ASSESSING THE IMPACT OF VARIOUS TEACHING STYLES ON PROMOTING STUDENT’S ENGAGEMENT AMONG GRADE 12 HUMANITIES AND SOCIAL SCIENCES STRAND OF IMMACULADA CONCEPCION COLLEGE

Abstract

Teaching styles play a key role in providing an effective and engaging learning experience for students. These styles encompass varied approaches teachers employ to facilitate student learning. Global studies highlight the diverse range of teaching styles employed by educators to achieve educational objectives and accommodate the individual needs of students. The choice of teaching style adapted by the teacher directly influences student engagement, cooperation, and involvement. Understanding these different teaching styles is essential as it helps teachers in determining which styles work best for their students. Therefore, educators must be mindful of their teaching styles to create a stimulating learning experience that promotes student engagement and academic success. This study employed a quantitative research method with a correlational design to examine the impact of teaching styles on the student engagement of Grade 12 HUMSS students at Immaculada Concepcion College. A total of 246 respondents were randomly selected from 637 students using simple random sampling. Data was collected through a researcher-made survey questionnaire and analyzed using Pearson R to determine the relationship between teaching styles and student engagement. The research study revealed that teaching styles employed by educators have a notable influence on student engagement during the learning process, particularly within the classroom setting. The findings found that certain teaching styles, such as the autonomy supportive style with the highest r value of 0.74 and < .00001 p value, which indicates high positive correlation. Conversely, the controlling teaching style showed the lowest level of student engagement and perceived understanding, with an r-value of 0.54 and a p-value of < .00001, indicating a moderate positive correlation. The findings emphasize the significance of self-directed learning opportunities in promoting active engagement among learners.