1

TEACHING STYLES AND STUDENTS’ ACHIEVEMENT: PERSPECTIVE

FROM
A PRIVATE HIGH SCHOOLS

A Graduate Thesis Proposal

Presented to
The Faculty of the
School of Graduate Studies
JH Cerilles State College
Mati, San Miguel, Zamboanga del Sur

In Partial Fulfillment
of the Requirements for the
Degree Master of Arts in Education
(Educational Administration)

Nessa Mae Catao- Ovillo

December 18, 2021
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CHAPTER 1

THE PROBLEM

Introduction

Teachers' teaching styles and strategies are currently being used to encourage a

conducive learning climate. A learning environment that gives students the freedom to

make choices will encourage them to be physically, emotionally and mentally involved in

the learning process so that it can bring up creative and productive activities. In the

learning process, students' attention to the subject matter presented by the teacher is

very important. This will support the achievement of learning objectives. Learning

objectives are achieved when students achieve mastery of the material provided in a

meeting in the classroom. Many things can interfere with students' attention in listening

to the subject matter so that it affects their learning outcomes. Indeed, many factors

affect the lack of student attention in the learning process, for example, lack of teacher

explanation of the goals, teacher teaching style, and so forth.

Evaluating teaching is a formal and organized process of identifying effective

teachers. High quality teachers demonstrate myriad skills and consistently struggle for

maximizing student performance (Akram, 2018; Akram & Zepeda, 2015). A number of

research tells that effective teachers exhibit competence in subject matter, use varying

instructional strategies, demonstrate knowledge of assessment, and contribute to

student growth (Akiri, 2013; Akram, 2018; Ellett & Teddlie, 2003; Markley, 2004;

Stronge & Tucker, 2000; Wright, Horn, & Sanders, 1997). The demand for

accountability in education has moved from managing finance program to increasing

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excellence in teaching learning process (Darling-Hammond, Wise, & Pease, 1983). The

research has evidenced that effective teachers can contribute up to 50 percentile

difference in student achievement as compared to less effective teachers (Sanders &

Rivers, 1996). It is important, therefore, to identify effective teachers to ensure quality

teaching and giving children their birthright of quality education.

Teacher effectiveness can best be judged through teacher evaluation which has

gained considerable attention of the policymakers during the last decade. Teacher

performance evaluation offers teachers a tool for an improvement in student learning

(Akram, 2018; Akram & Zepeda, 2015; Peterson, 2000; Stronge & Tucker, 2003).

Multiple data sources such as classroom walkthroughs, portfolios, self-assessment,

peer appraisal, and head teachers’ evaluations have historically been used to evaluate

teachers (Stronge, 2006).

A study about “Cognitive Skills, Students Achievements and Schools” (Finn,

2014) found out that cognitive skills predict academic performance, so schools that

improve academic performance might also improve cognitive skills.

Instead of relying on their preferred teaching style, teachers should understand

that one style of instruction may not meet the needs of all students. Students differ in

the way they approach the learning process and deal with various learning activities

(Callahan, Clark, & Kellough, 2002). One good way to have teachers consider individual

learning differences and recognize the need to modify their own teaching style is to

have them learn from the student’s perspective.

In most recent studies which is also a problem that the researcher found in these

schools that newly hired teachers are having a problem in choosing the best teaching
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strategy and the student’s tend to drop out because they don’t like the strategy used by

the teacher, they became less motivated. As a teacher who have different levels of

understanding, he must be flexible and resourceful because student’s attention depends

on how we strategized our teaching.

Much research has been devoted to teaching styles and learning strategies in

higher education and are mostly foreign in context. There is not much research,

however, concerning junior high school students’ perceptions of their teacher’s teaching

styles and their use of learning strategies in the local context of Zamboanga del Sur.

Hence, it is for this reason that this researcher wants to explore local teachers’

perspective on teaching styles and assess students’ achievement through test results.

Specifically, this might help her to chose the right strategy for her future students.

Generally, this maybe a light opener for teachers who struggle to chose a better

teaching strategy.

