INTERGENERATIONAL GAP BETWEEN JUNIOR HIGH SCHOOL

STUDENTS AND TEACHERS

_______________________________________

A Research Proposal

Presented to

The Senior High School Department

Saint Paul School of Professional Studies

Palo, Leyte

______________________________________

by

ABETO, SHANEL G.
BARRANTES, SELWYN MATTHEW C.
DELA TORRE, ANGELIQUE JOY A.
DIAZ, HILLARY JOANNA R.
ESPERAS, RONIE ANN I.
ECARMA, RENEE JORDAN A.
VELARDE, MICAH HAZEL E.

October 2018
 CHAPTER I
PROBLEM AND ITS BACKGROUND

Introduction

In a century, various generations are recognized and classified. A generation is

composed of people that are classified by their common characteristics, different attitudes,

shared beliefs and experiences. The interaction between people of different ages displays the

different characteristics that people under each generation possess. The differences do not

only include people’s behavior, attitudes, and beliefs, but also their capability and approach

to performing a certain task. With these dissimilarities, it can lead to an intergenerational gap

between people from different generations created by the occurrence of people not fully

understanding each other because of their different views, beliefs, culture, practices, and

norms. In this study, specifically, it is because of the ineffectiveness or the mismatch

between teachers’ teaching methods and the students’ preferred way of learning that would

lead to a decline in students’ academic performance and interest.

Intergenerational gap is encountered by Generations X, Y, and Z living in the 21st

century specifically in the field of education with teachers being in generations X and Y and

high school students being in Generation Z. The dissimilarities between students and teachers

caused by the generational gap may cause a negative effect towards students’ academic

performance and may result to students’ change in interest on a specific subject.

In his study, Fourhooks (2015) defined Generation X as the “latch-key kids” or as the

MTV Generation; Generation Y as the ‘digital natives’; and Generation Z as the

‘technoholics’. Robinson (n.d) and Fourhooks (2015) state that people who are born within

1965 to 1979 belong to Generation X, those born within 1980 to 1994 belong to Generation
Y and are popularly known as ‘Millennials’, and those born between 1995 to 2012 belong to

Generation Z. They claim that every generation behaves differently in the workplace. People

belonging to Generation X are known in the workplace as individualistic and dislike being

micro-managed by others. The Generation Y are risk-taker and are achievement-oriented

(Kane, 2018). The Generation Z are known in living the world of integrated technology and

cannot live their lives without computers or cellphones by their side. This different behavior

of generations in society creates an intergeneration gap in the development of art, social

values, standards and political beliefs. It will weaken the cooperation and understanding

within families, workplaces, communities, and even in the classroom.

In the school premises, the interaction of teachers and students is inevitable. The

relationship of the teachers and students inside the school tells about communication, actions

and building up relation. Teachers play a crucial role in nation building. Through quality

teachers, the Philippines can develop holistic learners who are stepped in values, equipped

with 21st century skills and able to propel the country to development and progress. Students

cope up to the teaching style and methods of their teachers in able to understand the lesson

that brings a connection between them. Because of the barrier between students and teachers

caused by the intergenerational gap, it may be harder for students to build and establish a

relationship with their teachers. Not being well associated with one’s teachers and vice versa

may make things harder for both parties to engage in a productive and effective learning

experience because of obstacles, including clashing views and culture, teachers’ difficulty in

integrating technology into their teaching, and certain communication barriers.

Therefore, it is integral to assess this gap to ensure quality learning and education for

students and effective teaching for teachers. The researchers recognize this problem and thus
aims to address it with this study. The researchers chose a specific school in the province of

Leyte, specifically Alangalang National High School. The selected school is composed of a

large population of students and teachers who bear the appropriate and necessary

characteristics for the study.

With this, the researchers attempt to determine which problems created by the

generational gap between students and teachers have the biggest effect in a student’s decline

in interest of learning and the students’ academic performance. The researchers aim to

identify problems with regards to the (a) methods of teaching, (b) application of audio-visual

materials, (c) students’ preferred subjects and teachers, and (d) different views, beliefs, and

culture of teachers and students.

