MULTIMODAL TEACHING-LEARNING STRATEGIES AND ENGLISH PROFICIENCY OF GRADE 10 STUDENTS IN CABUYAO CITY PRIVATE SECONDARY SCHOOLS

The primary objective of this research was to assess the utilization of multimodal teaching-learning strategies by English teachers and its correlation with the English proficiency of Grade 10 students in Cabuyao City Private Secondary Schools. Using a Quantitative Research approach with a Descriptive Correlational Research Design, the study involved 5 English teachers and 150 Grade 10 students selected through stratified sampling. Data collection utilized a validated researcher-made questionnaire and an adopted English Proficiency Test. Statistical analysis, including mean, T-test, percentage and frequency, and Chi Square, were applied to scrutinize the gathered data. The results uncovered a significant relationship between Critical Thinking/Problem Solving and the English proficiency of Grade 10 students. However, no significant relationship emerged between the utilization of multimodal teaching-learning strategies associated with creativity, adaptability, communication/collaboration, and the English proficiency of Grade 10 students. Furthermore, the research generated an action plan aimed at enhancing students' language proficiency through the effective incorporation of multimodal teaching-learning strategies. This plan serves as a strategic roadmap for educators and institutions, offering insights into optimizing language instruction and aiding students in achieving heightened proficiency levels in English. The study contributes to the ongoing discourse on innovative pedagogical approaches, emphasizing the importance of tailored strategies in cultivating language skills among secondary school students.