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Padayogdog
THE EFFECT OF THE TEACHER'S TEACHING STYLE ON STUDENTS' MOTIVATION ACTION
RESEARCHSUBMITTED BY: MARIA THERESA BARBEROS ARNOLD GOZALO EUBERTA
PADAYOGDOG SUBMITTED TO:LEE TZONGJIN, Ed.D. CHAPTER ITHE EFFECT OF TEACHERS' TEACHING
STYLE ON STUDENTS' MOTIVATION
Introduction
The teachers, being the focal figure in education must be competent and knowledgeable in order to impart the
knowledge they could give to their students. Good teaching is a very personal manner. Effective teaching is
concerned with the students as a person and with his general development. The teacher must recognize individual
differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that as
educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. We are
entrusted with so many responsibilities that range from the very simple to most complex and very challenging job.
Everyday we encounter them as part of the work or mission that we are in. It is very necessary that we need to
understand the need to be motivated in doing our work well, so as to have motivated learners in the classroom. When
students are motivated, then learning would easily take place. However, motivating students to learn requires a very
challenging role on the part of the teacher. It requires a variety of teaching styles or techniques just to capture
students' interests. Above all, the teacher must himself come into possession of adequate knowledge of the
objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals. He needs to exert
effort to lead children or students into a life that is large, full, stimulating and satisfying. Some students seem naturally
enthusiastic about learning, but many need or expect their instructors or teachers to inspire, challenge or stimulate
them. "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought
students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs,
desires and wants. Some students are motivated by the approval of others or by overcoming challenges.
Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender, culture, language
abilities and interests. Getting students to work and learn in class in largely influenced in all these areas. Classroom
diversity exists not only among students and their peers but may be also exacerbated by language and cultural
differences between teachers and students.
Since 2003, many foreign professional teachers particularly from the Philippines came in New York City to teach with
a little knowledge of American school setting. Filipino teachers have distinct styles and expressions of teaching. They
expect that: education is interactive and spontaneous; teachers and students work together in the teaching-learning
process; students learn through participation and interaction; homework is only part of the process; teaching is an
active process; students are not passive learners; factual information is readily available; problem solving, creativity
and critical thinking are more important; teachers should facilitate and model problem solving; students learn by being
actively engaged in the process; teachers need to be questioned and challenged. However, many Filipino teachers
encountered many difficulties in teaching NYC public schools. Some of these problems may be attributed to:
students' behavior such as attention deficiency, hyperactivity disorder, disrespect among others; and language barrier
such as accent and poor understanding of language other than English (e.g. Spanish).
As it has been said, what happens in the classroom depends on teacher's ability to maintain student's interests. Thus,
teachers play a vital role in effecting classroom changes.
As stressed in the Educator's Diary published in 1995, "teaching takes place only when learning does." Considering
one's teaching style and how it affects students' motivation greatly concerns the researchers. Although, we might
think of other factors, however, emphasis has been geared towards the effect of teacher's teaching style and student
motivation.
Hypothesis:
If teacher's teaching style would fit in a class and is used consistently, then students are motivated to learn.
scaffolding strategies. The data that were collected from this research helped the teachers to evaluate their strengths
and weaknesses so as to improve instruction. The results of this study could benefit both teachers and students.
Research Procedure
Data Gathering
The researchers personally distributed the questionnaires. Each item in each category ranges from a scale of 5-1
where 5 rated as Strongly Agree while 1 as Strongly Disagree. The questionnaires were collected and data obtained
were tabulated in tables and interpreted using the simple percentage. While the open ended questions, answered
that were given by the students with the most frequency were being noted.
This chapter presents and analyzes data that answer the subsidiary problems of the study. Table I showed that out of
the 20 student respondents, 50% were males and 50% females. Of the male students respondents, only 2 males
belong to the high group while 8 males from the low group. For the females, each of the group had 5 respondents. It
also showed that there were 7 respondents from the high group and 13 came from the low group.
Male
Female
Total
High
Low
13
Total
10
10
20
Table 2 showed that out of the 20 students respondents, 80% students were of Hispanic origin; 10% respondents
were White( not of Hispanic origin); and 10% were Black( not of Hispanic origin);while 0 for American, Asian or Pacific
Islander ethnicity . The results also showed that among the Hispanic, 40% from the low and 40% came from the high
group. Only 10% White respondents from both groups. There were 10% respondents who were Black from both
groups.
Group
origin)
Black(not of Hispanic
Asian or Pacific
origin)
Islander
Others Total
High
10
Low
10
Total
16
20
Table 3 showed that 15% of the respondents had grades between 96-100 in Science, 0% between 91-95, while 15%
between 86-90 the same as the range between 81-85. However on the low group 25 % of the respondents had
grades between 71-75, 5% each had a range between 66-70 and 61-65; while 15% of the respondents did not have
Science last year.
100-96
95-91
90-86
85-81
80-76
75-71
70-66
65-61
Below 60
Total
Group
High
10
Low
10
Total
20
Table 4 revealed that for students' motivation-attitude, it showed that more than half of the respondents agreed that
they are always excited to attend classes this school year. 75% of the students believed that Science is fun and
interesting. Similarly, 80% of the respondents agreed that Science is important for them and 60 % said that they love
Science.
For student motivation- participation, it showed that more than half of the respondents affirm that they are always
prepared in their Science classes. 75% of the students participated in Science activities; 50% did their Science
assignments consistently.
For student motivation-homework, it could be noted that 60% of the students completed their homework on time and
50% found homework useful and important. 85% of the students said that they got enough support to do homework
at home and 90% said that the teachers checked their homework.
For student motivation- grades, 65% got good grades in Science.65% of the respondents said that they study their
lessons before a test or a quiz. More than half of the respondents disagreed that the terms or words used in the test
were difficult to understand. Less than half of the respondents agreed measure their understanding of Science
concepts and knowledge. While 80% thought that grading is fair. On the other hand, the data under teaching style as
noted on table 4 showed that 65% of the students strongly agreed that they have a good relationship with their
Science teacher and no one disagreed. 75% noticed that their Science teachers used materials that were easy to
understand. 60% said that their teachers presented the lessons in many ways. More than half of the students said
that they understood the way their Science teachers explained the lesson while 25% were not sure of their answer.
75% said that they got feedback from their Science teacher.
5 Strongly
3 Not
1 Strongly
Agree
Agree
Sure
Disagree
Disagree
A. ATTITUDE
1. I am always excited to attend my science class this school
10
45
30
10
15
60
15
15
20
60
10
30
55
15
45
30
20
35
30
40
15
10
year.
25
25
45
10
40
40
15
25
20
40
15
45
20
20
25
25
30
10
10
15
25
40
20
10
40
45
10
30
60
25
40
30
20
45
25
15
30
45
10
10
30
20
20
20
10
10
35
45
65
20
15
45
30
15
30
15
20
10
25
40
15
C.HOMEWORK
D. GRADES
understand.
10
lesson.
5. I don't get any feedback about my understanding of the lesson 15
from my Science teacher.