Perceived Common Teaching Practices at the College of Management and Business Technology

Professors’ Teaching skills and capabilities are very vital in imparting knowledge to students because unsound information and understanding about concepts that they are to teach their students due to their training insufficiency are likely to be transferred to their students. Therefore, their expertise in their field is important in the teaching-learning process. As cited in the Ozmen’s study (2012) teachers might unintentionally reflect their errors to their students in the teaching process. Teachers should have sound information and understanding about the concepts they are to teach their students. This study determined the Perceived Common Teaching Practices at the College of Management and Business Technology. The categories (Stockfors, 2011) used in determining the common teaching practices were: 1.) Conscious focus on students’ learning; 2.) Develops Good Teacher-Students Relations; and 3.) Broad Knowledge of Learning Processes. The respondents were 203 CMBT students from 1 year to 4 year. Convenience sampling method was used in collecting data. The instruments utilized were questionnaire and unstructured interview. For the Data treatment, Percentages and Weighted Mean were utilized. This result shows that CMBT Professors have common Teaching Practices. Though they don’t have the professional preparation and expertise, they recognize the significance of managing their Teaching Practices. Keywords— Teaching Practices, Teaching skills and capabilities, Training insufficiency, and Professional preparation.


INTRODUCTION
Education systems in today's world have been confined within the structure of the fast scientific and technological developments and the need of the society for human power. Teacher training systems are also affected from these developments directly and thus alternative approaches emerge with respect to programs, education processes and infrastructure. (Ozel, et.al 2007) The Department of Education, envisions every learner to be functionally literate, equipped with life skills, appreciative of arts and sports and imbued with the desirable values of a person who is makabayan, makatao, makakalikasan at maka-Diyos (2002 Education Curriculum).
In order for societies to progress and succeed, education is the basic requirement. Our Educational system is composed of interrelated steps. The highest step is the tertiary level which is based and affected by the lower ones, the secondary and elementary levels. Affected through the nature of the developments of students in these lower levels, whether positive or negative. Educational Institutions are where the education systems are implemented, teachers are the primary factors and their training and performances play a vital role for the education systems.
Universities and Colleges should understand that their professors/teachers are the most significant component of the institutions, for they are the front liners and are in direct contact with students, imparting vital knowledge and information. The quality and excellence of the services they may provide lie on how skillful and capable they are on their given task and responsibility, which is teaching.
Nueva Ecija University of Science and Technology employs Professors who are well educated in their field of studies as well as industry-based experts and practitioners, to ensure the timeliness and relevance of their curriculum. Faculty members are strongly encouraged to pursue higher education and continuous learning. Linkages with industry, government agencies, research, and cultural organizations are also employed to provide professors and students more exposure in the field. Learning environment is founded on the belief that each student is unique and endowed by God with talents and gifts that should be understood, appreciated and nurtured. In such an environment, Educational Institutions should try to develop an appreciation and respect for students' own talents and gifts as well as the talents and gifts of others. (The  Center of Learner Centered Instruction and Research, 2007) To nurture and enhance these talents and gifts, Educational Institutions' Faculty members should be oriented and encouraged to practice learner-centered teaching methodologies, and be responsive to students' activities and needs through attending regular seminars and trainings which is very significant in enhancing their capabilities as Educators. Recognizing the vital role of technology as a medium through which knowledge is transmitted, educational Institutions should support the development of computer-aided instruction and equips teachers and students with updated learning resources.
OBJECTIVES OF THE STUDY 1. To determine the Common Teaching Practices at the College of Management and Business Technology; 2. To identify the Teaching Practices possible for enhancement; and 3. To propose possible enhancement in the Teaching Practices.

II. METHODOLOGY
The study is Descriptive in nature since its focus was determining the Common Teaching Practices at the College of Management and Business Technology. As mentioned by Shuttleworth, (2008) "Descriptive Research Design is a scientific method which involves observing and describing the behavior of a subject without influencing it in any way." Convenience sampling method was used in data gathering. Available students became the respondents of the study. The instruments utilized were questionnaire and unstructured interview. A total of 203 CMBT students from 1 st year to 4 th year were the respondents. For the Data treatment, Percentages and Weighted Mean were utilized.

