Teachers’ Teaching Styles and Students’ Learning Styles: Bases for Teaching Learning Activities for Varied Types of Learners

Abstract

This study sought to determine the Grade 9 teachers’ teaching styles
and the Grade 9 students’ learning styles of public high schools of the
Second Congressional District of Cagayan. The study further investigated
the teachers’ teaching styles with respect to defined grouping scheme
such as the school, highest educational attainment, trainings attended,
years of teaching, and subject taught. The study utilized the Index
Learning Styles (ILS) Questionnaire by Fielder and Solomon to collect data
on the students’ learning style and the Teaching Style Survey by Grasha-
Reichmann (2014) to collect data on the teachers’ teaching style. Results
revealed that the predominant teaching style of all teacher-participants
as assessed by the teachers in Science, English and Mathematics is Expert.
On the other hand, the results showed that the dominant learning styles of
students in the Processing, Perception, Input, and Understanding domains
are Reflective, Intuitive, Visual, and Global, respectively. The study further
revealed that teachers do not differ in terms of their teaching styles, when
grouped according to school, highest degree earned, number of years in
teaching, and subject taught. In addition, students’ learning styles do not
differ significantly in all three subject areas.