ACKNOWLEDGEMENT

The researchers desire to express their sincere appreciation and

heartfelt gratitude to the following person especially to their parents for their
support and serviceable that this study would be a successful one.

To Mrs. Joelyn P. Langote, their researcher paper adviser, for the

advice, guidance, and understanding during the conduct of their study. The
same appreciation is hereby expressed to the faculty and staff of Senator
Ninoy Aquino College Foundation.

To the respondents of the study, the Junior High School Students of

Senator Ninoy Aquino College Foundation, for the time and efforts they had
given to the researcher so that their research became successful.

Furthermore, the researchers would like to thank the unfailing support of

their friends and classmates.

Above all, to the Almighty God for the unfading love, care, strength,
knowledge, guidance, and wisdom for without him, this study would not be
successful.

1
 DEDICATION

This study was dedicated to the parents of the researchers who given
their support, and never- ending inspiration throughout the study. They were
the one who provide their sources that needed in making research paper. This
study was also dedicated to the school who gives opportunity to the
researchers nurture, test their skills, and cooperation to build this study. We
look up and dedicated this whole study to our Almighty God who gave the
strength, knowledge, wisdom, protection, and will to continue and keep
positive to finish this research.

All the glory and honor belongs to the Almighty!

2
 ABSTRACT

The study “ The Impact of Innovation on classroom Learning to Junior

High School Student of Senator Ninoy Aquino College Foundation: An
Analysis” was conducted to determine the following; the benefits of classroom
learning to students: how do innovation teaching strategies improve students
performance; and the impact of innovation on classroom learning.

The total number of respondents of Junior High School Students of

Senator Ninoy Aquino College Foundation was 163 respondents. The survey
questionnaire was used by the researcher to conduct a survey. The type of
sampling used by the researchers was the voluntary sampling.

The researchers had allotted vigorous time, effort and cooperation in

making the questionnaire so as the serve its intended respondent.. After
approving the questionnaire, copies were distributed to the Junior High School
Students of Senator Ninoy Aquino College Foundation and answer the given
question on the survey questionnaire.

The research instrument consisted of four parts. The first part was the
profile such as their name, sex , grade and age. The second part was the
respondents required to rate the questions given. The third part was the
respondents were required to encircle the best answer. The four part is to
answer the questions prepared by the researchers.

From the findings of the study, the respondent of the Study who were
the Junior High School Students of Senator Ninoy Aquino College Foundation
were dominantly female. The study proved that the strategies usually used by
teacher to innovate on classroom learning in Senator Ninoy Aquino College
Foundation were teaching methods followed by enhanced learning outcomes
and profile based learning.

In conclusion, the junior high school were improving there skills and
performance that they are the most responsible students. The study
recommended that, the teachers should continuously adapt and improve
learning and teaching approaches and assisting students to become self-

3
directed learners and students should take time to reflect on what they have
learned.

4
 TABLE OF CONTENT

PRELIMINARIES
PAGE

TITLE PAGE

ACKNOWLEDGMENTS ....................................................................1

DEDICATION ………………………………………………...…………...2

ABSTRACT …………………………………………………………….…3-4

TABLE OF CONTENT …………………………………………………...5-6

LIST OF TABLE …………………………………………………...……... 7

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction …………………………………………...………… 8-9

Statement of the problem ……………………………………… 10

Significance of the study ……………………………………….. 10

CHAPTER II

REVIEW OF RELATED LITERATURE …..................................... 11-15

CHAPTER III

THE METHODOLOGY

Research Design ……………………………………………….. 16

Respondent of the Study ………………………………………. 16

Locale of the Study …………………………………………….. 17

Research Instrument …………………………………………... 17

Data Gathering Procedure ………………………...…………...17

Statistical Treatment of Data …………………...…………….. 17

5
CHAPTER IV

PRESENTATION, ANALYSIS AND DISCUSSION .……..…… 18-23

CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary of findings………………………………..………….. 24

