Fixed Assets - Gaufo, San Miguel, Santos, C.J.

Chapter I - The Problem and its Background

Introduction

Education is the most powerful weapon which you can use to change the world
(Mandela, 1990). It is indeed essential for a person to exercise his right to quality education.
Attending school, however, and the quality of education a person receives relies on various
factors. According to the Norwegian Agency for Development Cooperation (2015), six key
elements influence the quality of education namely; the teacher and the teaching methods,
educational content, learning environment, school management, preconditions for students,
and funding and organization. Of this list, it goes to show how critical the role of educators in
student’s learning outcomes. Additionally, Richland (2017) affirms the essence of the role of
educators to student’s academic performance by highlighting the effect of teacher motivation
on the stated matter.

In the Philippines, there has been a problem with teaching shortages. This phenomenon is
known as brain drain. Brain drain, as defined by the Oxford Languages, is the case of the
emigration of professionals as a result of diaspora. Ramota (2005) enumerates factors
contributing to this event, such as educators going abroad, unemployment that forced this
group of professionals to seek a job as maids, and whatnot. Without them, no one is left to
assess the student’s performance. This could indirectly affect student’s would-be
performance. 

Academic performance pertains to the measure of the student’s total achievement in

different subjects of concern based on classroom performance, graduation rates, and how well
a student does in sets of the exam (Ballot Pedia, 2014). What lies ahead on the minds of the
researcher is the teaching style that may be utilized by educators and the question of what
should be the best approach with regards to performance and learning maximization. One
study concludes that there is no significant relationship between students and teachers and the
student’s academic performance at the intermediate level (Baking et. al., 2015). This shed

Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological

University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 2

light as to what the researchers intend to pursue, which is the effect of teaching style on the
academic performance of students at the tertiary level. Moreover, Stenberg (1997) states that
“Teaching styles refer to “a teacher’s preferred way of solving problems, carrying out tasks,
and making decisions in the process of teaching, and, besides differing from individual to
individual, may sometimes differ between different groups.” 

Having said that, an educator’s teaching style has this undeniable relationship with
student’s performance, BSA students in this context. This research aims to discern the best, if
not, appropriate teaching style for students taking up Bachelor of Science in Accountancy. It
could be inferred that some teaching styles may be effective, and some may not. It could also
be inferred that teaching style may not adversely affect the academic performance of students
in some special cases. This may be connected to the student’s ultimate goal of taking up the
board exam and in real-life application. Also, it is an additional boost of confidence and trust
to oneself a student may acquire for the rest of his life.

Background of the Problem

In the pre-colonial Philippines, Filipinos were immersed in an unstructured and informal

way of education (Musa, 2012). Musa also described it as a learning system lacking in
scientific learning. True enough, it is evident that the parents, tribal tutors, and the religious
leaders such as the “Babaylan” and the “Katalonan” according to the study published by
K12 Academics, were responsible for student’s learning. The learning process is usually
simple and plain where it involves demonstration of vocational training such as hunting,
weaving clothes, and whatnot. With regards to the learning output, multisensory learning
theory states that “the brain learns more easily when several senses are stimulated in
parallel” Another view from TeacherPH.com suggests that early Filipinos were taught not
just for their needs, but also to become literate in ancient Panay by an old man.

Filipinos were formally introduced in formal learning per the Decree of Education in
1863 (Musa, 2012). Books made its appearance in 1590 and later on aided ancient Filipinos
in learning Spanish. Antonio and Atienza (2011) states that Filipinos were introduced in a
learning environment that allows corporal punishment. This idea of the friars was based on
Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological
University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 3

the belief that Filipinos will learn fast if handled strictly. Having failed to adhere to the
proper or accepted standards could mean corporal punishment. This is done by striking the
palms or the buttocks of erring students with a wooden paddle called “palmeta” (Pacete,
2020). Pacete (2020) also added that students during the Spanish period were like human
parrots.
August 21st 1901 marked the arrival of the historic ship “Thomas” in the Philippines as
stated in k12academics.com. According to it, this ship boarded 530 teachers famously known
as the Thomasites. Thomasites proceeded with teaching the Filipinos using their mother
tongue (“Gengo 21,” n.d.). They taught the Filipinos in an American context (Malanes,
2010). Memory work is also popular teaching method during the early years of public
education in the Philippines (Martin, 2001). According to Fee (1911), Filipinos could learn
not by reading but by memorizing dialogues. On the other hand, opportunities are given to
those who excelled academically offering them a chance to pursue their expertise in their
chosen professions (“A Comparative Analysis of the Philippine Education System,” n.d.)

