1

Chapter 1

The Problem

Introduction

Teaching styles refers to the way teachers teach, which includes their distinctive

mannerisms, complemented by their teaching behaviors and choice of instructional

strategies. The teachers’ predominant teaching style affects the way they present

information and how they interact with pupils. The manner and pattern of those

interactions with pupils clearly show their effectiveness in promoting pupil learning and

self-esteem.

Teaching styles affect teachers’ effectiveness. Each style plays important role in

determining how pupils receive and process information. Understanding the different

types of teachers will help improve the teaching styles, resulting in better classroom

discipline and greater pupils learning.

Obviously, a teacher cannot reach every pupil on the same level during one

lesson, but implementing a variety of teaching styles throughout the lesson allows all the

pupils will have the chance to learn in at least one way that matches their learning style.

In Iligan City Central, North 1,North 2,Northeast 1-A,East 1,South 1-A and South

1-B the Science teachers use teaching styles in a number of ways. Their styles can be

characterized as autocratic, permissive, and democratic. These styles reflect the teachers’

view of child behavior and classroom teaching practices (Dreikurs, 1972). Autocratic

teachers have low opinion of human nature and believe that students cannot or will not,

control their own behavior. Permissive teachers, have a naively optimistic view of

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human nature, believing that if left alone, children will make good decision and behave

favorable. Democratic teachers act as leaders who provide opportunities for pupils to

become active participants in their education.

Greater awareness of teaching styles can make teachers effective in teaching.

Shindler (2004) says as teacher become more knowledgeable of her own teaching

preferences, it is easier to teach in ways that will work better for the pupils. Tuckman

(1995) posited that effective teaching involves effective organization and management,

that which causes pupils to learn and grow or one which is accepted by teachers and

other educational professionals. He also specified that no single approach is best. This

implies that there is no standard teaching style that is teacher should strive to follow.

The main reason that Science teachers vary their styles in delivering instruction is

to improve academic achievement and to make the lesson enticing to the pupils. For

most teachers, academic achievement is a reflection of the various efforts exerted as well

as the teaching competence. Numerous training, seminars and workshops in the

Philippines, particularly in the basic education level which lags very far behind other

countries in the world. This is manifested in the result of the Third Internal Mathematics

and Science Study (TIMSS) and Second International Science Study (SISS) which

placed the Philippines far from other participating nations. The Philippines rank

seventeen 17 almost at the bottom of the list during the SISS and similar outcomes were

revealed in the 1995, 1999 and 2003 TIMSS ( The Australian Education Journal,

Volume 34,No. 1 April 2007). There are many factors to consider behind these dismal

results, teaching style could be one.

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Parallel to this, pupils in the Division of Iligan City also felt the difficulty in

approaching Science subjects. This claim is manifested in the Mean Percentage Scores

(MPS) in the National Achievement Test (NAT). Scientific ability of intermediate pupils

in the seven 7 districts for a year had been noted below 75%. In the year 2009-2010, the

MPS of the North I pupils was 47.78, City Central 45.27, East 46.92, South I-A 39.38,

Northeast 1-A 38.39, South 1-B 24.26 and North II District 45.00. These results for a

year did not meet the regional MPS of 75%. These results are saying that the pupils of

Iligan City have low scientific ability. The report from the Trends in International

Mathematics and Science Study (Boston College, 2003) revealed that the Philippines

ranked to the last in terms of average achievement in Science. This exposed the reality

that our educational setting especially in Science education is in quandary.

Based on these facts and observations, the researcher was challenged to

investigate the teachers’ teaching styles and pupils’ achievement in intermediate

Science. It is on this context that the researcher finds it significant to conduct the study

in the hope of finding whether the teaching styles of Science teachers have any

significant correlation to the academic achievement in Science among intermediate

pupils. This study is hoped to contribute to the development of Science teaching-

learning process and raise the academic achievement of intermediate pupils, particularly

in Science.