Theoretical Framework

This study on teacher and student perspectives on teaching styles and

achievement will anchor its strength from the theories that have impact on the personal

attributes of learners, social responsibility and involvedness as well as the need for

positive stimulus, that is the teaching styles, that will bring development to an individual

and to the society.

The Andragogical approach used by Knowles,et. Al. (2005), the Invitational

Theory of William Purkey, Cattell- Horn- Carroll (CHC) , the Theory of Cognitive Abilities

and the Sociocultural Theory of Lev Vygotsky will form the basis of this study.
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Foremost is the andragogical approach which places more emphasis on what the

learner is doing (Knowles et al. (2005).This is initially define as the art and science of

helping adults learn. Formal teaching is known as pedagogy, where the teacher directs

all the learning. Informal teaching is known as andragogy, where the learner is the

focus, for example, via group work and discussions. Pedagogy does not always allow

for individual knowledge to be taken into account and often focuses on teaching the

same topic at the same time to all learners. In andragogy, a teacher can include her

learners’ experiences and knowledge by involving them whenever possible, and

building upon what they already know and what interests them. Learners can also learn

from their peers’ knowledge and experiences, as well as from teachers.

The next one is, Williams Purkeys’ Invitational Theory which specifically says that

in education nothing is more rewarding for teacher to internalize that the individual

student is important, valuable, and can learn in school. Learning within the premise of

invitational learning strongly adheres that learners should be invited by the teacher to

develop their potentials to an extent even beyond the learners’ expectation.

The Invitational theory will also form as a framework in this study. It considered

two theoretical foundations namely: The Perceptual Tradition which holds that human

behavior is the product of the unique ways that individuals view the world. Self-Concept

Theory which maintains that behavior is mediated by the ways an individual view

oneself, and that these views serve as both antecedent and consequence of human

activity.

Furthermore, strongly adhering to this idea is the Sociocultural theory of

Vygotsky. “The theory advocates learning, including L2 acquisition, as a semiotic

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process where participation in socially mediated activities is essential. It regards

instruction as crucial to L2 development and should be geared to the Zone of Proximal

Development (ZPD) that is beyond the learner’s actual development level. It believes

that learning in an L2 context should be a collaborative achievement and not an isolated

individual’s effort where the learner works unassisted and unmediated (Turuk,2008)”.

Conceptual Framework

This study will analyze the relationship of teaching styles to the variation of

scores in 2nd grading GWA of learners in Private Schools, Aurora West District, during

the SY 2021-2022.

Figure 1 on the next page indicates the research diagram of the study. As shown,

there are two variables involved, the independent and the dependent variables. The

independent variables are the teaching styles. Data from this variable will be from the

perspective of the students-participants. On the other hand, the dependent variable is

the students’ achievement test scores in terms of their GWA during the 2 nd grading

period. Data for this variable will be from the perspective of teachers.
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Teaching Styles as
Perceived by Students

Pedagogical Implications

Student’s Achievement as
Perceived by Teachers

Figure 1. Schematic Diagram of the Study

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Statement of the Problem

This study aims to determine teaching styles and students’ achievement form the

perspective of students and teachers respectively. Specifically, this will seek to answer

the following questions:

1. What are the teaching styles of teacher participants from their students perspective

in terms of :

1.1. Traditional Teaching; and

1.2. Modern Teaching?

2. What are the achievement of students from the point of view of teachers as revealed

in GWA in all subject areas?

3. Is there a significant relationship between the teaching styles perceived by students

and their achievement, when grouped according to;

4.1. Traditional Teaching and student achievement?

4.2. Modern Teaching and student achievement?

4. Based on the findings of the study, what is the pedagogical implications of the

result?
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Hypotheses

The following hypotheses will be tested at 0.05 level of significance:

Ho1.There is no significant relationship between the teachers’ traditional teaching style

and the students’ achievement

Ho2.There is no significant relationship between the teachers’ modern teaching style

and the students’ achievement

Scope and Limitations of the Study

This study will be conducted in Private Schools in Aurora West District,

Poblacion, Aurora, Zamboanga del Sur. Preferably Santa Teresita Academy and Aurora

Pioneers Memorial College. It will be done during the SY 2021-2022 The participants

will be the 20 teachers and 25 Grade 7 students of Sta. Teresita Academy and 15

teachers and 20 Grade 7 students from Aurora Pioneers Memorial College. The source

of the student’s achievement will be their GWA during the 2nd grading period. Because

of the recent pandemic, the researcher will limit this study to one specific school.

