EMILIO AGUINALDO COLLEGE

CHAPTER 1

INTRODUCTION

This chapter introduces us to the research, giving us a brief

knowledge of what the research is going to be about. This chapter also

introduces us to the hypothesis giving us a basic knowledge about the

relations among the variables.

To explore the differences in attitude of students toward teaching

style of Emilio Aguinaldo College; to examine whether or not there is a

relationship between students’ knowledge about those teaching style and

their attitudes towards them.

The teacher plays a very important role in the education system.

Effective teaching style affects students in their overall development. The

teacher must find the differences among individual students and adjust

instructions that are most suitable for the students.

The importance of learning related to teaching is obvious. To really

facilitate students’ learning, it is essential for teachers to know how much

the students understand of their teaching intentions. It is generally known

that those intentions are mostly conveyed by a tutor’s teaching style .

Teachers teaching style manipulate the attitude of the students towards

them. Many research has found the cause of it. Students attitude develop

towards the teacher depending upon their teaching style.

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Students enjoy the face-to-face cooperative learning process and

prefer to brainstorm with a group of people, processing information

through engagement in physical activities (Felder & Spurlin, 2005;Jeong

& Lee, 2008). A third group of studies observed no relationship between

students' learning styles and their satisfaction towards OLC ( Cox,

2008;Doherty, 2000;Hart, 1996). The purpose of this study was to

determine the impact of OLC on active and reflective learners' learning

performance and attitudes towards instruction.

Background of the Study

There are different types of teaching styles that teachers use all over

the world in order to educate their students. It includes the authority or

lecture style, the demonstrator or coaching style, the facilitator or activity

style, the delegator or group style and the hybrid or blended style. The

lecture style is where students are expected to take notes. These are

lengthy lecture sessions. The coaching style is conducted by showing

students what to do. It includes multimedia presentations and activities.

The activity style promotes self-learning and self-actualization. The group

style requires lab activities and debates or creative writing, which

involves students’ feedback. The blended style follows an integrated

approach to teaching that blends the teacher’s personality and interests

with students’ needs and curriculum-appropriate methods.

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School teachers and researchers have made efforts to know the ways

that affects students learning and came to know that there are different

factors including teaching styles, students attitude and interactions, either

having positive or negative results. That is teaching styles, attitude of

students and interactions of students with their teachers effects their

learning. It can lead to either true (positive) or false (negative)

results(Sripha Et Al, 2013).

The behaviors, characteristics and mannerisms which reflects

teachers teaching philosophy and the role the teachers prefer to take when

conveying information in a classroom expresses their teaching style.

Teaching style has four components namely creation, effectiveness,

continuity and evaluation. Each teacher has different characteristics,

behaviors and manners in classroom that determines their teaching style.

(Khandaghi and Farasat, 2015)

The style of teaching in which the students take notes in lengthy

lecture sessions (specially a teacher lacking in having warm attitude

towards students) relates to students avoidance behavior in their attitude

to school work and students false(negative) emotions. It can be either due

to long sessions that makes students feel boring or the lack of

participation of students due to just listening and trying to understand in

this sessions that they may show negative emotions (J. Turner and

H.Patrick, 2014).

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Teaching style can be defined as a multidimensional phenomenon that

illustrates how a teacher presents information, manages classroom tasks,

supervises course work, interacts with his/her students and how he/she

socializes with their students(Sheikh and Mahmood, 2014)

Teaching styles are affected factor of student learning ability in the

educational system. Teaching refers to the actions of a real live teacher

designed to impart learning to the student. Many universities and

educational institutions are still concerned with focusing on teacher-

oriented learning, teachers share their knowledge through lecture, a classic

learning method which is challenged and criticized broadly. The learning

method has shifted to student-oriented learning creating many styles for

teacher, and teaching for developing teachers and students ‘skills in

lifelong learning. The way teachers teach must match the students’

understanding. The concern of teachers should be the students'

understanding or interpreting. Teachers can then adapt their teaching

styles to suit their students. Any study on students understanding or

interpreting could be extended by examining the impact on students'

performance relative to the teachers' style of teaching.

If a student is able to grasp the information provided by his/her

teacher easily, then the teacher also starts enjoying their teaching style

and sometimes they may even try to bring about some changes in their

style so that may lead to easier task for learner a to grasp. Thus, it is the

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learning that links research and teaching to the benefit of both activities

and the mutual satisfaction of teacher and student (Rowland, 2013)

Attitude of student also depends on the kind of environment they

live or have grown to. Families with lots of issues life fights have kids

who are not as effective in focusing at studies as compared to other

students belonging to normal families. Students’ attitude towards school is

deeply influenced by their cultural background, the kind and quality

family relationships, family and peers support, previous school

performance, that means pupil’s positive attitudes and behaviors play an

important role in their academic success(Akey, 2014)

It is an attitude of student towards a subject that determines his

performance in that subject and the surrounding one lives in. If a student

grows in a place where people use calculator for simplest of calculations

then it is bound that the student’s attitude towards

calculations(mathematics) is effected. There is evidence that cognitive

variables such as ability-related and expectancy beliefs, general attitude

toward school, and attitude towards specific academics subjects are related

to academic performance and these can differ across racial groups

(Linnehan,2013).

The purpose of this study aims at finding students attitude towards

teaching style in Emilio Aguinaldo College.

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Statement of the Problem

This research aims to generate the answers for the following questions.

1. What are the teaching styles employed by the faculty members of

Emilio Aguinaldo College?

2. How does teaching style affects the students learning?

3. What is the student’s attitude towards learning in terms of teaching

style?

4. Is there any significant relationship between teaching style and

student attitude towards learning in term of teaching styles?

Hypothesis of the Study

Null hypothesis usually refers to general statement or default

position that there is no association among group and no relation between

two measured problems (Null hypothesis Ltd., 2006).

The following null hypothesis was formulated and was tested at 0.05

of significance to guide the study.

H O : There is no significant relationship between teaching style and

students’ attitude towards learning in term of teaching styles.

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Significance of the Study

This study on the subject and especially in this area was rare. This

study helps the teachers and the students to understand the importance of

teaching style and student attitude. Moreover, this will help student to

understand how their attitude effect learning.

This study will be benefited to the participants, teachers, and

academic institution, etc.

Future researcher . They can use this study as a reference, it can assist

other researchers in conducting the studies as similar as this.

Mental Health professional. They can use this study as reference and

they will know and develop some instrument or test based on teaching

style and student attitude.

Participants . The student participating in the study will be greatly

benefitted. This is because they will be better at knowing their attitude as

well as the Importance of teaching style. This will also help them which

type of teaching style is best for them.

School Administration. They will know which teaching style needed to

improve learning and the perception of students about teaching style used.

Teacher. It will help teacher to know what kind of improvement is needed

in their teaching style so that all students can learn in effective manner.

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Theoretical Framework

The theoretical framework of this study had emphasize on

management theories that relates to the topic under study. Therefore, the

following theories would be reviewed.

Theory of Planned Behaviour

Ajzen’s (1985) theory of planned behaviour (TPB) deals with the

reasoning behind an action. It suggests that any action a person takes has

been carefully considered (reasoned) first. The key word in Ajzen and

Fishbeins’ terminology is intention.A person forms an intention to engage

in certain behaviour. Intentions are indications of how serious people are

willing to try in order to perform the behaviour. These intentions remain

behavioural dispositions until, at the appropriate time and opportunity, an

attempt is made to translate the intention into action. In TPB, there are

three determinants of intention: attitude toward behaviour, subjective

norm and perceived control. Since this study is not concerned with

predicting behaviour, the focus is upon the attitude component of this

theory. It is possible to define attitude toward a particular behaviour (AB)

in terms of the following relationship.

