TEACHING STYLES OF

TEACHERS AT PUELAY
ELEMENTARY SCHOOL
CAMPOS, TRISHA MAE R.

CAOAYAN, EVETTE LYZA A.

CUARESMA, JENIFER D.

DUNGCA, ROCEL ANN B.

MANGSAT, JUVVY LENE O.

12GHT3P
Background of the Study
Marano, Marshal (1992) said that all people learn in

different ways, it is therefore essential that teachers try to

incorporate as many different teaching styles as possible

into the delivery of what they are teaching.

 Statement of the Problem
1. What is the profile of the respondents in terms of :
a) age;
b) gender;
c) monthly income;
d) length of service; and
e) position?
2. What are the teaching styles of the teachers at Puelay
Elementary School?
3. Is there a significant relationship between the profile and
the teaching styles of the teachers at Puelay Elementary
School?
4. What proposed action plan should be implemented in order
to improve the teaching styles of the teachers at Puelay
Elementary School?
Theoretical Framework
• This study is related to Jerome S. Bruner’s Theory of

Instruction (1985). Bruner encouraged teachers to allow

students to take over their own learning process.

• National Competency-Based Teacher Standard (NCBTS)

proposed by the Department of Education, is an

integrated theoretical framework that includes the different
domains of effective teaching.
Research Design
• Descriptive research method was used in this study to

uncover the teaching styles of the respondents by

assessing the questionnaire.

• The researchers also used correlational research

method to find out if there is a significant relationship
between the profile and the teaching styles of the
respondents
Data Gathering Tool
Questionnaire was given to the respondents for
them to assess their teaching styles provided by the
researchers.

The questionnaire was divided into two parts: profile

and teaching styles.
Population and Locale of the Study
• This study was conducted at Puelay Elementary School,

Villasis, Pangasinan which focuses on the Teaching

Styles of the Teachers. The researchers have all the
elementary teachers of the said school as their
respondents.
Treatment of Data
• Percentage of the Profile
f
P = n ∗100

Where:
• P = Percentages
• f = frequency
• n = total no. of respondents (30)
• 100 = constant value
• Average weighted mean of Indicators

4 F4 +3 F3 +2 F2 +1 F1
𝐖𝐌 =
n
Where:
• WM = weighted mean
• F4 = number of respondents who answered “Always”
• F3 = number of respondents who answered “Often”
• F2 = number of respondents who answered “Sometimes”
• F1 = number of respondents who answered “Never”
• To determine the significant relationship between the
profile and the teaching styles of respondents

(fo − fe)2
x2 =
fe
Where:
• x² = chi- square value
• fo = observed frequency
• fe = expected frequency
Results Table 1
PROFILE OF TEACHERS AT PUELAY ELEMENTARY SCHOOL
N = 30
Profile f %
Age
41 and above 21 70
31 to 40 7 23.3
21 to 30 2 6.7
20 and below 0 0
Gender
Male 4 13.3
Female 26 86.7
Monthly Income
Php. 30,000 and above 4 13.3
Php. 25,000 to Php. 29,999 5 16.7
Php. 20,000 to Php. 24,999 18 60
Php. 19,999 and below 3 10
Length of Service
7 years and above 23 76.7
4 to 6 years 4 13.3
1 to 3 years 2 6.7
11 months and below 1 3.3
Position
Teacher I to III 26 86.6
Master Teacher I to IV 4 13.3
 Table 2.1
TEACHING STYLES OF TEACHERS AT PUELAY ELEMENTARY SCHOOL UNDER
VISUAL CATEGORY

Indicators AWM DE
A. Visual
1. I use PowerPoint and other useful software in 3.23 O
discussing my everyday lesson.

2. I let them watch educational videos if needed. 3.33 A

3. I write lessons on the manila paper. 2.80 O
4. I use pictures, charts, diagrams, or maps during a 3.47 A
lecture.

5. I am showing them the materials needed in their 3.60 A

activities.

Mean 3.29 A
Legend: AVM = Average Weighted Mean; DE = Descriptive Equivalent; Always (A) = 3.25-4.00; Often (O) = 2.50-3.24;
Sometimes (S) = 1.75 -2.49; and Never (N) 1.00- 1.74
 Table 2.2
TEACHING STYLES OF TEACHERS AT PUELAY ELEMENTARY SCHOOL
UNDER AUDITORY CATEGORY

Indicators AWM DE
B. Auditory
1. I let the students conduct a musical performance or sing a 2.93 O
song related to the topic.

2. I recite out loud the information I want the students to 3.50 A

remember several times.

3. I prefer to play a music while the students are doing the 2.20 S
activities for them not to feel bored.

4. I opt to use a microphone and speakers while teaching. 1.40 N

5. I let the students hear their classmates’ opinions during 3.57 A

recitation.
Mean 2.72 O
 Table 2.3
TEACHING STYLES OF TEACHERS AT PUELAY ELEMENTARY SCHOOL
UNDER AUDITORY CATEGORY

Indicators AWM DE
C. Kinesthetic
1. I demonstrate the activity first before the students 3.83 A
start doing it.

