My teachers ask us
to present short speeches, oral
3.50 0.69 A HU 3.45 0.69 A HU
reports, or oral summaries during the
discussion.
3. I ask students/My teachers ask us
to use the right words in the right 3.70 0.57 A HU 3.42 0.72 A HU
order with the correct pronunciation.
4. I encourage the students/My teachers
encourage us
to ask questions in class when 3.90 0.31 A HU 3.53 0.73 A HU
misunderstanding occurs and to
respond positively when they do.
5. I help students/My teachers help us
develop speaking ability by making
them/us aware of the different 3.70 0.66 A HU 3.39 0.75 A HU
situations so that they/we know how
to respond appropriately.
Average: 3.66 0.58 A HU 3.44 0.72 A HU
Legend:

Scal
Range Verbal Interpretation Qualitative Description
e
4 3.25-4.00 Always (A) Highly Utilized (HU)
3 2.50-3.24 Often (O) Utilized (U)
2 1.75-2.49 Sometimes (S) Less Utilized (LU)
1 1.00-1.74 Never (N) Not Utilized (NU)

57

In terms of speaking as perceived by teachers, among the 5 indicators, the item I

encourage the students to ask questions in class when misunderstanding occurs and to

respond positively when they do got the highest mean (M=3.90, SD=0.31), which can be

verbally interpreted as always and qualitatively described as highly utilized. This implies

that teachers always value good communication with his or her students as they let them

ask questions when misunderstanding occurs. By creating a classroom environment where

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

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questions are not only welcomed but actively encouraged, teachers foster a sense of

intellectual curiosity and empowerment among students. Moreover, this practice

contributes to the development of both speaking and communication skills, as students

learn to articulate their thoughts, seek clarification, and engage in meaningful dialogue

with their peers and instructors. Furthermore, the positive response indicated by the high

mean score underscores the importance of fostering a supportive and non-judgmental

atmosphere within the classroom. When students feel comfortable asking questions and

expressing their uncertainties, they are more likely to actively participate in discussions

and seek assistance when needed. 58

In connection to this, the majority of individuals concur that success in academic,

professional, and personal undertakings depends on one's ability to communicate

effectively. The importance of speaking as a key communication skill and in language

acquisition is highlighted in Christine Goh's book from 2007. Moreover, according to

Gani et al. (2015), the act of speaking encompasses the ability to articulate thoughts,

opinions, facts, and emotions either to others, animals, or even to oneself. It constitutes a

productive skill wherein individuals construct coherent verbal expressions to convey

intended meanings. Speaking is an interactive endeavor involving the generation,

reception, and processing of information to construct meaning. Within the realm of

speaking, students not only acquire proficiency in organizing ideas and structuring

sentences but also in delivering language with proper pronunciation and clarity.
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Meanwhile, in speaking as perceived by teachers, the items I ask students to

conduct dialogue for information exchange, such as information gathering interviews,

role plays, and debates, and I ask students to present short speeches, oral reports, or oral

summaries during the discussion got the lowest mean (M=3.50, SD=0.69), which can be

verbally interpreted as always and qualitatively described as highly utilized. This means

that despite receiving the lowest mean, both were still used by the teachers, letting their

students conduct interviews, participate in role plays, engage in debates, perform

speeches, do oral reports and summaries to develop their speaking skills. These activities

play an important role in fostering students' speaking skills by providing them with

opportunities to engage in authentic communication and express their ideas orally. While

the mean score may suggest a lower frequency of use compared to other teaching

methods, it is essential to recognize the qualitative significance of these activities in the

59
language learning process.

Information gathering interviews, for instance, encourage students to ask

questions, actively listen, and respond appropriately, thereby enhancing their ability to

communicate effectively in real-life situations. Similarly, role plays and debates immerse

students in simulated scenarios where they must articulate arguments, defend their

viewpoints, and engage in constructive dialogue with their peers. These activities not only

develop students' speaking skills but also cultivate critical thinking, problem-solving, and

collaboration abilities.
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Moreover, requiring students to deliver short speeches, oral reports, or summaries

during discussions provides them with opportunities to organize their thoughts coherently,

structure their presentations effectively, and practice public speaking in a supportive

environment. By encouraging students to articulate their ideas orally, teachers empower

them to become confident communicators who can express themselves fluently and

persuasively in various contexts.

In relation to this, different methods are used in schools to effectively teach

speaking. Cooperative exercises, role-playing, creative assignments, and drilling are some

of them. While role-playing immerses students in a variety of social situations,

cooperative activities encourage students to negotiate language use. By simulating real-

world circumstances and emphasizing the work at hand, creative assignments encourage

fluency (Anjaniputra, 2013). 60

Furthermore, the development of speaking skills is intricately tied to the interplay

between cognitive processes and social interactions. Utilizing a dialogical approach

presents an avenue for enhancing this development. This method not only aids in refining

students' thinking and learning capacities but also plays a pivotal role in expanding their

content knowledge through engaging in verbal exchanges and discussions. Such an

approach holds promise in fostering more interaction patterns among students,

encouraging them to contemplate their solutions, assess various ideas, provide

justifications, articulate reasons, refine their perspectives through the input of others, and
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collectively construct ongoing knowledge through activities like sharing, active listening,

critiquing, problem-solving, questioning, elaborating on ideas, and reconciling conflicting

viewpoints (Ramadhan et al., 2021). 61

On average, the utilization of macro skills-based teaching strategies as perceived

by the teachers in terms of speaking has a mean (M=3.66, SD=0.58) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that the

teachers highly utilized the teaching strategies in the context of speaking macro skill in

their general education classes. This implies that general education teachers are actively

incorporating effective speaking strategies which can significantly contribute to their

students’ speaking skills, allowing them to explore different real-world situations and how

to communicate effectively. Through various instructional approaches such as role-

playing, debates, and presentations, students are encouraged to actively participate in oral

communication, thereby building confidence and fluency in expressing their thoughts and

ideas. This hands-on approach not only enhances students' linguistic proficiency but also

fosters critical thinking, problem-solving, and interpersonal skills essential for success in

academic and professional pursuits. By actively incorporating effective speaking

strategies, teachers provide students with valuable opportunities to engage in meaningful

communication, both within and outside the classroom.

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In terms of speaking as perceived by students, among the 5 indicators, the item My

teachers encourage us to ask questions in class when misunderstanding occurs and by

responding positively when we do got the highest mean (M=3.58, SD=0.68), which can be

verbally interpreted as always and qualitatively described as highly utilized. This means

that students consistently observed teachers employing this teaching strategy, suggesting a

proactive effort to improve students' speaking abilities. Encouraging students to ask

questions during moments of confusion and responding positively likely increases their

confidence to vocalize inquiries and practice speaking skills. 62

When teachers actively encourage questions and respond positively to them, they

create a supportive environment where students feel empowered to engage in verbal

communication. This environment fosters not only the willingness to ask questions but

also the courage to express thoughts and ideas aloud, which are essential components of

effective speaking skills. Consequently, students are more likely to actively participate in

class discussions, share their perspectives, and articulate their thoughts more effectively.

Students’ speaking ability was enhanced through the use of asking for clarification

strategies. Asking for clarification had a positive impact on enhancing learners'

communication skills. The practice of asking for clarification strategies could help

students in a way that made them more confident when they used the taught expressions to

bridge a linguistic gap during their conversation (Baradeyah, N. & Farrah, M., 2017).

From a student’s perspective, questions open up a whole new world of learning

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opportunities. When we ask, we open up a dialogue between ourselves and others. It

encourages collaboration and can help us to gain beneficial new perspectives. Asking

questions can also help us to better understand a situation and make more informed

decisions. It can also help us in thinking more critically. Asking question will help you

gain a better understanding of your learning material as you progress through a course.

Asking questions can also make you stand out in a classroom setting and can help you

develop relationships with your teachers. 63

Also, according to the study of Irawati et. al. (2021), the teacher starts the question

with –wh questions like what, when, why, where, who and how questions. The teacher has

generally operated when asking the question. It is to the students’ understanding, students’

activeness in responding and students’ ability in expressing and exploring their opinions.

Each student has the opportunity to increase their speaking skill because the teacher can

give nominated questions to answer. It can give a chance to the students to improve their

speaking and critical thinking because of the teacher’s deep questions.

Meanwhile, in speaking as perceived by students, the items My teachers ask us to

conduct dialogue for information exchange, such as information gathering interviews,

role plays, and debates and My teachers help us develop speaking ability by making us

aware of the different situations so that we know how to respond appropriately got the

lowest mean (M=3.39, SD=0.72 and 0.75, respectively), which can be verbally interpreted
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as always and qualitatively described as highly utilized. This means that both strategies in

speaking macro skills were always observed by the students despite getting the lowest

means. This implies that conducting dialogue for information exchange such as

interviews, role plays and debates, and developing the speaking ability for awareness on

how to respond to situations are highly utilized teaching strategies in general education

classes. 64

Dialogue-based activities, such as interviews and role plays, foster active

engagement and critical thinking, facilitating not only information exchange but also

deeper understanding and communication skills development. Similarly, the emphasis on

situational awareness in speaking encourages students to adapt their language and

responses to different contexts, a crucial skill in real-world communication. Therefore,

while their mean scores might suggest less prominence, the qualitative impact of these

strategies could be profound in nurturing students' speaking abilities and enhancing their

overall language proficiency. Thus, educators should continue to integrate and refine these

strategies to ensure comprehensive language learning outcomes.

Teachers think of dialogues in terms of their primary use, which is to provide

speaking practice; however, dialogues are also very useful in helping learners develop

listening skills. A role play is defined as any speaking activity in which language learners

place themselves into roles assumed by other people. The roles, the speakers, and the

situations can vary greatly. Debate enhances student’s speaking skills by further sharing of
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an argument (Garcia, 2018). In terms of the developing of the speaking ability for the

second indicator, points out that “speaking is an interactive process of constructing

meaning that involves producing and receiving and processing information”. In speaking,

the students learn how to organize ideas, arrange sentences, and express language in

spoken form with good pronunciation and comprehensible language. They must also learn

about how to deliver the meaning of the language according to the context they are

speaking. (Gani et. al. 2015) 65

On average, the utilization of macro skills-based teaching strategies as perceived

by the students in terms of speaking has a mean (M=3.44, SD=0.72) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that the

student respondents always observed the strategies employed by their general education

teachers in the context of speaking macro skill by their teachers. It implies that the

teachers highly utilized the teaching strategies as perceived by the students in terms of

speaking. Such a finding underscores the efficacy and prominence of the teaching

strategies employed by educators in fostering speaking skills within the classroom

environment. Speaking skills are often considered essential for effective communication

and language proficiency, so the consistent implementation of strategies targeting this skill

domain reflects a concerted effort to nurture well-rounded linguistic competence among

students.
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Table 3.3. Utilization of macro skills-based teaching strategies as perceived by the

teachers and students in terms of reading.
Teacher Students
Indicators M SD VI QD M SD VI QD
Reading
1. I encourage students/My teachers
encourage us
to pre-read or read in advance the course
3.65 0.59 A HU 3.34 0.81 A HU
guide or module, enabling them/us to
discuss and assess their understanding of
the course.
2. I use/My teachers use
a reciprocal teaching strategy wherein
students/we are allowed to ask questions 3.55 0.60 A HU 3.21 0.74 O U
and make predictions during reading
sessions
3. I provide/My teachers
questions after reading to assess their/our 3.80 0.41 A HU 3.53 0.69 A HU
comprehension of the material.
4. I encourage students/My teachers
encourage us
3.40 0.88 A HU 3.24 0.79 O U
to summarize what they/we have learned
from reading whether in oral or written.
5. I encourage students/My teachers
encourage us
3.55 0.60 A HU 3.37 0.79 A HU
to practice reviewing texts and writing
down the main ideas when necessary.
Average: 3.59 0.62 A HU 3.34 0.76 A HU 66

Legend:

Scal
Range Verbal Interpretation Qualitative Description
e
4 3.25-4.00 Always (A) Highly Utilized (HU)
3 2.50-3.24 Often (O) Utilized (U)
2 1.75-2.49 Sometimes (S) Less Utilized (LU)
1 1.00-1.74 Never (N) Not Utilized (NU)

In terms of reading as perceived by teachers, among the 5 indicators, the item I

provide questions after reading to assess their comprehension of the material got the

highest mean (M=3.80, SD=0.41), which can be verbally interpreted as always and
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qualitatively described as highly utilized. This indicates that teachers always ask questions

related to what is being discussed to assess students’ understanding of the material,

making room for them to improve their reading skills. By prompting students to reflect on

what they have read and articulate their understanding through responses, teachers create

opportunities for students to consolidate their learning, clarify any misunderstandings, and

identify areas where further support may be needed. Furthermore, the consistent use of

questioning as an assessment tool indicates a proactive approach on the part of teachers to

monitor and support students' progress in reading comprehension. 67

By regularly checking for understanding through targeted questioning, educators

can identify individual learning needs and tailor their instruction accordingly, providing

additional support or enrichment as required. Most importantly, incorporating questioning

techniques into their teaching, educators are not only evaluating understanding but also

promoting critical thinking, deepening engagement, and supporting student learning and

growth. Understanding the written word is a vital skill that impacts various aspects of our

lives. In the realm of education, it is crucial for students to continuously enhance their

ability to comprehend what they read. Therefore, it becomes imperative to assess students'

reading comprehension systematically, as this evaluation helps gather information and

draw conclusions about a student's proficiency or the quality of the learning process

(Mantra et al., 2020).

