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TEACHER’S ENTHUSIAM ON CLASSROOM DISCUSSIONS

A Qualitative Research
Presented to the Faculty of the
Senior High School

Proverbs Ville Christian School

Km. 7 Central Park Road, Bangkal, Davao City

SOPHIA DANNIELLE A. GACUTAN


ZOE CHRISTY S. MORALES

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Proverbs Ville Christian School

APPROVAL SHEET

This Qualitative Research here entitled:

TEACHER’S ENTHUSIASM ON CLASSROOM DISCUSSIONS

Prepared and submitted by Sophia Dannielle A. Gacutan and Zoe Christy S. Morales. In partial

fulfillment of the requirements for Senior High School Department.

This has been examined and is recommended for acceptance and approval for ORAL

EXAMINATION.

Approved by the committee on Oral Defense with a grade of PASSED on April 22, 2019.

Accepted in partial fulfillment of the requirements for the Senior High School Department.

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Acknowledgement

The completion of this undertaking could not have been possible without the help of the people

who became part of this study for the whole semester.

We would like to express our deepest gratitude to our research teacher, Sir Robert Ladog who

has been a huge help to our research paper since the beginning and down to the very last of our

research journey. His unending patience and encouragements supporting us has been our

motivation to finish our paper. Without his guidance, this research paper would have failed and

would not have been pursued.

We would also like to acknowledge the participation of our respondents. We deeply appreciate

their willingness to cooperate and for their patience on their part of this research. And for our

panelists, Sir Jefferson Guinang, Ma’am Kristine Libre, and Ma’am Aubrey Pinili for their

honest critiques on our paper. It has help improve our work in terms of validity and reliability.

Lastly, we would like to mention God who has been with us through our struggles and through his

strength and guidance along the way, we were able to push through with our research. To God be

the Glory!

Truly Yours,

Zoe Christy S. Morales Sophia Dannielle A. Gacutan


Researcher Researcher

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TABLE OF CONTENTS

Chapter I: The Problem and Its Setting Page


1.1 Intoduction, Background of the Study 5-6
1.2 Statement of the Problem 7
1.3 Scope and Delimitations of the Study 7
1.4 Significance of the Study 8

Chapter II: Theoretical Framework


2.1 Review of the Related Literature 9-12
2.2 Review of Related Studies 12-14
2.3 Theoretical Framework 14-15
2.4 Paradigm of the Study 15

Chapter III: Research Methodology

3.1 Research Design 16


3.2 Respondents of the Study 16
3.3 Instrument of the Study 16-17
3.4 Validity and Reliability 17

Chapter IV: Presentation, Analysis, and Interpretation of Data 18-34

Chapter V: Summary, Conclusion, and Recommendation 35-38

References 39-41

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Chapter I

INTRODUCTION

This chapter contains the introduction, statement of the problem, scope and delimitations and

significance of the study to further elaborate on the definitions and variables used in the study.

Academic success is important to most Filipino students. This is usually linked to their

academic performance, which starts in classroom discussions, thus making teachers’ behavior

essential to their learning. According to Rashid (2018), one of the indicators of teachers’ behavior

on the academic performance of the students is their enthusiasm in teaching. Extensive research

has consistently shown an association between enthusiastic teaching and student learning (e.g.,

Murray, 1983a. l983b, 1985; Perry & Magnusson,1987,1989, as cited in Wood, 1988). This means

that enthusiasm is already considered a factor on students’ learning processes.

In Proverbs Ville Christian School, classrooms consist of students learning at different

phases, each to their own learning processes. Because of this, different teaching behavior are

employed by the school’s teachers to be able to cater to each student.

Teachers’ enthusiasm is defined by Collins (1978) as the output of the teacher’s

expressiveness in class. Most notions of enthusiasm focused on the delivery aspect (Keller,

Newmann & Fischer, 2013) whereas others defined it as being part of the teacher’s personal

characteristic (Kunter el al. , 2008; see also Frenze l, Goelz,, Lüdtke. Pekrun , & Sulton, 2009, as

cited in Keller et al., 2013). This has been known to have a positive correlation with students’

academic achievement, and that it has the power to positively influence student outcomes

(Brigham, Scruggs, & Mastropieri, 1992; Patrick, Hisley, & Kempler, 2000; Rosenshine, 1970, as

cited in Keller et al., 2013).

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With the said scenario, this study aims to determine high-school students’ perspectives on

their teachers’ enthusiasm during class discussion and identify how it helps them with their

learning processes to be able to inform teachers on how enthusiasm helps students achieve mastery

learning during classroom discussions.

Statement of the Problem:

The objective of this study is to determine students’ perceptions on teachers’ enthusiasm that

during classroom discussions and how it affects their learning. Specifically, this paper aims to

answer the following questions:

1. How does teachers’ enthusiasm affect students’ learning process during classroom

discussions?

2. Why is teachers’ enthusiasm important in classroom discussions?

3. How does teachers’ enthusiasm impact student engagement in classroom discussions?

Scope and Delimitation

This research studied on the high school students of this current generation (Generation Z),

specifically the high school students of Proverbs Ville Christian School. This research focused on

students’ learning processes during classroom discussions. The data gathered generalized the

students’ views and perceptions on teachers’ enthusiasm on the subject that’s being taught.

The research was conducted limited with the high school students of “Proverbs Ville

Christian School”. The students involved in the research were chosen carefully.

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Significance of the Study

This study aims to determine how teachers’ enthusiasm during classroom discussions affect

students in any way relating to their learning. To achieve this, the researchers gathered and

analyzed the necessary data that will benefit the following:

Students. This study will open a professional view for students during their critical time

of adolescence, that each individual student has their own way and pace of learning and to avoid

the risk of any sorts of harm to the health of students physically, emotionally and mentally in

school.

High School Teachers. The study will encourage teachers the importance of

understanding different types of learning personality of their students and will provide information

of students’ view on general teaching behavior whether they impact a negative or positive learning

environment. This study will be able to provide incentives for innovation of teaching enthusiasm

for teachers.

Future Researchers of this Study. The study will also provide prior knowledge and valid

references and for further understanding of the learning processes high school students during

classroom discussions for future researchers of this study and provide different sides and

perceptions of the research data gathered.

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Chapter II

REVIEW OF RELATED LITERATURE

Teachers’ enthusiasm is described as affective teacher orientation which includes

enjoyment, excitement, and pleasure for teaching in general and for teaching a specific school

subject (Kunter, Frenzel, Nagy, Baumert, Pekrun, 2011). According to Kunter, Klusmann,

Baumert, Richter, Voss, Hachfeld (2013), teachers’ enthusiasm is the strongest predictor for

instructional quality, which helps students succeed in their academic performances.

