Parents' Perception on Teaching Strategies of SPED Teachers at Claver Central Elementary School PDF

PARENTS' PERCEPTION ON THE LEVEL OF EFFECTIVENESS OF TEACHING STRATEGIES OF SPED TEACHERS TOWARDS SPECIAL EDUCATION LEARNERS OF CLAVER CENTRAL ELEMENTARY SCHOOL A Research Paper Presented to the Faculty of Claver National High School Senior High School Claver, Surigao del Norte In Partial Fulfi...

PARENTS' PERCEPTION ON THE LEVEL OF EFFECTIVENESS OF TEACHING STRATEGIES OF SPED TEACHERS TOWARDS SPECIAL EDUCATION LEARNERS OF CLAVER CENTRAL ELEMENTARY SCHOOL A Research Paper Presented to the Faculty of Claver National High School Senior High School Claver, Surigao del Norte In Partial Fulfillment of the Requirement for the Course Practical Research 2 Academic Track Humanities and Social Sciences Strand Jessavee C. Rojo Rosafel S. Laroga Kieth M. Catong Angel Lou S. Barotil Claire P. Catong Joy Rich S. Dingding October 2018 ACKNOWLEDGEMENT The researchers would like to convey their special note of thanks and deepest gratitude to the following; Dr. Adela S. Cabuga, the principal of Claver National High School for her encouragement and approval. Mrs. Chorazine Sulima, Ms. Mary Ann Ranay and Mr. Edgar Cuario for sharing their time and knowledge for being the panelist; Mrs. Judelyn B. Buhion, the researchers' Adviser, for her constant follow-ups, smart ideas with regards to the study and also for her untiring support; To ma'am Alicia N. Mainit, the principal of Claver Central Elementary School for allowing the researchers to conduct a survey on her school. To the families and friends of the researchers for their all-out support, financially and morally; And especially to our Almighty Father for giving the researchers the knowledge and wisdom all the way in finishing the study and making all things possible for the completion of this research. To all those who shared their best that made this study realized, thank you. The Researchers DEDICATION First and foremost, to our Almighty God for His guidance throughout making this research, to our dearest family, friends and loved ones to whom this research paper is dedicated. J.C.R. R.S.L. K.M.C. A.L.S.B. C.P.C. J.R.S.D. ABSTRACT 1\. Title : PARENTS' PERCEPTION ON THE LEVEL OF EFFECTIVNESS OF TECHING STRATEGIES OF SPED TEACHERS TOWARDS SPECIAL EDUCATION LEARNERS OF CLAVER CENTRAL ELEMENTARY SCHOOL Total number of page: 67 2\. Author : Jessavee C. Rojo Rosafel Laroga Kieth Catong Claire Catong Joy Rich dingding Ange Lou Barotil 3\. Type of Document : Thesis Writing 4\. Type of Publication : Unpublished 5\. Host Institution : Claver National High School 6\. Keywords : Independent and Dependent 7\. Abstract 7.1 [Summary] The study entitled "Parents' Perception on the Effectiveness of Teaching Strategies towards Special Education Learners of Claver Central Elementary School" sought to answer the two (2) problems and three (3) hypotheses. The indicators of the teaching strategies were Class Wide Peer Tutoring, Direct Instruction and Self-Monitoring. The indicators which measured the academic performance were learner's math skill, vocabulary skill, spelling skill and reading skill. The study which used the descriptive- correlational method of research involved (27) respondents from the parents of SPED learners of Claver Central Elementary School. The research instrument was pre-tested to 10 respondents for content validation. It is descriptive because it described the parent's perception on the level of the effectiveness of the teaching strategies of special education teachers and to the academic performance among the SPED learners of Claver Central Elementary School. Moreover, the researchers used purposive sampling; it was purposive because parents of the SPED learners were purposely selected as the respondents. The statistical treatment used by the study is weighted mean and Pearson rho co-relational. Weighted mean was used to determine the average mean of the indicators. Pearson rho correlational coefficient was used to determine the relationship of the level of perceived effectiveness of teaching strategies of the SPED teachers among the parents of SPED learners of Claver Central Elementary School. 7.2 [Summary of Findings] Based on the analysis and interpretation of data, the study revealed the following findings: 1. Level of the effectiveness of teaching strategies of SPED teachers as perceived by the parents of SPED learners of Claver Central Elementary School has an over-all result of 3.328 with the verbal description of "Very effective". Class Wide Peer Tutoring Strategy has an over-all mean of 3.303 with a verbal description of "Very effective". Direct Instruction on the other hand has an over-all mean of 3.289 with a verbal description of "Very Effective". While Self-Monitoring has an over-all mean of 3.392 with the verbal description of "Very Effective". 2. The degree of the impact of the teaching strategies of Special Education teachers to the academic performance of the SPED learners has the over-all mean of 2.881 with the verbal description of "High". 3. There is no significant relationship between the Class Wide Peer Tutoring strategy and the Academic Performance of the SPED learners. While there is significant relationship between the Direct Instruction strategy and Academic Performance of SPED learners. Whereas, there is also no significant relationship between the Self-Monitoring strategy and the academic performance of the SPED learners. 