Statement of the Problem

The study aims to determine which problems caused by the intergenerational gap

between teachers and students of Alangalang National High School have the biggest effect

on a student’s change in interest in a subject and his/her academic performance. Thus, this

study seeks to answer the following questions:

1. What are the respondent’s profile in terms of?

1.1 Age general classification;

1.2 Preferred subject/s

2. What are the factors for generation dispute/gap?

3. What is the respondents’ satisfaction on the teaching effectivity of their junior high

school teacher?

4. What are the effects of teacher’s effectiveness to the respondents’ satisfaction?

Theoretical and Conceptual Framework

 The schematic presentation below shows the conceptual framework of the study.

Intergenerational Gap Effects of Change of Students’

between Teachers Intergenerational Academic Performance
and Students Gap and Interest

Figure 1. Schematic Presentation of the Conceptual Framework of the Study

Scope and Delimitation

Out of Grade 10 students of Alangalang National High School, 120 students were

used as a sample in conducting the survey. The study limits its coverage on the Grade 10

students only. The purpose of this is to determine which problems created by the generational
gap between students and teachers have the biggest effect in a student’s decline in interest of

learning and the students’ academic performance.

This study considers every possible problem created by the generational gap between

students and teachers have the biggest effect in a student’s decline in interest of learning and

the students’ academic performance such as their preferred subjects, teachers effectiveness

and student satisfaction. Each of the respondents was given same questionnaires to answer.

And this study focuses on the current Grade 10 students of the present school year, 2018-

2019.

Significance of the Study

This study will be significant to the following group of people:

Teachers. This will help them to understand on how they should educate their

students and where and when to. This study will give them information about the difficulties

of students in adapting their teaching styles and methods to able to understand the lesson.

Students. This will aid them to know the reason why they experience generational

gap with their teachers. This will give them information about on what generations their

teachers belong.

School Administrations. This study will give information about the intergenerational

gap between students and teachers to help them in planning a solution to this problem.

Researchers. The study will help them uncover critical areas in the educational

process that many researchers were not able to explore. Thus, a new relationship might be

build.
Definition of Terms

Terms here are conceptually and operationally defined for better understanding of the

readers.

General Classification. The age basis on which generation the person is born.
Age. The duration of existence of the person has been alive.
Teaching Method. Teachers’ manner on how to approach their students with teaching.
 Chapter II

Review of Related Literature and Studies

Related Literature

Generational Classification. Generation Gap is a popular term used to describe big

differences between people of a younger generation and their elders. The term first came into

prominence in Western countries during the 1960s, and described the cultural differences

between the Baby Boomers and their parents. Although some generational differences

have existed throughout history, during this era differences between the two generations

grew significantly in comparison to previous times, particularly with respect to such matters

as musical tastes, fashion, drug use, culture and politics. This may have been magnified by

the unprecedented size of the young Baby Boomer generation, which gave it unprecedented

power, influence, and willingness to rebel against societal norms.

According to RohitShahakar, generation gap is “when older and younger people do

not understand each other because of their different experiences, opinions, habits and

behavior”. So ultimately what comes out is a series of clashes running haywire all across the

world. This gap started widening more & more & finally in 1990s, there was another big hit.

The introduction of Mobile phones & pagers, TV games, Computers, etc. caused a

drastic change in the lifestyle of people. The rise in economy led to more and more buyers of

automobiles, gizmos. There began enormous spending on fast food restaurants, entertainment

(movies, malls) and other media. Today, as we can see, the youth is totally dependent on

these technologies. The elders however prefer the older ways of working. Though any of

them have adapted to the new winds, there are many who still sail their own way. The elders

detest the modern ways of partying, youth getting addicted to alcohol, cigarettes, drugs, etc.
The youth, on the other hand, are fed up with the regular criticism of the elders. The youth

prefer the fast & happening life, whereas the elders prefer the good old hard-working& stable

life.” (Shahakar, 2008)

While according to Investopedia, Generation gap consists of the differences in the

opinions expressed by members of two different generations. Investopedia also stated that the

term Generation Gap can be used to describe the differences in actions, beliefs, and/or tastes

between members of younger generations compared to members of older generations (Wood,

1972) observed that ‘age consistently attributes to the explanation of generational differences

in values and attitudes.’ (Shahakar, 2008) observed that members of the older generation

prefer the old ways of doing things rather than just depending on technology solely while

members of the younger generation prefer the fast life tending to depend on technology more

often than the members of the older generation. However, (Halyal, 1984) observed that ‘the

phenomenon of generation gap is too complex, and it would be too simplistic to reduce the

cause of the differences to any single factor.’ Halyal also labeled the concept of generation

gaps as “hydra-headed,” meaning that this gap has too many causes to narrow down to just

one single factor.

