To see the other types of publications on this topic, follow the link: Teaching styles.
Journal articles on the topic 'Teaching styles'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Teaching styles.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Arora, Anshu Saxena, Reginald Leseane, and Mahesh S. Raisinghani. "Learning and Teaching Styles for Teaching Effectiveness." International Journal of Web-Based Learning and Teaching Technologies 6, no. 1 (January 2011): 1–13. http://dx.doi.org/10.4018/jwltt.2011010101.
Full textAbstract:
Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.
2
Chen, Guo-Hai, and David Watkins. "Can Student Ratings of Teaching be Predicted by Teaching Styles?" Psychological Reports 106, no. 2 (April 2010): 501–12. http://dx.doi.org/10.2466/pr0.106.2.501-512.
Full textAbstract:
The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no significant correlation was found between student ratings and any of the other five teaching styles. Only conservative teaching style contributed significantly to the prediction of student ratings. Sex and age were found to have moderating effects on the relationship between teaching style and student ratings. The role of teaching styles in student ratings was discussed.
3
Hasri, Kharis Sulaiman. "Analisis Gaya Mengajar Guru Dalam Proses Pembelajaran Al-Qur’an Hadis Di MAN 1 Kendari." Al-Riwayah : Jurnal Kependidikan 1, no. 1 (April 15, 2021): 1–18. http://dx.doi.org/10.47945/al-riwayah.v1i1.330.
Full textAbstract:
The monotonous teaching style and cooking have made students ineligible for learning. While choosing the right teaching style is the key to an effective learning process. The purpose of this study was to examine the teaching style of teachers in learning the Qur'an Hadith in MAN 1 Kendari. The method used is a qualitative method. The results of this study indicate that the dominant teaching style used by teachers of the Qur'an in MAN 1 Kendari is that all the teachers of al-Al-Hadis use the classical teaching style. However, all teachers issue or integrate classical teaching styles with other teaching styles. Namely using a classical teaching style that is combined with interactional teaching styles and technological teaching styles that are combined with interactional teaching styles
4
Richard, M. Felder. "Learning and Teaching Styles." European Journal of Teacher Education 2017, no. 10 (October 2, 2017): 11. https://doi.org/10.5281/zenodo.1000875.
Full textAbstract:
The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual’s learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students’ learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.
5
Richard, M. Felder. "Learning and Teaching Styles." European Journal of Teacher Education 2017, no. 10 (October 2, 2017): 11. https://doi.org/10.5281/zenodo.1000889.
Full textAbstract:
The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual’s learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students’ learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.
6
Dunn, Kenneth John, and Edmund R. Frazier. "TEACHING STYLES." Journal of Reading, Writing, and Learning Disabilities International 6, no. 3 (January 1990): 347–67. http://dx.doi.org/10.1080/0748763900060313.
Full text
7
Alhourani, Alaa. "A Match or a Mismatch between Student and Teacher Learning Style Preferences at King Abdullah Second School for Excellence in Jordan." International Journal of Asian and African Studies 3, no. 1 (March 11, 2024): 53–61. http://dx.doi.org/10.32996/ijaas.2024.3.1.6.
Full textAbstract:
It is crucial to study learning and teaching styles because some studies have shown that a match between teaching and learning styles helps to enhance the learning process. So, teachers should identify their own teaching styles as well as their learning styles to obtain better academic achievement in the classroom. This study focuses on the students’ learning styles, teachers’ teaching styles, and whether there is a match or mismatch between student and teacher teaching style preferences in King Abdullah Second School for Excellence in Jordan. The results show that most tenth grade students at King Abdullah Second School for Excellence in Jordan prefer to learn by using visual and individual styles. Also, the English teacher, Mr. Ashraf’s major teaching style preferences are visual and individual. Thus, there is a match between the teacher’s preferred teaching style and the students’ preferred learning style at King Abdullah Second School for Excellence, Irbid, Jordan.
8
Nidup, Bodpa. "Impact of Teacher’s Teaching Styles on Students’ Academic Performance for Secondary Gradesin Jigme Sherubling Central School, Tashigang." Science Archives 05, no. 03 (2024): 22–29. https://doi.org/10.47587/sa.2024.5301.
Full textAbstract:
This study aimed to examine the various teaching styles employed by teachers and their impact on students' academic performance in Jigme Sherubling CS. The specific objectives were twofold: firstly, to determine the influence of teachers' teaching styles on students' achievement scores, and secondly, to investigate the correlation between teachers' teaching styles and students' academic performance. The study was conducted with 100 students from Jigme Sharubling CS, covering grades IX to XII, and twenty teachers. A Teaching Styles Survey was utilized to gather the necessary data. Subsequently, the collected data underwent statistical analysis using Pearson correlation coefficient (r) and t-test. The findings of the study indicated that the most commonly employed teaching style by teachers was the facilitator style. Following closely was the expert style, while the delegator style ranked third in frequency of use. The second-to-last teaching style adopted by teachers was formal authority, and the least utilized style was the demonstrator style. Furthermore, the results revealed a strong positive correlation between all indicators of teaching styles and students' academic achievement. This suggests that the different teaching styles significantly influenced students' performance beneficially. Furthermore, the study revealed a statistically significant distinction between male and female students regarding all aspects of teaching styles. This indicates that gender plays a role in the preferred teaching styles and their effect on academic performance.
9
Chetty, Nithya Dewi Subramaniam, Lina Handayani, Noor Azida Binti Sahabudin, Zuraina Ali, Norhasyimah Hamzah, and Shahreen Kasim. "Learning styles and teaching styles determine students’ academic performances." International Journal of Evaluation and Research in Education (IJERE) 8, no. 4 (December 1, 2019): 610. http://dx.doi.org/10.11591/ijere.v8i4.20345.
Full textAbstract:
<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>
10
Lumbre, Angelina P., Ma Nympha Beltran-Joaquin, and Sheryl Lyn C. Monterola. "Relationship between Mathematics Teachers’ Teaching Styles and Students’ Achievement in Mathematics." Athens Journal of Sciences 10, no. 1 (February 14, 2023): 9–30. http://dx.doi.org/10.30958/ajs.10-1-1.