Significance of the Study

The results of the study will give significance to the following individuals:

Students. This study will help the student cope with the teacher’s teaching styles and be

able to learn in their most convenient learning space.

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Teachers. The result of this study will help the teachers in looking for a good strategy

that

they could use in improving teaching techniques.

School Administrator. This study will help them identify the needs of the teachers and

students and provide necessary interventions to better outcome of teaching

DEPED Officials. The findings of this study helped them provide appropriate

intervention

to teachers who are on the field.

Parents. The findings of this study will help them to become more aware of their

responsibilities to their children. Enable them to understand that educating their

children will be better if they work hand in hand.

Future Researchers. This study may also serve as a guide and reference for the other

researchers who would be interested in studying as baseline information in the

conduct of future similar study.

Definition of Terms

The following term are operationally defined as they are used in this study;

Modern Teaching. In this study, this refers to the teaching method which focuses more

on teaching the students for improving their intellect behavior by using various

new and innovative ideas rather than making them recite the syllabus to clear the

examination with the same old style

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Student achievement. In this study this refers to the GWA of students in all subject area.

Teaching style. In this study this refers to educators’ behaviors as they teach in the

classroom. This includes; traditional and modern teaching.

Traditional Teaching. In this study this refers to the expectation that students will

learn because we tell them to. It isn't so much that “kids learn differently these

days” or even tha t there are boundless opportunities for learning and discovery

in our technology-rich world – though both are true and part of the push.
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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the bulk of literature reviewed by this researcher to gain

understanding of the existing research. It also presents existing debates or academic

conversations relevant to this particular topic or area of study. The related literature is

presented in a thematic manner, based on the important and relevant topics such as,

Teaching Style, Teaching Style and Student Learning, Students’ Perceptions of

Teaching Styles and Learning Style in the Philippine Educational System. The

researcher’s general synthesis of all the reviewed related literature is presented at the

last part of this chapter.

On Teaching Style

Traditional Teaching Method

Arquero-Montano et al. (2004) studied the use of two teaching methods in

different cases fostering the development of competencies and skills, such as

communication skills and accounting problem solving. Specifically, the experimental

group whose task was decision-making, looked into more difficult cases than the control

group that studied smaller and more process oriented cases. The results of the tests

showed no significant difference in the points gained by the two groups, except that
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more points were uniformly distributed in the control group. Cullen et al. (2004) used a

real case study where accounting problem solving and role play from the students’ point

of view was researched by using questionnaires. The students' views on the

effectiveness of the proposed method in terms of developing their research skills

suggest that case studies are a useful tool that should be included when teaching

accounting courses. Weil et al. (2004) had similar findings regarding the use of the

same method of teaching namely, case studies; this method in particular, benefited

male students more than female students by facilitating the development of several

significant competencies such as the ability to: evaluate a situation from more than one

perspectives, consider alternative solutions and apply judgment, analyse and solve

problems, distinguish relevant from irrelevant information on a given issue as well as

integrate knowledge gained.

Modern Teaching Method

The increased use of computers and computer programs in accounting courses

seems to have a positive impact in terms of valuable time savings, the simplification of

instruction and the enhancement of the learning process; in addition, it helps the

development of certain skills including writing, communication, interaction, collaborative,

critical thinking and consciousness (Boyce, 1999), while offering students the necessary

knowledge and practical experience required by the market (Thomas, 1994). A variety

of software programs is used for the teaching of accounting courses enabling the

achievement of different teaching and learning goals. As a matter of fact, the use of

computers is not limited to the use of software but extends to the use of the Internet in

order to access learning materials. Despite that the teaching and learning of accounting
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benefits from the use of computers, it is worth noting that problems also may arise

relating to the educational content and the result of the educational process; this is

when computers are used without maintaining relevance (or paying attention) to

established educational paradigms (see Boyce, 1999). However, the main types of

software employed, according to Boyce (1999), include: •

Various researchers have stressed different aspects of styles in teaching.