According to Thomas Reeves and Eunjung Oh “generation defined variously as the Baby

Boom Generation, Generation X, and the Millennial Generation.” Extensions of this

speculation are that instructional designers should take generational differences into account

when developing instruction and that generational difference represent a meaningful variable

for research designed to examine the differential efficacy of various application of

educational technology. (Reeves, 2008); (Oh, 2008)

Teaching Methods. In teaching there are methods that will be used and according to (William T.

Branch, 2002) there is two types of teaching method used in clinical settings these are the feedback

and reflection. The article discussed about the differences and the impact of the teaching methods in

clinical settings. The difference of these two is a feedback is a comment or a reaction towards the

performance of the person in his or her work that can give him or her an idea that he or she did a great

job or needs an improvement in doing the work while the reflection is like a time that is given to you

so that you can reflect to the things that you have done in your work and if you done it right. Clinical

teachers should use this teaching tool in clinical settings because if it is used well it will promote the

growth of the individual.

It is widely acknowledged that good teaching in higher education is that which

affords high-quality student learning (Ramsden, 1992); (Hativa, 2000); (Prosser, 2013).

This acknowledgement is based on the premise that teaching is not an end in itself but an

aspect of the process of ensuring high-quality student learning ((Hѐnard & Leprince-

Ringuet); (Prosser, 2013) (Zerihun B. &., 2012)). Therefore, learning is inseparable from

teaching because the purpose of teaching is to promote student learning. For instance,

(Sajjad, 2010) asserted that “teaching and learning are two sides of the same coin” and “the

most effective criterion for measuring good teaching is the amount of learning that occurs”.

Similarly, Dewey (as cited in (Mckeachie, 1986)) contended that “Teaching is like selling.

You can’t have a sale unless someone buys. Similarly, you haven’t taught unless someone

has learnt”. Teaching is therefore fit for purpose if it maximizes student learning. As

observed in the introductory section, very few studies have been conducted on students’
perceptions of good teaching in higher education. (Schmelkin, 2002) established that

students in a private university in the United States perceived effective teaching in terms of

the college instructors’ personal characteristics such as demonstrating concern for students,

valuing students’ opinions, clarity in communication, and openness toward varied opinions

(Ellis, 2005) using data that were gathered from 218 United States college students regarding

their perceptions of teaching quality components, identified the following: caring for students

and their learning (89.6%), teaching skills (83.2%), content knowledge (76.8%), dedication

to teaching (75.3%) and verbal skills (73.9%). Recently, (Onwuegbuzie, 2015) conducted a

study on perception of effective teaching by 430 Chinese college students. The respondents

prioritized good teaching as being ethical (treating all students equally), demonstrating

expertise (having a deep understanding of the curriculum and demonstrating relevant and

current content with key components of the curriculum), being knowledgeable (knowing and

understanding what is being taught), and being student centered. Relatedly, (Zerihun,

2012)conducted a study on perceptions of good teaching by students at Makelle University

and Jimma University in Ethiopia. The findings were based on 434 questionnaires that were

received from final-year students in the civil and electrical engineering, nursing and

pharmacy departments. The results revealed that more than half of the students (52%)

described effective teaching as transmitting knowledge, while the rest of the respondents

stated that it was facilitating learning. Generally, most extant studies on students’ perceptions

of good teaching have not been conducted in the African cultural setting. Similarly, though

students at Makerere University assess the lecturers using a student evaluation of teaching

questionnaire, little is known about whether the items in the form are in sync with students’

perceptions of good teaching. This study therefore explored final-year students’ perceptions
of good teaching at Makerere University and assessed the extent to which the resultant

perceptions are aligned to the items in the student evaluation of teaching questionnaire that is

currently being used by the university.

Related Studies

Generational Classification.The generational differences go beyond the obvious difference

of age. Social, economic, environmental, political, and technological differences greatly

impact who each generation is and how they learn (Hartman, 2005)Baby Boomers,

Generation X, and the Net Generation all have very distinct general characteristics and basic

learning styles.