Full textAbstract:
This study investigated the relationship between teaching styles of 30 grade 9 mathematics teachers and the achievement of their 1489 students. The Grasha Model of learning styles was adapted in the study. Results of the analysis indicated a significant relation between teaching style and student achievement based on students' highest mean percentage score. Approximately 39% of the total variance in students’ achievement is attributable to the difference between the teaching styles. Post hoc comparisons showed that students whose teachers exhibit the Expert style, as well as those whose teachers use a combination of teaching styles have significantly higher achievement scores than students whose teachers employ the Formal Authority style of teaching. Since favorable teaching styles were identified from this study among grade 9 teachers and students, a wider research on the association of teaching styles and student achievement in mathematics focusing on other grade levels is being put forward. This may also help determine at which grade level student achievement starts to decline and further identify effective teaching styles appropriate for each grade level. Pre-service teacher training and in-service teacher retooling may likewise be conducted to leverage academic learning by allowing teachers to discover their teaching styles and improve on them. Keywords: teaching style, students’ achievement, mathematics
11
Safithri Armin, Diah. "EFL Teachers’ Preference Teaching Styles: An Interpretative Study." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 9, no. 1 (February 26, 2023): 24–36. http://dx.doi.org/10.35569/biormatika.v9i1.1378.
Full textAbstract:
Teaching style refers to teacher-student interaction, teachers' quality and behavior, classroom management, teaching media, planning subject matter, and teacher's action that affect the effectiveness of the teaching-learning process. Since there is still little research discussing EFL teaching styles in higher education, this study aims to find the EFL teachers' preferred teaching styles in one of Indonesia's universities. This study implemented a basic interpretative study with four EFL teachers as participants who have different teaching experiences. The study results showed that the participants act six out of ten teaching styles provided in the research instrument. Then, the participants prefer the facilitator style in their daily teaching activities. In brief, the participants did some teaching styles, but most of the time, the facilitator style was their typical teaching style.
12
Nithya, Dewi Subramaniam Chetty, Handayani Lina, Azida Sahabudin Noor, Ali Zuraina, Hamzah Norhasyimah, Shamsiah Abdul Rahman Nur, and Kasim Shahreen. "Learning styles and teaching styles determine students' academic performances." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (December 1, 2019): 610–15. https://doi.org/10.11591/ijere.v8i3. 20345.
Full textAbstract:
1, 2, 3, 4, 5, 6, 7 Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.
13
Constantinides, Panos, and Orestis Antoniades. "Preservice Physical Education Teachers’ Use of Reproduction and Production Teaching Styles." European Journal of Education and Pedagogy 3, no. 5 (October 8, 2022): 93–99. http://dx.doi.org/10.24018/ejedu.2022.3.5.442.
Full textAbstract:
Having Mosston’s (1966) and Mosston’s & Ashworth’s (2008) “Spectrum of Teaching Styles” as a guiding tool, research on teaching styles in physical education has being rising for over 50 years. The spectrum offers a variety of teaching styles to be used by teachers, which fall into two broad categories: the rather teacher-centered reproduction styles and the rather student-centered production styles. This paper is part of a larger scale study for teaching effectiveness, in which teaching components were examined. The purpose of this study was to investigate preservice teachers’ preferences of teaching styles during student teaching in public schools. For that purpose, a convenient sample of 16 students of a private University in Cyprus, participated in this study. All students took physical education pedagogy class I and then physical education pedagogy class II, which included student placement in secondary public schools for student teaching purposes. Students were taught Mosston’s and Ashworth’s Spectrum of Teaching Styles in depth, with various examples, teaching style video analysis and workshops, to ensure that all possessed the knowledge and skills to incorporate any teaching style in their teaching. Each student was placed in three different secondary schools, to ensure that he/she would be able to teach in any school context with various circumstances. The investigators observed all students according to the schedule that was prepared in collaboration with school principals and physical education teachers in the participating schools. The investigators took field notes for the application of the teaching styles, as well as for the school context. In addition, informal interviews were conducted with students after each class. Data were analyzed via constant comparison and analytic induction methods. The results revealed three important themes: a) Student teachers preferred mostly teaching styles from the reproduction category, such as the command and the practice style, especially during warm up or children’s practice time, b) Student teachers incorporated teaching styles from the production category during introduction or final assessment of the class, such as the guided discovery or the convergent discovery styles and c) There were times during practice, when some students used a mixture of teaching styles, jumping from one style to the other, according to the activity that would follow. The results demonstrated that preservice teachers prefer the utilization of reproduction teaching styles over production teaching styles. Their personal beliefs seem to impact the usage of any style. In addition, discipline, coaching experience, time management, the school context and the content to be taught were factors affecting their preferences, usually in favor of the reproduction teaching styles. However, they should be encouraged to use production teaching styles as well in their teaching, as a means to help children develop in all domains of learning: psychomotor, cognitive and affective. Perhaps, asking preservice teachers to incorporate teaching styles only form the product category in one of their student teaching classes, would help them feel more confident towards that and would allow for more children-centered classes.
14
Kristina, Putri Cicilia, Maya Kurnia, Perabu Nita, Ferri Hidayad, Ahmad Muchlisin Natas Pasaribu, and Zihan Novita Sari. "The Influence Of Teaching Style And Motor Ability On The Bottom Passing Learning Outcomes In The Volleyball." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 5, no. 2 (June 28, 2021): 234–44. http://dx.doi.org/10.33369/jk.v5i2.16160.
Full textAbstract:
The purpose of this research is to find the effectiveness of teaching style to the learning outcomes of passing motor ability under the volleyball. The Method is Used by experiment with 2 x 3 factorial design. This research is Implemented at SMPN 1 Kayuagung with sample of class VIII. The Results of This study concluded that: (1) There are differences between the forces Teaching reciprocity and training on the learning outcomes of passing down in a manner Overall (2) there are differences between reciprocal teaching style and inclusion To the overall passing learning outcome (3) There are differences Between teaching practice style and inclusion to lower passing learning outcomes Overall. (4) There are interaction between teaching styles (reciprocal, training, And inclusion) and motor ability (high and low) on learning outcomes Passing down as a whole. (5) There are differences teaching styles Reciprocal and training on lower passing learning outcomes in students High motor ability. (6) There are a differences in reciprocal teaching style and Inclusion of lower passing learning outcomes in students with motor ability High. (7) There are different styles of practice teaching and inclusion to results Learn passing down on high skill motor students. (8) There are Differences in reciprocal teaching styles and training on passing learning outcomes (9) There are a differences in teaching styles reciprocity and inclusion to lower passing learning outcomes in students Low motor ability. (10) There are different teaching styles and practice Inclusion of lower passing learning outcomes in students with motor ability low. Implementing of teaching styles in lower passing learning gain learning out come it had better resiprokal teaching style than practice teaching style and inclusion.
