Teaching Style and Learning Satisfaction of Senior High Students of Calamba Integrated School During Academic Year 2017-2018

Abstract

INTRODUCTION

Student participation is usually dependable on teaching styles, yet some of it fails to match with the learner's styles of learning that leads to poor comprehension, competency, and excellence. As enhanced Basic Education Act of or K-12 program was introduced to the Philippines, additional two years in high school resulted to the expectations of senior high school students that they will be academically treated like those in their junior college.

METHODS

A multiple methods design was used; Qualitative and Quantitative. Limited students who experienced different teaching styles and teachers who used different teaching styles from senior high school department participated. A hundred and fifty students from different strands across the senior high school responded to the semi-structured questionnaire and unstructured interviews as to what kind of teaching styles satisfied them. The teachers also responded to the personal and unstructured interviews about what kind of teaching styles they usually used.

RESULTS

Among the five different kinds of teaching styles, Senior high school teachers usually used lecture teaching style/approach based on the data gathered from the interview. They mostly used PowerPoint presentations during class discussions, so they could effectively share all the information that they want the students to understand. Fortunately, this matched the type of teaching style the students wanted since it met their satisfaction and suited their learning style as well. The students wanted their teachers to give all the necessary information about the topic during class and it's usually done through the lecture approach.

DISCUSSIONS

As demonstrated by the results, the lecture approach is the teaching stylethat educators mostly used and is also the teaching style most students expect. Thus, students are already experiencing the best teaching style suitable for their learning. This assessment is intended for the pupils that are in physical contact with their teachers. A further inquest is needed for online learners since other pedagogical approaches are often used in those cases.