The first generation is the Baby Boomer generation. This generation takes work very

seriously. They tend to do whatever it takes to get the job done. If that means working nights,

weekends, or extra hours, Baby Boomers are willing to do it (Bernstein, Alexander, etc.) In

addition, Baby Boomers typically only have one career and often begin working at and retire

from the same company (Oblinger, 2005). This generation believes in a hierarchal form of

leadership. This generation communicates using body language and prefers face-to-face

conversations (Zust, 2003). For Baby Boomers, family is not the main focus, work is.

Consequently, work is one of the biggest forces controlling their lives (Bernstein et al., n. d.).

Baby Boomers see technological advancement as a necessary evil needed for progress

(Bernstein et al.). Because Baby Boomers have the ability to conceptualize abstract concepts,

their learning styles tend to be based on Kolb's theory of learning (Brown & Fritz, 2001).

Kolb's theory of learning is based on a learning cycle in which four processes must occur for

learning to take place. These four processes are active experimentation, reflective

observation, abstract conceptualization, and concrete experience (Clark, 2000).

 The second generation is Generation X. For Generation X, work is just something

they do so they can have a life outside of work. Generation X views work as a necessary evil

in order to make money to enjoy life (Codrington, 1998). Inaddition, this generation tends to

have multiple careers throughout their lives and switches jobs often in order to gain higher

wages, better benefits, advancement opportunities, and achieve family/work balance (Smith,

2005 and 2001) his generation of learners would prefer classroom lectures to be followed up

by hand-outs and detailed notes so they have information to view at a later time. Visual

learners tend to be good at puzzles, comprehending graphs and charts, and interpreting visual

metaphors and analogies ("Visual Learners").

The last generation this study is concerned with is the Net Generation. To the Net

Generation, work is about deadlines not schedules. As long as the job is finished on time it

does not matter when they do it (Bernstein et al., n. d.). Because this generation is made up of

active information seekers, they value autonomy and see themselves as the experts (Barton,

2006). Communication for the Next Generation is of great importance. Net Generation

learners are active learners. According to Brown (2005), this generation does not ask what

something means or how it works, but instead how to build it. This generation prefers group

and collaborative activities over individual assignments. The Net Generation also tends to be

doers rather than listeners. Because the Net Generation would rather do than listen, they

prefer learning activities that allow them to explore, discover, and experiment. In addition,

this generation enjoys activities that involve social interaction such as debates and class

discussions.

Learning Style.According to (Hendryx, 2008), in any postsecondary classroom there are

age, economic, ethnic, educational background, and/or life experience differences among the
learners. One difference that may be overlooked is generational learning style. The greatest

generation gap may be between the instructor and the Net Generation learner. This

generation gap may be viewed as a digital divide in education between how the Net

Generation learns and how they are being taught. By understanding the characteristics,

learning styles, and technology use of the Net Generation, educators and administrators gain

insights into how that generation learns, sees themselves, and is motivated. These insights

can then be used for designing classrooms and developing curriculum to better engage the

Net Generation learner.

According to Wilfrid Laurier University, 2008 “Learning Styles are the way a person

takes in, understands, express, and remembers information. There are 4 predominant learning

styles: Visual, Auditory, Read/Write, and Kinesthetic. While most of us may have some

general idea about how we learn best, often it comes as a surprise when we discover what our

predominant learning style is.”

In their study they said that Visual learners learn through seeing, so tools like

diagrams, flowcharts, pictures and symbols can be the key to understanding new concepts.

For visual learners, it is often far easily for recall to work with images as oppose to working

with words, as you will picture the image in your head while recalling it—far more difficult

when trying to recall the word itself. Second is Auditory learners learn through listening. As

such, attending lectures, tutorials, and group discussions are absolutely essential for these

learners. While read/write learners learn through reading and writing. As such, university

style courses suit these types of learners fairly well—plenty of text books and study notes to

read. Last is the Kinesthetic Learners and they learn through doing. This is perhaps the most

challenging learning style for university students, as there are not always many opportunities
to engage in hands on learning in lectures. For this reason, labs and tutorials become even

more essential for these learners.

Learning Methods. According to (Feddler, 2006) is that traditional learning methods are

deductive and they propose an alternative which is inductive learning where instead of

spoon-feeding the information to students they believe that it would be better to start by

giving them a problem to solve which will then they will be looking for information which

they can either look for themselves or be given to them, with this method it gives students

responsibility for their own learning.

