ABSTRACT This study utilized the descriptive method of research. The respondents of the study were the six (6) elementary teachers teaching grade I to grade VI at Coto Elementary School, District of Lambunao East, Division of Iloilo, Philippines for school year 2014-2015. Complete enumeration was used in selecting sample respondents. The researcher-made questionnaire dully validated by panel of experts that would measure the extent of innovation in teaching; it consisted of 15 items per category. The respondents were made to identify their innovation in teaching being implemented. The levels of innovation in teaching were determined in a Likert Scal: Strongly Agree; Agree; Neither Agree Nor Disagree; Disagree; and Strongly Disagree. The statistical tools were the mean; standard deviation; and analysis of variance (ANOVA). The significance level was set at .05. It was found out that teachers respondents&apos; extent of teaching innovation is very high in all variables such as curriculum, instructional materials and classroom instruction and no significant difference that existed in the extent of implementation of innovation in teaching of elementary teachers in terms of curriculum; instructional materials; and classroom instruction

Rome B Moralista

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Journal of Social Sciences & Humanities Research 
JSSHR 38|Volume 2|Issue 1|2016 
 
1 
 
 
 
  
Research Article 
INNOVATION IN TEACHING AMONG ELEMENTARY TEACHERS 
AT COTO ELEMENTARY SCHOOL, DISTRICT OF LAMBUNAO 
EAST, DIVISION OF ILOILO, PHILIPPINES 
Rome B. Moralista
1 
1
West Visayas State University-Calinog, Campus Calinog, Iloilo, Philippines 
Correspondence should be addressed to Rome B. Moralista 
Received June 16, 2016; Accepted June 22, 2016; Published June 28, 2016; 
Copyright: © 2016 Rome B. Moralista et al. This is an open access article distributed under the Creative 
Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any 
medium, provided the original work is properly cited. 
Cite This Article: Moralista, R.(2016). Innovation in Teaching among Elementary Teachers at Coto 
Elementary School, District of Lambunao East, Division of Iloilo, Philippines. Journal of Social Sciences & 
Humanities Research, 2(1). 
ABSTRACT 
This study utilized the descriptive method of research. The respondents of the study were the six (6) elementary teachers 
teaching grade I to grade VI at Coto Elementary School, District of Lambunao East, Division of Iloilo, Philippines for 
school year 2014-2015.  Complete enumeration was used in selecting sample respondents. The researcher-made 
questionnaire dully validated by panel of experts that would measure the extent of innovation in teaching; it consisted of 15 
items per category. The respondents were made to identify their innovation in teaching being implemented. The levels of 
innovation in teaching were determined in a Likert Scal:  Strongly Agree; Agree; Neither Agree Nor Disagree; Disagree; 
and Strongly Disagree. The statistical tools were the mean; standard deviation; and analysis of variance (ANOVA). The 
significance level was set at .05. It was found out that teachers respondents’ extent of teaching innovation is very high in all 
variables such as curriculum, instructional materials and classroom instruction and no significant difference that existed in 
the extent of implementation of innovation in teaching of elementary teachers in terms of curriculum; instructional 
materials; and classroom instruction. 
KEYWORDS: Innovation; Teaching; Elementary Teachers; Coto Elementary School, District of Lambunao East, Division 
of Iloilo, Philippines 
INTRODUCTION 
The present century is dedicated to embrace a 
knowledge-based society in which required competencies 
strive to follow the extremely fast development of tools 
that are needed for enhanced work and Life Long 
Learning. But, the structure of teacher education is not 
suitable to handle the extent of changes progressing in our 
daily lives influencing the next generation of learners. 
Thus, there needs to be a sustainable flow of innovation 
continuously shaping public education in order to bring up 
a generation that can stand up to requirements within the 
future workforce. Schools and education systems operate 
very much in a globalized village with nations’ educational 
systems being compared through international testing. The 
present school improvement practices improve a school 
but don’t always improve learning in the school. From this, 
serious disparities develop between different groups of 
students. In addressing the issues facing schools, an 
innovative spirit seems to be absent. Policy makers and 
system administrators are often wary of innovation in 
education. 
According to Alexander [2], innovation in basic education 
has been variously identified with learning technologies, 
pedagogical approaches, organisational processes and grant 
opportunities. 
 