Gregorc (1979) indicated that a teaching style ―consists of a teacher’s personal

behaviors and the media used to transmit data to or receive it from the learner‖ (p. 22).

Teaching style refers to educators’ behaviors as they teach in the classroom (Genc &

Ogan-Bekiroglu, 2004). Educators’ personal qualities are considered persistent (Conti,

1989; Shieh, 2005).

According to Conti, ―the overall traits and qualities that a teacher displays in the

classroom and that are consistent for various situations can be described as teaching

style‖ (p. 3). Fischer and Fischer (1979) similarly defined teaching style. They stated

that the teaching style of an instructor might persist even when he or she uses several

different teaching techniques and methods.

How teachers teach is related to how they learn. ―Research supports the

concept that most teachers teach the way they learn‖ (Stitt-Goheds, 2001, p. 137).

Dunn and Dunn (1979) claimed that teachers’ teaching styles correspond to their

learning styles. Based on their personal learning experiences, teachers tend to teach

students how they themselves learn the best and introduce learning strategies that have

benefited their own learning. The same learning strategies, however, may not work well

for all of their students. Therefore, Dunn and Dunn indicated that teachers should adjust

their preferred way of teaching to reach each student.

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Grasha (2011) in his study presented the idea of viewing teaching style in terms

of its elements. He defines teaching style as several elements that teachers

demonstrate in every teaching-learning moment—behaviors, roles, instructional

practices, characteristics, and beliefs. He agreed with Dunn and Dunn and claimed that

educators should modify their teaching styles so as to meet the needs of all students.

On Teaching Style and Student Learning

Few can deny that every student learns and responds to information uniquely. To

better serve a student’s learning needs, researchers have discussed the role of

teaching style in student learning. Many of those researchers support the view that

matching teaching and learning styles improves student achievement (e.g., Stitt-

Gohdes, 2001; Henson, 2004; Hou, 2007). Zeeb’s (2004) research indicated that

aligning learning styles of students with teaching styles of instructors could lead to an

improvement in academic performance. He examined how junior high students learned

and how their teachers taught and found that there was a disconnect between students’

learning styles and their teachers’ teaching styles. Zeeb used the information obtained

from assessing learning and teaching styles to help teachers modify their teaching

styles to accommodate varying learning preferences, which resulted in improving

students’ test scores.

Farkas (2003) investigated the effect of teaching styles on two groups of

seventh-grade students. Students in the experimental group preferred similar learning

styles and were taught according to their preferences, while the control group was

taught with a conventional teaching style. In this study, the students in the experimental

group, who received a teaching style that matched their preferred learning styles,
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outperformed the control group academically. The experimental group also showed

more positive attitudes toward learning, more understanding of people’s feelings, and

an increased ability to transfer what they had learned from one area to another.

Researchers have classified teaching style in many ways and have considered

certain teaching styles more effective in improving student learning. Curtin (2005)

studied a group of English as a Second Language (ESL) students and their teachers

and categorized teaching styles as didactic and interactive. Didactic teachers make

most of the decisions in the classroom, emphasize teaching the content, and put

students in a passive role. On the other hand, interactive teachers allow for the diverse

learning styles of their students, place much emphasis on the teaching and learning

process, and expect students to be active learners. The findings of Curtin’s study

suggest that teachers who adopt an interactive teaching style can better meet the

unique needs of their ESL students. The interactive instructors utilized more cooperative

learning strategies along with numerous activities that worked best with ESL students.

Students’ Perceptions of Teaching Styles

Since student achievement is influenced by factors other than the teacher’s

actions, it is also important to understand students’ perceptions of teaching styles, as

these relate to their own learning. Accordingly, research studies have been conducted

to examine students’ perceptions of teaching styles. The studies enable educators to be

aware of students’ perspectives and to recognize the need to make adjustments in

teaching.

