PHILOSOPHICAL MOMENTS: TEACHER INITIATED STRATEGY IN TEACHING PHILOSOPHY: A PEDAGOGICAL APPROACHES EVALUATION AND BASIS FOR UTILIZATION AND ENHANCEMENT

The study was conducted to evaluate the teacher innovated teaching strategy in teaching philosophy in the senior high school entitled “Philosophical Moments.” Specifically, the researchers wanted to confirm whether the said innovation utilizes the pedagogical approaches mandated by the R.A 10533 or the Enhanced Basic Education Act of 2013 in the implementation of the K 12 program. The process of evaluation is to correlate the pedagogical approaches employed by the teacher in teaching philosophy and the academic performance of the students in the subject. There were 64 grade 12 students who participated in the investigation composed of 19 males and 45 females. Descriptive data was analyzed using frequency and percentage, mean and standard deviation, while inferential data was statistically treated using the chi square method to determine the correlation between pedagogical approaches and academic performance in philosophy. The respondents rated the teachers’ pedagogical approaches utilization with high having collaborative and constructivist as the leading approaches. Most of the respondents are at an outstanding level in terms of academic performance in philosophy. The correlational analyses between the five pedagogical approaches and their academic performance in philosophy are deemed significant when tested at 0.05 level with the degree of freedom and tabular value of 12 and 21.03 respectively. Consequently, between the pedagogical approaches and academic performance yielded 40.43; 26.94; 33.38; 31.29 and 28.31 respectively, thus the researcher decided to accept the alternative hypothesis and reject the null hypothesis.