Studies have summarized the following eight indicators pertaining to teachers’ enthusiasm

that are significant in classroom discussions, namely voice speed and volume, demonstrative body

gestures, facial expressions, highly descriptive and illustrative words, eagerness in accepting

students’ insights, and maintaining general vitality and drive throughout the lesson (Collins, 1978,

as cited in Keller, et al., 2013):

On voice speed and volume. Voice pace is described as the speed at which you speak,

where the speaker speeds up or slows down for emphasis in communicating information

(Braithwaite, 2007). This is essential in order to avoid monotony in delivering a lecture, thus

catching the class’ attention. According to Talib, Nor, Razali, Ahmad, Sakarji &Saferdin (2017),

varying the pace in communicating and giving instruction effectively delivers instructional and

behavioral support that caters to wide range of students’ needs and abilities. Also, Joan (2013)

states that during discussions, the lecturer should maintain the pace to engage the students in the

lesson that’s being taught. Meanwhile, volume is described as to how loud or quiet a person speaks

(Micklo, 2012). Lecturers must utilize their voice and learn how to use it effectively while

discussing to maintain the energy and communication in class.

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On eye contact. Eye contact is said to be effective in catching the attention of the audience,

allowing oneself to be open in front of them (Volmink, 2015). Eye contact can also establish one’s

credibility in front of their audience, which also applies to classroom discussion settings (Ledbury,

White & Darn, 2004).

On demonstrative body gestures. Body gestures are classified as nonverbal

communication, wherein it can accompany, contradict, replace, complete, or accentuate the

message transmitted through words (Dobrescu & Lupu, 2014). A study conducted by Houser and

Frymier (2009) showed that effective nonverbal communication in teachers has a positive

relationship with the learners’ confidence in the subject area whereas teachers who aren’t efficient

with their non-verbal communication skills have a negative impact on students, making them

hesitate on their knowledge with the subject being discussed. Barry (2011) said that non-verbal

actions are more effective than using verbalization since it makes the communication process

easier. Furthermore, gestures are most useful when done with a spoken language while giving

instruction (Mohsin, 2015). When applied in a classroom setting, it was claimed that teachers’

gestures help learners associate a word to that certain gesture (Cook & Meadow, 2006). This is

turn helps them process the information better, aiding their learning.

On facial expressions. Facial expressions, the same as body gestures, are part of the non-

verbal communication (Dobrescu et al., 2014). An expression may compliment a certain message

delivered to another person/ group of persons (Gregersen, n.d.). When a teacher uses their face,

their students who are learning becomes imitators helping them retain the information and perform

it alone (Mohsin, 2015). Also, teachers impact their students during discussion with their facial

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expression such that it motivates them and raises their attentiveness in language learning (Tobey,

2008).

Choice of words. Communication is essential in a classroom environment, especially

during discussions. To be communicate successfully, teachers must carefully choose words that

students can understand with clarity, and words that are commonly used in their culture (Fillmore

& Snow, 2000). Smitherman (1977) showed an example where a teacher communicates with a

student whose speech pattern is different from the teachers’, resulting in confusion. This difference

can hinder a teacher from instructing the students effectively (Fillmore et al., 2000).

Accepting student insights. Interaction is defined as the comprehension of others’ ideas

besides one’s own (Rivers, 1987). Wells (1981) described linguistic interaction as a collaborative

activity. This type of interaction in the classroom can serve as a catalyst to students’ learning, since

being able to share their insights develops retention of the lesson that’s being discussed. Through

positive teacher-student interaction and relationships, students are more motivated to learn, which

benefits their academic performance (Whitaker, 2004).

Maintaining energy in class. To be able to put in time and energy into a profession, one

must be passionate about it (Carbonneau, Vallerand, Fernet & Guay, 2008). It is important that

teachers are dedicated and committed to students and learning (Mart, 2013). Since education runs

on energy, it is also important that the teachers, along with their students, administrators, and

others, are all energetic (Branden, 2015). Teachers play an important role in class because they are

in a position to maintain the energy-learning cycle of each student (Branden, 2015). They can

project their own energy in teaching to their students with general vitality, motivating them to learn

and helping them pay attention in class. According to Branden (2015), “Great teaching, the kind

that boosts the energy learning cycle in every student in class, is a learned competence.” Hattie

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(2009) states that to do this, they must continuously seek to improve their impact o the students.

In terms of classroom discussion, maintaining the energy throughout the lesson, and doing this

continually for the following discussions, will further improve student learning through motivation

and instruction.

Review of Related Studies

Based on the work of (Rashid, 2018), “The effect of a teacher’s behavior on the academic

performance of the students”, eight components were looked at from of his study’s indicators:

Clarity, Enthusiasm, Interaction, Organization, Pacing, Discloser Speech and Rapport, focusing

only on how a teacher’s behavior, (enthusiasm) in class affect a student’s academic learning

process in classroom discussions. From Rashid’s term of teacher’s behavior, it explained as

“behavioral manifestation of the act of teaching, done for facilitating the learning by a student or

a group of students. It therefore encompasses all the verbal and nonverbal behaviors demonstrated

by a teacher in effort to impart education within an academic setting.” From the enthusiasm level

of a teacher, does this type of behavior affect and impact on the learning process and classroom

negatively or positively based on levels of a teacher’s enthusiasm. As defined by Cambridge

Dictionary, enthusiasm is a “feeling of energetic interest in a particular subject or activity and a

desire to be involved in it, or a subject that produces such a feeling.” (Bettencourt, Gillet, Gall,

and Hull, 1983; Perry and Penner, 1990 cited by Wood, 1998) both conducted in a research

regarding teacher’s enthusiasm and its effects to students in class, both also resulted in positive

effects of a student’s attention and engagement in teacher-led instruction. As said by (cf. Kunter

et al., 2008) a teacher’s enthusiastic attitude usually considered to be a special mode of delivering

information to students, how teacher’s communicate through strong emotions such as excitement

in discussion on a subject being taught by that teacher, is one of the many factors in creating an

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effective learning environment with support of another study stating that, “Teachers are the most

important part of education” (Kaya, 2003)

Under the components of enthusiasm involving a teacher;varying the speed and tone or voice;

Maintaining eye contact with the group;using demonstrative gestures;movements of the body and

in space:exhibiting a lively facial expression;choosing highly descriptive and illustrative

words;being eager in accepting students' ideas and feelings; andmaintaining general vitality and

drive throughout the lesson, (Collins, 1978, as cited in Keller, et al., 2013) are used as a guide for

this study’s survey questionnaire for the respondents of student’s of Proverbs Ville Christian

School high schoolers of grades 7-10.