In a study conducted by Norzila, Fauziah, and Parilah (2007), 175 college

students took a questionnaire adapted from Grasha’s Teaching Style Inventory (1996)
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to see if there were differences between students’ perceptions and preferences of their

English language lecturers’ teaching styles. The researchers found that there were no

gender differences in students’ preferred and perceived teaching styles. However,

students preferred learner centered teaching styles, whereas the most frequently used

teaching styles of lecturers were teacher-centered in nature. Hughes (2009) researched

the relationships between teaching styles perceived by students and teaching styles

adopted by instructors. A total of 117 students participated in the study and were put

into either a control group or an experimental group. The instructor taught control-group

students pre-calculus with a conventional lecture-based approach. The other hand, two

instructors in the experimental group adopted a teaching style that increased student

involvement; they also provided real-life examples and sufficient time for students to

learn a concept by asking questions. The results showed a significant difference in

students’ perceptions of teaching styles between the control group and experimental

group. The results also revealed that students felt they learned better when instructors

employed a teaching style that was more interactive than when instructors adopted a

conventional lecture style.

As cited in Chen (2008) developed an instrument for investigating junior high

school students’ perceptions of their teachers’ teaching styles as part of his thesis

project. He produced the Junior High School Teacher’s Teaching Style Questionnaire in

an effort to classify teaching styles of educators (i.e., authoritarian, democratic, laissez-

faire, or indifferent), based on Sun’s (2007) teachers’ discipline style inventory. In his

research of 1,587 students, Chen found that the most prevalent teaching style

perceived by students was the indifferent teaching style. The findings of the study

showed that there were significant differences between students’ perceived teaching
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styles and their academic achievement. Students who perceived that their teachers

employed an authoritarian or a democratic teaching style scored higher on tests than

students who perceived a laissez-faire or an indifferent teaching style. Chen concluded

that students performed better academically if they felt that their teacher established

rules to manage their learning, but at the same time listened to students’ opinions

toward learning and gave them feedback.

Several research studies have been conducted to determine if there are

differences between teachers’ and students’ perceptions of teaching styles. McCollin

(2000) used the Principles of Adult Learning Scale (PALS) to investigate instructors’

teaching styles. The PALS was also adapted to measure teaching styles as perceived

by students. The sample consisted of 84 faculty members and 585 college students.

The data analysis, utilizing an independent t-test, indicated a significant difference

between instructors’ self-perceived teaching styles and students’ perceptions of

teaching styles. In another study, Kulinna, Cothran, and Zhu (2000) also examined

teachers’ perceived teaching styles. The researchers compared the results of their

study with those of Cothran, Kulinna, and Ward (2000), since the latter investigated

college students’ views of teaching styles. The study revealed, again, that teachers’ and

students’ perceptions of teaching styles differed significantly. Teachers used slightly

more styles than students observed. The study also showed that teachers and students

valued different teaching styles; however, the two groups had different opinions about

which teaching styles enhanced motivation and learning. Gifford (1992) also studied

how instructors and students viewed teaching styles. Her research participants were 34

instructors and 519 adult students. Gifford discovered that there was a disparity

between faculty’s and students’ perceptions of teaching styles.

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Student Achievement

Student achievement in the classroom is the result of a combination of variables.

Of these many variables, motivation of the student seems to be of utmost importance.

Recent experiments have shown that a person's motivation to achieve in school

depends largely on his self concept. These experiements stem from the theories of men

working with self concept and learning. Coombs (1958, p. 315) has stated that, "How

any person behaves at any moment . is dependent upon two things: how he sees

himself and how he sees the world in which he lives.'' He also felt that many people in

our society are unfortunate victims of their self concepts. Even though these people

may have the capacity to learn or perform something, they fail to do so since they

believe they are inadequate. Landsman (1961-62, pp. 290-291) added further support to

the idea of learning having a direct connection with self concept. He said that " . learning

is internalized more rapidly as it is perceived by the learner as being related t o positive

aspects of his self . .material which is meaningful to the learner is learned more rapidly

and retained longer in contrast to the learning of nonsense material." Other researchers,

such as Brookover (1958) and Cottle (1965), have also stated that the functional limits

of one's ability to learn and his desire to learn are determined by his self concept. The

more stable and realistica person's self concept, the more energy and desire a person

will have

to attain those goals set forth in an academic setting.

