ADVANCING TEACHING: INNOVATIVE TEACHING STRATEGIES

AND LEARNING SATISFACTION LEVELS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 38
Issue 6
Pages: 846-873
Document ID: 2025PEMJ3795
DOI: 10.70838/pemj.390609
Manuscript Accepted: 05-24-2025
 Psych Educ, 2025, 39(6): 846-873, Document ID:2025PEMJ3795, doi:10.70838/pemj.390609, ISSN 2822-4353
Research Article

Advancing Teaching: Innovative Teaching Strategies and Learning Satisfaction Levels

Jineilyn T. Briñosa,* Michaelangelo P. Collina
For affiliations and correspondence, see the last page.
Abstract
Innovative teaching strategies are the instructional strategies that teachers employ to raise learners' academic
achievement. This sequential explanatory research aimed to determine the extent of utilization of innovative teaching
strategies by teachers, the level of satisfaction of learners, the teaching experiences of teachers, and the learning
experiences of learners subjected to innovative teaching strategies in Polomolok 2 District, Polomolok, South
Cotabato. For the school year 2022-2023, 101 elementary teachers and 263 learners from five schools in the Polomolok
2 District participated in the quantitative study, where a survey questionnaire was used to assess teachers' use of
innovative teaching strategies and learners' satisfaction levels. The results showed a high degree of utilization of
innovative teaching strategies in experiential learning. Overall, learners showed a high level of satisfaction with the
teacher’s utilization of innovative teaching strategies. The qualitative phase showed two major themes under teaching
experience, namely, exciting and challenging. For the learning experiences of learners, the major themes were
stimulating and engaging. This study concluded that the quality of the teaching experience and learners’ outcomes are
directly impacted by the degree to which teachers apply innovative teaching strategies. This study recommends
increased usage of innovative teaching styles and student-teacher interaction, among others.
Keywords: innovative teaching strategies, learning satisfaction levels, teaching experience, student-teacher
interaction

Introduction
Innovation in teaching and learning plays a critical role in 21st-century education. To meet the evolving demands of the generation,
the educational system must embrace change. Teachers are integral to this system, as the effectiveness of the curriculum depends
largely on their involvement. Students achieve better outcomes when guided by well-qualified teachers, emphasizing the importance
of continuous professional development. It is widely acknowledged by researchers and school administrators that teacher quality has
the greatest impact on students' academic achievement. As they are expected to employ innovative teaching strategies that will facilitate
the adjustment of learners, match courses offering to proficiency levels of psychological growth, and comprehend learners' fundamental
mental and social issues that are motivating and relevant to the pupils in their academic pursuits (Engida et al., 2024).
Thus, strategic planning was made from the national level down to each school just to secure the continuity of education in the
Philippines. Achieving educational outcomes requires teachers' essential skills and knowledge. The translation of educational objectives
to practice is a crucial role of teachers who are experienced and well-informed about global demands, contemporary teaching
techniques, and world crises (Musa et al., 2020).
From the standpoint at which it is believed that education has the ethical duty to support a positive change in society, this paper intends
to determine how the teachers of Polomolok 2 District, Polomolok South Cotabato should approach education today. There were four
(4) elementary schools and one (1) integrated school under Polomolok 2 District with no annexes that offered complete elementary
education. These schools offer mono-grade class organization and are found under the control of the South Cotabato Division.
In addition, as teachers play significant roles in the education system, they need to possess the skills outlined in the National Education
System Law. Teachers must have the skills and strategies to effectively meet their students' diverse needs. They also need to actively
create a more engaging learning environment and classroom climate that can inspire learners to feel comfortable learning, continuously
grow as professionals, and be able to use knowledge to communicate well and grow holistically (Fadiji, 2023).
The researcher aimed to conceptualize and realize this endeavor to fully decipher the extent of utilization of innovative teaching
strategies by teachers in terms of direct instruction, experiential learning, independent study, and interactive instruction; the level of
satisfaction of learners in the utilization of innovative teaching strategies in terms of student-teacher interaction, teacher's performance,
and subject evaluation, and the teaching experiences of teachers using innovative teaching strategies. It also wished to provide concrete
evidence supporting the researcher’s hypothetical claim regarding the above-stated variables and to inform educational practices and
policies that enhance teaching effectiveness and student engagement
Research Questions
This study aimed to determine the extent of utilization of innovative strategies by teachers teaching science and learners' learning
satisfaction level at Polomolok 2 District. Specifically, it sought answers to the following questions:
1. What is the extent of utilization of innovative teaching strategies of teachers in terms of:
1.1. direct instruction;

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Research Article

1.2. experiential learning;

1.3. independent study; and
1.4. interactive instruction?
2. What is the level of satisfaction of learners in the utilization of innovative teaching strategies in terms of:
2.1. student-teacher interaction;
2.2. teacher’s performance; and
2.3. subject evaluation?
3. What are the teaching experiences of teachers using innovative teaching strategies?
4. What are the learning experiences of learners subjected to innovative teaching strategies?
5. In what ways do qualitative findings support the quantitative findings?

Methodology
Research Design
This study employed an explanatory-sequential research design, a mixed-method approach that is well-suited for the research. It begins
with quantitative methods, followed by qualitative methods that are structured and arranged to provide a deeper explanation of the
quantitative findings (Creswell & Creswell, 2017). This approach ensures that the detailed quantitative results are reinforced and
enriched by qualitative data.
To accomplish the quantitative phase, the sample population was selected from the pool of respondents using the Slovin formula at a
0.05 level of significance. Survey questionnaires were utilized, and a descriptive method of research design was employed. The
different innovative teaching strategies utilized by elementary teachers were described. The level of teachers' utilization of the
strategies, including the level of learners' learning satisfaction were also determined.
The results are connected to the quantitative findings, which helped formulate qualitative questions to further clarify and strengthen
the outcomes. In the qualitative phase, a convenience sampling technique was used to select participants, as the large number of
individuals in the quantitative phase made this approach practical. Following Creswell’s guidelines, the researcher selected five (5)
elementary teachers and five (5) learners for the qualitative study. Data was collected through in-depth interviews and analyzed using
Braun and Clarke’s (2014) reflective thematic approach.
To provide a qualitative explanation of the study, the qualitative result is further embedded with the quantitative data, which
sequentially supports the nature of the data gathered. The results of the two phases were also integrated during the discussion of the
outcomes of the whole study. Therefore, a sequential-explanatory research design was adopted in this study on innovative teaching
strategies, which entailed a methodical process of data collection, analysis, and integration to provide a thorough and nuanced
understanding of the research topic, which involves a six-phase process. This process involved the following: familiarization with the
data, coding, generating initial themes, reviewing themes, defining and naming themes, and the final phase which involved weaving
together the analytic narrative and data extracts and contextualizing the analysis in relation to existing literature. This method
emphasizes the essential need to integrate qualitative and quantitative data to assess the impact of innovative teaching strategies on
student learning outcomes. This integration of methods enhances study quality and provides a clearer understanding of the impact of
innovative teaching strategies.
Respondents
The respondents for the quantitative phase of this study comprised 101 elementary teachers from Polomolok 2 District, Polomolok,
South Cotabato, who taught elementary learners during the school year 2022–2023, along with 263 elementary learners enrolled in five
schools within the study locale. The respondents were randomly selected from the available population.
For the qualitative phase, the researcher purposively selected one elementary learner and one Science teacher from each of the five
participating schools. Specific criteria were applied to both teachers and learners to ensure that only qualified individuals participated
in the study.
Teacher participants were required to be nationally paid public elementary school teachers, currently teaching Science at the elementary
level, utilizing innovative teaching strategies in their instruction, and willing to participate and provide relevant information for the
success of the study. Similarly, learner participants needed to be enrolled in any of the ten schools under the Polomolok 2 District,
willing to participate, granted parental consent, and capable of providing honest responses during the in-depth interview.
Participation in both phases of the research was strictly voluntary. Both teachers and learners were given the freedom to either accept
or decline the invitation to participate, without any form of pressure or obligation. All participants were fully informed about the
purpose and procedures of the study before making their decision.
Instrument
The researcher utilized an adapted and modified Innovative Teaching Strategies Questionnaire (ITSQ) designed by Oyelekan et al.

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Research Article

(2018) to answer research question number one (1).

For research objective number two (2), the researcher used an adapted and modified Student Satisfaction Questionnaire (SSQ) of
Arbaugh (2020), which collected the desired data for the level of satisfaction of learners in terms of student-teacher interaction, teachers'
performance, and subject evaluation in the utilization of innovative teaching strategies.
For the qualitative phase, the researcher used a self-constructed in-depth interview guide to explore how innovative teacher strategies
are implemented and how elementary graders respond to these innovations. It was a 10-item interview questionnaire with two (2)
sections. Section A focused on teachers' teaching experiences in implementing or utilizing innovative strategies, and Section B focused
on the learning experiences of learners subjected to these innovations. The interview questionnaire was validated through face validity
by three (3) master teachers knowledgeable enough in teaching and conducting research.
The researcher designed this phase to explore the methods of elementary teachers in utilizing innovative teaching strategies and their
coping mechanisms. Thus, understanding how learners responded to these teaching innovations explains the relationship between
innovative teaching strategies and motivation.
Procedure
Before the researcher conducted the study, the researcher first secured permission from the District Supervisor of Polomolok 2 District,
Polomolok, South Cotabato. Then, a letter of permission addressed to each school's principal was settled since the present study was
conducted at their respective schools. Next, the researcher secured a letter of appointment for 101 selected public elementary school
science teachers for the study to commence. The researcher then modified those adapted questionnaires for the extent of utilization of
innovative teaching strategies of teachers in teaching science and the level of satisfaction of learners. Consistency and parallelism
maintained the validity and reliability of the research questionnaires.
For post-development, it was where the researcher conducted the study by setting an appointment and giving survey questionnaires to
elementary science teachers.
During the study, the researcher gave the Innovative Teaching Strategies Questionnaire (ITSQ) which collected information regarding
the extent of utilization of innovative teaching strategies by teachers, and the Level of Satisfaction Questionnaire (LSQ) which gathered
information about the level of satisfaction of learners with the utilization of innovative teaching strategies. The questionnaires were
explained properly to the respondents before they started answering. They were asked to answer each item as honestly as possible for
reliable results. This was done approximately one (1) day for each school under Polomolok 2 District. The survey questionnaire was
then retrieved for compilation and later, for interpretation. Probably, the conduct of the ITSQ and LSQ surveys commenced for more
or less 10 days or two weeks.
Responses from learners were also important for the success of this endeavor. Parental consent was secured, which allowed learners to
participate in this study. After that, the level of satisfaction questionnaire in the implementation of face-to-face classes was administered
to two hundred sixty-three (263) learners. Health protocols were followed, allowing learners to answer each item intelligently. This
takes the researcher around 10 days or two weeks to finish for all ten schools.
For the output phase, the researcher organized the respondents' responses. The information was collected from the extent of utilization
of the Innovative Teaching Strategies Questionnaire (ITSQ) and Level of Satisfaction Questionnaire (LSQ). The main goal was to
determine the extent of utilization of innovative teaching strategies amongst teachers in Polomolok 2 District and the level of
satisfaction of teachers and learners belonging to the said district. Assessing these variables was crucial to the success of this study.
After interpreting the quantitative data, the researcher started conducting the qualitative phase. An in-depth interview was done to
purposely select participants for both elementary teachers and elementary learners from all five (5) schools in Polomolok 2 District.
The goal was to gather relevant information that would support the quantitative findings. The researcher then proceeded to the
interpretation of qualitative information using the six-phase framework in thematic analysis by Braun and Clarke (2014).
Data Analysis
For the quantitative phase, the researcher used frequency count and mean to determine the extent of elementary teachers' utilization of
innovative teaching strategies and the level of learners' learning satisfaction in the utilization of innovative teaching strategies.
For the qualitative phase, the data were organized categorically and chronologically. This means that the data in each session is
separated from each other. In-depth interviews were categorized separately. After which, it was read repeatedly in search of patterns
and a consensus of ideas. Lists of major ideas were chronicled. Interviews were reviewed several times.
The qualitative data was analyzed using the reflective thematic approach developed by Braun and Clarke (2014), which involves a six-
phase process. In this process, there is a need for the primary investigator to explicitly identify their biases, values, and personal interests
in the research. This phase involves the need to review and understand all the stated information from the participants about their
experiences of teachers with the utilization of innovative teaching strategies and learners' experiences with innovative teaching
strategies.