In their research they mentioned four (4) foundations of inductive learning and these are:

Constructivism is defined that whether or not there is an objective reality (different

constructivist theories take opposing views on that issue), individuals actively construct and

reconstruct their own reality in an effort to make sense of their experience. New information

is filtered through mental structures (schemata) that incorporate the student's prior

knowledge, beliefs, preconceptions and misconceptions, prejudices, and fears. If the new

information is consistent with those structures it may be integrated into them, but if it is

contradictory, it may be memorized for the exam but is unlikely to be truly incorporated into

the individual's belief system—which is to say, it will not be learned.

Since learning is strongly influenced by prior knowledge, if new information is fully

consistent with prior knowledge it may be learned with a relative case but if it includes

contradiction several things may happen such as if it is understood and perceived it can cause

confusion.

Learning Based Cycle Information. A learning cycle developed at the Vanderbilt

University Learning Technology Center is the STAR Legacy module (Software Technology
for Action and Reflection) which consists of the following steps: Students are presented with

a challenge (problem, scenario, case, news event, or common misconception presenting the

targeted content in a realistic context) that establishes a need to know the content and master

the skills included in the learning objectives for the module; The students then formulate

their initial thoughts, reflecting on what they already know and think about the context of the

challenge and generating ideas about how they might address the challenge; Perspectives and

resources are provided next. Perspectives are statements by experts that offer insights into

various dimensions of the challenge without providing a direct solution to it, and resources

may include lectures, reading materials, videos, simulations, homework problems, links to

websites, and other materials relevant to the challenge; Assessment activities are then carried

out in which the students apply what they know, and identify what they still need to learn to

address the challenge. The activities may include engaging in self-assessments and

discussions, completing homework assignments, writing essays or reports, and taking online

quizzes or exams. Multiple iterations between Steps 3 and 4 would normally be required to

fully meet the challenge; In the final wrap-up, an expert may present a model solution to the

challenge, or the students may present a report and/or complete an examination showing that

they have met the challenge and demonstrated their mastery of the knowledge and skills

specified in the learning objectives.

Intellectual Development and Approach to Learning. Here they stated that there are three

approaches which are: Surface Approachwhere memorization is and little effort is given to

understand the material; Deep Approach - where they question and try to understand more

about the material; Gic Approach - doing whatever is necessary to get the highest grade they

can where sometimes a mixture of surface and deep approach is used.

 According to the study of Paula Garcia and Jingjing Qin, understanding learners in

depth is essential to creating learning environments that optimize learners' strengths and

minimize their weaknesses (Oblinger O. a., 2005). Today's multigenerational student body

requires that educators understand generational differences, particularly in terms of

technological ability. The findings of this study show that although Net Generation and older

students differ in terms of their comfort levels with technological learning tools, student

preferences and attitudes towards effective learning and teaching activities are consistent

across age groups. These findings thus support the Moskal, and Dziuban (2005) study that

found no generational differences in what attributes students perceived as effective university

teaching.

On one hand, it means that educators can expect to find that students, young or old,

share common values regarding pedagogical practices, which educators may take as

reassurance that Net Gen students, even though they are more electronically adept, still feel

comfortable with traditional learning models. A more critical conclusion, however, is that

educators in all media need to do more to expose students to novel approaches and provide

them with opportunities to take responsibility for learning activities. Only when university-

level learning is perceived as equivalent to independent and self-regulatory learning will

students be prepared to take responsibility for their own learning and excel in online, hybrid,

and other electronically mediated delivery modes.

Many researchers take differing and often conflicting views on whether stages of

development guide learning (Piaget, 1970) or whether learning stimulates potential

development (D’Ambrosio, 2008). While some theorists believe learning occurs in isolated

instances supported by conditioning (Pavlov, 1927), others feel that natural internal
development actually guides the learning (Bruner, 1985; Piaget &Inhelder, 1969). Dewey

(1938) suggested that students learn by applying past experiences to new experiences in

order to formulate new knowledge. In contrast, Gagne (1985) suggested that students have

various levels of learning that 18 require hierarchical prerequisites of instructional strategies

in order for the student to process new intellectual skills. Between these two ideas exist a

range of theories about whether learning is simply enhanced by the amount of time spent on

learning (Carroll, 1989; Slavin, 1980) or whether it is affected by external influences such as

environmental surroundings or socio-cultural interactions (Skinner, 1953).

