Introduction Education is an important aspect of life.

It is where the minds of the youth are shaped to be utilized in the production of well educated, well informed and knowledgeable individuals. The central source of knowledge comes from the teachers and facilitators. The teachers or facilitators are the people in charge of the students learning. They mold the future professionals. The definition of the word teacher from Merriam ebsters !ictionary is "guides the studies of , or to impart knowledge to.# Each teacher has their specific way of delivering information to their students, they have their own teaching style that has its own disadvantages and advantages. $ccording to !aniel %. &chneider "teaching style refers to the teaching strategies and methods employed plus use of certain kinds of rhetorics. "There are other definitions by different people such as this one. "The term itself has no agreed definition but the more widely accepted definitions refer to it as 'a set of teaching tactics' ()alton et al, *+,-. There are a lot of theories concerning teaching styles, they are classified by who it focuses on or what it focuses on. There are a few typologies of teaching styles such as the teacher centered, student centered, while some focus on monitoring or tutoring. In relation to the information cited above, the different types of teaching styles in every educational institution are immense. Each style varies from teacher to teacher and from sub/ect to sub/ect. 0ut we will narrow it down to five types, namely1 E2pert, 3ormal $uthority, 4ersonal Model, 3acilitator, and !elegator ()rasha,*++5.. !ue to the variations of the teaching styles, there is a rising 6uestion of which are effective and in effective. 7ur task therefore is to determine the perceived effectiveness of each teaching style. It is necessary to undertake this research to provide the valuable information that will help improve the 6uality of education. If we can determine the most effective teaching style, it will ma2imize the teachers full potential. These will in turn affect the students in a good way.

Theoretical Framework

Teaching is the art of influencing the future generation by imparting the knowledge and monitoring the students behavior. Teaching is an art because it calls for the e2ercise of talent such as creativity and resourcefulness to deal skillfully and promptly with new situations and difficulties. (8ulueta, 9--5. Teaching is also a science that is concerned with producing individuals that could be useful in the career world. It is a science for it involves a systematic and organized system of procedures, strategies, techni6ues, and mental skills in the attainment of knowledge and information they will e6uip the learners for a better 6uality of life. (8ulueta, 9--5. $ccording to the theories of )rasha, dividing the teaching styles into two typologies (student centered and instructor centered. was not enough to e2press the broadness of the styles. :e then divided it into four types namely the1 formal authority, demonstrator or personal model, facilitator and delegator. Teaching styles greatly affect the students learning, It is the teachers uni6ue way in providing information. Each style is uni6ue but they will be classified by comparing the dominant characteristics. ;astly, each teacher is responsible for the students academic performance and their teaching styles are an important factor to be considered in their education. Conceptual Framework Shown in figure 1 is the Conceptual Framework of the study. It can be noted in the figure given that there are four (<. factors as inputs for this research1 4rofile of the respondents= &ub/ects involved= 0ase teaching &tyles= and description of the teacher. 3urther e2planation of the same figure reveals that the profile of the respondents serves as the moderating variables of the study. These variables are the following1 age= gender= and grade>year level. 3I)?@E * IA4?T 4@7BE&& 7?T4?T
PROFI ! OF T"! R!SPO#$!#TS% C$ge C)ender C)rade>Dear ;evel and &ection S)*+!CTS% CMath C&cience C:istory T!(C"I#. ST/ !S% C3ormal $uthority C!emonstrator or 4ersonal Tutor C3acilitator C!elegator $!SCRIPTIO# OF T"! T!(C"!RS ,y its% C4referred Teaching &tyle C$ttitude C:andled &ub/ect C ork E2perience Comparati&e analysis of the respondents' ( percei&ed effecti&e perception in the field of teaching style in Indiana !ducation in Indiana earning Center earning Center. Comparati&e analysis of the su,-ect in the Curriculum in&ol&ed. Comparati&e analysis of the description of the teachers and teaching styles.

In addition of the variables as one category of input, the second input has to do with the sub/ects involved, namely1 Math= &cience= and :istory. The

ne2t variable is the Teaching &tyles based in )rashas Theories1 3ormal $uthority= !emonstrator or 4ersonal Model= 3acilitator= and !elegator. To fully achieve the intended output of the study that of identifying the perceived teaching style of the Indiana ;earning Benter based on the effectiveness, the researchers undertook the following processes1 Bomparative analysis of the respondents perception in the field of Education in Indiana ;earning Benter= Bomparative analysis of the description of the Teacher and Teaching &tyles. Statement of the pro,lem% It is the main goal of the study to determine the 4erceived Effectiveness of !ifferent Teaching &tyles on students in Indiana ;earning Benter and will serve as a basis of which teaching style maybe used in the classroom . &pecifically, the student seeks to identify the effectiveness of the teaching styles1 hat is the profile of the respondentsE *.* . $ge *.9 . )ender *.F . )rade>Dear ;evel 9.. hat are the sub/ects involved in this studyE 9.*. Math 9.9. &cience 9.F. :istory F.. :ow do the Teaching &tyles reflect the teachers description in terms of1 <.*. 4referred Teaching &tyles <.9. $ttitude shown <.F. :andled &ub/ect <.<. ord E2perience "ypothesis of the Study This study is based on the hypothesis that there are effective and non effective teaching styles based on the students preference, the teachers approach, topic or sub/ect and its relevance in the modern classroom Scope and $elimitation The study is primarily concerned with the perceived effectiveness of teaching styles in the (0E!. 0asic Education Benter of Indiana ;earning Benter to the :igh &chool ,Dear 9-*FC9-*<. It focuses on the teachers best style in teaching which students can easily understand or will be interested and learn a lot from. This study does not cover Elementary &tudents. 7nly selected <- &tudents from the 3irst year to Third Dear Blass will represent the entire :igh &chool 4opulation of the 0asic Education !epartment, Indiana ;earning Benter. $dditionally the appro2imate span of time that will be spent on the @esearch will be at least a month to successfully procure an agreeable margin of fact, ideas and generalizations= efficient time must be given to accommodate with the preparation and action to be done. (ssumptions *..

*.. The &tudents are fully capable of assessing the effectiveness of a teaching style. 9.. The teaching staff have uni6ue ways of teaching but will be grouped according to its most prevailing characteristics. F.. The students are capable of accepting>understanding the idea from different teaching styles. <.. 3aculty members in the :igh &chool !epartment have higher and lower standards in teaching styles. G.. The teachers behavior affects the 6uality of their teaching. 5.. The satisfaction of the students is based on the Teachers Teaching &tyles.