Japanese like the Americans used their mother tongue, Nihongo, in teaching the Filipinos
(Apacible, 2015). Although it did not last like the Spanish and American occupation, all of
these had built the education system as well as the teaching styles it brought to the
Philippines. During the early years of classroom teaching, the learning environment usually
revolves around the concept of “sage on the stage” (Sexon, 2013). Sexon also added that the
use of Manila paper and cartolina strips were extensive. The ‘’sage on the stage’’ concept
also promotes didactic teaching in which ‘’guide on the side’’ tends to regard as less effective
(Scales, 2019).

These traditional teaching styles have undergone significant changes as time went by. In
the contemporary classroom, modern teachers have adopted teaching styles as follows: The
Authority Style, The Delegator Style, The Facilitator Style, The Demonstrator Style, and the
Hybrid Style (“Innova,” 2015). It also added that Authority Style of teaching involves
lengthy discussion where students jot down notes and memorise key points in the discussion.
According to Bohren (2019), the delegator style encourages peer feedback which involves
student-to-student learning. Gill (2020) explains facilitator style of teaching that promotes
self-learning. It is supported by Bohren stating that teachers ask questions to develop a deeper
understanding of the topic through self-discovery. Atutor describes demonstrator style as
similar to authority style with an involvement of multimedia presentations. Hybrid style
Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological
University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 4

pertains to the teaching style where teacher’s personality blends with the student’s needs
(“Atutor,” n.d..).

Throughout the ages, students were immersed in various types of teaching styles. With
constant change, teaching styles have evolved and adapt with the fast-paced environment. In
this study, the researchers are trying to know the effective teaching style for 3 rd year BSA
students in relation to their academic performance.

Research Framework

Theoretical Framework

TEACHING STYLE ACADEMIC PERFORMANCE

Figure 1 Key Variable that Influence Educational Outcomes

Teaching styles greatly influence certain factors such as student’s self-efficacy, academic
self-image, school-related attitudes, achievements, and engagement in school (Walker, 2009;
Wentzel, 2002). In addition, Walla (1988) asserts that teacher’s awareness of the teacher-
learner relationship may lead to the latter’s better tailoring of instruction to meet individual
student’s needs.

Figure 2 Walberg’s model of Educational Productivity

Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological

University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 5

Walberg (1992) explains how the psychological characteristics of students especially its
immediate psychological environments affects educational outcomes. Included on the lists
are the right quantity and quality of teaching/delivering instructions.

FACILITATOR

ATMOSPHERE EXPLORATION REFLECTION

LEARNER

Figure 3. Rogers' Humanistic Theory

Rogers (1983) believes that successful undertaking of learning is possible if the person
delivering it acts as a facilitator. Students are immersed in an atmosphere where asking
questions are integral (Gill, 2020) and they are also allowed to reflect from their mistakes
given that they are not threatened by external factors (Rogers, 1983).

STIMULUS RESPONSE

LEARNING IS BEHAVIOR
CHANGE

REINFORCEMENT

Figure 4. Skinner’s Behaviourist Theory

Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological

University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 6

There is a higher tendency of repetition of certain behaviour if positive reinforcement is

followed (Skinner, 1974). Positive reinforcement may be in the form of verbal praise or
giving of gifts and stuff. These encourage learners to give their best shot in doing certain
activities.
Conceptual Framework

The concept of the research is to know the effective teaching style that fit to accountancy
students of Rizal Technological University. The conceptual framework shows the statement
of the problems for the 3rd year BSA students of Rizal Technological University in their
preferred learning technique and the professors’ teaching style that will be able to develop
with other factors that are found in this research.

Input Process Output

To collect data where

teaching styles are
assessed and filled out
by RTU Faculty and
-To determine the
correlate it with the
-Gathering, effectiveness of
narratives of 3rd year
-Analyzing teaching style of RTU
BSA students
-Summarizing of data Faculty.
regarding their
through distribution of -To know what is the
Academic
questionnaires and most effective teaching
Performance.
statistical data style for the Academic
treatment. Performance of 3rd
1. Authoritative
Year BSA Students.
2. Delegation
3. Facilitation
4. Demonstration
5. Hybrid

Figure 5. Research Paradigm

Figure 2 has shown the input-process-output model. The input is to collect data where
teaching styles are considered through the ideal type of students according to the survey and
outcome of the research. The processes are gathering, analyzing, summarizing of data
collected through the use of distributed questionnaires and statistical data treatment. The

Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological

University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 7

output is to produce a study that contains valid and accurate information and would serve as a
reference to other individuals who are interested in the said topic.