Based on the study of Lisenbee (2016), she concludes that in the 21stcentury,

technology has become a pervasive presence for teachers and students in and out of the

classroom causing a generation gap between the two cohorts in their expectations for using

technology in classrooms. Teachers are encouraged in standards to engage students with

technology to actively explore, participate in collaborative groups, interact with others and

make connections to real world experiences. Additionally, teachers are encouraged to

embrace and embed technology as another instructional method in classrooms so students

can learn to use technology independently to construct knowledge. The EMSCI Model offers

a process for both students and teachers to work towards independent use of technology in a

collaborative manner. Changes brought about by teachers reimagining their classrooms and

reshaping their pedagogy will fade the shadows of a generation gap due to the shining

success of teachers and students independently using technology in classrooms.

According to (Ayeni, 2011), teaching is a continuous process that involves bringing

about desirable changes in learners through use of appropriate methods (Adunola,

2011)indicated that in order to bring desirable changes in students, teaching methods used by
educators should be best for the subject matter. Furthermore, (Pal, 2011)sustained that

teaching methods work effectively mainly if they suit learners’ needs since every learner

interprets and responds to questions in a unique way (Chang, 2010). As such, alignment of

teaching methods with students’ needs and preferred learning influence students’ academic

attainments (Zeeb, 2004)

Teacher-Centered Methods Under: this method, students simply obtain information

from the teacher without building their engagement level with the subject being taught

(Feletti, 1999). The approach is least practical, more theoretical and memorizing (Wong,

2000). It does not apply activity based learning to encourage students to learn real life

problems based on applied knowledge. Since the teacher controls the transmission and

sharing of knowledge, the lecturer may attempt to maximize the delivery of information

while minimizing time and effort.Student-Centered Method: Many scholars today widely

adopt suppler student-centered methods to enhance active learning (Greitzer, 2002). Most

teachers today apply the student-centered approach to promote interest, analytical research,

critical thinking and enjoyment among students (Shad, 2007)The teaching method is

regarded more effective since it does not centralize the flow of knowledge from the lecturer

to the student (Lindquist, 1995).Teacher-Student Interactive Method: This teaching method

applies the strategies used by both teacher-centered and student-centered approaches. The

subject information produced by the learners is remembered better than the same information

presented to the learners by the lecturer (Jacoby, 1978; McDaniel, Friedman & Bourne, 1978;

and Slamecka& Graf, 1978). The method encourages the students to search for relevant

knowledge rather than the lecturer monopolizing the transmission of information to the

learners.
 Based on (Elvis Munyaradzi Ganyaupfu), his research was to test out three different

general types of teaching method was most effective in uplifting a students’ academic

performance.He used these three (3) teaching methods in his research:Teacher-Centered

Methods.Students simply obtain information from the teacher without building their

engagement level with the subject being taught (Feletti, 1999). The approach is least

practical, more theoretical and memorizing (Wong, 2000);Student-Centered Methods.This

approach also motivates goal-oriented behaviour among students, hence the method is very

effective in improving student achievement (Slavin, 1996);Teacher-Student Interactive

Method.According to him this teaching method uses both student-centered and teacher-

centered methods of teaching. The method encourages the students to search for relevant

knowledge rather than the lecturer monopolizing the transmission of information to the

learners. As such, research evidence on teaching approaches maintains that this teaching

method is effective in improving students’ academic performance (Rengarajan, 1999).

 CHAPTER III

METHODOLOGY

Research Design

This research will use correlational study design to establish a relationship among the

generation gap between the teachers and students and how well the students perform

academically. The research is designed to determine if generation gap between the teachers

and students affect the students’ academic performance.

Correlational study design is a type of non-experimental research in which the

researchers measures two variables and assesses the statistical relationship between them

with little or no effort to control extraneous variables. It mustinvolve two quantitative

variables, neither one is manipulated regardless of whether the variables are quantitative or

categorical. These include naturalistic observation, in which the researchers observe people’s

behavior in the subject in which it normally occurs and the use of archival data that were

already collected for alternative use. (Price, 2012)

It will measure and understand the relationship between two variables, generational

gap between teachers and students’ academic performances determining on the teachers’

teaching style they use based on their generational classificationin different levels in junior

high school.