Conclusion………………………………………..……………… 25

Recommendation ……………………………..…………...…… 25

BIBLIOGRAPHY………………………………………………..…………………26

APPENDICES

Curriculum Vitae…………………………….……………………...... 28-33

Communication Letter…………………………………………………. 34

Survey Questionnaire ………………………………………………. 35-36

LIST OF TABLE

6
TABLE
PAGE

1. Distribution of Respondents………………………………………… 9
2. Profile of the Respondents …………………………………………. 11
3. What are the strategies use of teacher to
innovate on classroom learning?.....................................................12
4. How effective the classroom learning
between students and teachers?....................................................15
5. Summary of the following questions…………………….…..….. 16

CHAPTER I

7
 INTRODUCTION

BACKGROUND OF THE STUDY

Classroom, as a place of teaching- learning interaction, is a small
miniature of wide society that incorporate innovation can positively impact
student performance in several ways. Initially, they can increase student
engagement by using interactive and hands-on activities that capture their
attention and make learning more interesting. This active participation in the
learning process has been proven to enhance motivation and academic
performance.

Furthermore, innovative teaching methods permit personalized

learning that caters to the unique needs and learning styles of each student.
This approach helps students better understand and retain the material,
ultimately improving their performance. Additionally, innovation in teaching
focuses on developing critical thinking and problem-solving skills among
students. By encouraging them to analyze information, evaluate options, and
think creatively, these strategies enhance cognitive abilities that have a
positive effect on performance in various subjects.

Innovative teaching also encourages collaboration and

communication skills through group projects, discussions, and peer-to-peer
learning. These activities foster effective communication and teamwork, which
are crucial skills in academics and beyond, and can positively impact student
performance. Moreover, innovative teaching strategies often incorporate
elements of choice, creativity, and real-world relevance.

Allowing students autonomy in their learning and enabling them to

connect what they learn to their own lives increases their motivation and self-
confidence, resulting in improved performance.

Teaching methods prioritize active learning and experiential activities,

which enhance retention and deep understanding of the material. When
students have a thorough understanding of concepts, they can apply their
knowledge more effectively and perform well in assessments and exams.

8
 In teaching prepares students for future challenges by fostering
adaptability, flexibility, and a growth mindset. Exposure to innovative teaching
strategies helps students embrace change, seek new knowledge, and
successfully confront future challenges, which contributes to improved
performance.

Innovative teaching strategies establish dynamic and student-

centered learning environments that promote active learning, critical thinking,
on collaboration, and motivation. These factors collectively lead to improved
student performance in various academic disciplines. The teaching- learning
process is a set of interaction between teacher and student.

The interaction in classroom learning process establish a learning

achievement and generally, people believe that teaching is an organized
combination of materials, student, objective, and the interaction between
student and teacher.

The student is one of the element, as a member of the class , the

activities is classroom concerning with the process of teaching and learning
are determined by the teacher, as a leader in the classroom innovation as the
other component. Innovative classrooms are often inquisitive and reflective.
Teachers should consider what is or is not performing to expectations both as
a class and independently. While self-reflection might be difficult, it is
necessary to ensure that individual lessons are more effective and help
students learn more material.

Students should also take time to reflect on what they have learned to
create deeper connections and memories in their brains. Just reading about
something makes things easy to forget. Cognition advances to another level
when a student reflects on what they have learned and how it applies to their
life.

Every event in the classroom should be viewed as a teaching

opportunity, and students will benefit from variety and a change. This
discipline immersion

9
helps build student engagement and interest, driving students to achieve
higher levels of success.

Statement of the problem

This study aimed to find out the impact of innovation on classroom

learning to Junior High school Students of Senator Ninoy Aquino College
Foundation: An Analysis.

This study aimed to answer the following questions.

1. What is the benefits of innovation on classroom learning?

2. How do innovation teaching strategies improve students performance?

3. Does this classroom learning improve to the students? Why?

4. What are the impact of innovation on classroom learning?

Significance of the study

This study aimed to find out the impact of Innovation on classroom

learning to Junior High school Students of Senator Ninoy Aquino College
Foundation: An Analysis.

This research study is beneficial to the following individuals.

Teacher – the teachers help students to innovate their knowledge on

classroom learning.

Students – the students help and teach them to understand and innovate on
classroom learning.

Parents – the parents guide, encourage and support children’s to innovate

their knowledge on classroom learning.

Future researchers – the future research that undertake related to the

present study.

