Chapter 1

Introduction
Education is the shield to ignorance, learning is the key factor to uncover this
shortcoming. Hence, educators need to be fully equipped of knowledge, techniques and styles in
teaching their students to perform their task.
It is therefore a vital factor that educators need to be fully equipped with knowledge,
techniques and styles in teaching their students for them to acquire the necessary skills and
knowledge to perform their task. Being the focal figure in education, Teachers must be
competent and knowledgeable in order to impart the knowledge effectively and efficiently to
their students. Teachers should display good teaching as this showcases their personhood.
Effective teaching enables student to achieve personal development.
Recognizing the fact that each student is a unique person and has individual differences
it is imperative that Teachers has to adjust instructions that best suit each student. This will
enable them to cope up with the lessons on hand and will pave the way for a more effective
learning process. Teaching is a challenging role as Teachers are expected to bring out the best in
them to motivate students participate in the classroom. This will enhance the learning process.
Motivation is one aspect that affects learning. When students are motivated, learning will easily
take place. However, motivating students to learn is considered a very challenging role on the
part of the teacher. This requires a variety of teaching styles or techniques to capture students'
attention and interests. It is a fact that some students seem naturally enthusiastic about learning,
but there are those that need or expect their teachers to inspire, challenge or stimulate them.
Effective learning in the classroom depends on many aspects, but the teacher's ability to maintain
the interest is the most needed of all. Thus, teachers play a vital role in effecting classroom
changes.
Tebabal&Kahssay (2011) stated that the primary purpose of teaching at any level of
education is to bring a fundamental change in the learner. To facilitate the process of knowledge
transmission, teachers should apply appropriate teaching styles that best suit specific objectives
and level exit outcomes. In the traditional approach, many teaching practitioners widely applied
teacher-centered methods to impart knowledge to learners’ comparative to student-centered
methods. Until today, questions about the effectiveness of teaching styles on student learning
have consistently raised considerable interest in the thematic field of educational research
Moreover, research on teaching and learning constantly attempt to examine the extent to which
different teaching styles enhance growth in student language learning.
The studies of Grenfell and Macaro (2007) suggest that language learning was considered
as a psychological phenomenon. For example, behaviorist theories viewed the problem of
language as a matter of jockeying the psychology of the individual, which justify the emphasis
on the practice of phrasal drilling, learning through repetitions, and stimulus response.
Adunola (2011) stated that regular poor academic performance by the majority students is
fundamentally linked to application of ineffective teaching styles by teachers to impact
knowledge to learners. According to the substantial research on the effectiveness of teaching
methods indicates that the quality of teaching is often reflected by the achievements of learners.
Ayeni (2011) stated that teaching is a process that involves bringing about desirable changes in
learners so as to achieve specific outcomes. In order for the style used for teaching to be
effective, Adunola (2011) maintains that teachers need to be knowledgeable with numerous
teaching strategies that take recognition of the magnitude of involvement of the concepts to be
covered. In the recent years, there has been growing interest in incorporating a focus on teacher
teaching strategies and motivation-how-to-learn into language curricula. Nunan, (1988, 1995)
said there is a general belief that such a focus helps students become more effective learners and
facilitates the activation of a learner-centered philosophy. It is also believed that learners who
have developed skills in learning-how-to-learn will be better able to performance classroom
learning opportunities effectively, and will be more adequately equipped to continue with
language learning outside of the classroom.
Tsui (2006:1) stated that learning is not about cramming in information. It is about
learning by doing. It is about looking at issues in various ways and developing capacities, above
all the ability to cut below the surface to reach the truth. … That is why our goal is to coach
students to learn how to learn rather than only passing information to them.
Involving students in the learning process is one of the major tasks of a teacher. It is a
pivotal role of a teacher to look into his strengths and weaknesses as these can be bases of
selecting and adopting appropriate teaching styles that addresses the diverse learning needs of
students. As they evolve their teaching styles and embody them with effective classroom
management skills, teachers will learn what works best for their personalities and curriculum.
Our study encapsulates today’s different teaching styles and helps teachers identify the style
that’s right for them and their students. How have teaching styles evolved? A question that
teachers being asked, and frequently asked themselves, as they embark on their teaching careers,
and occasionally pause along the way to reflect on job performance. To understand the
differences in teaching styles, it is very helpful to know where the modern concept teaching
methods originate.
The late Anthony F. Grasha (1996) a noted professor of psychology at the University of
Cincinnati, is considered with establishing the classic five teaching styles. Grasha began studying
the changing of the relationship between teachers and learning in college classrooms. His
groundbreaking book (Teaching with Style), was written both as a guide for teachers and as a
tool to help partner, administrators and students in order to evaluate an instructor’s effectiveness
in the classroom. Grasha states that schools must use a steady and formal approach in evaluating
a teacher’s classroom performance. He accepted that any system designed to help teachers
improve their instructional skills requires a simple classification system. He evolved a teaching
style fund that has since been adopted and modified by followers. These teaching styles are as
follows: Expert: Same to a coach, experts share knowledge, demonstrate their ability, advise
students, and provide feedback to improve understanding and promote learning(The teacher
provided feedback and advise in every students performance and output.), Formal authority:
Accurate teachers absorb the traditional lecture format and share many of the same
characteristics as experts, but with less student interaction(The teacher is highly concerned in
providing positive and negative feedback, he/ she established learning goals, expectations and
rules of conduct for students), Personal model: Organized blended teaching styles that match
the best techniques with the appropriate learning scenarios and students in an adaptive
format(The teacher believed in teaching by personal examples and established prototype for how
to think and behave, Facilitator: Designs assistance learning activities and manages classroom
projects while providing information and offering feedback to facilitate critical thinking(The
teacher stimulated the interaction and the free sharing of knowledge, thoughts and ideas), and
Delegator: Establish group learning, observes students, provides consultation, and promotes
communication between groups and among individuals to achieve learning objectives(The
teacher is concerned in the developing of the students’ capacity to function in an self-learning /
self – ruling fashion).