Although, many research works support the idea of how a teacher’s enthusiastic attitude in

class discussions gains significance to a student’s attention to the subject thus effecting their

learning process, enthusiasm as expressive behavior is unlikely to hold student engagement over

a long time if the student are otherwise not supported in their motivation and learning (cf. Patrick

et al., 2000). Expressive behavior could, however, foster students’ motivation and learning first

confronted with a new subject matter or could help build a bridge a dry topic (cf. Frenzel et al.,

2009). As concluded by (M. Keller et al., 2013), it seems plausible that enthusiasm could be

expressed through other engagement-, motivation- and contextualized teaching strategies. Once

identified, they can be considered for the development of future teacher training.As stated by

Pekrun (2000) Positive activating emotions such as enjoyment of learning are assumed to increase

interest and strengthen motivation

Teachers have a powerful, long-lasting influence on their students. (Stronge, 2004) This

influence, directly affect how students learn, what they learn, how much they learn, and the ways

they interact with one another and the world around them. “effective teachers know how their

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students and hot to communicate with them, both individually and collectively.” Enthusiasm is an

attitude of the teacher reflects on his/her classroom; that is to say, if a teacher were eager to teach,

students will be enthusiastic to learn. In one of the indicators used above under interactive class

discussions,Keskinkılıç (2007) answers that effective teacher is someone who know how to

educate people and how to solve the problems during the education. “Effective teachers are

enthusiastic towards the students they teach and can demonstrate this enthusiasm to their students”

(Arends et al,. 2001). Followed by (Ozsoy, 2004) stating that a teacher should explain the lesson

vigorously, and even if he/she is tired. The relationships between the teachers and the students are

the basis of learning and education (Vural, 2004).

Theoretical Framework

Based on the theory of Pekrun, 2000, the control-value theory of achievement, one of the most

well-known theories in the domain of achievement emotion, the theory acknowledges that

emotions are also influenced by non-cognitive factors, including genetic dispositions and

physiologically bound temperament Concerning determinants in classroom interaction, social

environment. The theory implies that factors influencing individual control-value appraisals

should affect the individual's achievement emotions. It also addresses the effects of achievement

emotions on students' academic engagement and performance. Specifically, it is posited that

emotions influence cognitive resources, motivation, use of strategies Furthermore, processes of

learning as well as their achievement outcomes are expected to act back on students' emotions on

the environment within, and outside of, the classroom. Positive activating emotions such as

enjoyment of learning are assumed to increase interest and strengthen motivation. For this study,

it looks onto how the emotions, specifically enthusiasm, may affect a student’s learning in class.

In line with these assumptions shown on Pekrun’s theory, found that students' enjoyment of

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learning and instruction related positively to their intrinsic and extrinsic motivation. Seeing if a

student’s boredom in class can be easily switch into attentiveness by the emotions of the teacher.

Paradigm of the Study

INPUT PROCESS
OUTPUT
Effect of teachers’ Gathering of data Formatted: Font: (Default) Times New Roman, 12 pt
enthusiasm on the Determine the
through: Formatted: Font: (Default) Times New Roman, 12 pt
learning process of perspective of high
students during  Focus Group school students on
classroom discussions Discussion how teachers’
enthusiasm can aid
their learning during
class discussions
Help both teachers Formatted: Font: (Default) Times New Roman, 12 pt
improve their
enthusiasm in teaching
that caters to their
students’ learning.

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Chapter III

Research Design

This study uses a phenomenological design. As a qualitative type of research, this study

aims to determine the effects of teachers’ enthusiasm on student learning during discussions. This

study attempts to set aside biases and preconceived assumptions during the research and

determines to gather data from the experiences of the respondents of the study.

Respondents of the Study

The respondents that participated in the study, were the students of Proverbs Ville Christian

School of the grade levels of 7 to 10 not including senior high. The respondents chosen for the

study were chosen through a purposive sampling, making sure that the participants were aware of

the study’s definition of teachers’ enthusiasm.

Research Instrument

The researchers designed a semi-structured interview questionnaire as the data collection

instrument to be able to achieve the objective of the study, and that is to determine the students’

perspective on the effects of teachers’ enthusiasm on student learning. Factors related to a teacher’s

enthusiasm during classroom discussions are incorporated to elicit necessary information from the

respondents on their perception on teacher’s enthusiasm and if the factors affect their process of

learning. Focused Group Discussion method was used for the interview of the 20 respondents

separating them by grades (7 to 10). Each grade had 5 respondents answer the questions made for

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this research. The researchers used a conversational style while conducting the interview to get

raw details from the respondents.

Validity and Reliability

Data gathering employed a set of interview questions for junior high school students. The

researchers collected information from different journals and articles to select the variables that

were used in the interview.

To confirm the questionnaires validity, the researchers submitted a draft to four teachers

who are qualified in evaluating the questionnaires. The first draft of the questionnaire contained

12 questions, not including follow ups. The first draft was submitted to accredited teachers for

comments and suggestions. It was clarified that these questionnaires were used as guides, which

means that more questions can be added during the interview. The comments, corrections and

suggestions were scrutinized and applied accordingly.

To affirm the reliability of the questionnaire, the researchers conducted a pilot test with 2

students that are not involved in the study. After the pilot test, a few changes were made to improve

the flow on the conversation, also to add possible necessary information. This was the most

appropriate method to assure that the questionnaire is effective in extracting data and that it

answers the research questions of the study.

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Chapter IV
Data Presentation, Analysis and Interpretation

This chapter, of a qualitative research, presents the data analysis based on the responses of

the respondents and interpretations of the gathered data based on the perspectives and experiences

in classroom discussions involving how the enthusiasm of the teacher may affect their learning

according to these factors.

For this chapter, the answers of the research questions, have been chosen by the

researchers based on how much they speak for the group, picking at least 4 or less if the answers

said by the respondent generalizes the thought of the group and by how much they stand out among

the others. The respondents were asked in English and Tagalog, depending the language they felt

more comfortable in being ask. The respondents were given a choice of use in language to

encourage them in their freedom to express when asked for their perspectives and experiences.

Most have answered in their native language, Tagalog and Bisaya.

Socio-Demographic Profile

This includes the sex, age, and grade of the respondents

Sex. Most of the respondents were female (14 respondents) while the rest were male (6

respondents)

Age. The ages of the respondents involved in the research ranges from 13 to 17 years old

Grade. The 20 respondents were separated into 4 with 5 respondents, represent each grade,

from 7-10

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How do you like your teachers to teach in terms of their voice volume and pace?

