“AN ANALYSIS OF TEACHING STYLES ON

ACADEMIC ACHIEVEMENT OF STUDENTS AT

UNIVERSITY LEVEL”

BY
RAMEEN ASIF

UW-16-F-EDU-MS-001
 VARIABLES OF THE THESIS

 The study consisted of the following variables :-

Dependent Variable: Students academic achievement

Independent Variable: Lecture style

Facilitator Style
Demonstration Style
 INTRODUCTION
 Teaching styles have impact on the learners’ character, learning
environment, and overall process of learning in a classroom (Clark and
Latshaw, 2012)

 Stanicic (2006) states that teaching style can be defined as individual

methods of teaching, actions and techniques which are specific to a
teacher during his interaction with the students and the way different
requirements comprehended by both teachers and students
 According to Kozina (2011), it is the general way a teacher behaves or

acts; it is more closely determined by his/her relationship with colleagues

and subordinates, the manner of setting goals, decision-making,

communication, control etc

TYPES OF TEACHING STYLES
 1. LECTURE STYLE
 Lecture style is defined as teaching method with one-way channel of
transmission of information.

 Students’ involvement in this type teaching method is mostly limited to

listening and sometimes penning down requisite necessary notes,
combining the information and organizing it (Umar Farooq,2012)

 However, questions etc may be asked at the end or during the session as
per the discretion of the teacher
 2. DEMONSTRATION STYLE
 Demonstrator style a traditional teaching style which is used at
universities / colleges

 Daluba,Noah Ekeyi (2013) portrayed it as a show or a display generally

done by the instructor while the understudies watch with attentiveness

 It involves a demonstration by the teacher to show the desired or ideal

outcome of a problem/ subject at hand

 Teacher uses such models to explain proper methodologies and technique

to the students Ekeyi D.N. (2013)
 3. FACILITATOR STYLE
 Student’s academic achievement in higher education is affected by various
factors which may be socio-economic, psychological, and environmental
related in nature (Hijazi& Naqvi, 2006)

 It allows the teachers to evaluate level of students’ understanding and

their current level of knowledge about a particular subject and also
provides feedback with regards to the effectiveness of their own way of
teaching , and perhaps, provides them a means of gauging of student
satisfaction (Martirosyan, Saxon, & Wanjohi, 2014)
 3. FACILITATOR STYLE
 Students' academic achievement may have a number of social, collective,
institutional and individual level outcomes.
 ACADEMIC ACHIEVEMENT OF STUDENTS

 Yusuf (2005) has defined achievement as a behavior which can be

measured during a series of tests which is itself standardized

 The test to measures achievement is standardized and is constructed in a

manner that it can help in measuring of expertise in different subjects

 In this research CGPA and GPA would be considered as academic

achievement of the students.

 STATEMENT OF THE PROBLEM

Students’ learning depends on teachers’ teaching techniques. Therefore aim

of this research is to determine effects of three teaching styles; Lecture

style, Facilitator Style and Demonstration style on academic achievement of

students
 OBJECTIVES OF THE STUDY

 To analyze three teaching styles (the lecture style, the demonstrator style, the
facilitator style) of teachers at university level.

 To find the effective teaching styles in terms of academic achievement of

students
 RESEARCH QUESTIONS

1. How teaching styles and academic achievement of students

are related?

2. How different groups of students differs in teaching styles and

academic achievement?

3. How teaching styles and demographic variables affect student

academic achievement?
 SIGNIFICANCE OF THE STUDY

Administration

 The study will help out university administration to improve quality of

education, by providing valuable information related to implications of

effective teaching styles and academic achievement of university students

 SIGNIFICANCE OF THE STUDY

Teachers

 This study will benefit teachers by giving them brief information about all

teaching styles through which they can improve their styles for enhancing

academic achievement of student.

 SIGNIFICANCE OF THE STUDY
Students

 This study will explore most effective teaching styles which can be used for

increasing university students’ learning. The study will provide detail

review of three styles of teaching (The Lecture style, the Demonstration

style, and the Facilitator style) and their relationship and impact on

students’ achievement.
 DELIMINTATION OF THE STUDY

The study was delimited to the following:

 Only three teaching styles (the lecture style, the demonstrator style, the

facilitator style)

 Only 3 universities of District Rawalpindi

METHODOLOGY
 SELECTION OF SUBJECTS

Data was collected from students of the selected public and private

universities in District Rawalpindi

 RESEARCH INSTRUMENT OF THE STUDY
 A self-developed questionnaire was used as an instrument in this study. Five point Likert
scale (Strongly Agree=5, Agree=4, Neutral=3, Disagree=2, and Strongly Disagree=1) was
used in the questionnaire of this study

 This questionnaire was aimed to measure the teaching styles, student’s academic
achievement, and demographic characteristic of the subjects

 The Questionnaire consisted of three sections. Section 1 was Demographic, Section 2 was
close ended question and Section 3 was open ended question
 RESEARCH INSTRUMENT OF THE STUDY

