Learner’s Satisfaction in Teaching Styles among Teachers of

Sigay National High School

Members:

Kisslene Asia D. Garabiles

Adrian Efraim H. Duro

Valerie Mhay W. Ubuan

Remedios B. Acosta

Jerwin Panggay

Jay Mark Pitong

 CHAPTER 1

Introduction

Background of the Study

The Philippines' education system suffers a number of

difficulties, such as low financing and resource availability, high

dropout rates, overcrowding in classrooms, uneven educational

quality, and restricted access to high-quality education.

Improving infrastructure and resources is just one aspect of

addressing these problems; another is to maximize methods of

teaching. Improving educational outcomes is largely dependent on

the use of effective teaching techniques and approaches. Teachers

can better engage students and meet their unique needs by

implementing focused strategies like differentiated instruction and

formative assessments, as well as a variety of instructional methods

like interactive and student-centered approaches. To improve

access, quality, and equity in

the Philippine school system, it is imperative to prioritize the

development of effective teaching techniques in conjunction with

more comprehensive educational reforms. (Barrett P, 2019)

Teaching style pertains to the strategies and methods on how

a teacher deliver the lesson in the classroom using different

techniques.Teaching style of every teachers has something to do

with performance of every learners. From the past two decades

there are so many teaching styles used by the teachers, either

adapted or originally their own innovation. However, the learners of

the gen-Z generation needs more effective teaching style to learn

and adapt the changes of the ever changing world.

The strategies and tactics teachers employ to promote

learning and keep pupils interested are referred to as their teaching

styles. It includes a variety of methods and approaches, including

as the way in which knowledge is imparted, the ways in which

students are motivated to engage with the subject matter, and the

ways in which the instructor oversees the classroom setting.

Teaching strategies are the practices teachers use to engage

their students in better learning. Strategy meaning in English, is a

plan of action that one follows to achieve goals and objectives faster

and better (teachmint 2020). The particular approaches and

procedures that teachers employ to support learning and assist

students in meeting learning goals are known as teaching

strategies. These tactics entail organizing and putting into practice a

variety of techniques to successfully deliver knowledge, engage

students, and cater to a range of learning requirements

Students who perceive healthy interaction with teachers are

more likely to engage in academics resulting in increased

participation and overall academic achievement (Davis, 2003; Klem

& Connell, 2004).

 Based in the research conducted by (Azahra, et.al 2021) It

demonstrated the strong and favorable correlation between learning

and teaching style and learning motivation accomplishment.

Showing the result of the study illustrating that the teaching style

contributes 23% to learning achievement. It means that almost ¼ of

100% of learning achievement relates to the teaching style, while

9% is related to learning motivation.

Abdull Sukor Shaari (2014) and Estelito J. Punongbayan (2015) both

agrees that Teaching Styles and Learning Strategies have a

significant relationship. That plays a vital role on a students’

learning engagement. Joyce P. Cecelio (2015) found that there isn't

much relationship between the methods teachers use to teach their

students

and their students' academic achievement. Saying that there is no

significant relationship between the ways teachers teach and how

well their students do in school.

There have been numerous studies delving into various

pedagogical approaches and methodologies, particularly focusing on

the satisfaction of students. These studies have often examined the

correlation between teaching styles and students' academic

engagement or accomplishments, their preferred modes of

instruction, and the impact of these strategies. However, there has

been a lack of exploration regarding students' satisfaction with

these teaching methods and the underlying reasons for their

contentment.
 Teachers who engage students in learning activities can do so

by using combinations of different teaching techniques, methods,

and styles. Among the most popular approaches are active learning,

technological integration, personalization, feedback and

assessment, creativity and innovation as well as positive and

supportive learning atmosphere. On their part effective teachers are

resilient creative and devoted to fostering success among their

learners.

Teachers who are effective use variety in their teaching styles

and

methods to engage students in class, facilitate learning and support

the academic as well as personal growth of learners. There is no

one-size-fits-all approach to teaching for these teachers in this

diverse classroom context. As a substitute, they adopt different

techniques focused on different learning styles so that every

student has a chance for getting hold of difficult ideas besides

acquiring critical thoughts. This means that instead of being

abstract, the learning materials become real-life situations that can

be related by the students themselves for easy understanding.

Consequently, teachers integrating technology have an opportunity

to incorporate audio-visual or interactive multimedia resources

which suit visual, auditory or kinesthetic learner’s needs hence

improving their learning processes overall.