10
 CHAPTER II

REVIEW OF RELATED LITERATURE

Innovation is important in education for a number of reasons. First, it

helps to ensure that students are receiving the best possible education. By
constantly improving and updating our methods of teaching, we can make
sure that students are getting the most up-to-date and effective education
possible.

According to Dr. Hattie’s research (2008), innovative teaching practices

can have a significant impact on student achievement. This includes practices
such as problem-based learning, project-based learning, and the use of
technology in the classroom. These approaches encourage active
engagement, critical thinking, and collaboration among students, leading to
deeper understanding and retention of knowledge. Dr. Hattie emphasizes that
innovation should not just be about using the latest gadgets or tools in the
classroom but rather about creating meaningful learning experiences that
challenge students’ thinking and promote higher-order skills. He suggests that
teachers should focus on finding innovative ways to engage students,
personalize their learning, and provide timely feedback. Innovation in the
classroom can also foster a positive learning environment, where students
feel motivated, empowered, and excited about their education. It can help
create a culture of continuous improvement and growth, where both teachers
and students are encouraged to take risks and explore new idea.

In a report by OECD [18]- 2020, it is clear that schools need strategies

for adoption of innovative practices resulting from the fact that schools are
incapable of managing research knowledge, networking, modular
restructuring and technological development which are essential for
innovation in classroom learning. However, it is not very easy to deploy
innovative technologies in schools for the reasons that it necessitates
changes in pedagogical, technological and managerial systems, which usually
fails to meet the expectations in the beginning.

Merisotis [16], add to the Idea by stating that most of the research on
technology eventually focuses on an activity that directly relates to the art of

11
teaching by concluding that technology adoption is not as significant as other
elements such as motivation, teacher, learner characteristics, learning tasks,
etc. As a result, it can be said that innovation is more related to curricula than
it is thought to technology.

Shapiro [25] , put forward that Innovation involves learning and

teaching approaches which incorporates activity based learning and hands-on
experience, which is also a curricular and Instructional design-related theory
rather than mere adoption of technological tools.

According to Steve and Richard (2013), when a student first steps into
a room they will make a judgment about the type of class they are going to be
taking. They will look to See how desks are arranged. They will notice what is
hanging on the walls. The way in which a teacher sets up their class allows
them to communicate with their students. By adding various learning centers
or activity centers the students will know that this is a classroom that likes to
do hands on experiments. It also conveys that they will not just sit and take
notes, but they will act out what ever subject they are learning.

Ranchelor (1992), viewed that an effective school and classroom can

be described as a place that naturally motivates students to learn. Students
and teachers work well in a school culture where academic success and the
motivation to learn, is expected, respected and rewarded. Such an
atmosphere where students learn to love learning for learning’s sake, results
in better academic achievement, is a chief characteristics of an effective
school.

The term classroom learning Is elaborated by several educationists.

Fraser (1986), considered it shared perception of the students and sometimes
of the Teachers in that environment. Fraser (1986) divides the classroom
learning into four major components which includes: physical things, the
social interaction among its members, The characteristics of its members and
systems, values, cognitive structures etc., so, a classroom learning can be
explained with reference to either physical or social aspects. This study
considers only the social aspects of the classroom learning Which includes
teacher’s behavior and students’ behavior, teaching and learning

12
methodologies, teachers’ classroom management practices, teaching and
learning styles, attitudes, personality traits, beliefs, Group dynamics, socio-
economic status of the students, cultural diversity of the classroom called its
social component of the classroom .

Ala Johnston(2020), said that we believe in the power of a child’s

mind. With decades of educational experience as teachers, school
administrators, and parents, we know a child’s capacity to learn and innovate
is unleashed when we engage them. Our program is designed around the
idea that students should be active participants and experience increased
control of their own learning. We offer a flexible format so students can make
choices about what and how they learn during their before and after school
program. Couple this with the training we provide to our staff, teaching them
to act as learning facilitators, better positions Innovation Learning students for
success. Over decades as career educators, we have crafted the ideal
framework that marries structured, research-based and skill-building methods
with adaptable, creative frameworks that allow children to become innovators.

