Teachers’ Interactive-Direct Teaching Strategies as Predictors of Students’ Interest in Learning English

Abstract

The study investigated the influence of teachers’ interactive-direct teaching strategies on the student’s interest in learning English. The researcher selected 156 elementary school teachers in Bunawan District, Davao City, as the study's respondents. A stratified random sampling technique was utilized in the selection of the respondents. A non-experimental quantitative research design using a descriptive-correlational method was employed. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and linear regression analysis. Findings revealed that teachers’ interactive-direct teaching strategies were moderately extensive, while students’ interest in learning English in Bunawan District in Davao City was extensive. Further, correlation analysis demonstrated a significant relationship between teachers’ interactive-direct teaching strategies and students’ interest in learning English in Bunawan District in Davao City. Regression analysis proved that teachers’ Interactive-direct teaching strategies regarding classroom interaction, learning engagement, skills development, learning attention, and a conducive environment significantly influenced the students’ interest in learning English in Bunawan District in Davao City. Future researchers may engage in action research projects that involve collaboration with educators and policymakers to implement and evaluate innovative language education strategies. The study, therefore, was conducted further to utilize findings through publication in a reputable research journal.