DYNAMICS OF TEACHING ENGLISH, SCIENCE AND MATHEMATICS IN THE TERTIARY LEVEL.

This study was conducted to determine the dynamics of teaching English, Science, and Mathematics in the tertiary level. The Descriptive-Experimental type of research was utilized with the three professors handling English, Science, and Mathematics subjects of the first year Bachelor of Arts students in the College of Social Science and Humanities (CSSH) as the respondents. The variables considered were sex, age, number of years in teaching in the university, highest educational attainment, and number of trainings and/or seminars attended within the last two years, and subject taught. The aspects were the general interaction pattern, teaching style, classroom interaction strategies, and mode of questioning. In the data-gathering process, pre-test and post-test in the three subject areas were administered, the actual classroom interactions were video recorded, and with the aid of a questionnaire-checklist, the gathered data were analyzed. To statistically treat the data, these tools were used: to determine the extent of application of strategies in the classroom commonly employed by the respondents with respect to general interaction pattern, Frequency, Percentage, and Rank were used; with respect to teaching styles, classroom interaction strategies, and mode of questioning, Mean was used. To determine the level of the performance of the students in English, Science, and Mathematics after utilizing the classroom interaction patterns, Mean and Standard Deviation were utilized. To determine the significant difference on the level of performance of the students in English, Science, and Mathematics after utilizing the interaction patterns, t-test was applied; and for the significant difference in the general pattern of interaction in the observed English, Science, and Mathematics classes, F-test (one-way Analysis of Variance) was applied. The findings of the study revealed with respect to general interaction pattern, in the top ranks were lecture (explanation), plain English, recall/recognition questions, response from female students, positive acknowledgment of female students, and social interaction among female students. As to the extent of the application of strategies in the classroom interaction commonly employed by the respondents with respect to teaching style, classroom interaction strategies and mode of questioning, the assertive and facilitative teaching styles attained the verbal interpretation of ?always?. Suggestive and collaborative teaching styles were both verbally interpreted as ?often?. The methodologies obtained the verbal interpretation of ?sometimes? and the maximum participation strategies with ?always?. The mode of questioning also obtained a verbal interpretation of ?always?. After utilizing the classroom interaction patterns, the level of performance of the students in English, Science, and Mathematics was found average. Moreover, there was no significant difference on the level of performance of the students in English subject while there were in Science and Mathematics. Based on the analyses and interpretation, it was concluded that lecture in the form of writing and talking as well as giving directives can help the students thoroughly understand the lessons; classes in English, Science and Mathematics were always conducted using English Language; female students actively take part in the teaching-learning processes across the three subjects; the assertive teaching style was mostly subscribed by the professors; lecture and discussion are always utilized in teaching than the other classroom interaction strategies; interaction strategies helped escalate scores of the English, Science, and Mathematics students; and strategies such as writing and talking, giving directives, code switching, and redirect questioning pattern positively influenced the process of learning of the students. In view of the findings, it is recommended that the professors should integrate hybrid instruction into the usual classroom contacts and integrate peer mentoring in order to reinforce the usual teaching-learning situation. They should also ensure that in the teaching-learning processes, there is a framework of questions that thoroughly includes Higher Order Thinking Skills (HOTS) and/ or strike balance in including those that deal with Lower Order Thinking Skills (LOTS) and HOTS. Male students are strongly encouraged to become active in class discussions and other activities. The professors need to provide them motivation, class work and tasks that really catch their attention and suit their abilities. The professors must integrate in their pedagogy the giving of diagnostic test before beginning a lesson/chapter and achievement test after that lesson/chapter in order to gauge how much the students have learned thereby conducting strict monitoring and promoting metacognitive learning. Multidisciplinary events such as math bazaars, science booths/exhibits, English recitals, interactive exhibits, mini-entrepreneurial and marketing activities and the like should be held at least once every semester to promote group camaraderie among students as they apply their knowledge, skills and values acquired in different subject areas. The campus through its director, dean, department head/s, program coordinator/s, and sub-organization advisers must launch periodic and carefully structured and other follow up programs; and establish linkages in the fields of English, Science, and Mathematics in order to bolster classroom learning. The university should implement a policy that would require faculty members to maximize student participation and interaction, hence, revolutionize stereotypes in every classroom. A parallel study using other variables and sets of respondents may also be conducted.