“Mas matututo ako is ma bilis kasi parang you really have to listen… kasi pag mahina na
masyado parang maantok” (I learn better if they speak fast, it makes you really listen
because if it’s slow, I’d feel sleepy)
-S7.1
“tama-tama lang para accurate kasi kung mahina, madyo weird at kung mabilis ma start
na ako maging deaf” (Just the right amount of speed because if it’s soft and slow, it’s a bit
weird, and if it’s too fast, I start becoming deaf)
-S7.3

“tama-tama lang parag ma explain ng aayos” (Just the right amount of speed so they can
explain well)
-S7.4

“Malakas pero tama-tama lang, kasi masmarinig [and] sabay sa understanding.” (loud
yet clear, so I can hear and understand better)
-S8.4

“tama-tama lang, kay parang masabtan mo ang ilang lesson o siya ilang gina turo” (Just
right, so I can understand the lesson better)
-S9.1

“tama-tama lang… para wala mamiss ba.” (Just right, so I won’t miss anything)
-S9.3

“Yung parang hindi boring yung voice niya, yung lively yung voice niya and like hindi rin
fast hindi rin slow parang yung ma, “hah?” yung magganun ka (speaks in a way they get
confused). Mas ma remember o ang sinasabi niya(when they speak in a normal volume
and pace)” (I’d prefer a voice that’s lively, not boring. Not too fast or too slow that would
make me go, “what?” [if they were to speak in a normal pace] it’s easy more me to accept
information)
-S10.1
“Gusto ko yung malakas kay in case maka- yung parang sleepy ka sa klase mag gaganyan
ka *shows an awake face*. Ayoko na may masyado mabilis o masyado mahina kay minsan
hindi ko maintindihan, parang boring na gud” (I like a loud teacher, so I’d stay awake. I
don’t like it too loud or too soft spoken because sometimes I don’t understand what they’re
trying to teach, it(lesson) becomes boring)
-S10.3

“Pag tama-tama lang… mas maintindihan ko ang pananalita” (if it’s just right, I
understand better)
-S10.4

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As shown above, based on majority, the respondents preferred a teacher who spoke in a

normal volume and pace. It seemed that with this, students pay more attention to a teacher that

knows how to keep a lively voice, just enough for them to hear and a pace quick enough for them

to be able to catch up with the lesson saying that they’ll understand better.. As said from most

students “not too fast and not too slow.”

Do you think their voice affects the way you learn? How?

“yes, para magising pag nagtuturo” (Yes, So we’d stay awake during lessons)
-S7.5

“Yes, kasi kung ang isang teacher, maayos mag salita, parang mas maintindihan mo yung
lesson.” (Yes, because if the teacher speaks well, it’s easier for me to understand the
lesson)
-S8.2

“Yes [it affects], kasi may mga ibang teachers na malakas siya mag salita pero mabilis so
masuslur ang mga words so syempre hindi mo kaagad maunderstand.“ (Yes, because if the
worlds are spoken too fast, they tend to sound slurred, so they’d definitely be hard to
understand)
-S8.4

“makatulog ka man pag hinay ang boses, so parang ma bored ako sa klase so matulog
nalang ako” (if they speak in a soft tone, it makes me sleepy)
-S9.1

“kay kung may paka tama-tama gud siya, yun doon kami makainterestado.” (If they speak
in just the right pace, that’s when I get interested to the lesson)
-S9.4

“yes, kasi kung masyado rin mahina parang mawala ka rin ng gana, tapos kung masyado
rin mabilis, is parang hindi na kami mag focus.” (Yes, because if they speak to softly, I’d
lose my interest and if they speak to fast, it’s hard for me to focus)
-S9.5

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“yes, ano kasi if deadpan yung voice niya, parang na matyan (becomes boring), na parang
ayaw mon a makinig ba kasi like ayaw mo lang pakinggan” (Yes, because if the voice is
like, deadpan, the lesson becomes boring. It’s like you don’t want to listen anymore)
-S10.1

“kasi kung mabagal so padading sa mga students, is boring siya… ako din na experienced
ko so pagdating naman sa sobrang bilis, yung kagaya ko, hindi masyado… pag sobrang
bilis sa boses, hindi talaga pumapasok yung ginaturo niya” ([yes] Because if the way they
deliver is slow, it becomes boring. For me, in my experience, if they speak too fast, the
information is not going in my head)
-S10.3

“kasi kung mabagal gani, parang siyang sleepy time para saakin” (For me, if they speak
too slow, I fall asleep)
-S10.4
With agreement in all four groups, it showed that the voice of a teacher, affects them in

ways that from it, it helps them understand better and catch their attention depending on the tone

of voice. If the tone of the teacher’s voice is too slow and soft, some have said that it makes them

feel sleepy and bored during the lessons but if the teacher projects a happy tone, it makes them

want to learn by catching their attention through their voice.

Does their eye contact help you learn more while they are discussing? How?

“Kasi pag hindi naga-eye contact, parang ano… feel ko lang, pag hindi mag eye contact
yung teacher parang, nagasabi lang yung teacher, “ok, yan ang tuturoan ko” pero kapag
once nakapag eye contact, parang no you have to listen you have to learn. Para malaman
talaga na dedicated yung teacher na maturoan talaga yung mga bata” (If the teacher
creates eye contact, it makes me feel that the teacher is dedicated to teach us because s/he’s
making an effort to watch over us)
-S7.1

“[Yes] Sometimes, kung maayos pag mag ano… pag action (deliver)”
([Yes, it affects] sometimes depending on how they deliver)
-S8.1

“[Yes] Para malaman ko ang ginaturo” ([Yes,] so that I’d know what they’re teaching)
-S8.5

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“hindi, makolbaan ko, feel ko, ako e pa-answeran niya, pagkahuman.” (I don’t like it (eye
contact), I get nervous because it feels like they want me to answer questions after the
lesson)
-S9.1
“if yung teacher, hindi niya ina-acknowledge yung students ba so students hindi rin siya
ina-acknowledge… so yeah, kung if acknowledge niya (teacher), e-acknowledge rin syia.”
(If the teachers don’t acknowledge us, then we won’t acknowledge them or vice versa)
-S10.1

“If hindi siya naga eye contact, kunware naga tingin siya sa book o manual, hindi niya
makikita na kung if yung students naga listen.” (If there’s no eye contact between the
teacher, then how else would the teacher know if the students are actually listening?)
-S10.2

“ok siya sa kung mag eye contact siya sa class, kay parang pag magturo siya na naka-eye
contact, sigurado na naka-listen talaga yung ibang estudente… kasi kung hindi siya naka
contact, kasi yung mg ibang students o ako, kay parang nagalipad utang” (Yeah, for when
in some scenarios, the teacher would really be aware if his/her students are listening
because if there’s no eye contact, for example me, I tend to wonder off)
-S10.3

According to the results, it appears that the other respondents, do not feel bothered by the eye

contact of the teachers and actually prefer it during class discussions, saying that it motivates them

to learn because a teacher is watching. Unlike grade and 10, both groups stated that eye contacts

from their teachers make them uncomfortable and nervous during class discussions, however one

of the group emphasizes that they’d prefer it if the teacher were to look at them as a class and not

individually.