15
Jannah, Zahratul, Veni Roza, and Merry Prima Dewi. "MATCH AND MISMATCH BETWEEN LEARNING STYLES OF EFL STUDENTS AND TEACHING STYLES OF EFL TEACHERS." ELP (Journal of English Language Pedagogy) 6, no. 1 (January 24, 2021): 45–58. http://dx.doi.org/10.36665/elp.v6i1.358.
Full textAbstract:
The purposes of this research were to find out what students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi and to find out what are the matches or mismatches between students’ learning styles and teachers’ teaching styles at MTsN 02 Bukittinggi. The design of this research was combining both quantitative and qualitative research. The population of this research was grade VIII at MTsN 02 Bukittinggi. The sample was collected from two classes with a total number of students was 78 students and two different English teachers who taught in both classes. The instrument of this research was questionnaire and interview. The result showed that both classes had the same dominant learning style. In class VIII.6, there were dependent, participant, and collaborative learning styles. Meanwhile, in class VIII.7, the dominant learning styles was collaborative, participant and dependent learning style. While the teachers also had the same dominant teaching styles which were expert, formal authority, and personal model teaching style. Based on the theory of Grasha (2002) about the relationship of learning and teaching style, the researcher found that there was a match between learning styles and teaching styles at MTsN 02 Bukittingg and it was in cluster 2.
16
Pettigrew, Frank E., Dorothy B. Zakrajsek, Mary A. Bayless, and Grace Goc-Karp. "Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1215–20. http://dx.doi.org/10.2466/pms.1985.61.3f.1215.
Full textAbstract:
Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.
17
Ayatollahi, Mohammad Ali, and Fatemeh Ferdosi. "The Relationship between Iranian EFL Teachers’ Emotional Intelligence and their Teaching Style." Vision: Journal for Language and Foreign Language Learning 10, no. 1 (August 14, 2021): 31–46. http://dx.doi.org/10.21580/vjv10i28466.
Full textAbstract:
The present study aimed to detect and compare the most preferred teaching styles by Iranian English teachers in public schools and private language institutes and investigate the possible relationship between EFL teachers’ teaching styles and aspects of their emotional intelligence. The participants were 100 EFL teachers from public schools and private language institutes in Iran, Shiraz. The Persian version of the Bar-On Emotional Quotient Inventory and Grasha’s Style Inventory (TSI) was used to measure the teachers’ emotional intelligence and teaching styles, respectively. Concerning teaching style preference, formal authority style for EFL teachers of schools and facilitator style for teachers of the private institute was the most preferred styles. In addition, the least preferred styles were ‘delegator’ and ‘formal authority’ styles for public school teachers and private institute teachers, respectively. Regarding emotional intelligence, the lowest mean scores were observed in the Stress Management dimension, and the highest was related to the General Mood dimension. Furthermore, ‘general mood’, as a dimension of emotional intelligence, was highly correlated with ‘formal authority’ and ‘expert style’, both of which were public school teachers’ preferred styles. Public School teachers were relatively weak at using ‘personal model’, ‘facilitator’, and ‘delegator’ teaching styles. Thus, it is recommended that they adapt themselves to these styles.
18
Mei Ph’ng, Lee. "Teaching Styles, Learning Styles and the ESP Classroom." MATEC Web of Conferences 150 (2018): 05082. http://dx.doi.org/10.1051/matecconf/201815005082.
Full textAbstract:
Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.
19
METE, Hasan, and Selda BAKIR. "Teaching Styles of Science Teachers." Journal of Educational Sciences Research 6, no. 2 (October 30, 2016): 95–111. http://dx.doi.org/10.12973/jesr.2016.62.6.
Full text
20
Quibrar,, RD, Angelou Abbas, John Paul Alviola, Nelfie Jane Balate, Arven Kyle Balicog, Ana Damasin, John Carlo Jopia, et al. "Learning Style and Teaching Style as Determining Factors in Academic Performance of Senior High School." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 2107–15. http://dx.doi.org/10.47772/ijriss.2024.804232.
Full textAbstract:
This study aimed to investigate the impact of learning styles and teaching styles on the academic performance of senior high school students at Lorenzo S. Sarmiento Sr. National High School. The study involved 273 respondents from the senior high school student population and employed a quantitative-correlational design. The statistical tools used were average weighted mean, Pearson R, and multiple regression analysis. The study revealed that senior high school students have a high level of learning styles, including auditory, kinesthetic, and visual modalities. The research also found that students adopt different teaching styles, including authority, delegator, demonstrator, and facilitator styles. The academic performance of students was found to be high, considering school-related, student-related, and teacher-related factors. Furthermore, the study showed a significant correlation and relationship between learning style, teaching style, and academic performance. The null hypothesis was rejected, except for three indicators where the null hypothesis is not rejected, which are visual learning style for learning style and demonstrator style and facilitator style for teaching style. The study provides valuable insights into the interconnected dynamics of learning styles, teaching styles, and academic performance among senior high school students and offers a comprehensive understanding of the factors influencing educational outcomes in this particular context.
21
Lantseva, T. V. "INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE." BULLETIN Series of Pedagogical Sciences 72, no. 2 (June 25, 2021): 46–56. http://dx.doi.org/10.51889/2021-2.1728-5496.06.
Full textAbstract:
Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.
22
Quiblat, Regie G., and Roie M. Ubayubay. "Teaching Styles And Students’ Engagement Among Junior High Schools in Claveria Districts, Misamis Oriental." American Journal of Multidisciplinary Research and Innovation 4, no. 1 (February 22, 2025): 106–22. https://doi.org/10.54536/ajmri.v4i1.4350.
Full textAbstract:
This study aimed to determine the effect of teachers’ teaching styles on students’ engagement. Specifically, it aimed to describe the respondents’ characteristics; find the level of the respondents’ perceived teaching style; examine the respondents’ perceived assessment of affective and cognitive engagement; find the significant effect of teaching styles on students’ engagement; and determine the relationship between teaching styles and their characteristics. In this research , a purposive sampling procedure was used to obtain the 300 public junior high school students of Claveria Districts, Misamis Oriental, during the School Year 2023-2024. A combination of patterned and self-constructed questionnaire with descriptive statistics were used, along with a T-test, to test the significant effects of teaching styles on students’ engagement. Pearson Product Moment Correlation (r) was utilized to determine the vital relationship between teaching styles and respondents’ characteristics. The study found that among all teaching styles, expert style obtained the highest mean result and interpreted as very high. The respondents perceived affective and cognitive engagement as very positive. Teaching styles, except delegator, significantly affect students’ engagement. Further, based on students’ perceptions, their parents’ marital status and educational attainment are significantly related to teaching styles. In conclusion, it is essential to identify appropriate teaching styles based on students’ backgrounds. It is recommended to help create a holistic and practical learning environment. Further studies are needed to understand school environments’ influence on teaching styles and students’ engagement.