According to Kenneth D. Moore (2001), author of the book “Classroom

Teaching Skills”, Instructional time is defined as “blocks of class time
translated into productive learning activities”. Students should be productively
engaged for the most part of the school day to allow for maximum learning.

Stewart, Evans and Kaczynski (1997) argue that “an orderly and
attractive environment can have a positive effect on behavior by improving the
level and quality of student interactions, so teachers and students carry out
activities efficiently without excessive noise or interruption.

Landau (2004) concurs, noting that “visual Learners, for example, do

better at any level if the classroom has interesting and appealing Items on
display” . Teachers can make their classrooms visually appealing by having
bright, colorful displays or bulletin boards throughout their classrooms. Bulletin
Board, for example, can enhance a concept being taught by visually
representing content in a unit of study.

Kalyani and Rajasukeran (2018) state that innovative classroom in the

industrial revolution 4.0 mean a combination that involves technology in the

13
learning process from types of digital media such as text, images, audio, and
video, into integrated multi-sensory interactive applications or presentations to
convey information to the audience.

Adediwura and Tayo (2007) considered perception as psychological

and physiological perspective and elaborated their effect on learning. The
perception is described as, the way we judge or evaluate others with whom
we are familiar in everyday life. It is important that background knowledge of
the students in the form of schemas affects their perception and subsequent
learning. This is called the cognitive dimension of the perception that is why,
in this study, the researcher was interested in perception of students about
the classroom learning.

The latter approach considered to be better than the previous one

because it directly involves the students in the classroom activities who are
the permanent members of a class rather than outside observers. It is also
found that outside observers the behavior pattern of the classrooms by their
sudden appearance which minimize the possibility of measuring the actual
learning environment of classrooms, however, there is a major shortcoming of
perceptual approach, which is the pooling of all students’ ratings, without
considering their individual differences, socio-economic status of their
families, Sex and other variables such as the liking or disliking of the teachers
etc., however, this approach is more economical, less time consuming than
using the coding sheets in observational studies. Students’ responses in
questionnaires and inventories proved to be valid instruments for measuring
students’ achievements. During the past, several studies around the world
used the questionnaires to assess the classroom learning environment
(Anderson &Walberg, 2003).

Teaching methods indicate strategies teachers use in classrooms for

delivering his/her lessons to students based on curriculum instructional
objectives to be achieved for promoting students’ learning outcomes
(Buseri&Dorgu, 2011).Use of various teaching methods, skills, techniques,
pedagogical approaches and instructional strategies in classrooms help
teachers for effective teaching and facilitate students in clear understanding of

14
lesson which further prove major ingredients for improving their learning
(Chen, Zeng & Yang, 2010). These methods include lecture, discussion,
questioning, team work, talk chalk, field trip, modeling, simulation, dramatic,
role-playing, inquiry, discovery, demonstration, Dalton plan, programmed
learning, experimentation, project, microteaching and use of various learning
methods in classrooms. They do not only help teachers to teach effectively
but help students for enhancing their learning which at last improves their
academic performance (Dorgu, 2015).

Classroom learning refers to utilization of available physical,

instructional facilities and maintenance of discipline in classroom for effective
teaching and better students’ learning (Williams, 2016). It is an amalgamation
of internal and external factors like curriculum, methods of teaching, teachers’
behavior and interaction with students, learning atmosphere, academic and
social environment and support services used in classroom for teaching and
learning process (Jawaid&Aly 2014). It is a wide variety of techniques and
skills used in classrooms enables teachers to keep students attentive,
organized and actively participating in classroom activities to produce
productive results (Arshadet al. 2018). It includes planning, organizing,
communicating and mentoring. It also demands teachers’ professionalism,
taken of initiatives, dedication, devotion, job commitment, and willingness to
adjust themselves at students’ socio-cultural and intellectual caliber (Abel,
2011).

Teachers use various teaching methods like lectures, discussion in

classrooms for making teaching and learning process effective and more
productive. Discussion method is process of students talking about a specific
topic, helped them to share their ideas openly which develops them
confidence building habit and improves their learning (Ten Have, 2017).

Classroom learning is a systematic process of obtaining knowledge or

skills carried out in or out of educational institutions through formal or non-
formal systems of education (Lawal, 2014).

