Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Aim: This study aimed to determine the effectiveness of the integrated teaching approach in enhancing English proficiency among Grade IV pupils in the selected school district of Eastern Samar. Using a pre-test and post-test experimental design, the study compared the learning outcomes of pupils taught using the lecture method and those taught using the integrated approach. Methodology: A Quasi-Experimental Research design was used to determine the effectiveness of an integrated teaching approach in communicative language teaching in Grade IV English in the school districts of Eastern Samar. A total of 50 Grade IV pupils participated in the study, divided into a control group (lecture method) and an experimental group (integrated approach). Results: Results showed that while both teaching methods led to improved post-test scores, the integrated approach yielded significantly higher gains. The lecture method group had a mean post-test score of 26.48, while the integrated approach group achieved a mean score of 32.36. Statistical analysis using an independent t-test revealed a t-value of 5.345 and a p-value of .000, indicating a significant difference between the two groups. Conclusion: These findings suggest that the integrated approach is more effective in improving students' English proficiency compared to the traditional lecture method. The study highlights the importance of incorporating varied teaching strategies to enhance student learning outcomes. It is recommended that educators and policymakers consider integrating interactive and student-centered approaches in English language instruction to optimize learning effectiveness. Keywords: Integrated teaching approach, lecture method, English proficiency, effect, experimental study
DOI: 10.63498/nxz2st257
Authors: Mary De Leon, Jocelyn Castro
Institution: Eastern Samar State University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409196506