The Effects of the Teaching Style on Students’ Motivation

I. Context and Rationale

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 student 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 educators, played varied and vital roles in the classroom. Teachers
are entrusted with so many responsibilities that range from the very simple to most
complex and very challenging jobs encountered as part of the work or mission. It is very
necessary to understand the need to be motivated in doing the work well, so as to have
motivated learners in the classroom. When students are motivated, then learning will
easily take place. However, motivating students to learn requires a very challenging role.
It requires a variety of teaching styles or techniques just to capture students' interests.
Above all, the teacher must come into possession of adequate knowledge of the
objectives and standards of the curriculum, skills in teaching, interests, appreciation and
ideals. It needs to exert effort to lead students into a life that is large, full, stimulating and
satisfying. Some students seem naturally enthusiastic about learning, but many need or
expect the 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. 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 is 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. Filipino teachers have distinct styles and
expressions of teaching. It was expected 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; and teachers need to be questioned and challenged. However, many teachers
encountered many difficulties in teaching. Some of these problems may be attributed to:
students' behavior such as attention deficiency, hyperactivity disorder, and disrespect
among others; and language barriers such as accent and poor understanding of
languages.
 As has been said, what happens in the classroom depends on the teacher's ability
to maintain students' 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.

Helping students understand better in the classroom is one of the primary concerns
of every teacher. Teachers need to motivate students how to learn. Students who
understand the lesson tend to be more engaged and show different characteristics such
as they are attracted to do work, persist in the work despite challenges and obstacles,
and take visible delight in accomplishing their work. In developing students'
understanding to learn important concepts, teacher may use a variety of teaching
strategies that would work best for her/his students. Research has shown no teaching
strategy that will consistently engage all learners. The key is helping students relate
lesson content to their own backgrounds which would include students' prior knowledge
in understanding new concepts. Due recognition should be given to the fact that interest
directly or indirectly contributes to all learning. Yet, it appears that many teachers
apparently still need to accept this fundamental principle. Teachers should mind the chief
component of interest in the classroom. It is a means of forming lasting effort in attaining
the skills needed for life. Furthermore teachers need to vary teaching styles and
techniques so as not to cause boredom to the students in the classroom. Seeking greater
insight into how children learn from the way teachers discuss and handle the lesson in
the classroom and teach students the life skills they need, could be one of the greatest
achievements in the teaching process.

Furthermore, researchers have begun to identify some aspects of the teaching

situation that help enhance students' motivation. Research made by Lucas (2010),
Weinert and Kluwe (2012) show that several styles could be employed by the teachers to
encourage students to become self motivated independent learners. As identified,
teachers must give frequent positive feedback that supports students' beliefs that they
can do well; ensure opportunities for students' success by assigning tasks that are either
too easy nor too difficult; help students find personal meaning and value in the material;
and help students feel that they are valued members of a learning community. It is
necessary for teachers to work from students' strengths and interests by finding out why
students are in your class and what are their expectations. Therefore it is important to
take into consideration students' needs and interests so as to focus instruction that is
applicable to different groups of students with different levels.
 II. Research Questions
The main thrust of the study was to find out the effect of the teacher's teaching
style on students' motivation.

This paper attempted to answer specific questions such as:

1. What is the effect of teacher's teaching style using English As A
Second Language Strategies on student's motivation?
2. How does teacher's teaching style affect students' motivation?
3. What could be some categories that make one's teaching style
effective in motivating students?

III. Proposed Instrument

If teacher's teaching style would fit in a class and is used consistently, then
students are motivated to learn.
5 4 3 2 1
Categories Strongly
Agree Not sure Disagree
Strongly
Agree Disagree
A. Attitude
1. I am always excites to attend my science class this
school year
2. Science if=s fun and interesting
3. I hate Science. It is not important for me.
4. I don't like Science at all. It is difficult to learn
5. I love Science. It gives me opportunities to
experiment, discover and explore the things around
me.
B. Participation
1. I'm always prepared in my Science class.
2. I participate actively in Science activities by asking
questions.
3. I do my Science assignmnet consistently.
4. Science activities do not help me understand
concepts easily
5. I feel bored in my Science class.
C. Homework
1. I complete my Science homework on time.
2. I find himework useful and important.
3. Science homework is difficult to do.
4. I don't get enough support to do my homework at
home.
5. My teacher does not check my homework at all.
D. Grades
1. I got good grades in Science.
2. I study my lesson before a test or quiz.
3. The terms/words used in the test are difficult to
undesrtand
4. The test always measures my understanding of
Science Concepts and knowledge learned.
5. The grading is not fair.
E. Teaching Style
1. I have a good relationship with my Science Teacher.
2. My Science Teacher uses materials that are easy to
understand.
3. My Science Teacher presents the lesson in a variety
of ways.
4. I don't understand the way my Science Teacher
explains the lesson
5. I don't get any feedback about my understanding of
the lesson from my Science teacher.
 IV. Action Research Method