ΑΒ 1 α where ‘bi is the belief that performing behaviour B will lead

to outcome . i’ is the evaluation of the outcome i and n represents the

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number of beliefs/evaluations. This model of attitude is also known as an

expectancy-value model, where bi is expectancy and ei is the value (these

are known as the antecedents of attitude). Looking at the antecedents of

attitude as defined above, it is possible to include life skills as outcomes,

their likelihood as beliefs and their evaluations as values.

Mishra’s Three Styles of Teaching(2007)

Mishra (2007) has a different theory of teaching styles. Mishra

(2007) argues that there are three styles of teaching; discipline centred,

instructor centred and student centred, although there are many more

different teaching styles and theories suggested by different authors. The

discipline centred style of teaching is very structured, not allowing for

flexibility for what is taught and when it is taught. This style of teaching

may be completely centred around the national curriculum, without

deviating from it. This style of teaching is as ineffective as it is

unpractical, as teaching must allow for flexibility to ensure that all pupils

are learning and achieving in schools. Instructor centred style of teaching

focuses on the teacher as being the main source of knowledge for pupils.

Everything that pupils learn may come from the teacher but without

obtaining knowledge and information from other sources. Much like the

discipline centred style of teaching, the instructor centred style is very

limited and does not help learners develop, as pupils do not have to seek

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ways of finding out information themselves, but simply ask the teacher. It

is also very limited as the teacher can not be expected to be able to answer

all of the questions the pupils may have, and may have limited knowledge

in certain areas of the curriculum. The third teaching style suggested by

Mishra (2007) is the student centred style of teaching. This style is much

more learner centred and is very much focused on the cognitive

development of students. Through this teaching style, pupils are

encouraged to learn through enquiry, and develop their own thinking skills

obtain knowledge and solve problems. Unlike the other two styles

suggested by Mishra (2007), the student centred style of teaching also

focuses more on the needs of individual learners. This style of teaching

allows for pupils to learn in different ways as the teacher adapts their

teaching style to suite all learners, of all abilities.

However, the three teaching styles suggested by Mishra (2007) are

limited as they do not consider the variations between different classrooms

and schools. There are many different teaching styles, all of which must

be focused on what best suites the learner (Association of Teachers and

Lecturers 2011). Perhaps therefore, it is more important to focus on how

pupils learn rather than just focusing on teaching styles, as no style will

suite all learners.

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Conceptual Framework

A conceptual framework is the base knowledge about the relations

between the variables. It gives us a fundamental structure to the study and

allows us to know how each variable is connected to each other. The

conceptual framework for this research follows below.

STUDENTS TEACHING STUDENTS

LEARNING STYLE ATTITUDE

Figure 1. This figure describe about relationship of teaching style,

learning style and students attitude of Emilio Aguinaldo College. As

shown in the figure teaching style overlaps with both students attitude and

students learning.

Scope and Limitations of the Study

This study focuses on finding the relationship between teaching

styles and student attitude towards learning. It aims to find which teaching

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style is used by the teachers of Emilio Aguinaldo College. It focuses on

students attitude towards leaning in terms of teaching style. Also, to know

which style was used the most by teachers in Emilio Aguinaldo College.It

takes into consideration the study of the impact of teaching styles on

learning of students.

This research took place in Emilio Aguinaldo College Dasmarinas,

Cavite. This research took place along the entire time of the 4 t h year 2 n d

semester of researchers in Emilio Aguinaldo College. This research took

place with the help of a survey method including the 4 point Likert scale

for knowing the student’s attitude towards teaching style in Emilio

Aguinaldo college. This research is a quantitative descriptive correlation

research focusing on the relation between teaching style and student

attitude towards learning. This research covered participants of five

schools of Emilio Aguinaldo College which were from the school of

Optometry, Radiological Technology, Dental Medicine, Education and

Arts and Science. The participants were selected by random sampling

technique.

Limitations

In this study the survey are conducted in only language English. A

very limited number of studies were done in our country on this topic

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consequently very limited literature existed on this topic. Number of

participants is also limited because of summer classes. The sample in this

study is only collected from the Emilio Aguinaldo College Dasmarinas

City Cavite that may restrict the findings.

Definition of Terms

The operational terms in the research have been explained below:

Attitude. A settled way of thinking or feeling about something or

someone, typically one that is reflected in a person’s behavior.

Discipline centered teaching. It is a style of teaching which is very

structured, not allowing for flexibility for what is taught and when is

taught.

Instructor centered teaching. It is a style of teaching which is limited

and does not allow learner’s develop, as pupils do not have to seek ways

for finding out information themselves but simply ask teacher.

Learning.Learning is the process of acquiring new, or modifying existing,

knowledge, behaviours, skills, values, or preferences .

Student. A person who is studying at a school or college.

Student centered teaching. It is a style of teaching which focuses on

learner and is very much focused on cognitive development of the student.

Teacher. A person who teaches, especially in a school.

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Teaching style. Teaching styles, also called teaching methods, are

considered to be the general principles, educational, and management

strategies for classroom instructions.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter tells us about the review of related studies done by past

researchers and the review that has been collected gives us the knowledge

that the past researchers have done on similar studies.

Foreign literature

According to Amber Northern(6 december,2017) a study

conducted by David Blazer of the University of Maryland examines

whether teachers effect student outcomes other than test scores, including

students’ self-reported behavior and happiness in class and self-efficacy in

math. The study collects data from fourth and fifth grade teachers in four

anonymous school districts in three states on the East Coast across three

school years (2011–12 to 2013–14).

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The analysis focuses on a subset of forty-one teachers who were

part of a random assignment study in year three and a group of students

(and their teachers) who completed a survey about their attitudes and

behaviors during all three years. Analysts had access to student

demographic and achievement data, teacher value-added data, and student

survey data on three constructs, behavior in class (e.g., “My behavior in

this class sometimes annoys the teacher”), self-efficacy in math (e.g., “In

this class, math is too hard”), and happiness in class (e.g., “I enjoy math

class this year”). Regarding the causal nature of the study, in the spring of

2015, fourth and fifth grade teachers were randomly assigned to class

rosters of the same grade level; participants were generalists who taught

all subject areas such that their contribution to student outcomes would

not be confounded with the effect of another teacher. The findings can be

boiled down to two key results. First, teachers substantially effected all

three self-reported measures of student attitudes and behaviors. The

largest of these effects was on students’ happiness in class, for which a

1.00 standard deviation (SD) increase in teacher effectiveness led to a

roughly 0.30 SD increase in that outcome. Further, the magnitude of

teacher effects on behavior in class and self-efficacy in math was

generally larger than teacher effects on students’ math performance but,

again, smaller than teachers’ effect on student happiness. Second, in a

different model, there’s a small but negative relationship between teacher

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effects on students’ math performance and teacher effects on happiness in

class. Blazar suggests that “teachers who are skilled at boosting math

achievement may do so in ways that make students less happy or less

engaged in class.” That’s not terribly surprising considering we’ve all

taken a class that taught us a lot but wasn’t the most exciting or enjoyable

learning experience in the world (Mr. Vanorden’s tenth grade Geometry

class comes to mind).

