THE IMPACT OF DIFFERENT TEACHING STYLES TO THE COGNITIVE

PERFORMANCE OF SHS STUDENTS OF NDMC

A Thesis Presented to the

Integrated Basic Education – Senior High School Department
Notre Dame of Midsayap College
In Partial Fulfillment
of the Requirements of the Strand
Science, Technology, Engineering and Mathematics

Dominic Anthony Jadulos

Geraldine Kathe Tamalla

Asnea Zacaria Balaiman

Marjorie Cantomayor

Shena Andrea Latada

Khenn Henrich Neri

Angelica Gatchalian

Arian Almazan

Dexter Agbona

Justine Pelayo
 CHAPTER III

RESULTS

Demographic Profile of the Respondents

Table 3.1. Demographic Profile of the Respondents

Variable Values Frequency (f) Percentage (%)
Sex Male 69 43.10
Female 91 56.90
Total 160 100.00
Strand STEM 40 25.00
HUMSS 40 25.00
ABM 40 25.00
TVL 40 25.00
Total 160 100.00

Table 3.1 shows the demographic profile of the respondents. It can be observed in the

table that 91 respondents, or 56.90%, are female compared to 69 respondents, or 43.10%, male

respondents.

All strands have an equal number of respondents, with 40 respondents from each strand,

namely STEM, HUMSS, ABM, and TVL.

Different Teaching Styles Perceived by the Students

Table 3.2 shows the scale range and description used to interpret the frequency of the

respondents’ perception of the teaching styles to their cognitive performance.

 Table 3.2. Scale Range and Description Used for Interpretation

Range Description
4.21 – 5.00 Strongly Agree
3.41 – 4.20 Agree
2.61 – 3.40 Moderately Agree
1.81 – 2.60 Disagree
1.00 – 1.80 Strongly Disagree

Table 3.3. Different Teaching Styles Perceived by the Students

Std.
Statements Mean Description
Deviation
1. My teacher emphasizes their knowledge of the 4.27 .592 Strongly Agree
subject matter in class.
2. My teacher’s expertise is the center of the class 4.24 .649 Strongly Agree
discussions..
3. My learning experience in this class primarily 4.21 .594 Strongly Agree
involves knowledge transmission.
4. My teacher gives the objectives of the topic before 4.36 .755 Strongly Agree
he/she starts the lesson.
5. My teacher encourages active participation in class 4.41 .694 Strongly Agree
through discussions and activities
6. My teacher has clear rules and expectations of the 4.28 .728 Strongly Agree
class.
7. My teacher emphasizes his/her students to be 4.46 .699 Strongly Agree
obedient and respectful.
8. My teacher is the primary decision maker. 3.91 .954 Agree
9. My teacher often gives me positive and negative 4.02 .760 Agree
feedback.
10. My teacher assigns tasks and expects students to 4.00 .800 Agree
comply without complaining.
11. My teacher frequently shares personal experiences 4.28 .720 Strongly Agree
or values as a part of the teaching approach.
12. My teacher builds strong relationships with students 4.18 .800 Agree
through personal connections.
13. My teacher influences students with their beliefs and 4.09 .842 Agree
values.
14. My teacher encourages me to follow her example 4.14 .781 Agree
when doing activities.
15. My teacher is my role model on how to think and 3.98 .876 Agree
act.
16. My teacher actively listens to my ideas and 4.13 .799 Agree
questions.
17. My teacher is dedicated to establishing a supportive 4.24 .725 Strongly Agree
learning environment.
18. My teacher actively encourages open 4.27 .720 Strongly Agree
communication.
 19. My teacher guides learning, allowing me to actively 4.28 .656 Strongly Agree
participate in discussions and activities.
20. My teacher focuses on critical thinking and problem 4.09 .713 Agree
solving skills.
21. My teacher often empowers me by giving me 4.14 .681 Agree
freedom and responsibility in my learning.
22. My teacher gives me the power to make decisions 4.06 .775 Agree
by myself.
23. My classroom atmosphere encourages self-directed 4.01 .718 Agree
learning, with the students taking initiative under the
teacher’s guidance.
24. My teacher often leaves student teachers when 3.40 .980 Agree
he/she is busy.
25. My teacher only acts as a source of reference and 3.43 .901 Agree
lets me study on my own.