23
Quiblat, Regie G., and Roie M. Ubayubay. "Teaching Styles And Students’ Engagement Among Junior High Schools in Claveria Districts, Misamis Oriental." American Journal of Multidisciplinary Research and Innovation 4, no. 2 (February 22, 2025): 1–17. https://doi.org/10.54536/ajmri.v4i2.4350.
Full textAbstract:
This study aimed to determine the effect of teachers’ teaching styles on students’ engagement. Specifically, it aimed to describe the respondents’ characteristics; find the level of the respondents’ perceived teaching style; examine the respondents’ perceived assessment of affective and cognitive engagement; find the significant effect of teaching styles on students’ engagement; and determine the relationship between teaching styles and their characteristics. In this research , a purposive sampling procedure was used to obtain the 300 public junior high school students of Claveria Districts, Misamis Oriental, during the School Year 2023-2024. A combination of patterned and self-constructed questionnaire with descriptive statistics were used, along with a T-test, to test the significant effects of teaching styles on students’ engagement. Pearson Product Moment Correlation (r) was utilized to determine the vital relationship between teaching styles and respondents’ characteristics. The study found that among all teaching styles, expert style obtained the highest mean result and interpreted as very high. The respondents perceived affective and cognitive engagement as very positive. Teaching styles, except delegator, significantly affect students’ engagement. Further, based on students’ perceptions, their parents’ marital status and educational attainment are significantly related to teaching styles. In conclusion, it is essential to identify appropriate teaching styles based on students’ backgrounds. It is recommended to help create a holistic and practical learning environment. Further studies are needed to understand school environments’ influence on teaching styles and students’ engagement.
24
Geng, Qing, Mansour Amini, Siti Nur Aafifah Binti Hashim, and Mengjun Zhu. "The mediating roles of academic self-efficacy and learning interest in the relationship between teaching style and math behavior engagement among junior high school students in China." PLOS ONE 19, no. 10 (October 14, 2024): e0311959. http://dx.doi.org/10.1371/journal.pone.0311959.
Full textAbstract:
Teacher guidance can positively impact students’ learning interest and mathematical behavior engagement. As a crucial part of classroom teaching, effective teaching styles play an indispensable role in middle school students’ mathematical behavior engagement. This study addresses the gap in understanding how different teaching styles influence junior high school students’ math behavior engagement in China, by examining the underexplored mediating roles of academic self-efficacy and learning interest in this relationship, which are critical yet often overlooked factors in fostering student engagement and improving educational outcomes in mathematics. Students from grades 7 to 9 in six middle schools in Jiangsu Province, China participated in the survey. The results indicate that: (1) academic self-efficacy mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style) and mathematical behavior engagement among Chinese middle school students; (2) math learning interest mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style, innovative and exploratory style) and mathematical behavior engagement among Chinese middle school students. Recommendations include encouraging teachers to adopt diverse teaching styles that foster both self-efficacy and interest.
25
Brew, Angela, and Tony Wright. "Changing teaching styles." Distance Education 11, no. 2 (January 1990): 183–212. http://dx.doi.org/10.1080/0158791900110203.
Full text
26
Abduganiyev, Abdukhalil Mamayunusova Manzura Ergasheva Ziyoda. "INTERACTIVE TEACHING STYLES." DEVELOPMENT OF PEDAGOGICAL TECHNOLOGIES IN MODERN SCIENCES 2, no. 2 (February 4, 2023): 9–13. https://doi.org/10.5281/zenodo.7604791.
Full textAbstract:
At present, modern teaching methods are widely used in education. The use of modern teaching methods leads to high efficiency in the teaching process. It is advisable to choose these methods based on the didactic task of each lesson. While maintaining the traditional form of teaching, enriching it with a variety of methods that activate the activities of learners leads to an increase in the level of mastery of learners.
27
Yoshida, Fumiko, Gary J. Conti, Toyoaki Yamauchi, and Misa Kawanishi. "A Teaching Styles Typology of Practicing Teachers." Journal of Education and Learning 13, no. 1 (December 18, 2023): 1. http://dx.doi.org/10.5539/jel.v13n1p1.
Full textAbstract:
This study describes a typology of the teaching styles of practicing teachers. Teaching style refers to a teacher’s distinct qualities that are persistent from situation to situation regardless of the content. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Prior cluster analysis revealed four naturally-occurring groups based on their teaching style, with teachers practicing learner-centered and teacher-centered styles nearly equally. The dual purposes of this study were (1) to measure the differences between these groups to determine if they were unique and (2) to describe any teaching style differences among these groups. Analysis of variance and Scheffé descriptive statistics supported the conclusion that a typology exists for classifying teaching styles as they are practiced in the field by teachers. Discriminant analysis identified the distinctions among the groups. The four distinct groups clearly described in this Teaching Styles Typology of Practicing Teachers are Distinctly Teacher-Centered, Moderately Teacher-Centered, Consistently Learner-Centered, and Decidedly Learner-Centered. This typology of teaching styles can be a valuable tool for teachers to improve their professional practice. It has implications for increased professionalism by facilitating increased self-awareness and assisting in developing an educational philosophy.
28
Hamonangan, Hamonangan. "Effects of the Style of Teaching and Emotional Intelligence on Learning Outcomes Dribbling in Basketball Games." Jurnal Primagraha 2, no. 01 (May 30, 2021): 1–10. http://dx.doi.org/10.59605/jp.v2i01.45.
Full textAbstract:
This study aims to determine the effects the style of teaching and emotional intelligence the results of dribbling in the game of basketball In addition, research also aims to determine the effect of motivation on both the teaching style. Teaching style in this study is the inclusion of teaching styles and self check style, and emotional intelligence to learn the emotional intelligence to learn high and low emotional intelligence. Research conducted at the MAN1 Medan academic year 2014/2015. The research method is an experiment with a 2x2 ftreatment by level design with sample size of 52 people. The results of this study are as follows:(1) overall there is a difference between teaching styles Inclusion and teaching styles Self Chek of dribbling in basketball games learning outcomes, (2) for students who have high emotional intellegence to learn, giving Inclusion teaching style to give a better effect than Self Check teaching style on learning outcomes dribbling in basketball games, (3) for students who have low emotional intellegence ,the provision of Self Check teaching style to give a better effect than the Inclusion of teaching styles to learning the dribbling in basketball games, and (4) there is interaction between the teaching style with emotional intelligence towards learning outcomes dribbling in basketball games.