Generally, the literatures reviewed shows that teaching style and learning

strategy have been defined in many ways. Research has shown that teaching students
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to use learning strategies is necessary to ensure a successful learning experience. It is

similarly crucial for teachers to know their own teaching styles from students’

standpoints because students are aware of and also influenced by their teachers’

teaching styles. The clarification of the relationship between students’ perceptions of

teaching styles will offer educators suggestions that will be helpful in modifying their

teaching styles. This researcher believes that it will also help educators consider how to

provide instruction that intends to encourage junior high school students to develop

meaningful learning strategies.

CHAPTER 3

METHODOLOGY

This chapter presents the research methodology to be utilized in this study. They

are composed of the research design, the research environment, the sampling design,

the research participants/respondents, the research instruments, the data-gathering

procedure and the data analysis sections.

Research Design

This study is a quantitative study that employs correlational method since it aims

to investigate the teaching styles and students’ achievement form the perspective of

students and teachers. This study also utilized survey questionnaires to determine the

teacher’s effectiveness in teaching and student achievement.

Moreover, this research will also employ interview to support the numerical data

on and to be more plausible and reliable in the analysis.

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Research Environment

This study will be conducted in Private Schools in Aurora West District.

Preferably Santa Teresita Academy and Aurora Pioneers Memorial College. The

municipality of Aurora is situated in plateau 0f 1,000 feet above sea level between

longitudes of 123 degress, 30’ and 123 degrees, 20’ east and latitudes 7 degrees, 55’

and 8 degrees North. It is bounded on the North by the Dipolog River separating from

the municipality of Kapatagan on the southeast by the municipality of Ramon

Magsaysay.

The municipality of Aurora is strategically located that it could be assessed from

various points. The town proper (Poblacion) is situated at the junction of the highways

leading to Ozamis City, 75 kilometers to the North of Iligan City, 105 kilometers to the

east of Pagadian City to the South and a provincial road leading to Midsalip, 36

kilometers to the west. It could be assess from the Panguil Bay as the municipality

embraces part of the isthmus separating Panguil Bay and Yllana Bay joining

Zamboanga Peninsula and the Mindanao Mainland.

Particularly, the study will be conducted in Santa Teresita Academy and Aurora

Pioneers Memorial College. The respondents are purposively chosen because of its

consistent high academic status. The researcher wants to know how the teachers

maintain this good standing and share the good practice to its neighboring schools in

the municipality to better produce quality students.

Sampling Design

Proportional stratified random sampling technique and structural equation

modeling (SEM) is used to test the proposed hypotheses. Hypothesis testing with SEM
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is divided into two major classes: (a) the overall model accuracy test of the model and

(b) the significance test for the estimation of individual parameters. Both of these types

of tests assume that (a) the SEM used as the basis is true, (b) that the data used to test

the model follow a common multivariate distribution in the population where the sample

is determined. SEM is a statistical modeling technique that is very cross-sectional, linear

and general. SEM becomes a more powerful analysis technique because it considers

interaction modeling, nonlinearity, correlated independent, measurement error,

correlated error term, multiple latent independents, each of which is measured using

many indicators.

Research Participants

The researcher will utilize 20 teachers from Sta. Teresita Academy and 15

teachers from Aurora Pioneers Memorial College. The study will also utilize 25 Grade 7

students from Sta. Teresita Academy and 20 Grade 7 students from Aurora Pioneers

Memorial College. Cooperation of the respondents is highly recommended in

conducting this study so that data will be completely consolidated and documented. The

following will be the respondents of the study from the teachers and grade 7 students of

Sta. Teresita Academy and Aurora Pioneers Memorial College.