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 Though he developed specific teaching styles, Grasha warned against boxing teachers
into a single category, rather, he advocated that teachers play multiple roles in the classroom. He
believed greater teachers possess some combination of all or most of the classic teaching styles.
In this past faced world where students are greatly in need of timely and accurate
knowledge, as educators we move to ask ourselves. What teaching style is best for today’s
students? Whether you’re a beginner teacher eager to put into practice all of the pedagogical
techniques you learned in college, or a classroom veteran examining differentiated instruction
and new learning pedagogue , consider that not all students respond well to one particular style.
Although teaching styles have been classify into five groups, today’s ideal teaching style is not
an either/or proposition but more of a hybrid approach that blends the best of everything a
teacher has to offer.
The classical advice that teachers not overreach with a cluster of all-encompassing
teaching styles might seem to conflict with today’s emphasis on student-centered classrooms.
Apparently, the more teachers emphasize student-centric learning, the harder it is to develop a
well-focused style based on their personal attributes, strengths, and goals.
In short, modernized methods of teaching require different types of teachers—from the
analyst/organizer to the negotiator/consultant. Here are some other aspects11 to consider as
teachers determine the best teaching method for their students.
Empty vessel: Commentator of the “sage on the stage” lecture style point to the “empty vessel”
theory, which assumes a student’s mind is essentially empty and needs to be filled by the
“expert” teacher. Critics of this traditional approach to teaching insist this teaching style is
obsolete and needs to be updated for the diverse 21st-century classroom.
Active vs. passive: Advocate of the traditional lecture approach believe that an overestimate on
group-oriented participatory teaching styles, like facilitator and delegator, favor gifted and
competitive students over passive children with diverse learning abilities, thereby enraging the
challenges of meeting the needs of all learners.
Knowledge vs. information: Knowledge implies a complete understanding, or full awareness,
of a particular subject. A combination of teaching styles that incorporate facilitator, delegator,
demonstrator, and lecturer techniques helps the broadest range of students acquire in-depth
knowledge and mastery of a given subject. This stands in variation to passive learning, which
typically entails memorizing facts, or information, with the short-term objective of scoring well
on tests.
Interactive classrooms: Laptops and tablets, video discussions, and podcasts in classrooms play
a vital role in today’s teaching styles. With technology in mind, it is distinguishing that teachers
assess their students’ knowledge while they are learning. The option is to wait for test results,
only to discover knowledge gaps that should have been traced during the active learning phase.
Constructivist teaching methods: New teaching styles tend to be group-focused and inquiry-
driven. Constructivist teaching methods embrace subdivision of alternative teaching styles,
including modeling, coaching, and test preparation through rubrics scaffolding. All of these are
designed to promote student participation and make a hybrid approach to teaching. One criticism
of the constructivist approach is that it caters to sociable, group-oriented students, who tend to
dominate and benefit from these teaching methods more than introverts; however, this assumes
introverts aren’t learning by observing.
Ultimately, the research was expected to provide practical guidelines for teachers wishing to add
a learning-how-to-learn dimension.