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Research Article

The second phase is coding, which involves generating information from the interview transcript and identifying important features
relevant to the research question. The minutes of the interview were transcribed and numbered by line, with each interview assigned a
separate number. The transcripts were coded, and all relevant data were extracted for later stages of analysis.
The coding of the data was further presented in three (3) levels: Level 1, which constituted the reading of every single sentence and
listening to every recorded discussion and started with the assignment of meaning to some chunks of the data. Then these were labeled
with a code, which may be a word or group of a few words that represented one meaning (presented in the table with three (3) labels:
discussions, text column, and code column).
In Level 2, data were classified into broader concepts which are called categories. These are concepts that summarize a set of codes
that are related in meaning and they can be made of two to five codes (presented in the table with two (2) labels: code column and
category column).
Then in Level 3, it constituted classified categories into the biggest ideas of the data which were called themes (presented in the table
with three (3) labels: codes, categories, and themes);
The third phase is generating initial themes. This phase involves examining the codes and collated data to identify significant categories
with broader patterns of meaning (potential themes). It then involves collating data relevant to each candidate theme, so that it can
work with the data and review the viability of each candidate theme;
The fourth phase involves reviewing themes by checking candidate themes against the dataset to ensure they convincingly address the
research question. This phase typically refines themes, which may be split, combined, or discarded, with themes defined as patterns of
shared meaning centered around a dominant concept.
The fifth phase is defining and naming themes and key patterns. This phase involves developing a detailed analysis of each theme,
working out the scope and focus of each theme, and determining the 'story' of each. It also involves the category of an informative
name for each theme and six (6) writing up. This process helps ensure that each theme is clearly articulated and meaningfully contributes
to the overall narrative and objectives of the research.
This final phase involves weaving together the analytic narrative and data extracts and contextualizing the analysis in relation to existing
literature.
This phase addresses the challenges of language translation and transcription of research teachers' varied experiences, while also
creating a theme matrix summary with columns for emerging and dominant themes to retrieve the study's generated themes.
Ethical Considerations
The researcher made certain that all ethical considerations were followed as mandated by Holy Trinity College to avoid engaging in
practices that may implicitly or explicitly abuse or exploit those with whom she sought to conduct research with.
Voluntary Participation. The participants were given the opportunity and free will to decide whether to join the study or not. Pressure
and manipulation of their decision to participate were prohibited. Participants were also given respect if they would withdraw or leave
the study without negative consequences.
Informed Consent. The purpose, benefits, risks, and even funds needed to conduct the study were clear to the participants before they
gave their consent to be part of the study. They were given ample time to ask questions and seek clarifications to ensure they fully
understood what their participation entailed. Written consent was obtained to document their voluntary agreement, reinforcing the
ethical principle of informed consent.
Data Privacy. Confidentiality was highly recommended, especially in respecting the privacy of the participants. All signed consent was
stored in a secure place, and the files on the computer were saved with a password. The participants were informed about the
proceedings of the research endeavor to maintain trust, respect, and adherence.
Gender Sensitivity. This involved being mindful of the potential impact of research on individuals of different genders and ensuring
that the study respects and addresses gender-related issues appropriately. It ensured that all voices are heard and valued in research
endeavors. This approach contributed to a more inclusive and equitable study, promoting fairness in both data collection and analysis.
Results and Discussion
This section summarizes the results of the data of the study, their interpretation, and their discussion, the extent of utilization of
innovative teaching strategies by teachers, the satisfaction of learners in the utilization of innovative teaching strategies, the teaching
experiences of teachers using innovative teaching strategies, and the learning experiences of learners subjected to innovative teaching
strategies.
The Extent of Utilization of Innovative Teaching Strategies of Teachers
This study determined the extent of utilization of innovative teaching strategies by teachers in terms of direct instruction through a
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Research Article

survey-based ranking system. These competencies include the A-Z approach, affinity, analogy, crawford slip, demo kits, graphic
organizer, guided discovery, multiple intelligence approach, study aids, and vee mapping. This is an adapted survey questionnaire on
innovative strategies for teaching senior schools in Ilorin, Nigeria. Each competency was assigned a numerical score based on its
frequency of use, allowing for a clear ranking of these strategies. This approach not only identifies the most common tactics but also
points out areas that might require more assistance and improvement. Teachers and administrators can improve the overall efficacy of
teaching approaches by carefully allocating resources and support by identifying these gaps. Moreover, teachers may also be motivated
to work together to exchange creative ideas and improve their teaching strategies as a group as a result of this realization. Results are
shown below.
Table 1.1. The Extent of Utilization of Innovative Teaching Strategies of Teachers in
Terms of Direct Instruction
Items Frequency (f) Percentage (%) Description
1. A-Z Approach 19 18.81 Never
2. Affinity 2 1.98 Never
3. Analogy 29 28.71 Seldom
4. Crawford Slip 2 1.98 Never
5. Demo Kits 13 12.87 Never
6. Graphic Organizer 33 32.67 Seldom
7. Guided Discovery 90 89.11 Always
8. Multiple Intelligence Approach 99 98.02 Always
9. Study Aids 50 49.50 Sometimes
10. Vee Mapping 0 0.00 Never
Overall Mean 33.37 Seldom

Table 1.1 shows the extent to which teachers utilize various innovative teaching strategies in direct instruction. The teachers always
utilize multiple intelligence approach with 99 teachers or 98.02% and guided discovery with 90 teachers or 89.11%. In contrast, teachers
sometimes use study aids with 50 teachers or 49.50% occasionally but not as part of their everyday instruction. The teachers never
utilize the A-Z approach with 19 teachers or 18.81%, demo kits with 13 teachers or 12.87%, affinity with 2 teachers or 1.98%, crawford
slip with 2 teachers or 1.98%, and vee mapping with 0 teachers or 0.00%.
These findings highlight that the majority of teachers do not incorporate these methods into their teaching, possibly due to lack of
familiarity or a belief that they are not effective. Meanwhile, teachers seldom utilize graphic organizer with 33 teachers or 32.67% and
analogy with 29 teachers or 28.71%. The overall mean is 33.37, which mean that the teachers seldom utilize innovative strategies in
terms of direct instruction.
Moreover, a teacher plays a vital role in imparting knowledge, wisdom, and learning to their students. Their influence can shape or
hinder a student’s development. Science-competent teachers are expected to have a deep understanding of lesson concepts, structure,
and scientific methods related to their teaching materials. Effective teaching involves organizing, implementing, and evaluating
students' learning outcomes. To excel in their professional roles, teachers must develop strong instructional and hands-on learning
skills. A continuous desire to learn and improve is essential for becoming a qualified and skilled educator (Novianti & Febrialismanto,
2020).
Also, the study attempted to determine the extent of utilization of innovative teaching strategies of teachers in terms of experiential
learning as determined through a survey-based ranking system. The rankings assist educators in identifying their strengths and
weaknesses by highlighting areas for improvement and revealing the most popular approaches to learning. Further research to improve
experiential learning is being built around this data, which is going to boost student engagement and results. These competencies
include choral response, constructivism, cooperative learning, crossover learning, idea spinner, minimalism, model, problem-solving,
programmed instruction, real-world learning, reciprocal teaching, and virtual science laboratory. Each competence is assigned a
numerical score and ranked accordingly. The findings provide insights to shape targeted professional development programs for
educators. This approach allows for a more focused and effective strategy to enhance teaching practices.
Table 1.2 shows the extent to which teachers utilize various innovative teaching strategies in terms of experiential learning. The teachers
always utilize cooperative learning with 99 teachers or 98.02%, problem solving with 92 teachers or 91.09%, and model with 89
teachers or 88.12%, indicating that the teachers are using these strategies consistently and thoroughly. The teachers often utilize real
world learning with 78 teachers or 77.23%, constructivism with 63 teachers or 62.38%, and choral response with 62 teachers or 61.39%.
These strategies are regularly used by a significant portion of teachers, though not as consistently as those that are always utilize.
Teachers sometimes utilize programmed instruction, with 47 teachers or 46.53% indicating its use. Several strategies are never utilized
by most teachers, including reciprocal teaching with 11 teachers or 10.89%, minimalism with 10 teachers or 9.90%, virtual science
laboratory with 1 teacher or 0.99%, and idea spinner with 0 teachers or 0%. These figures suggest that these strategies are either
unfamiliar to teachers, considered less practical, or not preferred for use in experiential learning. The teachers seldom utilize crossover
learning, with 23 teachers or 22.77%, indicating that while some teachers use this strategy, it is not commonly incorporated into their
teaching.

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Table 1.2. The Extent of Utilization of Innovative Teaching Strategies by Teachers in

Terms of Experiential Learning
Items Frequency (f) Percentage (%) Description
1. Choral Response 62 61.39 Often
2. Constructivism 63 62.38 Often
3. Cooperative Learning 99 98.02 Always
4. Crossover Learning 23 22.77 Seldom
5. Idea Spinner 0 0.00 Never
6. Minimalism 10 9.90 Never
7. Model 89 88.12 Always
8. Problem Solving 92 91.09 Always
9. Programmed Instruction 47 46.53 Sometimes
10. Real World Learning 78 77.23 Often
11. Reciprocal Teaching 11 10.89 Never
12. Virtual Science Laboratory 1 0.99 Never
Overall Mean 47.44 Sometimes

The overall mean is 47.44, which indicates that the teachers' utilization of innovative strategies in experiential learning falls under the
sometimes range, meaning that teachers are utilizing these strategies occasionally but not regularly.
According to Huang et al. (2020), experiential learning emphasizes hands-on learning and calls for students to apply their knowledge
to different situations. Rather than concentrating on the subject matter, it is more about the learning process. To effectively implement
experiential learning, instructors should design interactive and immersive learning environments that encourage student participation.
This approach requires students to actively engage in exercises, reflect on and share their experiences, analyze problems, draw
conclusions, and develop strategies for applying their knowledge in new contexts. Educators play a crucial role in facilitating learning
by creating meaningful experiences and motivating students to engage in the learning process. By fostering curiosity and critical
thinking, experiential learning helps students develop essential problem-solving and decision-making skills. Experiential learning
involves applying knowledge through hands-on activities. It connects knowledge to real-world application, enhancing engagement.
In addition, the study attempted to determine the extent of utilization of innovative teaching strategies by teachers in terms of
independent study as determined through a survey-based ranking system. These competencies include choral response, constructivism,
cooperative learning, crossover learning, idea spinner, minimalism, model, problem-solving, programmed instruction, real world
learning, reciprocal teaching and virtual science laboratory. Each competence is assigned a numerical score and ranked accordingly.
This analysis highlights the strategies that teachers consider most effective in promoting independent study among their students Shown
below is the result.
Table 1.3. The Extent of Utilization of Innovative Teaching Strategies of Teachers in Terms
of Independent Study
Items Frequency (f) Percentage (%) Description
1. Acronym Memory 16 15.84 Never
2. Construction Spiral 36 35.64 Seldom
3. Context-based Memory 48 47.52 Sometimes
4. Discussion Web 46 45.54 Sometimes
5. Grab Bag 7 6.93 Never
6. Graphic Organizer 44 43.56 Sometimes
7. Jigsaw 11 10.89 Never
8. Mind Maps 31 30.69 Seldom
9. Peer Review 37 36.63 Seldom
10. Peer Tutoring 77 76.24 Often
11. Problem Solving 59 58.42 Sometimes
12. Programmed Instruction Strategy 23 22.77 Seldom
13. Project Based Learning 27 26.73 Seldom
14. Twinning 31 30.69 Seldom
Overall Mean 34.87 Seldom

Table 1.3 presents the extent to which teachers utilize various innovative teaching strategies in terms of independent study. The teachers
always utilize peer tutoring, with 77 teachers or 76.24%, making it the most frequently used among the strategies. The teachers always
utilize problem solving with 59 teachers or 58.42%, context-based memory with 48 teachers or 47.52%, discussion web with 46 teachers
or 45.54%, and graphic organizer with 44 teachers or 43.56%. These strategies are used occasionally, indicating that while they are
part of the instructional repertoire, they are not applied consistently. The teachers seldom utilize peer review with 37 teachers or
36.63%, construction spiral with 36 teachers or 35.64%, mind maps and twinning with 31 teachers or 30.69%, project-based learning
with 27 teachers or 26.73%, and programmed instruction strategy with 23 teachers or 22.77%. The teachers never utilize acronym
memory with 16 teachers or 15.84%, jigsaw with 11 teachers or 10.89%, and grab bag with 7 teachers or 6.93%. The overall mean is