The study ends with a warning that student survey data on non-

cognitive outcomes like these are not appropriate for official

accountability systems but can certainly inform areas where teachers

might need additional training or professional development. In the end, the

report contributes to our knowledge of how to gather and make sense of

richer measures of student outcomes like attitudes, behaviors, and

engagement, in addition to test scores. It seems like the entire field is

echoing the need for such measures—and thankfully we’re making some

headway.

According Kang Zhao & Kuang-yun Ting(July 19, 2013), there

was no significant difference between male and female students in their

knowledge of teaching methods in UK universities and attitudes towards

those teaching methods. No correlation between students’ knowledge

about teaching methods and their attitudes towards those teaching methods

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was found. Nevertheless, we did see from the findings that Western

students had more knowledge about the teaching methods in UK

universities than Eastern students. This finding at least shows that

Western students are more familiar with the teaching methods in UK

universities than Eastern students. This might be because of similar

educational systems in Western countries. For Eastern students, the result

implies that their knowledge and understanding of a British tutor’s

intentions and expectations are not sufficient (Valimaa). Some further

implications might be attained from the result. There are many reasons for

the gap between Western students and Eastern students. For example, the

education system in the home countries of Eastern students is different

from UK system. Therefore, Eastern students should seek to know more

about the teaching methods of British universities to prevent ignorance

and misunderstandings of tutor’s intentions, to avoid confusion over

teaching and learning expectations, and to smooth their learning

experiences in UK university classrooms. Meanwhile, in terms of teaching

in the multicultural educational environments of British universities,

teaching staff might consider to articulate their teaching intentions to

students who are from different educational systems, if fruitful teaching

and learning are expected.

Teaching in the UK universities aims to facilitate a university

student’s learning. As Brown and Atkins (2006) stated, teaching can be

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regarded as providing opportunities for students to learn. However, it has

been found that university teachers’ teaching intentions are most often

implicit or to be inferred (D’andrea, 2008; Turner, 2012). If tutors want to

make sure their teaching intentions are effectively realized, it is important

for them to take time to think about articulating teaching methods to a

group of students in their teaching activities. Ronoland (2016) both have

suggested that it is learning that links research and teaching to the benefit

of both activities and the mutual satisfaction of teacher and learner. To

really facilitate students’ learning, it is essential for teachers to know how

much the students understand of their teaching intentions. It is generally

known that those intentions are mostly conveyed by a tutor’s teaching

methods

According to Rebecca Komarek and Dr. Angela R Bielefeldt,

University of Colorado, Boulder (June 17,2015) was to explore

relationships between teaching methods and students’ learning and

satisfaction in statics courses. This study explored the teaching methods

that were used in sophomore-level statics courses taught by three different

instructors. The teaching methods ranged from fairly standard lecture with

numerous example problems worked during class to flipped class that was

highly interactive. Faculty interviews and student focus groups provided

insight into the course from both perspectives. Students took a statics

concept inventory to gauge topic-based knowledge as well as a separate

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self-assessment of their learning gains. Results show no clear link between

instructional methods and student understanding of statics concepts but do

show a student preference for the more active, student-centered

classrooms. Faculty member interviews showed a trend toward teaching

based on personal philosophy of how their efforts will effect student

learning. These preliminary results serve as initial insight into faculty and

student perspectives of the engineering science courses that are typical of

the sophomore year in engineering.

According to Romer (2013) is one of the first few authors to

explore the relationship between student attendance and exam

performance. A number of factors have contributed to declining class

attendances around the world in the last 15 years. The major reasons given

by students for non-attendance include assessment pressures, poor delivery

of lectures, timing of lectures, and work commitments (Newman-Ford,

Lloyd & Thomas, 2009). In recent times, students have found a need to

seek employment while studying on a part-time basis due to financial

constraints. The numbers of part-time and mature students has also risen

sharply. The use of information technology also means that information

that used to be obtained from sitting through lectures can be obtained at

the click of a mouse. Indeed, web-based learning approaches have become

the order of the day. Given all these developments that either makes it

impossible or unnecessary for students to attend classes, the question that

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needs to be asked is whether absenteeism effects students’ academic

performance. Research on this subject seems to provide a consensus that

students who miss classes perform poorly compared to those who attend

classes . Based on these findings a number of stakeholders have called for

mandatory class attendance. Although the existing evidence points to a

strong correlation between attendance and academic performance, none of

the studies cited above demonstrate a causal effect. The inability of these

cross-sectional studies to isolate attendance from a myriad of confounding

student characteristics (e.g. levels of motivation, intelligence, prior

learning, and time-management skills) is a major limiting factor to the

utility of these findings (Rodgers & Rodgers, 2012). Durden and Ellis,

(2014) controlled for student differences in background, ability and

motivation, and reported a nonlinear effect of attendance on learning, that

is, a few absences do not lead to poor grades but excessive absenteeism

does.

Educational services are often not tangible and are difficult to

measure because they result in the form of transformation of knowledge,

life skills and behavior modifications of learners (Tsinidou, Gerogiannis,

& Fitsilis, 2010). So there is no commonly agreed upon definition of

quality that is applied to education field. The definition of quality of

education varies from culture to culture (Michael, 2008). The environment

and the personal characteristics of learners play an important role in their

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academic success. The school personnel, members of the families and

communities provide help and support to students for the quality of their

academic performance. This social assistance has a crucial role for the

accomplishment of performance goals of students at school (Goddard,

2014).

According to David Blazar and Matthew A. Kraft (2016 Oct 8).

Their research has focused predominantly on how teachers affect students’

achievement on tests despite evidence that a broad range of attitudes and

behaviors are equally important to their long-term success. We find that

upper-elementary teachers have large effects on self-reported measures of

students’ self-efficacy in math, and happiness and behavior in class.

Students’ attitudes and behaviors are predicted by teaching practices most

proximal to these measures, including teachers’ emotional support and

classroom organization. However, teachers who are effective at improving

test scores often are not equally effective at improving students’ attitudes

and behaviors. These findings lend empirical evidence to well-established

theory on the multidimensional nature of teaching and the need to identify

strategies for improving the full range of teachers’ skills.

Foreign studies

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When talking about the teaching style, according to Bruce (2014),

learning occurs in the interaction between the learner and the learning

environment; when the appropriate strategies and skills are applied to

technology use, making it a favourable tool for teaching, then better

teaching effectiveness can be developed. Wu pointed out that teaching

innovation (during the teaching process) is when teachers use multi-

faceted and lively teaching style, and diversified and rich content to

stimulate students’ inner interest in learning, thus, developing positive

student attitudes toward proactive learning and enhancing students’

learning ability. Lin believed that teaching innovation involves teachers

having an open mind, having the ability to reflect on teaching and being

able to use the cogitative skills of reflection, questioning, deconstruction

and reconstruction to guide students to learn correctly and to develop

students’ critical thinking and creative capabilities. Teachers can also

apply the characteristics of moral virtue and positive traits that they have

experienced, to create a subtle effect on the students, thus establishing

good moral character and a positive outlook on life for students

The students will need new skills to cope with and prosper in the

new changing world of information technology and now days an increasing

body of research that indicates what it is about teachers’ attributes and

skills that is learner oriented lead to desirable student outcomes. Darling-

Hammond (2010) notes that teaching quality is one of the most important

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factors contributing to student achievement, more significant than just

mere one way transference of information. “Reform efforts in both

developed and developing countries assume that the most direct and

effective way of raising instructional quality is to introduce changes in

teaching, to improve the knowledge and pedagogical skills of in-service

teachers and to ensure that the organizational conditions under which

teachers work promote effective instruction and focus on student learning

outcomes” . An increasing body of rigorous research and accumulated

evidence enables teachers to claim that theirs is, like other established

professions, a learning profession whose practices are research informed.

