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makes them differentiate in their thinking, speaking and doing activities beyond world
competition. The teachers, being the focal figure in education, must be competent
and knowledgeable in order to impart the knowledge they could give to their
they posses towards thier works.. Teacher attitude have great impact on pupil’s
‟motivation and their achievement in the subject. The concern of teachers should be
the students' achievement. 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
learning. Myers (2006) stated that “motivation as a need or desire that serves to
energize behavior and to direct it towards a goal.” George (2000) defined motivation
person’s level of effort, and a person’s level of persistence in the face of obstacles”.
effective on students learning. Due to motivation students do any task and achieve
the goal. Motivation increase speed of work and a person is doing everything to
and learner achieve the task because she has a direction and performance of
learner is increase.
As has been said, what happens in the classroom depends on the teacher's
ability to maintain pupils' interests. Thus, teachers play a vital role in effecting
classroom changes.
This action research aims to determine the Teacher’s Attitude and Its Effect
Considering one’s teaching style and how it affects students’ motivation greatly
has been geared towards the effect of teacher’s teaching attitude on pupils’
motivation.
II. Review of Related Literature
One of the primary concerns of every teacher is to help students better in the
effective on students learning. Due to motivation students do any task and achieve
the goal. Motivation increase speed of work and a person is doing everything to
and learner achieve the task because she has a direction and performance of
learner is increase.
success. Motivation is a factor of high or low of the goal (Brown, 2001: 75). Teachers
motivate the students and achieve their task without motivation this is difficult to
student is expected to learn. In the current era of high stakes testing, however,
teachers often ―teach to the test and spend little time helping the student learn how
(2009) wrote all the students in class exchange and share ideas about a given topic
with the teacher as their leader. Here is where a teacher spends more time
communicating with individual children than they were doing whole class teaching/
achievement in the subject. Many students attend classes just because of the
influential teaching style, on the contrary some teachers fail to develop a learning
the teaching learning process would be ineffective for he motivates guides and
directs the learner‟s in the quest for knowledge. Since acquisition of knowledge on
the part of the students takes place in an environment conducive to learning, the
library, medical clinic, equipment, teaching aids and instructional devices should be
well kept. The curriculum is that is viable should include the learning activities and
the strategies to be used so that the desired goals can be fully realized. Et.al Zulueta
(2002).
as these relate to their own learning. Accordingly, research studies have been
found that there were no gender differences in students’ preferred and perceived
in nature.
This paper sought to determine the Effect of Teachers Attitude in Motivating of the
1.1 gender
3. What are the different teacher attitude used by the teachers to motivate the
learners?
categories?
4.1 attitudes
4.3 homework
4.4 grades
This study is limited among the thirty – one (31) Grade 4 pupils of Palingowak
Elementary School. It focuses on the teacher teachers attitude and its effect on
learner’s motivation. In order to come up with the desired information, the
respondents, the teachers attitude and how teachers attitudes affect in motivating
homework, grades and teaching styles. Open-ended questions will also be given for
students' opinion, ideas and feelings towards the teacher and the subject. Both
teachers and learners will be benefited from the results of this study.
The researcher utilized a descriptive method of research, and the data was
the effect of the teacher’s teaching style on Grade Four pupils’ motivation.
Descriptive method 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 will use questionnaires,
observations, interviews, students' class work and other student outputs for this
study. 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.
Observation refers to what he/she sees taking place in the classroom based
the questionnaire.
The data gathered in this study are presented, analysed and interpreted in
this chapter. This part provides statistics that empirically answer the sub-problems
posed in this research. Tables are used to represent that data are made substantial
Table 1:
Male 4 11 15
Female 2 14 16
Total 6 25 31
Table I showed that out of the 31 student respondents, 48% were males and
52% females. There are 4 males and 2 females belong to the slow group and 11
males belong to fast group and 25 females belong to fast group. It is expected that
majority of the grade four pupils belong to the fast group of pupils in the class.