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Moreover, the ability of a learner to comprehend the topic of the text is crucial for

developing effective reading comprehension (Elfiondri et al., 2020). The methods used to

teach reading comprehension have a big impact on how well a student does with it, like

providing guide questions after a reading session or doing a brainstorming activity. The

importance of teaching strategies is emphasized by Brown (2015) because they make it

possible to use a variety of teaching approaches and techniques. Therefore, skilled reading

comprehension teachers are aware of the necessity to use a variety of teaching strategies to

improve the reading skills of the students (Wibowo 2020). 68

Meanwhile, in reading as perceived by teachers, the item I encourage students to

summarize what they have learned from reading, whether in oral or written got the lowest

mean (M=3.40, SD=0.88), which can be verbally interpreted as always and qualitatively

described as highly utilized. This means that despite receiving the lowest mean, general

education teachers still use this strategy, making their students summarize their learning in

oral or written activity, as this also plays a crucial role in developing a learner's reading

skills. By distilling complex information into concise summaries, students engage in

higher-order cognitive processes, enhancing their ability to extract key points and

synthesize ideas from what they have read.

Moreover, the act of summarizing promotes active engagement with texts,

encouraging students to interact with material beyond surface-level understanding. When

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students are prompted to summarize what they've learned from their reading, whether

orally or in written form, they are essentially engaging in a process that reinforces and

refines their comprehension abilities. Therefore, despite its ranking in mean scores, the

continued use of summarization strategies by educators underscores their significant

contribution to the development of well-rounded readers. According to Khoshsima et al.,

(2014), summarization stands out as an indispensable tool within the arsenal of reading

strategies available to learners, offering a potent means for enhancing comprehension

levels. This cognitive process directs attention towards the core ideas presented in texts. 69

In addition, summarization serves as a valuable tool in guiding students on how to

distill extensive passages into their core concepts, facilitating a concise and better

comprehension. By engaging in summarization exercises, students not only refine their

ability to identify crucial ideas within texts but also hone their skills in consolidating

pertinent details that bolster those ideas. This approach empowers students to concentrate

on the pivotal words and phrases within assigned texts, fostering deeper understanding and

retention. Beyond its practical benefits, summarization cultivates creativity among

students as they articulate summaries in their own words, fostering a sense of ownership

over their learning process (Nurhayati & Fitriana, 2018).

On average, the utilization of macro skills-based teaching strategies as perceived

by the teachers in terms of reading has a mean (M=3.59, SD=0.62) which can be verbally
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interpreted as always and qualitatively described as highly utilized. This implies that

educators are actively incorporating effective teaching methods related to students' reading

abilities. This indicates a strong commitment from educators towards incorporating

effective instructional methods tailored to enhance students' reading abilities. Such

strategies likely encompass a range of approaches aimed at developing fundamental

reading comprehension skills. By actively integrating these strategies into their teaching

practices, educators are poised to make a significant impact on students' overall literacy

development. 70

In terms of reading as perceived by students, among the 5 indicators, the item My

teachers provide questions after reading to assess our comprehension of the material got

the highest mean (M=3.53, SD=0.69), which can be verbally interpreted as always and

qualitatively described as highly utilized. This means that the students always observed in

their class that their teachers provided questions after a reading session which also

corresponds to being a highly utilized strategy by teachers in the context of speaking

macro skill. This finding means that this particular strategy is deeply embedded within the

instructional practices of educators within the context of reading macro skills. The

consistent utilization of this approach likely stems from its recognized effectiveness in

promoting deeper engagement with the text and fostering critical thinking skills among

students. By posing questions that prompt reflection and analysis, teachers not only assess

comprehension but also encourage students to actively process and evaluate the material
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they have just read. Teachers may view post-reading questions as a fundamental tool for

reinforcing key concepts, clarifying misunderstandings, and encouraging students to

articulate their understanding of the text. By engaging students in the process of

generating responses to thoughtful questions, educators empower them to take ownership

of their learning journey and cultivate a deeper understanding of the subject matter.

The ability of a learner to comprehend the topic of the text is crucial for

developing effective reading comprehension (Elfiondri et al., 2020). The giving of

questions or guide questions to assess the student’s comprehension is very vital. The

methods used to teach reading comprehension have a big impact on how well a student

does with it. The importance of teaching strategies is emphasized by Brown (2015)

because they make it possible to use a variety of teaching approaches and techniques.

Therefore, skilled reading comprehension teachers are aware of the necessity to use a

variety of tactics (Wibowo 2020). 71

According to the Reading Horizon (2022), questioning is a strategy that readers

use to engage with the text. Questioning techniques help the reader to clarify and

comprehend what he/she is reading. Struggling readers tend not to ask questions of

themselves or the text as they read. Teachers who model how to ask questions while

reading help children to learn how to build interest with the text and become stronger

readers. The simple fact that a reader is asking questions as he reads is evidence that the
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child has a purpose in reading. Reading with a purpose increase reading comprehension

because the reader is making a personal connection with the text. Questioning facilitates

this personal connection. 72

Meanwhile, in reading as perceived by students, the item My teachers use a

reciprocal teaching strategy wherein we are allowed to ask questions and make

predictions during reading sessions got the lowest mean (M=3.21, SD=0.74), which can

be verbally interpreted as often and qualitatively described as utilized. This means that the

students, as they perceived, often observed this strategy being utilized by the teachers

despite its low mean. The strategy of reciprocal teaching is a cooperative learning strategy

that aims to improve students' reading comprehension skills, with four components:

predicting, clarifying, questioning, and summarizing. Even though the mean score

indicates room for improvement, the qualitative description of the strategy being

frequently observed means that students are familiar with its implementation. This means

that while there may be areas to refine or enhance the execution of the strategy, its

presence within the classroom is noticeable to students.

According to Ahmadi and Gilakjani (2012), the reciprocal teaching approach has

become known as a successful reading instruction strategy. It is highly regarded by

researchers, reading specialists, and educators because it delivers systematic instruction in

reading comprehension skills that help less skilled readers improve and develop as
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independent readers. With the help of dialogues, reciprocal teaching attempts to improve

students' reading comprehension, promote self-control, and boost motivation. Additional

supporting statement says that reciprocal teaching, which consists of four cognitive

processes, is one common set of metacognitive techniques. By encouraging conversation

and the reconstruction of concepts, these techniques help students' reading comprehension

(Choo et al., 2011). According to the study of Mafarja et. al (2023), the results found that

Reciprocal Teaching improved comprehension of the subject under review, enhanced

cooperative learning, improved academic achievement, communication, metacognition,

teaching skills, developed a positive impact in learners understanding, especially in

evaluating learning performance and reciprocal teaching which may improve the

understanding of reading, solving word problems in scientific fields. 73

On average, the utilization of macro skills-based teaching strategies as perceived

by the students in terms of reading has a mean (M=3.34, SD=0.76) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that the

respondents always observed the strategies employed by their general education teachers

in the context of reading macro skill. It implies that the teachers highly utilized the

teaching strategies in the context of reading as perceived by the students. Therefore,

teachers are actively employing strategies aimed at enhancing students' reading

comprehension and proficiency. This is crucial as reading is not only a fundamental skill

but also a gateway to accessing and understanding other academic content across various
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subjects. Therefore, the high utilization of such strategies indicates a commitment to

fostering literacy skills among students.

Table 3.4. Utilization of macro skills-based teaching strategies as perceived by the

teachers and students in terms of writing.
Teachers Students
V V Q
Indicators M SD QD M SD
I I D
Writing
1. I encourage/My teachers encourage
peer mentoring and review sessions where
0.6 0.6 H
students/we evaluate each other's works after 3.55 A HU 3.37 A
0 7 U
providing feedback, constructive criticism, and
suggestions every written activity.
2. I regularly/My teachers 0.6 0.7 H
3.15 O U 3.34 A
conduct writing exercises in my classes. 7 1 U
3. I provide/My teachers provide
good analytical or holistic rubric to help
0.6 0.6 H
students/us construct high-quality writing and 3.50 A HU 3.50 A
1 9 U
understand how their/our writing skills will be
assessed.
4. I encourage my students/My teachers encourage us
to organize their/our ideas, enabling them/us to 0.4 0.6 H
3.75 A HU 3.50 A
articulate, analyze, and clarify their/our thoughts 4 5 U
through written activities.
5. I encourage students/My teachers encourage us
to utilize editing symbols in determining errors in 0.8 0.7 H
3.25 A HU 3.37 A
their/our written essays, journals, and other written 5 1 U
tasks.
0.6 0.8 H
Average: 3.44
4
A HU 3.42
1
A
U 74

Legend:

Scal
Range Verbal Interpretation Qualitative Description
e
4 3.25-4.00 Always (A) Highly Utilized (HU)
3 2.50-3.24 Often (O) Utilized (U)
2 1.75-2.49 Sometimes (S) Less Utilized (LU)
1 1.00-1.74 Never (N) Not Utilized (NU)

In terms of writing as perceived by teachers, among the 5 indicators, the item I

encourage my students to organize their ideas, enabling them to articulate, analyze, and
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clarify their thoughts through written activities got the highest mean (M=3.75, SD=0.44),

which can be verbally interpreted as always and qualitatively described as highly utilized.

This means that teachers allow their students to organize one's ideas, giving them an

opportunity to formulate ideas in their own words during written activities. By providing

opportunities for students to organize their ideas, educators empower them to express

themselves clearly and thoughtfully. This approach not only enhances their writing skills

but also cultivates critical thinking and communication abilities.

Writing is not merely transcribing thoughts onto paper; rather, it involves a

multifaceted process of structuring ideas, opinions, and emotions into a coherent written

expression. Furthermore, it extends beyond the mere construction of sentences,

encompassing the art of organizing and integrating information into cohesive and

meaningful paragraphs or texts. Ultimately, the essence of writing lies in its capacity to

convey purposeful meaning, providing a platform for individuals to articulate, analyze,

and clarify their thoughts through written activities, thereby fostering a deeper

understanding (Mayekti et al., 2022). 75

In addition, Anggrayani et al. (2015) underscore the significance of organizing as a

potent writing strategy. They highlight its ability to not only absorb and retrieve

information but also creatively organize thoughts and ideas, thus enhancing the

representation and retention of knowledge. By employing these writing techniques,

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students can effectively arrange and store information in a manner that resonates with their

cognitive processes, which is particularly valuable in writing tasks.

Meanwhile, in writing as perceived by teachers, the item I regularly conduct

writing exercises in my classes got the lowest mean (M=3.15, SD=0.67), which can be

verbally interpreted as often and qualitatively described as utilized. Despite being the

lowest, general education teachers utilize this strategy where they regularly conduct

written activities. These activities are done to improve the writing abilities of the students,

enabling them to organize their own ideas. It is evident that these exercises serve an

important pedagogical purpose and are actively employed by educators to support student

learning. The consistent utilization of these exercises by educators indicates a recognition

of the broader benefits beyond just improving writing proficiency. Through structured

writing tasks, students are encouraged to organize their thoughts, develop arguments, and

engage with complex concepts. These exercises serve as a platform for students to explore

and articulate their understanding of various subjects. 76

According to Pavanelli (2018), effective mastery of academic writing skills

necessitates active engagement and consistent practice in composing, formulating, and

analyzing ideas. Moreover, students benefit greatly from receiving constructive feedback

on their writing errors, facilitating the process of revision and self-reflection. To cultivate

proficiency in writing, pedagogical approaches must incorporate regular writing exercises,

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opportunities for collaboration, and mechanisms for self-correction following instructor

feedback.

Furthermore, the process approach to writing places the learner at the center of the

writing journey, recognizing the intricate cognitive processes involved in composing texts.

