The Effect of the Teacher's Teaching Style on Students' Motivation

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SUBMITTED BY: MARIA THERESA BARBEROS, ARNOLD GOZALO, EUBERTA PADAYOGDOG SUBMITTED TO:
LEE TZONGJIN, Ed.D

. CHAPTER I

THE EFFECT OF TEACHERS' TEACHING STYLE ON STUDENTS' MOTIVATION

Introduction

The teachers, being the focal figure in education, must be competent and knowledgeable in order to
impart the knowledge they could give to their students. Good teaching is a very personal manner.
Effective teaching is concerned with the student as a person and with his general development. The
teacher must recognize individual differences among his/her students and adjust instructions that best
suit to the learners. It is always a fact that as educators, we play varied and vital roles in the classroom.
Teachers are considered the light in the classroom. We are entrusted with so many responsibilities that
range from the very simple to most complex and very challenging jobs. Everyday we encounter them as
part of the work or mission that we are in. It is very necessary that we need to understand the need to
be motivated in doing our work well, so as to have motivated learners in the classroom. When students
are motivated, then learning will easily take place. However, motivating students to learn requires a very
challenging role on the part of the teacher. It requires a variety of teaching styles or techniques just to
capture students' interests. Above all, the teacher must himself come into possession of adequate
knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation
and ideals. He needs to exert effort to lead children or students into a life that is large, full, stimulating
and satisfying. Some students seem naturally enthusiastic about learning, but many need or expect their
instructors or teachers to inspire, challenge or stimulate them. "Effective learning in the classroom
depends on the teacher's ability to maintain the interest that brought students to the course in the first
place (Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants.
Some students are motivated by the approval of others or by overcoming challenges.

Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender,
culture, language abilities and interests. Getting students to work and learn in class is largely influenced
in all these areas. Classroom diversity exists not only among students and their peers but may be also
exacerbated by language and cultural differences between teachers and students.

Since 2003, many foreign professional teachers, particularly from the Philippines, came to New York City
to teach with little knowledge of American school settings. Filipino teachers have distinct styles and
expressions of teaching. They expect that: education is interactive and spontaneous; teachers and
students work together in the teaching-learning process; students learn through participation and
interaction; homework is only part of the process; teaching is an active process; students are not passive
learners; factual information is readily available; problem solving, creativity and critical thinking are more
important; teachers should facilitate and model problem solving; students learn by being actively
engaged in the process; and teachers need to be questioned and challenged. However, many Filipino
teachers encountered many difficulties in teaching in NYC public schools. Some of these problems may
be attributed to: students' behavior such as attention deficiency, hyperactivity disorder, and disrespect
among others; and language barriers such as accent and poor understanding of languages other than
English (e.g. Spanish).

As has been said, what happens in the classroom depends on the teacher's ability to maintain students'
interests. Thus, teachers play a vital role in effecting classroom changes.

As stressed in the Educator's Diary published in 1995, "teaching takes place only when learning does."
Considering one's teaching style and how it affects students' motivation greatly concerns the
researchers. Although we might think of other factors, however, emphasis has been geared towards the
effect of teacher's teaching style and student motivation.

Hypothesis:

If teacher's teaching style would fit in a class and is used consistently, then students are motivated to
learn.

Purpose of the Study

The main thrust of the study was to find out the effect of the teacher's teaching style on students'
motivation.

Action Research Questions

This paper attempted to answer specific questions such as: 1. What is the effect of teacher's teaching
style using English As A Second Language Strategies on student's motivation? 2. How does teacher's
teaching style affect students' motivation? 3. What could be some categories that make one's teaching
style effective in motivating students?

Research Design/Methods of Collecting Data

The descriptive-survey method was used in this study, and descriptive means that surveys are made in
order to discover some aspects of teacher's teaching style and the word survey denotes an investigation
of a field to ascertain the typical condition is obtaining. The researchers used questionnaires,
observations, interviews, students' class work and other student outputs for this study. The
questionnaires were administered before and after ESL strategies were applied. Observation refers to
what he/she sees taking place in the classroom based on student's daily participation. Student
interviews were done informally before, during, and after classes. Several categories affecting motivation
were being presented in the questionnaire.