29
Pasaribu, Ahmad Muchlisin Natas. "THE INFLUENCE OF TEACHING STYLE AND MOTOR SKILLS ON THE BOTTOM PASSING LEARNING OUTCOMES IN THE VOLLEYBALL." JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 3, no. 1 (July 3, 2017): 124. http://dx.doi.org/10.21009/jipes.031.014.
Full textAbstract:
The purpose of this research is to find the effectiveness of teaching style to the learning outcomes of passing motor skills under the volleyball. The Method is Used by experiment with 2 x 3 factorial design. This research is Implemented at SMPN 3 Satu Atap Labura with sample of class VIII. The Results of This study concluded that: (1) There are no differences between the forces Teaching reciprocity and training on the learning outcomes of passing down in a manner Overall (2) there are differences between reciprocal teaching style and inclusion To the overall passing learning outcome (3) There are differences Between teaching practice style and inclusion to lower passing learning outcomes Overall. (4) There are interaction between teaching styles (reciprocal, training, And inclusion) and motor skills (high and low) on learning outcomes Passing down as a whole. (5) There are differences teaching styles Reciprocal and training on lower passing learning outcomes in students High motor skills. (6) There are a differences in reciprocal teaching style and Inclusion of lower passing learning outcomes in students with motor skills High. (7) There are different styles of practice teaching and inclusion to results Learn passing down on high skill motor students. (8) There are Differences in reciprocal teaching styles and training on passing learning outcomes (9) There are a differences in teaching styles reciprocity and inclusion to lower passing learning outcomes in students Low motor skills. (10) There are different teaching styles and practice Inclusion of lower passing learning outcomes in students with motor skills lowKeywords: Teaching Styles, Motor Skills, The result of passing down learning
30
C, Emejidio, and Gepila Jr. "STUDENTS’ LEARNING STYLES AND PREFERRED TEACHING STYLES IN PHILIPPINE CLASSROOM." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2725–34. http://dx.doi.org/10.37200/ijpr/v24i4/pr201380.
Full text
31
Cimene, Francis Thaise, Michelle Mamburao, Queenlyn Plaza, Hosana Nitcha, Mohaymen Somalipao, Elvie Jun Raña, Evangelene Baseo, Queenie Elizabeth Siao, Almerah Mauna, and Danielle Rey Cimene. "Generation Alpha Students' Behavior as Digital Natives and their Learning Engagement." Psychology and Education: A Multidisciplinary Journal 27, no. 3 (October 29, 2024): 258–73. https://doi.org/10.5281/zenodo.14007254.
Full textAbstract:
Characterized by early Internet exposure, Gen A's learning preferences and behavioral patterns are different from previous generations. The study aimed to investigate the impact of learning styles and teaching styles on the learning engagement of Generation Alpha students. It sought to (1) determine their learning styles, (2) assess their teachers’ teaching styles, (3) examine their learning engagement, (4) whether there is a significant difference in the learning engagement when grouped according to learning styles, and (5) examine if there is a significant difference in the learning engagement when grouped according teaching styles. Using a descriptive-comparative research design, the data was obtained from 100 Gen A students. Data was analyzed using descriptive statistics such as mean, standard deviation, and ANOVA. Results revealed that Gen A students utilize the visual learning style the most, are more Behaviorally Engaged, and perceive the Facilitator or Activity Style as the most used by teachers. ANOVA results conclude that there is a statistically significant difference in student engagement among different learning style groups. Visual learners exhibit significantly higher engagement than others. Teaching styles also have a significant influence on student engagement with the Facilitator and Delegator styles resulting in higher engagement. The study concluded that both learning styles and teaching styles have significant influence on students' engagement. Additionally, teacher training programs should prioritize addressing diverse learning styles to optimize engagement and learning. Thus, recognizing the influence of teaching styles on student engagement can lead to more dynamic and inclusive learning environments for a new generation of learners.
32
Hartati, Hartati, Abdul Kadir, and Imaludin Agus. "Pengaruh Gaya Mengajar Guru Terhadap Motivasi Belajar Peserta Didik Kelas Tinggi Sekolah Dasar." Diniyah: Jurnal Pendidikan Dasar 4, no. 1 (December 19, 2023): 1. http://dx.doi.org/10.31332/dy.v4i1.5508.
Full textAbstract:
This survey research aims to understand the teaching styles of teachers at SDN 12 Tongkuno, ascertain the level of the students' learning motivation, and determine the influence of teachers' teaching styles on the students' learning motivation. Utilizing the stratified random sampling technique, a sample of 43 students was selected from a population of 76 students in grades IV, V, VI. The research data, collected through questionnaires and documentation, were analyzed using descriptive statistics and inferential statistical analysis. The findings reveal that, among the four categories of teaching styles, two categories – classical and technological teaching styles – are rated high. The other two categories, personalization and interactional styles, are at a medium level. Similarly, both intrinsic and extrinsic motivation categories are at a medium level. Furthermore, the teachers' teaching style has been proven to have a positive and significant impact on the students' learning motivation at SDN 12 Tongkuno, contributing 38.3% to their motivation. The better the teaching style of the teachers, the higher the students' learning motivation at SDN 12 Tongkuno, Muna District.Keywords: Teacher’s teaching style, student’s learning motivation, upper class of elementary school
33
Vaughn, Lisa, and Raymond Baker. "Teaching in the medical setting: balancing teaching styles, learning styles and teaching methods." Medical Teacher 23, no. 6 (January 2001): 610–12. http://dx.doi.org/10.1080/01421590120091000.
Full text
34
Salipong, Jhea C., Roie M. Ubayubay, and Gerlinda G. Corpuz. "Motivation and Teaching Styles among Teachers in Claveria District, Misamis Oriental." American Journal of Multidisciplinary Research and Innovation 4, no. 2 (March 14, 2025): 18–33. https://doi.org/10.54536/ajmri.v4i2.4351.