Teaching, it can be asserted, is complex and demanding intellectual work.

This in turn has led to calls to recognize that effective and powerful

teaching cannot be accomplished without careful and adequate preparation

(Cochran-Smith, 2014).

The issues detailed above inevitably lead into ongoing discussions

about the status of teaching as a profession. Given that we live in “new

times” within a radically reshaped economic, political, cultural and social

environment, how should teachers position themselves? The United States

and United Kingdom are demanding greater accountability and

performance and are prepared to mandate changes, even at the level of

pedagogy. With Elliott (2012), we argue against a static view of

professionalism, from one with an emphasis on autonomy to one in which

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the task of preparing the young is shared collaboratively with other

professionals

Galbraith and James (2014) are of the opinion that focussing on

learning style needs is an essential element to any learning environment.

Allinson and Hayes (2009) point out that an individual’s learning

orientation is possibly the most important determinant of that individual’s

educational attainment. For this reason, considerable research has been

undertaken in recent years to diagnose learning style preferences

(Reynolds,). Identifying the characteristics of individual students is seen

as a potential way of improving course design and an individual’s

learning outcomes (Butler, ).

Dunn R., and Dunn K. (2011) are of the view that learning style is

composed of biological and developmental characteristics that make

identical instructional environments, methods and resources effective for

some learners and ineffective for others. The results of the learning style

inventory based on Dunn and Dunn model indicate the individual elements

in the five basic stimuli that effect an individual’s ability to master new

and difficult academic information and skills. The first stimulus strand

focuses on biologically imposed environmental elements preferences for

sound, light, etc. The second stimulus strand points out the emotional

elements like motivation, responsibility, etc. The third stimulus strand

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highlights the sociological preferences namely working alone, in pairs,

with peers, as part of a team, etc.

The preferences for sociological pattern as opposed to learning in a

variety of ways are also a learning style trait. The fifth stimulus strand

indicates the physiological characteristics namely the perceptual

preferences like auditory, visual, kinesthetic, etc. These preferences

either enable or prevent students from achieving easily. The global versus

analytic processing style is characteristic in the fifth strand. No person is

affected by all learning style elements. Individual’s vastly different

combination of learning style preferences can explain why there is no

single instructional method that is effective for all students.

Dunn and Dunn’s (2011) learning style model is based on the theory

that most individuals can learn, instructional environments, resources and

approaches respond to diverse learning style strengths. In addition to this,

teachers can learn to use learning styles as a cornerstone of their

instruction and students can learn to capitalise on their learning style

strengths when they concentrate on new and difficult information.

Gardner (2014) suggested that there are a number of different intelligences

which different learners possess in different amounts. According to him,

teaching should be geared to students’ specific intelligence. The students’

learning styles should be first measured and then adopt teaching to the

individual preferences of the students.

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O’Sullivan et al. (2012) investigated how teachers who are trained

to use learning styles and how learning style laboratory tutoring

programme can assist at risk incoming high school students. The results

showed that six of the treatment groups realised an improvement in

grades, but the number of students in the treatment group with failing

grades suggested that the treatment was not effective.

Local Literature

According to Dr. Michael Aguirre Clores of the Department of

Mathematics and natural Sciences, College of Arts and Sciences, Ateneo

de Naga University, he made a case study which show interaction between

students’ understanding and belief in learning the theory of evolution. He

made study on Constructivist theory. A Constructivist theory argues that

belief and understanding are separate but interrelated aspects in the

learning process. Results revealed that students’ position about the theory

of evolution and patterns of understanding varied: (a) misconceptions or

lack of understanding affecting the belief; (b) cascade of conceptual

change that was complicated by belief; (c) rejection of the theory due to

challenged religious belief and potential to understand evolutionary theory

despite resistance to believe in the theory; (d) remaining skeptical about

the theory due to ambivalence that emanated from his conflicting

theological and scientific beliefs and misconception he held about human

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evolution, and (e) prior beliefs and concepts that were commensurate to

the accepted scientific concepts and beliefs about the evolution made

learning evolution less complicated. We conclude that the Filipino

students’ belief affects their ability to understand the theory of evolution

and vice-versa.

The strategic nature of learning requires students to be goal

directed. To construct useful representations of knowledge and to acquire

the thinking and learning strategies necessary for continued learning

success across the life span, students must generate and pursue personally

relevant goals. Initially, students' short-term goals and learning may be

sketchy in an area, but over time their understanding can be refined by

filling gaps, resolving inconsistencies, and deepening their understanding

of the subject matter so that they can reach longer-term goals. Educators

can assist learners in creating meaningful learning goals that are

consistent with both personal and educational aspirations and interests.

( Soledad Esplanada, 2009).

According to Fabian (2007), the world is changing fast. Technology

continues to advance at lightning speed and anyone who doesn’t keep up is

in danger of being left behind. As a result, the way students study has

changed significantly. While books still remain a valuable tool, the need

to spend hours and hours sitting in the library has reduced dramatically.

Students now have numerous options available to them when it comes to

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learning techniques. Furthermore discussed by Fabian, We cannot deny the

fact that technology can be a major distraction when studying. Using the

internet itself can be distracting because of all the social networking sites

and the games that are available with just one click. Of course there is the

usual cellphone, iPod and iPad which can really distract the students. This

will all boil down to the age and the self-discipline of the student.

Local Studies

According to research on Methods and Teaching Strategies Used by

Teacher Education Faculty Members in one State University in the

Philippines done by Amado C. Ramos (Ph. D) Pangasinan State

University, Bayambang Campus, Philippines published on this study aimed

to determine the methods and teaching strategies used by the PSU – CTE

faculty members of Bayambang Campus, Bayambang, Pangasinan during

the first semester of the school year 2013-2014. In this study majority of

the faculty members are females, they are master’s degree holders, have a

permanent position with an academic rank of instructor, and most of the

faculty members are graduate of SUCs. They also have high attitude

toward teaching; generally, the faculty members perceived themselves to

be often in using teaching approaches and teaching methods; and

sometimes in using teaching techniques/styles, instructional support

activities, and non-formal activities; and no significant relationships exist

between the faculty members’ profile variables and their level of

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pedagogical approaches in teaching approaches, teaching methods,

teaching techniques/styles, non-formal activities and instructional support

activities. In his study he found that Majority of the faculty members are

females, they are master’s degree holders, have a permanent position with

an academic rank of instructor, and most of the faculty members are

graduate of SUCs. They also have high attitude toward teaching and the

faculty members perceived themselves to be often in using teaching

approaches and teaching methods; and sometimes in using teaching

techniques/styles, instructional support activities, and non-formal

activities.

According to a Comparative Study of the Attitudes between the

Students and Teachers of Two Public Elementary Schools in Northern

Mindanao toward the K to 12 Curriculum Shift done by Lourd Greggory

D. Crisol, MAELS1 and John Brian L. Alamillo in Mindanao State

University- Iligan Institute of Technology and Mindanao State University-

Naawan Campus. The students who are positive to the implementation of

the K - 12 program, they also are optimistic that it will be successful in

achieving its goals. Moreover, the students are willing to invest their time

and resources to undergo the program. The teachers also approve the

implementation of the program. They believe that the program will

effectively equip the students in the fields and careers that they have

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chosen. Although they are willing to embrace the program, still they find

themselves not equipped to teach the students since they believe that they

need more trainings. Furthermore, the following are recommended: The

students should continue to pursue their studies despite the change in the

curriculum. Orientations about the K - 12 program should be given to the

students for them to be motivated to continue their education. Teachers

should find ways for professional growth, especially with the current

trends in education for them to be effective in their fields.

