CATEGORIZED TEACHING STYLES, LEARNERS’

RESPONSE AND THEIR ACADEMIC

ACHIEVEMENT
FINAL Defense
Presented to the Panels of
Iligan Medical Center College
Graduate School
Iligan City

BY:
NORAIMA L. MADID
Researcher

JANUARY 12,2023
 
Rationale
A teaching style is the teachers’ ability to convey the message and behavior in delivering the

instruction, while the learning style is the students’ preference in responding to different learning situations.

Teaching methods play a key role in addressing the need for belonging in the classroom, which in turn affects

the motivation and performance of the student (Lasala, 2023).

Currently, the Philippines has been facing challenges in meeting international standards in terms of

academic performance, as evidenced by the Programme for International Students Assessments (PISA) 2018

results. To address this issue, the Department of Education launched the MATATAG agenda, which aims to

improve the quality of basic education by enhancing the curriculum, learning facilities, teacher training, and

stakeholder engagement.
In this context, it is essential to investigate the impact of teaching strategies on learners’ academic

achievement, especially in the intermediate level where significant influence has been observed in previous

studies.

A study of Lansangan, et. al. (2015) showed that intermediate learners from the Philippines have displayed

good academic performance. This is caused by the significant influence of strategies and methods employed

by educators. As mentioned by Magsucang, et. al. (2020), he conferred that the significant impact of

teachers happened within day – long encounter in the classroom on the delivery of certain learning

outcomes being part of a curriculum for a specific grade level. With this, the educators have the

responsibility to plan out content and strategies to better enhance the teaching – learning process.
Theoretical Framework
This section discusses the theoretical framework that provides the blueprint in the conceptualization of the

study. The theories and concepts serve as the backbone that supports the present study.

This study is anchored on the following theories: Socio – Cultural Theory, Theory of Behaviorism,

Cognitive Flexibility Theory and Scaffolding of Learning and theory of Performance and the Department of

Education Order No. 35, s. 2016 entitled The Learning Action Cell (LAC) as K to 12 Basic Education

Program School-Based Continuity Professional Development Strategy for the improvement Strategy for the

Improvement of Teaching and Learning.

 SCHEMATIC DIAGRAM
Independent Variables Dependent Variables

CATEGORIZED TEACHING STYLES

 Formal Authority
 Demonstrator/Personal Model
 Facilitator
 Delegator
GRADES IV-VI ACADEMIC
ACHIEVEMENT
SY:2022-2023
LEARNERS’ RESPONSE
 Teachers’ Capability to Conduct
 Teachers’ Instructional Supervision
 Teachers’ Observable Traits

Figure 1. Schematic Diagram of the Study

 PARTICIPANTS OF THE STUDY

Name of Schools Total Number of Teachers Total Number of Learners

Timbangan Elementary School 8 20
Dimaporo Central Elementary School 8 20
Madaya Elementary School 8 20
Picalilangan Elementary School 8 20
Soldaroro Elementary School 8 20
MSU Binidayan 8 20
Maindig Elementary School 8 20
Magonaya Elementary School 8 20
Ampaso Elementary School 8 20
Pagayawan Elementary School 8 20
Total 80 200
 EXECUTIVE SUMMARY
Statement of the Problem
1.What are categorized
teaching styles of the
teachers in terms of :
1.1Formal Authority;
1.2Demonstrator/Personal
Model;
1.3Facilitator; and
1.4Delegator
Finding Recommendations
It can be noted that most of the • The learners may use the
teachers had almost always information from this study to
practiced categorized teaching widen their perspective on the
styles in their instruction with a different teaching styles adopted
mean of 3.49. Further,data by the teachers in their
revealed that the delegator as instruction. With this, learners
always practiced with the highest may adapt to pedagogical
mean of 3.59 while formal strategies implored by the
authority as almost always educators for them to be able to
practiced with the lowest mean of better perform in class. Teachers
3.30 may use the information gained
from this study in formulating
learning activities that would
spark the interest of the learners
in the subject area, allowing the
development of higher cognitive
thinking skills.
 EXECUTIVE SUMMARY
Statement of the Problem Finding Recommendations

2.What are the learners’
responses to the
teaching styles of the
teachers in terms of :
2.1Teachers’ Capability
to Conduct;
2.2Teachers’
Instructional
Supervision; and
It can be viewed that most of the • The teachers may utilize the
learners perceived their teachers results of this study to
to be proficient with a mean of innovate best teaching
3.48. Also data revealed teachers’ practices that could help aid in
observable traits as very the success of the teaching –
proficient with the highest mean learning process.
of 3.57 while teachers’ capability
to conduct as proficient with the
lowest mean of 3.41

2.3Teachers’ Observable
Traits?
 EXECUTIVE SUMMARY
Statement of the Problem
3.What is the academic
achievement of the Grades IV-VI
learners?
Finding Recommendations
Majority of the learners (61.50%) • School administrators may
displayed satisfactory academic apply the data obtained from
achievement. This suggests that this study to work out on
the learners were able to perform engaging teachers to
the minimum standards expected collaborative learning
from them. sessions in addressing shared
experiences encountered in
instruction.
 EXECUTIVE SUMMARY
Statement of the Problem
4.Is there a significant
relationship between the
academic achievement of the
Grades IV-VI learners and:
4.1Categorized Teaching Styles
and
4.2 Learners’ Response?
Finding Recommendations
A strong correlation between academic • Division Curriculum Planners
achievement, categorized teaching styles
and learners’ response have been
may use the insights gained
established. This means that the success of from this study to make
the teaching – learning process is directly innovative ways to better
associated with the teaching styles and deliver the curriculum that
how the learners responded to the
pedagogical methods established by the could enhance teaching and
teachers. learning.
Along with this, a significant relationship
between academic achievement of the
learners and categorized teaching styles
as evidenced by r – value equal to 0.602
entailing a p – value equal to 0.000 and a
significant relationship between academic
achievement and learners’ response as
evidenced by r – value equal to 0.590
entailing a p – value equal to 0.000 were
established.
ASSALAMU ALAIKUM WA RAHMATULLAHI
WA BARAKATUHO.

GOD BLESS YOU ALL

AND
TO GOD BE THE GLORY