Central to this approach is the three-stage planning-writing-reviewing framework

pioneered by Flower and Hayes (Flower, 1989), which conceptualizes writing as a

dynamic, non-linear process characterized by exploration and generation. Within this

framework, learners engage in iterative cycles of drafting, revising, and editing, guided by

the teacher through various task-based activities aimed at honing writing skills at each

stage. The emphasis lies on facilitating the flow of ideas rather than rigid adherence to

form, with teachers offering formative feedback on successive drafts to steer learners

towards their desired final products (Takrouni & Assalahi, 2022). 77

On average, the utilization of macro skills- based teaching strategies as perceived

by the teachers in terms of writing has a mean (M=3.44, SD=0.64) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that the

teachers highly utilized the teaching strategies in writing macro skills in their general

education classes. This implies that educators are incorporating effective writing

strategies. These strategies can significantly contribute to their students’ skills in writing

by organizing ideas and exposing them to different written activities. Educators who
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prioritize the integration of diverse written activities create dynamic learning

environments conducive to student engagement and growth. By embracing these

methodologies, educators empower their students to become proficient writers equipped

with the essential tools for effective communication and self-expression. 78

In terms of writing as perceived by students, among the 5 indicators, the item My

teachers provide good analytical and holistic rubric to help us construct high-quality

writing and understand how our writing skills will be assessed and My teachers

encourage us to organize our ideas, enabling us to articulate, analyze and clarify our

thoughts through written activities got the highest mean (M=3.50, SD=0.69 and 0.65,

respectively), which can be verbally interpreted as always and qualitatively described as

highly utilized. This means that the students both observed that the use of analytical and

holistic rubric in assessing their writing output and organizing ideas through writing

activities are being highly utilized by their teachers in general education classes. This

structured feedback mechanism likely helps students understand not only how their

writing will be evaluated but also how they can improve their skills over time. The

emphasis on encouraging organization of ideas reflects a pedagogical approach that

prioritizes clarity and coherence in written expression. By fostering the ability to

articulate, analyze, and clarify thoughts through writing activities, teachers are supporting

students in developing essential critical thinking and communication skills.

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According to Mahmoudi & Bugra (2019), in general, educators in universities use

rubrics for a more accurate assessment of students' writing performance. In their study

result, it showed that using rubrics in teaching writing skill improved the students' writing

performance. Students reported that by gaining awareness about the rubric, they could

check their writing work, give feedback to their peers' work, produce high-quality

writings, and get better grades. In terms of writing for organizing ideas, this strategy helps

the students in developing and arranging the ideas and organizing the idea.

By using this strategy, the students are hoped to be more interested in learning

and they are hoped not only to know how to speak but also how to write well especially in

writing ideas (Yanpitherszon, 2016). Furthermore, in the study of the Qasims (2015),

rubrics are commonly used by writing teachers to grade writing. Rubrics are meant to

neutralize the grading of writing and provide effective feedback to the students for

improvement.that rubrics are effective for grading writing and should be used to address

mechanical errors in students’ work. They perceived rubric as an effective tool to assess

students’ progress and teachers’ practices. 79

For the second indicator, Anggrayani et al. (2015) underscore the significance of

organizing as a potent writing strategy. They highlight its ability to not only absorb and

retrieve information but also creatively organize thoughts and ideas, thus enhancing the

representation and retention of knowledge. By employing these writing techniques,

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students can effectively arrange and store information in a manner that resonates with their

cognitive processes, which is particularly valuable in writing tasks.

Meanwhile, in writing as perceived by the students, the item My teachers regularly

conduct writing exercises in our classes got the lowest mean (M=3.34, SD=0.71), which

can be verbally interpreted as always and qualitatively described as highly utilized. This

means that despite the low mean, students still always observed that the regular

conduction of writing exercises in classes is still highly utilized by teachers in general

education classes based on the result. The implication is that educators are actively

engaged in fostering and refining their students' writing skills by integrating regular

writing exercises into their teaching practices. This commitment to enhancing writing

proficiency underscores the importance placed on literacy development within the

educational framework, showcasing a proactive approach to nurturing students' writing

abilities across various subject areas. 80

Involving the students in a wide variety of writing activities that would serve this

purpose: it would allow for writing practice and then to enhance writing enjoyment. These

creative writing activities, in addition to cooperative group writing, encouraged students to

work together to create one-of-a-kind stories and reflect their personalities and emotions.

When you can get a student to emotionally invest in something, they are primed and ready

to learn (Bartscher et. al. 2018). Writing is simply the act of putting ideas into words,
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whether on paper or online. It is an active process where writers rework and explore

concepts. Writing allows people to reflect on the world, promotes effective

communication, records ideas for making decisions, and educates both writers and readers.

Depending on the situation, compositions might range in length from short paragraphs to

long essays (Barrot 2016).

On average, the utilization of macro skills-based teaching strategies as perceived

by the students in terms of writing has a mean (M=3.42, SD=0.69) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that the

students always observed the strategies employed under the writing macro skill by their

teachers. This underscores the importance placed on writing instruction within the

educational setting. It implies a concerted effort by educators to incorporate teaching

strategies tailored to the development of writing proficiency among students.

81

Table 3.5. Utilization of macro skills-based teaching strategies as perceived by the

teachers and students in terms of viewing.
Teachers Students
Indicators M SD VI QD M SD VI QD
Viewing
1. I combine/My teachers combine 3.80 0.41 A HU 3.47 0.65 A HU
textual instructions with visuals
like images and illustrations to
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grab students’ attention.

2. I use/My teachers use
videos and other multimedia
3.80 0.41 A HU 3.34 0.81 A HU
presentations to deliver the
information.
3. I use/My teachers use
different graphing tools and
organizers to help students/us 3.55 0.69 A HU 3.45 0.72 A HU
understand the subjects in a way
that is visually communicated.
4. I use/My teachers use
smart television and laptops to
display visual images and 3.80 0.41 A HU 3.63 0.63 A HU
educational videos to help
students/us understand the topic.
5. I allow my students/My teachers
allows us
to evaluate and interpret 3.70 0.47 A HU 3.47 0.69 A HU
meaning from the visual aids
during discussions.
Average: 3.73 0.48 A HU 3.47 0.70 A HU

Legend:

Scal
Range Verbal Interpretation Qualitative Description
e
4 3.25-4.00 Always (A) Highly Utilized (HU)
3 2.50-3.24 Often (O) Utilized (U)
2 1.75-2.49 Sometimes (S) Less Utilized (LU) 82
1 1.00-1.74 Never (N) Not Utilized (NU)

In terms of viewing as perceived by teachers, among the 5 indicators, the items I

combine textual instructions with visuals like images and illustrations to grab students’

attention, I use videos and other multimedia presentations to deliver the information, and

I use smart television and laptops to display visual images and educational videos to help

students understand the topic got the highest mean (M=3.80, SD=0.41), which can be

verbally interpreted as always and qualitatively described as highly utilized. This means

that general education teachers utilized the different technologies and multimedia
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presentation in their discussion for presenting visually-pleasing presentations such as

combining textual instructions with images, presenting videos that will relate to the

discussion, and other multimedia to get their students’ attention.

According to Carolino and Queroda (2018), educators quickly understood the

value of combining textual instruction with visuals like images and illustrations. The use

of visual aids spread as a result of their success in grabbing students' attention. Moreover,

as the Internet era began in the 1990s, it significantly altered a number of businesses,

including education. Website integration became commonplace in schools for both

operational and educational goals. The relevance of broadcast media increased as well,

ensuring that students were kept up to date on pertinent current events. Videos and other

multimedia content have evolved into crucial instruments for information delivery. The

generation of learners known as millennials or digital natives acquired their abilities

utilizing computers and other digital devices throughout this time. 83

According to Haleem et al. (2022), in today's educational landscape, the

integration of digital technologies has become paramount in enhancing learning

experiences. With the advent of smart televisions and laptops, educators now have a

powerful tool at their disposal to engage students effectively. By utilizing these devices to

display visual images and educational videos, teachers can facilitate deeper understanding

of complex topics among their students. This strategy not only leverages the resources
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available on the internet but also taps into the interactive and collaborative nature of

digital learning environments. As we enter a new era characterized by the ubiquity of the

internet and interconnected smart devices, it is imperative for educators and instructional

designers to harness the full potential of these technologies to revolutionize education. By

embracing digital tools, education can transcend traditional boundaries, making it

accessible to learners everywhere. 84

Meanwhile, in viewing as perceived by teachers, the item I use different graphing

tools and organizers to help students understand the subjects in a way that is visually

communicated got the lowest mean (M=3.55, SD=0.69), which can be verbally interpreted

as always and qualitatively described as highly utilized. This means that despite being the

lowest, general education teachers utilize this strategy which is using different graphing

tools to create an eye-pleasing presentation for students to understand the topic well. It

indicates that this strategy remains an integral part of teachers' instructional practices.

Despite receiving the lowest mean score among the viewing indicators, the use of

graphing tools and organizers reflects a commitment by teachers to enhance students'

understanding of subjects through visual communication. This strategy likely involves the

creation of visually appealing presentations that employ graphs, charts, diagrams, and

other visual aids to convey complex information in a clear and comprehensible manner.
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According to Qi and Jiang (2021), utilizing various graphing tools and organizers

can greatly enhance students' comprehension of subjects through visual communication,

serving as an effective strategy for educators. These tools, such as graphic organizers,

serve as visual representations of knowledge, concepts, and opinions, elucidating the

connections between them. By employing diverse graphing techniques, educators can

present information in a visually appealing manner, aiding students in grasping complex

ideas more easily. Moreover, graphic organizers offer a tangible means to represent

complex ideas. For instance, concept maps depict concepts and their interrelationships,

often organized hierarchically, making them particularly effective for content learning.

Through the integration of these diverse tools, teachers can cater to different learning

styles and effectively convey subject matter in a visually accessible manner, fostering

deeper understanding and knowledge retention among students (Ciullo & Reutebuch,

2013). 85

On average, the utilization of macro skills-based teaching strategies as perceived

by the teachers in terms of viewing has a mean (M=3.73, SD=0.48) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that the

general education teachers highly utilized the teaching strategies in viewing macro skills

in their general education classes. This implies that educators are effectively incorporating

effective viewing strategies which can significantly cater the different learning styles of

the students and effectively convey subject matter in a visually accessible manner. These
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strategies likely encompass a range of techniques such as using multimedia presentations,

combining textual instructions with visuals, and employing graphing tools and organizers

to enhance student understanding and engagement with the content.

In terms of viewing as perceived by students, among the 5 indicators, the item My

teachers use smart television and laptops to display visual images and educational videos

to help us understand the topic got the highest mean (M=3.63, SD=0.63), which can be

verbally interpreted as always and qualitatively described as highly utilized. This indicates

that respondents consistently observed their teachers using smart televisions and laptops to

display visual images and educational videos during classes. This means that teachers

effectively utilize technology such as smart televisions and laptops to enhance student

comprehension by providing visual aids and multimedia resources. 86

Teachers rapidly realized the benefits of integrating textual education with visuals

like photos and illustrations, according to Carolino and Queroda (2018). When visual aids

were successful in capturing pupils' attention, their use grew. Additionally, a number of

graphing tools and graphic organizers were developed to help students better understand

subjects using visual means. Viewing emerged as a result of the rising demand for social

and visual media both within and outside of the classroom. Perceiving, evaluating,

interpreting, and creating meaning from visual pictures are all processes that are involved

in viewing. It is essential for improving understanding of both written and oral content.
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Building strong media and visual literacies becomes crucial for learning this ability when

learners are exposed to multimedia. Through the integration of these diverse tools,

teachers can cater to different learning styles and effectively convey subject matter in a

visually accessible manner, fostering deeper understanding and knowledge retention

among students (Ciullo & Reutebuch, 2013).

Meanwhile, in viewing as perceived by students, the item My teachers use videos

and other multimedia presentations to deliver the information got the lowest mean

(M=3.34, SD=0.81), which can be verbally interpreted as always and qualitatively

described as highly utilized. This means that despite having the lowest mean, students

always observed that the teachers used videos and other multimedia presentations in their

classes which is rampant and evident now that we are living in the digital technology era.

This implies that teachers actively incorporate videos and multimedia presentations into

their teaching to deliver information in dynamic and engaging ways, leveraging the

opportunities afforded by digital technology. 87

The emergence of digital networks, like the internet, disconnected video-watching

from a set time because the video can be watched at any time. It has also led to

disconnecting the lesson, in some sense, from a set place (i.e. the classroom): the video

can be watched on any computer connected to the internet. The increased use of video as a

teaching medium is encroaching onto traditional face-to-face teaching in Higher Education

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(Woolfitt, 2016). The use of video, audio, graphics, and animations can help to break up

text-heavy content and can make learning more interesting and memorable when

employees need to retain important information. Multimedia also ensures learning is

accessible to a diverse range of learners. For example, videos with closed captions or

transcripts can be beneficial for learners who are hearing impaired or for those who prefer

to read along. Utilizing multimedia in your learning materials will ensure instructional

designers or course designers will not need to build as many alternate learning options for

the variety of learners you might be teaching (Brooks, 2023).