According to study, Elementary School Students’ Attitude toward

Science and Related Variables done by Esme Hacieminoglu 22 November

2015 show that many students, especially females, have negative feelings

and attitudes toward science, which discourages them from continuing

with scientific inquiries. The study results revealed the positive

relationship between attitude toward science and the other variables.

Multiple regression analysis indicated that while students’ meaningful

learning, self-efficacy, and nature of science views have a positive

contribution, rote learning contributed negatively to the model. The

findings also showed that parents’ income and education level had a

significant effect on students’ attitude toward science.

Synthesis

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In all the research that are previously mentioned, literatures

and studies both including the foreign and local literatures and studies

have shown relation to our research giving us knowledge about the all the

variables and relations have been presented in their particular literatures

and studies conducted by the past researchers helping us to carry out our

research more easily. The researcher has given us the knowledge about

teaching style and different attitude possessed by the student towards this

style. Similarities between the related literatures and studies are that even

they have paid attention on the student’s attitude and therefore it was very

specifically related to our research . Difference between the two will be

that they have paid attention to a wide variety of teaching style where as

we have paid attention to just three namely student centered teaching

style; teacher centered style and disciplined centered teaching style.

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CHAPTER 3

METHODOLOGY

Research methodology is the specific processes or techniques used

to collect and analyse information about a relation of teaching style and

various attitudes of respondents of Emilio Aguinaldo College. It is the

methodology part that enables a reader to evaluate a study’s overall

validity and reliability, in research paper. Research methods refer to the

procedures that a person uses to do research. It can be either qualitative or

quantitative or mixed.

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Research Design

In the study researcher used descriptive correlation research design

to aid a survey questionnaire. The descriptive correlation is most

appropriate to use to measure and describe the relationship or associate

between two or more variables.(Jones,& Bartlett, 2013) . Surveys are

designed to look closely at an existing situation without trying to

manipulate the variables which characterize the situation.(Cohen and K.

Marrison,2011)

Researcher used this kind of survey method because the aim of the

investigation is to find relation between teaching style and student

attitudes of Emilio Aguinaldo College. Moreover, researchers must be

aware of potential relationships between variables in order to carry out a

proper investigation and hence survey method is best suitable for the

study.(Andres, 2012)

Research Locale

The setting of this research was based on Emilio Aguinaldo College

Dasmarinas Cavite. Emilio Aguinaldo college is a private, non-sectarian,

co-educational institution of learning that fosters equal and fair

opportunities of education, the total development of a person, and one’s

national identity while conscious of his/her role in global community.

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Emilio Aguinaldo College envisions itself as an internationally

recognized private non-sectarian academic institution rooted in the

Filipino nationalist tradition that consistently pursues the advancement

and welfare of humanity. This locale will be considered for research

because this study is based on teaching style used in Emilio Aguinaldo

College.

Research Participants

The participants that were been included in the study were the

students from five schools of Emilio Aguinaldo College Dasmarinas

Cavite. The students were been selected using random sampling from five

schools. The participants for our research were from the schools of

Optometry, Radiological Technology, Dental Medicine, Education and

Arts and Science. The inclusion criteria will be that the participants must

be enrolled in summer classes of Emilio Aguinaldo College.

Sampling Procedure

The researcher will use stratified sampling procedure wherein the

researcher divides entire population in subgroups and then selects it(W.,

Kenton, 2017). For measuring exact sampling size researcher will use the

Slovin’s formula at 5% of margin error, which is random sampling

technique formula for estimating sample size. In this method or formula

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participants will be chosen from among the whole population based on the

purpose and criteria of the study.( Stephanie, 2018)

Slovin’s Formula:

 n = N / (1+Ne 2 ).

Where: n= sample size;

N = population size  ; and

e= desired margin or error.

Research Instruments

The instrument that used in this study contains approximately 40-

items survey questionnaire, which aims to measure the various attitudes of

students towards different teaching style . There are 3 parts of

questionnaire.

The first part will focus on 15 questions to know which kind of

teaching styles is employed by faculty members of Emilio Aguinaldo

College.

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The second part of the questionnaire will be made with 15 question s

designed to measure attitudes by offering a scale from one-to-four.

Both the 1 s t and 2 n d part of the questionnaire is in the form of a 4-

point Likert scale wherein 4 will be labelled as Strongly agree, 3 as agree,

2 as disagree and 1 as Strongly disagree .

The third part of the questionnaire will be made such that it focuses

on how teaching style effect learning of students of Emilio Aguinaldo

College.

The reliability of our questioner was done using pilot testing in which

Cronbach’s Alpha for learning was 0.837, for student attitude it was 0.832

and for teaching style it was 0.917. The validity of questioner was done by

three validators who are expertise in this field.

Data Gathering Procedure

Firstly, the researcher consults their thesis advisers and their

technical critic before the gathering of data. The questionnaire of this

study is validated by expert panel. Then researchers also conduct a pilot

study to test the reliability of survey questionnaires using the Cronbach

coefficient alfa. The researcher provides a letter of request to hostel

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authorities to provide information regarding the foreign students living in

their dormitories.

Distribution of questionnaire survey

Questionnaires were distributed after initial communication with the

respondents to seek consent. Researcher gave half an hour to answer the

questionnaire after which the questionnaire had been collected for analysis

by researchers. No public  postal service or email service was used

to distribute questionnaire .

Reason (2015) defines a questionnaire survey as a formalized list of

questions that were used to solicit information from respondents. For this

research, the researcher made use of structured questions to gather

necessary data. Structured or closed questions are meant to save the

respondents’ time and get definite

answers.The questionnaire survey also provides greater uniformity across r

esearch situations as respondents respond to the same standardized

questions.

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Data Analysis

For the depth interpretation of data, the researcher were used

descriptive statistics . For the descriptive statistical analysis percentages

frequency tables and some basic tables and graphs were be used to

represent the data. Inferential statistics was random sampling of data for

whose interpretation Person r method was used.

Variables such as teaching styles and students attitude and

relationship among others variables which will be calculated by using

SPSS software.

Formulas

1. Frequency and Percentage Distribution .

Frequency distribution is a representation, either in a graphical or

tabular format that displays the number of observations within a given

interval. The intervals must be  mutually exclusive  and exhaustive, and the

interval size depends on the data being analysed and the goals of the

analyst.(Kenton, W., 2018)

F&P = f/n

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Where,

f = Frequency of an individual item

n = Total frequency

2.Percentage.

A percentage is another way of expressing a  proportion  . A

percentage is equal to the proportion times 100.( Oxford dictionary, 2011)

% = Frequency x 100/N

Where,

Frequency = Number of respondents

% = Percentage

N = Total number of population

3.Mean.

It is commonly used for the measure pf central tendency. The mean

is simply the sum of the values divided by the total number of the items.

(AP Statistics review,2015)

x = ∑x/N

Where,

x = Mean of the population

∑x = Sum of all scores

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N = Number of frequency

4. Pearson’s r.

It is also explain as the correlation coefficient (PCC) or Pearson

product - moment correlation coefficient (PPMCC) or bivariate correlation

which is a measure of linear correlation between two variables.(SPSS,

2017)

Where:

r= Pearson correlation coefficient

x= values in the first set of data

y= values in the second set of data

n= total number of values

Ethical Consideration

Before conducting the survey, the researchers identified the

respondents who are studying in Emilio Aguinaldo college Cavite. The

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researcher asked the permission to conduct the research. They were ask if

they sre willing to participate in this research. They were also informed

that all gathered information will be treated strictly confidentially

including their nationality and age. The name of the respondents will not

be used in this study.