Table 3.3 shows the different teaching styles perceived by the students. It can be
observed that statement 7, which states, “My teacher emphasizes his/her students to be obedient
and respectful.” And statement 5, which states, “My teacher encourages active participation in
class through discussions and activities.”, gain the highest mean with 4.46 (SD = 0.699) and
4.41 (SD = 0.694) respectively.

On the other hand, statement 24, which states, “My teacher often leaves student teachers
when he/she is busy.” And statement 25, which states, “My teacher only acts as a source of
reference and lets me study on my own.”, gain the lowest mean with 3.40 (SD = 0.980) and 3.43
(SD = 0.901) respectively.

Table 3.4. Compare Means of Teaching Styles Perceived by the Students

Std.
Statements Mean Description
Deviation
1. Expert Teaching Style 4.30 .469 Strongly Agree
2. Formal Authority Teaching Style 4.14 .521 Agree
3. Personal Model Teaching Style 4.13 .559 Agree
4. Facilitator Teaching Style 4.20 .538 Agree
5. Delegator Teaching Style 3.81 .527 Agree

Table 3.4 shows the means of the teaching styles perceived by the students. The expert

teaching style is the teaching style that has the highest mean with 4.30, which means Strongly

Agree.
 On the other hand, the teaching style with the lowest mean is the Delegator Teaching

Style with the mean of 3.81, which means Agree.

Cognitive Performance of the Students

Table 3.5. Cognitive Performance of the Students

Std.
Statements Mean Description
Deviation
1. I appreciate when educators provide a clear 4.63 .557 Strongly Agree
structure for learning, as it helps me stay organized
and focused on the material.
2. I do better because my teacher encourages active 4.33 .620 Strongly Agree
participation.
3. I feel inspired to learn when my teacher is very 4.55 .642 Strongly Agree
knowledgeable about the subject matter.
4. I can learn more through self -learning. 3.73 .902 Agree
5. I am able to learn more because the teacher gives 4.01 .816 Agree
us individual tasks.
6. I can understand better because my teacher 3.84 .858 Agree
encourages me to study on my own.
7. I can achieve higher goals because my teacher 4.17 .746 Agree
motivates me to do better.
8. I learn better because my teachers leave 3.54 .800 Agree
assignments. 4.35 .656
9. I learn more information because my teacher is Strongly Agree
very knowledgeable. 4.28 .762
10. I am motivated to learn because my teacher Strongly Agree
doesn’t pressure me.
Total 4.143 Agree

Table 3.5 shows the respondents’ cognitive performance. The table shows a mean of

4.143, described as agree, in the cognitive performance of the students. Moreover, it can be

observed that statement 1, which states, “I appreciate when educators provide a clear structure

for learning, as it helps me stay organized and focused on the material.” And statement 3, which
 states, “I do better because my teacher encourages active participation.”, gain the highest mean

with 4.63 (SD = 0.557) and 4.55 (SD = 0.642) respectively.

On the other hand, statement 8 states, “I learn better because my teacher leave

assignments.” And statement 4, which states, “I can learn more through self-learning.”, gained

the lowest mean with 3.54 (SD = 0.800) and 3.73 (SD = 0.902) respectively.

Significant Difference in the Teaching Styles Perceived by the Students when they are
Grouped by Sex
Levene’s Test
for Equality of t – test for Equality of Means
Variances
95% Confidence
Sig.(2- Mean Std. Error Interval of the
Mean SD F Sig. T df
tailed) Difference Difference Difference
Lower Upper
DV Male 4.154 .414 .000 1.000 1.031 158 .304 .069 .067 -.063 .202
Female 4.085 .427 1.035 148.649 .302 .069 .067 -.063 .202
Table 3.6. Significant Difference in the Teaching Styles Perceived by the Students when they are Grouped by Sex

An independent sample t-test was conducted to compare the teaching styles perceived by the students
when they are grouped by sex. There were significant differences (t/(158) = 1.031, p = .304 in the scores, with the
mean score for male (M = 4.154, SD = 0.414) higher than female (M = 4.085, SD = 0.427). The magnitude of the
differences in the means (mean difference = 0.069, 95% CI=-0.063 to 0.202) was not significant. Hence, H o1 is
accepted.