On average, the utilization of macro skills–based teaching strategies as perceived

by the students in terms of viewing has a mean (M=3.47, SD=0.70) which can be verbally

interpreted as always and qualitatively described as highly utilized. This indicates that the

students always observed the strategies employed under the viewing macro skill by their

teachers. This implicates that teachers effectively integrate various viewing strategies into

their teaching practices, such as using visual aids, multimedia presentations, and

technology, to engage students and enhance their understanding of the subject matter. The

high mean score reflects students' consistent observations of these strategies being

employed during their classes. 88

Table 4. Summary Table

Skills Teacher Students
M SD VI QD M SD VI QD
Listening 3.75 0.42 A HU 3.40 0.71 A HU
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Speaking 3.66 0.58 A HU 3.44 0.72 A HU

Reading 3.59 0.62 A HU 3.34 0.76 A HU
Writing 3.44 0.64 A HU 3.42 0.69 A HU
Viewing 3.73 0.48 A HU 3.47 0.70 A HU
Average: 3.63 0.55 A HU 3.41 0.72 A HU
Grand Mean: 3.52

Across all the variables and all types of participants, the grand mean attained with regards

to the utilization of macro skills-based teaching strategies of 3.52 considered as highly utilized.

As perceived by the teacher respondents, the macro skill listening got the highest

mean (M=3.75) among all the macro skills. This means that the teachers highly utilized

the teaching strategies under the listening macro skill that indicates a strong focus on
89
activities and techniques aimed at developing students' listening comprehension abilities.

According to Ghonivita (2021), incorporating listening as a teaching strategy can

greatly enhance students' learning experiences. By emphasizing the importance of

listening in acquiring information and understanding diverse perspectives, educators can

encourage students to actively engage in listening activities. This can be achieved through

techniques such as interactive lectures, group discussions, and audiovisual materials, all of

which promote attentive listening and comprehension. Furthermore, by creating a

supportive and inclusive learning environment where students feel comfortable expressing

their thoughts and ideas, educators can foster the development of students' social skills

alongside their listening abilities. By integrating listening-focused activities across various

subjects, educators can help students recognize the relevance of listening skills beyond the

classroom.
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On the other hand, the macro skill writing got the lowest mean (M=3.44) among

all the macro skills. This means that despite having the lowest mean, the teachers still

highly utilized the teaching strategies under the writing macro skill. It indicates that

teachers still place significant emphasis on incorporating writing activities and techniques

into their instructional practices. This could indicate that teachers recognize the

importance of developing students' writing skills and actively integrate writing tasks into

their lesson plans and curriculum, even if they perceive challenges or limitations in doing
90
so.

It is essential that educators find methods to involve their students in the writing

process and facilitate their improvement as writers. One approach is to craft effective

teaching techniques for honing writing skills. The instructor should be inventive in

selecting and preparing resources and media. Students will gain from this approach as they

formulate and organize their thoughts (Yanpitherszon, 2016). Furthermore, Pavanelli

(2018) emphasizes that becoming proficient in academic writing requires students to

actively participate and practice consistently in generating, structuring, and evaluating

their ideas. Additionally, students can significantly improve their writing through

constructive feedback, which helps them revise and reflect on their work. To foster writing

skills effectively, teaching strategies should include frequent writing tasks, chances for

students to work together, and methods for self-correction after receiving feedback from

instructors.
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On average, the utilization of macro skills–based teaching strategies as perceived

by the teachers has a mean (M=3.63) which can be verbally interpreted as always and

qualitatively described as highly utilized. This means that teachers consistently employ

teaching strategies based on macro skills in their instruction. The mean score of 3.63

indicates that these strategies are utilized frequently and consistently across different

contexts. The qualitative description of highly utilized further emphasizes the significant
91
role of macro skills-based teaching strategies in the instructional practices of teachers.

As perceived by student respondents, the macro skill viewing got the highest mean

(M=3.47) among all the macro skills. This means that the students perceive that their

teachers in general education classes highly utilize teaching strategies aimed at enhancing

viewing skills or comprehension. The relatively high mean score implies that viewing-

based strategies are prevalent in classroom instruction and are perceived by students as

integral to their learning experience. This could signify a recognition among teachers of

the importance of visual literacy and the effective use of visual aids in facilitating student

understanding and engagement. According to Carolino and Queroda (2018), the

emergence of viewing as a prominent skill, now considered alongside reading, writing,

listening, and speaking, stems from the increasing need for engagement with visual and

social media, both in educational settings and beyond. Viewing encompasses the processes

of perceiving, evaluating, interpreting, and deriving meaning from visual stimuli. It plays

a vital role in enhancing comprehension of written and spoken material. Developing

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proficient media and visual literacy is imperative for acquiring this skill, especially in the

context of multimedia exposure for learners.

In connection to this, incorporating multimedia elements such as videos, audios,

graphics, and animations can enhance engagement with content that is otherwise

dominated by text. This diverse approach not only makes learning more captivating and

memorable but also caters to a wider audience. For instance, providing closed captions or

transcripts alongside videos accommodates learners with hearing impairments or those

who prefer reading. By embracing multimedia in educational materials, instructional or

course designers can streamline the need for numerous alternative learning methods to
92
accommodate different learner preferences (Brooks, 2023).

However, the macro skill reading got the lowest mean (M=3.34) among all the

macro skills. This means that despite having the lowest mean of 3.34, the qualitative

description result is still highly utilized, indicating that the students still frequently

observed that their teachers utilized the reading strategies in their classes. It signifies a

strong commitment to promoting literacy and fostering reading abilities among students.

This means that teachers prioritize incorporating reading-based activities, exercises, and

instructional approaches into their teaching practices, recognizing the fundamental

importance of reading in overall academic development. Engaging with reading goes

beyond mere academic necessity; it empowers students to delve into written materials,

expanding their understanding. Beyond its educational advantages, reading offers joy and
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fulfillment. For many, it's a source of satisfaction, excitement, and relaxation (Klingner et

al., 2007). Moreover, understanding the subject matter of a text is essential for enhancing

reading comprehension skills (Elfiondri et al., 2020). The techniques employed in

teaching reading comprehension significantly influence a student's proficiency in this skill

On average, the utilization of macro skills–based teaching strategies as perceived

by the students has a mean (M=3.41) which can be verbally interpreted as always and

qualitatively described as highly utilized. This indicates that, on average, students

consistently perceive that teachers utilize teaching strategies based on macro skills in their

instruction. With a mean score of 3.41, which can be interpreted verbally as "always," it

indicates that these strategies are frequently employed across various contexts within the

classroom. The qualitative description of "highly utilized" further emphasizes the

significant role of macro skills-based teaching strategies in the learning experiences of

students.

Profile Skills r p-value Decision Interpretation

Listening 0.09 0.713 Do not reject Ho Not significant
Speaking -0.03 0.903 Do not reject Ho Not significant
Number of Years in
Reading 0.26 0.259 Do not reject Ho Not significant
Teaching
Writing 0.25 0.282 Do not reject Ho Not significant
Viewing 0.21 0.375 Do not reject Ho Not significant
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Number of Hours of Listening -0.31 0.177 Do not reject Ho Not significant

Seminars Attended Speaking 0.31 0.177 Do not reject Ho Not significant
Related to Teaching Reading 0.36 0.123 Do not reject Ho Not significant
Strategies in the last 5 Writing 0.34 0.142 Do not reject Ho Not significant
years Viewing 0.13 0.574 Do not reject Ho Not significant
Listening -0.37 0.113 Do not reject Ho Not significant
Speaking 0.00 1.000 Do not reject Ho Not significant
Highest Educational
Reading 0.12 0.629 Do not reject Ho Not significant
Attainment
Writing 0.21 0.372 Do not reject Ho Not significant
Viewing -0.12 0.629 Do not reject Ho Not significant
Listening 0.60 0.005 Reject Ho Significant
Speaking 0.15 0.523 Do not reject Ho Not significant
General Education
Reading -0.05 0.850 Do not reject Ho Not significant 93
Courses Taught
Writing 0.01 0.954 Do not reject Ho Not significant
Viewing 0.35 0.134 Do not reject Ho Not significant
Table 5. Significant relationship of the utilization of macro skills-based teaching
strategies for general education courses among the teacher respondents when they are
grouped according to their profile

Table 5 presented the significant relationship of the utilization of macro skills-

based teaching strategies for general education courses among the teacher respondents
94
when they are grouped according to their profile.

As presented in the table, in terms of number of years in teaching, the results

showed that there is no significant relationship between the number years of teaching and

the utilization of macro skills-based teaching strategies, particularly listening, speaking,

reading, writing, and viewing (p-value = 0.713, 0.903, 0.259, 0.282, and 0.375,

respectively.) This indicates that the null hypothesis is not rejected since the p-values are

greater than 0.05 level of significance. The results showed that the utilization of the macro
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skills-based teaching strategies did not matter depending on the respondents’ number of

years in teaching. It indicates that regardless of their years of experience, teachers tend to

employ similar teaching strategies in the areas of listening, speaking, reading, writing, and

viewing.

However, in the research conducted by Burroughs et al. (2019), they discovered a

positive correlation between teacher experience, defined as the duration of a teacher's

years in the classroom, and their performance in teaching. This means that the longer a

teacher spends teaching in the classroom, the greater their proficiency in employing

various teaching strategies and enhancing their performance, especially in areas like macro

skills, especially within secondary education settings. 95

In terms of number of hours of seminars attended related to teaching strategies in

the last 5 years, the results showed that there is no significant relationship between the

number of hours of seminars attended related to teaching strategies in the last 5 years and

utilization of macro skills-based teaching strategies, particularly listening, speaking,

reading, writing, and viewing (p-value = 0.177, 0.177, 0.123, 0.142, and 0.574,

respectively.) This indicates that the null hypothesis is not rejected since the p-values are

greater than 0.05 level of significance. This indicates that the number of hours of seminars

attended related to teaching strategies in the last 5 years does not significantly influence

the utilization of macro skills-based teaching strategies among educators across various
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instructional areas. It means that factors other than seminar attendance, such as teaching

experience, pedagogical training, or instructional resources, may play a more prominent

role in shaping instructional practices.

However, the results contradict the study of Sala & Ngwa (2022) wherein the

results from their findings showed that the influence of seminars has a significant

relationship or impact on how teachers’ use their instructional strategies. Seminars

promote critical reading and writing skills as their participants read a wide range of

sources that improves their way of teaching. With respect to data analyses and

presentation of their findings, the result showed that teachers’ participation in seminars

has a relationship on their effectiveness in teaching. 96

In terms of highest educational attainment, the result showed that there is no

significant relationship between the highest education attainment and the utilization of

macro skills-based teaching strategies, particularly listening, speaking, reading, writing,

and viewing (p-value = 0.113, 1.000, 0.629, 0.372, and 0.629, respectively.) This indicates

that the null hypothesis is not rejected since the p-value is greater than 0.05 level of

significance. The results showed that the utilization of the macro skills-based teaching

strategies did not matter depending on the respondents’ highest educational attainment.

This indicates that the highest educational attainment of educators does not significantly

influence the utilization of macro skills-based teaching strategies across various

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instructional areas. Regardless of their level of educational attainment, teachers tend to

employ similar teaching strategies in the areas of listening, speaking, reading, writing, and

viewing.

Contrary to the findings, according to Carolino and Queroda (2018), when it

comes to teaching the macro skill, there is a notable gap in how instructional strategies and

materials are used, especially depending on the highest level of education someone has

reached. This finding suggested that individuals with different levels of educational

attainment may use different instructional strategies. In addition, they emphasized that

teachers should strive to further their education as it enhances their ability to effectively

employ various teaching techniques and resources. Expanding their knowledge base

through continued learning enables educators to better engage students and adapt to

evolving educational needs. 97

In terms of general education courses taught, the result showed that there is no

significant relationship between the general education courses taught and macro skills,

particularly speaking, reading, writing, and viewing (p-value = 0.523, 0.850, 0.954, and

0.134, respectively.) This indicates that the null hypothesis is not rejected since the p-

values are greater than 0.05 level of significance. The result showed that the utilization of

the macro skills-based teaching strategies did not matter depending on the respondents’

highest educational attainment. This indicates that the specific general education courses

taught do not significantly influence the utilization of macro skills-based teaching

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strategies among educators in the areas of speaking, reading, writing, and viewing. It

indicates that teachers tend to employ similar teaching strategies across different courses,

regardless of the subject matter or content area.