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Open Access Scientific Publisher 
Journal of Social Sciences & Humanities Research 
JSSHR 38|Volume 2|Issue 1|2016 
 
2 
Roberts [8] stated those responses to globalisation and the 
agenda of government, from government laws, to frequent 
appearances in school vision statements, and as a rhetorical 
participant in organisational change. 
Conole, de Laat, Dillon and Darby [4] and Alexander [2] 
cited that the connecting theme of innovation in basic 
education contexts seems to be significant change, and its 
potential to transform practice, the appropriation by 
learners of social software technologies of interaction and 
collaboration is identified as a ‚disruptive‛ type of 
innovation such that ‚we are reaching a turning point in 
the way technology is used for learning.  
McLoughlin and Lee [7] agree that user-centred and Web 
2.0 technologies represent an innovative shift for online 
learning. 
According to Charette [3] innovation on teaching mirrors 
the track record of information technology projects in the 
business and government sectors, where there is evidence 
that failure has a ‚long, dismal history‛, and breakdowns 
or unexpected result have arguably become a normal part 
of the experience of working with large academic 
institution which are introducing teaching innovations. 
STATEMENT OF THE PROBLEM 
This study aimed to find out the teaching innovation 
among elementary teachers at Coto Elementary School, 
District of Lambunao East, Division of Iloilo, Philippines 
for the school year 2014-2015. Specifically, this study 
sought to answer the following questions: to what extent 
are the teaching innovations being implemented and is 
there a significant difference on the responses of the 
respondents? 
MATERIALS AND METHODS 
This study utilized the descriptive method of research. The 
respondents of the study were the six (6) elementary 
teachers teaching grade I to grade VI at Coto Elementary 
School, District of Lambunao East, Division of Iloilo, 
Philippines for school year 2014-2015.  Complete 
enumeration was used in selecting sample respondents. 
The researcher-made questionnaire dully validated by 
panel of experts that would measure the extent of 
innovation in teaching; it consisted of 15 items per 
category. To compute for the reliability of the whole test, 
the Spearman-Brown Prophecy formula was applied. The 
alpha coefficients of reliability for all six dimensions are 
relatively high: Curriculum (.95); Instruction (.95) and 
Teacher Classroom Instruction (.95) according to Smith; 
hence, was considered reliable. The scale of 1 to 5 was 
used, five being the highest and one is the lowest. The 
respondents were made to identify their innovation in 
teaching being implemented. The levels are Strongly 
Agree; Agree; Neither Agree Nor Disagree; Disagree; and 
Strongly Disagree. The statistical tools were the mean; 
standard deviation; and analysis of variance (ANOVA). 
The significance level was set at .05. 
RESULT AND DISCUSSION 
The result showed that teachers respondents’ extent of 
teaching innovation is very high in all variables such as 
curriculum, instructional materials and classroom 
instruction (Ms=4.2800; 4.3333; 4.4400; 4.4667; 4.3067; 
and 4.6933) .  
The result showed a parallel findings with a correlation has 
been established between the level of institutional research 
and the quality of education [8]. Research informs teaching 
in many ways. It is the interaction between teaching and 
research that drives universities. Research makes 
professors better teachers, while teaching makes them 
better researchers. Effective research can create a 
combined effect on the quality of teaching and learning: 
directly through involving students in research at the 
university, and/or through the study of instructional 
practices, which is known as scholarship of teaching and 
learning [9] [6] and indirectly through 3 higher academic 
level of teaching by the research faculty. 
 
 
Table 1: Means and SDs of the Extent in the Teaching Innovation of School  Teachers 
Teacher  Respondents 
 Curriculum Instructional 
Materials 
Classroom 
Instruction 
Description 
Mean 4.4667 4.3067 4.6933 Very High 
Std. Deviation .30912 .43614 .25647  
Mean 4.2480 4.2507 4.3973 Very High 
Std. Deviation .48209 .60775 .43268  
Mean 4.2844 4.2600 4.4467 Very High 
Std. Deviation .46086 .57651 .42024  
 
