Abstract:The shift from teacher-centered to student-centered approach in the new milieu calls for teachers to adapt to the learners' learning preferences. This study determined the levels of learning preferences of MSU-TCTO College of Education sophomore students along the different approaches and strategies in teaching, namely: Direct Instruction, Discussion, Indirect Instruction and Emerging Models of Teaching (EMT). It further determined if there were significant differencesin the students' learning preferences between and amongthe variables tested. A descriptive research design was used. After a semester of exposure to the different teaching strategies and class activities, the 114 Educ. 121N (Social Dimensions of Education) sophomore students, 1st semester, AY 2016-2017, were given a teacher's survey questionnaire. Findings revealedthat majority of the students "most preferred" the four teaching approaches, however, the EMThad thehighest mean and the direct instruction had the least. Students preferred most the feeding program,clothes-giving and parlor games activities -a community immersion, the cultural dance presentation and the role play activity of the EMT approach.Listening to a classmate's report and to a teacher's lecture under the direct instruction had the least overall mean. Among the four approaches, ANOVA showed a no significant difference in the students' learning preferences. However, there was a significant difference in their levels of learning preferencesbetween direct and discussion, direct and indirect, and direct and EMT. In conclusion, the college students preferred collaborative, performance-based and hands-on learning.

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Guided by the Bourdieu-Scheerens framework, this study uses transformative mixed methods exploratory sequential design to evaluate the “LET Intensive Review,” a university program for the Licensure Examination for Teachers (LET). The review program is regarded as an input, a means for achieving an output. While analysis includes the context, inputs, process, and outputs in education function, close attention is given to processes to elucidate contributing factors in the LET outcomes. Ethnography as the primary research design was used to explore pre-service teachers' (PSTs) experiences in the review, deploying the Bourdieusian framework in the analysis. In support of the qualitative findings, a descriptive research design was employed. The Mann-Whitney U Test and the Independent Samples t-test were performed to analyze the university passing percentage ratings in the LET elementary and secondary levels for first-timers before and during the conduct of the review. Integrative analysis of the qualitative and quantitative results followed to draw the mixed methods research findings. This evaluation reveals that the LET Intensive Review is effective, and the faculty agency and the administrator agency play a big part in the process. Most of the LET elementary level first-timers who took the review obtained significantly higher LET ratings than those from the previous batches who had not gone through the review. Financial constraints, weak basic education foundation, majorship, and low motivation affected the PSTs’ performance and education quality. The educational policy implications related to the urban-rural divide are also presented in this study.