Does body gestures and movement around the classroom help you understand the lesson
more than those don’t really use gestures? How?
“Kapag expressive kasi, parang mas ma explain nila ang tinuturo… mas ma understand,
more explanation, more info.” ([Yes,] if they are expressive, it feels like they are able to
explain more, so more explanation, more info, means more understanding)
-S7.1

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“Masganahan ka magkinig sa teacher kasi… magalaw na happy na mag tuto sa
estudyante pero kung nakastay lang parang mabobore ka.” (I like it better if they were to
be more lively with their gestures, it makes it more fun for the students to learn)
-S8.3

“Oo, makadala man.” (Yeah sure, it catches our attention)


-S9.1

“kay ma-explain gud kay dili man gud lahat ma-explain tanan gud sa baba pero ma-
explain gud sa mga gestures.” (Yeah, because there are just words/concepts/lessons/ that
you can’t just explain through the mouth but through gestures)
S9.2

“yeah, kasi if mag stand still lang siya kasi, parang boring gud walang saysay yung
parang mga salita mo. Parang catchy gud sa mata. [if a teacher uses body gestures]”
(Yeah, because if they were to just stand still and teach, it’ll get boring and plus, gestures
are eye catchy)
-S9.3
“Para aliveang class, hindi boring at makakuha rin siya ng attention.” ([Yes,] because it
catches my attention in class)
-S9.5

“yung attention mo nasa teacher talaga.” ([Sure,] it catches my attention towards the
teacher)
-S10.1

“Ako, ok lang saakin pag mag body gestures siya (teacher), pero minsan kasi pag sobrang
lively… nakaka-boring na kasi. Tapos hindi na din niya alam na yung mga ibang
students… parang joke nalang tingan parang body gestures nila… may ibang students na
ginagaya na siya. Tapos hindi na naka-focused. Ok lang yung body gestures wag lang
masyado [over]” (Personally, If the teacher over exaggerates his/her gestures, it becomes
boring and a joke to some students and for some, distracting. It’s fine as long as it’s not
too much already.)
-S10.3

Majority say that body gestures catch their attention in class followed by how it gives a better

description, making some concepts more understandable as said in the interviews. Most explained

23
that there are times when new words can’t be explained to them, the teachers use body gestures as

another option of explaining which they all agreed has been helpful at times.

Do you think it helps you learn when teachers use facial expressions during discussions? Does
it catch your attention?
“To me, facial expression is very important. It expresses the way… a person talks to you
about something, how they teach a certain lesson.”
-S7.5

“Sometimes lang din… Pag gagawin ng mga teachers yun, mas ma… makalearn kami ng
maayos.” (Sometimes, it helps us learn better…)
-S8.3

“Siguro sa storytelling but in some lessons like math… no” (Probably for storytelling, but
in some lessons like math… no)
-S8.4

“Oo, kay malingaw ko mag tanaw sa iyaha, malingaw ko matanaw sa iyaha so mamingaw
ko ninya.” (Yeah, because it’s enjoyable to watch them teach and because of that, it makes
me want to listen)
-S9.1

“…makuha lang ang akuang attention” ([Sure], it catches my attention}


-S9.2
“yeah, like if pag sleepy kana then natutukan mo face niya, kay parang… ma balik ka gud
agad yun sa ano mo ba… sa energy mo”
(Yeah, if when I’m falling asleep and I see their [expressive] face, it wakes me up)
S9.3

“Kay pag expressionless ba, kay parang gusto mo parang matulog ba” (If their faces are
expressionless, it makes me feel like sleeping)
-S9.4

“Mas mag learn ako pag bad mood ang teacher…matakot kasi ako” (For me, if I know
the teacher is in a bad mood because of his/her facial expression, I get scared and I learn
more)
-S10.2

“Pag bad mood kasi parang lahat talaga is mag seriouso na matapos talaga ang binigay
niya sa lesson” ([Yes,] If they’re in a bad mood as shown through their expressions, the
class becomes serious about finishing anything the teacher give them relating to the lesson)

24
-S10.3

With most saying that facial expressions depending on the mood of the teachers, help in a way,

that it catches their attention during lessons and entertains them at the same time, Grade 8 disagrees

as majority in the group. Explaining that it does not really matter if they use it or not unless they

were doing storytelling.

Do you have teachers who discusses using very descriptive words? Does it benefit your
learning?
“They add more information like… let’s say na “kapag ganito, merong in ganyan, para
madali kunin ang ganyan, may ganyan pa.” they really explain. Mas explain nila, mas ma
intindihan yung lesson.” ([Yes,] they add more information, explaining how this, got to
that. Helping with our comprehension)
-S7.1

“Yes, kasi kung may mga ibang words na hindi maunderstand then pwede niya (teacher)
ma describe, maunderstand mo kaagad, ma picture out mo kaagad ba.” (Yes, because if
there are words that we don’t get, the teacher become descriptive which makes it easier to
understand)
-S8.4

“Masabtan lang nako, mas easy siya masabtan.” (It helps because it’s easier to
understand)
-S9.1

“Dali lang isulod sa utok kay pag e explain gud, kay tabang ba” (It’s easier to accept
information if they really explain. It’s really helpful)
-S9.2

“Oo, if mag use siya ng mga easy words at magbigay ng examples mas ma understand
naming.” (Yes, I’d understand more if he/she were to give examples and explanations to
the words/terms used on the book)
-S10.2

“saakin lang, masmaintindihan ko kung ipalalim pa niya yung pagkaintindi kung ano nasa
lesson na yun. Para saakin, hindi ko masyado maintindihan kung mababaw lang yung
explanation…”(Yes, because it’s easier for me to understand if I’m given a deeper
understanding of the topics discussed)

25
-S10.3
From the results of the interview, all agreed, stating that teachers who use descriptive words and
take time to explain the topic or concepts help them understand the lesson better by using words
fit for their understanding or rather words that they are able to relate to as said from the interviews.
Does it help you with learning when the teacher interacts with the class conversationally?
(Teachers interacting students)

“yeah… it makes a bond between teacher and students na parang it adds more in interest
to learn.” (Yes, because it creates a bond between us and the teacher making it more
interesting to learn in his/her class)
-S7.1

“Yes, so that when a teacher talks with us, we’re used to it and we’re comfortable with it”
-S7.5

“yes, kasi parang naga-conversasation lang nga kayoparang walng pressure mag ano
ganayan. Pero gina ano mo pa siya as a teacher.” (Yes, because it feels like we’re just
having a conversation. Like no pressure at all but still respecting them as teachers)
S8.2

“yes, kasi parang…in class kasi, hindi ka masyado comfortable, like if naga-convo ka na
with your teacher kasi minsan maging comfortable ka which is mas madali na hindi ka mag
hesitate magtanong” (Yes, because I get to be more comfortable in class, so I don’t hesitate
to ask questions regarding the lessons)
-S8.4

“kay kung friends mo na lagi yung teachers kay parang madali nalang gud siya maconvice
na ano,” wala nalang tayo klase ma’am, talk nalang tayo nung personal natin.” ([Only]
sometimes, because we converse to them like a friend of ours, it feels like it’s easier to
convince them into doing the stuffs that we feel like doing. For example, asking if we can
just hang out in the classroom during their time of lecture.)
-S9.3