Research Environment and Respondents

The research was conducted at IS 164 and IS 143 where three teachers conducting this research were
the subjects and the students of these teachers selected randomly specifically in the eighth and sixth
grade. The student respondents were the researchers' own students, where 6 to 7 students from each
teacher were selected. Twenty students were used as samples.

To measure students' motivation, researchers used questionnaires which covered important categories,
namely: attitudes, student's participation, homework, and grades. Open-ended questions were also
given for students' opinion, ideas and feelings towards the teacher and the subject. The teacher's
teaching style covers the various scaffolding strategies. The data that were collected from this research
helped the teachers to evaluate their strengths and weaknesses so as to improve instruction. The results
of this study could benefit both teachers and students.

Research Procedure

Data Gathering

The researchers personally distributed the questionnaires. Each item in each category ranges from a
scale of 5-1 where 5 rated as Strongly Agree while 1 as Strongly Disagree. The questionnaires were
collected and data obtained were tabulated in tables and interpreted using the simple percentage. While
the open ended questions, answers that were given by the students with the most frequency were
noted.

Review of Related Literature

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

Furthermore, researchers have begun to identify some aspects of the teaching situation that help
enhance students' motivation. Research made by Lucas (1990), Weinert and Kluwe (1987) show that
several styles could be employed by the teachers to encourage students to become self motivated
independent learners. As identified, teachers must give frequent positive feedback that supports
students' beliefs that they can do well; ensure opportunities for students' success by assigning tasks that
are either too easy nor too difficult; help students find personal meaning and value in the material; and
help students feel that they are valued members of a learning community. According to Brock (1976),
Cashin (1979) and Lucas (1990), it is necessary for teachers to work from students' strengths and
interests by finding out why students are in your class and what are their expectations. Therefore it is
important to take into consideration students' needs and interests so as to focus instruction that is
applicable to different groups of students with different levels.

CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents and analyzes data that answer the subsidiary problems of the study. Table I
showed that out of the 20 student respondents, 50% were males and 50% females. Of the male students
respondents, only 2 males belong to the high group while 8 males from the low group. For the females,
each of the group had 5 respondents. It also showed that there were 7 respondents from the high group
and 13 came from the low group.

Table 1:Respondents by Gender

Respondents

Gender Group Male Female Total

High 2 5 7

Low 8 5 13

Total 10 10 20

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

Table 2: Respondents by Ethnicity

Respondents by Ethnicity

Ethnicity Group American Hispanic White (not of Hispanic origin) Black (not of Hispanic
origin) Asian or Pacific Islander Others Total

High 0 8 1 1 0 0 10

Low 0 8 1 1 0 0 10

Total 0 16 2 2 0 0 20

Table 3 showed that 15% of the respondents had grades between 96-100 in Science, 0% between 91-95,
while 15% scored between 86-90, the same as the range between 81-85. However, on the low group
25% of the respondents had grades between 71-75, 5% each had a range between 66-70 and 61-65;
while 15% of the respondents did not have Science last year.

Table 3: Grades in Science

Grades

Grades

Group 100-96 95-91 90-86 85-81 80-76 75-71 70-66 65-61 Below 60 No Science last
year Total

High 3 0 3 3 1 0 0 0 0 0 10

Low 0 0 0 0 0 5 1 1 0 3 10

Total 3 0 3 3 1 5 1 1 0 3 20

Table 4 revealed that for students' motivation-attitude, more than half of the respondents agreed that
they are always excited to attend classes this school year. 75% of the students believed that Science is
fun and interesting. Similarly, 80% of the respondents agreed that Science is important for them and 60%
said that they love Science.

For student motivation-participation, it showed that more than half of the respondents affirm that they
are always prepared in their Science classes. 75% of the students participated in Science activities; 50%
did their Science assignments consistently.

For student motivation-homework, it could be noted that 60% of the students completed their
homework on time and 50% found homework useful and important. 85% of the students said that they
got enough support to do homework at home and 90% said that the teachers checked their homework.

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

Table 4: Data on the Five Categories