 Survey Instrument for the Variables of teaching styles and academic

achievement of Students – Section 1 Demographic

Variables Item Numbers Number of Items

Demographic 1-8 8
 RESEARCH INSTRUMENT OF THE STUDY
 Survey Instrument for the Variables of teaching styles and academic achievement of
Students – Section 2 Questionnaire

Variables Items Number No. of Items Raw Score Based on

Lecture style Q13,Q14,Q15,Q16,Q1 07 7-35 Eitle (2005) and Gill.E. (2013)

7,Q18,Q24

Demonstrator style Q7,Q8,Q9,Q10,Q11,Q 08 8-40 Grasha (2002) and Gill. E. (2013)

12,Q19,Q20

Facilitator style Q1,Q2,Q3,Q4,Q5,Q6, 11 11-55 Gill.E. (2013)

Q21,Q22,Q23,Q25,Q2
6
 VALIDITY

 Validation is a method of evaluation which helps in defining and grading the accuracy,

corresponding links and applicability of a questionnaire. (Bond, 2003)

 Validity is also used to confirm the appropriateness of the items of the questionnaire.

 The validity of questionnaire was checked through expert opinions of the faculty

members of the social sciences .

 DATA COLLECTION PROCEDURE OF THE STUDY
 The researcher visited educational institutes by herself for data collection. For data
collection, 355 questionnaires were conveniently distributed among male and female
students of different universities.

 Students completed their questionnaires within 5 to 10 minutes and few of them ask
about the purpose of questionnaire and research.

 The researcher explained briefly about the purpose of distributing these

questionnaires and responded to the inquiries about the topic and thesis.
 DATA ANALYSIS

Both descriptive and inferential statistical techniques were used for data analysis using

SPSS-21 (statistical Package for Social Sciences)

 Q.1: HOW TEACHING STYLES AND ACADEMIC
ACHIEVEMENT OF STUDENTS ARE RELATED?

Lecture style

Demonstrati
Participant's

participant's

participant's
semester of

participant

on style
Current

CGPA

GPA
age

the
participant's semester r .019
r2 0.04%
p .716
N 355
participant's CGPA r -.010 .013
r2 0.01% 0.02%
p .858 .806
N 355 355
participant's GPA r .010 -.005 .897**
r2 0.01% 0.00% 80.46%
p .846 .926 .000
N 355 355 355
Lecture style r -.063 -.001 .134* .117*
r2 0.40% 0.00% 1.80% 1.37%
p .233 .991 .012 .027
N 355 355 355 355
Demonstration style r .008 .031 -.011 -.055 -.020
r2 0.01% 0.00% 0.01% 0.30% 0.04%
p .885 .559 .838 .297 .703
N 355 355 355 355 355
Facilitation style r .022 .071 -.039 -.036 .283** .192**
r2 0.05% 0.50% 0.15% 0.13% 8.01% 3.69%
p .681 .180 .461 .500 .000 .000
N 355 355 355 355 355 355
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
 Q.1: HOW TEACHING STYLES AND ACADEMIC
ACHIEVEMENT OF STUDENTS ARE RELATED?

 Table 4.9 reports correlation analysis of the variables (gpa, cgpa, lecture style,

demonstration style, and facilitation style). The tables shows strong positive correlation

between gpa and cgpa of the students, (r= .897, p<.001), accounting for 80.46 percent

variation. There was positive weak correlation between lecture style and demonstration

style (r= 0.134, p> .05), and lecture style and facilitator style (r=0.117, p>.05).
 Q.1: HOW TEACHING STYLES AND ACADEMIC
ACHIEVEMENT OF STUDENTS ARE RELATED?
Teaching
Teaching methods
GPA of participant CGPA of participant Lecture Style Demonstration Style Facilitator Style Style liked
Teaching Style r
-.136* -.137** -.365** -.033 .349**
r2
1.85% 1.88% 13.32% 0.11% 12.18%
p .010 .010 .000 .530 .000
N 355 355 355 355 355
teaching method liked r -.046 -.096 .001 -.095 -.011 -.065
r2 0.21% 0.92% 0.00% 0.90% 0.01% 0.42%
p .385 .072 .982 .073 .832 .223
N
355 355 355 355 355 355
teaching method reported r -.014 -.002 .163** .024 .014 -.131* .015
r2 0.02% 0.00% 2.66% 0.06% 0.02% 1.72% 0.02%
p .787 .973 .002 .647 .786 .013 .778
N
355 355 355 355 355 355 355

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).
Q.1: HOW TEACHING STYLES AND ACADEMIC
ACHIEVEMENT OF STUDENTS ARE RELATED?

 Table 4.10 reports correlation analysis of teaching styles, teaching method liked

and teaching method reported and other demographic and independent

variables. There was negative week correlation between teaching styles and GPA

of participants (r=-.136, p<= .01 ), teaching style and CGPA of the participants (r=

-.137, p<= .01 ), and moderate negative correlation between teaching style and

lecture style(r= -.365, p<= .01 ).