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 The problem is the effects of teachers’ teaching styles on student’s that will affect the
students’ language learning. Motivating students to learn poses a great challenge on the part of
teachers. While there has been a lot of teaching styles being use in the classroom, looking into
more appropriate teaching styles/strategies should be a continuous process to motivate students
in engaging themselves in classroom participation thus making learning more fun and enjoyable.
The study will also assist the School Head and other stakeholders to evaluate teacher’s
performance base on their teaching styles. It will provide useful inputs on the effectiveness of the
diverse teaching styles which are applied to achieve high academic performance. Furthermore,
the result of the study will help the teachers to evaluate their strengths and weaknesses so as to
improve instruction at the Colegio de Dagupan Senior High School studemts and further be
adopted in other areas of the education system.

Theoretical Framework
This study will be anchored on Humanism, a paradigm that focuses on the human
freedom, dignity, and potential. A central assumption of humanism, according to Huitt (2001), is
that people act with intentionality and values. According to this theory, learning is student
centered and personalized, and the educator’s role is that of a facilitator. This theory suggests
that learning will take place if the person delivering it acts as a facilitator. The facilitator
should establish an atmosphere in which her learners feel comfortable, are able to discuss new
ideas and learn from their mistakes, as long as they are not threatened by external factors.
Affective and cognitive needs are keys, and the goal is to develop self-actualized people in a
cooperative, supportive environment. (https://www.learning-theories.com/humanism.html)
The 21st Century Theory is a skills initiative in the education standards and reform
movement, located primarily in the United States, that is focused on improving what US public
school students must learn in school so that they are better prepared to succeed in their school
and career lives. The term “21st century skills" includes the following skill sets:Life/career
skills: adaptability & flexibility, initiative & self-direction, leadership & responsibility,
productivity & accountability, social & cross-cultural skills. The Core subjects include
English/language arts, mathematics, arts, science, history, geography and others.
Learning/innovation skills: creativity, critical thinking, collaboration, communication, and
problem solving. Students are expected to master these skills and understand these themes
while learning core subject content in meaningful, interdisciplinary way.
Furthermore, Behaviorism Theory assumes a learner is essentially passive, and will be
shaped through positive or negative reinforcement. Learning is therefore defined as a change in
behavior. Skinner (1974) believed that behavior is a function of its consequences, for example
learners will repeat the desired behavior if positive reinforcement is given. The behavior
should not be repeated if negative feedback is given. Giving immediate feedback, whether
positive or negative, should enable your learners to behave in a certain way. Positive
reinforcement or rewards may include verbal feedback.

Conceptual Framework
The input variables are delineated in Figure 1 which will provide the paradigm of the
study using the Input-Process-Output Framework. The input of the study includes the
demographic profile of students in terms of: sex, strand, Grade in the subject. Next is the level
of effectiveness of teacher’s teaching style in student’s perspective and lastly, the level of teacher
teaching styles that affects the attitude, participation and homework of the learners.

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 For the process, the researchers will employ documentary analysis of the profile of the
students and the teaching styles of teachers. Statistical Analysis of data will subsequently serve
as basis for coming up with the output of the study.
For the output, the Teaching Styles to improve Student’s language learning of Colegio
de Dagupan, Arellano Street Dagupan City.
A feedback mechanism will be employed to address gaps between the Input and Output
variables in the Framework of the Study.