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34.87, which indicates that teachers' utilization of innovative strategies in independent study is generally seldom.
This is parallel to the study of Daniyarovna (2022) who found that the responsibility of the role of the modern educator is to encourage
students to learn independently and to engage in a learning procedure that respects this autonomy and the growth of activity and self-
reliance. The necessities of life itself are initiative and a creative approach to business, which determine the way that improvements to
the educational process should be made. The method chosen to encourage independent learning is contingent upon the nature of the
lesson. The lesson's content as well as the goals and objectives related to education and development. Promoting independent learning
prepares students to face real-world challenges with confidence and adaptability. Moreover, fostering independent learning enhances
students’ ability to think critically and make decisions based on their knowledge and experiences. By encouraging autonomy, educators
not only improve academic outcomes but also prepare students for lifelong learning beyond the classroom. Ultimately, this approach
empowers students to become proactive learners who are capable of taking initiative in various aspects of their personal and
professional lives. Promoting independence builds confidence and adaptability.
Furthermore, the study attempted to determine the extent of utilization of innovative teaching strategies of teachers in terms of
Interactive Instruction as determined through a survey-based ranking system. These competencies include animated media instruction,
computer-assisted instruction, computer games, virtual-strategy instructional conversation, listen-think-pair-share, model-lead-test,
computer-assisted activity, multimedia, reciprocal teaching, role-playing, Socratic method through an online platform, stir the teams,
twinning, and virtual science laboratory. Each competence is assigned a numerical score and ranked accordingly. These strategies
reflect a growing trend toward integrating technology and collaborative learning methods to enhance student engagement and facilitate
deeper understanding. This highlights how these methods may improve teaching effectiveness and student outcomes. The results
provide insight into which interactive strategies are most commonly used and which may require further training or support for teachers.
Understanding the utilization patterns of these strategies can help guide future professional development programs and curriculum
planning. Shown below is the result.
Table 1.4. The Extent of Utilization of Innovative Teaching Strategies by Teachers in Terms of
Interactive Instruction
Items Frequency (f) Percentage (%) Description
1. Animated Media Instruction 68 66.33 Often
2. Computer Assisted Instruction 31 30.69 Seldom
3. Computer Games 11 10.89 Never
4. Virtual Strategy Instructional Conversation 23 22.77 Seldom
5. Listen-Think-Pair-Share 39 38.61 Seldom
6. Model-Lead-Test 67 66.34 Often
7. Computer Assisted Activity 54 53.47 Sometimes
8. Multimedia 67 66.34 Often
9. Reciprocal Teaching 11 10.89 Never
10. Role Playing 25 24.75 Seldom
11. Socratic Method Through Online Platform 2 1.98 Never
12. Stir the Teams 27 26.73 Seldom
13. Twinning 24 23.76 Seldom
14. Virtual Science Laboratory 0 0.00 Never
Overall Mean 31.75 Seldom

Table 1.4 presents the extent to which teachers utilize various innovative teaching strategies in terms of interactive instruction. The
teachers often utilize animated media instruction with 68 teachers or 66.33%, and both model-lead-test and multimedia with 67 teachers
or 66.34%. The teachers seldom utilize listen-think-pair-share with 39 teachers or 38.61%, computer assisted instruction with 31
teachers or 30.69%, stir the teams with 27 teachers or 26.73%, role playing with 25 teachers or 24.75%, twinning with 24 teachers or
23.76%, and virtual strategy instructional conversation with 23 teachers or 22.77%. The teachers never utilize computer games and
reciprocal teaching, each with 11 teachers or 10.89%, socratic method through online platform with 2 teachers or 1.98%, and virtual
science laboratory with 0 teachers or 0%. The overall mean is 31.75, indicating that teachers’ utilization of innovative strategies in
interactive instruction is generally seldom. This may indicate that, on average, teachers use these strategies infrequently, highlighting
a need for greater adoption of interactive methods to foster deeper student engagement and enrich the learning experience.
This is parallel to the study by Dao (2020) which found that teaching interaction strategies encouraged students to generate more idea
units to talk about positivity, introspection, and encouragement in both tasks. However, elements like peer perceptions, task
characteristics, and proficiency all had an impact on how the learners employed strategies. Additionally, students gave interaction
strategy instruction high marks for encouraging efficient communication. The advantages of teaching interaction strategies include
enhancing the standard of peer communication, fostering students’ ability to initiate independent learning, and encouraging a focus on
projects, discovery, and investigation. These strategies actively promote lifelong learning, support autonomous learning, and cultivate
critical thinking skills, empowering students to think critically and effectively while equipping them with the tools to learn how to learn
throughout their lives. By fostering a mindset of inquiry and adaptability, these approaches encourage students to engage deeply with
knowledge and navigate complex challenges both in and out of the classroom.

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Summary Results on the Extent of Utilization of Innovative Teaching Strategies of Teachers

The table below displays the summary of the extent of utilization of innovative teaching strategies of teachers in terms of direct
instruction, experiential learning, independent study, and interactive instruction. It summarizes the usage of these strategies and their
effect on student learning.
Table 1.5. Summary Results on the Extent of Utilization of
Innovative Teaching Strategies of Teachers
Indicators Mean Description
1. Direct Instruction 33.37 Seldom
2. Experiential Learning 47.44 Sometimes
3. Independent Study 34.87 Seldom
4. Interactive Instruction 31.75 Seldom
Overall Mean 36.71 Seldom

Table 1.5 provides a summary of the extent of utilization of innovative teaching strategies by teachers in terms of direct instruction,
experiential learning, independent study, and interactive instruction The data shows that experiential learning is the sometimes-utilized
strategy, with a mean of 47.44, indicating that innovative teaching strategies are occasionally incorporated into this approach, though
not consistently. Independent study is seldom utilized, with a mean of 34.87, indicates that innovative strategies are used rarely in this
method. Direct instruction follows with a mean of 33.37, and interactive instruction has the lowest mean of 31.75, both indicating that
innovative strategies are seldom applied in these areas. The overall mean of 36.71 indicates that teachers use innovative teaching
strategies rarely in their classroom practices. This highlights a valuable opportunity for further professional development and support
to encourage more consistent and effective integration of innovative strategies across various instructional approaches.
The result is parallel to the study of Mandalawi (2024), which revealed that innovative teaching entails teachers utilizing original ideas
and approaches to improve student learning. Schools worldwide are implementing innovative methods and technology to enhance
understanding and support students in realizing their full potential. However, even with its advantages, innovative teaching has
drawbacks. Some educators and learners are reluctant to abandon the conventional lecture-based approach. Teachers frequently need
more training, which adds to their burden. Furthermore, a lot of creative approaches depend on digital tools, which means that in certain
institutions, access to technology is a major obstacle.
In addition, to increase effectiveness and efficiency, an innovative approach may use new, modified, or mixed instructional methods.
In contemporary science education, inquiry-based learning is crucial, necessitating a curriculum that is both understandable and
consistent with scientific methods. Inquiry-based approaches greatly enhance students' conceptual knowledge, critical thinking, and
problem-solving skills. These innovative teaching techniques play a key role in fostering a deeper connection between students and the
subject matter. Students were more engaged in science activities when teachers used innovative teaching techniques. The study also
emphasized how crucial teachers are in helping kids overcome social and cognitive obstacles, stay motivated, and make sure the
curriculum fosters their mental growth (Nagy et al., 2021).
The Level of Satisfaction of Learners in the Utilization of Innovative Teaching Strategies
This study attempted to determine the level of satisfaction of learners in the utilization of innovative teaching strategies through a
survey-based ranking system. These rankings provide insights into student perceptions, helping teachers assess their strategies and
enabling schools to improve learning outcomes and satisfaction. Utilizing these observations to inform professional development
programs, educators are better prepared to fulfill the requirements of their students. Schools may enhance student experiences and
teaching methods by cultivating a culture of continual improvement. Each competence is assigned a numerical score and ranked
accordingly. The findings serve as a valuable guide for refining instructional approaches to better meet student needs. They also
highlight the importance of adapting teaching methods to align with students' learning preferences. Continuous evaluation and
enhancement of these strategies can lead to a more engaging and effective educational experience. Shown below is the result.
Table 2.1. The Level of Satisfaction of Learners in the Utilization of
Innovative Teaching Strategies in Terms of Student-Teacher Interaction
Items
Mean Description
The teacher…
1. encourages the students to become 4.44 Very High
active in learning
2. provides feedbacks of students’ work. 3.95 High
3. communicates with the students. 3.81 High
4. treats the students individually. 3.95 High
5. informs students’ progress daily. 4.23 Very High
Overall Mean 4.08 High

Table 2.1 presents the level of satisfaction of learners on the utilization of innovative teaching strategies in terms of student-teacher
interaction. The learners indicate a very high level of satisfaction with encouraging learners to become active in learning, with a mean
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of 4.44 and informs learners’ progress daily with a mean of 4.23. The learners show a high level of satisfaction with providing feedback
on students’ work, with a mean of 3.95 and treats the students individually, with a mean of 3.81. The overall mean is 4.08, indicating
a high level of satisfaction with the student-teacher interaction strategies. Overall, the findings suggest that while students are content
with these strategies, there is an opportunity for refinement to make them even more effective.
This result is parallel to the study of Dai et al. (2023), in which the activity in the classroom was student-teacher interaction. Interactions
between students and teachers, in which a teacher is given the chance to participate in cycles of evaluating and improving their
understanding of students. An explanation of these thought processes will give teacher educators a foundation for creating instructional
opportunities that support teachers' ongoing education in these areas and encourage these mental processes and learning from their
students via conversations between students and teachers as well as student reflection and contemplation. Teachers may gain a deeper
understanding of student needs and tailor their teaching approaches by focusing on the significance of reflective practice. This dynamic,
cyclical interaction can ultimately lead to more responsive and effective teaching strategies that align with students' evolving needs.
Table 2.2. The Level of Satisfaction of Learners in the Utilization of Innovative Teaching Strategies
in Terms of Teacher’s Performance
Items
Mean Description
The teacher…
1. employs effective strategies that facilitate student learning. 4.38 Very High
2. makes time to respond to questions and support students consistently. 4.36 Very High
3. stimulates learning. 4.39 Very High
4. treats all students fairly. 4.32 Very High
5. welcomes and encourages questions and comments. 4.27 Very High
Overall Mean 4.34 Very High

Table 2.2 presents the level of satisfaction of learners on the utilization of innovative teaching strategies in terms of the teachers’
performance. The results indicate that learners are very highly satisfied with the teachers’ performance in fostering a positive and
effective learning environment. Evaluating the individual items, stimulating learning received the highest mean of 4.39, employing
effective strategies that facilitate learner learning with a mean of 4.38, making time to respond to questions and support students
consistently with a mean of 4.36, treating all learners fairly with a mean of 4.32, and welcoming and encourages questions and
comments with a mean of 4.27, showing that students appreciate the teacher's openness to engagement and fostering a communicative
classroom environment. These findings suggest that the learners find the teacher's performance to be very highly effective in creating
an engaging and supportive learning atmosphere. The overall mean is 4.34, suggesting that learners are very highly satisfied with the
teachers’ performance in employing innovative teaching strategies. This highlights the teachers' effectiveness in creating an engaging
and supportive learning environment.
This is parallel to the study of Fahmi et al. (2022) which found that the effectiveness of teachers has a significant role in student
achievement. It has been determined that the primary factor influencing student motivation is the efficiency of instruction. Motivation
among teachers is a crucial component that is closely connected to several educational factors, including teaching, educational reform,
student motivation practice, satisfaction, and the mental health of teachers.
Table 2.3. The Level of Satisfaction of Learners in the Utilization of Innovative Teaching Strategies in
terms of Subject Evaluation
Items Mean Description
1. The utilization of innovative teaching strategies provides valuable learning. 4.22 Very High
2. The learning activities are relevant and useful. 4.36 Very High
3. Subject materials are relevant and effective. 4.35 Very High
4. The evaluation procedure is fair. 4.24 Very High
5. Expectations are clearly stated in the test questions. 4.11 High
Overall Mean 4.25 Very High