  
Journal of Social Sciences & Humanities Research 
JSSHR 38|Volume 2|Issue 1|2016 
 
3 
The ANOVA results revealed the absence of significant difference that existed in the extent of implementation of innovation 
in teaching of elementary teachers in terms of curriculum (p=.2070, instructional materials (p=.776); and classroom 
instruction (p=.109). Therefore,  the null hypothesis that there is no significant difference in the extent of implementation of 
innovation in teaching of elementary teachers is accepted.  
This implies that postmodern teacher education programs educate teachers to embrace student-centered 
instruction/facilitation of learning, teacher-developed curriculum based on research and knowledge of students’ needs, and a 
variety of assessments, including ‚authentic‛ assessment [1]. They foster an awareness of the various external factors that 
impact teaching and learning, as well as the entire schooling process. These factors are interpreted in the context of how 
they evolve over time by constant interactions with internal factors pertinent to individual schools or schools of education. 
In contrast, the modern teacher education program uses traditional approaches to professional training focused on the 
perceived status quo (e.g., teacherdirected instruction, prescribed curricula, basic/core knowledge, and frequent use and 
reliance upon standardized summative assessment of student learning). 
Table 2: ANOVA Result on the Difference in the Extent of Implementation of Innovation in Teaching of Elementary Teachers 
Teaching Innovation  F Sig. Description Decision 
Curriculum Between Groups 1.693 .207 Not Sig. Accept Ho 
 Within Groups     
 Total     
Instructional Materials Between Groups .083 .776 Not Sig. Accept Ho 
 Within Groups     
 Total     
Classroom Instruction Between Groups 2.795 .109 Not Sig. Accept Ho 
 Within Groups     
 Total     
 
CONCLUSION AND INNOVATION 
The school administrators and teachers were found out to 
be ‚very high‛ in teaching innovation interms of 
curriculum; instructional materials; and classroom 
instruction and there was no significant difference in the 
teaching innovation of elementary teachers interms of 
curriculum; instructional materials; and classroom 
instruction. It is recommended that the teaching innovation 
of elementary teachers in-terms of curriculum, instructional 
materials, and classroom instruction are all ‚very high‛ 
and it should be maintained. Finally, teaching innovation of 
elementary teacher’s vary in different categories. 
REFERENCES 
[1] Airasian, P. W. (2005). Classroom assessment: 
Concepts and applications (5th ed.). Boston: 
McGraw-Hill. de Alba, A., Gonzalez-Gaudiano, 
E., Lankshear, C., & Peters, M. (2000). 
Curriculum in the postmodern condition. New 
York: Peter Lang. 
[2] Alexander, B. (2006). Web 2.0: A new wave of 
innovation for teaching and learning? Educause 
Review, 41(2), 32–44. 
[3] Charette, R. (2005). Why software fails. IEEE 
Spectrum. 
[4] Conole, G. (2007). Distilling lessons from across 
different types of elearning interventions. In 
WWWrong: What Went Wrong? What Went 
Right? Exchanging Experiences in Technology 
Enhanced Learning, 17 or 18 September, Crete, 
Greece. 
[5] Conole, G., de Laat, M., Dillon, T. and Darby, J. 
(2008). ‘Disruptive technologies’, ‘pedagogical 
innovation’: What’s new? Findings from an in-
depth study of students’ use and perception of 
technology. Computers & Education, 50, 511–
524. 
[6] Huber, M., & Morreale, S. (Eds.) (2002). 
Disciplinary styles in the scholarship of teaching 
and learning: Exploring common ground. 
Merrifield, VA: AAHE. Retrieved from 
http://eric.ed.gov/?id=ED478800 
[7] McLoughlin, C. & Lee, M. (2007). Future 
learning landscapes: Transforming pedagogy 
through social software. Innovate, 4(5). 
[8] Roberts, G. (2004). The new covert curriculum: a 
critical actor-network approach to learning 
technology policy. In Proceedings of the fourth 
international conference on networked learning, 
Lancaster University and the University of 
Sheffield. 
[9] Shulman, L. (2000). From Minsk to Pinsk: Why a 
scholarship of teaching and learning? The Journal 
of Scholarship of Teaching and Learning, 1(1). 
Retrieved from https://www.fresnostate.edu/ 
academics/csalt/documents/ Shulman2000.pdf 
[10] Zaman, M. (2004). Review of the academic 
evidence on the relationship between teaching and 
research in higher education. London: Department 
for Education and Skills. 


Innovation in Teaching among Elementary Teachers at Coto Elementary School, District of Lambunao East, Division of Iloilo

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