15
 CHAPTER III

METHODOLOGY

This chapter presents the research procedures. This includes the

research design, respondent of the study, distribution of respondent, locale of
the study, research instrument, data gathering procedures and statistical
treatment of data.

RESEARCH DESIGN

The researcher used a mixed method to give information about The

Impact of innovation on Classroom Learning to Junior High School Students
of Senator Ninoy Aquino College Foundation: An Analysis. The data gathered
were described and interpreted according to the scale indicated in the survey
questions. The respondent were the Junior High School Student of Senator
Ninoy Aquino College Foundation.

RESPONDENT OF THE STUDY

The respondents was the Junior High School Students of Senator Ninoy
Aquino College Foundation. A survey questionnaire was given to respondents
to gather information about the impact of innovation on classroom learning.

Table 1: Distribution of Respondents

The respondents Number of respondents

Grade 7 34

Grade 8 51

Grade 9 40

Grade 10 38

Total number of respondents 163

16
LOCALE OF THE STUDY

This study was conducted at Senator Ninoy Aquino College

Foundation, located at Poblacion, Senator Ninoy Aquino, Sultan Kudarat.

RESEARCH INSTRUMENT

The research instrument consisted of four parts. The first part was
consisted the item which gathered respondent profile such as their name,
sex , grade and age. The second part of the research instrument was the
respondents required to rate the questions given. The third part of research
instrument was the respondents were required to encircle the best answer.
The four part of the research instrument is to answer the questions prepared
by the researchers.

DATA GATHERING PROCEDURES

The researcher had a allotted vigorous time, effort and cooperation in

making the questionnaire so as the serve its intended respondents. The
survey was created using suitable question modified from related research
and individual question formed by the researcher. After approving the
questionnaire, copies were distributed to the Junior High school Students of
Senator Ninoy Aquino College Foundation and answer the given questions on
the survey questionnaire. The data gathered was then tallied to determine the
result of the research conducted.

STATISTICAL TREATMENT OF DATA

The researchers conducted the study on the Junior High School

Student of Senator Ninoy Aquino College Foundation in the school year 2023-
2024. The Junior High School Student who were officially enrolled will be the
respondents of the study. The researcher used voluntary random sampling to
determine the number and list of respondents of the research paper.

17
 CHAPTER IV

PRESENTION, ANALYSIS AND DISCUSSION

This Chapter presents analysis and interprets the data gathered for the
study on the impact of innovation on classroom learning to Junior High School
Student of Senator Ninoy Aquino College Foundation: An Analysis.

Table 1 shows the profile of the Junior High School Students in terms of
sex, Grade , and age.

Table 1: Profile of the Respondents

Indicators f %
Sex
Male 72 44%
Female 91 56%
Total 163 100%
Grade
7 34 21%
8 51 31%
9 40 25%
10 38 23%
Total 163 100%
Age
11 1 1%
12 26 16%
13 55 34%
14 38 23%
15 30 28%
16 13 8%
Total 163 100%

The table showed the profile of the respondent who had a large
number were the female with the total of 56% while male respondents has a

18
44%. It showed that the female enrollees of Senator Ninoy Aquino College
Foundation were greater compared to male’s enrollees.

In terms of grade level, the grade 8 was the highest member of

respondents which had 31%, the second was the grade 9 respondents which
has 25%, and the third was the grade 10 respondents which had 23%. The
lesser respondents were the grade 7, which has 21% only. It showed that the
grade 7 it lesser enrollees compare to three existing grade.

The profile showed the 34% of respondents belonged to 13 years of

age, the 23% had the age of 14 years old, the 18% belonged to 15 years old,
the 16% belonged to 12 years old, however the 8% belonged to 16 years old
and the remaining 1% belonged to 11 years old. The data showed that most
of Junior High School Student mostly belonged to the bracket of 13, 14 and
15 years old.

QUESTION 1:

What are the strategies use of teacher to innovate on classroom

learning?

Table 2-A: Collaboration Learning

Ratings Respondent Frequency Percentage

1 163 10 6%
2 163 18 11%
3 163 39 24%
4 163 41 25%
5 163 55 34%
Total 163 100%

This table showed that the collaboration learning use by teacher to

innovate on classroom learning to Junior High School Students of Senator
Ninoy Aquino College Foundation. They got 34% respondents rated by 5,
25% respondents rated by 4 and 24% respondents rated by 3. While the 11%
of respondents rated by 2 and the lesser respondents is 6% rated by 1.