Table 2.3 presents the level of satisfaction of learners on the utilization of innovative teaching strategies in terms of subject evaluation.
The findings indicate that the learners are very highly satisfied with the learning activities, as the learning activities are relevant and
useful with mean of 4.36, subject materials are relevant and effective with a mean of 4.35, and the utilization of innovative teaching
strategies provides valuable learning with a mean of 4.22, the evaluation procedure is fair, with a mean of 4.24, which further
emphasizes the fairness of the assessment process, a crucial factor in learner satisfaction. However, Expectations are clearly stated in
the test questions received a mean of 4.11, which, while still considered high, suggests there may be slight room for improvement in
clearly communicating expectations during assessments. The overall mean of 4.25 indicates that learners are very highly satisfied with
the subject evaluation, including the materials, activities, and fairness of assessments, highlighting the effectiveness of the teaching
strategies in promoting a positive learning environment.
The result is consistent with the study of Subando et al. (2021) which highlighted how evaluating curricula models help ensure that
designs, procedures, and final products adhere to educational ideology. Additionally, Students' satisfaction with instruction is explained
in terms of preferences for particular instructional strategies. Student contentment with the instructional approach is further elaborated
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by the interaction between the students and the lecturers, contentment with their work as teachers once they feel safe and accepted
when speaking with instructors (Mathur et al., 2024)
In school, active learning must prevail to demonstrate significantly higher educational experience achievement. Teachers make
available ways to accommodate the intelligence and learning styles of an individual to meet their needs. In addition, teachers need to
focus on reasoning and problem-solving to catch the interest of the learners and highlight their interest, creativity, and productivity.
Teachers may encourage students to take charge of their education and build the critical thinking and practical skills they will need for
success in the future by creating an atmosphere that supports these activities.
Table 2.4. Summary Results on the Level of Satisfaction of Learners
in the Utilization of Innovative Teaching Strategies
Items Mean Description
1. Student-teacher Interaction 4.08 High
2. Teacher Performance 4.34 Very High
3. Subject Evaluation 4.25 Very High
Overall Mean 4.23 Very High

Table 2.4 summarizes the results on the extent of utilization of innovative teaching strategies by teachers across three indicators such
as student-teacher interaction, teacher’s performance, and subject evaluation. The findings suggest that the learners are very highly
satisfied with the innovative teaching strategies implemented by the teachers. The indicator teacher’s performance has the highest mean
of 4.34, subject evaluation also received a very high rating with a mean of 4.25, suggesting that learners find the evaluation process
highly relevant and fair, enhancing their learning experience. While student-teacher interaction, with a mean of 4.08, is still considered
high, indicating that students are highly satisfied with how the teacher interacts with them. Overall, learners are very highly satisfied
with the innovative teaching strategies employed by the teachers with a mean of 4.23. The findings suggest that these strategies are
effective in engaging students and supporting their learning outcomes.
This is parallel to the study by Afrin et al. (2020) which found a variable correlation between student happiness and the course material's
relevance and practicality. According to the study, integrating professional abilities into curricula improves student engagement and
academic achievement. The entire educational process is improved by the ongoing improvement of feedback techniques. Institutions
of higher learning that use organized feedback systems show higher academic achievement and student motivation. A more dynamic
and engaging learning environment is produced by institutions that include student feedback into curriculum preparation, guaranteeing
that pedagogical strategies stay current and successful.
Teaching Experiences of Teachers Using Innovative Teaching Strategies
This study determined the teaching experiences of teachers using innovative teaching strategies. To accomplish this, the interview was
conducted purposely selecting five science teachers from the said five schools, who were nationally paid public elementary school
teachers, utilizing innovative teaching strategies in teaching, and willing to participate and provide essential information for the success
of the study. The major themes and core ideas were identified using thematic analysis. Interviews demonstrated how creative teaching
techniques engage students and foster dynamic learning environments, while also highlighting their advantages and difficulties. The
analysis underlined the necessity of continual professional development as well as the significance of resources and support for teachers
in order to ensure successful implementation. These insights offer a roadmap for schools to enhance teaching practices and boost
student outcomes. It emphasized the need for collaboration among educators to share best practices and refine innovative strategies for
more effective teaching. The study also highlighted the importance of administrative support in providing teachers with the necessary
tools and training to sustain innovative approaches in the classroom.
Table 3 shows the two major themes with sub-themes or core ideas from the key informants after an intensive analysis of the gathered
data. These are exciting, and challenging.
Table 3. Teaching Experiences of Teachers Using Innovative Teaching Strategies
Major Theme Core Ideas Frequency of Response
Exciting Engaging in Cooperative Learning Typical
Experiencing Learning in Real-life Situations Typical
Acquiring Knowledge from Basic to Complex Typical
Applying Multiple Intelligence Approach Typical
Using ICT Based Approach Typical
Conducting School Action Cell Session General
Challenging Difficulty in Mastering of the Lesson General
Unavailability of the Materials Needed Typical
Difficulty in Teaching and Managing Diverse Learners Typical

Exciting
Exciting was the description of the teacher while using innovative teaching strategies. Developing new teaching techniques is an

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exciting way to go back over class assignments and modify, extend, or recreate the experiences to fit learners' deeper understanding
and help them become more involved and active learners. This is the reason why teachers never stop developing and innovating teaching
strategies for the betterment of the learners, which creates excitement. Teachers were also the facilitators of learning. Therefore, it is
in the hands of the teachers to fill the atmosphere of the classroom with excitement and fun activities.
Engaging in Cooperative Learning. Based on the findings, teachers recognized the learners for being cooperative and participative
when using various teaching strategies. Cooperative learning leads the learners to become positive and build greater competence in
collaborative activities. Teachers are excited, as revealed in the statement of P1, P3 and P5 below:
P1: I'm excited to teach because they were more cooperative and participative, especially in the motivation part. It seems that they were
so thirsty when there were no face-to-face lessons. Now that we are face-to-face, I can say that learners learn more effectively when I
use various strategies frequently. (Lines 5-9)
P2: Yes, ICT-based learning, and cooperative learning are the keys to making the classroom more fun and meaningful. (Lines 83-84)
P3: Well, during class discussions, I typically employ a cooperative and ICT approach as well as a brainstorming activity. (Lines 136-
137)
This implied that teachers' teaching strategies help the learners become more cooperative and participative in class. This innovative
teaching strategy helps students develop the skills necessary to work on projects that are too difficult and complex for any one person
to do in a reasonable amount of time.
According to the study results of Jauhariyah et al. (2021), the findings demonstrated that three types of cooperative learning methods—
STAD, Jigsaw II, and TGT—could raise competitors' performance in physics contests. The conclusions drawn from these results were
derived from the outcomes of the LCT or Grub contests held at various locations and times, as well as from the comparison of the
individual competition physics Olympiad scores. The study's findings demonstrate that the cooperative learning approach raises
students' academic performance. Cooperative learning is a successful tactic for raising student accomplishment in terms of motivation,
socialization, and personal growth. The team developed positive interdependence, which encourages communication among members.
Moreover, collaboration among students creates opportunities for meaningful learning experiences that lead to deeper comprehension
and learning (Amin, 2022). The five essential principles of collaborative learning must be considered by the modern educator. These
include the following: raising awareness of the need for students to learn real social skills in a practical setting; the role that teachers
play in providing opportunities for friendly interactions among classmates; and, finally, the decision made by teachers to immerse
classes in an educational setting.
Experiencing Learning in Real-life Situations. Based on the findings, the participants appreciate the importance of innovation in
science. Using innovative teaching strategies like project-based learning allows the learners to experience real-world learning. These
activities are essential, as revealed below in the excerpt from the P3 and P4 statement.
P3: Usually, we go outside the classroom and look for real objects to be used during the discussion or in short apply real-world learning.
(Lines 76-77)
P4: It is important to innovate in science. Using innovative teaching strategies, I believe that learning can be enjoyable and exciting.
Project-based learning is useful because it allows students to experience real-world learning that stimulates teamwork, especially in my
grade five students. (Lines 107-111)
This indicates that learning must be experienced, manipulated, and touched like real objects. As the result is also shown in the statistical
table Real World Learning scores 2.70 which indicates that it was always used.
This corroborates the work of Gross and Rutland (2017), as cited in Mariano (2024), about how students construct their own identities,
skills, and values from their experiences. Pupils are encouraged to go deeper or explore subjects outside of their comfort zones by
teachers who foster learning. The confidence, interest, enthusiasm, and self-efficacy of the teachers are key components of meaningful
and enjoyable science lessons.
Additionally, according to Filgona et al. (2020), the lesson's material needs to be precise, timely, interesting, and appropriate for the
needs of the students both now and in the future. Ingenious, motivating, stimulating, advantageous, and offering resources that can be
utilized to address the learning experiences of students. There must be an environment that is accessible, secure, encouraging, and as
highly customized as feasible, as well as inspiring. Innovation is ideal when learners are given a large quantity of these educational
encounters and variables consistently.
Acquiring Knowledge from Basic to Complex. Based on the findings, the teachers always see the interest of the child in acquiring
knowledge from basic to complex, as shown in the statement of P1 and P5 below:
P1: I’ve encountered and experienced different kinds of learners and continuously planned and attended seminars and searched through
internet connections. (Lines 29-31)