7.3 [Conclusion] Based on the findings, the following conclusions are made: 1. The effectiveness of the teaching strategies of SPED teachers as perceived by the parents of SPED learners was shown to be Very Effective. The Class Wide Peer tutoring, Direct Instruction, and Self-Monitoring were shown to be Very effective strategies in teaching SPED learners as perceived by the parents. 2. Academic Performance of the SPED learners which include their math skill, vocabulary skill, spelling skill and vocabulary skill was shown to be high. Another thing is that, teaching strategies as perceived by the parents of the SPED learners showed to have a high impact towards the academic performance of the SPED learners. 3. Effectiveness of the teaching strategies in terms of Class Wide Peer Tutoring showed no significant relationship between the academic performances of the SPED learners. This indicates that this variable is not that effective towards improving learner's academic performance. Direct Instruction on the other hand showed significant relationship between the academic performances of the SPED learners. This indicates that this variable is very effective in teaching SPED learners. This will impact the academic performance of the students. Lastly, Self-Monitoring just like the class wide peer tutoring showed no significant relationship between the academic performances of the SPED learners. This implied that this variable is not that effective and does not have that strong impact towards the academic performance of the learners. 7.4 [Recommendation] Based on the findings and conclusions drawn from the study, the following recommendations are offered for considerations. [Leaners in SPED.] The learners in SPED class of Claver Central Elementary School Should know that Direct Instruction, which is a fast paced, teacher led, carefully scripted lesson that provides immediate feedback from the teacher better can improve their academic performance. They must listen to the discussion of their teacher. And also, if they have queries in mind they must ask immediately their teacher so that they can comprehend more with lessons being discussed. Aside from that, learners should know that despite of their disabilities they must continue achieving their dreams and would not think that the disabilities they have are hindrances for their success. [School.] The school can hold trainings towards teachers so that the teachers' knowledge about teaching will be broadened. Another thing is that, the school must provide the needs of learners with disabilities so that they can learn easily. [Parents.] Parents as what we consider the first teacher must teach their children at home. They must train their children on how to improve their skills. Aside from that, they must help and be with their child always so that they can make sure that there is a progress with the child's ability. Lastly, they must support and encourage them to finish their studies since their child really needs their time and attention for they are special learners. [Teacher.] There were several researches that show how effective direct instruction is. Teachers must focus on using this strategy because their learners can better learn and understand each lesson every day because of it. DI has proven to be effective in many researches and really improve the academic performances of every learner. It is built around the concept that every learner can learn if he/she is being taught carefully. Aside from the Direct Instruction, teachers can also use the Class Wide Peer Tutoring and the self-monitoring strategies in teaching learners since these strategies can also improve the ability and skills of the learners. [Future Researchers.] If they aim to conduct the study related to this, they must ensure first if the respondents are willing to provide necessary data needed to accomplish the research. Aside from that, it should be practical and realistic. This research will serve as a guide to the future researchers of Claver National High School if ever they will conduct a study like this and expand the sources and information of the topic. TABLE OF CONTENTS CHAPTER THE PROBLEM AND REVIEW OF LITERATURE Background of the Study 1 Review of Literature 4 Conceptual Framework 13 Research Paradigm 15 Statement of the Problem 16 Hypotheses 17 Significance of the Study 17 Scope and Limitation of the Study 19 Definition of Terms 19 METHOD Research Design 21 Research Environment, Population and Sample 22 Sampling Techniques 22 Research Instrument 22 RESULT AND ANALYSES 26 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS Summary 50 Summary of Findings 51 Conclusions 52 Recommendations 54 BIBLIOGRAPHY 56 APPENDICES Appendix A-Letter to the School Principal \`58 Appendix B- Survey Instrument 59 CURRICULUM VITAE 62 List of Tables Table Title Page 1. Mean distribution and Verbal Description 26 on the effectiveness of the teaching 2 Mean distribution and Verbal Description 29 on the effectiveness of the teaching 3 Mean distribution and Verbal Description 33 on the effectiveness of the teaching learners in terms of Self-Monitoring 4 Summary of Mean Distribution