Significant Difference in the Teaching Styles Perceived by the Students when they are
Grouped by Strand

Table 3.7. Significant Difference in the Teaching Styles Perceived by the Students when they are
Grouped by Strand
Descriptives
Groups N Mean SD
STEM 40 4.11 .449
ABM 40 4.23 .327
HUMSS 40 4.17 .411
TVL 40 3.95 .449
 ANOVA
Dependent Variable: Teaching Styles Perceived by the Students
Source of SS Df MS F P Value
Variation
Between Groups 1.723 3 .574 3.378 0.020
Within Groups 26.524 156 .179
‍
Total 28.247 159

The means of the teaching styles perceived by the students when they are grouped by
strand are the following: STEM M = 4.11 (SD = 0.449), ABM M = 4.23 (SD = .327), HUMSS
M = 4.17 (SD = .411), and TVL M = 3.95 (SD = .449). Since the p-value of 0.020 is less than the
significance level α of 0.05. Therefore, the analysis of variance showed that the difference
between groups was statistically significant. Hence, Ho2 is not accepted.

Significant Difference in the Cognitive Performance of the Students when they are Grouped
by Sex
Levene’s Test
for Equality of t – test for Equality of Means
Variances
95% Confidence
Sig.(2- Mean Std. Error Interval of the
Mean SD F Sig. T df
tailed) Difference Difference Difference
Lower Upper
DV Male 4.168 .489 5.192 .024 .597 158 .551 .041 .069 -.096 .178
Female 4.125 .388 .579 126.767 .564 .041 .069 -.100 .183
Table 3.8. Significant Difference in the Cognitive Performance of the Students when they are Grouped by
Sex

An independent sample t-test was conducted to compare the teacher's affirmation when respondents are
grouped by grade level. There were significant differences (t/(126.767) = 0.579, p = 0.564 in the scores, with the
mean score for Male (M = 4.168, SD = 0.489) higher than Female (M = 4.125, SD = 0.388). The magnitude of the
differences in the means (mean difference = 0.041, 95% CI= -0.096 to 0.178) was not significant. Hence, Ho3 is
accepted.

Significant Difference in the Cognitive Performance of the Students when they are Grouped
by Strand

Table 3.9. Significant Difference in the Cognitive Performance of the Students when they are
Grouped by Strand
Descriptives
Groups N Mean SD
STEM 40 4.16 .373
 ABM 40 4.26 .362
HUMSS 40 4.21 .410
TVL 40 3.94 .515

ANOVA
Dependent Variable: Cognitive Performance of the Students
Source of SS Df MS F P Value
Variation
Between Groups 2.422 3 .807 4.587 .004
Within Groups 27.451 156 .176
‍
Total 29.872 159

The means of the cognitive performance of the students when they are grouped by strand
are the following: STEM M = 4.16 (SD = 0.373), ABM M = 4.26 (SD = .362), HUMSS M =
4.21 (SD = .410), and TVL M = 3.94 (SD = .515). Since the p-value of 0.004 is less than the
significance level α of 0.05. Therefore, the analysis of variance showed that the difference
between groups was statistically significant. Hence, Ho4 is not accepted.

Significant Relationship Between the Teaching Styles Perceived by the Students and their
Cognitive Performance

Table 3.10. Significant Relationship Between the Teaching Styles Perceived by the Students and
their Cognitive Performance
Teaching Styles Cognitive Performance
Teaching Styles Pearson Correlation 1 .719**
Sig. (2 - tailed) .000
N 160 160
Cognitive Performance Pearson Correlation .719** 1
Sig. (2 - tailed) .000
N 160 160
**Correlation is significant at the 0.01 level (2-tailed).

Table 3.10 revealed that the teaching styles perceived by the students had a significantly
strong positive relationship with the respondents' cognitive performance (r=0.719, p<.01).
Hence, Ho5 is not accepted.