Teaching Style and Performance in Reading of Intermediate Pupils: Basis for an Intervention

Abstract

INTRODUCTION

Teaching styles then should be anchored on the context of the learners. In this case, teacher's awareness on students learning style is a primary consideration, so as to make their teaching relevant to learning needs of the learners. Because students learn in many different ways, it is a fact that, no two teachers will teach in the same way, just as no two students learn something in the same way. In the District of General Emilio Aguinaldo similar case also exist wherein only few Elementary Schools have conducted studies that determine the effect of learning style with reading performance. Since reading is an integral part of academic performance, the researcher was interested to pursue a study regarding teaching style and performance.

METHODS

The study focused on the teaching styles of intermediate teachers in the District of General Emilio Aguinaldo for the School Year 2017-2018. The teaching style inventory of Dunn and Dunn was considered in order to determine the teaching styles of the teachers. Phil-IRI results was also used to determine the reading performance of intermediate pupils. The study aimed to find out a significant relationship between teaching style and reading performance. The study considered the descriptive methods of research.

RESULTS

The findings of the study are as follows—(1) As to the teaching style of the respondents, the teaching style of the teachers in all of the categories for determining their teaching style were somewhat individualized; (2) On the significant relationship between teaching style and reading performance of pupils, there is significant relationship between instructional planning and reading performance level; and (3) on what intervention plan can be developed, an intervention plan in reading was develop to address problems regarding the improvement of pupil reading performance level.

DISCUSSIONS

Teaching style such as instructional planning, teaching methods, student's groupings, teaching environment, teaching characteristics and educational philosophy is related to the reading performance level of the intermediate pupils except room design and evaluation techniques. The problems identified in teaching reading were frequently encountered by intermediate teachers. Though majority of the pupils were at the instructional level, there is still a need to address this result by developing intervention reading program so as to make all the pupils reach the independent reading level and illuminate the number of non-readers.