Teaching Styles and Pupils’ Learning Styles: Their Relationship with Pupils’ Academic Performance
Keywords:
teaching styles, academic performance, learning styles, pupils’ demonstration, effective teachingAbstract
The concept of teaching and learning styles suggests that every individual is unique. Every teacher teaches in his way, and every learner learns according to his preference. This study determines the relationship between the teachers’ teaching styles and the learning styles of the pupils and their academic performance. A total of (27) Grade 6 teachers and (208) Grade 6 pupils of public elementary schools of Lopez Jaena District, Division of Misamis Occidental participated in the study. Frequency counts, percentages, mean, and spearman rho correlation coefficient were the statistical tools used. Findings revealed that teachers teaching styles in the classroom, with expert being the most preferred style, followed by formal authority, facilitator, personal model and delegator respectively. The pupils used a variety of learning styles, with auditory being the most common, followed by visual and kinesthetics. Pupils demonstrated very satisfactory academic performance. Further, a significant relationship between teachers’ teaching styles and pupils’ learning styles, as well as a significant relationship between teachers’ teaching styles, pupils’ learning styles, and pupils’ academic performance shown. These suggest that teachers should consider adapting their teaching styles to match the learning styles of their pupils, which could potentially enhance their academic performance.
Downloads
References
Awla, H. A. (2014). Learning styles and their relation to teaching styles.International Journal of Language and Linguistics. Vol. 2, No. 3, 2014, pp. 241-245. https://doi.org/10.11648/j.ijll.20140203.23 DOI: https://doi.org/10.11648/j.ijll.20140203.23
Ariem, J. G. & Cabal, E. M. (2021). Science teachers' teaching styles, students' learning styles, and their academic performance in the secondary public schools of Zambales. International Journal of Multidisciplinary: Applied Business and Education Research. 2(10), 951 – 959. https://doi.org/10.11594/ijmaber.02.10.13 DOI: https://doi.org/10.11594/ijmaber.02.10.13
Carbonel, L.P. (2021). Learners’ preferred teaching styles in the new normal: an impact analysis. Unpublished action research. Talavera Senior High School, Talavera Nueva Ecija.
Ford, J.H., Robinson, J. (2015). Teaching and learning styles in quality improvement: identification and impact on process outcomes. Addict Sci Clin. Pract 10, A12 (2015). https://doi.org/10.1186/1940-0640-10-S1-A12 DOI: https://doi.org/10.1186/1940-0640-10-S1-A12
Gilakjani, A. P. (2012a). Visual, auditory, kinesthetic learning styles and their impacts on English language teaching.Journal of Studies in Education. http://dx.doi.org/10.5296/jse.v2i1.1007 DOI: https://doi.org/10.5296/jse.v2i1.1007
Gilakjani, A. P. (2012b). A match or mismatch between the learning styles of the learners and the teaching styles of the teachers. Modern Education and Computer Science, 11: 51-60. DOI: https://doi.org/10.5815/ijmecs.2012.11.05
Grasha, A. F., 1994. A matter of style: The teacher is as expert, formal authority, personal model, facilitator, and delegator.College Teaching, 42(4), 142-149. https://doi.org/10.1080/87567555.1994.9926845
Grasha, A.F. 1996, 2002. Teaching with style. Alliance publisher. ISBN: 0-6745071-1-0.
Grasha, A. F. & Hicks, N. Y. (2000). Integrating teaching styles and learning styles with instructional technology. College Teaching, 48 (1), 215. DOI: https://doi.org/10.1080/87567550009596080
Grasha, A. F. (2010). A matter of style: the teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, Vol. 42, No. 4, 1994, 2010, pp. 142- 149. DOI: https://doi.org/10.1080/87567555.1994.9926845
Güven, M. & Kürüm, D. (2008). The relationship between teacher candidates' learning styles and critical thinking dispositions. Elementary Education Online, 7(1). 53-70. https://www.ilkogretimonline.org/index.php/io/article/viewFile/1849/1685
Kardia, D. B., & Wright, M. C. (2004). Instructor identity: The impact of gender and race on faculty experiences with teaching. Occasional Paper. University of Michigan Center for Research on Learning and Teaching.
Magulod, G. C. Jr. (2017). Personal epistemologies and teaching styles of Filipino preservice elementary teachers: implications to teacher education preparation program. Asia Pacific Journal of Multidisciplinary Research, 5(1), 31-40. Available at: http://www.apjmr.com/wp-content/uploads/2016/12/APJMR-2017.5.1.05.pdf
Magulod, G. (2019). Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. In Journal of Technology and Science Education (Vol. 9, Issue 2, p. 184). Omnia Publisher SL. https://doi.org/10.3926/jotse.504 DOI: https://doi.org/10.3926/jotse.504
Naimie, Z., Siraj, S., Shagholi, R., Abuzaid, R.A. (2010) Did you cook your lesson based on the right recipe? Accommodating the Student's Preferences in Class. Social Behavioral Sciences, 2, 383-387. DOI: https://doi.org/10.1016/j.sbspro.2010.03.030
Ramirez, M. A. P (2022). Learning styles of students amidst pandemic vis-à-vis academic performance in science 10: a basis for a proposed intervention plan. International Journal of Multidisciplinary: Applied Business and Education Research. 3 (1), 51 – 55. https://doi.org/10.11594/ijmaber.03.01.06 DOI: https://doi.org/10.11594/ijmaber.03.01.06
Tuan. L. T. (2011). Matching and stretching learners’ learning styles. Journal of Language Teaching and Research, 2(2), 285-294. DOI: https://doi.org/10.4304/jltr.2.2.285-294
Vaishnav, R. S. (2013). Learning style and academic achievement of secondary school students. Voice of Research Vol. 1 Issue 4, March 2013.
Veena, N., & Shastri, S. (2013). Learning preferences among students. IOSR Journal of Humanities and Social Science, 15(6), 26-32. https://doi.org/10.9790/0837-1562632 DOI: https://doi.org/10.9790/0837-1562632
Published on: 03-02-2024
Also Available On
How to Cite
Issue
Section
License
Copyright (c) 2024 Glizen B. Clavido, Denmark S. Macalisang, EdD
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to this journal retain the copyright of their articles but agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that they indicate if changes were made. They may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.