Teaching Styles and Academic Performance in English of Junior High School Students in The Division of Cavite

Abstract

INTRODUCTION

It is vital to engage the students in the learning process. Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal inventory, a self-evaluation of the teacher's strengths and weaknesses. As they develop their teaching styles and integrate them with effective classroom management skills, teachers will learn what works best for their personalities and curriculum, (Jill, 2013).

Thus, teachers should consider various teaching techniques, strategies and styles in order to help learners understand the subject matter being taught to them.

This study aimed to determine the teaching style (expert style, authority style, demonstrator style, facilitator style and delegator style) of the English Teachers in the Division of Cavite Province and the Academic Performance of Students in English.

METHODS

The study used the descriptive correlational method, Sloven's formula, a 40 -item likert scale survey questionnaire and adopted and revised the instrument of Anthony Grasha Ph.D (2002) Teaching Styles Inventory Version 3.0 (TSI3) which assessed teachers' teaching styles.

RESULTS

The teaching style of most English Teachers in the Division of Cavite Province is the Eclectic Style.

Based on the study, out of 127 teacher-respondents, 75% got students whose average grades ranged from 80-84 or Satisfactory; 37 or 29.13% have students’ grades average within 75-79 range or FairlySatisfactory; 13 or 10.24% have students' average ranging from 85-89 or Very Satisfactory, and one or 0.79% percent has a student whose average grade was Outstanding or ranging from 90-100.

Based on the chi-square test, there was no significant relationship between the academic performance of the students and the teaching style of the English Teachers since the computed p-value is 0.665 which is greater than the level of significance which is 0.05. The academic performance of students does not depend on the teaching styles employed by the teachers in the teaching and learning process.

DISCUSSIONS

Based on the findings of the study, the following conclusions were formulated:

The eclectic teaching style appeared to be the most common teaching style used by the English Teachers in the Division of Cavite.

Most of the students' respondents in the first grading period have a grade of satisfactory or a ranging from 80-84.

There was no significant relationship between the teaching style and the performance of the students based on the computed p-value