Full textAbstract:
Teaching motivation and teaching styles play vital roles in shaping educational outcomes in the community. This study aimed to determine the level of motivation and teaching styles. Specifically, it aimed to describe the respondents’ characteristics, identify the level of the teacher’s motivation, assess the level of teaching styles, examine the significant effect of teachers’ motivation on teaching style, and determine the critical relationship between teachers’ motivation and teaching style when grouped according to their characteristics. Employing a universal sampling method, the respondents were the two hundred (200) public elementary and secondary school teachers in the Claveria Districts, Division of Misamis Oriental, during the School Year 2023-2024. A descriptive correlational research method was used with a self-constructed questionnaire, and descriptive statistics were used, as well as a T-test to test the significant effect of teachers’ motivation on teaching styles. Further, Pearson Product Moment Correlation (r) was utilized to determine the important relationship between teachers’ motivation and their characteristics. The study found a significant effect of teaching style on existence, relatedness, and growth needs, with teaching motivation positively correlated with respondents’ characteristics. The teachers’ motivation level is very high. The teaching style is also high, indicating consistent teaching. It can be concluded that teachers who emphasize relatedness and use authoritative styles create supportive learning environments. As such, teachers should give students considerable freedom to improve educational outcomes.
35
Şen, Özgür. "Analysing the Correlations between Primary School Teachers’ Teaching Styles and Their Critical Thinking Disposition." Journal of Education and Training Studies 6, no. 1 (December 28, 2017): 130. http://dx.doi.org/10.11114/jets.v6i1.2790.
Full textAbstract:
This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study “Teaching Styles Inventory” was used to determine the teaching styles preferences of primary school teachers and in order to define their critical thinking dispositions the scale of “Critical Thinking Disposition” was used. Descriptive statistic one way variance analysis (ANOVA) was used in the analysis of the data. It was found in conclusion that the teaching style the participating teachers preferred most was delegator-facilitator-expert style of teaching. Besides, significant correlations were found between primary school teachers’ preference of teaching styles and their critical thinking disposition.
36
Susilawati, Susi, Ita Yusritawati, Suchi Manjaniawati, and Florenza Florenza. "Analisis Gaya Mengajar Guru Matematika Terhadap Motivasi Belajar Siswa." Indo-MathEdu Intellectuals Journal 4, no. 3 (December 10, 2023): 2252–64. http://dx.doi.org/10.54373/imeij.v4i3.458.
Full textAbstract:
This research aims to describe the teaching style of mathematics teachers in relation to the learning motivation of class XI students at SMA Negeri 1 Cigugur, Kuningan Regency. This research use desciptive qualitative approach. The subject of this research is the teaching style of mathematics teachers and student learning motivation. Data collection techniques include observation, interviews and questionnaire. Data analysis techniques using the Miles & Huberman model include data collection, data reduction, data presentation and drawing conclusions. Test data accuracy with a triangulation test consisting of data source triangulation, technical triangulation and time triangulation. The results of this research indicate that there is a relationship between teacher teaching style and student learning motivation. During the learning process, teachers use collaboration or a combination of teaching styles. Classical teaching style, technology teaching style, personal teaching style and interactive teaching style are used as teaching styles. Of the four teaching styles, teachers combine them in the learning process, where teachers try to adapt to students' needs during teaching and learning, so that the learning process runs smoothly and can generate motivation in students
37
Mori, Gemar, Edelweiss Bactindon, Keziah Keren Dublado, Jenelyn Garcia, and Jaime Gimo. "Online teaching styles and age, sex, and degree program: A correlational - descriptive study." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 13, no. 1 (June 20, 2023): 144–59. http://dx.doi.org/10.46223/hcmcoujs.soci.en.13.1.2590.2023.
Full textAbstract:
Diverse online teaching styles have become essential tools for developing quality distance education in private tertiary schools. This study explores college students’ preferred online teaching styles conceptualized by Rodriguez and Fahara. It also investigates and assumes no significant relationship exists between online teaching styles and students’ age, sex, or degree program. Three-hundred-three students from The College of Maasin participated in the study via Zoom. Utilizing a Google Form, data from the validated questionnaire was collected. According to the findings, students favored the “designer-oriented” style. Their age and sex correlate with their online teaching styles. However, insufficient evidence cannot establish a correlation between degree programs and online teaching styles. The paper also addressed implications and recommendations regarding how school administrators can assist instructors in adapting their teaching strategies to students’ preferred online teaching style, as well as how instructors can incorporate age-appropriate and sex-sensitive activities in their instruction in online distance education. In conclusion, this study provides a case study for future reference.
38
Lubis, Syafitri Sari R., and Ariatna. "Analyzing Teacher’s Teaching Style in Teaching Descriptive Texts for Seventh Grade Students at SMP Negeri 37 Medan." REGISTER: Journal of English Language Teaching of FBS-Unimed 13, no. 4 (December 31, 2024): 65–70. https://doi.org/10.24114/reg.v13i4.64470.
Full textAbstract:
This study aimed to analyze teachers' teaching styles, the realization of teachers' teachingstyles in teaching descriptive text, and the reason teacher uses teaching styles in teachingdescriptive text at SMP Negeri 37 Medan. This research was conducted using descriptivequalitative design to find out the teaching styles used by the teacher through observationchecklist, video-recording, and interviewing the teacher. The result of this study is that theteacher dominantly used the facilitator teaching style, and the teacher realizes the teachingstyle by using all types but is more dominant in the facilitator style as there is moreinteraction between the teacher and students during the descriptive text lesson and thereason why the teacher used teaching style in teaching description text is that manystudents still lack of vocabulary and to know each student well enough as a guide toteaching effectively.Keywords: Teaching Style, Delegator, Descriptive Texts
39
Apaydin, Beyza Balamir, and Selin Cenberci. "Correlation Between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers." World Journal of Education 8, no. 4 (July 25, 2018): 36. http://dx.doi.org/10.5430/wje.v8n4p36.
Full textAbstract:
Increasing the quality of education is based on changes thinking and teaching styles. Considering variance ofthinking styles and teaching styles person to person, identifying thinking styles and teaching styles of prospectivemathematics teachers is very important. So, the aim of this study is to determine the correlation between thinking andteaching styles of prospective mathematics teachers and to examine thinking styles and teaching styles of theprospective mathematics teachers by considering some demographic characteristics. The sample of the researchconsisted of 80 prospective mathematics teachers who studied at the Mathematics Education Department of AhmetKeleşoğlu Education Faculty at Necmettin Erbakan University. Relational screening model was used in analysis ofthe data. “Thinking Styles Scale” which was developed by Sternberg and Wagner (1992) and adapted to Turkish byBuluş (2006) and “Teaching Style Inventory” developed by Grasha (1994) and adapted to Turkish by Uredi (2006)were used as data collection tool in the research. According to the conclusion of the research, a positive moderatecorrelation was found between thinking styles and teaching styles of prospective mathematics teachers.