19
Table 2-B: Communication Skills

Ratings Respondent Frequency Percentage

1 163 7 4%
2 163 20 12%
3 163 40 25%
4 163 40 25%
5 163 56 34%
Total 163 100%

This table showed that the communication skills used by teacher to

innovate on classroom learning to Junior High School Students of Senator
Ninoy Aquino College Foundation have been rated as 5 by the majority of the
respondents with the total of 34%. In terms of communication skills, the rated
3 and 4 had a same number of respondents which had 25%. The lesser
respondents rated by 1, which has 4%

Table 2-C: Teaching Methods

Answer Respondent Frequency Percentage

1 163 4 2%
2 163 24 15%
3 163 34 21%
4 163 34 21%
5 163 67 41%
Total 163 100%

This table showed that the teaching methods used by teacher to

innovate on classroom learning to Junior High School Students of Senator
Ninoy Aquino College Foundation.

The respondents of teaching methods had a large number rated by 5

with the total of 41%. In terms of teaching methods, the ratings 3 and 4 had a
same number of respondents which had 21%. The lesser respondents rated
by 1, which has 2%.

20
Table 2-D: Differential Instructions

Answer Respondent Frequency Percentage

1 163 14 9%
2 163 20 12%
3 163 31 19%
4 163 50 31%
5 163 48 29%
Total 163 100%

This table showed that the differential instructions use by teacher to

innovate on classroom learning to Junior High School Students of Senator
Ninoy Aquino College Foundation.

The respondents of differential instructions had a large number rated by 4

with the total of 31%.The 29% respondents rated by 5, 19% respondents
rated by 3, 12% respondents rated by 2, and lesser respondents were the
rated by 1, which has 9%.

Table 2-E: Project- Based Learning

Ratings Respondent Frequency Percentage

1 163 7 4%
2 163 10 13%
3 163 27 21%
4 163 59 25%
5 163 60 37%
Total 163 100%

This table showed that the project- based learning use by teacher to
innovate on classroom learning to Junior High School Students of Senator
Ninoy Aquino College Foundation.

The respondents of project- Base learning had a large number rated by 5

with the total of 37%. The 25% respondents rated by 4, 21% respondents

21
rated by 3, 13% respondents rated by 2, and the lesser respondents rated by
1, which has 4%.

Table 2-F: Enhanced Learning Outcomes

Ratings Respondent Frequency Percentage

1 163 7 4%
2 163 22 13%
3 163 34 21%
4 163 40 25%
5 163 60 37%
Total 163 100%

This table showed that the enhanced learning outcomes use by teacher
to innovate on classroom learning to Junior High School Students of Senator
Ninoy Aquino College Foundation.

The respondents of enhanced learning outcomes had a large number

rated by 5 with the total of 37%. The 25% respondents rated by 4, 21%
respondents rated by 3, 13% respondents rated by 2, and lesser respondents
rated by 1, which has 4%.

Table 3: How effective the classroom learning between students and

teachers?

Answer Respondent Frequency Percentage

Extremely 163 39 24%
Effective
Very Effective 163 86 53%
Moderately 163 25 15%
Effect
Slightly 163 13 8%
Effective
Not At All 163 0 0%
Effective
Total 163 100%

22
 This table showed how effectiveness the classroom learning between
students and teachers. The highest percentage is 53%, which is the very
effective, 24% respondents for extremely effective, 8% respondents for
slightly effective, 15% respondents for moderately effect. Classroom learning
between students and teachers being not at all effective has 0%.