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P5: It is because I always see the core or the interest of the child so that they can become an industry towards acquiring such knowledge,
from basic to complex. It is because I always see the core or the interest of the child so that they can become an industry towards
acquiring such knowledge, from basic to complex. (Lines 149-151)
This indicates that participants recognized the importance of acquiring knowledge, from basic to complex. Sharpening one's mind is a
great factor in developing reasoning, critical thinking, and problem-solving skills. Teachers and learners needed to experience personal
growth in addition to academic advancement. There should always be a step up in teaching strategies to develop critical, complex, and
creative teaching, as stated in the hierarchy of knowledge. Attending seminars regularly and improving oneself is one way to enhance
teaching-learning scenarios, create a productive learning environment, and inspire oneself to become a better teacher in today's world.
The study conducted by Fuadi et al. (2023), organized, carried out, supervised, and evaluated actions throughout a range of activities,
such as K–13 interaction training and computer training, leadership, COVID curriculum, and luring teachers to participate in workshops
and seminars to broaden the library's book collection, which can be considered the researcher's conclusion regarding the management
of teachers. Enhancing Professionalism was focused on initiatives to advance the professionalism of teachers by raising knowledge,
and abilities, expanding perspectives, self-initiated coaching, and cooperation. Collectively, these initiatives seek to develop a
workforce of teachers who are more knowledgeable and flexible, which will eventually improve student engagement and learning.
Applying Multiple Intelligence Approach. Based on the findings, the teachers always utilized these innovative teaching strategies and
found it effective, as shown in the statement of P1 and P2 below:
P1: I applied group activities, assigning learners with high-level thinking or advanced learners to teach the needy learners, as well as
giving different tasks that they could manipulate or operate with other learners. (Lines 21-24)
P2: Frequently, I used differentiated instruction or multiple intelligences approach to cater to the needs of the diverse learners. (Lines
53-55)
This indicates that the multiple intelligences approach caters to the needs of diverse learners. Learners are unique individuals, each one
must be catered to. It allows for personalized learning approaches. This approach supports individualized learning plans and promotes
student success.
This is the same as the study by Karta et al. (2022), the use of multiple intelligences enhanced students' capacity for creative thought
as well as their scientific learning outcomes. Every student learns differently, making it difficult for them to catch up and meet the
expectations of the lesson. For this reason, it's critical to discuss their progress with them and to keep inspiring and motivating them to
work even harder to reach their objectives. The role of the teacher was so large to identify the intelligence of the learners, which is why
innovative strategy is vital. Through multiple intelligences, teachers may also uplift the minds and morals of the learners to strive
harder to gain intelligences.
Participants also believed using the multiple intelligence approach meant respecting the uniqueness of every individual because,
although they are the same age and maybe the height of the learners are the same and they are wearing the same uniform, they have
different needs. This approach allows teachers to tailor instruction to diverse learning styles, fostering a more inclusive and supportive
environment that acknowledges and values each student's strengths and needs.
Using ICT Based Approach. Information Communication Technology (ICT) was a great help for learners to learn better. This strategy
not only makes learning materials more accessible, but it also encourages individualized, interactive learning experiences that meet the
needs of a wide range of students. It improves engagement and knowledge retention, as shown in the statements of P3, P4, and P5
below:
P3: Yes, ICT-based learning, and cooperative learning are the keys to making the classroom more fun and meaningful. (Lines 81-82)
P4: Yes, learners learn better. Using a tablet is a great help, wherein they are the ones manipulating and given the chance to explore,
which can be applied in real life. (Lines 115-117)
P5: Well, during class discussions, it’s exciting because I typically employ a cooperative and ICT approach as well as a brainstorming
activity could use ICT to enhance my students' learning capacity even beyond the topic I used to discuss with them Yes, they learn
better with the ICT, the learners were more eager and drive them to learn more. (Lines 136-139)
This indicates that using Information Communication Technology (ICT) as a teaching strategy enhances students' learning capacity.
ICT was the common strategy they used inside the classroom, learning must be explored and applied through manipulating the tablet
given to them, and learners learned better with the ICT because they were much eager and driven to learn more.
This is parallel to the study by Huang et al., (2020) which found that teachers' comprehension of incorporating technology into the
classroom has consistently improved, particularly when it comes to using a variety of tools in tandem to carry out instruction.
The implications of ICT in science are significant, particularly when physical objects are unavailable or prohibitively expensive;
displaying them on a screen serves as an invaluable alternative tool. Furthermore, ICT assists teachers in enhancing student information
retention, especially given the diverse learning preferences of today's students. This supports the research conducted by Jita and Sintema
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(2022) on educators' attitudes toward using ICT in science instruction. Despite its benefits, many teachers remain reluctant to integrate
ICT, often citing concerns such as fear of damaging a device or a lack of technical expertise.
However, the crucial factor is a willingness to learn and explore ICT tools, as proficiency may develop over time with practice and
support. Encouraging a growth mindset around technology use can significantly enhance both teaching effectiveness and student
engagement in science education.
Conducting School Learning Action Cell (SLAC). Create an inspiring and dynamic environment where teachers may thrive both
personally and professionally while uplifting their colleagues. These sessions serve as a valuable space for collaboration, knowledge-
sharing, and continuous improvement. The positive feedback from P1, P2, and P3 highlights how SLAC meetings enhance professional
growth, strengthen teamwork, and foster a culture of learning and support among teachers. With each session, teachers become more
motivated and equipped to create meaningful learning experiences for their learners.
P1: Yes, through the SLAC session. (Line 39)
P2: Yes, through the SLAC session. (Line 67)
P3: I'm so excited to share these with my co-teachers through SLAC sessions and regular conversation. (Lines 100-101)
The conversation among P1, P2, and P3 indicates that SLAC meetings are seen as essential chances for educators to network and
exchange creative teaching methods. While P3's enthusiasm enriches the conversation by highlighting the proactive nature of these
exchanges, P1 and P2's confirmations offer a strong basis. It also indicates a strong collaborative culture. Together, P4 and P5 enhance
the insights provided in the discussion.
P4: Yes, utilizing innovative strategies is beneficial to the learners, as well as to the teachers, especially to the science teachers.
Conducting SLAC session. (Lines 129-131)
P5: Well, for me, I will recommend this. Well, I could share this innovative teaching strategy by conducting a school learning action
cell about the best possible strategy. (Lines 158-159)
Each participant admitted that they could discuss their experiences with innovative instruction at the School Learning Action Cell. A
group of teachers known as the Learning Action Cell (LAC) led a session in which they collaborated to address common issues they
were having at school, as mentioned in DepEd Order No. 35, s. 2016. These challenges may have to do with curriculum and pedagogy,
evaluation and reporting, learner diversity and inclusion, and the integration of ICT and 21st century skills.
According to DepEd, these LAC sessions are meant to be a school-based continuing professional development strategy for improving
teaching and learning. Thus, the goal of this research was to assess how holding LAC sessions affected the professional growth of
teachers. It was centered on ascertaining. LAC meetings aligned teaching with standards and student needs.
Challenging
Challenges are a call for growth and development in the area of solving words and real problems, it is also an opportunity to take a
risk, learn to fail, and figure out how to pick up again. Moreover, becoming creative and unique in teaching is challenging. Motivation
and encouragement are needed to gain the strength to become an innovative teacher. When an individual is not persuaded and energized
for the call of duty and passion, the problem will just continue and will never be solved. Embracing challenges helps teachers inspire
students to see obstacles as opportunities for growth and develop resilience and creativity.
The call to respond to the challenges and become creative and innovative is high. It is important to identify challenges in everyday life,
teach step by step one by one, and manage them. Teachers deal with a variety of issues daily, including how to increase student learning,
hold their attention, facilitate meaningful learning, increase information retention, and accommodate a diverse student body (Granados-
Ortiz et al., 2023). They added that reformation was needed in the areas of bettering study plans and facilities, overcoming significant
obstacles, enhancing the scope and quality of education, introducing cutting-edge teaching strategies, advancing accountability,
concentrating on enhancing learning outcomes, and having the administration and stakeholders' full support. To achieve these reforms,
ongoing professional development and collaboration among educators are crucial. By working together and sharing best practices,
teachers may create a more engaging and effective learning environment for all students
Difficulty in Mastering of the Lesson. Based on the findings, the teachers need to innovate even though there is a mastery of the lesson,
as shown in the statement of P1 and P2 below:
P1: For sixteen years in service, handling the same subject, I could say that I already mastered the lesson, but I still need to innovate
myself. Lesson planning is effective because I can plan the strategy that I must use during my discussion. (Lines 34-37)
P2: I'm just new in this field of service; that's why I need to prepare and master my lessons before I face them, knowing that I am facing
a diverse group of learners. (Lines 63-65)
This implies that mastery of the lesson is essential and lesson planning is effective in applying a suited strategy. There must be intensive
preparation in one's self in transferring learning because learners have different learning styles. P3, P4, and P5 expressed difficulty in
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mastering the lesson, indicating challenges in understanding key concepts and applying the material effectively. This emphasizes the
importance of adapting teaching methods to support all learners.
P1: It is hard to face the class when you are unprepared. (Line 96)
P4: Sometimes, you have to consider the availability of materials, especially during the science experiment and master the lesson.
(Lines 126-127)
P5: Well, I’m having difficulties selecting the best strategy because some of my learners could not easily catch up, maybe because their
thinking capacity is different from others. Yes, especially since we have diverse learners. (Lines 153-156)
Teachers need to be competent to be effective in their duties as educators. Regular instruction, hands-on learning, and an enthusiasm
to learn will help teachers become qualified and skilled Furthermore, he stated that a teacher with strong subject-matter expertise will
have a favorable impact on the choices made regarding modifications to instructional techniques. The goal of this is to improve learning
opportunities. Competent teachers enhance instruction by aligning content with student understanding. A teacher with strong subject-
matter expertise will be able to create material components concurrently in working memory, give instructions while taking into account
the child's prior knowledge, and delay delivering the material (Novianti & Febrialismanto, 2020).
Unavailability of the Materials Needed. Based on the findings, teachers face challenges when essential materials are lacking, as
reflected in the statements of P3 and P4, respectively below:
P3: Sometimes, but I usually prepare the required materials for our scientific discovery before experimenting. (Lines 96-97)
P4: Sometimes, you have to consider the availability of materials, especially during the science experiment. (Lines 126-127)
A lack of resources in the classroom can negatively impact experimentation and hands-on learning, making it more difficult for students
to engage with scientific concepts, hinder critical thinking, and adding stress to educators (Maffea, 2020).
Learning by doing encourages active involvement with the available medium of information, and it is a productive method that helps
learners to embed knowledge. Through experiments, learning becomes an effective and meaningful behavioral change, wherein the
academic performance of the learners develops. Experiments helped students to be more observant and inquisitive. They learned how
to ask questions, explore new avenues for research, and find new ways to answer a question or solve a problem.
The result is parallel to the Royal Society of Chemistry (2023) that schools should prioritize funding for educational materials and
explore alternative, cost-effective resources to support effective learning experiences. The availability of materials is crucial, as their
absence can disrupt or completely prevent experiments. Scientific investigations are essential for testing theories, developing
foundational knowledge, and demonstrating key principles. Research suggests that hands-on learning enhances retention and
understanding, as students benefit from direct interaction with materials.
Difficulty in Teaching and Managing Diverse Learners. Based on the findings, the teachers encountered different kinds of learners
that need to be considered in choosing an innovative strategy as shown in the statement of P1, P2, and P5 below:
P1: Giving different tasks that they could manipulate or operate with other learners. (Lines 23-24)
P2: Frequently, I used differentiated instruction or multiple intelligence approach to cater to the needs of the diverse learners. (Lines
53-55)
P5: Well, I’m having difficulties selecting the best strategy because some of my learners could not easily catch up, maybe because their
thinking capacity is different from others. Yes, especially since we have diverse learners. (Lines 153-156)
This indicates that teachers have difficulties in selecting the best strategy because learners are diverse. Learners were raised by parents
who have different cultures, norms, values, and behaviors. Learners were different from each other and one-of-a-kind. Teachers face
this kind of challenge in how they are going to transfer the information to diverse learners. Teachers must respect their backgrounds;
make the expectations clear, use accessible language, scaffold learners' learning; be approachable always; and be reflective. Reaching
them takes a lot of time, effort, and commitment. As one educator by the name of Rita Pierson, stated every child deserves a champion
and an adult who never gives up on them to become the best they can be.
Encouraging equity, accessibility, and student engagement requires embracing the diversity of learners and customizing instructional
strategies for inclusive learning environments.
Teachers must be adaptable in a variety of ways to meet the needs of diverse learners. Teachers adapt instruction through differentiated
activities, scaffolding, and flexible grouping to address diverse learning needs, styles, and abilities. This approach enhances student
engagement, fosters motivation, and creates meaningful learning experiences. By cultivating a responsive classroom, teachers empower
students to take an active role in their learning journey, leading to deeper understanding and improved outcomes. In the end, this kind
of flexibility gives kids the abilities and self-assurance they need to prosper in a varied and dynamic environment.
When teachers commit to serving diverse learners, education becomes a powerful tool for developing data, information, and

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technology-literate individuals—essential skills for thriving in a globalized world. Innovative teaching fosters a collaborative, engaging
learning environment, enhancing students' language skills by providing meaningful, real-world contexts for practice (Paragae, 2023).
Learning Experiences of Learners Subjected to Innovative Teaching Strategies
This study explores the learning experiences of students exposed to innovative teaching strategies. To achieve this, interviews were
conducted with five purposively selected learners from different schools in the Polomolok 2 district. The insights gathered provide a
deeper understanding of how these strategies influence student engagement, motivation, and overall learning outcomes.
Table 4. Learning Experiences of Learners Subjected to Innovative Teaching
Strategies
Major Theme Core Ideas Frequency of Response
Stimulating Active Learner Involvement Typical
Teachers’ Giving of Feedback Typical
Learners’ Experience of Care Typical
Engaging Teachers’ Use of Differentiated Activities General
Learners’ Processing of the Lesson General

