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Action Research- M. Barberos, A. Gozalo, E. Padayogdog

THE EFFECT OF THE TEACHER'S TEACHING STYLE ON STUDENTS' MOTIVATION ACTION

RESEARCHSUBMITTED BY: MARIA THERESA BARBEROS ARNOLD GOZALO EUBERTA

PADAYOGDOG SUBMITTED TO:LEE TZONGJIN, Ed.D. CHAPTER ITHE 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 students 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 job.

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 would 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 in 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 in New York City to teach with

a little knowledge of American school setting. 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; teachers need to be questioned and challenged. However, many Filipino teachers

encountered many difficulties in teaching NYC public schools. Some of these problems may be attributed to:

students' behavior such as attention deficiency, hyperactivity disorder, disrespect among others; and language barrier

such as accent and poor understanding of language other than English (e.g. Spanish).

As it has been said, what happens in the classroom depends on teacher's ability to maintain student's 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 ones 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 questionnaire, 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 6-7students 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, answered

that were given by the students with the most frequency were being 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), that students who understand the lesson tend to

be more engaged and shows 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, teachers may use 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 in 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 handles the lesson

in the classroom and teaching 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 student's

motivation. Research made by Lucas( 1990), Weinert and Kluwe ( 1987) 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 student's beliefs that they can do well; ensure opportunities for student's

success by assigning tasks that are either too easy nor too difficult; help students find personal meaning and value of

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 student's 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 student's needs and interest so as to focus instruction that is applicable to different group 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

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% students were of Hispanic origin; 10% respondents

were White( not of Hispanic origin); and 10% were Black( not of Hispanic origin);while 0 for American, Asian or

Pacific Islander ethnicity . The results also showed that among the Hispanic, 40% from the low and 40% came from

the high group. Only 10% White respondents from both groups. There were 10% respondents who were Black from

both groups.

Table 2: Respondents by Ethnicity

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

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%

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

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, it showed that 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 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% noticed 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

CATEGORIES 5 Strongly 4 3 Not 2 1 Strongly
Agree Agree Sure Disagree Disagree

A. ATTITUDE
1. I am always excited to attend my science class this 10 45 30 10 0
school year.
2. Science is fun and interesting. 15 60 15 5 5
3. I hate Science. It is not important for me. 5 0 15 20 60
4. I don't like Science at all. It is difficult to learn. 0 0 10 30 55
5. I love Science. It gives me opportunities to experiment, 15 45 30 5 5
discover and explore the things around me.
B. PARTICIPATION
1. I'm always prepared in my Science class. 20 35 30 5 5
2. I participate actively in Science activities by asking 35 40 15 10 0
questions.
3. I do my Science assignments consistently. 25 25 45 5 0
4. Science activities do not help me understand concepts 5 5 10 40 40
easily.
5. I feel bored in my Science class. 0 15 25 20 40
C.HOMEWORK
1. I complete my Science homework on time. 15 45 20 20 0
2. I find homework very useful and important. 25 25 30 10 10
3. Science homework is difficult to do. 0 15 25 40 20
4. I don't get enough support to do my homework at home. 0 5 10 40 45
5. My teacher does not check my homework at all. 0 10 0 30 60
D. GRADES
1. I got good grades in Science. 25 40 30 5 0
2. I study my lessons before a test or quiz. 20 45 25 5 5
3. The terms/words used in the test are difficult to 0 15 30 45 10
understand.
4. The test always measures my under- standing of Science 10 30 20 20 20
concepts and knowledge learned.
5. The grading is not fair. 0 10 10 35 45
E. TEACHING STYLE
1. I have a good relationship with my Science teacher. 65 20 15 0 0
2. My Science teacher uses materials that are easy to 45 30 15 5 5
understand.
3. My Science teacher presents the lesson in a variety of 30 30 15 20 5
ways.
4. I don't understand the way my Science teacher explains 10 10 25 40 15
the lesson.
5. I don't get any feedback about my understanding of the 15 5 5 5 2
lesson from my Science teacher.