This study came across some ethical issues which include such as

right to privacy and the right to answer the questions. The researchers

ensure that all ethical guidelines was be followed. This would be done

under the permission of the participants to conduct the research. The

informed consent was also be included and was attached in the first page

of the questionnaire that explained why the researcher during conducting

the research.

CHAPTER 4

Results and Discussions

This chapter discusses and enlightens the reader to know the exact

results of the research that has been carried out. It also will tell the reader

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about the specific correlations and also answers the statement of the

problems which also serves as the objectives of our study.

1. Teaching styles employed by the faculty members of Emilio

Aguinaldo College.

1.1 Student Centered Teaching Style

Table 1 Mean of Student Centered Teaching Style

Item Mean Interpretation

1. The teacher uses engaging 3.58 Strongly Agree

activities to activate student’s
prior knowledge.
2. The teacher involves the student 3.09 Agree
in activities to make understanding
of the lesson easier and fun
3. The teacher guides students in 3.02 Agree
making meaningful connections to
other fields related to their studies
4. The teacher provides for different 3.02 Agree
-iated instructions to adhere to
different learning style
5. The teacher engages the students 3.19 Agree
in creative and critical thinking .

Overall Mean 3.28 Strongly Agree

The table 1 illustrates the weighted mean for each of the 5

items of student centred teaching style as responded by the participants.

The above table shows that item 1 has the highest mean of 3.58 and items

3 and 4 is with the least mean of 3.02. According to the weighted mean

for item1 which is 3.58, the students have strongly agreed that teacher

uses engaging activities to activate student’s prior knowledge. The item2

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has a mean of 3.09 shows that students have agreed to teacher involves the

students in activities to make understanding of lessons easier and fun.

Item3 and item4 both has a weighted mean of 3.02 which shows that the

respondents have agreed to teacher guiding students in making meaningful

connections to other fields related to their studies and that the teacher

provides for differentiated instructions to adhere to different learning

style respectively. As shown in the table item5 has a weighted mean of

3.19 which depicts that the students have agreed to teacher engages

students in creative and critical thinking. Therefore the overall mean for

student centred teaching style is 3.28 which means students strongly agree

that this kind of teaching styles is mostly employed by the faculty

members of Emilio Aguinaldo College.

According to Fabian (2007), shows that student centered teaching

style is mostly employed by teacher in teaching.

1.2. Teacher Centered Teaching Style

Table 2 Mean of Student Centered Teaching Style

Item Mean Interpretation

1. The teacher has oversee the 2.72 Agree

classroom and its activities.
2. The teacher as the main source 2.10 Disagree
of knowledge of students is not

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consulting knowledge and infor

-mation from the other sources.
3. The teacher does not allow the
students to express themselves, ask 1.92 Disagree
questions, and direct their own
learning.
4. The teacher talks, the students
listen. 2.17 Disagree
5. The teacher monitors and corrects 2.54 Agree
every student spoken statement.

Overall Mean 2.29 Disagree

The above table 2 shows the weighted mean for each of the 5

items of teacher centred teaching style as responded by the participants.

According to the mean for item1 which is 2.72 depicting students agreeing

that teacher oversee the classroom and its activities. Also item 1 has the

highest mean for teacher centred teaching style. Now, item2 has a mean of

2.10 which shows that students disagree that teacher is the main source of

information and there is no other source to obtain information or

knowledge. Item3 has the least mean of 1.92 which says that the

respondents disagree to that teacher does not allow the students to express

themselves, ask question, and direct their own learning. Item4 is teacher

talks and students listen, which has been responded as disagree by the

respondents with a mean of 2.17. Item 5 have a mean of 2.54 which show

students agree that teacher monitors and corrects every statement spoken

by students. Therefore, the overall mean for teacher centred teaching style

is 2.29 which tells us that the respondents have disagreed that in turn can

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be interpreted as the teacher centred teaching style seldomly being

employed by the faculty members of Emilio Aguinaldo College.

According to Paul B. Thornton (sep30, 2013) the teacher center is

least used by teachers and they are shifting toward student centered

teaching style. .

1.3. Disciplined Centered Teaching Style

Table 3 Mean of Disciplined Centered Teaching Style

Item Mean Interpretation

1. The teacher absolutely adheres 3.07 Agree

to the national curriculum (CHED).
2. The teacher absolute source of 2.90 Disagree
obtaining knowledge and information
is textbook.
3. The teacher finish the textbook 2.45 Agree
accordingly with little flexibility.
4. The teacher report on class on time 2.13 Disagree
and ends on time.
5. The teacher checks the attendance 3.38 Strongly Agree
according to the prescribed attendance
sheet, seat plan and class record.

Overall Mean 2.78 Agree

The above table 3 shows the weighted mean for each of the 5

items of discipline centred teaching style as responded by the participants.

The item1 has a weighted mean of 3.07 according to which we can say

that the respondents have agreed to the teacher absolutely adhering to the

national curriculum (CHED). Item2 has a mean of 2.90 showing that

students have disagreed that teachers absolute source of getting

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knowledge and information is textbook. Teachers finish the textbook

accordingly and allow little flexibility is our item3 with a mean of 2.45

depicting respondents have agreed to it. The teacher reports on time and

end the class on time is item4 with a mean of 2.13 showing it to be

disagreed by the respondents and it is the least mean of our table. Item5

has a mean of 3.38 which shows that the students have agreed to the

teacher checking the attendance according to the prescribed attendance

sheet, seat plan and class record and also this is the highest mean of the

table. Therefore, the overall mean of the table is 2.78 according to which

we interpret that respondents have agreed and shown that disciplined

centred teaching style is moderately used by the faculty members of

Emilio Aguinaldo College.

According to Mishra (2oo7) finding show that disciplined centered

teaching style is moderately used by teacher in teaching style.

Summary Table 4 for the teaching style used.

Mean Interpretation

Student centered 3.28 Highly agree

teaching style
Teacher centered 2.29 Disagree

teaching style
Disciplined centered 2.78 Agree

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teaching style
Most employed Student centered

teaching style teaching style

Therefore, from the above table we say that student centered

teaching style is mostly employed by the faculty members of Emilio

Aguinaldo College.

2. Effect of teaching style on students learning

Table 5 Mean of Students attitude towards Learning

Items Mean Interpretation

1. One can learn better if he/she knows 3.22 Strongly Agree

how teacher perform in college.
2. Vague teaching can produce effective
Learning. 2.62 Agree
3. The use of teaching style is a necessity 3.48 Strongly Agree
for a student to learn well.
4. Teaching styles makes the lesson being 3.48 Strongly Agree
taught more interesting.
5. Teaching styles solve many 3.31 Strongly Agree
obstacles/difficulties in learning.
6. If a teacher teaches with good teaching 3.37 Strongly Agree
style, help student to learn smoothly.
7. Changing of seating arrangement from 2.97
time to time because of demand of Agree
teaching
style effect the learning.
8. Different form of teaching styles effect 2.88 Agree
my learning.
9. Knowing the process and all can effect 2.93 Agree
my learning.

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10. Different teaching styles used in class 3.23 Strongly

Agree
open up new ways for learning.