According to the Standard 3 - Understanding and Organizing Subject matter for

Student Learning of California Standards for the Teaching Profession, it was stated that

when teachers make decisions about their teaching strategies, they engage in strategic

thinking. It's essential for them to have a range of strategies, but they must also recognize

that not every strategy works equally well in every situation or subject. The chosen

strategies should be within the teacher's control and suitable for both the subject matter

and the students. It was emphasized that teaching strategies vary between different

subjects. For instance, the methods used to teach writing are specific to writing itself and

differ from those used in science classes. Additionally, many math teachers find it

beneficial for students to create physical representations of numbers and operations, while

social studies can often be effectively taught through simulations. 98

Teachers should develop instructional strategies that engage their students

intellectually in ways that are appropriate to the discipline. When we say discipline, it is a

subject or course. In addition, they should understand that the specific assignments given

to students and the teaching strategies used might vary according to the discipline.

Additionally, as teachers deepen their understanding of a subject, they become more

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skilled at organizing it to promote student learning (California Standards for the Teaching

Profession: A Description of Professional Practice for California Teachers., n.d.). 99

However, the results also show that there is a significant relationship between the

general education courses taught and the macro skill, particularly listening (p-value =

0.005). Considering the 0.05 level of significance, this indicates that the null hypothesis is

rejected since the p-value is less than 0.05. This finding indicates that there are distinct

variations in how teachers employ macro skills-based teaching strategies, particularly in

the context of listening, depending on the general education courses they teach. It means

that factors such as course content, instructional objectives, and student demographics

may influence the implementation of teaching strategies related to listening skills.

Active listening plays a crucial role in shaping classroom dynamics and enhancing

student involvement, especially in interdisciplinary academic fields. Teachers demonstrate

a significant impact on their listening instruction through the application of active

listening techniques. This method entails adjusting teaching tactics to the particular subject

matter at hand in addition to receptively addressing students' ideas, concerns, and doubts.

For example, in language arts classrooms, active listening can help students understand

literary texts more deeply since it allows professors to assess students' understanding and

offer specific guidance. Through dialogue-based learning, it promotes cooperative

problem-solving and conceptual comprehension in science and mathematics. Furthermore,

by pushing students to weigh different viewpoints and participate in insightful

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conversation, active listening in social studies classes promotes critical thinking. Because

active listening has a multifaceted impact on creating enjoyable learning experiences and

encouraging academic achievement across multiple topics, instructors are therefore

encouraged to improve their active listening techniques (Chen and Wang, 2023).

Table 6. Significant difference of the utilization of the macro skills–based teaching

strategies for general education courses among the teacher respondents when they are
grouped according to their profile
Profile Skills F p-value Decision Interpretation
Listening 0.20 0.957 Do not reject Ho Not significant
Speaking 0.20 0.957 Do not reject Ho Not significant
Number of Years in
Reading 0.82 0.556 Do not reject Ho Not significant
Teaching
Writing 1.02 0.444 Do not reject Ho Not significant
Viewing 0.82 0.556 Do not reject Ho Not significant
Number of Hours of Listening 1.19 0.346 Do not reject Ho Not significant
Seminars Attended Speaking 0.67 0.585 Do not reject Ho Not significant
Related to Teaching Reading 0.89 0.468 Do not reject Ho Not significant
Strategies in the last 5 Writing 0.92 0.455 Do not reject Ho Not significant
years Viewing 0.27 0.848 Do not reject Ho Not significant
Listening 0.89 0.468 Do not reject Ho Not significant
Speaking 0.55 0.655 Do not reject Ho Not significant
Highest Education
Attainment Reading 0.14 0.937 Do not reject Ho Not significant
Writing 3.87 0.030 Reject Ho Significant
Viewing 2.87 0.069 Do not reject Ho Not significant
Listening 3.79 0.043 Reject Ho Significant
Speaking 0.63 0.769 Do not reject Ho Not significant
General Education
Reading 0.78 0.665 Do not reject Ho Not significant
Courses Taught
Writing 0.50 0.863 Do not reject Ho Not significant 100
Viewing 1.46 0.317 Do not reject Ho Not significant

Table 6 presented the significant difference of the utilization of the macro skills–

based teaching strategies for general education courses among the teacher respondents

when they are grouped according to their profile

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Based on the table, the results show that there is no significant difference between

the number of years of teaching and the utilization of macro skills-based teaching

strategies, particularly listening, speaking, reading, writing, and viewing (p-value = 0.957,

0.957, 0.556, 0.444, and 0.556, respectively.) This indicates that the null hypothesis is not

rejected since the p-value is greater than 0.05 level of significance. The result showed that

the utilization of the macro skills-based teaching strategies do not have distinction in terms

of number of years in teaching. This indicates that the number of years of teaching

experience does not appear to significantly influence the utilization of macro skills-based

teaching strategies among educators. It indicates that regardless of their years of

experience, teachers tend to employ similar teaching strategies across various macro skills.

In support, according to Graham et al. (2020), there isn't much evidence to support

the idea that teachers with fewer years of teaching are less skilled than those with more

experience. However, their studies also didn't find proof that years of teaching

automatically lead to better teaching quality. In fact, their research, which directly

measured classroom discussions, indicating that having more experience doesn't always

mean better classroom outcomes.

In terms of number of hours of seminars attended related to teaching strategies in

the last 5 years, the results show that there is no significant difference between the number

of hours of seminars attended related to teaching strategies in the last 5 years and the
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utilization of macro skills-based teaching strategies, particularly listening, speaking,

reading, writing, and viewing (p-value = 0.346, 0.585, 0.468, 0.455, and 0.848,

respectively.) This indicates that the null hypothesis is not rejected since the p-value is

greater than 0.05 level of significance. The result showed that the utilization of the macro

skills-based teaching strategies do not have distinction in terms of the number of hours of

seminars attended related to teaching strategies in the last 5 years. This indicates that the

amount of professional development through seminar attendance related to teaching

strategies in the last 5 years does not appear to significantly influence the utilization of

macro skills-based teaching strategies among educators. It means that other factors, such

as teaching experience, pedagogical training, or instructional resources, may play a more

prominent role in shaping instructional practices.

The result of this contradicts the study of Fresko (2015). According to Barbara

Fresko, teachers need to attend many seminars to become experienced teachers because

seminars provide valuable support and opportunities for professional development.

Seminars offer a platform for newly qualified teachers (NQTs) and those who are already

in the service to share their experiences, reflect on their practice, and learn from other

teachers' experiences. It has shown that many teachers need intensive guidance and

support to be able to teach according to their disciplines and the utilization of the macro

skills which are basic in teaching. In fact, scholars have argued that many prior initiatives

for educational improvement have not accomplished the intended goals because they
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

failed to provide teachers with appropriate learning opportunities. A way to ensure high

quality teachers is through continuous professional development. Therefore, from the

expectancy theory about the effect of teachers’ participation on teaching strategies, it is

clear that teachers will be motivated if their working conditions are good to the extent that

they expect high level of efforts to be reflected in high level of performance.

In terms of highest educational attainment, the results show that there is no

significant difference between the highest educational attainment and the utilization of

macro skills-based teaching strategies, particularly listening, speaking, reading, and

viewing (p-value = 0.468, 0.655, 0.937, and 0.069, respectively.) This indicates that the

null hypothesis is not rejected since the p-values are greater than 0.05 level of

significance. The result showed that the utilization of the macro skills-based teaching

strategies does not have distinction in terms of the highest educational attainment. This

indicates that regardless of their highest educational attainment, teachers tend to employ

similar teaching strategies across the macro skills of listening, speaking, reading, and

viewing. Educational background does not appear to be a significant factor influencing the

utilization of teaching strategies in these areas.

In contrast, according to Martinez (2023), recognizing the importance of

continuous professional growth, ongoing professional development has been identified as

a critical strategy for improving teachers' professional learning and the overall quality of

teaching. It is emphasized that qualified teachers play a central role in effective instruction
 St. Paul University Surigao
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

as they possess the necessary knowledge and expertise to create teaching strategies to

actively engage students in learning and ensure their comprehension of the subject matter.

Furthermore, higher levels of educational attainment among teachers can indicate an

advanced level of human capital development, reflecting their own competence and

expertise. It can also be seen as a positive indicator of innate abilities, academic

motivation, and cognitive skill development compared to teachers without similar

credentials. Therefore, the significance of teachers' educational attainment is a crucial

factor in promoting effective teaching and supporting students' reading development.

The findings from Liu's (2021) research indicate that the educational levels of

teachers may carry distinction in terms of how they deliver their discussion. Students tend

to achieve higher scores when taught by teachers holding bachelor's degrees or higher

qualifications in their respective subjects. They stated that students experienced cognitive

benefits when taught by teachers with higher educational attainment.

However, the results also show that there is a significant difference between the

highest educational attainment and the macro skill, particularly writing (p-value = 0.030).

Considering the 0.05 level of significance, this indicates that the null hypothesis is rejected

since the p-value is less than 0.05. The results showed that the utilization of macro skills-

based teaching strategies, particularly writing, have distinction in terms of highest

educational attainment. This finding indicates that there are distinct variations in how
 St. Paul University Surigao
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

teachers employ macro skills-based teaching strategies, particularly in the area of writing,

depending on their highest educational attainment. It means that educators with different

levels of educational background may approach writing instruction differently, possibly

drawing on their own educational experiences, training, or expertise.

According to Applebee (2013), the importance of equipping teachers with not only

the pedagogical techniques but also the deep understanding of writing processes necessary

to nurture students' writing skills. He emphasizes the need for teacher education programs

to incorporate a more nuanced and expansive approach to writing instruction, one that

encompasses macro skills such as structuring coherent arguments, crafting persuasive

essays, and developing complex narratives. Moreover, Applebee's analysis prompts a

critical reflection on the prevailing paradigms within teacher education, advocating for a

shift towards a more holistic and student-centered approach to teaching writing. He

suggests that by enriching teachers' educational attainment, particularly in the realm of

writing instruction, educational institutions can better empower educators to foster

students' writing proficiency across various genres and contexts.

In terms of general education courses taught, the results show that there is no

significant difference between the general education courses taught and macro skills,

particularly speaking, reading, writing, and viewing (p-value = 0.769, 0.665, 0.863, and

0.317, respectively.) This indicates that the null hypothesis is not rejected since the p-
 St. Paul University Surigao
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

value is greater than 0.05 level of significance. The result showed that the utilization of the

macro skills-based teaching strategies do not have distinction in terms of the general

education courses taught. This indicates that regardless of the specific general education

course being taught, teachers tend to employ similar teaching strategies across the macro

skills of speaking, reading, writing, and viewing. The lack of distinction in teaching

strategies across courses may indicate a standardized approach to instruction or a

consistent emphasis on developing these core skills across different subjects.

Educators ought to craft teaching approaches that stimulate students' intellectual

involvement, tailored to the nature of each subject or course. Recognizing the distinct

requirements of each discipline, teachers should comprehend that assignment types and

instructional methods may differ accordingly. Furthermore, as teachers enhance their

grasp of a subject, they become adept at structuring it in ways that enhance student

learning outcomes (California Standards for the Teaching Profession: A Description of

Professional Practice for California Teachers., n.d.).

However, the results also show that there is a significant difference between the

general education courses taught and the macro skill, particularly listening (p-value =

0.043). Considering the 0.05 level of significance, this indicates that the null hypothesis is

rejected since the p-value is less than 0.05. The results showed that the utilization of

macro skills-based teaching strategies, particularly listening, have distinction in terms of

 St. Paul University Surigao
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

general education courses taught. This finding indicates that there are distinct variations in

how teachers employ macro skills-based teaching strategies, specifically in the domain of

listening, depending on the general education courses they teach. 107

According to Chen and Wang's (2023), the critical significance of active listening

in molding classroom interactions and elevating student engagement, particularly within

diverse academic disciplines. Through the implementation of active listening strategies,

educators manifest a substantial influence on their teaching methods concerning listening

skills. This approach involves not only receptively acknowledging students' thoughts,

questions, and uncertainties but also tailoring instructional strategies to suit the specific

subject matter at hand. For instance, in language arts classes, active listening may facilitate

deeper comprehension of literary texts, as teachers can effectively gauge students'

interpretations and provide targeted support. In science and mathematics, it encourages

collaborative problem-solving and conceptual understanding through dialogue-based

learning. Moreover, in social studies, active listening fosters critical thinking by

encouraging students to consider multiple perspectives and engage in meaningful

discourse. Therefore, educators are urged to refine their active listening skills, recognizing

its multifaceted impact on cultivating positive learning experiences and fostering academic

achievement across various subjects.

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

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Table 7 presented the difference between the teacher and student respondents in

their perception of the utilization of the macro skills-based teaching strategies for general

education courses that fosters students’ participation.