Operational Framework

Phase 1 Phase 2 Phase 3

Preliminary Study Theoretical Study Data Treatment

Teaching Style Related Literature Analysis

Academic Related Journals Interpretation

Performance

Synthesis Result
Quantitative
Descriptive Survey
Questionnaire
Method

Figure 6 Operational Framework

Figure six has shown phase one to phase three model. Phase one includes preliminary
study where the researchers seek to identify the variables of the study and incorporate it to the
research method. Phase two involves scrutiny of related literature and study. Phase three
pertains to data treatment and the yielded result.

Statement of the Problem

The researchers aim to find the effective teaching style of RTU professors in relation to
the academic performance of 3rd year BSA students. Under this were the questions the
researchers try to solve:

Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological

University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 8

1. What are the teaching styles of the professors of Accountancy Department?

2. What are the preferred teaching styles of 3rd year Accountancy students?
3. How does it impact the academic performance of 3 rd year Accountancy students of
RTU?
Significance of the Study

This study is beneficial to the professors, students and future researchers by providing
the information about the academic performance of 3rd year BSA students and teaching styles
of RTU professors. The goal of this research is to help everyone within the scope of
education to establish the appropriate teaching style for BSA students.

Professors will be able to identify the appropriate teaching style for BSA students. The
professors could either be flexible with their way of teaching or vividly stay in the preferred
teaching style of students based on the study to achieve excellence in both parties.

Students can identify the teaching styles applicable to them and their most effective way
of learning. Students can also adapt to their professors’ way of teaching by knowing their
professors’ result in teaching.

Future researcher will be able to use this study and give them cogitation to start
producing ideas, reliable information, and sources. This research may help them to do more
than the teaching styles and students’ academic performance. In addition to that, this can also
serve as their background and help them identify better strategies and techniques toward
better learning and teaching.

Scope and Delimitation

The study mainly focused on the academic performance of 3 rd Year BSA students and
teaching styles of Rizal Technological University (RTU) professors. In line with that,
researchers also discussed how good academic performance can be an advantage in the
future.

Aiming to make the study feasible, the researchers made some limitations in the data
gathering process. The researchers have limited the data gathering to students and faculty of
Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological
University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 9

Accountancy department. They have chosen a statistical sample size of 10 RTU professors
and 100 for 3rd year BSA students. The time frame for data gathering and completing the
research method is 1 week period. The participants, from different sections, are purposely
picked.
Definition of Terms

For reference and clearer understanding of the terms that are mentioned in this study,
below are their definitions:

Academic Performance is the measurement of student achievement across various

academic subjects (Ballot Pedia, 2014).

Babaylan is someone who has the ability to mediate with the spirit world, has her own
spirit guides, and is given gifts of healing, foretelling, and insight (Center for Babaylan
Studies, 2018).

Diaspora is a group of people who spread from one original country to other countries,

or the act of spreading (Cambridge Disctionary, 2020).

Friars are members of a religious order, especially the mendicant orders of Franciscans,

Dominicans, Carmelites, and Augustinians (Dictionary.com, 2020).

Katalonan is a priest or priestess in the indigenous religions of the Tagalog and

Kapampangan people (Definitions and Translations, 2020).

Learning maximization is the act of raising learning to the highest possible point or
condition (Vocabulary.com, 2020).

Multimedia presentation is a standalone presentation that includes

information presented with slides, video, or digital representations and includes sound which 
might be a narrative, music or sound effects (Stockall, n.d.).

Self-discovery is the process of acquiring insight into one's own character (Oxford
Languages, 2020).

Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological

University
Fixed Assets - Gaufo, San Miguel, Santos, C.J. 10

Self-learning is done by oneself, without a teacher or instructor (Definitions and

Translations, 2020).
Thomasites is any of the group of American teachers sent to the Philippines in 1901, or
arriving in the first few years on the American Colonial Period of the Philippines (Lots of
Words, 2015).

Initial Draft submitted to Prof. Jephte O. Muñez - Research 1, Rizal Technological

University