Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

It is in every student to take in and process information. It can be through seeing

or hearing; reflecting and acting; intuitive and logical reasoning; memorizing and

visualizing; and whatnot. This also depends on the varying teaching styles of the

instructors. The styles vary from lectures, discussions, demonstrations, and others alike.

How much a student learns is governed by their ability and preceding preparation; by the

like-mindedness of their distinctive approach to learning and that of a teachers

characteristic approach to teaching (Felder and Henriques, 1995; Felder and Spurlin,

2005).

Valid and dependable instruments are available for evaluating the learning styles

of students of all ages as Dunn et al. (2009) stated. In addition, they affirmed educators

can effectively utilize results collected from such evaluations to develop instructional

lectures that addresses the students needs. Meeting the needs of the students is essential

if instructors are to make notable progress towards their goal in producing lifelong

learners (Williamson & Watson, 2007). Williamson and Watson justified these theories it

enables instructors to formally develop varying instructional programs to benefit students.

This assuredly extends to learners with identified special learning needs because some

students may simply be exhibiting difficulties associated with a mismatch between

teaching and learning styles.

1
 Here in the Philippines, The learner is the very reason of the entire curriculum

system. Who the learner is in his/her totality, how he/she learns and develops and what

his/her needs are were highly considered. The holistic learning and development of the

learner is its primary focus. A teacher creates a conducive atmosphere where the learner

enjoys learning, takes part in meaningful learning experiences and experiences success

because he/she is respected, accepted and feels safe even if in his/her learning exploration

he/she commits mistakes. He/she learns at his/her own pace in his/her own learning style.

He/she is empowered to make choices and to become responsible for his/her own

learning in the classroom and for a lifetime (The K to 12 Basic Education Program,

March 12, 2012).

Learning style is related with orientation. In this sentence, the attention to learning

style is made at the individual level. This is mostly different from choosing activities,

media for delivering lessons, pedagogical approaches based on what the subject and what

the student demand, regarding based on age and background. Effective teachers vary their

styles depending on the nature of the subject matter, the phase of the course, and other

factors. By so doing, they encourage and inspire students to do their best at all times

throughout the semester.

In the University of Mindanao, specifically in the department of the College of

Engineering Education, teachers are imperative to the students. It is of great importance

on how teachers deliver the lessons to their students. Since 1946, this school produced

millions of successful engineers that are well known not only here in Davao City but all

over the world which were greatly influenced by their instructors that made them who

2
they are now. It is no doubt that the importance of good teachers is not privy. Schools

have always searched for best teachers they could possibly find believing that their

students future depends on them. Incompatibility often occur between the teaching styles

of the instructor and the learning styles of students, with counter effects on the students

quality of learning and attitude in class and subject.

Thus, this study is for the researchers to know if the teaching styles of teachers

affect the students performance in school.

Research Questions

The study will analyze the teaching style of teachers towards the performance of

Engineering students. Hence, the researchers want to answers the following questions

1. How do the teaching styles affect the performance of the students?

2. What teaching style do students prefer as effective in acquiring learning?

Purpose of the Study

"Bear in mind that the wonderful things you learn in your schools are the work of

many generations, produced by enthusiastic effort and infinite labor in every country of

the world... Thus do we mortals achieve immortality in the permanent things which we

create in common." - Albert Einstein

The research's purpose is to study and to find out the interrelation of the teaching

style of teachers towards the performance of engineering students. Secondly, how the

teachers' teaching styles affect the performance of the students. Lastly, the researchers

3
want to know which among the teaching styles do students prefer as effective learning.

Furthermore, balancing the educational system towards teaching and learning is

one of the main purposes of this study. This will produce a new knowledge that may be

used to improve the standard of orders if the said descriptions are successfully brought

out. Communication and cooperation between teachers and students are then met.

Review of Related Literature

The study of learning styles has received significant attention in recent years, and

in a time when academic achievement is under examination, it is vital that educators

know and utilize the best possible strategies for helping students learn successfully. Rita

Dunn, a renowned learning styles expert, was asked by Koch (2007) about the No Child

Left Behind Act (2001), she stated that no research has indicated that increased testing

leads to increased achievement. She declared that only changes in instruction would

produce higher levels of achievement, although she acknowledged that testing is an

important aspect. Fortunately, Collinson (2000) emphasized that the educational world is

opening up to the importance of understanding the different ways students learn and

recognizing the critical role this plays in attaining broad academic success. Results of a

recent study indicated teachers benefit from developing an understanding of the effect

this has on their teaching (Evans & Waring, 2006).

