Behavioral Patterns and Teaching Styles of Kindergarten Learners

Abstract

INTRODUCTION

Most of the kindergarten pupils in Cortes and Lanuza District have not experienced formal schooling before enrolling to Kindergarten. This makes some of the pupil’s experience difficulty in adjusting their behavior and forms of socialization. Compared to other pupils who experienced toddler and nursery before entering kindergarten, this makes some of the pupil’s experience difficulty in adjusting their behavior and forms of socialization. In most cases, these pupils have more tantrums in the class and display some disturbing behaviors.

METHODS

The study utilized correlational research since the characters were used to describe the prevailing behaviors of kindergarten pupils. Descriptive categories and evaluation of the prevailing behavior and teaching styles will be done in this study. Conducting a survey is one of the approaches in this study to collect appropriate data for interpretation. This type of research identifies the behaviors of kindergarten pupils and how it affects the level of learning in the different core areas of the curriculum. The purpose of descriptive research is to observe, describe and document aspects of a situation that occurs.

RESULTS

The pupil's behavior and teaching styles have a significant relationship. There is a significant relationship between the teaching styles of the teachers and the behavioral pattern of the Kindergarten Pupils. Hence, the significance two-tailed value is equal to 0.036, less than 0.05 standard level of significance, based on the Pearson correlation. There is a positive correlation between the two, hence, the value equal to 0.384. These results were confirmed by the study of Bustos (2010) that teachers' dispositions and ability to manage pupil's behavior do tend to impact their pupil's achievement and behavior development. The appropriate use of teaching styles and methods with children and the ability to cope with change are important criteria in determining the behavioral and learning outcomes of kindergarten pupils.

DISCUSSIONS

The teaching styles implemented in the field are all useful in handling different behaviors of pupils. The behavioral patterns that existed revealed that all pupils show proficient achievement in the field. There is a positive correlation between teaching styles and behavioral patterns, hence, the significance two-tailed value to 0.36 less than 0.05 standard level of significance. Therefore, the null hypothesis is rejected.