and Verbal 36 Description on the effectiveness of teaching strategies of Special Education teachers as perceived by the parents of the SPED learners 5 6 Mean Distribution and Verbal Description on 40 7 Mean Distribution and Verbal Description 43 8 Mean Distribution and Verbal Description on 46 9 Summary of Mean Distribution and Verbal 48 Description on the Degree of impact of the teaching strategies of SPED teachers to the Academic performance of the SPED learners 10 Test of significant relationship between the 49 List of Figure 11 Figure 1 Research Paradigm 15 Chapter 1 THE PROBLEM AND REVIEW OF LITERATURE [Background of the study] Individuals with Disability Education Act (IDEA) define special education as "Specially designed instruction at no cost to the parent, to meet the unique needs of the child with a disability." Moreover, learners come from different backgrounds and have diverse abilities and special needs. Their needs maybe recognized by teachers and parents' observations and assessment by certified professionals. Regardless of the manner by which needs are determined, teachers and school teams can implement strategies as soon as learners needs are realized. Furthermore, there are numerous learning and teaching strategies available that provide effective learning and teaching outcomes. Teaching strategies have vital role on helping learners to learn the desired course contents and be able to develop achievable goals in the future. It also identifies the different available learning methods to enable the teachers to develop a right strategy in order to deal with the target learners. According to [Tetet Sureta](https://prezi.com/user/fbpuysto2za6/) (2006) that on 1907 Special Education was formally started in the Philippines by establishing the Insular School for the Deaf and Blind in Manila. While in 1950, Philippine Association for the Deaf opened a school for the Children with hearing impairments. In line with this, Claver Central Elementary School offers special education and was organized on June 2012. Different teaching strategies were introduced in order to meet the needs of every learner. According to one of the Special Education teachers, Class Wide Peer Tutoring, Direct Instruction and Self- Monitoring are some of those strategies that had been used in teaching. In like manner, from 33 learners they only have now 27 SPED learners since the other 6 are enrolled now in mainstream. Special Education class caters the visual impairments, hearing impairments and some learners with suspected intellectual disability and autism. By knowing the parents' perception about the effectiveness of the teaching strategies, teachers will be able to know if the strategies they used were effective and could improve the academic performance of their learners. With these, the researchers are prompted to investigate and analyze to conduct a study to distinguish the overall parents' perceptions on the effectiveness of the teaching strategies of the special education teachers and to identify the most effective teaching approaches and strategies. [Review of Related Literature] This section presents related literature that provides a frame of reference to support the study. It provides some studies on the perceptions of parents of whether they are satisfied on the teaching strategies. It also tackles studies on the effectiveness of the teaching strategies. Special Education is a place that provides additional services, support, programs, specialized placements or environments to ensure that all students\' educational needs are provided for. According to the National Dissemination Center for Children with disabilities that autism, deafness, blindness, developmental delays, Emotional disturbance, hearing impairments, mental retardation, multiple disabilities, [orthopedic impairments](https://www.thoughtco.com/engaging-students-with-disabilities-4132490), other Health Impairments, [Specific Learning Disabilities](https://www.thoughtco.com/engaging-students-with-disabilities-4132490), [Speech and Language Impairments](https://www.thoughtco.com/special-education-reading-writing-4132492), [traumatic Brain Injury](https://www.thoughtco.com/multiple-disabilities-3111125), and Visual Impairments are the disabilities under the special education program. Additionally, the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004 provides the opportunity for parents to participate with schools in carrying out comprehensive strategies to improve educational results for children with disabilities. Yell (2005) stated that, what parents think about their experience in special education, and what they want for their children, are important historical components of the federal special education law. In fact it was stated also in IDEIA (2004) that the current federal law gives parents the opportunity to sit at the planning table with professionals and express their ideas regarding what they consider to be the most appropriate education for their children. In like manner, parents are said to be satisfied with the service of the special education and the strategies used since it does improve the academic performance of their child. This area will introduce and explain the effectiveness of the teaching strategies which are the Class Wide Peer Tutoring, Direct Instruction