Teaching Strategies in the Virtual Classroom: Maximizing Impact in the New Normal

Abstract

The COVID-19 pandemic has caused unprecedented changes in the field of education, leading to a rapid transition to virtual classrooms. With this, the researchers were prompted to determine the correlation between the extent of implementation of teaching strategies and the perception of their effectiveness in the virtual classroom. A quantitative correlational research design was employed, involving 62 randomly selected Grade 11 students, all taught by Grade 11 teachers. Moreover, the data collected was analyzed using the mean, standard deviation, and Pearson’s correlation coefficient. The findings revealed that there is a significant strong positive relationship between the extent of implementation of the teaching strategies (i.e. small group discussions, individual or group projects, interactive online simulations, & problem-solving activities) in the virtual classroom and its perceived impact on the performance of the students. This indicates that more comprehensive and well-implemented teaching strategies in virtual settings can enhance students’ learning experiences and outcomes, emphasizing the importance of effective instructional design in online education.