📄 Abstract
This study examined the innovative teaching methods and classroom management practices employed in selected private higher education institutions in Pagadian City. Specifically, it assessed the extent of implementation of innovative teaching methods, including mind mapping, teaching with a sense of humor, the Z-to-A approach, mnemonics words-words-words, and role-playing with scenario analysis, as well as classroom management practices in terms of structure and preparedness, rule-based behavior, academic achievement, and effective or differentiated instruction. A descriptive-survey research design was employed involving 41 school administrators and 184 teachers from selected private higher education institutions. Data were gathered using a validated researcher-developed questionnaire and analyzed using weighted mean, ranking, t-test, z-test, and the statistical procedures reported in the original dissertation. The findings revealed that both innovative teaching methods and classroom management practices were consistently rated as always applied. Mind mapping obtained the highest rating among the innovative teaching methods, while structure and preparedness ranked highest among the classroom management practices. A significant difference existed between the perceptions of school administrators and teachers regarding innovative teaching methods, whereas no significant difference was found in classroom management practices. The original dissertation further reported no statistically significant relationship between innovative teaching methods and classroom management practices. These findings highlight the importance of sustaining innovative instructional approaches and effective classroom management practices to promote an organized, engaging, and conducive learning environment in higher education institutions.
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📚 How to Cite:
Dr. Ann Margarette Yukoya, Lupo F. Montejo, Jr, Guillerlin P. Oceña , INNOVATIVE TEACHING METHODS AND CLASSROOM MANAGEMENT PRACTICES IN SELECTED PRIVATE HIGHER EDUCATION INSTITUTIONS , Volume 12 , Issue 8, August 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 102 - 106 , DOI: https://doi.org/10.36713/epra31175