and Self-monitoring. In line with this, Joseph Delquadri (1991) and a team of researchers as cited by Jillian Pettis (2013) studied whether Class Wide Peer Tutoring helps students in spelling. They found that students who scored the lowest on weekly spelling tests in getting 8 or more words wrong, started scoring (as well as other students in the class getting) fewer than 3 words wrong after their teacher started using Class Wide Peer Tutoring. Researchers also found out that Class Wide Peer Tutoring strategy brings satisfaction with the students' parents because it improves their Child's academic performance. Furthermore, Philip Kanfush (2014) stated that each of the parents he interviewed disclosed a high level of satisfaction with their children's progress with the Direct Instruction strategy. This was evidenced by comments like the following from parents: Well, he's reading quite fluently now at probably a second or third grade level. When he's watching a movie, he likes to put on the subtitles so that he can read along with whatever he's watching; so he reads or attempts to read all the time, and he'll even try to make sense of license plates and things that maybe aren't words. He's using his decoding skills to try to figure them out. Moreover, Shimabukuro et al. (1999) as cited by LM Barry (2005) investigated the effects of self-monitoring of academic productivity and accuracy on the academic performance and on-task behavior of three male students with both learning disabilities (LD) and attention deficit disorder/attention deficit hyperactivity disorder (ADD/ADHD). The students were taught to self-monitor and self-graph their academic performance for reading comprehension, mathematics, and written expression. On-task behaviors were observed and recorded by the teacher. A single group, multiple baseline design across three academic areas was used to assess the effectiveness of the intervention. The three students made gains in academic productivity and accuracy, and their on-task behaviors improved across all academic areas. The results of this study indicate that self-monitoring is an effective procedure for helping students improve their academic performance and attention behaviors. Parents of the students were delighted because of the improvement of their children. Furthermore, Class Wide Peer Tutoring (CWPT) strategy is an instructional strategy designed to effectively teach specific information to students with a variety of skill levels. Additionally, Greenwood et al. (1997) as cited by Heather Martel (2009) states that in Class Wide Peer Tutoring, students work together to learn a specific set of information. It also uses a combination of instructional components that include partner pairing, systematic content coverage, immediate error correction, frequent testing, team competition and point earning. Terry (2008) states that every student in the classroom is involved in the learning process with Class wide Peer Tutoring, which allows them to practice basic skills in a systematic and fun way. It was conducted in a way that encourages positive student interaction by using partner pairing and peer tutoring. In Class Wide Peer Tutoring, students are taught by peers who are trained to present a weekly set of information where they can provide immediate feedback for correct and incorrect responses. Daily lessons allow each partner to take the role of both the tutor and the tutee. Likewise, Maheady et al. (2003) states that class wide peer tutoring also uses immediate-response feedback, error correction, and a specific tutoring technique that benefits both the tutor and tutee. When structured correctly, it allows teachers to actively engage all students in the classroom, while simultaneously monitoring process through daily and/or weekly assessments. Also, Class Wide Peer Tutoring has been proven effective with students from pre-school to high school levels, and has been used in both general and special education classroom settings. Besides, Harper et al. (1999) as cited by Martel (2009) states those studies on the effectiveness of Class Wide Peer Tutoring have demonstrated an increase in math, reading, social studies, spelling, and vocabulary skills on students with mild disabilities and students who are low-achieving. Additionally, results of a study conducted by Veerkamp et al. (2007) demonstrated an improved performance on middle-school students' weekly vocabulary tests under Class Wide Peer Tutoring conditions compared with teacher-led instruction. Findings from this study showed that Class Wide Peer Tutoring can improve the reading skills of urban middle school students. At least 25 studies have been found showing Class Wide Peer Tutoring to be more effective than teacher-led instruction. It has also been successful in aiding the inclusion of students with autism into general education classrooms. Information on the success of Class Wide Peer Tutoring has shown a high degree of success. Another strategy is the Direct Instruction (DI). It is a scientifically-based instructional approach that has proven results for students with disabilities. Tarver (2008) states that the DI approach uses detailed teaching procedures that are presented in a specific order. It is built around the concept that every child can learn if we