Table 4: Summary of the following questions

1. What are the benefits of classroom learning to students?

- The benefits of classroom learning to students is gain new
knowledge, ideas, and concept. They have the opportunity to
develop new skill while learning a new concept or subject in
school. Through classroom learning they know how to read, how
to collaborate, communicate, and enhanced the skills and
understanding. Furthermore, their attitude change a lot and
being respectful for each one.
2. How do innovation teaching strategies improve students
performance?
- Teaching strategies improve students performance and active
learning methods, encourage students to discuss, contribute,
participate, engaging students and encouraging them to take an
active role in their learning.
3. Does this classroom learning improve to the students?
- Yes, Due student increase a lot of improvement in their being
Hospitality, Attentive, Participative and Respectful. To build
confidence in public speaking.
- Students can improve their communication skills based
classroom learning and also teaching strategies to student and
make them collaboration learning.
4. What are the impact of innovation on classroom learning?
- Innovation in classroom learning can lead to better overall
outcomes in school environment. Students are developing
stronger communication skills and building engagement capacity
among their peers and it also can change students behavior.

23
 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter present the findings of the analysis on the impact of

innovation on classroom learning to Junior High School Students. It also
includes the conclusions which were derived and recommendations for future
research with similar interest.

SUMMARY OF FINDING

The data gathered from the respondents were measured through the
survey questionnaire provided to every respondent. Moreover, the data
gathered were tailed and described based on the scale indicated in the survey
questionnaire. The data were represented in frequency and percentage of the
respondents who answered the questions individually.

Base on the result of the study it showed that the profile of the
respondents had a large number of female with the total of 56% while the
male respondents had a 45%. In terms of grade, the grade 8 is the highest
respondents which had 31%, the lesser respondents were the grade 7, which
has 21% only. It showed that the grade 7 it lesser enrollees compare to three
existing grade. However, in the age of respondent the profile showed the 34%
of respondents were belong to 13 years of age, and the remaining 1%
belonged to 11 years old. The data showed that most of Junior High School
Student mostly belonged to the bracket of 13, 14 and 15 years old.

The results showed that the collaboration learning. They got 34%
respondents rated by 5, and the lesser respondents is 6% rated by 1. The
result showed that the communication skills had a large number rated by 5
with the total of 34%, the lesser respondents rated by 1, which has 4%

The results showed that the teaching method had a large number rated
by 5 with the total of 41% , and the lesser respondents rated by 1, which has
2%. The results showed that the differential instructions had a large number
rated by 4 with the total of 31%, and lesser respondents were the rated by 1,
which has 9%.

24
 The results showed that the project- based learning had a large number
rated by 5 with the total of 37%, and the lesser respondents rated by 1, which
has 4%. The results showed that the enhanced learning outcomes had a
large number rated by 5 with the total of 37%, and lesser respondents rated
by 1, which has 4%.

The results showed how effectiveness the classroom learning

between students and teachers. The highest percentage is 53%, which is very
effective. Classroom learning between students and teachers being not at all
effective has 0%.

CONCLUSION

On the basis of the findings of the study, the following conclusion were
drawn:

1) It revealed that the junior high school are improving there skills and
performance.
2) The teachers Senator Ninoy Aquino College Foundation is making the best
teaching strategies for the students who will become responsible.
3) In this survey, Junior High School Student show that they are the most
responsible student.

RECOMMENDATIONS

This research show the impact of innovation in classroom learning

among junior student. The following recommendations are hereby presented.

1. The teachers should continuously adapt and improve learning and teaching
approaches.
2. Teacher, on the other hand , must devote considerable time to assisting
students in developing skills necessary to become self- directed leaners.
3. Students should take charge of their own education and specify the topic that
they are interested learning.

25
 BIBLIOGRAPHY

1) Ala Johnston 2020 : Believe in the power of a child’s mind.

[Link]
2) Dr. Hattie’s 2014: innovative teaching practices can have a significant impact
on student achievement.
[Link] .[Link]/wp-content/opera/13-BF- [Link]-biblio-
RPT-2014
3) Fraser 1986: The term classroom learning is elaborated by several
educationist.
[Link]
4) Kaczynski 1997: Teacher and student carry out activities.
[Link]
5) Kenneth Moore 2001: “ Classroom Teaching Skills”
[Link]
dp/0072322381
6) Landau 2004: Teachers can make their classroom visually appealing by
having bright.
[Link]
7) OECD 2020: The school needs strategies.
[Link]
[Link]
8) Rachelor 1992: viewed that an effective school and classroom can be
described as a place.
[Link]
9) Steve and Richard 2013: The type of class they are going to be taking.
[Link]

26
27
28