“kapag ang isip mo nalang sa teacher kay parang friend mo nalang gud parang, “ay sige
lang, jamingon na nato ni, dili na tayo maminaw kay dili ma na masuko easy nalang sayo
na hindi makinig kay tungod nagi mo na friends na mo” ([Only] sometimes, because if my
perspective of my teachers shifts into forgetting their authority, there are times when we
don’t take our assignments seriously anymore. Instead of treating them as a teacher, we
treat them the way we treat our friends. [if the lesson discussions are way too
conversational))
-S9.4

26
“Kay pag sobrang barkada na masyado, parang walang kana gud respect, parang hindi
na masyado ma isipyung mga dapat e lecture naming na parang puros sila daldal.”
([Only] sometimes, because if the close interaction becomes too much, I lose my respect
for the teacher. Instead of looking at them as a teacher, I look at them as a friend of mine.
Sometimes if it’s too conversational the lessons will go off topic.)
-S9.5
Grade 10:

“Depende, kasi parang ano like… conversation like parati parang, baka yung lesson
namin, mapunta na sa ibang topic.” (Depends, because it might go off topic)
-S10.1

“Gusto ko yung parang naga-usap lang, comfortable ako doon, mas maunderstand ko.” (I
like it when the lesson is taught in a conversational way because I get to understand more
in that way of discussing)
-S10.2

“Mas magiging comfortable o mas maintindihan ko kung pang usap lang, conversation
lang. mas malilinaw or hindi siya pag feeling awkward gud nga. Para saaking gusto ko
may time na conversation lang, usap lang, pero may lesson na nainintidihan ko” (Yes,
because I feel more comfortable and understand more in a conversational way of teacher
unlike in serious discussion because it tends to be more awkward. But I like it balanced. I
all just depend on the topic)
-S10.3

Based on results, the answers were split into two groups, one saying that it makes them comfortable

in class around the teacher, lessening the pressure in learning and the other disagreeing. Although

the other group agrees with it partly but would prefer, if the conversations still relate to the lesson,

mentioning that there are times when the discussion goes off topic if spoken so conversationally.

Sometimes even forgetting that the teachers are their “teachers” and treating them as a friend thus

affecting both their learning and treatment to the teachers. In conclusion, they think that a teacher

should be balanced, “there are times we can have fun but there are times when we need to be

serious”.

27
In or after class discussions, are you able or given opportunities to ask questions and give
feedbacks? and does it help with your learning? (asking questions related to the lesson
discussed)

“Yes, para madali ka ma learn, instead of not asking questions.” (Yes, it easier to learn if
we ask questions)
-S7.3

Asking questions:
“Yes, para yung problem mo sa question (topic), masagot gud” (Yes, so my problems can
be answered)
-S8.1

“yes, kasi for example, kung hindi ka kasi magtanong syempre dahil wala kang
naintindihan… kailangan mo magtanong… kais pag hindi mo naintindihan yung lesson,
hindi ka na rin maka-move one sa next lesson.” (Yes, so if I ask something I didn’t
understand, I get to move one to the next if I do instead of getting confused later)
-S8.2

“Yes, kung hindi ka mag hesitate mag-ask ng question, mas madali ka maunderstand kasi,
for example sa math, pag hindi maunderstand yung concept tapos hindi ka nagtatanong,
hindi ka maka-move on sa next lesson. Kasi yung pala yung concept, kailangan sa new
lesson.” (Yes, if I’m not able to understand a topic I’d have a hard time moving on to the
next)
-S8.4
Feedback:
“Oo, minsan ma-aapply ko.” (Sometimes if I’m able to apply them in my learning)
-S8.3

“yes, kasi for example, may isang kuan estudyante-ay kuan for example, may easier way
na hindi pala alam ng teacher, kasi aka-based lang siya sa book, tapos alam ng isang
student, diba mas maging madali yung discussion? Which is mas maging easier para
saamin mga students” (Yes, for example a student knows a better method of doing things
it can help us other students along with the teacher, learn an easier way to learn)
-S8.4

Asking questions:

28
“Para ma sabtan nimo to na parang ma curious. Kunware sa math pag na unsaun ka
parang wala ka kaybalo so kailangan nimo mangodtana para ma sabtanan nimo siya.” (It
helps, for when I’m curious or having a hard time understanding a certain topic/concept,
I’d prefer to ask so that I’m able to benefit in my learning)
-S9.1

“kay pag hindi ka magtanong gud kay mataas yung probability na may mamiss ka o
makalimutan then mamali ka sa quiz o exam kay pag mag tanong ka gud kasi kay ma
dagdag” (Yes, asking on what confuses you relating to the topic is definitely a big help. By
asking they explain through words I can understand)
-S9.2

Feedbacks:
“depends, sometimes may nakatulung sometimes, wala lang parang nonsense parang add-
add lang parang hindi mo siya din need. parang yagayag lang” ([Yes, but] it depends on
who’s asking. Only if it’s an idea benefiting the class to learn.)
-S9.1

“Pag nonsense parang pang pa taas ng time lang” ([It depends on who’s asking, because]
if it’s just nonsense, then they’re just extending time)
-S9.2
Asking questions:
“Oo, para mas ma clarify ko yung mga…kung saan ako nalilito… sasabihin ko yung
problem… tapos e caclarify kung wala kong problem.” (Yes, because it clarifies me on the
what confuses me in the lesson. To be able to solve my problem in understanding)
-S10.1

“Oo, para ma answer yung questions sa nalilito ako.” (Yes, to avoid confusion)
-S10.2
Feedbacks:
“Oo, kasi diba ano, kunware mag ask sila, magdagdag, masmaintindihan koang lesson
(because of their student perspective, it becomes more basic and easier to understand if
they say it).”
-S10.2

“May ma add sila na hindi alam ni sir” (they add more information)
-S10.3

29
“Depende kasi, mas ma ano ko kuan… yung sa mga teachers, pero yun rin nakakatulong
naman din saakin. (prefers information given to him by teachers)” (It depends because I’d
prefer it more if it were to come from a teacher but nonetheless, I still learn from feedbacks)
-S10.5

Majority said that asking questions in class help them in learning because it prevents them from

confusion regarding the topic. If there is something they did not understand, they would feel most

right if they were to ask from their teachers. And for feedback, all agreed that it’s helpful by giving

them another perspective of the topic but would greatly depend on the student asking or sharing.

Does the teacher’s energy in class help you engage in the lesson, does it catch your attention,
benefiting your learning?