III. RESULTS AND DISCUSSION I. Common Teaching Practices
A. Conscious focus on students' learning 3.32 always 6. assures the cleanliness of the classroom.
3.38 always 7. formally begins class by saying "Good morning" or "Good afternoon".
3.53 always 8. ends class formally. Table 1 shows the responses of the respondents regarding the Teaching Practices categorized as Create good conditioning for learning. "Attends classes regularly" got the highest weighted mean of 3.55 with a verbal interpretation of "always" and "Calls student by name" got the lowest weighted mean of 2.59 with a verbal interpretation of "often".

always Average Weighted Mean 3.33 always
This means that, CMBT professors in NEUST attend classes regularly as a way of creating good conditioning for learning. This is perceived favorably by their students. Students considered their professors as role models which made them a reliable source of information as supported by Immaculate (2007)  For the Teaching Practice of Develops Good Teacher-Students Relations, "allows students to ask questions" got the highest weighted mean of 3.64 with a verbal interpretation of "always" and "is accommodating in all circumstances" got the lowest weighted mean of 3.31 verbally interpreted also as "always".
The findings shows that, students appreciated CMBT professors' practice of allowing their students to make queries about their lessons. This helps professors in motivating students to be participative in class and at the same time provides confidence to students.
As Linsin (2011) stated "questions are the lifeblood of learning; they must not be discouraged." As can be seen in Table 3, the respondents assessed the Teaching Practice of Broad knowledge of the Learning Process. "Provides examination based only on the topics discussed" got the highest weighted mean of 3.52 with a verbal interpretation of "always" and "gives quizzes after finishing every topic" got the lowest weighted mean of 3.32 also verbally interpreted as "always".
This implies that, students appreciated their professors practice of focusing and meditating on choosing the significant topics that are to be discussed and be the basis of students' evaluation.
As supported by Stockford (2014) "quizzes, homeworks, recitations, examinations, and assessment must be planned by the teacher so that students can prepare themselves on tasks to meet the aims of the program.".

International journal of Engineering, Business and Management (IJEBM)
[ Vol-4, Issue-1, Jan-Feb, 2020]  https://dx.doi.org/10.22161/ijebm.4.1.3  ISSN: 2456-7817 www.aipublications.com Page | 24  Table 4 shows that, respondents perceived "formulates a grading system" as superior with a weighted mean of 3.52 verbally interpreted as "always" while "gives activities which are application of the previous lessons" and "initiates critical thinking through required assignments and researches" are both perceived as inferior with a weighted mean of 3.42 with a verbal interpretation of "always".

B. SCHOLARLY AND REFLECTIVE APPROACH
Students favorably perceived their professors practice of formulating a grading system. There is no best teaching strategy for every student so, professors should determine whether their teaching strategies and practices are effective or not using their formulated grading system. Through the results of different classroom activities properly graded, the professors can adapt to the most appropriate mode of teaching to students.
"Examining students' learning is a critical piece of differentiated instruction as it helps to identify the most effective strategies and activities that will encourage student learning." (Earl, 2014)

always
3. applies professionalism and objectivity in discussing every lesson.

always
4. demonstrates expertise in explaining the lessons.

always
6. relates lessons to present scenarios by providing examples.

always
7. accommodates inquiries and questions for clarification and better understanding.

always
Average Weighted Mean 3.47 always Table 5 shows the respondents responses on the Professors' Practice of Relate Own Practice to Reflected Experience and Scholarly Literature on Teaching and Learning, "applies professionalism and objectivity in discussing every lesson" got the highest weighted mean of 3.53 with a verbal interpretation of "always" and "accommodates inquiries and questions for clarification and better understanding" got the lowest weighted mean of 3.41 with a verbal interpretation also of "always". This indicates that, professors are maximizing their capabilities through making use of their professional experiences and knowledge in discussing the lessons clearly and further each side of the lesson.
According to Goodwin (1967) as cited by Immaculate (2007), "In the classroom, a teacher is a expositor of the knowledge, art and doctrine of professional management. But the teaching transcend mere classroom enthusiasm-amplifier and an optimist, a spur, and above all a personality of exceptional force, warmth, and light."

always
2. discusses the basics before the complex part.

often
3. finishes the discussion of a topic before starting a new one.

always
4. does a recap of the previous lesson before starting a new one.

always
5. treats students equally despite their differences.

always Average Weighted Mean 3.37 always
The Awareness of Own Teaching and Courses' Role within a Program in Table 6 shows that, "does a recap of the previous lesson before starting a new one" is a common practice of professors for it got a weighted mean of 3.47 verbally interpreted as "always" while "discusses the basics before the complex part" with a weighted mean of 3.23 got the lowest mean with a verbal interpretation of "often". CMBT students acknowledged their professors' practice of recapping the previous lesson before starting a new one. It is an indication that, professors are aware of their role as educators, considering the importance of finishing each topic for the students to fully understand and avoid confusion among the topics. Meyer (2015) stated that, teachers need to finish what they started, leaving a topic behind without finishing it will lead to unanswered questions and queries in the mind of students.   Table 7. "includes topics in the discussion which are not covered in the syllabus" got the highest weighted mean of 3.99 verbally interpreted as "always' and "uses different books/references for discussion" got the lowest weighted mean of 3.33 verbally interpreted as "always".
The result shows that, majority of the students appreciated their professor's decision and practice of elaborating and explaining well the lessons. This also shows that CMBT professors have the expertise on the subjects that they are teaching.
As supported by Stockford (2014), "teacher's understanding of the learning process is an important basis for ensuring effective learning."