The table shows the major themes with sub-themes or core ideas from the key informants after an intensive analysis of the gathered
data. These are stimulating, and struggling.
Stimulating
The learning experience of learners subjected to innovative teaching strategies was stimulating. Brain function is improved by the
process of stimulation. It promotes the formation of emotional ties. It aids in fostering a child's sense of curiosity and observational
abilities. Learners must be stimulated to be motivated to study harder and participate in discussions and activities. Ultimately, this
engagement not only enhances academic performance but also encourages lifelong learning habits. By cultivating a dynamic and
interactive classroom environment, educators may inspire students to take ownership of their learning journey. This active participation
fosters a deeper connection to the material, making learning more meaningful and helping students develop critical thinking and
problem-solving skills.
Based on the qualitative analysis, learner experiences were most stimulated in the utilization of innovative teaching strategies as
revealed in the statement of L2 and L3.
L2: Nag- improve. Gina –explain man ni teacher sa amo-a para matuan-an namo pag-ayo. Pareho tong gibuhat namo sa tuyo ug tubig.
Nag-brown gamay ang tubig kay gihaluan man ang tuyo. Nalipay ko kay nakabalo ko na ing-ato diay ang mogawas nga resulta. (Lines
53-56)
It improved. The teacher gave a clear explanation of the subject, and I was pleased to learn what I had learned when I conducted an
experiment using water and soy sauce and noticed that the water turned brown when I mixed the two.
L3: Opo, kay madali makatuon ang tanan. Ginaingnan pod me niya na dapat makapasa me, ginapursige me ni teacher. Ginapatawag
pod mi ni teacher isa-isa, pag-gamay ang among score. (Lines 111-114)
Yes, because our teacher persuades us and encourages us to do our best and call our attention every time we got low score.
This signifies that the learners are fully determined to cooperate and interact in the lesson. This could further infer that of the learning
experiences of the learners, might be the reason why they preferred stimulating learning.
This is parallel to the study by Dai et al. (2023). Interactions between students and teachers, in which a teacher is given the chance to
participate in cycles of evaluating and improving their understanding of students, play a crucial role in fostering a more responsive
learning environment. Detangling the thought processes associated with these tasks is essential for creating new initiatives for
professional development and teacher education. An explanation of these thought processes will give teacher educators a foundation
for creating instructional opportunities that support teachers' ongoing education in these areas and encourage these mental processes
and learning from their students via conversations between students and teachers as well as student reflection and contemplation (Dai
et al., 2023).
Moreover, to ensure learning depth and comprehension, cooperation creates opportunities for meaningful interaction encounters where
each student has the opportunity to share their knowledge, ideas, and experience. This cooperative method not only improves
comprehension but also fosters the growth of students' critical thinking, communication, and cooperation abilities. Collaboration fosters
meaningful interactions where students may share their knowledge and ideas, ensuring that learning is deep and understood (Amin et
al. 2022).
Also, the study of Fatima et al. (2022) on Collaborative Learning as an Innovative Method for Teaching Science in Elementary Schools
highlights the effectiveness of group-based learning strategies in enhancing student engagement and understanding of scientific
concepts. The students are actively participating in the learning environment and tasks because they perceive them as favorable,

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stimulating, and engaging. Collaborative learning presents a challenge because they are not familiar with studying in groups or getting
help from their peers to complete assignments. However, with proper guidance and practice, students may develop the necessary skills
for effective collaboration and peer support, ultimately improving their learning outcomes.
Active Learner Involvement. Five participants experienced satisfaction and motivation when their teacher fostered engagement through
innovative teaching strategies, as reflected in the statements of L1, L2, L4, and L5 below.
L1: Si sir, ay masayang magturo dahil ginaexplain niya sa amo ug maayo. Nagatudlo si sir gamit ang board at tv taz ginatagalog sad
niya pag dili namo masabtan. Nagaencourage sya sa amoa nga magparticipate. (Lines 5-8)
Sir is a happy teacher because he explained his lesson well. He teaches using a board and TV, and he also localized the language if we
could not understand. He encourages us to participate.
L2: Happy, lalo na kapag group activity. Si teacher ginaingnan pod me niiya kung unsa pa ang dapat namo i-improve. (Lines 49-50)
Happy, especially during group activities. The teacher also tells me what we need to improve on.
L4: Maganda si teacher at matalino sya kasi natuturuan nya kami ng mabuti at mabait si teacher. Minsan nagashare pod si teacher about
sa iyang personal experience na minsan makahilak me ug maexcite pod me. Naga-ingon pod si teacher pag dili me kasabot mangutana
me. (Lines 127-131)
My teacher is beautiful, intelligent as well as kind. Sometimes, my teacher shares her personal experience that made us cry and feel
excited. My teacher encourages us to ask questions.
L5: Teacher, happy ako and Kontento sa pagtuturo ni teacher. (Line 168).
I am happy and content with the way my teacher teaches.
This means that learners felt pleased because they achieved something that helps them become more skilled and knowledgeable as they
advance and mature. This further implies that a learner's performance is affected by how the teacher explains the lesson and motivates
them to engage in the class discussion. The teachers must encourage the learners to participate in the discussion because it builds
confidence in both teachers and learners that learning is truly visible and satisfying.
According to Purwanto (2022), the benefits of transformational leadership for teachers' performance are positively impacted by
competency, performance is positively impacted by self-efficacy, and transformational leadership, competency, and self-efficacy all
positively and significantly impact teachers' performance at the same time. For the progress of the organization, educators should
actively participate in offering helpful recommendations, ideas, and hence raising the standard of instruction and institutional
performance. This collaboration fosters a culture of continuous improvement and encourages the sharing of best practices among
teachers.
Furthermore, the study of Fahmi et al. (2022) supports the same finding which found that the effectiveness of teachers has a significant
role in student achievement. It has been determined that the primary factor influencing student motivation is the efficiency of
instruction. Motivation among teachers is a crucial component that is closely connected to several educational factors, including
teaching, educational reform, student motivation practice, satisfaction, and the mental health of teachers.
Wallace et al. (2020) demonstrated that students taught by instructors employing active learning techniques outperformed those
receiving traditional lectures. The study highlighted that active learning strategies, which involve student engagement through
discussions, problem-solving, and hands-on activities, lead to better retention and comprehension of course material. The findings
suggest that incorporating active learning into instructional methods can significantly enhance academic performance and overall
learning experiences compared to conventional lecture-based teaching. Moreover, these approaches foster critical thinking and
collaboration, equipping students with essential skills for real-world applications. The approach also encouraged more peer-to-peer
interaction and collaboration.
Teachers’ Giving of Feedback. In this regard, participants L1, L2, L3, and L4 stated that giving feedback was observable while their
teacher used innovative teaching strategies.
L1: Pero ginatawag sila ni sir para mamati sad sila kay ingon ni sir mamati me kay medyo lisod ang leksyon. (Lines 20-22)
But sir calls them to listen because the lesson is a bit difficult.
L2: Happy, lalo na kapag group activity. Si teacher ginaingnan pod me niya kung unsa pa ang dapat namo i-improve. (Lines 49-50).
Happy, especially during group activity and she provided us feedback.
L3: Lahi kay ginaingnan me niya na mamati me ug maayo kag magtuon gyod ug pag-ayo. (Line 89-90)
It's different because he tells me to listen carefully and study hard.

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L4: Naga-ingon pod si teacher pag dili me kasabot mangutana me. (Lines 130-131)
The teacher also says that if you don't understand, ask questions.
This means that the learner was provided feedback on what they were doing correctly and incorrectly, as well as what was accurate
and inaccurate about their work. This further implies that giving feedback to learners greatly helps them to excel in their performance.
The teacher must provide feedback on the work and performance of the learners because that makes them motivated and equipped for
their performance.
Voelkel et al. (2020) stressed that students prefer quality feedback to quantity. They discovered that accurate, helpful criticism promotes
self-control, critical thinking, and the retention of knowledge over time, highlighting the significance of systematic evaluation
techniques in educational environments.
Moreover, Vera (2022) added that any educational innovation starts with the teacher, who brings about transformative changes,
establishes appropriate learning environments that support learner independence, and constantly challenges his or her students with
thought-provoking questions. In this regard, questions serve as an essential tool for teachers to ascertain what their pupils already know,
spot knowledge and comprehension gaps, and provide scaffolding for the growth of their understanding so that they can bridge the
knowledge gap between what they currently know and the learning objectives.
Also, active and interactive methods facilitate the exchange of knowledge, enable feedback, collaboratively solve emerging issues,
replicate educational scenarios, assess individual and group performance, and immerse participants in the authentic environment of
business collaboration to resolve complex problems. Cooperative learning techniques, debates, group discussions, business simulation
games, case situation analysis, project methodology, social psychology training, computer simulations, and other approaches are some
of the ways that teachers and students may interact and foster critical thinking, teamwork, and real-world problem-solving skills.
(Kurganovna et al., 2022).
Learners’ Experience Care. In this regard, four participants revealed that care was present when their teacher employed innovative
teaching strategies, as reflected in the statements of L2, L3, L4, and L5 below. This highlights the role of creative teaching in fostering
a supportive learning environment.
L2: Kag naga advise sila nga mag-study kami ng Mabuti. (Lines 82-83)
And they advise us to study hard.
L3: kay ang teacher namin ay mabait at parati niya kaming inaasist sa mga salitang nahihirapan kami. (Lines 108-109)
Because our teacher is kind and always assists us with words, we have difficulty with.
L4: …pero mabait at maunawain si teacher. Sinisigurado ni teacher na natututo kami. (Lines 150-151)
...but the teacher is kind and understanding. The teacher makes sure we learn.
L5: …sinisikap kasi ni teacher na lahat kami matuto…(Line 185)
The teacher is trying to ensure that we all learn.
This means that learners experienced care as to how the teacher treated and valued them. This further implies that showing care changes
the perspective and attitudes of the learner toward the subject. It is important that the teacher manifest concern for the learner because
that would somehow help them stay positive, feel love, and boost confidence.
According to Johnston et al., (2022), the influence of nurturing student-teacher relationships on academic achievement is a function of
teacher expectations. When teachers expressed high expectations for their students, those students responded in ways that improved
their academic achievement. The enduring "ethic of care" philosophy of nodding is used as a framework for discussion, with an
emphasis on the implications for how teachers practice and learn to engage with their students to start positive teacher expectation
effects on student learning.
Furthermore, raising student participation in the educational process, whereby administrators and faculty work together to enhance the
higher education activity of the institution, as well as students. Satisfaction among students was positively linked to communication,
self-assurance, and self-control without discernible gender difference variances. The only factor that predicted academic success was
authentic learning; the other predictors of learner satisfaction were educator support, personal relevance, and authentic learning. The
positive effects of students' application, retention, comprehension, analysis, and satisfaction were also found to have an impact on their
academic success. Students' academic success was positively impacted by their level of satisfaction (Abuhassna et al., 2020).
Engaging
The learning experience of learners subjected to innovative teaching strategies was engaging. A measure of how significantly and how
well a learner participates in their courses and all other aspects of their educational program. It also mirrors how learners engage and

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collaborate with teachers and other learners. Learners who were actively involved in the learning process were more focused and
attentive and developed more critical thinking skills. When teachers utilize innovative teaching strategies, they create more chances
for engagement, which makes it easier to meet the learning objectives of the course.
Based on the qualitative analysis, learners’ experiences were most engaging in the utilization of innovative teaching strategies as stated
pby L1, and L2 below. This suggests that creative instructional methods enhance student interest and participation in learning.
L1: Opo, kay makasabot naman ko kay makita nako sa tv ug pagnagagroup activity pod me magtinabangayme sa dapat nga itubag.
(Lines 32-34)
Yes, because I’ve seen it through the monitor or television, as well as during groupings, we work hand in hand to understand and solve
the problems.
L2: Opo, kay nagagamit man si teacher ug ibai-ba nga pamaagi. (Line 71)
Yes, because the teacher uses different methods.
This signifies that learners must succeed in the corporate world, they must be prepared to deal with ambiguity in the real world, and
possess the ability to engage in complex interaction, communication, and higher-order analysis. This could further infer that teachers
provide customized guidance, inspiration, and one-on-one assistance so that learners are able to collaborate with their peers and work
on real-world projects.
According to Aftoni et al. (2021), those who are engaged in independent learning are capable of handling their learning while actively
participating in reaching their academic learning objectives. The education system in place now must motivate pupils to think at lower
levels to become independent persons. When students collaborate, the instructor needs to ensure that each member of the group can
agree on their objectives and plans for creating a product, be accepted to participate, and work in assigned areas to finish the work,
discuss it, and support one another. Students initiate independent learning which is focused on projects, discovery, and investigation.
Furthermore, teaching interaction strategies encouraged students to generate more ideas to talk about positivity, introspection, and
encouragement in both tasks. However, elements like peer perceptions, task characteristics, and proficiency all had an impact on how
the learners’ employed strategies. Additionally, as teachers play significant roles in the education system, they need to possess the skills
outlined in the National Education System Law. They also need to actively create a more engaging learning environment and classroom
climate that can inspire learners to feel comfortable learning, continuously grow as professionals, and be able to use knowledge to
communicate well and grow holistically (Fadiji, 2023).
Moreover, it is the role of the modern educator to encourage students to learn independently and to engage in a learning procedure that
respects this autonomy and the growth of activity and self-reliance. The necessities of life itself are initiative and a creative approach
to business, which determine the way that improvements to the educational process should be made. The method chosen to encourage
independent learning is contingent upon the nature of the lesson. The lesson's content as well as the goals and objectives related to
education and development (Daniyarovna, 2022).
Teachers’ Use of Differentiated Activities. Five participants stated that their teacher used differentiated instruction through innovative
teaching strategies, as reflected in the statements of L1, L2, L3, L4, and L5 below.
L1: Nagatudlo si sir gamit ang board at tv taz ginatagalog sad niya pag dili namo masabtan. (Lines 6-7)
Teaches using the board and tv and he also speaks Tagalog when we don't understand.
L2: Yes, kay dili boring ang klase. (Line 62-63)
Yes, because the class is not boring.
L3: Yes, ginapabasa isa-isa ug ginatanong mi isa-isa. Oo ma’am para ang classmate ko makatuon pa sila. (Lines 100-101)
Individually reading the concept and asking questions one by one. Yes, so that my classmates will learn more.
L4: Yes, Role-playing, word games, and group activity. (Line 143)
L5: Yes, tulad ng Yes or no questions, group activity, yong mga word na puzzle pati yong picture puzzle. (Lines 178-179)
Yes or No question, Group activity, word puzzle, and picture puzzle.
This means that learners experience the process of customizing lessons to match their unique interests, needs, and strengths. This further
implies that the style of teaching helps teachers personalize instruction while providing learners with choice and flexibility in their
learning.
According to Eli (2021), in contemporary education, creativity and student participation are crucial, not just as a method of keeping up
with the speed of globalization instead as enhancing instruction and learning. For instance, gamification, group discussions, learning