Table 7. Difference between the teacher and student respondents in their perception of the
utilization of the macro skills–based teaching strategies for general education courses
that foster students’ participation

Skills t p-value Decision Interpretation

Listening 3.25 0.004 Reject Ho Significant
Speaking 2.88 0.010 Reject Ho Significant
Reading 2.76 0.012 Reject Ho Significant
Writing 1.85 0.079 Do not reject Ho Not significant
Viewing 3.58 0.002 Reject Ho Significant 108

Based on the table, the results show that there is a statistically significant

difference between the teacher and student respondents in their perception of the

utilization of the macro skills-based teaching strategies for general education courses,

particularly the listening, speaking, reading, and viewing (p-value = 0.004, 0.010, 0.012,

and 0.002, respectively). Considering the 0.05 level of significance, this indicates that the

null hypothesis is rejected since the p-value is less than 0.05. The results showed that the

teacher respondents’ perception of the utilization of macro skills-based teaching strategies,

particularly listening, speaking, reading, and viewing, have a distinction with the student

respondents’ perception.
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In terms of listening, there is a significant difference between the perceptions of

teachers and student respondents. Based on the table 3.1 Utilization of macro skills-based

teaching strategies as perceived by the teachers and students in terms of listening, there is

a big difference particularly to the 5th indicator to listen and summarize the gist of a talk

or a lecture, where students perception was verbally interpreted as often compared to the

teacher perception where it is verbally interpreted as always. This indicates a significant

gap between the two perceptions. This disparity indicates a potential discrepancy in the

frequency of the implementation of this specific teaching strategy as perceived by teachers

and students. Several factors could contribute to this gap, including variations in

instructional delivery, student engagement levels, or interpretation of the activity's

objectives. This means that there is a potential area for improvement in enhancing student

involvement and active participation in listening and summarizing activities.

In terms of factors that affect students' engagement for note taking, a study stated

by DeZure et al (n.d.), multiple research findings indicate that students struggle with

organizing lecture content and pinpointing key concepts. Additionally, students report

particular challenges with instructors who speak rapidly or unclearly, neglect to provide a

clear roadmap at the outset of the lecture, or fail to highlight crucial information. As a

result, the manner in which faculty deliver lectures (including organization, pace, tone,

and intonation) and their actions during lectures (such as distributing handouts, writing on
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

the board, emphasizing or reiterating important points, and summarizing complex

information) significantly impact students' note-taking proficiency.

In order for teachers to address these problems, a study of Isaksson (n.d.), stated

that an effective method for teaching note-taking involves incorporating both pre- and

post-listening activities, and advising listeners to utilize the lecture's introduction and

conclusion for structuring their notes. Students who are given opportunities to revise,

amend, or supplement their notes during breaks in lectures are more likely to retain and

recall information, leading to higher scores on post-tests. Additionally, it was found that

students tend to take better notes when provided intentional breaks to review their notes

during lectures rather than after. This underscores the importance of instructors allowing

pauses during lectures. Furthermore, research suggests that teachers can enhance note-

taking by providing verbal cues, such as indicating the significance of certain points worth

noting down.

In terms of speaking, there is a significant difference between the perceptions of

teachers and student respondents. Based on the table 3.2 Utilization of macro skills-based

teaching strategies as perceived by the teachers and students in terms of speaking, there is

a difference particularly to the 4th indicator to ask questions in class when

misunderstanding occurs and to respond positively when they do. Despite the similar

verbal interpretation always and qualitative description highly utilized, they differ in terms
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that Foster Students’ Participation

of their mean, where 3.90 for teachers and 3.53 for students. This indicates that there is a

discrepancy between how teachers perceive their implementation of speaking-based

teaching strategies, specifically in the aspect of encouraging questions in class when

misunderstandings occur, and how students perceive their engagement with this strategy.

This disparity means that although teachers believe they are effectively encouraging

questions and positive responses in class, students may not perceive the same level of

encouragement or may not feel as comfortable asking questions or seeking clarification. 111

In terms of students having less observed teachers encouraging students in asking

questions in class, according to Zolfaghari et al., (2011, p. 2079), questioning is the basis

of the teaching activities that can “encourage recalling, deepen the learning process and

comprehension, promote the imagination and problem-solving, satisfy the sense of

curiosity and increase creativity”. Effective questioning abilities are crucial for educators

and entail a multifaceted process. When employed adeptly, these skills can elevate student

performance and foster a dynamic and supportive teaching and learning atmosphere.

Moreover, to foster deep thinking among students, educators play a crucial role by

employing effective questioning techniques and skills. They should remain attentive to

shifts within the classroom dynamics, ensuring these changes are in harmony with their

teaching objectives. Implementing strategies such as capturing students' attention,

maintaining clarity in speech, and periodically pausing to assess the class collectively can

enhance the learning environment (Shanmugavelu et al, n.d.).

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In terms of reading, there is a significant difference between the perceptions of

teachers and student respondents. Based on the table 3.3 Utilization of macro skills-based

teaching strategies as perceived by the teachers and students in terms of reading, there is a

big difference particularly to the 2nd indicator use reciprocal teaching strategy wherein

students/we are allowed to ask questions and make predictions during reading sessions,

where students perception was verbally interpreted as often compared to the teacher

perception where it is verbally interpreted as always. This means that while teachers report

a higher level of utilization compared to students, the difference is not substantial but

noticeable. This indicates that students may perceive a slightly lower level of

implementation of reciprocal teaching strategies compared to what teachers believe they

are employing.

The reciprocal teaching approach is now recognized as a successful reading

instruction tool, according to Ahmadi and Gilakjani (2012). Because it provides

systematic teaching in reading comprehension abilities that aid in the improvement and

development of less proficient readers into independent readers, it is highly valued by

researchers, reading specialists, and educators. Reciprocal education makes use of

dialogues to assist students become more motivated, more self-reliant, and better readers.

An additional supporting statement claims that one typical set of metacognitive strategies

is reciprocal teaching, which comprises four cognitive processes. These strategies support
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students' reading comprehension by promoting discussion and the reconstruction of ideas

(Choo et al., 2011).

In terms of viewing, there is a significant difference between the perceptions of

teachers and student respondents. Based on the table 3.5 Utilization of macro skills-based

teaching strategies as perceived by the teachers and students in terms of viewing, there is a

difference particularly to the 2nd indicator the use of videos and other multimedia

presentations to deliver the information. Despite the similar verbal interpretation always

and qualitative description highly utilized, they differ in terms of their mean, where 3.80

for teachers and 3.34 for students. This means that while teachers believe they are always

integrating videos and multimedia presentations into their teaching, students may not

perceive the same level of utilization in delivering information through these mediums.

Possible reasons for this discrepancy could include differences in students' preferences for

learning modalities, varying levels of engagement with multimedia content, or perceived

limitations in the relevance or quality of the materials used.

Using instructional videos and other multimedia presentations has greatly

enhanced learning experiences of students as stated by the study of Halem et al. (2022).

The rise of smart televisions and laptops offers educators a potent resource for enhancing

student engagement. Through harnessing these devices to showcase visuals and

educational videos, teachers can foster a deeper comprehension of challenging subjects.

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This approach not only capitalizes on the wealth of online resources but also embraces the

interactive and collaborative essence of digital learning platforms.

However, the results also show that there is no significant difference between the

teacher and student respondents in their perception of the utilization of the macro skills -

based teaching strategies for general education courses that fosters student’s participation,

particularly the writing (p-value = 0.079). Considering the 0.05 level of significance, this

indicates that the null hypothesis is not rejected since the p-value is greater than 0.05. The

results showed that the teacher respondents’ perception of the utilization of macro skills-

based teaching strategies, particularly writing, do not have distinction with the student

respondents’ perception. This means that both teachers and students have similar

perceptions regarding the utilization of macro skills-based teaching strategies for writing

in general education courses. This alignment in perception could indicate a shared

understanding or agreement on the implementation of writing strategies in fostering

student participation.

CHAPTER 5
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and results of the study. Based on the findings,

conclusions were drawn and recommendations were given.

Summary

This study aimed to determine the utilization of macro skills-based teaching

strategies for general education courses that foster students’ participation. This study

sought data on the profile of the participants in terms of number of years in teaching,

number of hours of seminars attended related to teaching strategies in the last 5 years,

highest educational attainment, and general education courses taught. It also determined

the participants’ perception of the utilization of macro skills-based teaching strategies for

general education as asserted by teachers and students themselves as to listening,

speaking, reading, writing, and viewing. The study looked into the significant relationship

and difference on the utilization of macro skills-based teaching strategies with respect to

the variables in SOP 1 and any significant difference between the teacher and students’

respondents in their perception of the utilization of macro skills-based teaching strategies.

115

Findings
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Based on the analysis done of the data gathered, the findings revealed in this study

were summarized as follows:

1. The majority of the general education teachers served for 26 – 30 years with 6

(30.00%), followed by 4 (20.00%) served for 11 – 15 years and 6 – 10 years, then 3

(15.00%) served for 31 years and more, then 2 (10.00%) served for 21 – 25 years,

and 1 (5.00%) served for 16 – 20 years. In terms of number of hours of seminars

attended related to teaching strategies in the last five (5) years, 15 (75.00%)

respondents who attended seminars for 31 hours and more, then 3 (15.00%) who

attended seminars for 16 – 20 hours, and 1 (5.00%) who attended 21 – 25 hours and

6 – 10 hours.

In terms of highest educational attainment, the majority of the respondents attained

a MA with PhD/Ed.D units with 8 (40.00%), followed by 7 (35.00%) respondents

who attained PhD/Ed.D, then 3 (15.00%) with MA/MS, and 2 (10.00%) who are

with units in MA/MS. 116

In terms of general education courses taught, there are 5 (25.00%) respondents who

are teaching Physical Education course, then 3 (10.00%) who are teaching

Mathematics in the Modern World, Ethics, and Living in the Information

Technology Era course, and 1 (5.00%) who are teaching Understanding the Self,

Readings in Philippine History, The Contemporary World, Purposive

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Communication, Art Appreciation, Science, Technology, and Society, National

Service and Training Program, Gender and Society, and Environmental Science

courses.

2. As perceived by the teacher and student respondents, the macro skill listening got a

total mean of 3.75 and 3.40 respectively, which is qualitatively described as highly

utilized.

As perceived by the teacher and student respondents, the macro skill speaking got

a total mean of 3.66 and 3.44 respectively, which is qualitatively described as

highly utilized.

As perceived by the teacher and student respondents, the macro skill reading got a

total mean of 3.59 and 3.34 respectively, which is qualitatively described as highly

utilized.

As perceived by the teacher and student respondents, the macro skill writing got a

total mean of 3.44 and 3.42 respectively, which is qualitatively described as highly

utilized. 117

As perceived by the teacher and student respondents, the macro skill viewing got a

total mean of 3.73 and 3.47 respectively, which is qualitatively described as highly

utilized.
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On average, the teacher and student respondents got an average of 3.63 and 3.41

respectively, which is qualitatively described as highly utilized. With a grand mean

of 3.52 and qualitatively described as highly utilized.

3. In terms of number of years in teaching, the results showed that there is no

significant relationship between the number years of teaching and the utilization of

macro skills-based teaching strategies, particularly listening, speaking, reading,

writing, and viewing (p-value = 0.713, 0.903, 0.259, 0.282, and 0.375,

respectively.)

In terms of number of hours of seminars attended related to teaching strategies in

the last 5 years, the results showed that there is no significant relationship between

the number of hours of seminars attended related to teaching strategies in the last 5

years and utilization of macro skills-based teaching strategies, particularly

listening, speaking, reading, writing, and viewing (p-value = 0.177, 0.177, 0.123,

0.142, and 0.574, respectively.) 118

In terms of highest educational attainment, the result showed that there is no

significant relationship between the highest education attainment and the

utilization of macro skills-based teaching strategies, particularly listening,

speaking, reading, writing, and viewing (p-value = 0.113, 1.000, 0.629, 0.372, and

0.629, respectively.)
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In terms of general education courses taught, the result showed that there is no

significant relationship between the general education courses taught and macro

skills, particularly speaking, reading, writing, and viewing (p-value = 0.523, 0.850,

0.954, and 0.134, respectively.) However, the results also show that there is a

significant relationship between the general education courses taught and the

macro skill, particularly listening (p-value = 0.005).

4. The results show that there is no significant difference between the number of

years of teaching and the utilization of macro skills-based teaching strategies,

particularly listening, speaking, reading, writing, and viewing (p-value = 0.957,

119
0.957, 0.556, 0.444, and 0.556, respectively.)

In terms of number of hours of seminars attended related to teaching strategies in

the last 5 years, the results show that there is no significant difference between the

number of hours of seminars attended related to teaching strategies in the last 5

years and the utilization of macro skills-based teaching strategies, particularly

listening, speaking, reading, writing, and viewing (p-value = 0.346, 0.585, 0.468,

0.455, and 0.848, respectively.)

