THE EFFECT OF THE TEACHER'S TEACHING STYLE ON STUDENTS'

MOTIVATION ACTION RESEARCH SUBMITTED BY: MARIA THERESA

BARBEROS, ARNOLD GOZALO, EUBERTA PADAYOGDOG SUBMITTED TO:
LEE TZONGJIN, Ed.D. CHAPTER I THE EFFECT OF TEACHERS' TEACHING
STYLE ON STUDENTS' MOTIVATION
Introduction
The teachers, being the focal figure in education, must be competent and
knowledgeable in order to impart the knowledge they could give to their students.
Good teaching is a very personal manner. Effective teaching is concerned with the
student as a person and with his general development. The teacher must recognize
individual differences among his/her students and adjust instructions that best suit
to the learners. It is always a fact that as educators, we play varied and vital roles in
the classroom. Teachers are considered the light in the classroom. We are
entrusted with so many responsibilities that range from the very simple to most
complex and very challenging jobs. Everyday we encounter them as part of the
work or mission that we are in. It is very necessary that we need to understand the
need to be motivated in doing our work well, so as to have motivated learners in the
classroom. When students are motivated, then learning will easily take place.
However, motivating students to learn requires a very challenging role on the part of
the teacher. It requires a variety of teaching styles or techniques just to capture
students' interests. Above all, the teacher must himself come into possession of
adequate knowledge of the objectives and standards of the curriculum, skills in

teaching, interests, appreciation and ideals. He needs to exert effort to lead children
or students into a life that is large, full, stimulating and satisfying. Some students
seem naturally enthusiastic about learning, but many need or expect their
instructors or teachers to inspire, challenge or stimulate them. "Effective learning in
the classroom depends on the teacher's ability to maintain the interest that brought
students to the course in the first place (Erickson, 1978). Not all students are
motivated by the same values, needs, desires and wants. Some students are
motivated by the approval of others or by overcoming challenges.
Teachers must recognize the diversity and complexity in the classroom, be it the
ethnicity, gender, culture, language abilities and interests. Getting students to work
and learn in class is largely influenced in all these areas. Classroom diversity exists
not only among students and their peers but may be also exacerbated by language
and cultural differences between teachers and students.
Since 2003, many foreign professional teachers, particularly from the Philippines,
came to New York City to teach with little knowledge of American school settings.
Filipino teachers have distinct styles and expressions of teaching. They expect that:
education is interactive and spontaneous; teachers and students work together in
the teaching-learning process; students learn through participation and interaction;
homework is only part of the process; teaching is an active process; students are
not passive learners; factual information is readily available; problem solving,
creativity and critical thinking are more important; teachers should facilitate and
model problem solving; students learn by being actively engaged in the process;

and teachers need to be questioned and challenged. However, many Filipino

teachers encountered many difficulties in teaching in NYC public schools. Some of
these problems may be attributed to: students' behavior such as attention
deficiency, hyperactivity disorder, and disrespect among others; and language
barriers such as accent and poor understanding of languages other than English
(e.g. Spanish).
As has been said, what happens in the classroom depends on the teacher's ability
to maintain students' interests. Thus, teachers play a vital role in effecting
classroom changes.
As stressed in the Educator's Diary published in 1995, "teaching takes place only
when learning does." Considering one's teaching style and how it affects students'
motivation greatly concerns the researchers. Although we might think of other
factors, however, emphasis has been geared towards the effect of teacher's
teaching style and student motivation.
Hypothesis:
If teacher's teaching style would fit in a class and is used consistently, then students
are motivated to learn.
Purpose of the Study
The main thrust of the study was to find out the effect of the teacher's teaching style
on students' motivation.