The Conceptual Framework

This study is anchored on Dreikurs (1972). These theories affect or influence the

teachers teaching styles of their teachers. Their styles can be characterized as autocratic,

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permissive, and democratic these styles reflect the teachers’ view of child behavior and

classroom teaching practices.

Teachers should constantly reflect their teaching styles and should incorporate

new changes as per the needs of learning. Teachers should be able to find the strength as

well as weaknesses of their teaching styles. There are different types of teaching styles

adopted by different teachers. Deciding on what type of teaching style to be adopted is

complex for teachers. They need to understand how a particular teaching style can

influence the learning of pupils and what are the merits and demerits of teaching style.

Teachers should adopt a teaching style that can promote some important

characteristics among pupils. These are: Autocratic style, Permissive style and

Democratic style.

Autocratic teacher is often described by pupils as a screamer. This teacher

expects children to obey and if they do not this type of teacher has a little management

abilities beyond constant yelling at the pupils to get them back in line. Pupils may obey

this teacher but mostly out of fear, and the teacher will blame the discipline problem in

class on the pupils.

Permissive teacher is one who really just wants to friends with her pupils. She

may plead with pupils to raise their hand of follow other simple rules, but does not have a

firm discipline plan in place. While pupils may say they like this type of teacher, when it

comes down to a difficulty, pupils know that the teacher will not take care of a problem

and will often try to take matters into their own hands as a result.

Democratic teacher is one who has an orderly classroom, a strong discipline plan

and is caring and supportive. Pupils respect this teacher and know that they can go to her

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with problems of any kind no matter how big or small. With this style of teaching is

ideal, it can be difficult to achieve.

Considering of the investigation, this study revolves around teachers’ teaching

styles and pupils’ achievement in intermediate Science in seven 7 Districts. As viewed in

this study, the teachers teaching styles really affect the learning performances of the

children which require resources. The teachers must engage in responsive, flexible and

feasible strategies and methodologies to ensure the effective learning of pupils.

The researcher, being a teacher will pursue a study of this nature to explore

further the teachers’ teaching styles in relation to the learning achievement in Science of

their pupils. Achievement outcomes largely depend on pupils’ engagement in the

classroom activities. Balsamo (2008) posited that pupils who are engaged tends to learn

more and are receptive for further learning. For pupils to be engage, teaching styles must

be appropriate otherwise they will make the pupils bored and non-participative (Dasari

2006). In Science, teaching styles must be varied to make the subject matter attractive to

pupils considering it is difficult and demanding being both conceptual and mathematical

( Guttersrub 2002 and Bjorkhaug 2004)

Academic achievement is the main goal of teaching and learning. It is a feedback

tool in terms of the level of literacy acquired by the learner and the necessary action the

teacher has to do base on results. It determines how pupils are progressing towards the

standard set at the beginning of the lesson or the desired learning competencies required

by the Department of Education.

Formative evaluation is an integral part in assessing academic achievement,

although it goes without saying that seatwork, assignments, and evaluated projects are

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included in quantifying (Corpuz and Salandanan 2003). This is consistent to one type of

learning acknowledged until at present by the Philippine elementary schools which is the

Bloom’s Taxonomy of Objectives which are Cognitive (Mental skills and Knowledge),

Affective (Growth in feelings or emotional areas or attitude), and the Psychomotor (

manual or physical ) skills. Examinations are formative evaluation of the mental skills or

the cognitive domain gained by the learners. The conceptual paradigm of the study is

shown in Figure 1. The independent and dependent variables are presented. The left box

shows the Independent Variables which are the teacher teaching styles describe by

Dreikurs (1972) namely the autocratic, the permissive and the democratic. The right box

shows the Dependent Variables which is the pupils’ achievement in intermediate Science.