40
Moulidyah, Moza, Dila Charisma, and Fitri Aprianti. "The English Teaching Style in the Merdeka Curriculum Realized through Professional Development." Proceedings Series on Social Sciences & Humanities 18 (September 23, 2024): 227–35. http://dx.doi.org/10.30595/pssh.v18i.1261.
Full textAbstract:
The purpose of this research was to investigate English teaching styles in the Merdeka Curriculum realized through professional development. The method used was a qualitative research method with a case study design. The instrument in this study is an observation of learning videos when in-service PPG students conduct PPL. The researcher found several teaching styles used by English teachers in their learning in class such as facilitator, delegator, formal, and expert teaching styles. However, whatever teaching style the teacher uses must be by the students' learning style. This research concluded that English teachers who took part in the in-service teacher professional education (PPG) program got significant improvements and teacher skills in applying teaching styles and teaching methods were more interactive and in accordance with the principles of the Merdeka Curriculum.
41
Neo, Swee Leng, and Lee Luan Ng. "Learning style and teaching style preferences in a foreign language classroom in Malaysia." Moderna Språk 114, no. 2 (December 1, 2020): 139–60. http://dx.doi.org/10.58221/mosp.v114i2.7408.
Full textAbstract:
Despite learning styles being one of the main topics of interest in education, not many studies have considered the influence of learning styles regarding students learning foreign languages in Malaysia. This study investigates the learning style preferences of 35 Spanish beginner level students aged between 20 and 24 years, the teaching style preferences of their Spanish teacher, and the relationship between the matching of teacher and learner styles and the learners’ language achievement. Data were collected using an adapted perceptual learning style preference questionnaire, a teaching style questionnaire, interviews and class observations. The findings show that the learners preferred kinaesthetic and auditory learning styles, while the teacher preferred kinaesthetic and tactile teaching. Interestingly, the results suggest that improvement in terms of achievement may not necessarily be related to a match between teacher and learner style. It was found that learners who improved were those who could adapt to the teacher’s styles and also those who would use multiple strategies to learn Spanish. Also, the results indicate that application of multiple teaching styles help students learn Spanish in a more enjoyable and effective manner. These insights are of interest to research on learner styles in general, and specifically to Spanish teachers in their instruction planning.
42
DURMUS, ABDULKADIR, and Meral GÜVEN. "The Relationship Between Teaching Styles of English Instructors and Learning Styles of English Prep Class Students at a Turkish State University." Asian Journal of University Education 16, no. 3 (October 18, 2020): 15. http://dx.doi.org/10.24191/ajue.v16i3.8603.
Full textAbstract:
It is necessary to be aware of both teaching and learning styles and employing them in teaching and learning processes and as the two important stakeholders of this process, both learners and teachers are expected to benefit from each other at maximum level especially in terms of considering the needs of learners. This study aims to find out if there is a relationship between teaching styles of instructors working at Anadolu University School of Foreign Languages (AUSFL) and learning styles of students studying at English prep class. Data of the study were collected through Grasha-Reichmann Teaching and Learning Style Scales which Sarıtaş & Süral (2010) adapted to Turkish. SPSS package program was used in the descriptive analyses of the study and Pearson’s moment correlation coefficients in correlation calculations. Significant relationships between formal authority teaching style and avoidant learning style, and between personal model teaching style and competitive learning style were found in the study. As for the other teaching and learning styles, although there wasn’t any significant relationship among each other, considering the average values, it can be said that there was a linear relationship among them which led to consider that a partial relationship existed.
43
Mathias, Hounnou Azoua. "Reflections on the Suitability and Unsuitability of English as a Foreign Langauge Teaching and Learning Styles in Benin." EAS Journal of Humanities and Cultural Studies 4, no. 1 (January 8, 2022): 1–6. http://dx.doi.org/10.36349/easjhcs.2022.v04i01.001.
Full textAbstract:
For a successful teaching-learning process, both teachers and learners should agree about the styles to use. The present research work aimed at investigating suitability and unsuitability of EFL teaching-learning styles in public secondary schools in Parakou municipality (Benin). Three hundred and fifty (350) EFL learners and thirty five (35) EFL teachers were randomly selected for the study. Questionnaires and interviews had been the major instruments for data collection. Statistical analysis carried out with R 4.0.2 revealed significant mismatch between the two styles. It was noted that most of learners are likely to prefer to learn English language with the help of visual and kinesthetic materials than auditory. Teachers strongly favored kinesthetic teaching style (14.9), visual style (13.6) and disfavored auditory teaching style (12.9). The majority of them have two teaching styles (70%). Meanwhile, it was shown that such unsuitability has important negative impacts on students such as stress, unhappiness, boredom and makes teaching-learning failed.
44
Zhafran, Muhammad Naufal Razan, Eka Fitriana, and Agus Saputra. "Exploring Mr. Keating’s Teaching Style on Students’ Interest in Dead Poets.Society.Film." Journal of English Education Forum (JEEF) 3, no. 2 (December 30, 2023): 51–56. http://dx.doi.org/10.29303/jeef.v3i2.534.
Full textAbstract:
It is important for teachers to employ an effective teaching style that can inspire and motivate the students to learn more in the class. As Saswandi (2014) said learning may occur effectively if it is motivated by a strong interest and a strong interest can be developed by the teacher's style of instruction. Nowadays, a teacher can use films containing educational information and values as a reference to develop their teaching styles, such as the Dead Poet Society film. Therefore, to help teachers identify an effective teaching style, this study analyzed Mr. Keating's teaching style which left a good impact on the students’ interests portrayed in Dead Poets Society film directed by Peter Weir. This study was a descriptive qualitative study and the primary data were gathered from the dialogues and scripts of the Dead Poet Society. For collecting the data, note-taking was utilized. The analysis and findings revealed that there were five types of teaching styles identified from the film; expert teaching style, personal model teaching style facilitator teaching style, and delegator teaching style. Whereas these teaching styles affected the students’ individual interests, situational interests, and topic interests.
