Paper Contents
Abstract
Abstract This study explored the significant relationship between teacherspersonalized teaching strategies and learning engagement of learners. In this study, the researcher selected the 186 public elementary school teachers in Talaingod District in Davao del Norte as the respondents of the study in quantitatitive phase, while, 10 students were selected for IDI and FGD on qualitative phase. Mixed method research design using explanatory sequential approach was employed. The data collected were subjected on the following statistical tools: Mean and Pearson-r Correlation Analysis. Findings revealed that teacherspersonalized teaching strategies and learning engagement of learners were rated as moderately extensive. Evidently, correlation analysis proved that there is a significant relationship between teacherspersonalized teaching strategies and learning engagement of learners. Thematic analysis confirmed the moderately extensive rating on teacherspersonalized teaching strategies was due to technology integration; diverse learners; and systemic support, while, the moderately extensive rating on learning engagement of learners was due to negative past experiences, lack of interactivity, and distractions. Thematic analysis showed that goal clarity, flexibility and choice, and emotional connections, confirmed the significant relationship between teacherspersonalized teaching strategies and learning engagement of leamers. The study, therefore, conducted for further utilization of findings through publication in reputable research journal. Keywords: Educational management, teacherspersonalized teaching strategies, leaming engagement of learners, explanatory sequential approach
Copyright
Copyright © 2024 Mary Ann C. Pacaa. This is an open access article distributed under the Creative Commons Attribution License.
