Abstract
This study assessed the teaching strategies of AIMS maritime professors under the lens of three-domain teaching strategy theories: Behaviorism; Cognitivism; and, Social Constructivism. The relationship between the teaching strategies and the demographic profiles (age, years of teaching experience, and highest educational attainment) was also determined to identify factors that could affect the teaching strategies of the respondents. Using descriptive-correlation design, the study endeavored to describe the teaching strategies of AIMS maritime professors. Using complete enumeration as a sampling technique, it included 30 non-laboratory maritime professors. To gather the data, a researcher-made questionnaire was used. An online platform of the questionnaire was made through Google forms. The questionnaire was distributed to the professors after ensuring the permit via Microsoft Teams Software, FB messenger, or Google mails. To treat the data, the following statistical tools were used: percentage; weighted mean; and chi-square. Results indicated that the maritime professors highly utilized the Direct Instruction Strategy (M=4.41) under the Behaviorism Theory. This was followed by Flipped Instruction Strategy (M=3.96) under the Social Constructivism Theory; and, Chunking Instruction Strategy (M=3.93) under Cognitivism Theory. The chi-square result indicated no significant relationship between the teaching strategies and demographic profiles of the maritime professors.
Keywords: AIMS Maritime Professors, online teaching, teaching strategies, three-domain theories
*This paper is a finalist in the International Research Competitions 2022, Category 2 Undergraduate
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