In terms of highest educational attainment, the results show that there is no

significant difference between the highest educational attainment and the

utilization of macro skills-based teaching strategies, particularly listening,

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

speaking, reading, and viewing (p-value = 0.468, 0.655, 0.937, and 0.069,

respectively.)

However, the results also show that there is a significant difference between the

highest educational attainment and the macro skill, particularly writing (p-value =

0.030).

In terms of general education courses taught, the results show that there is no

significant difference between the general education courses taught and macro

skills, particularly speaking, reading, writing, and viewing (p-value = 0.769, 0.665,

0.863, and 0.317, respectively.) However, the results also show that there is a

significant difference between the general education courses taught and the macro
120
skill, particularly listening (p-value = 0.043).

5. Based on the table, the results show that there is a significant difference between

the teacher and student respondents in their perception of the utilization of the

macro skills-based teaching strategies for general education courses that fosters

student’s participation, particularly the listening, speaking, reading, and viewing

(p-value = 0.004, 0.010, 0.012, and 0.002, respectively). However, the results also

show that there is no significant difference between the teacher and student

respondents in their perception of the utilization of the macro skills-based teaching

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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

strategies for general education courses that fosters student’s participation,

particularly the writing (p-value = 0.079).

Conclusions

Based on the aforementioned findings, the following conclusions were drawn:

In a study assessing the utilization of macro skills-based teaching strategies in

general education courses, both teachers and students reported high utilization across

listening, speaking, reading, writing, and viewing skills, with mean scores ranging from

3.34 to 3.75. On average, teachers rated the skills slightly higher than students, indicating

an overall grand mean of 3.52, suggesting substantial engagement with these strategies.

While factors such as years of teaching experience, attendance at teaching strategy

seminars, and educational attainment did not show significant relationships with the

utilization of these strategies, a notable relationship was found between the courses taught
121
and the use of listening skills-based strategies.

The study revealed no significant difference in the utilization of macro skills-based

teaching strategies based on years of teaching experience, attendance at teaching strategy

seminars in the past five years, or highest educational attainment, except for writing skills.

Nonetheless, a notable difference emerged in the utilization of listening skills-based

strategies depending on the general education courses taught. Moreover, significant

differences were observed between teacher and student perceptions regarding the

utilization of macro skills-based teaching strategies in general education courses,

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particularly in facilitating participation in listening, speaking, reading, and viewing

activities. However, there were no significant differences in their perception of the

utilization of such strategies in encouraging student involvement in writing activities.

Recommendations

Based on the conclusions of the study, the following are hereby recommended:

1. The general education teachers may sustain impactful and practical teaching

strategies, ensuring a thorough understanding of lessons among students. Teachers

may also implement some innovative macro skill-based teaching strategies to

enhance class engagement and foster student participation. Additionally, teachers can
122
identify which strategies successfully promote student involvement.

2. School administrators can initiate the development of new plans and techniques to

help teachers identify macro skills-based teaching strategies that foster student

participation in general education classes. They could organize seminars or training

sessions to demonstrate how to support teachers in facilitating more effective

classroom discussions, enabling teachers to explore fresh teaching strategies that

align with students' macro skills, ultimately improving their overall engagement.

3. Future researchers may further conduct similar research, particularly on utilization of

macro skills-based teaching strategies for general education courses that foster

students’ participation.
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that Foster Students’ Participation

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Surigao City, Philippines

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that Foster Students’ Participation

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that Foster Students’ Participation

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that Foster Students’ Participation

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130

APPENDIX A

RESEARCHER-MADE QUESTIONNAIRE FOR GENERAL EDUCATION

TEACHERS

PART I: PROFILE OF THE RESPONDENTS

 St. Paul University Surigao
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

Instruction: Check the box that corresponds to your agreement on the profile.

Name: (Optional)

A. Number of Years in Teaching

31 Years and more 26 – 30 Years 21 – 25 Years 16 – 20 Years

11 – 15 Years 6 – 10 Years 2 – 5 Years 1 Year or less

B. Number of Hours of Seminars Attended Related to Teaching Strategies in the Last 5

Years
31 Hours and more 26 – 30 Hours 21 – 25 Hours 16 – 20 Hours
11 – 15 Hours 6 – 10 Hours 2 – 5 Hours

C. Highest Education Attainment:

AB, BSED, BEED, BS degree With units in MA/MS MA/MS

MA with PhD/Ed.D units PhD/Ed.D

D. General Education Courses Taught:

Understanding the Self

Readings in the Philippine History
The Contemporary World
Mathematics in the Modern World
Purposive Communication
Art Appreciation
Science, Technology, and Society 131
Ethics
Physical Education
The Life, Works and Writings of Dr. Jose Rizal
National Service and Training Program
Living in the Information Technology Era
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

Gender and Society

Environmental Science

PART II: UTILIZATION OF MACRO SKILLS-BASED TEACHING

STRATEGIES FOR GENERAL EDUCATION COURSES THAT FOSTER
STUDENTS’ PARTICIPATION

Instruction: Using the rating scale below, rate the utilization of the teaching strategies
using macro skills you employed in general education classes. Check (/) the scale for each
statement that applies to you.

Legend:

Scale Parameter Verbal Interpretation Qualitative Description

4 3.25-4.00 Always Highly Utilized
3 2.50-3.24 Often Utilized
2 1.75-2.49 Sometimes Less Utilized
1 1.00-1.74 Never Not Utilized

INDICATORS 4 3 2 1
LISTENING
1. I ask students to listen and process information and
use it to complete the task.
2. I ask students to listen to lectures and answer guide
questions.
3. I ask students to participate in discussion activities
that enable them to develop critical listening, critical
thinking, and effective speaking activities.
132
4. I ask students to listen to a talk or lecture and take
notes to use the information for important purposes.
5. I ask students to listen and summarize the gist of a
talk or a lecture.
SPEAKING
1. I ask students to conduct dialogue for information
exchange, such as information-gathering interviews,
role plays, and debates.
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

2. I ask students to present short speeches, oral reports,

or oral summaries during the discussion.
3. I ask students to use the right words in the right order
with the correct pronunciation.
4. I encourage the students to ask questions in class
when misunderstanding occurs and to respond
positively when they do.
5. I help students develop speaking ability by making
them aware of the different situations so that they
know how to respond appropriately.

READING
1. I encourage students to pre-read or read in advance
the course guide or module, enabling them to discuss
and assess their understanding of the course.
2. I use a reciprocal teaching strategy wherein students
are allowed to ask questions and make predictions
during reading sessions.
3. I provide questions after reading to assess their
comprehension of the material.

4. I encourage students to summarize what they have

learned from reading whether in oral or written.
5. I encourage students to practice reviewing texts and
writing down the main ideas when necessary.
WRITING
1. I encourage peer mentoring and review sessions
where students evaluate each other's work after
providing feedback, constructive criticism, and
suggestions every written activity.
2. I regularly conduct writing exercises in my classes.
3. I provide good analytical or holistic rubric to help
students construct high-quality writing and
understand how their writing skills will be assessed.
4. I encourage my students to organize their ideas,
enabling them to articulate, analyze, and clarify their
thoughts through written activities.
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that Foster Students’ Participation

5. I encourage students to utilize editing symbols in

determining errors in writing essays, journals, and
other written tasks.
VIEWING
1. I combine textual instructions with visuals like
images and illustrations to grab students’ attention.
2. I use videos and other multimedia presentations to
deliver the information.
3. I use different graphing tools and organizers to help
students understand the subjects in a way that is
visually communicated.
4. I use smart television and laptops to display visual
images and educational videos to help students
understand the topic.
5. I allow my students to evaluate and interpret meaning
from the visual aids during discussions.

134

RESEARCHER-MADE QUESTIONNAIRE FOR ALL FIRST YEAR STUDENTS

OF COLLEGE OF EDUCATION, CULTURE AND ARTS

Name: (Optional)
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

UTILIZATION OF MACRO SKILLS-BASED TEACHING STRATEGIES FOR

GENERAL EDUCATION COURSES THAT FOSTER STUDENTS’
PARTICIPATION

Instruction: Using the rating scale below, rate the utilization of the employed teaching
strategies using macro skills by the general education teachers. Check (/) the scale for
each statement that applies to you.

Legend:

Scale Parameter Verbal Interpretation Qualitative Description

4 3.25-4.00 Always Highly Utilized
3 2.50-3.24 Often Utilized
2 1.75-2.49 Sometimes Less Utilized
1 1.00-1.74 Never Not Utilized

INDICATORS 4 3 2 1
LISTENING
1. My teachers ask us to listen and process information and
use it to complete the task.
2. My teachers ask us to listen to lectures and answer guide
questions.
3. My teachers ask us to participate in discussion activities
that enable us to develop critical listening, critical
thinking, and effective speaking activities.
4. My teachers ask us to listen to a talk or lecture and take
notes to use the information for important purposes.
5. My teachers ask us to listen and summarize the gist of a
talk or a lecture.
SPEAKING
1. My teachers ask us to conduct dialogue for information
exchange, such as information gathering interviews, role
plays, and debates. 135
2. My teachers ask us to present short speeches, oral
reports, or oral summaries during the discussion.
3. My teachers ask us to use the right words in the right
order with the correct pronunciation.
4. My teachers encourage us to ask questions in class when
misunderstanding occurs and by responding positively
when we do.
5. My teachers help us develop speaking ability by making
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

us aware of the different situations so that we know how

to respond appropriately.
READING
1. My teachers encourage us to pre-read or read in advance
the course guide or module, enabling them to discuss
and assess their understanding of the course.
2. My teachers use a reciprocal teaching strategy wherein
we are allowed to ask questions and make predictions
during reading sessions.
3. My teachers provide questions after reading to assess
our comprehension of the material.
4. My teachers encourage students to summarize what they
have learned from reading whether in oral or written.
5. My teachers encourage us to practice reviewing texts
and writing down the main ideas when necessary.
WRITING
1. My teachers encourage peer monitoring and review
sessions where we evaluate each other's works after
providing feedback, constructive criticism, and
suggestions every written activity.
2. My teachers regularly conduct writing exercises in our
classes.
3. My teachers provide good analytical and holistic rubric
to help us construct high-quality writing and understand
how our writing skills will be assessed.
4. My teachers encourage us to organize our ideas,
enabling us to articulate, analyze and clarify our
thoughts through written activities.
5. My teachers encourage us to utilize editing symbols in
determining errors in our written essays, journals, and
other written tasks.
VIEWING
1. My teachers combine textual instructions with visuals
like images and illustrations to grab our attention.
2. My teachers use videos and other multimedia
presentations to deliver the information.
3. My teachers use different graphing tools and organizers
to help us understand the subjects in a way that is
visually communicated.
4. My teachers use smart television and laptops to display
visual images and educational videos to help us
understand the topic.
5. My teachers allow us to evaluate and interpret meaning
 136
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St. Paul University System
Surigao City, Philippines
138
Utilization of Macro Skills-Based Teaching Strategies for General Education Courses
that Foster Students’ Participation

from the visual aids during discussions

137

APPENDIX B

LETTER OF REQUEST TO THE VALIDATORS

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

138
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St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

139
 St. Paul University Surigao
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Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

APPENDIX C

LETTER OF PERMISSION TO THE DEAN

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Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses 141
that Foster Students’ Participation

APPENDIX D

LETTER OF PERMISSION TO THE RESPONDENTS

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

APPENDIX E

LETTER OF REQUEST TO THE STATISTICIAN

 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

APPENDIX F

STATISTICAL RESULTS

Frequency Count and Percentage Distribution

f
Profile %
(n=20)
A. Number of Years in Teaching

31 Years and more 3 15.00

26 – 30 Years 6 30.00
21 - 25 Years 2 10.00
16 - 20 Years 1 5.00
11 - 15 Years 4 20.00
6 - 10 Years 4 20.00
B. Number of Hours of Seminars Attended Related to
Teaching Strategies in the last 5 years
31 Hours and more 15 75.00
21 - 25 Hours 1 5.00
16 - 20 Hours 3 15.00
6 - 10 Hours 1 5.00
C. Highest Education Attainment
With units in MA/MS 2 10.00
MA/MS 3 15.00
MA with PhD/Ed.D units 8 40.00
PhD/Ed.D 7 35.00
D. General Education Courses Taught:
Understanding the Self 1 5.00
Readings in Philippine History 1 5.00
The Contemporary World 1 5.00
Mathematics in the Modern World 2 10.00
Purposive Communication 1 5.00
Art Appreciation 1 5.00
Science, Technology, and Society 1 5.00
Ethics 2 10.00
Physical Education 5 25.00
National Service and Training Program 1 5.00
Living in the Information Technology Era 2 10.00
Gender and Society 1 5.00
Environmental Science 1 5.00
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Utilization of Macro Skills-Based Teaching Strategies for General Education Courses 145
that Foster Students’ Participation