45
Supalak, Nakhornsri. "Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors." Journal of Language and Cultural Education 4, no. 3 (September 1, 2016): 103–41. http://dx.doi.org/10.1515/jolace-2016-0028.
Full textAbstract:
AbstractLearning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners’ styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1) to investigate the learning styles and teaching techniques students from both countries preferred, 2) to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3) to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4) to investigate the similarities of Thai and Vietnamese students’ preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1) undergraduate students from King Mongkut’s University of Technology North Bangkok (KMUTNB), Thailand and Thai Nguyen University (TNU), Vietnam and 2) English instructors from both institutions. The instruments employed comprised the Students’ Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers’ Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students’ preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize student learning. Finally, this research could establish better understanding between language learning natures of people from Thailand and Vietnam.
46
Shuvo Kumar Mallik and M Abeedur Rahman. "An analysis of business students learning styles to improve the effectiveness of teaching methods." International Journal of Science and Research Archive 13, no. 2 (November 30, 2024): 1121–31. http://dx.doi.org/10.30574/ijsra.2024.13.2.2224.
Full textAbstract:
The study's goal is to assess the students' learning styles and analyze the impact of the lecturer's teaching methods in the business study program. The quasi-experimental approach was adopted in this investigation. This investigation used a non-equivalent control group design, with 552 undergraduate business students participating. Every respondent completed a questionnaire about their own learning style (pre-test and post-test) and rated the learning style that the lecturer had provided. After that, an independent sample t-test was used to determine the association between students' learning styles and the lecturer's teaching approaches. According to the findings of this study, the majority of students in the business program used a passive rather than active learning approach. Furthermore, the study discovered that active teaching methods were more beneficial for pupils with active learning styles than passive teaching methods for passive learners. There was no difference in learning styles between active and passive students under either teaching approach since the student groups had not previously been split based on learning styles. Understanding students' learning styles is critical for improving the accuracy of lecturers' teaching approaches during the teaching and learning process, especially in accounting. Other disciplines have conducted extensive research on evaluating students' learning styles and their relationship with lecturers' teaching approaches, but not in business in Indonesia. It has the potential to shed new light on business education and behavior.
47
Alnujaidi, Sulaiman. "The Difference between EFL Students’ Preferred Learning Styles and EFL Teachers’ Preferred Teaching Styles in Saudi Arabia." English Language Teaching 12, no. 1 (December 13, 2018): 90. http://dx.doi.org/10.5539/elt.v12n1p90.
Full textAbstract:
This study investigated the difference between EFL students’ preferred learning styles (PLS) and EFL teachers’ preferred teaching styles (PTS) in Saudi Arabia. The participants in this study were 130 EFL students and 102 EFL teachers. Felder and Silverman’s learning/teaching style model was employed to identify students’ learning styles as well as teachers’ teaching styles. The study’s results revealed that EFL students preferred the sensing, visual, active, and sequential learning styles. It was also found that EFL teachers preferred the abstract, verbal, passive, and global teaching styles. The study revealed a statistically significant difference between students’ learning styles and teachers’ teaching styles. These results showed that there was a mismatch between students’ PLS and teachers’ PTS and recommendations were proposed to bridge this gap.
48
Boby Helmi, Ramadan, and Dicky Hendrawan. "Impact of Teaching Style and Arm Muscle Strength on Bulletproof Learning Outcomes." Jurnal Pendidikan Jasmani (JPJ) 1, no. 1 (June 27, 2020): 24–28. http://dx.doi.org/10.55081/jpj.v1i1.110.
Full textAbstract:
The purpose of this study was to determine the effect of command and reciprocal teaching styles and arm muscle strength on learning outcomes of shot put. This research was conducted on students of SMP Negeri 2 Kuala Langkat, this study used treatment by level 2 x 2. The sample consisted of 44 students divided into four groups, each consisting of 11 pesilat. The data analysis technique is the analysis of two-lane variance (ANOVA) and then followed by the Tukey test at the significance level α = .05. The results of this study indicate that (1) 1. There are differences in learning outcomes of shot putting between reciprocal teaching styles and command teaching styles. (2) Learning Outcomes Shot of students with high arm muscle strength taught by using reciprocal teaching styles is no better than command teaching style. (3) Learning Outcomes Refuse bullets of students with low arm muscle strength taught by using the command teaching style is better than the reciprocal teaching style. (4) There is an interaction between the Learning Model and Arm Muscle Strength on Shot Ability.
49
Clavido, Glizen, and Denmark Macalisang. "Teaching Styles and Pupils’ Learning Styles: Their Relationship with Pupils’ Academic Performance." Sprin Journal of Arts, Humanities and Social Sciences 3, no. 2 (February 3, 2024): 11–15. http://dx.doi.org/10.55559/sjahss.v3i2.221.
Full textAbstract:
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.
50
Khalid, Touseef, Iffat Rohail, and Andleeb Akhtar. "ROLE OF TEACHING STYLES ON SELF- REGULATION AMONG THE ADOLESCENTS WITH PHYSICAL DISABILITIES." Humanities & Social Sciences Reviews 9, no. 3 (May 1, 2021): 100–110. http://dx.doi.org/10.18510/hssr.2021.9311.
Full textAbstract:
Purpose of the study: This study examined the role of teaching styles on self-regulation among adolescents with physical disabilities and moderating effects of age on the relationship between teaching styles and self-regulation.
Methodology: 150 students from Islamabad and Rawalpindi divisions were included in this study. Adolescent Self-Regulatory Inventory (Moilanen,2007) and Junior High School Teaching Styles Questionnaire (Chen,2008) was used to assess teaching styles and self-regulation. A purposive-convenient sampling technique was used, and SPSS 22 was used for data analysis.
Main Findings: The results demonstrated that the democratic teaching style was the most perceived teaching style among adolescents with a physical disability. It was found that teaching styles predicts self-regulation significantly with (β = .24, R2 = .05) and p < .001. Democratic teaching style had a significant relationship with long-term self-regulation. Age played a moderator role between teaching style and self-regulation with (β= -.16, R2=.09) and p < .01 among adolescents with a physical disability.
Applications of this study: Results of the study will be helpful in the rehabilitation of this marginalized part of society and helps teachers to understand that how their style could affect the personality development of special students.
Novelty/Originality of this study: There is a need to study the handicapped population, their problems, and opportunities for their rehabilitation, especially in Pakistan. As the needs of students with disabilities are entirely different from regular students, society and teachers need a constructive mindset to solve and eliminate the challenges faced by them.