EFFECTIVENESS OF THE TEACHING STRATEGIES OF THE LIBRARY AND INFORMATION SCIENCE FACULTY MEMBERS

Lady Diana M. Mendiola*, Bernice G. Mangabat

This study explores the effectiveness of various teaching strategies employed by Library and Information Science (LIS) faculty members in both face-to-face and online learning environments. Grounded in behaviorism, cognitivism, connectivism, and constructivism, the research evaluates strategies such as lectures, brainstorming, role-playing, independent learning, simulations, project-based methods, and the use of community resources. These approaches were assessed for their impact on student engagement, learning outcomes, and academic satisfaction among 324 Bachelor of Library and Information Science (BLIS) students across selected institutions in the National Capital Region (NCR). The quantitative research design utilized stratified random sampling and a structured survey instrument. Statistical analyses revealed that the Lecture Method was the most effective strategy in face-to-face settings, while Independent Learning ranked highest in online environments. Although teaching strategies demonstrated overall effectiveness, significant differences emerged between modalities. For instance, lectures and role-playing were more effective in physical classrooms, while independent learning excelled in virtual formats. Brainstorming and community resources showed consistent effectiveness across both environments. Despite these findings, the study identified several challenges in the implementation of teaching strategies within Library and Information Science (LIS) education, particularly in relation to limited resources, technical barriers, and communication difficulties. These challenges can impact the overall effectiveness of teaching methods, particularly in online environments where student engagement and real-time feedback can be limited. To address these issues, it is recommended that academic institutions implement regular faculty training sessions, which focus on both pedagogy and technology integration. This would help faculty stay up to date with innovative teaching methods and tools, enhancing the learning experience for students. Moreover, a shift toward more student-centered pedagogical approaches can further engage students, allowing them to take more ownership of their learning. This could include more interactive and flexible assignments and learning formats tailored to individual student needs. Additionally, enhancing the curriculum to better align with the evolving demands of LIS education is essential. This could involve incorporating more digital tools and resources, along with practical applications, to ensure that students are well-prepared for the ever-changing field of Library and Information Science. In conclusion, this study contributes to a deeper understanding of effective teaching practices in LIS education and provides actionable insights for academic institutions, educators, and policymakers. By addressing the identified challenges and implementing these recommended strategies, institutions can not only improve the quality and effectiveness of teaching but also foster dynamic and inclusive learning environments that promote academic excellence and empower students to succeed in their academic and professional endeavors.