about school

8/9/2019 about school

1/6

Action Research- M. Barberos, A. Gozalo, E. 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

Intrd!"t#n

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. t is always a fact that as

educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. !e are

entrusted with so many responsibilities that range from the very simple to most comple" and very challenging job.

Everyday we encounter them as part of the work or mission that we are in. t 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. !hen

students are motivated, then learning would easily take place. #owever, motivating students to learn re$uires a very

challenging role on the part of the teacher. t re$uires a variety of teaching styles or techni$ues just to capture

students% interests. &bove all, the teacher must himself come into possession of ade$uate knowledge of the

objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals. #e needs to e"ert

effort to lead children or students into a life that is large, full, stimulating and satisfying. 'ome students seem naturally

enthusiastic about learning, but many need or e"pect 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, *+-. ot all students are motivated by the same values, needs,

desires and wants. 'ome students are motivated by the approval of others or by overcoming challenges.

Teachers must recognize the diversity and comple"ity 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. 0lassroom

diversity e"ists not only among students and their peers but may be also e"acerbated by language and cultural

differences between teachers and students.

'ince 1223, many foreign professional teachers particularly from the 4hilippines came in ew 5ork 0ity to teach with

a little knowledge of &merican school setting. 6ilipino teachers have distinct styles and e"pressions of teaching. They

e"pect that7 education is interactive and spontaneous8 teachers and students work together in the teaching9learning

process8 students learn through participation and interaction8 homework is only part of the process8 teaching is an

active process8 students are not passive learners8 factual information is readily available8 problem solving, creativity

and critical thinking are more important8 teachers should facilitate and model problem solving8 students learn by being

actively engaged in the process8 teachers need to be $uestioned and challenged. #owever, many 6ilipino teachers

encountered many difficulties in teaching 50 public schools. 'ome of these problems may be attributed to7

students% behavior such as attention deficiency, hyperactivity disorder, disrespect among others8 and language barrier

such as accent and poor understanding of language other than English )e.g. 'panish.


2/6

&s 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.

&s stressed in the Educator%s :iary published in *++;, (teaching takes place only when learning does.( 0onsidering

one%s teaching style and how it affects students% motivation greatly concerns the researchers. &lthough, we might

think of other factors, however, emphasis has been geared towards the effect of teacher%s teaching style and student

motivation.

H$%t&(#(:

f teacher%s teaching style would fit in a class and is used consistently, then students are motivated to learn.

P!r%( ) t& St!d$

The main thrust of the study was to find out the effect of the teacher%s teaching style on students% motivation.

A"t#n R(*r"& +!(t#n(

This paper attempted to answer specific $uestions such as7 *. !hat is the effect of teacher%s teaching style using

English &s & 'econd bservation refers to what he/she sees taking place in the classroom based on student%s daily participation.

'tudent interviews were done informally before, during, and after classes 'everal categories affecting motivation

were being presented in the $uestionnaire.

R(*r"& En/#rn0nt *nd R(%ndnt(

The research was conducted at ' *?@ and ' *@3 where three teachers conducting this research were the subjects

and the students of these teachers selected randomly specifically in the eighth and si"th grade. The student

respondents were the researchers% own students where ?9students from each teacher were selected. Twenty

students were used as samples.

To measure students% motivation, researchers used $uestionnaires which covered important categories namely7

attitudes, student%s participation, homework, and grades. >pen9ended $uestions were also given for students%

opinion, ideas and feelings towards the teacher and the subject. The teacher%s teaching style covers the various


3/6


4/6

This chapter presents and analyzes data that answer the subsidiary problems of the study. Table showed that out of

the 12 student respondents, ;2 were males and ;2 females. >f the male students respondents, only 1 males

belong to the high group while - males from the low group. 6or the females, each of the group had ; respondents. t

also showed that there were respondents from the high group and *3 came from the low group.

T*2 3:R(%ndnt( 2$ Gndr

Gndr Gr!% M* F0* Tt*

#igh 1 ;

nly *2 !hite respondents from both groups. There were *2 respondents who were Dlack from both

groups.

T*2 4: R(%ndnt( 2$ Et&n#"#t$

Et&n#"#t$

Gr!%

A0r#"*n H#(%*n#" 5t6nt ) H#(%*n#"

r##n7

B*"86nt ) H#(%*n#"

r##n7

A(#*n r P*"#)#"

I(*ndr

Ot&r( T

#igh 2 - * * 2 2 *2


5/6

Table @ revealed that for students% motivation9attitude, it showed that more than half of the respondents agreed that

they are always e"cited to attend classes this school year. ; of the students believed that 'cience is fun and

interesting. 'imilarly, -2 of the respondents agreed that 'cience is important for them and ?2 said that they love

'cience.

6or student motivation9 participation, it showed that more than half of the respondents affirm that they are always

prepared in their 'cience classes. ; of the students participated in 'cience activities8 ;2 did their 'cience

assignments consistently.

6or student motivation9homework, it could be noted that ?2 of the students completed their homework on time and

;2 found homework useful and important. -; of the students said that they got enough support to do homework

at home and +2 said that the teachers checked their homework.

6or student motivation9 grades, ?; got good grades in 'cience.?; of the respondents said that they study their

lessons before a test or a $uiz. Bore than half of the respondents disagreed that the terms or words used in the test

were difficult to understand.


6/6

3. do my 'cience assignments consistently. 1; 1; @; ; 2

@. 'cience activities do not help me understand concepts easily. ; ; *2 @2 @2

;. feel bored in my 'cience class. 2 *; 1; 12 @2

C.HOME5OR

*. complete my 'cience homework on time. *; @; 12 12 2

1. find homework very useful and important. 1; 1; 32 *2 *2

3. 'cience homework is difficult to do. 2 *; 1; @2 12

@. don%t get enough support to do my homework at home. 2 ; *2 @2 @;

;. By teacher does not check my homework at all. 2 *2 2 32 ?2

D. GRADES

*. got good grades in 'cience. 1; @2 32 ; 2

1. study my lessons before a test or $uiz. 12 @; 1; ; ;

3. The terms/words used in the test are difficult to understand. 2 *; 32 @; *2

@. The test always measures my under9 standing of 'cience

concepts and knowledge learned.

*2 32 12 12 12

;. The grading is not fair. 2 *2 *2 3; @;

E. TEACHING STYLE

*. have a good relationship with my 'cience teacher. ?; 12 *; 2 2

1. By 'cience teacher uses materials that are easy to

understand.

@; 32 *; ; ;

3. By 'cience teacher presents the lesson in a variety of ways. 32 32 *; 12 ;

@. don%t understand the way my 'cience teacher e"plains the

lesson.

*2 *2 1; @2 *;

;. don%t get any feedback about my understanding of the lesson

from my 'cience teacher.

*; ; ; ; 1

about school

Documents