In 1980, Professor Noel Entwistle of the University of Edinburgh articulated an

acknowledged emphasis on the aims of education which relate to cognitive development,

the acquisition of knowledge and skills. Because of this emphasis, a way of limiting

4
coverage has been introduced, instead of a protest against recent educational ideas. It is

not insinuated that the social setting of learning, or the learners' home background are

impertinent: nor that the social and emotional development of learners should not be

given less importance. In achieving those educational objectives which relate to

intellectual development, it is being disputed that we should think severely about how to

be more efficient. The traditional view of intelligence limited it to logical thinking.

Recent developments in education have emphasized appeals to learners' imagination but

analyses of the structure of the intellect point up three distinct components: memory,

logical reasoning and imaginative thinking (Entwistle, 1980).

Psychology applied to educational

Originally, psychology was the study of the human mind. As time went by, it then

studied behavior after, it deepened its scope to unveil the behavior of animals. Out of all

these academic psychology, only those parts of clear relation and relevance to education

are to be tackled. But talking about 'relevance' is somewhat subjective; some topics are

selected depending on the focus already outlined. Treating these topics also depends on

the connection that is in relation between psychology and education. Does psychology

produce laws from which direct solutions to educational problems can be derived? Is the

link between psychology and education as strong as, for example, that between physics

and engineering?

There was great optimism about the practical value of psychology. In 1926, Ward

expressed that it is not hard to show that science of education is theoretically possible,

and must be based on psychology and cognate sciences. We have only to consider that

5
the educator works upon a growing mind, with a definite purpose of attaining an end of

view. Unless we maintain the growth of mind follows no law, otherwise, unless it be

maintained that systematic observation of the of a hundred minds would disclose no

uniformity. And it can be maintained that for the attainment of a definite end there are no

definite means, we must allow that if the teacher knows what he wants to do there must

be a scientific way of doing it. The logic is indefectible but the assumptions are

debatable, and attempts at establishing generals laws which explain the growth of mind

have proved more difficult than Ward imagined.

Typology of Teaching Styles

According to Neville Bennett (1976), it would appear that teachers take a little

understanding in determining their natural teaching style. In the Plowden report (1967)

which considered that it was rare to find teachers who had given much time to the study

of educational theory. Head and class teachers from twelve schools were interviewed to

discover what teaching behaviors they considered distinguished progressive and

traditional styles. From these different sources eleven basic distinguishing elements were

separated (See Appendix A, p.). The elements were then translated and covered six major

areas: Classroom management and organization, Teacher control and sanctions,

Curriculum content and planning, Instructional strategies, Motivational techniques, and

Assessment procedures.

6
Creating an Environment that Facilitates Learning

The difference between and expectation and a standard is that the standard is the

bar, and the expectation is our belief about whether students will ever reach the bar. -

Robyn R. Jackson

An enhanced and motivating environment is so important that the other

techniques discussed will not be really effective unless the issues of enrichment and

support are addressed first. The faculty cannot control the students' environments outside

the classroom but have enormous control over their environment inside the school. The

school's administration have the power to create positive or negative images about

education, to develop an enhanced environment, and to become the epitome for active

learning. Emotion and cognitive learning are not separate bodies; they work hand in hand

(Tileston, 2005).

Students' State of Mind: Making Learning Positive

As discussed by Pink (2009), Psychologist Csikszentmihalyi, was curious on what

is going on in the brains of people while they were totally committed in what they were

doing. He found that people who are committed, whether it is in learning or a project are

in a state flow. This causes our brain to pay attention because our brains are constantly

changing their emotional states based on both internal and external stimuli.

Jensen (2003) explains these states as patterns in the brain that affect our

behaviors. These patterns shift constantly as new stimuli change them. The kinds of

stated that students generate to the classroom depend on the states that are primary or

most often used by them outside the classroom. Each of us have attractor states and

7
repeller states. Attractor states are the states that we have most often. These neural

networks have been habituated over time through the emotions and sensations attached to

that particular state. Repeller states are those states that should be avoided. These states

are experienced only for short periods. Teachers can guide their students to a state in

which learning is an attractor state by using the brain and what attracts the brain to

learning.