Table 1. Number of Teacher-Respondents by Grade Level

Sta. Teresita Academy Aurora Pioneers Memorial College
Grade Level No. of Grade Level No. of
Respondents Respondents
Grade-4 3 Grade-4 2
Grade-5 3 Grade-5 2
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Grade-6 3 Grade-6 2
Grade-7 2 Grade-7 2
Grade-8 2 Grade-8 2
Grade-9 2 Grade-9 2
Grade-10 3 Grade-10 1
Grade-11 2 Grade-11 1
Grade 12 1 Grade 12 1

Total 20 15

Table 2. Gender Distribution of the Grade 7 Respondents

Sta. Teresita Academy Aurora Pioneers Memorial

College
Male Female Male Female Total
15 10 10 10 45

Research Instruments

A School Teacher Effectiveness Questionnaire (STEQ) developed and validated

by Akram (2018) will be adopted and modified as instrument for data collection. The

STEQ comprises 26 items with 5 factors. The items of the factors were scaled as Never

(1), Rarely (2), Sometime (3), Often (4), and Always (5); meaning that the students’

perceptions as never would indicate that their teachers never demonstrated

effectiveness in that item and standard, and students’ perceptions as always would

indicate that their teachers always demonstrated effectiveness in that particular item

and that standard. The content validity of the STEQ will be ensured through experts’

and practitioners opinions. The five scales will be combined to demonstrate higher level

of reliability (α=.88) with factor-wise reliabilities ranged between .70 and .76. Exploratory
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factor analysis will determine the goodness of fit as Bartlett’s test of sphericity, χ=

10264.54, df= 325, p = .000, and a Kaiser–Meyer–Olkin measure ofsampling adequacy,

KMO= 0.94. Confirmatory factor analysis will hopefully reveal that the measurement

model fitted the data well: Chi-square index fit with χ=899.65, p=0.0, Root Mean Square

Residual (SRMR) =.02, Goodness of Fit Index (GFI) =.98, Comparative Fit Index (CFI)

=.98, and Root Mean-Square Error of Approximation (RMSEA) =.0

The modified instrument will be pilot tested to another group of respondents who

have close similarity with the target participants. Should the result of the pilot testing be

positive, only then the instrument be floated to the actual participants.

Data Gathering Procedures

The researcher will commence the gathering of data after the Thesis Panel will

give the approval of the Thesis Proposal. The researcher then will ask for permission

from the School Principal of the target school. Upon approval, the researcher will

schedule appointments to arrange for the actual survey to give enough time for the

target participants to reflect and to ensure a more accurate and quality information. Prior

to the distribution of instruments, participants will be briefed of their rights and

privileges. They will also be asked to sign an informed consent for teachers and assent

for students. For documentation purposes, video cameras and field notes will be used

with the permission of the participants. Different schedules will be followed for each

group of participants. The questionnaires will be simultaneously retrieved and collected

by the researcher.

The gathered data will be consolidated, tabulated, analyzed, and interpreted

using statistical tools such as frequency count, percentage, rank order and mean.
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Data Analysis

A quantitative analysis will be used in the study. In order to answer the research

questions, the data from the questionnaires and demographic information will be

analyzed with the aid of statistical analysis software (SPSS).

The data for teaching style will be calculated by examining the frequency with

which each strategy was used. A Chi-Square test will be employed to see if any

strategies were used significantly more than others.

The relationship between teaching styles and gender will be examined

by using Crosstabs with a Chi-Square test to assess the frequency of strategies

teachers used the most and to determine whether there is a significant difference in the

most frequently used strategies between male and female teachers. The teachers’

dominant teaching style, as perceived by students, will be examined by using a Chi-

Square test on the perceived teaching styles data. The test will be used to see if

students perceive their teacher’s teaching style similarly or differently and to reveal the

most frequently perceived teaching style.

For the research question whether a relationship exists between Grade 7 high

school students’ perceived teaching styles and their achievement in the four macro

skills, Crosstabs with a Chi-Square test will be used to determine whether there is a

significant relationship between these variables.

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Callahan, J. F., Clark, L. H., & Kellough, R. D. (2002). Teaching in the middle and
secondary schools (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Chang, W. (2002, April). The impact of constructivist teaching on students' perceptions
of
teaching and learning. Paper presented at the Annual Meeting of the
National Association for Research in Science Teaching, New Orleans,
LA.
Chen, Y.-C. (2008). An investigation of the relationships between teaching style and
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