To involve students further, proficient educators also consider

customization, evaluation and appraisal of individual as the main

ways to foster one’s own growth. Through personalization, teachers

have the ability to adjust lessons so that they can cater for each

student’s unique requirements and interests, thus increasing

motivation and making learning more meaningful. Feedback is

another critical aspect; it serves as a stepping stone to the students’

academic development in terms of their weak areas and strong

points. For both summative and formative purposes assessment

assists instructors in following up their students’ progress, hence

informing what should be done next so that every scholar may

follow his or her learning agenda accordingly.

Another point is that effective teachers make a positive and

nurturing learning environment that encourages creativity,

innovation, and community spirit within the classroom. They do this

by creating a safe and inclusive space in which students can be

empowered to take risks, share ideas, and work together with their

classmates. Eventually, what happens is that this environment

does not only support academic progress but also contributes to

personal growth among students thereby enabling them to acquire

self-confidence, resilience, and a passion for education. In summary,

they are versatile educators who have become aware of different

ways of instructing as learning needs of students keep on changing

along with educational landscape transformations (Y Shengyao,

2024).

On the study of Erinç Karatas (2021) The findings of the current

study showed that the students’ academic achievement levels did

not change significantly according to their learning styles. This

findings is consistent with the results of a study conducted by

( A.Shaari, 2013) The results have also shown that there is a

significant but modest relationship between lecturers’ teaching style

with the students’ academic achievement. The result show no

significant difference between lecturers’ teaching style in academic

program.

Atma et al. (2020) stipulated that idea that there is a positive

and significant relationship between teaching style and learning

achievement aligned with the study of (E.Punongbayan 2015) in

Instructional Performance of Teacher Education Faculty Members in

One State University in the Philippines states that there is a good

relationship between instructors and students. There was a

significant difference between the perception of the instructors and

the students in as much as the effectiveness of instructional

performance of instructors/professors was concerned.

After analyzing the Gap of the different studies, the researchers

were challenges to conduct study on the satisfaction of the learners

in the teaching style of the teachers.

THEORETICAL FRAMEWORK

Level of satisfaction of the

learners of teachers
teaching style

Teaching strategies in
Learners’ Satisfaction on
Delivery of lesson
Delivery of lesson
Project Making
Project Making
Individual/group activity
Individual/group activity
Summative assesment
Summative assesment
Quarterly assessment
Quarterly assessment
 Effective teaching strategies are multifaceted, encompassing

a variety of approaches that aim to engage students, foster critical

thinking, and promote a deep understanding of the subject matter.

Engaging lessons are crucial for capturing student attention and

creating a conducive learning environment. This can be achieved

through various methods, including direct instruction, which

provides explicit teaching of new concepts and skills through

lectures, demonstrations, or presentations; inquiry-based learning,

which encourages student exploration and discovery by posing

questions or problems that students investigate independently;

scaffolding, which breaks down complex tasks into manageable

steps, providing support and guidance as students progress;

modeling, which demonstrates skills or concepts for students to

observe and learn from; and differentiation, which tailors instruction

to meet the diverse needs of learners, acknowledging that students

have different learning styles, strengths, and weaknesses.

Project-based learning offers a powerful approach that allows

students to apply their knowledge and skills to real-world problems

or scenarios. This approach fosters creativity, collaboration, and

problem-solving skills, as students work together to design, develop,

and present their projects. By engaging in project-based learning,

students gain a deeper understanding of the subject matter,

develop critical thinking skills, and learn to work effectively in

teams.
 Active learning, through individual and group activities,

encourages student participation and critical thinking, promoting

deeper understanding and engagement. Individual activities, such

as reading assignments, writing prompts, and research projects,

allow students to work independently, fostering self-reliance and

critical thinking. Group activities, such as brainstorming sessions,

discussions, role-playing, and group projects, encourage

collaboration, communication, and teamwork, developing valuable

interpersonal skills. These activities provide students with

opportunities to apply their knowledge, share their perspectives,

and learn from one another.

Assessment is an essential component of the teaching

process, providing valuable feedback to both students and

educators. Summative assessments evaluate overall learning

outcomes at the end of a unit or course, providing a snapshot of

student achievement and informing educators about the

effectiveness of their instruction. Quarterly assessments, conducted

at regular intervals, offer more frequent feedback on student

progress, identifying areas of strength and weakness and providing

opportunities for remediation. By incorporating a variety of

activities, assessments, and feedback mechanisms, educators can

create a dynamic and supportive learning environment that caters

to the diverse needs of students and fosters a love of learning.

The Meutic Theory of Teaching is a philosophical approach

to education that emphasizes the role of questioning in unlocking

knowledge and fostering self-realization. This theory posits that

learning is not about passively absorbing information but rather

about actively engaging with knowledge through critical inquiry.

This theory is based on the idea that knowledge is not something

that is external to the learner but rather something that is inherent

within them. It assumes that individuals possess a latent

understanding of concepts, which can be brought to the surface

through the right kind of questioning.