Overall Mean 3.14 Agree

The above table 5 shows the weighted mean for each of the 10 items

of students learning as responded by the participants. The item1 has a

weighted mean of 3.22 which depicts that the students have strongly

agreed to that one can learn better if he/she knows how teacher perform in

college. The item2 has a mean of 2.62 showing that the respondents have

agreed to vague teaching produce effective learning and also that it has the

least mean in the table. The mean for item3 and item4 is 3.48 respectively

which in turn shows that the students have strongly agreed to that teaching

style is a necessity for a student to learn well and teaching styles makes

the lesson being taught more interesting respectively. Also item3 and

item4 both have the highest mean for the above table. For item5 the mean

is 3.31 which depicts that students have strongly agreed to that teaching

styles solve many obstacles/difficulties in learning. Item6 has a mean of

3.37 showing that the students strongly agree that if a teacher teaches with

good teaching style, it help student to learn smoothly. For item7 the mean

is 2.97 which shows that the students have agreed to the Changing of

seating arrangement from time to time because of demand of teaching style

effect the learning. Item8 is different form of teaching styles effect my

learning with a mean of 2.88 which tells us that student’s agreed to it.

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Item9 is about knowing the process and all can affect my learning with a

mean of 2.93 from which we depict that respondents have agreed to it. For

the item10 the weighted mean is 3.23 which tells us that the students have

strongly agreed to that different teaching styles used in class open up new

ways for learning. Therefore from the overall mean which is 3.14 we can

interpret that the respondents have moderately agreed that teaching style

effecting their learning in several ways.

According to Jena Naficy(december 3, 2018) students at San Luis

Obispo High School are constantly exposed to alternating, and often

divergent teaching styles. The ways in which students absorb information

differ greatly amongst the school’s population as a whole, so having this

assortment of teaching styles helps ensure that almost all students find a

class in which they can be highly successful, and allows students to find

the style by which they learn the most.

3. Student’s attitude towards learning in terms of teaching style .

3.1 Student’s attitude towards learning in terms of Student Centered

Teaching Style

Table 6 Mean of Student’s attitude in terms of Student Centered Teaching Style

Items Mean Interpretation

1. I like to attend class where students 3.44 Strongly Agree

develop important communicative
and collaborative skills through
group work.
2. I prefer attending classes where 3.03 Agree

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student direct their own learning,

ask questions and complete task
independently.
3. I like the teaching style which 3.40 Strongly Agree
has different activities where
student can interact with one
another & participate actively.
4. I enjoy those classes which also 3.06 Agree
focuses on students cognitive
development
5. I am always enthusiastic about 3.18 Agree
classes where students can have
many sources of information where
they can select any sources at
free will.

Overall Mean 3.22 Strongly Agree

The above table shows the weighted mean for each of the 5 items of

the students attitude towards student centred teaching style. For item1, the

weighted mean is 3.44 which indicates that the students have strongly

agreed to attend class where students develop important communicative

and collaborative skills through group work and also this item has the

highest mean of 3.44 in the above table. Item2 has a mean of 3.03 which

shows that the respondents have agreed to attend classes where students

direct their own learning, ask questions and complete task independently.

Also this item has the least value of mean in the above table. Now, item3

has a mean of 3.40 which depicting that the students have strongly agreed

to the teaching style which has different activities where student can

interact with one another & participate actively. Item4 has mean of 3.06

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which shows that students agreed to going classes which also focuses on

student’s cognitive development. Item5 has weighted mean of 3.18

indicating that students have agreed being always enthusiastic about

classes where students can have many sources of information where they

can select any sources at free will. Therefore, the overall mean for

students attitude toward student centres teaching style is 3.22 which is

interpreted as strongly agree and indicating that students have highly

positive attitude towards student centred teaching style.

According to Allinson and Hayes (2009) shows that at elementary

level students have more positive attitude towards students cantered

teaching style.

3.2. Student’s attitude towards learning in terms of Teacher Centred

Teaching Style.

Table 7 Mean of Student’s attitude in terms of Teacher Centred Teaching Style

Items Mean Interpretation

1. I like teaching style where all the

focus is on teacher and student just 2.53 Agree
listen exclusively.
2. I prefer teaching style where
student learn on their own and 2.99 Agree
make their own decision

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3. I like the teaching style in which 2.35 Disagree

all the direction for class activities
are coming from teacher.
4. I prefer the teaching style in which
classes remain orderly and student 2.36 Disagree
remain silent
5. I like the teaching style in which 1.53 Strongly Disagree
teacher monitor class and its activity

Overall Mean 2.35 Disgree

The above table shows the weighted mean for each of the 5 items of

student’s attitude towards teaching centred teaching style. The item1 has

weighted mean of 2.53 indicating that students have agreed to teaching

style where all the focus is on teacher and student just listen exclusively.

Item2 has a mean of 2.99 showing that students have agreed to prefer

teaching style where student learn on their own and make their own

decision. Also this item has the highest mean from all the 5 questions

regarding attitude towards teaching centred teaching style. Now, item3 has

a mean of 2.35 indicating that students have disagreed to the teaching

style in which all the direction for class activities are coming from

teacher. Item4 has mean of 2.36 indicating that students disagreed to

prefer the teaching style in which classes remain orderly and student

remain silent. The item5 has weighted mean of 1.53 showing that students

have strongly disagreed to like the teaching style in which teacher monitor

class and its activity. Also this item has the least mean in the above table.

Therefore, the overall mean for the students attitude towards teaching

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centred teaching style is 2.35 which is interpreted as disagree indicating

that students show negative attitude towards this particular style.

According to Dunn R., and Dunn K. (2011) students are not having

positive attitude in which teacher keep on saying and students learn by

this way.

3.3. Student’s attitude towards learning in terms of Disciplined

Centered Teaching Style

Table 8 Mean of Student’s attitude in terms of Disciplined Centred Teaching Style

Items Mean Interpretation

1. I would love to attend classes

of those teachers who have mastery 3.05 Agree
on their particular subject.
2. I perform better in academics if
the syllabus is completed on time. 3.16 Agree
3. I enjoy attending classes wherein
teacher is punctual. 3.20 Agree
4. I prefer teaching method which follow
national centered curriculum. 3.12 Agree
5. I like classes that are very well
structured and maintained. 3.29 Strongly Agree

Overall Mean 3.16 Agree

The above table shows the weighted mean for each of the 5 item of

students attitude towards disciplined centred teaching style. Item1 has

mean of 3.05 indicating that the respondents agreed to attend classes of

those teachers who have mastery on their particular subject. Also this item

has the least mean from the above table. Item2 has mean of 3.16 showing

that the students have agreed to perform better in academics if the

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syllabus is completed on time. Item3 has a mean of 3.20 indicating that

the students agreed to attend classes wherein teacher is punctual. Item4

has a mean of 3.12 showing that the respondents agreed to prefer teaching

method which follow national centered curriculum. Item5 has mean of

3.29 indicating that the students have strongly agreed to classes that are

very well structured and maintained. Also this item has the highest mean

from the above table. Therefore, the overall mean for the students

attitude towards disciplined centred teaching styles is 3.16 which is

interpreted as agreed by respondents and indicating that students have

positive attitude towards disciplined centred teaching style.

According to Amado C. Ramos (Ph. D) Pangasinan State University,

Bayambang Campus, Philippines(2013-2014) resraech shows that the

student has positive attitude in class where teacher start and end class on

time.

Summary Table 9 for the attitude of students towards teaching

style used.