“Yes, maka ano siya ng attention… pero merong din times na hindi kasi there are itmes
na dapat serious merong din times na dapat ok lang kung may fun… so pag energetic
masyado ang teacher parang, it adds interest pero parang joke nalang na joke, parang “I
want to learn nga” dapat may times na serious din.” (Yes, because it catches my attention
to learn but when there are times when it’s too much and I just want to learn, I wouldn’t
want that. A teacher must be serious at times)
-S7.1

“Yes, kasi nakakahawa din ang pag energetic ng teacher… macurious ka sa topic dahil
bakit sila energetic. Parang magugustohan mo makinig sa klase nila.” (Yes, because it’s
contagious. If they come in energized, I’d feel energized to learn and listen)
-S7.4

“Sometimes corny”
-S8.1

“Mas ma-energize ka na matuto sa kaniya kasi siya energetic siya… ma excite ka makinig
and mas happy” (Yes, it helps because it catches our attention and excites us but if it’s too
much it becomes corny)
-S8.2

“parang hindi boring, so mas makakinig ka ng maayos sa teacher.” ([Yes,] so it isn’t


boring and that we’ll listen)
-S8.3

30
“Yes, kasi sometimes, for example, pagpapasok ang teacher ng parang sad, syempre
aantokin ka sa klase. Minsan nakaka-affect sa paglearn mo. Kasi if masaya kasi yung
teacher, mas ma-catch niya yung attention, which is mas ma-rely yung information na
kailangan e relay. Which mas makaka-learn yung student” (Yes, but if he/she is too
energetic, it becomes corny, but an energetic teacher catches my attention. It’s because
when I get sleepy if the teacher is boring when he/she teaches but its enjoyable when the
teacher is fun to learn from.)
S8.4

“Yes, kasi madadala kami.” (Yes, because it get my interests in the lesson)
S8.5
“Ma alive lang ka na minaw ka at dili ka pud makatulugon sa maka pag minaw ka ug
tarong” (Yeah, I’d more attention if they were to teach in a lively matter. If they were
“alive”, I wouldn’t get bored as I listen too)
-S9.1

“Usahay, kay pag complicated man gud ang topic so binsan kung usuon niya paka
energetic ba kay dili ko parin masabtan.” (Depends, it depends on the topic because if I
have a hard time understanding the lesson, his/her energy to teach won’t really matter
S9.2

“May ibang kasi students na kung energetic ang teacher ma distract sila na hindi na sila
maka-focus sa lesson. (some students would even make fun at the teacher) [for me] ms
gusto ko yung balanced.” (Yes, I learn but there are times when it gets distracting. I’d like
it better to be balanced out on energetic and no so energetic)
-S10.1

“if ano energetic lang palagi, parang ma ano lang, sa tingin nga mga ibang students na
parang palagi lang siya naga joke gud, ganyan. So dapat balanced na parang may times
na ano serious siya at funny din” (Same goes for me, if he/she is too energetic, he/she won’t
be taken seriously so a teacher must be balanced with his/her energy for me to learn
efficiently)
-S10.2

“[Must be] Balanced, kay pa minsan kasi kung palagi nalang, ma distract ako pero mostly
ok naman din siya” (He /she must be balanced with his/her level of energy because it can
get distracting. But I prefer an energetic teacher as long as it’s not too much)
-S10.5

With the results, all had answered yes, saying that an energized teacher who is excited to teach,

catches their attention and makes them feel energized to learn. It also makes it fun to learn as some

31
of the respondent had added. The respondents (20) also commented that although they’d prefer a

teacher that teaches lively, they especially explained that it can be too much if the energy of the

teaches goes over the top and some even mentioning that it becomes distracting when they do.

Do you think that a teacher’s enthusiasm effects your learning in classroom discussions?

“Yes, kasi macurious ka sa kung anong topic at kug bakit ganyan ang teacher…”(Yes,
because I would get curious as to way the teacher is enthusiastic about a topic)
-S7.1
“yes, kasi mabilis ka rin magkaka-catch up, pero kung boring, hindi talaga siya papasok…
papasok pero one makakalimutan ko.” (Yes, because if it’s boring it doesn’t go inside my
head. I mean it goes in my head but I just forget the lesson the next.)
-S7.2

“kasi pag walang enthusiasm ang teacher, parang yung klase niya magiging boring…
prang matutulog nalang sila. Mas maganda pag may enthusiasm para maging fun yung
klase.” (Yes, because it helps me in class because it’s more enjoyable if the teacher shows
enthusiasm to topic if not, it becomes boring)
-S7.4

“Yes, kasi parang ma-inspire ka nga na mag-listen” (Yes, so I can be inspired to learn)
-S8.1

“yes, kasi parang ma-inspire ka at yung parang, ma “lift up” yung mood mo na mag-
listen” (Yes, because it lifts up the mood and it helps and inspires me to listen)
-S8.2

“Ano, pag nindot gud siya matudlo at energetic siya, ano parang wala ka na ma ingon
kay makasabot tud sa mga iyang gipagtudlo. Maao to, alive sad ang klase… dili na’ko
katulugon.” (Yes, if he/she is able to teach me well, then I guess learning would be easier
for me. It also keeps me alive and curious of the topic)
-S9.1

“Parehos na dili gud ma bored kay wala gani sa aking utok na dili ko makisabot dili ko
ma bored pero dili ko masabot wala nga na sagol pero ka to,hmhmm, mas makatabang
gud.” (Yes, it gets me away from being bored when learning.)

32
-S9.2

“Makatulong siya talaga na parang hindi kami ma-bored… minsan man gud, kami kasi
yung class na maantukin, yan grabe katamad nga so when it comes na interested kami sa
topic at sa teacher. [when he/she is energetic] (Yes, it helps me a lot to not get bored during
discussions. For me I get sleepy easily so yeah, it keeps me interested in the topic)
-S9.4

“kung enthusiastic siya, (teacher) parang ano ba, dedicated magturo, dedicated talaga
siya maglearn kumperos sa iba [so parang ma encourage kami(to learn)]” (Yes, it feels
more like they are dedicated to teach us, so it motivates me in a way to want to learn more)
-S10.1

“nakakabigay gud siya ng motivation gud parang… na para masipag kami sa tinuturo o
sa ginabigay niya. Parang Makita ng mga students na pinapahirapan niya na parang may
maintindihan kami, at mailagay nga sa utak naming. “Oh dapat maging motivation naming
kay ipanihirapan ng teachers na may matuto kami so ganun din gawin naatin”(also should
be eager in learning).” (Yes, because it gives me motivation to do well in my studies and it
makes me feel like my teachers work hard for me to learn)
-S10.3

“hmhmm, masmakatulong para sa akin yung teacher, (teacher’s enthusiasm) kasi pag
hindi sa moticated mag teach,there arer times kasi na parang, hindi na niya eexplain lahat,
parang kunte lang at least na ano ng bata. Like parang kulang.” (Yes, because when a
teacher doesn’t feel motivated to teach, there are times when he/she does not feel like giving
us more examples that could help us understand more so without it, it feels like I didn’t get
enough from the lesson)
-S10.5
From the results of the last question above, all have agreed that enthusiasm in teaching, affects

them by motivating them into learning, listening, participating in class and feel eager to learn when

the teacher shows through his/her actions in class that he/she is eager or is “dedicated” as used by

a few of the respondents, to teach his/her students. Most have said that it keeps them awake in

class when they feel sleepy, how it catches attention from students, how it inspires them to do well

in their studies and do their best in learning because they see that the teachers work hard for them

to learn as shown from a teacher’s enthusiasm in teaching.