The central element of this theory is the use of Socratic questioning

to guide learners towards self-discovery. Teachers act as facilitators,

asking probing questions that encourage students to think critically,

challenge assumptions, and arrive at their own conclusions. The

ultimate aim of the Meutic Theory is to help students achieve self-

realization, which means developi ng their own understanding,

critical thinking skills, and capacity for independent thought.

The Meutic Theory also acknowledges the influence of heredity in

shaping an individual's potential for learning. It suggests that

students' innate abilities and predispositions play a significant role

in their learning journey. This theory contrasts with other prominent

theories of teaching, such as the Communication Theory, which

views the teacher as the primary source of knowledge and the

student as a passive recipient, and the Molding Theory, which

emphasizes the role of the environment in shaping the student's

behavior. The Meutic Theory, in contrast, emphasizes the learner's

active role in constructing knowledge and achieving self-realization.

The Meutic Theory has several strengths, including its promotion of

active learning, self-directed learning, and critical thinking skills.

However, it also has limitations, such as its difficulty of

implementation, time-consuming nature, and potential unsuitability

for all subjects. Cognitive Learning Theory is a more active approach

to learning, where learners’ answers are not just judged by

correctness, but also on how a learner arrives at their answer. This

theory is based on a term called “Metacognition”, which is pretty

much just the idea of thinking about one’s thinking. So, if an

instructor was applying cognitive learning theory to the classroom –

instead of just evaluating whether a student got an answer right or

wrong, they would examine how the student came up with their

answer.

Cognitive learning theory is vital in today’s world because it

takes into consideration that everybody thinks differently based on

their own memories, experiences, and relevant information they

have learned in the past. Understanding how people think

differently can help improve eLearning and professional training for

SMBs and corporations in all types of industries.

Statement of the Problem

This study wants to determine the context of Learner’s Satisfaction

in Teaching Styles among Teachers of Sigay National High School

Specifically, the study wants to answer the following questions:

1. What is the level of satisfaction of the learners on the different

teaching styles of teachers in Sigay National High High School in:

a. Delivery of lesson

b. Project Making

c. Individual/group activity

d. Summative assesment

E. Quarterly assessment

2. What are the challenges encountered by the learners on the

different teaching style of teachers in?

a. Delivery of lesson

b. Project Making

C. Individual/group activity

d. Summative assesment

E. Quarterly assessment

3. What teaching style suite the best for the learners of Sigay

National High School?

This survey delves into student satisfaction with various teaching

styles and assessments, employing a 4-point Likert scale ranging

from "Never" to "Always" to gauge participant sentiment. The

evaluation encompasses a comprehensive range of teaching

practices, including the delivery of lessons, project-based learning,

individual and group activities, summative assessments, and

quarterly assessments.

For each teaching style and assessment category, participants are

asked to rate their level of satisfaction with specific elements. For

instance, in the "Delivery of Lessons" section, students are

prompted to assess the clarity of teacher explanations, the

engagement of presentations, the appropriateness of examples

used, and the pace of lessons. Similarly, the "Project Making"

section probes student satisfaction with the clarity of project

instructions, opportunities for creativity, the relevance of projects to

course content, and the time allotted for project completion.

The survey also explores challenges encountered with

different teaching styles. Participants are asked to indicate the

frequency with which they face specific difficulties, such as

struggling to understand explanations, finding it hard to stay

focused during lessons, or feeling inadequate in their creative

abilities when undertaking projects. This section provides valuable

insights into potential areas for improvement in teaching practices

and the development of more effective learning environments.

By collecting data on student satisfaction with diverse

teaching styles and assessments, this survey aims to inform

pedagogical practices and enhance the overall learning experience

for students. The insights gleaned from participant responses can be

used to identify strengths and areas for improvement in teaching

methods, curriculum design, and assessment strategies.

CHAPTER II

Research Design

The researcher used the descriptive type of research. Based

on the Academic One File (2011) descriptive research, also known

as statistical research, describes data and characteristics about the

population or phenomenon of the study. Descriptive research had

been very useful in answering questions who, what, where, when of

the research study.

Research Instrument

This research employs a survey questionnaire as its primary

data collection tool. The questionnaire, designed to gather data

from 151 Grade 7 to 10 students at Sigay National High School,

aims to explore the effectiveness of various teaching styles and

strategies. The survey utilizes a Likert scale format to measure

student perceptions of different teaching approaches. By analyzing

the collected data, the study aims to identify the most effective

teaching strategies employed by teachers at Sigay National High

School, ultimately contributing to a deeper understanding of the

context of learner satisfaction in relation to teaching styles.