Attitude towards Mean Interpretation

Student centered 3.22 Highly positive

teaching style

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Teacher centered 2.35 Negative

teaching style
Disciplined centered 3.16 Positive

teaching style
Highly positive Student centered

attitude shown teaching style

towards

Therefore, from the above table we say that student show highly

positive attitude towards student centered teaching style.

4. Relations between teaching style and student attitude toward teaching

style

4.1 Relation between student centered teaching style and student

attitude toward student centered teaching style.

Table 10 Correlation between Student Centered Teaching Style and Students Attitude

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  Student_centered Students_attitude
Student centered Pearson
Correlation 1 .437**

Sig. (2-tailed)   .000

Sum of Squares
and Cross-
products 518.322 266.867

Covariance 5.824 2.999

N 90 90
Students attitude Pearson **
Correlation .437 1

Sig. (2-tailed) .000  

Sum of Squares
and Cross-
266.867 720.400
products

Covariance 2.999 8.094

N 90 90
**. Correlation is significant at the 0.01 level (2-tailed).

The above table 10 shows that the sig.(2-tailed) is 0.000 which is less than

alpha value or 0.01 that means null hypothesis is rejected. Therefore, we

can say that there is significant correlation between student centered

teaching style and students attitude towards it. The above table show the p

value which is 0.437.

According to Kang Zhao & Kuang-yun Ting(July 19, 2013) there

was significant correlation between student knowledge of student centered

teaching methods in UK universities and their attitudes towards those

methods.

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4.2. Relation between teacher centered teaching style and student

attitude toward teacher centered teaching style.

Table 11 Correlation between Teacher Centered Teaching Style and Students Attitude

  Teacher centered Students attitude

Teacher centered Pearson
1 .320**
Correlation
Sig. (2-
  .002
tailed)
Sum of
Squares
536.400 171.800
and Cross-
products
Covariance 6.027 1.930
N 90 90
Students attitude Pearson
.320** 1
Correlation
Sig. (2-
.002  
tailed)
Sum of
Squares
171.800 538.100
and Cross-
products
Covariance 1.930 6.046
N 90 90
**. Correlation is significant at the 0.01 level (2-tailed).

The above table 11 shows that the sig.(2-tailed) is 0.002 which

is less than alpha value or 0.01 that means null hypothesis is rejected.

Therefore, we can say that there is significant correlation between teacher

centered teaching style and students attitude towards it. The above table

show the p value which is 0.320.

According to Kang Zhao & Kuang-yun Ting(July 19, 2013) there

was significant correlation between student knowledge of student centered

teaching methods in UK universities and their attitudes towards those

methods

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4.3. Relation between teacher centered teaching style and student

attitude toward teacher centered teaching style.

Table 12 Correlation between Disciplined Centered Teaching Style and Students Attitude

  Discipline Centered Students attitude

Discipline Centered Pearson
1 .263*
Correlation
Sig. (2-
  .012
tailed)
Sum of
Squares
665.600 156.000
and Cross-
products
Covarianc
7.479 1.753
e
N 90 90
Students attitude Pearson
.263* 1
Correlation
Sig. (2-
.012  
tailed)
Sum of
Squares
156.000 528.500
and Cross-
products
Covarianc
1.753 5.938
e
N 90 90
*. Correlation is significant at the 0.05 level (2-tailed).

The above table 12 shows that the sig.(2-tailed) is 0.012 which is less

than alpha value or 0.01 that means null hypothesis is rejected. Therefore,

we can say that there is significant correlation between disciplined

centered teaching style and students attitude towards it. The above table

show the p value which is 0.263.

According to Kounin found that at high school level which uses

disciplined center teaching style , the student attitude toward learning

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leads to the greatest student involvement and minimum misbehavior by

students and there was correlation in attitude and the style.

Chapter 5

Summary, Conclusions and Recommendations

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This chapter combines the significant findings and conclusions

relevant to the purpose of the study. In addition this chapter puts forward

recommendations present by the researcher.

Summary

This research work was undertaken for the purpose of knowing the

teaching style employed by the faculty members, the students attitude

towards this style, the effect of teaching style on students learning, and

followed by the correlation between the teaching style and the student’s

attitude, among the students studying in Emilio Aguinaldo College

Dasmarinas, Cavite, enrolled in summer classes. The criterion for the

selection of participants was strictly followed to ensure all criteria’s of

inclusion and exclusions are matched. A 4-PointLikert-Scale

Questionnaire was used to determine the teaching style, student attitude

and student learning.

After reviewing all the teaching style the highest value being 3.28 for

student centered teaching style and the lowest value being 2.29 for teacher

centered teaching style. The results show that faculty member of Emilio

Aguinaldo college mostly used student centered teaching style and slightly

used the teacher centered teaching style. They agreed that disciplined

centered teaching style is moderately used by the faculty member of

Emilio Aguinaldo College.

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For the students attitude towards teaching style the highest value is

being 3.22 for student centered teaching style and lowest value being 2.35

for teacher centered teaching style that means students have highly

positive attitude towards student centered and negative attitude towards

teacher centered and also have positive attitude towards disciplined

centered teaching style. On the basis of results we can say that the student

like to attend those classes in which student centered teaching style is

used as compared to other two teaching styles.

For students learning the mean is 3.14 and it shows that teaching

style effect learning of the students. The findings show different teaching

styles used in class open up new ways for learning and solve many

obstacles/difficulties in learning. The results depicts that the Changing of

seating arrangement from time to time because of demand of teaching

style also effect the learning.

The result shows that there is a significant correlation between

teaching style used and student’s attitude towards that teaching style. We

find that there is moderate correlation between the students centered

teaching style and student’s attitude towards students centered teaching

style with a p value of 0.437 at 0.01 level. The finding shows slight

correlation between teacher centered teaching style and disciplined

centered teaching style and the students attitude towards them with a p

value 0f 0.320 at 0.01 level and 0.263 at 0.05 level respectively. It means

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that the teaching style which is mostly used by faculty members of Emilio

Aguinaldo college brings out more positive attitude from students towards

that style and teaching style which is slightly used by the teachers the

students have negative attitude toward that teaching style.

Conclusions

Based on the aforementioned findings of the respondents it can be

concluded that the overall computation of mean show that there is a

correlation between the teaching style and students attitude.

From research we can conclude that students centered teaching style

is mostly employed by the faculty members of Emilio Aguinaldo college

shown by the mean of 3.28 and teacher centered is slightly employed. The

disciplined centered style use should made more.

From students response mean was 3.14 we conclude that teaching

style effect the students learning. When teaching style changes students

learning attitude also changes.

The research analysis concludes that students have more positive

attitude towards students centered teaching style with mean 3.22 and

students show negative attitude towards teacher centered teaching style. it

show that teacher should remove teacher centered teaching style

employment in teaching.

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From the result, we conclude that there is a significant correlation

between the teaching style and students’ attitude. It conclude that students

has different attitude with different teaching style.

From the research we can conclude that student centered teaching

style is mostly used in Emilio Aguinaldo college and student are having

positive attitude towards that style.

Recommendations

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In light of the foregoing findings and conclusions of this study, the

following recommendations are made:

Teachers they should make maximum use of students centered teaching

style in their teaching method and should not employ teacher centered

teaching style.

Students researcher recommends that they should learn their study in

teaching style in which they have positive attitude.

Mental Health Professionals they should suggest teacher to use the

student centered teaching style.

School administrator they should evaluate students attitude and based on

they should employ the teaching style.

Future researchers can perform similar studies by including more

teaching style and more number of participant.

Using more varied samples and variables. Future researchers may also

use other data gathering techniques to get a qualitative measurement for

the study.

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