teach them carefully and teachers can be successful with effective instructional delivery techniques. In Direct Instruction, it is the teacher who is responsible for student learning. A common phrase that refers to DI is, \"If the learner hasn\'t learned, the teacher has not taught". Watkins & Slocum (2004) said that Direct Instruction is supported by more research than any other instructional program. In fact, Forness et al. (2003) conducted an analysis of various intervention programs for students receiving special education services and found Direct Instruction to be one of seven interventions with strong evidence of success. Direct Instruction has been proven to be an effective instructional strategy for teaching reading, language arts, spelling,andmath(www.k8accesscenter.org/documents/Instructional Methods and Practices). In the same way, Vukmir (2002) states that the American Institutes of Research (AIR) reported that out of twenty-four studies they conducted, Direct Instruction was one of three programs that presented solid and positive evidence of student achievement. It shows reading, math, spelling and language achievement for nine models of teaching. Models of instruction that took a direct instruction approach achieved the greatest gains observed in the area of thinking and problem-solving skills. Direct Instruction offers the idea that the best way to improve a child\'s school performance is to focus on basic skills. Self-Monitoring is said to be one of those effective strategies in educating students. According to Mitchum et al. (2001), self-monitoring is a behavior management strategy, effective for helping students improve their academic performance and attention behaviors. It is a student-centered strategy that can be used to increase on-task behavior of students by encouraging them to monitor their own behavior. Students with behavioral and academic difficulties typically have limited awareness and understanding of their own behavior and its effects on others. Self-monitoring interventions equip students to recognize and keep track of their own behavior. In addition, Mitchum et al. (2001) asserts that self-monitoring interventions are among the most flexible, useful, and effective strategies for students with academic and behavioral difficulties. The intervention encourages independent functioning, which allow individuals with disabilities to rely less on prompts from teachers. Another thing is that according to Maag (2004), self-monitoring has been used successfully with individuals with a variety of disabilities, including autism, cognitive impairments, learning disabilities, and attention deficit hyperactivity disorder and is effective in addressing both academic and social behaviors. Harris, et al. (2005) states that proper implementations of self-monitoring techniques can result in reduced teacher frustration and will insure greater academic absorption by students. Self-monitoring can be especially helpful for students with Attention Deficit Hyperactivity Disorder. Studies have shown 3-5% of elementary students in the United States are diagnosed with Attention Deficit Hyperactivity Disorder. Students with this disorder may work at slower rates, produce work that is below their level of capability, and/or have trouble staying on task. This is not due to lower brain functioning; it is a result of difficulties with inhibitory control. When using self-monitoring strategies, students will be able to independently provide themselves with feedback, taking away the need for negative attention from teachers, family members, or others and allows attention for positive behavior. In addition, [Reid et al. (2005](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3196204/#i1998-1929-4-1-37-b28)) said that self-monitoring is one of the more frequently used behavior modification methods in education. Furthermore, Strain & Kohler (1994) as cited by Riggleman, Samantha (2017) said that self-monitoring, the act of observing and recording one's own behavior, has been demonstrated to be an effective behavior change strategy for a range of diverse learners including preschoolers with autism; Additionally, self-monitoring interventions have resulted in increased proficiency with a range of target skills including reading (Jitendra et al., 2000), writing (Stotz et al., 2008), spelling (Harris et al., 2005), math (Dunlap, 2004), vocabulary skills (Ganz & Sigafoos, 2005). *[Conceptual Framework]* *This study was anchored on the concept of Heather Martel (2009) which states that there are three research-based instructional studies of which are elements that can increase the success of students at risk for learning problems. Strategies explored in this review are class-wide peer tutoring, direct instruction, and the behavioral strategy of self-monitoring.