The teachers teaching styles could passively influence the academic achievement in

intermediate Science, as shown by the line connecting the two boxes. These two

theoretical variables are connected with a straight line to show their correlation. It means

that the influence of the theoretical variables is vice-versa, affixing on the idea of

Thomson (1992) that it is a two-way relationship.

Figure.1. Presents the Conceptual Framework of the Study.

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Teaching Styles
(Dreikurs 1972)
Pupils’
Achievement
In
 Autocratic Intermediate
 Permissive Science
 Democratic

Figure 1. The Conceptual Framework Showing the Parameters of the Study.

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Statement of the Problem

This study ascertained the interaction of the teachers’ teaching styles and

intermediate pupils in Science in the Division of Iligan City for the S.Y. 2011-2012.

Specifically, this study will answer the following:

1. What is the teaching style practiced by the intermediate teachers?

2. What is the achievement level of Grade IV, V and VI pupils in

Science?

3. Is there a significance relationship between the teachers’ teaching

style and the pupils’ achievement in Science?

Null Hypothesis

The null hypothesis was tested at 0.05 level of significance.

H₀. There is no significance relationship in the academic achievement of

pupils’ and the teaching styles of teachers.

Significance of the Study

The result of the study would be greatly beneficial to the following groups of

people.

To the pupils. The pupils, being the recipients of learning will be greatly

benefited, since the result of the study shall point out the needed areas to be improved by

the teachers. It shall also give them the benefits of experiencing highly competent

teachers who will be the products of training seminars planned by the administrator.

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To the teachers. The teachers would be enlightened on the kind of behavior

they should develop in themselves that communicates enthusiasm, attracts pupils’

attention and reduces boredom with the results of the study.

To the Principals/Administrators. The findings of the study will provide the

school administrators an assessment and classification of the teachers’ classroom

teaching practices which will be the basis for a personal and professional development

program. The awareness that they gain from the results of the study will allow them to

motivate teachers intrinsically towards building a productive working relationship.

Delimitation of the Study

This study will be conducted in the Division of Iligan City this School Year

2011-2012. There are 13 Districts constituting this division ( DepEd Masterlist of Public

Schools, 2008) but the researcher administered the teachers’ inventory to 7 District only

following the systematic random sampling with proportionate allocation. From the

sampled schools, there are 118 Science teachers, who serve as respondents of the study.

Teachers who are non-science majors but handling Science subjects are tap as well.

The study assesses the teachers’ teaching styles and pupils’ achievement in

intermediate Science using the Grasha’s Teaching Style Inventory (1994). The Science

academic achievement test of pupils is assessing using Table of Specification (TOS). The

test items are extracted from the First and Second Grading Periodical Test of Grade IV, V

and VI. The data are delimited to the responses of the intermediate pupils sampled. The

data are statistically treated using mean, standard deviation, frequency, percentage and

Pearson Product Moment Correlation Coefficient at 0.05 confidence levels.

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Definition of Terms

To attain better understanding of the study, the following terms are defined

theoretically and operationally.

Teaching Style. Teaching style is a particular pattern of needs, belief and

behaviors that a teacher display in a classroom. It refers to a set of teaching tactics

(Galton 1980) or instructional format (Siedentop, 1991). In this study it refers to the

assessment of teachers by the pupils through the results of the Teaching Styles Inventory

designed by Grasha (1996) which are classified as Expert, Formal, Authority, Personal

Model, Facilitator and Delegator.

Pupils Achievement in Science. Achievement refers to the result gained in

the performance in terms of quality and quantity of work done (Brown 1989). In this

study, achievement is the grade obtained by pupils in the first and second grading on

Science subject.

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Chapter 2

Review of Literature

This chapter presents the literatures that are relevant to the present studies that are

important to the present investigation. The literature presented consists of concepts and

principles of teaching styles and its impact on the academic achievement of pupils.

