Implementing Pedagogical Strategies to Enhance English Communication in Elementary Schools: Evidence from Catarman IV District, Northern Samar Philippines

Abstract

This study aimed to assess the knowledge, attitudes, and extent of implementation of four commonly used teaching pedagogies (lecture method, cooperative learning, inquiry-based learning, and learning focused on communication skills) among elementary English teachers in Catarman IV District, Northern Samar, Philippines. Specifically, the study sought to determine: (1) the level of knowledge of teachers in utilizing these pedagogies, (2) their attitudes towards these methods, and (3) the extent to which these pedagogies were practiced in their classrooms. Additionally, it investigated whether there was a significant relationship between the demographic profile of the teachers and their knowledge, attitudes, and practices. Employing a descriptive-correlational research design, the study used complete enumeration and purposive sampling techniques to select teacher respondents. Data were gathered using a structured questionnaire, which included demographic information, knowledge, attitudes, and practices regarding the four pedagogies. Findings revealed that while teachers demonstrated the highest knowledge of the lecture method, their attitudes and classroom practices favoured learner-centered approaches. The results support ongoing efforts to align classroom practices with the learner-centered principles mandated under Republic Act No. 10533, offering insights for teacher development and curriculum implementation in multilingual contexts.