* In line with this, Maheady et al. (2003) states that class-wide peer tutoring is used to teach health and safety information to students with mental disabilities, and improve academic, linguistic, and social competence of English language learners. Besides, studies on the effectiveness of Class-Wide Peer Tutoring have demonstrated an increase in math, reading, social studies, spelling, and vocabulary skills on students with mild disabilities and students who are low-achieving. Also, studies of Fuchs et al. (2005) indicated strong outcomes of Peer Tutoring for students with average to low achievement levels, and students with learning disabilities. Forness et al. (1997) as cited by Heather (2009) conducted an analysis of various intervention programs for students receiving special education services and found direct instruction to be one of seven interventions with strong evidence of success. It was also proven to be an effective strategy for teaching reading, language arts, spelling, and math. In addition, Maag (2004) states that self-monitoring has been used successfully with individuals with a variety of disabilities, including autism, cognitive impairments, learning disabilities, and attention deficit hyperactivity disorder and is effective in addressing both academic and social behaviors. Barkley (2008) found out that eighty percent of students with ADHD have been found to exhibit academic performance problems due to their lack of self-monitoring ability. When teachers are able to properly implement student-centered self-monitoring strategies, performance rates increase significantly, resulting in higher levels of achievement academically. *INDEPENDENT VARIABLE DEPENDENT VARIABLE* Figure 1. Research Paradigm [Statement of the Problem] The study aimed to find different effective teaching strategies of Special Education teachers that could meet the needs of the learners with special needs in Claver Central Elementary School and to know the parents perception with regards to the teaching strategies used. Specifically, it sought to answer the question below: 1. What is the level of effectiveness of the teaching strategies of Special Education teachers as perceived by the parents of SPED learners of Claver Central Elementary School in terms of: 1. Class Wide Peer Tutoring; 2. Direct Instruction; 3. Self-Monitoring? 2. What is the degree of its impact to the academic performance of the special learners in Claver Central Elementary School in terms of: 4. Spelling Skills; 5. Math Skills; 6. Reading Skills; 7. Vocabulary Skills? 3. Is there a significant relationship between the parent's perception on the level of the effectiveness of the teaching strategies of special education teachers and to the academic performance among the SPED learners in Claver Central Elementary School? [Hypotheses] This study presents three (3) null hypotheses tested at 0.05 level of significance. Ho~1~: There is no significant relationship between class wide peer tutoring teaching strategy and the academic performance of the SPED learners of Claver Central Elementary School. Ho~2~: There is a significant relationship between the direct instruction teaching strategy and the academic performance of the SPED learners of Claver Central Elementary School. Ho~3~: There is no significant relationship between the self-monitoring and academic performance of the SPED learners of Claver Central Elementary School. [Significance of the Study] It is very important for the teachers to determine different teaching strategies and become aware of the parents' perception in order to become productive towards the academic performance of the SPED learners. Findings of this research could be highly significant and beneficial to the following: [Special Education Learners.] Upon realizing the different effective teaching strategies, it will be fully implemented that could result for the learners improvement with their academic performance and become prolific. [Parents.] Parents will be more aware about different strategies that will better enhance their child's ability and skills. With this, they will become knowledgeable and they will be able to let the teachers know of how effective the teaching strategies he/she used. [Special Education Teachers.] This research will serve as a guide for the Special Education teachers on different effective teaching strategies that can be used on educating and teaching learners with special needs. It will also let the teachers know on how effective his/her teaching strategies. And this research will lead for a better relationship between the teachers and parents. [School Administrative.] The result of this study will provide ideas of what effective strategies should be implemented to improve the academic performance of learners with special needs. [Future Researcher.] The proposed study will serve as a guide for the future researchers on expanding the source of knowledge about this particular topic. [Scope and Limitations of the Study] The study limits only to the teaching strategies of the Special Education teachers of Claver Central Elementary School and the perspective of the parents of the Special Education learners with regards to the teaching strategies used. Identifying the different teaching strategies of special education teachers and distinguishing the parents' perception on the effectiveness of the said strategies are the focus of this research. The primary sources of data were derived from the information given by the respondents through the survey questionnaire. On the other hand, secondary sources were taken from books, journals and internet sources. [Definition of Terms] For the purpose of clarity and understanding of the study, the following terms were defined operationally. [Special Education]. It is a program