On Teaching Styles

Bank (2002) stressed that a teacher can be a multicultural teaching styles. Every

teacher has a unique style of interacting with pupils and every teacher has a distinctive

style of teaching. There is no one “right” way to practice in teaching there is no single

preferred style. Teachers can vary their styles based on individual situation.

According to Tight (1996) teaching is “no longer seen as imparting knowledge

and doing things to the pupils, but is redefined as facilitation of self-directed learning”.

In the study of Salem (2001) teaching styles refers to the procedures or processes

adopt and employ by the teacher in order to achieve the day-to-day objectives of the

lesson. They are also the conglomerations of one’s views, convections and approaches on

the attainment of maximum results in the teaching-learning process. Teaching styles are

personal attributes of the teacher. They vary from one teacher to another. Teaching styles

may be classified as visual, auditory, group, kinesthetic, individual and tactile teaching

style. (1) Visual teaching style. The teacher presents the lesson through pictures, sketches,

diagrams, graphs or other related illustrations; (2) Auditory teaching style. The teacher

lectures or gives oral explanations most of the time; (3) Tactile teaching style. The

teacher adopts “hands on” activities; (4) Kinesthetic teaching style. The teacher engages

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the students in physical movements as they learn the subject; (5) Group teaching style.

The teacher adopts group interaction and group discussion techniques in the teaching

lesson; and (6) Individual teaching style. The teacher requires the individual recitations,

individual projects, assignments, ect.

Javis (2002) views teaching as both art and a science. In doing so, one can

combine the authoritarian didacticism approach with the democratic facilitator’s

approach with no limit on the combinations. Three main styles of teaching are

propounded; didactic, socratic and facilitative. (1) The didactic approach of teaching

primarily involves lecturing and is essentially teacher-center. Entwistle (1997). Fry,

Ketteridge & Marshall (2003) reminds us that although the lecture remains a major

method of teaching in child and continuing education, and is still recognized” as a useful

teaching tool” as it can provide a framework of ideas and theories but it needs to be

complemented by interaction and child-oriented strategies due to attention span and lack

of participation; (2) The Socratic method of teaching also emphasizes pupil-centeredness

and strong opposes didacticism. Brownhill (2002) illustrates how teachers can use either

authoritarian or non-authoritarian Socratic teaching position to enhance pupils to learn

independently and become critical thinkers; and (3) The facilitative approach of teaching

teases out previous learning and help pupils ‘make sense’ of experiences in relation to

real world events (Gregory, 2002).

On Pupils Achievement

Science is the study of the physical and natural world and phenomena, especially

by using systematic observation and experiment. Often, pupils find the subject difficult

because of the nature of the subject. Teaching must not only be concerned with the

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delivery of information but also to consider the determinants of pupils’ success and

failure in the Science class to improve teaching and learning experiences.

The achievement of pupils has been one of the important goals of the educative

process. This can be measured in terms of the extent of the academic achievement of

pupils. This shows whether the teachers’ and administrators in a school as a whole is

effective and efficient. Examining the academic achievement of pupils is a good indicator

for determining the quality of teaching. However, despite the mandate of educational

system for elementary academic as an indication of quality education, our basic education

institutions are targets of criticism. The roles of elementary and secondary teachers today

are complicated. They need to be competent in all aspects of learning.

Supersticioso (2009) Achievement refers to the quality of pupils’ work which can

be quantified in a form of tests which measures competencies like knowledge,

comprehension, application, analysis, synthesis and evaluation. It is also means the

competencies and skills that pupils developed after regular classroom interactions and

communication. Cazden (1990) focuses on a variety of different types of communication

that occur in classrooms, from "sharing time" to "public disagreements in pupil

discussions." She deftly marries analysis of university and teacher research findings with

rich examples of actual transcripts of pupils and teachers talking to reveal patterns in the

conversations. Cazden suggests that how pupils talk to each other connects directly with

their ability to use their minds well.