INPUT PROCESS OUTPUT

Profile of Respondents PROCESS

1. Students Profile
Strand Extent of frequency of
Sex using different teacher
Grade in the subject teaching styles in a
class to improve Teaching Styles
Teachers’ teaching style academic that improve
Attitude performances Student’s
Homework preparation motivation and
Grades Effects of different language
teacher teaching styles learning
on students’ language
learning

-----------------

- - - - - - - - - - - - - - - - - - - - - - - -Feedback- - - - - - - - - - - - - - - - - - - - - - - - - - -- - -

Fig. 1 Research Paradigm

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Statement of the Problem
This study attempts to answer following questions on the effects of teacher teaching styles and
language learning.
1. What is the profile of the respondents in terms of:
a. Sex;
b. Strand;
c. Grade in the subject (oral communication)
2. What is the dominant teaching style among the teachers?
a. Expert (The teacher provide feedback and advise in every students)
b. Formal Authority (The teacher use traditional style of classroom management
focusing on rules and expectations)
c. Personal Model (The teacher used instructor- centered approach where the teacher
demonstrated the skills that students expected to learn.)

d. Facilitator (The teacher used typically designed group activities that required active
learning, student to student teamwork and problem solving.)

e. Delegator (The teacher gave the students a choice in designing and implementing
their own complex learning projects while the teacher acted in advising role.)

3. What are the effects of teachers’ teaching style on the students?

a. Attitude;
b. Participation; and
c. Homework?
4. How are the students affected by the teachers; teaching style?
5. Is there a significant difference in the effects of the teachers teaching style on the students
across the respondents’ profile?
Significance of the Study
Language learning is never been easy, with the aid of this study barriers will loosen up.
The main objective of the study is to find out the effect of the Teachers’ teaching style on
Student’s motivation and language learning. It will also assist the school head and other
stakeholders to evaluate their teacher’s performance base on their teaching styles. The result of
this study will provide useful data on the effectiveness of the diverse teaching styles which are
applied to achieve high academic performance. Furthermore, the result of the study will help the
teachers to evaluate their strengths and weaknesses so as to improve instruction.The results of

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this study will provide useful insights on the effectiveness of the diverse teaching styles have
been done on students ’academic performance.
Department of Education. This study will help the agency to formulate programs and
trainings to the teachers for better teaching methods and styles to meet new global emerging
demands. This will also help them to evaluate the capabilities of the teacher to possess adequate
knowledge that will be inculcated and imparted to his students. This will challenge the teacher
to prepare his curriculum before entering class.
Parents - This study will give parents knowledge and awareness on the indicators and
conditions that will determine whether their child is competent learner. Through this study,
parents can help their children to choose a school which cater a high edge and proficient teachers
who are capable enough to teach their children.
11th Grade Students. This study will motivate students to strive hard in class. This will
help students to evaluate their teacher’s performance, familiarity on the subject and his degree of
knowledge in teaching career. However, this will not serve as an avenue to disrespect their
teacher.
Researcher. This will give the researcher an in- depth knowledge about the effects of
teachers teaching styles on students motivation and language learning.
Future Researcher. The result of the study will provide data as reference for similar
studies in the future.
Scope and Delimitation of the Study
This study will be conducted at Colegio de Dagupan, Arellano Street Dagupan City. It
will involve only the Grade 11 Students of Colegio de Dagupan which is randomly selected.
Each students that are randomly selected will be given a survey questionnaire to answer and then
one on one oral communication will be done. Researchers’ will ask questions regarding the
effects of their teacher teaching style on their language learning.
Definition of terms
The terms which will be consistently used in the study are defined operationally for
clearer understanding on the meaning each term will be used. Terms which will be used in the
study are as follows:
Age refers to the length of time during which a being or thing has existed: length of life
or existence to the time spoken of or referred to.
Grade Level refers to the year level in the basic education, eg. Grade 11.
Highest Education Attainment refers to the highest level of education completed in
college or university. Specific graduate conditions include College Graduate, Masters
Undergraduate, Masters Graduate, Doctorate Undergraduate, and Doctorate Graduate.
Sex refers to either of the two (2) main categories (male and female) into which humans
and many other living things were divided on the basis of their reproductive functions.
Subjects handled refer to the subject of study being taught by the teacher.
Strand refers to the classification given by the Department of Education (DepEd) on
what area students pursue.
Teaching styles refers to the teaching strategies and methods employed plus the use of
certain kinds of rhetoric. The typical pattern created by using a particular set of strategies.

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