Action Research Questions

This paper attempted to answer specific questions such as: 1. What is the effect of
teacher's teaching style using English As A Second Language Strategies on
student's motivation? 2. How does teacher's teaching style affect students'
motivation? 3. What could be some categories that make one's teaching style
effective in motivating students?
Research Design/Methods of Collecting Data
The descriptive-survey method was used in this study, and descriptive means that
surveys are made in order to discover some aspects of teacher's teaching style and
the word survey denotes an investigation of a field to ascertain the typical condition
is obtaining. The researchers used questionnaires, observations, interviews,
students' class work and other student outputs for this study. The questionnaires
were administered before and after ESL strategies were applied. Observation refers
to what he/she sees taking place in the classroom based on student's daily
participation. Student interviews were done informally before, during, and after
classes. Several categories affecting motivation were being presented in the
questionnaire.
Research Environment and Respondents
The research was conducted at IS 164 and IS 143 where three teachers conducting
this research were the subjects and the students of these teachers selected

randomly specifically in the eighth and sixth grade. The student respondents were
the researchers' own students, where 6 to 7 students from each teacher were
selected. Twenty students were used as samples.
To measure students' motivation, researchers used questionnaires which covered
important categories, namely: attitudes, student's participation, homework, and
grades. Open-ended questions were also given for students' opinion, ideas and
feelings towards the teacher and the subject. The teacher's teaching style covers
the various scaffolding strategies. The data that were collected from this research
helped the teachers to evaluate their strengths and weaknesses so as to improve
instruction. The results of this study could benefit both teachers and students.
Research Procedure
Data Gathering
The researchers personally distributed the questionnaires. Each item in each
category ranges from a scale of 5-1 where 5 rated as Strongly Agree while 1 as
Strongly Disagree. The questionnaires were collected and data obtained were
tabulated in tables and interpreted using the simple percentage. While the open
ended questions, answers that were given by the students with the most frequency
were noted.

Review of Related Literature

Helping students understand better in the classroom is one of the primary concerns
of every teacher. Teachers need to motivate students how to learn. According to
Phil Schlecty (1994), students who understand the lesson tend to be more engaged
and show different characteristics such as they are attracted to do work, persist in
the work despite challenges and obstacles, and take visible delight in
accomplishing their work. In developing students' understanding to learn important
concepts, teacher may use a variety of teaching strategies that would work best for
her/his students. According to Raymond Wlodkowski and Margery Ginsberg (1995),
research has shown no teaching strategy that will consistently engage all learners.
The key is helping students relate lesson content to their own backgrounds which
would include students' prior knowledge in understanding new concepts. Due
recognition should be given to the fact that interest, according to Saucier
(1989:167) directly or indirectly contributes to all learning. Yet, it appears that many
teachers apparently still need to accept this fundamental principle. Teachers should
mind the chief component of interest in the classroom. It is a means of forming
lasting effort in attaining the skills needed for life. Furthermore teachers need to
vary teaching styles and techniques so as not to cause boredom to the students in
the classroom. Seeking greater insight into how children learn from the way
teachers discuss and handle the lesson in the classroom and teach students the life
skills they need, could be one of the greatest achievements in the teaching
process.

Furthermore, researchers have begun to identify some aspects of the teaching

situation that help enhance students' motivation. Research made by Lucas (1990),
Weinert and Kluwe (1987) show that several styles could be employed by the
teachers to encourage students to become self motivated independent learners. As
identified, teachers must give frequent positive feedback that supports students'
beliefs that they can do well; ensure opportunities for students' success by
assigning tasks that are either too easy nor too difficult; help students find personal
meaning and value in the material; and help students feel that they are valued
members of a learning community. According to Brock (1976), Cashin (1979) and
Lucas (1990), it is necessary for teachers to work from students' strengths and
interests by finding out why students are in your class and what are their
expectations. Therefore it is important to take into consideration students' needs
and interests so as to focus instruction that is applicable to different groups of
students with different levels.
CHAPTER II PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents and analyzes data that answer the subsidiary problems of
the study. Table I showed that out of the 20 student respondents, 50% were males
and 50% females. Of the male students respondents, only 2 males belong to the
high group while 8 males from the low group. For the females, each of the group
had 5 respondents. It also showed that there were 7 respondents from the high
group and 13 came from the low group.