designed to educate the learners with special needs, at no cost to parents. [Teaching Strategy]. It refers to a pattern or methods of teaching the learners that serves to attain certain outcomes. [Class Wide Peer Tutoring]. Is an instructional strategy that uses a combination of instructional components that include partner pairing, where in both can be a tutor and a tutee. [Direct instruction]. A fast paced, teacher led, carefully scripted lesson that provides immediate feedback from the teacher. [Self-monitoring]. Self-monitoring is a strategy that can be used to increase on-task behaviour of the learners by encouraging them to monitor their own behaviour. [Parents Perception]. It refers to the insights or feedback of parents towards the teaching strategies of the teachers in special education. [IDEA]. Individuals with Disability Education Act Chapter 2 METHOD This chapter presents the research design, research environment, sampling techniques, research instrument and data gathering procedure. [Research Design] This research used descriptive-correlational study. It was descriptive study because it described the level of perceived effectiveness of the teaching strategies of special education teachers and its impact to the academic performance of the SPED learners in Claver Central Elementary School. Moreover, it was also correlational study because it measures two relevant variables and assesses the relationship between them. It explores a particular situation in which to determine the effectiveness of the teaching strategies of special education teachers to the academic performance of the learners with special needs. [Research Environment, Population and Sample] The research was conducted at Claver Central Elementary School. It is located in Barangay Tayaga and the institution was established in the year 1945. It is also known for its quality education. In addition, Claver Central Elementary School has a current number population of 921 learners including the learners with special needs. Parents of 27 special education learners were considered as the respondents of the study. [Sampling Technique] The study used the purposive sampling. It was considered as purposive because parents of special education learners as respondents were purposely selected. [Research Instruments] The researcher used researchers-made questionnaire to gather the desired data for the study. The instrument was composed of two (2) parts. Part I of the instrument identified the level of the effectiveness of teaching strategies used by the special education teacher of Claver Central Elementary School. Part II was used to determine the degree of its impact to the academic performance of the special education learners of Claver Central Elementary School. I. Level of perceived effectiveness of the teaching strategies of special education teachers Rating Scale Mean Scale Verbal Description Verbal Interpretation -------------- ------------ -------------------- ----------------------- 4 3.25-4.00 Strongly Agree Very Effective 3 2.50-3.24 Agree Effective 2 1.75-2.49 Disagree Less Effective 1 1.00-1.74 Strongly Disagree Not Effective II. Degree of its impact in Academic Performance of the SPED learners. Rating Scale Mean Scale Verbal Description Verbal Interpretation -------------- ------------ -------------------- ----------------------- 4 3.25-4.00 Strongly Agree Very High 3 2.50-3.24 Agree High 2 1.75-2.49 Disagree Low 1 1.00-1.74 Strongly Disagree Very Low In getting the reliability of the questionnaire, there were ten (10) sample respondents who answered the sample questionnaire and the reliability test result is 0.947 Cronbach's alpha. The instrument was submitted to the adviser and to the school principal for content validation. The given suggestions helped the researchers to improve the construction of the items of the research instrument. [Data Gathering Procedures] First, the researchers made questionnaire for the respondents in connection of the research title. It was submitted to the research adviser for content validation and corrections of questionnaires. Then the researchers wrote an authorization letter to the School Principal to allow them to conduct a survey in their school. Aside from that the researchers also personally asked permission to special education teachers to conduct a survey to the parents of their learners. After the day, the researchers received the approval and the schedule was given by the school for them to survey, the questionnaire was immediately distributed. The researchers were the one who administered the survey instrument personally to their respondents. They conducted for about 3 consecutive days of survey in Claver Central Elementary School. After the data was collected and tallied, it was then analyzed and interpreted by the researchers through the utilization of the IBM-SPSS. [Statistical Treatment] The data were treated and analyzed using the following statistical tool: [Pearson Moment Correlation Coefficient]. This was used to determine the relationship between the level of effectiveness of the teaching strategies of special education teachers as perceived by the parents of SPED learners and the academic performance of the special learners. Pearson r Quantitative Description [±]{.math.inline}1 Perfect [±]{.math.inline}0.75 to [\