intellectual curiosity but are often less imaginative. They relate more to the subject
matter than to the teacher. Fourth grade students look for explanations of facts, how
things work, and why things happen as they do. In addition, the ability to deal with
100-96 95-91 90-86 85-81 80-76 75-71 70-66 65-61 Below Total
60
Male 0 0 3 5 4 3 0 0 0 15
Female 0 0 9 4 3 0 0 0 0 16
Total 0 0 12 9 7 3 0 0 0 31
Table 3 showed that 39% of the respondents had final grades between 90-86
in all subjects, 29% lies between 85-81, and 23% scored between 80-76. However,
on the low group, 9% of the respondents had grades 71-75 that shows some of the
pupils got low grades. This seems that these learners need more attention and
Table 3
weighted mean of 4.33, teachers compliments with pupils good manner with the
weighted mean of 3.65, teachers shares his / her experience with the weighted
meand of 3.65 and teacher explain to pupils to understand thier homework with a
weighted mean of 3.50. According Mamood (2014) Teaching attitudes have great
impact on students ‟motivation and their achievement in the subject. Learning will be
beneficial for teachers in particular, with the help of this study the teachers will be
able to know about their own teaching styles and their effectivenes.
Table 4
Table 4 revealed that teacher attitude is effective for pupils motivation – attitude, 97% of the
pupils strongly agree that they love all the subjects because it gives them opportunities to discover
and explore things around them. 84% believes they always ready to attend their class. And 77%
strongly disagree that they don’t like to attend the subject because it is difficult. Oxford Advanced
Learners’ Dictionary (2008,) defines the term attitude as: “the way you think and feel about
somebody or something, and the way that you behave towards somebody or something shows
how you think and feel”. The way teachers teach should match the way students learn.
The concern of teachers should be the students' style of learning. Teachers can then
Table 5
For student motivation for class participation 90% of the respondents affirm
that they always prepared in class. 75% do their assignment consistently and 58%
believe that the activities do not help them to understand the concept.
transformed by pupils, and cannot just be transmitted from teacher to pupil. Teaching
interaction between pupils and teacher, and, especially through interaction between
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
unfinished work, developing independent study skills and involving parents in helping
For student motivation-grades, 65% got good grades. 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 the lessons concepts and knowledge, while 80% thought that
grading is fair.
Test items are concrete tasks or activities that match the child’s ability to
respond; nevertheless, validity and reliability are affected by such factors as the
child’s limited attention span and willingness to attempt to respond to the examiner.
As children enter preschool years, more instruments are available for evaluating
On the other hand, the data under teacher attitude as noted on table 4
showed that 74% of the students strongly agreed that they have a good relationship
with their S teacher and no one disagreed. Same number is noted that their
teachers used materials that were easy to understand. 42% said that their teachers
presented the lessons in many ways. More than half of the students said that they
understood the way their teachers explained the lesson while 25% were not sure of
their answer. 26% said that they got feedback from their teacher.
that is why as much possible, they must be equipped with the knowledge of the ever
Moore (2005) found out that the effective teachers are proactive, that is, they
content in the particular fields, aware of the characteristics of their students, and
From the findings of the study, the following conclusion were drawn:
1. Most of the respondent belong to the fast group of learners. Pupils seem
2. The data that were collected from this research helped the teachers to
learning and helped them persists in fulfilling their learning goals even when they
4. Teachers give full attention to their pupils and pupils feel that teacher is taking
interest to thier work. Show an interest in their pupils and that they belong in
classroom.
RECOMMENDATIONS
1. Teachers should use the study to identify more different motiviation that will help
the learners to achieve quality learning and perform well in the class.
2. The teacher focus on the learner who needs attention in learning and helped
them persists in fulfilling their learning goals even when they encountered difficulties.
3. For the future Education major-researchers, a similar study may be conducted but
Agno, Lydia. (2009). Principle of Teaching 1: A modular approach, 839 EDSA, South
Triangle Quezon City.
Fischer, B. B., & Fischer, L. (1979). Styles in teaching and learning. Educational
Leadership,36(4), 245-254.
Muijs, David and Reynolds Daniel. (2011). Effective Teaching: evidence and
practice. Edition SAGE Publications. LTD 1 Oliver‟s Yard 55 City Road London ECIY
1SP. 2455 Teller Road Thousand Oaks, California 91320.
Zulueta, Fe. Et.al (2002) Teacing Strategies and Educational Alternatives. Academic
Publishing Corporation No. 621st St. Avenue, cubao Quezon City Philippines
QUESTIONNAIRES
Directions:The following questions ask your opinions about your teacher’s teaching style.
Please remember that there are no right or wrong answers, just answer the questions as
correctly as possible. To answer every question, you have to select from five options (never,
seldom, sometimes, often, and always).