A. Participants and Other Source of Information

Using the School Form 7 and School Form 1 od Santa Rosa Elementary School
Central III, the respondent will be from Grades Three to Six of the present school Year
2017-2018. Responded will be given the questionnaire and answered it for 30 minutes.
Also, according to School Form 7, teachers teaching Science will be monitored through
class observation.

B. Data Gathering Method

The descriptive-survey method was used in this study, and descriptive means that
surveys are made in order to discover some aspects of teacher's teaching style and the
word survey denotes an investigation of a field to ascertain the typical condition is
obtaining. The researchers used questionnaires, observations, interviews, students' class
work and other student outputs for this study. The questionnaires were administered
before and after ESL strategies were applied. Observation refers to what he/she sees
taking place in the classroom based on student's daily participation. Student interviews
were done informally before, during, and after classes. Several categories affecting
motivation were being presented in the questionnaire.

To measure students' motivation, researchers used questionnaires which covered

important categories, namely: attitudes, student's participation, homework, and grades.
Open-ended questions were also given for students' opinion, ideas and feelings towards
the teacher and the subject. The teacher's teaching style covers the various 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.

C. Data Analysis Plan

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, answers that were given by the students with the most frequency
were noted.
 V.Action Research Work Plan and Timeline

The work plan shows the breakdown of a process into small achievable
tasks and identify the things you want to accomplish.

Person Time Frame Expected Results

Activities Responsible
1. Pre-test of Teachers
Science Teaching Science Responsible
Achievement (See SF7) and August 2017- persons will be
of Grades 3 Testing September 2017 submitting the
to 6 and Coordinator for validated results of
validating of validation of Achievement Test.
enrollment results.
(see SF1)
2. Class Using the MT
Observation journal, there will October 2017- Observation Sheet
be a classroom November 2017 will be filed as
observation on reference
Teachers teaching
Science from
grade 3 to 6.
3. Distribution
of Researcher November 2017 100% of
questionnaire questionnaire will
be answered and
submitted on time
4. Tallying of Researcher 100% of tallied
results December 2017 result will be filed
for analysis of
data.
5. Analysis of Researcher January 2017 100% of data will
data Statistician be analyzed
6. Comparison
of teaching Researcher January 2017 Recommendation
observed of School Head
data and and Master
study data Teachers.
 VI. Cost Estimate

Activities Estimated Cost Source of Fund

7. Pre-test of Science
Achievement of Grades 3 to For photocopies Science Club Fund through
6 and validating of P500 SCI-MA-AP(Science Math
enrollment (see SF1) and Araling Panlipunan)
8. Class Observation NA NA
9. Distribution of questionnaire For photocopies Science Club Fund through
P1000 SCI-MA-AP(Science Math
and Araling Panlipunan)
10. Tallying of results NA NA
11. Analysis of data NA NA
12. Comparison of teaching
observed data and study NA NA
data

VII. Plan for Dissemination and Utilization

The results will be discussed through INSET/LAC session to share

effective teaching strategies in a set of pupils. This is to maximize the learning
process. Moreover, it may be submitted to the School Division Office for
Reference and to adopt the process in determining the most effective teaching
strategies to personalized for the need of a set of pupils.

VIII. Reference

https://www.facinghistory.org/resource-library/teaching-strategies

https://www.google.com.ph/search?dcr=0&ei=BYnxWdLlLqmy6ASQ9Kz4DA&q=teachin
g+strategies+in+science&oq=teaching+strategies+in+science&gs_l=psy-
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ab..10.1.554....0.dI2i0CsyCWA

https://www.google.com.ph/search?dcr=0&ei=HInxWcDiDIXg6AS4yqqIAw&q=learning
&oq=learning&gs_l=psy-
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