Q.2: HOW DIFFERENT GROUP OF STUDENTS DIFFERS IN
TEACHING STYLES AND ACADEMIC ACHIEVEMENT?

University of participant N M SD SEM t df p

CGPA of Public
80 3.06 .31 .034 1.73 353 .08
participant
Private 275 2.99 .33 .02
GPA of participant Public
80 3.19 .27 .03 2.39 353 .02
Private 275 3.10 .31 .02
Teaching Style Public
80 2.76 .51 .06 .37 353 .71
Private 275 2.74 .52 .03
teaching method Public
80 2.16 1.01 .11 .69 353 .49
liked by students
Private
275 2.08 .93 .06
teaching method Public
80 1.69 1.06 .12 -.07 353 .94
reported
Private 275 1.70 1.14 .07

Table 4.8 shows that GPA of students reading in public and private universities were significantly different
(M=3.19, SD= .27), (M=3.10, SD=.31) respectively, t(353)=2.39, p=.02
Q.3: HOW TEACHING STYLES AFFECT
STUDENT ACADEMIC PERFORMANCE?
Model Summary
Adjusted R Std. Error of the
Model R R Square Square Estimate
1 .130a .017 .014 .30382
2 .171b .029 .024 .30233
3 .202c .041 .033 .30095
a. Predictors: (Constant), department of participant

b. Predictors: (Constant), department of participant, Total Lecture style

c. Predictors: (Constant), department of participant, Lecture style, university of participant

Q.3: HOW TEACHING STYLES AFFECT
STUDENT ACADEMIC PERFORMANCE?
 A linear regression was used to determine whether teaching styles and
demographic characteristics predicted or in combination predicted
students’ academic performance that is GPA. The variables were chosen
based on the correlation analyses reported in Tables 4.9 and 4.10. The
relationships between each of the variables and GPA determined the
placement of each variable into the statistical model. A stepwise
regression was conducted. The stepwise method was a procedure using
multiple regressions to remove the weakest correlated variables from the
model. Table 4.11 reports a summary of the linear regression analysis for
the teaching style and demographics. The model summary shows a
variation of 4.1 percent in GPA by the variables in model 3. The variables
in model 3 were department of participant, Lecture style, university of
participant. The ANOVA results reported in Table 4.12 shows that the
overall significance of the model, that was highly significant (p < =.01).
Q.3: HOW TEACHING STYLES AFFECT
STUDENT ACADEMIC PERFORMANCE?
 ANOVA
Model SS Df MS F p.
1 Regression .56 1 .56 6.03 .015b
Residual 32.58 353 .09
Total 33.14 354
2 Regression .97 2 .48 5.29 .005c
Residual 32.17 352 .09
Total 33.14 354
3 Regression 1.35 3 .45 4.97 .002d
Residual 31.79 351 .09
Total 33.14 354
Q.3: HOW TEACHING STYLES AFFECT
STUDENT ACADEMIC PERFORMANCE?
Coefficients

Unstandardized
Coefficients Standardized Coefficients
Model B Std. Error Beta t P
1 (Constant) 3.026 .041 73.854 .000
department of
participant .029 .012 .130 2.456 .015

2 (Constant) 2.779 .124 22.486 .000

department of
participant .027 .012 .124 2.367 .018

Lecture style .010 .005 .111 2.119 .035

3 (Constant) 2.931 .144 20.412 .000
department of
participant .024 .012 .107 2.019 .044

Lecture style .010 .005 .112 2.141 .033

university of
participant -.080 .039 -.109 -2.054 .041

a. Dependent Variable: GPA of participant

 Q.3: HOW TEACHING STYLES AFFECT
STUDENT ACADEMIC PERFORMANCE?

 Table 4.13 reports the standardized coefficients beta (fi) for the variables. GPAs of

the 355 participants were predicted by department of participants (B = .107),

Lecture style (B = .112) university of participants (B= -.109)

 CONCLUSION
Based on findings, following conclusions could be drawn;
 There was a positive weak correlation between lecture style and
demonstration style and lecture style and facilitator style. The facilitation
style was weakly correlated to lecture style, and demonstration style.
 There was negative week correlation between teaching styles and GPA of
participants, teaching style and CGPA of the participants, and moderate
negative correlation between teaching style and lecture style. There was
moderate positive correlation between teaching style and facilitator style.
 There was a positive weak correlation between teaching method reported
and lecture styles, and negative weak correlation between teaching
method reported and teaching style.
 RECOMMENDATIONS

Following recommendations were suggested according to the findings of the

study;
 It is recommended to arrange training sessions for teachers to learn about
using all teaching styles effectively according to the situation at university
level.
 It is recommended that teachers may review and improve their teaching
styles by interacting more with students.
 It is recommended to arrange workshops, seminars, awareness program
for both teachers and students to understand and get more benefits from
all teaching styles in different subjects or study programs.
THANK YOU !!!