Differentiating for Different Learning Styles

In the 3rd edition book of Tileston (2011), there are three different types of

learners: the auditory learners, the visual learners, and the kinesthetic learners.

Auditory Learners

Auditory learners are those who remember information best when they hear and

discuss it. Auditory information is processed and stored in the temporal lobes on the sides

of the brain (Jensen, 2006). In order for the information to have meaning to auditory

learners, it must be discussed or talked through by the learner: Just hearing and taking

notes are not enough. For these learners, that will only occur after they have been given

time to talk through it either to themselves or with another person.

Visual Learners

Visual learners are those who need a mental model that can be seen. Visual

information is processed and stored in the occipital lobe at the back of the brain. More

than 50 percent of the students in a class are visual learners so teachers must find ways to

show or teach them with visual aids.

8
Kinesthetic Learners

Kinesthetic learners learn best through movement and touching. Kinesthetic

information is stored at the top of the brain in the motor cortex until permanently learned,

and then is stored in the cerebellum (Jensen, 1998). According to Sprenger (2002),

kinesthetic learners are characterized by the following: hands-on activities, respond to

physical closeness and physical rewards, and slumping down in their seats or wiggling.

Teaching Styles and Teacher Personality

The results from the type-treatment studies are expected, although the effects of

personality and motivation on attainment are likely to be less strong than those of either

previous teaching style. Pask (1976b) suggested that with the mismatch learning style

could be markedly disadvantageous due to extreme teaching styles. So far, one aspect on

which empirical research provided little additional information is the link between

teaching style and the teacher's personality. Teaching style is one facet of a general view

about the purposes of education (Bennett, 1976; Ashton et al., 1975).

It was argued that it is important in education that its aim is to help students to

adopt integrated, flexible, and versatile styles of learning. Because of that, teachers

should similarly be encouraged to also be equally versatile in using different methodical

varieties of presentation, appropriate to the subject matter being tackled. What applies to

the student who is responsible only for his own learning, applies even more strongly to

the teacher who is guiding the learning of many.

9
Creativity and Teaching Method

Wallach and Kogan (1965) were interested in the classroom behavior of children

showing different levels of scores on their tests of divergent and convergent thinking.

They formed four groups and reported marked differences in behavior. In 1960's, great

alarm was expressed about the lack of encouragement of 'creativity' in schools. Many

educationalists argued that teachers undervalued learners who were imaginative, because

they were often unconventional and accused as 'troublemakers'. Bruner (1960) stressed

the importance of teaching by the discovery method, of presenting topics in a which

allows the learner to discover for himself important principles. Bruner took into account

that this approach would stimulate intuitive thinking, which had been long ignored in

schools.

Significance of the Study

The discoveries of this study may give understanding and advantage to the

following:

Faculty or Instructors. With this study, the teachers may become more aware

about the distinctiveness of different learners. It may probably simulate them to use

effective strategies concerning multiple intelligences of learners.

Students or Learners. The finding of this study may uncover the idea which

addresses to the particular group and reveal common mistakes or difficulties experience

as recognized as an error made when learning and using the different teaching styles.

10
 School. This study may serve as a tool that could be retrieved by the future

researchers or motivated readers. There is a coincidence with this claim because it under

went a process of validation by the expert authorities.

Society. This study, presumably, may lead to a better future for the community

because it deems more interested learners through the style of teaching used by the

teacher, despite the difficulty of the subject.

Definition of Terms

The particular terms are critically defined to cater and give better understanding of

the readers

Conceptual Definition:

Interrelation. refers to an abstraction belonging to or characteristic of two entities

or parts together.

Teaching Style. refers to the principles and methods used for instruction to be

implemented by teachers to achieve the desired learning by students.

Performance. refers to the action or process of carrying out or accomplishing an

action, task or function.

Operational Definition:

Interrelation. refers to the mutual relationship between tw1o things.

Teaching Style. refers to the strategies used by teachers to teach their students.

Performance. refers to the result or outcome of a process.

11