33
The Analysis

In accordance to the study of Rashid (2018), from the effect of a teacher’s behavior on the

academic performance, this study focused on the factors of his research. Concentrating on the

learning process of the student’s learning in class room discussions, the enthusiasm of the teacher

using the indicators as stated above, from Rashid’s.

After the interviews and coding of their answered it is obvious that these indicators have a great

effect in a student’s learning but not all have answered with a sure answer, with some respondents

providing an explanation as it may depend on certain aspects. For example, how the energy of the

teacher may vary its effect on their learning if done too much and how the discussions in class

could be taught by the teacher conversationally and not conversationally as explained using the

word, “depends”. Nevertheless, the indicators show great response on how the respondents benefit

from it in their learning as shown from the gathered data above and with the support of Pekrun’s

theory, it shows that emotions shown by their teachers affect their learn. Positive activating

emotions such as enjoyment of learning are assumed to increase interest and strengthen motivation,

as stated by the study of Pekrun.

34
Chapter V

This chapter presents the summary of the findings, interpretations, and the conclusions

established in this research

Summary of the findings

The highlights of the study as also shown in chapter four, are restated below. This includes

the generalized data of each questions made specifically by the researchers, based on the indicators

of teacher’s enthusiasm of Muhammad Abo ul Hassan Rashid (2018). For this study, the

researchers added a few more indicators still relating to the ones used as guide, to further specify

the and adjust the indicators according to this study’s purpose.

For voice speed and volume. The respondents preferred a teacher who spoke in a normal volume

and pace. It seemed that with this, students pay more attention to a teacher that knows how to keep

a lively voice, just enough for them to hear and a pace quick enough for them to be able to catch

up with the lesson. As said from most students “not too fast and not too slow.” In addition, the

interviewers asked the respondents once more if a teacher’s voice had an effect in their learning,

in agreement of all four groups, it showed that the voice of a teacher, affects them helps them

understand better and catch their attention depending on the tone of voice. If the tone of the

teacher’s voice is too slow and soft, some have said that it makes them feel sleepy and bored during

the lessons but if the teacher projects a happy tone, it makes them want to learn by catching their

attention through their voice.

On eye contact
According to the results, it appears that the younger respondents, from grade 7 to 8 seemed

that they do not feel bothered by the eye contact of the teachers and prefer it, during class

35
discussions, stating that it motivates them to learn because a teacher is watching. Unlike grade and

10, both groups stated that eye contacts from their teachers make them uncomfortable and nervous

during class discussions, however Grade 10 explains that they’d prefer it if the teacher were to

look at them as a class and not individually.

Demonstrative body gestures.


Majority, states that body gestures catch the respondent’s attention in class followed by

how it gives a better description, making some concepts more understandable as said in the

interviews. Most explained that there are times when new words can’t be explained to them, the

teachers use body gestures as another option of explaining which they all agreed has been helpful

at times.

On facial expressions
With most saying that facial expressions depending on the mood of the teachers, help in a

way, that it catches their attention during lessons and entertains them at the same time, Grade 8

disagrees. Explaining that it does not really matter if they use it or not unless they were doing

storytelling.

Choice of words (being descriptive)


From the interview, all agreed, stating that teachers who use descriptive words and take

time to explain the topic or concepts help them understand the lesson better by using words fit

for their understanding or rather words that they are able to relate to as said from the interviews.

The interviewees were then asked for their thoughts on teachers who taught conversationally rather

than the traditional way of class discussions. The answers were split into two groups, one group

saying that it makes them comfortable in class, lessening the pressure in learning and the other

group disagreeing. Although the group agrees with it partly but would prefer, if the conversations

36
still relate to the lesson, mentioning that there are times when the discussion goes off topic if

spoken so conversationally. Sometimes even forgetting that the teachers are their “teachers” and

treating them as a friend thus affecting both their learning and treatment to the teachers. In

conclusion, they think that a teacher should be balanced, “there are times we can have fun but

there are times when we need to be serious”.

Accepting student insights (asking questions and giving feedback)


Majority said that asking questions in class help them in learning because it prevents them

from confusion regarding the topic. If there is something they did not understand, they would feel

most right if they were to ask from their teachers. And for feedback, all answered short, briefly

agreeing that it’s helpful in giving them another perspective of the topic but would greatly depend

on the student asking or sharing.

Maintaining energy in class.


All answered “yes”, stating that an energized teacher who is excited to teach, catches their

attention and makes them feel energized to learn. It also makes it fun to learn as some of the

respondent had added. The respondents (20) also commented that although they’d prefer a teacher

that teaches lively, they especially explained that it can be too much if the energy of the teaches

goes over the top and some even mentioning that it becomes distracting when they do.

For the final question of this research, the interviewers asked if a teacher’s enthusiasm

affect them in any way of their learning. Based off of their sure answers, the results show that all

have agreed that enthusiasm in teaching, affects them by motivating them into learning, listening,

participating in class and feel eager to learn when the teacher shows through his/her actions in

class that he/she is eager or is “dedicated” as used by a few of the respondents, to teach his/her

students. Most have said that it keeps them awake in class when they feel sleepy, how it catches

37
attention from students, how it inspires them to do well in their studies and do their best in learning

because they see that the teachers work hard for them to learn as shown from a teacher’s

enthusiasm in teaching. Therefore, based on the gathered data, a teacher’s enthusiasm, affect a

student’s learning.

Conclusion

Based on the gathered data and the generalized summary of findings, a teacher’s

enthusiasm in class discussion under eight indicators pertaining to teachers’ enthusiasm that are

significant in classroom discussions which are: voice speed and volume, demonstrative body

gestures, facial expressions, highly descriptive and illustrative words, eagerness in accepting

students’ insights, and maintaining general vitality and drive throughout the lesson (Collins, 1978,

as cited in Keller, et al., 2013), greatly affects a student’s learning such that it catches their attention

during classroom discussions, keeping them interested and motivated throughout the lesson.

Teachers’ enthusiasm is important because it aids them while listening such that it increases

attentiveness, resulting in more information being processed by the students.

Recommendations

The study leaned more on the students’ perspectives on teachers’ enthusiasm. For future studies,

we recommend that they focus on the students’ academic performance in relation to their teachers’

enthusiasm to identify the effect that it has on their overall grades.

38
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