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stations, student-centered learning, role-playing, and active learning are highly successful teaching and learning strategies. There is
increasing proof that the student-centered approach works very well and has a significant impact on the performance of the students.
There is growing evidence that augmenting or substituting lectures with interactive Learning is improved by using instructional
strategies and involving students in scientific inquiry and discovery and retention of information.
Also, instructional tools such as rule demonstrations and practice examples are thought to facilitate interactive learning. It has been
demonstrated that verbal instruction facilitates and modulates learning on several levels, from functional brain reorganization.
Information explanation is tracked during instructor-learner interaction during productive brain-to-brain connection related to tasks
induced by interactive learning. These findings highlight the importance of dynamic, real-time communication in promoting deeper
learning and more effective knowledge transfer between instructors and learners. Such interactions enhance understanding and skill
acquisition by building stronger cognitive connections, allowing learners to process and apply information more effectively (Pan et al.,
2020).
Learners’ Processing of the Lesson. In this regard, participants stated that processing information was present while their teacher used
innovative teaching strategies, as revealed in the statement of L1, L2, L3, L4, and L5 below.
L1: Medyo, kay engles man good ma’am, pero ginabuhath ni sir, ginatagalog niya ang mga words nga dili me kasabot. (Lines 25-26)
A bit, because it is English, but sir translates words that we do not understand into Tagalog.
L2: Sometimes, especially if the lesson were difficult. (Line 66)
L3: Sometimes, kay dili dayon ko ka sabot but as the lesson goes by I began to manage and understand it, especially when my teacher
used strategies like puzzle, problem-solving and group games. (Lines 104-106)
Yes, sometimes I cannot understand the lesson, but as the lesson goes by. I, began to manage and understand it, especially when my
teacher used strategies like puzzle, problem-solving and group games
L4: …kag nagahatag ug klaro nga instruction. (Line 153-154)
and gives clear instructions.
L5: Minsan, kasi hindi ko agad maintindihan lalo na pagmay mga words na mahirap intindihin kay engles. (Lines 182-183)
Sometimes, because there are words that are too difficult to comprehend because the language is English.
This means that learners should think carefully so that they can understand the lesson well and grasp the information. It implies that
absorbing new information reading, hearing, and spending time must take place to process the information. Optimizing learning
outcomes, improving retention, and encouraging profound comprehension and practical application of knowledge all depend on
efficient information processing. Learners may enhance their cognitive processing skills and their capacity to gather, process, and apply
knowledge in a variety of learning contexts.
According to Correia et al. (2020), instead of content or results, the process of learning and adapting is the main focus. Information is
constantly produced and renewed, rather than existing as a separate identity that can be obtained or passed on. This perspective
highlights the dynamic nature of knowledge, emphasizing continuous engagement, critical thinking, and the ability to evolve with new
insights and experiences. Moreover, it underscores the importance of fostering a learning mindset that encourages curiosity,
adaptability, and lifelong learning in an ever-changing world. By shifting the focus to the learning process, individuals develop
problem-solving skills, resilience, and the capacity to navigate complex and unpredictable challenges effectively. This approach
promotes innovation, collaboration, and the ability to integrate diverse perspectives.
Furthermore, Mamatkulova and Nilufar (2020) added the abilities that enable students to facilitate their learning and studying are
known as independent study skills. Put another way, they are a compilation of transferable life skills that make a process effective.
Obtaining proficiency in independent study can be beneficial not just in learning a language, but in every aspect of life. Once these
abilities are acquired, such as how to maintain motivation, use time wisely, and create successful goals, they assist them succeeding
throughout their entire lives.
Integration of the Quantitative and Qualitative Findings on the Extent of Teachers’ Utilization and Teaching Experiences of
Teachers Using Innovative Teaching Strategies
This study combined quantitative and qualitative data to evaluate teachers' use of innovative strategies, their effectiveness, and their
impact on student engagement. The findings inform professional development, improve teaching methods, and guide targeted
instructional enhancements. By addressing challenges and highlighting best practices, this research supports continuous teacher growth,
fosters a dynamic learning environment, and ultimately improves student outcomes. The insights gained from this research contribute
to the development of evidence-based policies that support effective teaching and learning. It also emphasizes the role of collaboration
among teachers in sustaining and enhancing innovative teaching strategies. The findings show that tailoring innovative strategies to
diverse student needs boosts engagement and academic performance.

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It also makes it possible to have a better grasp of how teachers view the difficulties and achievements of implementing cutting-edge
techniques in various learning environments. The study intends to close the gap between theory and practice by examining both the
statistical results and individual stories, guaranteeing that creative teaching methods are not only successful but also long-lasting in
classroom environments. Moreover, it highlights the need for continuous collaboration among educators to refine and enhance these
strategies over time. By fostering a culture of innovation, teachers can develop more effective instructional approaches that cater to
diverse student needs. Ultimately, this approach fosters an adaptive and student-centered learning environment that drives both
academic success and professional growth. It also emphasizes the value of student feedback in shaping and refining innovative teaching
strategies for greater effectiveness.
The research highlights teachers' challenges in adopting innovations and the support needed for success. It aims to develop practical
strategies for lasting educational improvements. These findings will help bridge the gap between educational policies and real-world
classroom practices, ensuring meaningful and sustainable teaching advancements. Additionally, the study emphasizes the importance
of professional development and collaborative efforts among educators to foster a culture of continuous growth. By addressing these
challenges, schools may better meet the evolving needs of both teachers and students. The study also stresses the importance of
leadership in driving educational changes. Strong administrative support may empower teachers to implement new strategies with
confidence. A shared vision fosters innovation and continuous improvement. Moreover, fostering an open-minded and adaptable school
culture encourages educators to experiment with new methods and refine their teaching approaches. Ultimately, this research
underscores the need for a holistic approach to educational transformation, where teachers, administrators, and policymakers work
together to create lasting change.
Table 5.1. Summary Table on the Integration of the Quantitative and Qualitative Findings on the Extent of
Teachers’ Utilization and Teaching Experiences of Teachers Using Innovative Teaching Strategies
Indicator Qualitative Result Code Frequency (%)
Direct Instruction …I used differentiated instruction or multiple intelligence… P2, 53-55 1
…employing innovative teaching strategies P2, 47-49 (12.5%)
… during the delivery of lessons, wherein my pupils were able to
learn easily. P2, 60-61
Experiential …more cooperative and participative… P1, 5-9 2
Learning …giving different tasks that they could manipulate or operate (37.5%)
with other learners. P1,21-24
…encountered and experienced different kinds of learners and
continuously planned… P1, 29-32
…interesting experience employing innovative teaching
strategies. P2, 47-49
…we go outside the classroom and look for real objects to be
used during the discussion… P3, 73-79
Independent 3
Study …Project-based learning is useful because it allows students to (12.5%)
experience real-world learning that stimulates teamwork… P4, 107-111
Interactive …and ICT approach as well as a brainstorming activity… P5, 136-138 4
Instruction …ICT-based learning, and cooperative learning… P3, 83-84 (37.5%)
…learners learn better. Using a tablet… one manipulating and
given the chance to explore… P4, 115-117
…granted our request to have a television set to cater to the needs
of the diverse learners. P3, 89-94
…they learn better with the ICT, … P5, 143-144

Table 5.1 shows the integration of quantitative and qualitative findings across the four variables on the utilization of innovative teaching
strategies by teachers which are Direct Instruction, Experiential Learning, Independent study, and Interactive Instruction which provide
valuable insights into teachers' innovative teaching strategies. In terms of Direct Instruction, the integration reveals a moderate extent
of utilization with a mean score of 2.16, indicating a positive utilization of Direct Instruction. In the utilization of Experiential learning,
the mean score of 2.32 reflects a high extent of utilization. Additionally, in Independent Study, the mean score of 2.14 reflects a
moderate utilization of these innovative teaching strategies. Similarly, in Interactive Instruction, the mean score of 2.01 demonstrates
a moderate utilization of interactive Instruction as an innovative teaching strategy.
Integrating quantitative and qualitative data highlights the extent and experiences of teachers' utilization of innovative teaching
strategies. The qualitative statements epitomize the experiences of teachers as exciting and challenging. These findings align with the
quantitative data, utilizing different innovative teaching strategies, especially experiential learning.
The implications of this integration are significant for teachers' utilization of innovative teaching strategies. Firstly, it showcases the
innovative teaching strategies that they always utilize and the experiences they encountered in the utilization of the strategies. The
moderate extent of utilization suggests that teachers utilize innovative teaching strategies sometimes. Teachers recognize diverse
learning styles and effectively adapt their methods to each student's strengths. This emphasizes the importance of consistently
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integrating innovative strategies to improve student learning outcomes.