Research Locale
 The research inquiry will be conducted in Alangalang National High School,

Alangalang, Leyte. The following discussions reveal the school profile.

Alangalang National High School is the first secondary school in the municipality

established in the year 1944 after the liberation period during World War II. In the early

1940’s, the name of the school is Alangalang High School and until the late 80’s during the

time of the late President Corazon C. Aquino when all government secondary schools were

subsidized and nationalized.

As of now, Alangalang National High School is the biggest school among seven

secondary schools in Alangalang. It has a complete grade school, from Grade 7 to Grade 10

in the junior high school, a recipient of the DepEd Programs; the STE Curriculum – Science,

Technology and Engineering Program, SPA – Special Program in the Arts Curriculum and

the Regular Class Curriculum, and the Grade 11 and Grade 12 Senior High School with

strands STEM and HUMMS, with a students’ population of more than 4,000. At present, the

school is implementing the integration of lesson through the use of K-12 Basic Education

Curriculum in all grade levels. It caters the young adults of the population from all sort of 54

Barangays. Alangalang National High School will be chosen by the researchers because

the school has a large student population. The number of students that the school caters is a

vital point of the study since the said study requires a large number of respondents.

Respondents/Participants of the Study

The participants of the research will be the Grade 10 students of Alangalang National

High School and will consist of approximately 140 students. The researchers decided to
choose the Grade 10 students as the respondents because the researchers will be able to

gather more sufficient and reliable data.

A random sampling method will be conducted to determine who will be chosen as the

participants of the research. Systematic random sampling method is a sampling technique

where the researchers first randomly picks the first subject from the population. Then, the

researchers will select each nth subject from the list. (Explorable.com, 2009)

Research Instrument

The primary research instrument of the study in gathering the needed data will be a

survey questionnaire, which is composed of two parts. The first part will include the profile

of the respondent, their age and the student’s generational classification, and their preferred

subject. The first part will include queries about generational differences.

In the second part, statements are given in a table with two sets which assess the

respondents’ satisfaction and willingness to interact towards the teachers’ performance and

the teacher’s effectiveness in teaching. The statements will determine if the age gap and

teaching style of the teacher affects students’ academic performance. The part will also

include few questions that will help researchers to determine the effect of generation gap

between teachers and students to the students’ academic performance.

The study means the gap of students and teachers in different generations will be

measured using the age gap or difference of generation classification between the teachers

and students. It is important to constantly grasp the students’ expectation and needs. This had

been used as the tool for research to gather data on the said study, of intergenerational gap

between junior high students and teachers.

Validation

The questionnaire constructed will be validated by a masters of education,

specifically Ms. Eleanor R. Chuca, MAEd. Once the questionnaire is approved by the master,

researchers will conduct a pre-survey or pilot testing. The researchers will get a sample from

Saint Paul School of Professional Studies, at least 20 respondents from Grade 12 students.

The test will be performed in order to determine certain error and parts to be adjusted and

corrected. The questionnaire will undergo several testing and revisions from the master until

the questionnaire has the right questions and will result to more reliable results.

Data Gathering Procedure

To ensure the effectiveness of the data gathering procedure, the researchers will ask

first the permission from the Principal and if granted the permission the researchers will ask

for the list of the Grade 10 students of Alangalang National High School to formally conduct

the survey. After conducting the survey, the researchers will analyze the gathered data.

Statistical Treatment

The researchers will use SPSS as a statistical software to tabulate the gathered results

or data. SPSS is short for Statistical Package for the Social Sciences, and is used by market

researchers, health researchers, survey companies, government entities, education

researchers, marketing organizations, data miners, and many more for the processing and
analyzing of survey data (Foley, 2018). The software will be used to show the relationship of

generational gap between teachers and student and the academic performance of the student.

The statistical tools that will be used are frequency and ANOVA.

FREQUENCY. The rate at which something occurs or is repeated over a particular period of

time or in a given sample. This will be used to measure the age of teachers and students.

ANOVA. A statistical technique that assesses potential differences in scale-level dependent

variable by a nominal-level variable having two or more categories (Statistics Solutions,

2013). This will be used to examine the effect of generational gap on the academic

performance of the students.

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