According to Brooks, M. (1993) many educators believe that the best way to learn

is by having pupils construct their own knowledge instead of having someone construct it

for them. This belief is explained by the Constructivist Learning Theory. This theory

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states that learning is an active process of creating meaning from different experiences. In

other words, pupils will learn best by trying to make sense of something on their own

with the teacher as a guide to help them along the way. Edward Thorndike (1990) support

this idea of active learning, a theory that proposes letting children learn themselves,

rather than receiving instruction from teachers.

As Keogh (1973) identify cognitive styles a consistent pattern exhibit by

individuals as they respond to their environment. She also wrote that responses may vary

across environment settings (Keogh 1977). Cognitive learning styles influence one's

control over the learning process and are reflected in teaching and learning strategies

employ by pupils and educators. Cognitive learning styles influence the strategic use of

learning strategies in order to acquire and retain information and develop academic skills

(Collier & Hoover, 1987). As Slife, Weiss, and Bell (1985) note, pupils who are

successful learners spontaneously use cognitive learning strategies when learning new

information. Successful learners use cognitive learning strategies selectively to retain

information and develop academic skills.

Johnsons (1988) explain that there are three basic ways pupils can interact with

each other as they learn. They can compete to see who is "best"; they can

work individualistically on their own toward a goal without paying attention to other

pupils; or they can work cooperatively with a vested interest in each other's learning as

well as their own. Of the three interaction patterns, competition is presently the most

dominant. The research indicates that a vast majority of pupils in the Philippines view

school as a competitive enterprise where you try to do better than the other students. This

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competitive expectation is already fairly widespread when pupils enter school and grows

stronger as they progress through school.

The reviewed foreign and local studies on the determinants of academic success

widened the researcher’s insights on the aforementioned variables to the learning and

interest in Science. Both foreign and local researchers are dominant to the finding that

there is a significant relationship between teachers’ teaching styles and pupils’

achievement in intermediate Science. These findings shore up the researcher’s confidence

as to the research hypothesis of this study.

From the literatures reviewed, the non-uniformity of the findings amidst positive

contentions of many authors, the benefits from teaching styles like fostering academic

achievement, lowering drop-out rate, and engaging pupils in the class encouraged the

researcher to look into the relationship of teachers’ teaching styles and pupils’

achievement in intermediate Science.

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Chapter 3

Methodology

This chapter presents the research design and methodology which include the (1)

research locale; (2) the respondents; (3) sampling procedure; (4) the research instrument;

(5) the data gathering procedure; (6) the administration of the instrument scoring

procedure; and (7) the treatment of the data.

This study used correlation method of research to test the relationship of teachers’

teaching styles with the pupils’ academic achievement test in Science. The design

allowed the researcher to identify the teachers’ teaching styles as well as ascertain the

level of pupils’ Science academic achievement. Systematic random sampling using

Slovins’s formula was employed in the study. Proportionate allocation was used to obtain

sample size from each of the school.

The Research Locale

This study will be conducted in the Division of Iligan City, Province of Lanao del

Norte, Region X for the School Year 2011-2012. There are thirteen (13) Districts under

the care and monitoring of the Department of Education. All of these schools could be

reach by jeep and habal-habal. There are 118 Science teachers in the seven 7 districts

who had been teaching Science classes in Grade IV, V and VI.

The Science teachers in the Division of Iligan City are exposed to different

Science enrichment activities like the (1) Science caravans like annual nature-educational

trips and camping’s; (2) in-service trainings which are conducted twice every year; and

(3) special workshops with new instructional materials like the computer based

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instructional resources. They participate in the year around activities mandated by the

Department of Education that are geared towards the acquisition of knowledge and skills

among pupils. Echo seminars are conducted during school base trainings as starter

seminar or midyear training, while the pupils are on semestral break. The schools are

required to submit their school program annually as a way of monitoring the loads given

to teachers. The teachers are signed according to their major fields.