Secondly, the integration of quantitative data intensifies the expertise of teachers in the utilization of innovative teaching strategies
with experiential learning. Their proficiency in utilizing experiential learning promotes active learning and helps students understand
concepts more effectively. Creating practical, hands-on learning opportunities that encourage participation and knowledge application,
including chances for introspection and metacognition, assists students in drawing links between theory and application.
Thirdly, integration strengthens the teachers' way of presenting information more interactively and dynamically with independent study.
Among the innovative strategies that are sometimes used by teachers, consist of solving problems independently at the level of their
intellectual potential, helping learners to improve their performance, enhancing comprehension of pedagogical practices and difficulties
in contemporary educational environments, increasing motivation and confidence to become lifelong learners and independent thinkers,
and preparing them for diverse educational and career pathways.
Lastly, integration stresses the successful integration of the extent of utilization and experiences of teachers with innovative teaching
strategies in terms of Interactive Instruction. Students are more likely to remain focused and engaged when they are actively
participating in the learning process. Games, role-playing exercises, and simulations are examples of interactive teaching techniques
that can help hold students' attention and make learning enjoyable. This strategy enables the students to learn by doing and working
collaboratively, which enhances their critical thinking and problem-solving skills and facilitates chances for iteration and feedback to
promote ongoing learning and development.
Overall, integrating quantitative and qualitative data provided a comprehensive understanding of teachers' extent of utilization and
experiences with innovative teaching strategies. The alignment between the extent of utilization of teachers expressed in the quantitative
data and the teachers' experiences with the utilization of innovative teaching strategies expressed in the qualitative statements supports
the credibility and reliability of the findings. The integration emphasized the importance of teaching using innovative teaching strategies
and how exciting and challenging the experiences of teachers in using innovative teaching strategies.
Teachers can improve their use of cutting-edge teaching techniques to produce captivating, student-centered learning experiences by
incorporating Bandura's Social Cognitive Theory and Experiential Learning Theory into their lesson plans. Teachers can promote
meaningful learning outcomes in the classroom and support the diverse needs of learners by emphasizing observational learning, social
interactions, experiential learning, and reflective practices. Through experiential learning, learners create flexible learning strategies,
integrate theory with real-world experiences, and develop a lifelong love of learning that enables them to succeed in ever-changing
environments.
Integration of the Quantitative and Qualitative Findings on the Level of Satisfaction of Learners and Learning Experiences of
Learners Subjected to Innovative Teaching Strategies
This summary table provides an overview of the integration of quantitative and qualitative data regarding the satisfaction levels and
learning experiences of students exposed to innovative teaching strategies. The table aims to highlight important findings and patterns
that emerged from the study by integrating data from both approaches in order to give a comprehensive understanding of how both
tactics improve student involvement and satisfaction. It serves as a valuable reference for teachers seeking to enhance student
engagement and learning experiences.
Additionally, the table helps identify key areas for improvement, enabling teachers to refine their teaching methods for greater
effectiveness. The table highlights the effect of innovative teaching strategies on student engagement and satisfaction.
Integrating these results offers a clear view of how innovative teaching methods impact student performance. By comparing quantitative
and qualitative data, teachers can identify factors influencing student engagement and strategy effectiveness. This insight informs future
teaching initiatives and enhances approaches for diverse learning needs, while the Summary Table aids stakeholders in making
informed decisions.
Ultimately, these findings contribute to fostering a more effective and inclusive educational environment. Furthermore, it encourages
continuous reflection and adaptation of teaching practices for ongoing improvement, strengthening the connection between
instructional strategies and student success and paving the way for evidence-based educational improvements.
Table 5.2 shows the integration of quantitative and qualitative findings across the three variables Student-teacher Interaction, Teacher's
Performance, and Subject Evaluation that provide valuable insights into the utilization of learners using innovative teaching strategies,
in terms of Student-teacher Interaction, the integration reveals a high level of proficiency with a mean score of 2.55, indicating a
positive perception of the utilization of learners using innovative teaching strategies. Similarly, in Teacher's Performance, the mean
score of 2.67 reflects high proficiency. Additionally, in Subject Evaluation, the mean score of 2.56 demonstrates the high utilization of
learners using innovative teaching strategies.
Integrating quantitative and qualitative data highlights the level of satisfaction of learners in the utilization of learners' innovative
teaching strategies. The qualitative statements exemplify the learning experiences of learners subjected to innovative teaching
strategies, such as stimulating and engaging. These findings align with quantitative data, reinforcing the learners satisfaction with the

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utilization of innovative teaching strategies.

Table 5.2. Summary Table on the Integration of the Quantitative and Qualitative Findings on the Level of Satisfaction
of Learners and Learning Experiences of Learners Subjected to Innovative Teaching Strategies.
Indicator Qualitative Result Code Frequency (%)
Student- Teacher …ginaingnan pod me niiya kung unsa pa ang dapat namo e-improve. 1
Interaction (He also tells me what else we need to improve) L2, 49-50 (33.33 %)
…explain man ni teacher sa amo-a para matun-an namo pag-
ayo…(The teacher also explained to us so that we can study well) L2, 53-56

Minsan nagashare pod si teacher about sa iyang personal

experience…pag dili me kasabot mangutana me. (Sometimes the
teacher also shares about his personal experience...if we don't L4, 127-
understand, we ask questions). 131
L5, 171-
…Naga- encourage sa amoa (Encourages us) 173
…ginabisayaor tagalog ni teacher. (teacher speaks in Bisaya or L4, 146-
Tagalog) 147

…inaasist sa mga salitang nahihirapan kami. (assists with the words L3, 108-
we are struggling with) 109
…kay dili boring ang klase. (because class is not boring) L2, 61-63
Teacher’s …Nagaencourage sya sa amoa nga magparticipate. (He encourages 2
performance us to participate) L1, 5-8 (41.66%)
Nabright-tan me sa teacher… ginaingnan me niya na mamati me ug
maayo kag magtuon gyod ug pag-ayo (teacher is intelligent… he was L3, 88-90
telling me to listen carefully and study hard)
…kontento sa pagtuturo ni teacher. (satisfied with the teacher's L5, 188
teaching)
Nagahatag pod si teacher ug paanseran sa amo… (The teacher also
gives a lecture to us) L3, 93-95

…nagadiscuss ug maayo si teacher helps me para mas madali akong L4, 134-
matuto. (the teacher discusses things well and helps me learn faster) 138
…pero ginabuhat ni sir, ginatagalog niya ang mga words nga dili me
kasabot. (but sir does, he translates words that we do not understand) L1, 25-27

…especially when my teacher used strategies like puzzles, problem- L3, 104-
solving, and group games. 106
…naexplain man ni teacher ug tarong… (the teacher explained it L2, 68-69
correctly)
…sinisigurado ni teacher na natututo kami (the teacher makes sure we L4, 149-
learn) 150
…sinisikap kasi ni teacher na lahat kami matuto…(the teacher is L5, 185-
trying to make sure we all learn) 186
Subject kay English… among science, ginatagalog ni teacher…(because our 3
Evaluation science is English, the teacher speaks Tagalog… L1, 11-15 (25%)
…nagtaas man gihapon ang akon iskor…Nagahatag pod si teacher
ug paanseran sa amo…(My score is still is increasing... The teacher is
also gives activity sheet) L3, 93-95
L3, 104-
but as the lesson goes by I began to manage and understand it… 106

nagastruggle ko kasi minsan hindi ko agad magets ang tinuturo pero

ginabisaya or tagalog ni teacher… (I struggle because sometimes I do
not immediately understand what is being taught but the teacher uses L4, 146-
Visayan or Tagalog) 147

The implications of this integration are significant for learners' satisfaction in the utilization of innovative teaching strategies. Firstly,
the relationship that is built between student and teacher persuades and encourages learners to participate in the class discussion. The
student-teacher interaction suggests having feedback to address or correct the gap and establish a dynamic, welcoming, and empowering
learning environment that encourages student achievement, ignites a love of learning, and equips students for challenges in an ever-

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Research Article

changing world. To make sure that creative teaching methods satisfy the changing needs and preferences of students, encourage
engagement and achievement, and foster an innovative and excellent educational culture, educators and students must constantly
collaborate, communicate, and reflect on their work.
Secondly, the integration of quantitative and qualitative data intensifies teachers' performance. Their proficiency in the utilization of
innovative teaching strategies impressed the learners, who strive their best to comprehend and understand the lesson. Teachers'
performance suggests the use of a differentiated activity to address the needs of every learner and produce a quality and efficient
individual. This tailored approach not only enhances student engagement but also fosters a more inclusive learning environment where
every student can thrive.
Last but not least, integration emphasizes a significant subject evaluation. To achieve a high score, students can improve their
vocabulary, value education, and build their confidence through subject evaluation. Subject evaluation emphasizes the value of using
the available resources and localizing the lesson to meet each student's needs. Educators, parents, and stakeholders must collaborate to
find ways to accommodate each student's intelligence and preferred method of learning. This ensures a more personalized and effective
learning experience for each student.
Overall, combining quantitative and qualitative data offers worthwhile educational opportunities when creative teaching techniques are
applied. The findings' validity and dependability are further supported by the congruence of perceptions as reported in the quantitative
data and the real-world application detailed in the qualitative statements. This integration highlighted how crucial it is to use creative
and engaging teaching methods to meet the needs of students in the twenty-first century. Educators can create an engaging and learner-
centric educational setting that will enable students to thrive, acquire critical competencies, and derive satisfaction from their
educational journey.
This can be achieved by incorporating Bandura's Social Cognitive Theory and Experiential Learning Theory into the design and
implementation of creative teaching strategies. Through the creation of dynamic, personalized, collaborative, active, and feedback-rich
learning environments, innovative teaching strategies increase learning satisfaction and improve the quality of their educational
experiences. Enable students to flourish, find their passions, and develop a lifelong love of learning by implementing cutting-edge
pedagogical approaches that address a variety of learning needs, encourage student engagement, and provide authentic learning
experiences. This approach not only fosters academic success but also cultivates critical thinking, problem-solving skills, and emotional
intelligence, preparing students for the challenges of the future.
Conclusion
Based on the findings of the research, the following conclusions are presented: the extent of utilization of innovative teaching strategies
by teachers reveals that the teacher is using experiential learning sometimes, while direct instruction, independent study, and interactive
instruction are used rarely. The level of satisfaction of learners with the utilization of innovative teaching strategies reveals that learners
are very satisfied with teachers’ performance and subject evaluation, while student-teacher interaction shows a high level of satisfaction.
In the teaching experiences of teachers using innovative teaching strategies, teachers become excited when engaging in cooperative
learning, experiencing learning in real-life situations, acquiring knowledge from basic to complex, applying multiple intelligences,
using ICT-based approaches, and conducting School Action Cell sessions. However, teaching becomes challenging because of the
difficulty in mastering the lesson, the unavailability of the materials needed, and the difficulty in teaching and managing diverse
learners. In the learning experiences of learners subjected to innovative teaching strategies, the experiences of learners are enriched
when they have stimulating factors such as active learner involvement, teachers’ feedback, and learners’ experience of care. The
experiences are engaging when teachers use differentiated activities and learners process information. Qualitative findings support the
quantitative findings, highlighting the extent and experiences of teachers’ utilization of innovative teaching strategies. The qualitative
statements represent the experiences of teachers as exciting and challenging. Utilizing innovative teaching strategies emphasizes
experiential learning, where learners develop flexible strategies and a lifelong love of learning that enables them to succeed in an ever-
changing environment. Also, in the level of satisfaction of learners in the utilization of learners using innovative teaching strategies,
the qualitative statements exemplify the learning experiences of learners subjected to innovative teaching strategies, such as stimulating
and engaging. Therefore, utilizing different innovative teaching strategies increases learning satisfaction and improves the quality of
educational experiences that enable students to flourish in their chosen path.
Considering the study results on the extent of utilization of innovative teaching strategies and learning satisfaction levels, they have
great potential for advancing teaching. With some of the recommendations, they may be of great help in teaching clinical skills through
simulation. Based on the results of the study, the teachers may utilize innovative teaching strategies, specifically interactive instruction,
to facilitate the exchange of knowledge, enable meaningful feedback, collaboratively solve emerging issues, replicate real-world
educational scenarios, evaluate individual and group performance, and actively engage participants in an authentic learning
environment to resolve complex problems. Student-teacher interaction may be utilized as an innovative teaching strategy, and teachers
should encourage interactive teaching methods such as group discussions, hands-on activities, and multimedia presentations. It is also
recommended that teachers use student-teacher interaction as an innovative teaching strategy. To create an engaging innovative
teaching experience, teachers may use cooperative learning, real-life applications, a progression from basic to complex knowledge,
multiple intelligences, an ICT-based approach, and conduct School Action Cell sessions. To address the challenges, teachers should
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master the content, consider material availability, and manage diverse learners. Fostering a supportive learning environment and using
formative assessments helps track progress and refine teaching strategies. Integrating these approaches ensures that instruction is
inclusive, adaptable, and aligned with learners’ needs. Moreover, empowering teachers through continuous professional development
may sustain the effective use of innovative strategies in the classroom. Furthermore, to stimulate the interest of the learners, teachers
may encourage active learner involvement, giving feedback is recommended, and learners may experience care from teachers. Teachers
may enhance engagement through differentiated activities, interactive discussions, real-world applications, and collaboration, helping
learners process information more dynamically and improving comprehension. These strategies align with innovative teaching methods
that prioritize student-centered learning and adaptability in instructional delivery. Promoting a supportive and responsive classroom
environment may also lead to increased learner satisfaction and academic achievement. There may be an implementation of learning
and development programs to strengthen the use of innovative teaching strategies by teachers, especially in the area of Polomolok 2
District, to address cutting-edge teaching techniques, particularly the utilization of interactive instruction. Lastly, a welcoming and
empowering environment fosters student-teacher interaction, inspires a love for learning, and prepares students to overcome learning
gaps. These programs can equip teachers with the skills and confidence needed to integrate technology-driven and student-centered
approaches in their classrooms. Enhancing instructional methods through continuous training may also lead to improved student
engagement and academic performance.
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Affiliations and Corresponding Information
Jineilyn T. Briñosa
Holy Trinity College of General Santos City – Philippines
Michaelangelo P. Collina
Holy Trinity College of General Santos City – Philippines

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