Table 1:Respondents by Gender

Gender Group
High
Low
Total

Male
2
8
10

Female
5
5
10

Total
7
13
20

Table 2 showed that out of the 20 students respondents, 80% of students were of
Hispanic origin; 10% of respondents were White (not of Hispanic origin); and 10%
were Black (not of Hispanic origin); while 0% were of American Indian, Asian or
Pacific Islander ethnicity. The results also showed that among the Hispanic, 40%
came from the low and 40% came from the high group. There were only 10% White
respondents from both groups. There were 10% respondents who were Black from
both groups.
Table 2: Respondents by Ethnicity
Ethnicity American Hispanic White

(not Black

(not Asian

Group

of Hispanic of Hispanic Pacific

High
Low
Total

origin)
1
1
2

0
0
0

8
8
16

origin)
1
1
2

Islander
0
0
0

or Others Total

0
0
0

10
10
20

Table 3 showed that 15% of the respondents had grades between 96-100 in
Science, 0% between 91-95, while 15% scored between 86-90, the same as the
range between 81-85. However, on the low group 25% of the respondents had

grades between 71-75, 5% each had a range between 66-70 and 61-65; while 15%
of the respondents did not have Science last year.
Table 3: Grades in Science
Grades 100- 95- 90- 85- 80- 75- 70- 65- Below

No Science last Total

Group
High
Low
Total

year
0
3
3

96
3
0
3

91
0
0
0

86
3
0
3

81
3
0
3

76
1
0
1

71
0
5
5

66
0
1
1

61
0
1
1

60
0
0
0

10
10
20

Table 4 revealed that for students' motivation-attitude, more than half of the
respondents agreed that they are always excited to attend classes this school year.
75% of the students believed that Science is fun and interesting. Similarly, 80% of
the respondents agreed that Science is important for them and 60% said that they
love Science.
For student motivation-participation, it showed that more than half of the
respondents affirm that they are always prepared in their Science classes. 75% of
the students participated in Science activities; 50% did their Science assignments
consistently.
For student motivation-homework, it could be noted that 60% of the students
completed their homework on time and 50% found homework useful and important.
85% of the students said that they got enough support to do homework at home
and 90% said that the teachers checked their homework.

For student motivation-grades, 65% got good grades in Science. 65% of the
respondents said that they study their lessons before a test or a quiz. More than
half of the respondents disagreed that the terms or words used in the test were
difficult to understand. Less than half of the respondents agreed tests measure their
understanding of Science concepts and knowledge, while 80% thought that grading
is fair. On the other hand, the data under teaching style as noted on table 4 showed
that 65% of the students strongly agreed that they have a good relationship with
their Science teacher and no one disagreed. 75% noted that their Science teachers
used materials that were easy to understand. 60% said that their teachers
presented the lessons in many ways. More than half of the students said that they
understood the way their Science teachers explained the lesson while 25% were
not sure of their answer. 75% said that they got feedback from their Science
teacher.

Table 4: Data on the Five Categories

CATEGORIES

5 Strongly4
Agree

A. ATTITUDE
1. I am always excited to attend my10

3 Not2

1 Strongly

Agree Sure Disagree Disagree

45

30

10

science class this school year.

2. Science is fun and interesting.
15
3. I hate Science. It is not important
5
for me.
4. I don't like Science at all. It is
0
difficult to learn.
5. I love Science. It gives me
opportunities

to

60

15

15

20

60

10

30

55

15

45

30

20

35

30

35

40

15

10

25

25

45

10

40

40

15

25

20

40

45

20

20

25

30

10

10

15

25

40

20

10

40

45

experiment,

discover and explore the things

around me.
B. PARTICIPATION
1. I'm always prepared in my
Science class.
2. I participate actively in Science
activities by asking questions.
3. I do my Science assignments
consistently.
4. Science activities do not help me
understand concepts easily.
5. I feel bored in my Science class. 0
C.HOMEWORK
1. I complete my Science
15
homework on time.
2. I find homework very useful and
25
important.
3. Science homework is difficult to
0
do.
4. I don't get enough support to do0

my homework at home.
5. My teacher does not check my
0
homework at all.
D. GRADES
1. I got good grades in Science.
25
2. I study my lessons before a test
20
or quiz.
3. The terms/words used in the test
0
are difficult to understand.
4. The test always measures my

10

30

60

40

30

45

25

15

30

45

10

understanding of Science concepts10

30

20

20

20

10

10

35

45

20

15

30

15

30

30

15

20

the10

10

25

40

15

and knowledge learned.

5. The grading is not fair.
0
E. TEACHING STYLE
1. I have a good relationship with
65
my Science teacher.
2. My Science teacher uses
materials

that

are

easy

to45

understand.
3. My Science teacher presents the
lesson in a variety of ways.
4. I don't understand the way my
Science

teacher

explains

lesson.
5. I don't get any feedback about
my understanding of the lesson15
from my Science teacher.