As for this study the teachers’ teaching inventory is administered to seven 7

Districts and 26 elementary schools in City Central, North 1, North 2, Northeast 1-A,

East 1, South 1-A and South 1-B Districts. Figure 2 is an educational facilities map of

Iligan City showing the expanse of its territory and the distribution of public elementary

schools in the city to which the researcher did the inventory.

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Figure 2. Map of the City of Iligan Showing the Schools. Customized by the researcher

to show the 26 sample schools from the seven districts of the Division of Iligan City.

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The Subjects

The subjects of the study are the intermediate Science teachers from the seven (7)

Districts in the Division of Iligan City. They are handling Science and Technology IV, V,

and VI subject. Their teaching styles are assessed by the grade IV, V and VI pupils. The

distribution of respondents by district and school is presented in Table 1.

The grade IV, V and VI pupils whose Science academic achievement is measure

are also subjects of the study. The subject-respondents of the study are the grade IV, V

and VI pupils of the Division of Iligan City.

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Table 1

Distribution of Total Sampled Schools and Total Number of Teacher-Respondents from

each Sampled School in the Division of Iligan City SY 2011-2012
District Sampled Number of Intermediate
School Science Teachers (Respondents)
City Central Iligan City Central School 13
Iligan City SPED Center 3
North 1 Iligan City North I Central Scool 11
Cabili Village Elementary School 5
North 2 Doña Juana Actub Lluch Memorial Central School 6
Del Carmen Elementary School 3
Villaverde Elementary School 4
Puga-an Elementary School 4
Taluntunan Elementary School 1
Lumbatin Elementary School 3
Northeast 1-A Echavez Elementary School 3
Northeast I-A Central School 4
Acmac Elementary School 3
Kiwalan Elementary School 4
Savero Sara Memorial School 4
East 1 Iligan City East Central School 15
Luinab Elementary School 2
Bagong Silang Elementary School 3
Bayug Elementary School 4
South I-A Iligan City South 1-A Central School 9
Tubod Elementary School 4
Tipanoy Elementary School 3
South 1 – B Victor G. Guevara MES 1
Thomas Cabili Central School 3
Doña Josefa F. Celdran MES 2
Tambacan Elementary School 8
TOTAL 118

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The Research Instrument

The instrument of this study is the Grasha’s (1996) Teaching Style Inventory is

modified and use as a gathering tool for this study. The Science Academic Achievement

Test is use for assessing the pupil’s ability in Science.

Grasha’s (1996) Teachers Style Inventory is originally design to be use by

teachers to assess their personal teaching style. It is modified so that pupils can easily

assess their teachers’ teaching styles. It is modified into a 5-point Likert scale and in

simpler terms for pupils to easily describe their Science teacher using the following scale:

1- Strongly Disagree, 2- Somewhat Disagree, 3- Neither Disagree or Agree, 4- Somewhat

Agree and 5- Strongly Agree. The pupils just mark on the column corresponding to their

choice in the forty item inventory.

The Teaching Style Inventory was tried out to thirty (40) teachers of Lanao del

Norte. The said teachers are not included in the sample schools to avoid maturation. The

result of the try out revealed that the Teaching Style Inventory had a reliability of 0.883

(see Appendix ) based on the Cronbach Alpha coefficient. The minimum reliability value

is 0.7. After the reliability test, twenty (20) items are discarded and thirty (40) items are

retained based on the corrected item-total correlation. It implies that the Teaching Style

Inventory has internal consistency and appropriateness which measures the intent of the

study in the local setting.

The Teaching Style Inventory has three (3) categories namely: Autocratic,

Permissive, and Democratic. There were fourteen (14) items under Autocratic, twelve

(12) items under Permissive and fourteen (14) under Democratic.

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Administration of the Instrument

A letter of endorsement from the Dean, School of Graduate Studies, Bukidnon

State University, City of Malaybalay will be secured. The researcher proceeds to the

office of the Schools Division Superintendent of Iligan to ask permission to administer

the instrument. With prior permission from the administration of the seven (7) Districts,

the researcher obtains the names of the teacher-respondent.

