Abstract

Determining the knowledge, the attitudes, and the practices on the different teaching pedagogies perceived by teachers and students are relevant to ensure authentic learning. This research is a short cross-sectional case study that utilized an educational-quantitative-descriptive design. Results showed that both the teachers and students have moderate knowledge on the six teaching strategies, namely: 1) lecture type of teaching strategy; 2) cooperative type of teaching strategy; 3) inquiry-based teaching strategy; 4) mastery type of teaching strategy; 5) learning with emphasis on communication skills; and 6) project-based teaching strategy. Results further showed that the respondents agree in the positive functionality in all the pedagogies (lecture type μ = 2.91; cooperative type μ = 3.00; inquiry-based μ = 2.90; mastery type μ = 2.68; learning with emphasis on communication skills μ = 2.76; and project-based μ = 2.87). In terms of the practice of these teaching strategies, it showed that lecture method is still the most frequently utilized compared to the rest of the student-centered pedagogies. Based on the results, a newly proposed teaching model is crafted. In this model, all six teaching strategies should be used in varied frequency of utilization. The new synergistic teaching strategy model is constructed to point out the need to utilize not only the lecture method but also the other student-centered approaches so that authentic learning will transpire and quality education is achieved.