2. I let the students do a role play. 3.10 O

3. I allow the students work together, brainstorm, and 3.37 A
make a final output.

4. I let the students dance a music related to the topic. 2.80 O

5. I conduct games that are connected to the lessons. 3.37 A
Mean 3.29 A
Overall Mean 3.1 O
 Table 3
SIGNIFICANT RELATIONSHIP BETWEEN THE PROFILE AND THE TEACHING
STYLES OF TEACHERS AT PUELAY ELEMENTARY SCHOOL

VISUAL AUDITORY KINESTHETIC

Profile x2 df TV DE x2 df TV DE x2 df TV DE

Age 0.71 9 16.92 NS 5.57 9 16.92 NS 4.32 9 16.92 NS

Gender 2.94 3 7.82 NS 0.61 3 7.82 NS 1.31 3 7.82 NS

Monthly 5.76 9 16.92 NS 5.9 9 16.92 NS 4.36 9 16.92 NS

Income

Length of 1.35 9 16.92 NS 4.01 9 16.92 NS 3.98 9 16.92 NS

Service

Position 2.66 3 7.82 NS 0.96 3 7.82 NS 2.37 3 7.82 NS

Legend: S= Significant; and NS= Not Significant

*Tested at 0.5 level of significance
Action Plan
• Goal : To improve the teachers of Puelay Elementary School on their different
teaching styles by conducting a 3-day seminar-workshop that will improve their
capabilities in terms of visual, auditory, and kinesthetic categories to become
effective and quality teachers

• Objectives:

1. Use different teaching styles for active student learning

2. Improve the quality of teaching to meet the learning needs of students
3. Promote group activities for students
4. Guide the teachers in practicing the different teaching styles and making
educational materials
5. Provide varied activities for visual, auditory and kinesthetic
 IMPLEMENTATION EVALUATION

Activities People Time Key Remarks

Involved Frame Resources

1. Use different teaching styles for active student learning

Use different -Student - Day 1 -Donation Variety of Active
teaching styles Teacher -School teaching styles participation
for active student Fund were used by of students
learning the teacher. was achieved.

2. Improve the quality of teaching to meet the learning needs of students

Conduct activities -Student - Day 1 -Donation Teacher Students’
to address the Teacher -School conducted participation
students’ learning Fund different and abilities
needs activities were visible.
efficiently.
3. Promote group activity of students
Present different -Student Day 2 -Donation Teacher Individual
group activities -Teacher -School presented differences of
for students Fund different group the students
activities were
effectively. observed.
4. Guide the teachers in practicing the different teaching styles and making educational
materials
Introduce new -Resource Day 2 -Donation New teaching Teachers’
teaching Speaker -School strategies were willingness to
strategies -Teacher Fund presented adopt new
-Students strategies
were
observed.
5. Provide varied activities for visual, auditory and kinesthetic categories
Present varied -Teacher Day 3 -School Variety of Active
teaching -Students Fund unique and low- participation
materials in -Donation cost teaching of the
different activities materials were teachers and
for outputs presented. students were
observed.
Conclusions
• Most of the respondents are aged 41 and above. None of the
respondents are aged 20 and below. Females have a greater
quantity than males. Most of the respondents receive a monthly
income of Php. 20,000 to Php. 24,999 with a frequency of 18.
Also, 23 of the 30 respondents have 7 years and above length of
service while only one of them has 11 months and below. Lastly,
26 of the 30 respondents are currently Teachers I to III, and the
rest are Master Teachers I to IV.

• The respondents often do the teaching styles.

• There is no significant relationship between the profile and the

teaching styles of teachers at Puelay Elementary School.

• The action plan is proposed in order to improve the teaching

styles of the teachers at Puelay Elementary School.
Recommendations
• Teachers
1. Make and improve their own useful and informative teaching style.
2. Observe their co-teachers for them to get some teaching styles and observe their
students to know which teaching style is compatible to their learning skills.
• Students
1. Observe and have more knowledge about the teaching styles of their respective
teachers.
2. Get informed and entertained by the teaching styles.
• Future Teachers
1. They can learn different teaching styles that they can use in their future teaching
years.
2.They will know which teaching styles are appropriate to use in a specific subject.
• Future Researchers
1. Include more categories of teaching styles on the indicators.
2. Add other profile of the respondents related to the topic.
• Readers
1. They can learn from the different teaching styles which they can observe on their
past or present teachers.
2. Share what they have read about teaching styles to the teachers.
Bibliography
A. Theses

Trajanov, Marija. The Relationship Between Teaching Styles and Strategies and FL

Learners’ Motivation. Master’s Thesis. University of Zagreb, Craotia. March 2016.

Tulbure, Cristina. Learning styles, teaching strategies and academic achievement in higher

education: A cross- sectional investigation. Student’s Thesis. University of Bucharest, Faculty of

Psychology and Educational Sciences, Bucharest, Romania. March 2012.

De Mesa, Marian C. and Villena, Marife G. Teaching Styles of the Classroom Managers in one

Basic Primary School in the Philippines. Students’ Thesis. Lyceum of the Philippines

University, Batangas City, Philippines. May 2015.

Ramos, Amado C. Methods and Teaching Strategies Used by Teacher Education Faculty Members

in one State University in the Philippines. Doctor’s Thesis. Pangasinan State University,

Bayambang Campus, Philippines. December 2015.

B. Websites

Gill, Eric (January 2013). What is Your Teaching Style? 5 Effective Teaching
Methods for Your Classroom. Retrieved from https://education.cu-
portland.edu/blog/classroom-resources/5-types-of-classroom-teachingstyles/

Quinonez, Natasha (February 2014). Different Teaching Styles and How They Affect
Your Students. Retrieved from https://blog.udemy.com/teaching-styles/

Billington, Philomena (December 2005). Source of Life: Teaching Strategies Resource

Book. USA: Kagan Publishing. Retrieved from
https://stmaryswholeschoolreview.wikispaces.com/file/view/Teaching+and+Lea
rning+Strategies+Book.pdf
TEACHING STYLES OF
TEACHERS AT PUELAY
ELEMENTARY SCHOOL
CAMPOS, TRISHA MAE R.

CAOAYAN, EVETTE LYZA A.

CUARESMA, JENIFER D.

DUNGCA, ROCEL ANN B.

MANGSAT, JUVVY LENE O.

12GHT3P