The researcher personally administers the inventory to see to it that all the items

of the inventory will be answered. Also, to ensure that all the inventories are retrieve the

earliest time possible for immediate interpretation.

The respondents are made to understand that the purpose of the study and the

importance of their honest not only to them but also to the organization, the Department

of Education in particular. Likewise, the respondents will be assured that their answers

will be treated with strict confidentiality and their answers were use for purposes of the

study.

Try out of the Instrument

The instrument use in the study was tried out to selected respondents who were

teachers assigned in the different districts of Lanao del Norte. The try out is conduct to

find out the acceptability and understandability of the aspects and their corresponding

situations or descriptions. Try out is done following this procedures.

A letter of request to try out the questionnaire is prepared stating the purpose of

the try out. This letter is address to the principal for their approval. The researcher

identifies all teachers not handling Science subject. A covering letter is prepared stating

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the purpose of the try out. The researcher personally performs the try out. They

personally retrieves the questionnaires.

The Scoring Procedure

The Teaching Style Inventory scoring procedure is explained by Grasha (1996).

Rating assigned by the respondent to each item were measured in the space similar to the

below.

1. _____ 6. _____ 2. _____

4. _____ 8. _____ 3. _____
5._____ 11. _____ 9. _____
7. _____ 13. _____ 10. _____
12. _____ 16. _____ 15. _____
14. _____ 17. _____ 20. _____
18. _____ 19. _____ 25. _____
23. _____ 21. _____ 28. _____
29. _____ 22. _____ 30. _____
32. _____ 24. _____ 31. _____
33. _____ 26. _____ 35. _____
34. _____ 27. _____ 37. _____
36. _____ 38. _____
40. _____ 39. _____

______ ______ ______

(Sum) (Sum) (Sum)

_________ _________ _________

Autocratic Permissive Democratic

The ratings in each column are added. The Sum of the ratings in placed in the

corresponding space below each column. The Sum is divided by the number of items in

each column to obtain the average numerical rating assigned in the item with each

teaching style. The average ratings to the nearest decimal point are then written in the

space corresponding to the teaching styles. Score are range as Low, Moderate, and High

based on the test scores of each style with the scoring key guide.

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Teaching Style Scoring Key

Low Moderate High

Autocratic 1.0-1.66 1.67-3.32 3.33-5.00

Permissive 1.0-1.66 1.67-3.32 3.33-5.00

Democratic 1.0-1.66 1.67-3.32 3.33-5.00

For the interpretation of Low, Moderate and High Scores, the following limits are

considered.

Score Qualitative Description Quantitative Statement

3.33-5.00 High all characteristics/ traits of the teaching

style possessed by the teachers are
practiced almost always

1.67-3.32 Moderate all characteristics/ traits of the teaching

style possessed by the teachers are
practiced sometimes

1.0-1.66 Low all characteristics/ traits of the teaching

style possessed by the teachers are
seldom practiced

Academic achievement test in Science was adopted from the Division Periodical

Test for School Year 2008-2009. Only thirty (30) items were selected from a set of

questions to cover first and second grading lessons only. It was multiple choice type of

test with four choices for each number marked A,B,C, and D. The score were defined by

the number of correct responses.

The test was validated by experts as to content accuracy, clarity and readability.

The experts are composed of a Science teacher in the public schools, a professor in

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Science teaching and a college professor in Education. The experts affirmed that the test

was compatible with the content and topics in Science. The test items and directions were

clear. The language used was readable and suited to the reading ability level of the target

respondents.

Treatment of the Data

The following statistical tools will be employed to interpret the data:

For problem one and two, the mean, the standard deviation, rank and

qualitative description will be used. For problem no.3 t-test or Pearson R will be

utilized or used.

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