Mean and Standard Deviation

Indicators Mean SD VI QD
Listening
1. I ask students to listen and process information and use it to complete the
task.
3.70 0.47 A HU
2. I ask students to listen to lectures and answer guide questions. 3.80 0.41 A HU
3. I ask students to participate in discussion activities that enable them to
develop critical listening, critical thinking, and effective speaking activities.
3.95 0.22 A HU
4. I ask students to listen to a talk or lecture and take notes to use the
information for important purposes. 3.80 0.41 A HU
5. I ask students to listen and summarize the gist of a talk or a lecture. 3.50 0.61 A HU
Average: 3.75 0.42 A HU
Speaking
1. I ask students to conduct dialogue for information exchange, such as
information gathering interviews, role plays, and debates.
3.50 0.69 A HU
2. I ask students to present short speeches, oral reports, or oral summaries
during the discussion. 3.50 0.69 A HU
3. I ask students to use the right words in the right order with the correct
pronunciation. 3.70 0.57 A HU
4. I encourage the students to ask questions in class when misunderstanding
occurs and to respond positively when they do. 3.90 0.31 A HU
5. I help students develop speaking ability by making them aware of the
different situations so that they know how to respond appropriately.
3.70 0.66 A HU
Average: 3.66 0.58 A HU
Reading
1. I encourage students to pre-read or read in advance the course guide or
module, enabling them to discuss and assess their understanding of the 3.65 0.59 A HU
course.
2. I use a reciprocal teaching strategy wherein students are allowed to ask
questions and make predictions during reading sessions
3.55 0.60 A HU
3. I provide questions after reading to assess their comprehension of the
material. 3.80 0.41 A HU
4. I encourage students to summarize what they have learned from reading
whether in oral or written. 3.40 0.88 A HU
5. I encourage students to practice reviewing texts and writing down the main
ideas when necessary. 3.55 0.60 A HU
Average: 3.59 0.62 A HU
Writing
1. I encourage peer mentoring and review sessions where students evaluate
each other's works after providing feedback, constructive criticism, and 3.55 0.60 A HU
suggestions every written activity.
2. I regularly conduct writing exercises in my classes. 3.15 0.67 O U
3. I provide good analytical or holistic rubric to help students construct high-
quality writing and understand how their writing skills will be assessed. 3.50 0.61 A HU
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses 146
that Foster Students’ Participation

4. I encourage my students to organize their ideas, enabling them to articulate,

analyze, and clarify their thoughts through written activities. 3.75 0.44 A HU
5. I encourage students to utilize editing symbols in determining errors in
writing essays, journals, and other written tasks.
3.25 0.85 A HU
Average: 3.44 0.64 A HU
Viewing
1. I combine textual instructions with visuals like images and illustrations to
grab students’ attention. 3.80 0.41 A HU
2. I use videos and other multimedia presentations to deliver the information. 3.80 0.41 A HU
3. I use different graphing tools and organizers to help students understand
the subjects in a way that is visually communicated.
3.55 0.69 A HU
4. I use smart television and laptops to display visual images and educational
videos to help students understand the topic.
3.80 0.41 A HU
5. I allow my students to evaluate and interpret meaning from the visual aids
during discussions. 3.70 0.47 A HU
Average: 3.73 0.48 A HU
Overall Average: 3.63 0.55 A HU

Indicators Mean SD VI QD
Listening
1. My teachers ask us to listen and process information and use it to
complete the task. 3.50 0.65 A HU
2. My teachers ask us to listen to lectures and answer guide questions. 3.39 0.72 A HU
3. My teachers ask us to participate in discussion activities that enable us to
develop critical listening, critical thinking, and effective speaking activities. 3.58 0.68 A HU
4. My teachers ask us to listen to a talk or lecture and take notes to use the
information for important purposes. 3.29 0.69 A HU
5. My teachers ask us to listen and summarize the gist of a talk or a lecture. 3.24 0.79 O U
Average: 3.40 0.71 A HU
Speaking
1. My teachers ask us to conduct dialogue for information exchange, such as
information gathering interviews, role plays, and debates. 3.39 0.72 A HU
2. My teachers ask us to present short speeches, oral reports, or oral
summaries during the discussion. 3.45 0.69 A HU
3. My teachers ask us to use the right words in the right order with the
correct pronunciation. 3.42 0.72 A HU
4. My teachers encourage us to ask questions in class when
misunderstanding occurs and by responding positively when we do.
3.53 0.73 A HU
5. My teachers help us develop speaking ability by making us aware of the
different situations so that we know how to respond appropriately. 3.39 0.75 A HU
Average: 3.44 0.72 A HU
Reading
1. My teachers encourage us to pre-read or read in advance the course
guide or module, enabling them to discuss and assess their understanding of 3.34 0.81 A HU
the course.
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines 147

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

2. My teachers use a reciprocal teaching strategy wherein we are allowed to

ask questions and make predictions during reading sessions.
3.21 0.74 O U
3. My teachers provide questions after reading to assess our comprehension
of the material. 3.53 0.69 A HU
4. My teachers encourage students to summarize what they have learned
from reading whether in oral or written. 3.24 0.79 O U
5. My teachers encourage us to practice reviewing texts and writing down the
main ideas when necessary. 3.37 0.79 A HU
Average: 3.34 0.76 A HU
Writing
1. My teachers encourage peer monitoring and review sessions where we
evaluate each other's works after providing feedback, constructive criticism, 3.37 0.67 A HU
and suggestions every written activity.
2. My teachers regularly conduct writing exercises in our classes. 3.34 0.71 A HU
3. My teachers provide good analytical and holistic rubric to help us construct
high-quality writing and understand how our writing skills will be assessed.
3.50 0.69 A HU
4. My teachers encourage us to organize our ideas, enabling us to articulate,
analyze and clarify our thoughts through written activities. 3.50 0.65 A HU
5. My teachers encourage us to utilize editing symbols in determining errors
in our written essays, journals, and other written tasks.
3.37 0.71 A HU
Average: 3.42 0.69 A HU
Viewing
1. My teachers combine textual instructions with visuals like images and
illustrations to grab our attention. 3.47 0.65 A HU
2. My teachers use videos and other multimedia presentations to deliver the
information. 3.34 0.81 A HU
3. My teachers use different graphing tools and organizers to help us
understand the subjects in a way that is visually communicated.
3.45 0.72 A HU
4. My teachers use smart television and laptops to display visual images and
educational videos to help us understand the topic. 3.63 0.63 A HU
5. My teachers allow us to evaluate and interpret meaning from the visual
aids during discussions 3.47 0.69 A HU
Average: 3.47 0.70 A HU
Overall Average: 3.41 0.72 A HU

148

Pearson r
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

Profile Skills r p-value Decision Interpretation

Listening 0.09 0.713 Do not reject Ho Not significant
Speaking -0.03 0.903 Do not reject Ho Not significant
Reading 0.26 0.259 Do not reject Ho Not significant
Writing 0.25 0.282 Do not reject Ho Not significant
Number of Years in Teaching Viewing 0.21 0.375 Do not reject Ho Not significant
Listening -0.31 0.177 Do not reject Ho Not significant
Speaking 0.31 0.177 Do not reject Ho Not significant
Number of Hours of Seminars Reading 0.36 0.123 Do not reject Ho Not significant
Attended Related to Teaching Writing 0.34 0.142 Do not reject Ho Not significant
Strategies in the last 5 years Viewing 0.13 0.574 Do not reject Ho Not significant
Listening -0.37 0.113 Do not reject Ho Not significant
Speaking 0.00 1.000 Do not reject Ho Not significant
Reading 0.12 0.629 Do not reject Ho Not significant
Writing 0.21 0.372 Do not reject Ho Not significant
Highest Education Attainment Viewing -0.12 0.629 Do not reject Ho Not significant
Listening 0.60 0.005 Reject Ho Significant
Speaking 0.15 0.523 Do not reject Ho Not significant
Reading -0.05 0.850 Do not reject Ho Not significant
General Education Courses Writing 0.01 0.954 Do not reject Ho Not significant
Taught Viewing 0.35 0.134 Do not reject Ho Not significant

149

Analysis of Variance
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

p-
Profile Skills F value Decision Interpretation
Listening 0.20 0.957 Do not reject Ho Not significant
Speaking 0.20 0.957 Do not reject Ho Not significant
Reading 0.82 0.556 Do not reject Ho Not significant
Writing 1.02 0.444 Do not reject Ho Not significant
Number of Years in Teaching Viewing 0.82 0.556 Do not reject Ho Not significant
Listening 1.19 0.346 Do not reject Ho Not significant
Speaking 0.67 0.585 Do not reject Ho Not significant
Number of Hours of Seminars Reading 0.89 0.468 Do not reject Ho Not significant
Attended Related to Teaching Writing 0.92 0.455 Do not reject Ho Not significant
Strategies in the last 5 years Viewing 0.27 0.848 Do not reject Ho Not significant
Listening 0.89 0.468 Do not reject Ho Not significant
Speaking 0.55 0.655 Do not reject Ho Not significant
Reading 0.14 0.937 Do not reject Ho Not significant
Writing 3.87 0.030 Reject Ho Significant
Highest Education Attainment Viewing 2.87 0.069 Do not reject Ho Not significant
Listening 3.79 0.043 Reject Ho Significant
Speaking 0.63 0.769 Do not reject Ho Not significant
Reading 0.78 0.665 Do not reject Ho Not significant
General Education Courses Writing 0.50 0.863 Do not reject Ho Not significant
Taught Viewing 1.46 0.317 Do not reject Ho Not significant

T-Test

Skills t p-value Decision Interpretation

Listening 3.25 0.004 Reject Ho Significant

Speaking 2.88 0.010 Reject Ho Significant

Reading 2.76 0.012 Reject Ho Significant

Writing 1.85 0.079 Do not reject Ho Not significant

Viewing 3.58 0.002 Reject Ho Significant

150

CURRICULUM VITAE
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

I – Personal Data

Name: Phyche E. Frias

Birthdate: December 29, 2003

Birthplace: CRH, Brgy. Washington, Surigao City, SDN

Civil Status: Single

Home Address: Alcor Compound, Navarro St., Brgy. Taft, Surigao City

II – Educational Background

Elementary: Aurelio Elementary School

Brgy. Aurelio, San Jose, Dinagat Island

S.Y. 2015 - 2016

Junior High School: Don Ruben Edera Ecleo Sr. Memorial National High School

Brgy. Don Ruben, San Jose, Dinagat Island

S.Y. 2019 - 2020

Senior High School: St. Paul University Surigao

Km. 3, Brgy. Luna, Surigao City

S. Y. 2021 – 2022

College: St. Paul University Surigao

Corner San Nicolas and Rizal Streets

151
A.Y. 2023 -2025

CURRICULUM VITAE
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

I – Personal Data

Name: Grezza Bea T. Arnigo

Birthdate: February 21, 2004

Birthplace: CRH, Brgy. Washington, Surigao City, SDN

Civil Status: Single

Home Address: L. Reyna St, P-2, Brgy. San Juan, Surigao City, Surigao del Norte

II – Educational Background

Elementary: Melgar Elementary School

Brgy. Melgar, Basilisa, Dinagat Islands

S.Y. 2015 - 2016

Junior High School: Melgar National High School

Brgy. Melgar, Basilisa, Dinagat Islands

S.Y. 2019 - 2020

Senior High School: St. Paul University Surigao

Km. 3, Brgy. Luna, Surigao City

S. Y. 2021 – 2022

College: St. Paul University Surigao

Corner San Nicolas and Rizal Streets

152
A.Y. 2023 -2025

CURRICULUM VITAE
 St. Paul University Surigao
St. Paul University System
Surigao City, Philippines

Utilization of Macro Skills-Based Teaching Strategies for General Education Courses

that Foster Students’ Participation

I – Personal Data

Name: Nicole P. Quilbio

Birthdate: February 20, 2002

Birthplace: Manila, Mandaluyong City

Civil Status: Single

Home Address: Ipil, Placer, Surigao del Norte

II – Educational Background

Elementary: Placer Central Elementary School

Brgy. Central, Placer, Surigao del Norte

S.Y. 2014 - 2015

Junior High School: Placer National High School

Brgy. Magsaysay, Placer, Surigao del Norte

S.Y. 2018 - 2019

Senior High School: St. Paul University Surigao

Km. 3, Brgy. Luna, Surigao City

S. Y. 2020 – 2021

College: St. Paul University Surigao

Corner San Nicolas and Rizal Streets

A.Y. 2023 -2025