Effects of creative teaching on vocabulary and speech concept application of grade six University of the Cordilleras students

Abstract

Many authors who work in the fields of education and psychology lean towards the opinion that the use of creative teaching techniques in the classroom can encourage greater achievement in properly applying concepts. In connection, the researcher has observed a resulting greater degree of motivation, facility and accuracy in the application of concepts among students in this environment. These improvements allow students to meet the expectations of society to a greater extent and degree. The researcher perceives that a study of the effects of creative teaching on concept application is of importance to the field of education in general. She also recognizes that the data gathered should prove useful to others in and outside the field, particularly for the mass of students today who are interested learning English. The main aim of this study is to answer the general problem: What is the effect of employing creative teaching techniques on the degree of vocabulary and speech concept application of the sixth grade University of the Cordilleras Grade School students paired according to learning styles and multiple intelligences? The study specifically sought to answer the following questions: 1. What is the difference between the average test scores of the respondents who were taught with and without the use of creative teaching techniques in the areas of vocabulary and speech concept application? 2. Is there a significant difference between the mean test scores of the respondents as a group who were taught with and without the use of creative teaching techniques as analyzed by pairs matched for learning styles and multiple intelligences in areas of vocabulary and speech concept application? 3. What is the difference in the formative assessment scores of the respondents as a group who were taught with and without the use of creative teaching techniques as analyzed descriptively in the areas of vocabulary and speech concept application in terms of: a. degree of improvement in class performance b. average class performance The data used to answer these questions was gathered using the quasi-experimental method, specifically the matched pairs design with learning styles and multiple intelligences as the matching variables. The researcher then caused the application of creative teaching methods designed to cater to the learning styles and multiple intelligences of the respondents in the experimental group while the members of the control group were taught using the methods currently employed by the respondents' current teacher in English at UC Grade School. Based on the research problems, the following were the findings of the study: 1. The difference in average concept application test scores of the respondents taught with the use of creative teaching techniques was found to be 1.45 points out of 49 in vocabulary concept application and 1.3 points out of 49 in speech concept application. 2. The difference between the means of the test scores of the respondents as analyzed by matched pairs was found to be statistically insignificant at 1.59 in vocabulary but statistically significant at 3.07 in speech. 3. The difference in degree of improvement in concept application between the experimental and control groups is 0.46 in vocabulary and 0.425 in speech. The difference in average class performance in concept application between the experimental and control groups is 0.425 in vocabulary and 0.513 in speech. In light of the study, the following are the conclusions: 1. The effect of employing creative teaching techniques on vocabulary and speech concept application of the respondents is a slight increase in average test scores. 2. The effect on the respondents of employing creative teaching techniques is a statistically insignificant difference in mean test scores in vocabulary concept application and a statistically significant difference in mean test scores in speech concept application. The statistically insignificant difference in mean test scores in vocabulary concept application means that the use of creative teaching techniques has no significant effect on the ability of the respondents to apply concepts in vocabulary. The statistically significant difference in mean test scores in speech concept application means that the use of creative teaching techniques has a significant effect on the ability of the respondents to apply concepts in speech. 3.a Employing creative teaching techniques has no increasing effect on degree of improvement of the concept application of the respondents in vocabulary or speech concept application. 3.b The effect of employing creative teaching techniques is better application of concepts on average in vocabulary and speech concept application among the respondents. In relation to the findings and conclusions of this research, the following are recommended: 1. The creation of culture- and age-specific multiple intelligence and learning styles inventories. 2. A longer and more exhaustive study on the use of creative teaching techniques in the presentation of lessons dealing with concepts of vocabulary and speech in English for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City to gather more information regarding the observed increase in average test scores. 3. A longer study on the use of creative teaching techniques for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City in the presentation of lessons in English dealing with concepts of: a. vocabulary, to determine whether an extended application of the said techniques would result in statistically significant differences in mean concept application scores; and b. speech, to determine whether an extended application of the said techniques would result in more marked differences in speech concept application. 4. A longer study on the use of creative teaching techniques in English vocabulary and speech concept application for sixth grade elementary students of the University of the Cordilleras Laboratory School in Baguio City to determine if longer exposure to the said techniques would: a. have a weightier effect on the degree of improvement in class performance; b. explain the unexpected effect of a greater degree of improvement in control group respondents; and, c. have a greater effect on the average quality of class performance. 5. The use of the Theory of Multiple Intelligences and the Learning Styles Theory in the development of classroom teaching techniques in the areas of vocabulary and speech concept application. 6. Programs for developing awareness of creative education among academic and non-academic personnel. 7. The training of teaching staff in the use of creative methods in the classroom. 8. Curriculum revision in colleges of teacher education to accommodate the study of creative education theory and practice. 9. More comprehensive studies to determine if creative teaching techniques have a significant effect on concept application: a. in other areas of English study among sixth grade students of the same age; b. in English studies among sixth grade students of different ages; c. in English studies among students of varying grade levels and ages; and d. in English studies among students in different school environments. 10. Comprehensive studies on the effect of creative teaching techniques in other subject areas to determine: a. if creative teaching techniques are universally effective; and b. to what varying degrees creative teaching techniques can increase student performance per subject area. 11. Comprehensive studies on the correlation between creative teaching techniques and academic achievement in all areas of study among learners of all ages. 12. Further matched-pair studies on creative teaching techniques that exclude intelligence and learner types that succeed in traditional or current learning environments to remove this bias. 13. Thorough studies on creative teaching techniques to examine the relative effects of these versus intelligence quotient on learner achievement. 14. Comprehensive studies on creative teaching techniques that account for gender differences and address a wide range of assumed differences and deficiencies in learning capacity to reveal more information in relation to the effects of such techniques as an educational equalizer and as a means of dispelling any existing myths regarding innate learner potentials and abilities.