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CHAPTER I

INTRODUCTION

Background of the Study

Nowadays teachers’ teaching styles and strategies are currently being used to encourage a
conducive learning climate. A learning environment that gives students the freedom to make choices
will encourage them to be physically, emotionally and mentally involved in the learning process so
that it can bring up creative and productive activities. In the learning process, students' attention to
the subject matter presented by the teacher is very important. This will support the achievement of
learning objectives. Learning objectives are achieved when students achieve mastery of the material
provided in a meeting in the classroom. Many things can interfere with students' attention in listening
to the subject matter so that it affects their learning outcomes. Indeed, many factors affect the lack of
student attention in the learning process, for example, lack of teacher explanation of the goals, teacher
teaching style. (SamiruddinT.,2019)

Every teacher develops a particular way of going about the complex task of teaching. The way
one introduces a topic, raises question, makes assignments to all these and hundreds of other
behaviours to get her makeup a teacher’s classification by researchers, colleagues, and students.
Teaching styles develop understanding, skills, and values relative to the subject. In other words,
teaching style describes the manner in which a teacher manages instruction and the classroom
environment. This study was an attempt to determine science teachers’ teaching styles and to examine
the relationships between these styles and teachers’ demographic characteristics.

Diverse styles of teaching and learning occur due to the reaction among students in relation to
the teaching styles that are demonstrated by the lecturers. This chain-reaction affects the students’
learning styles preferences. In addition, the diversity in teaching and learning styles preferences
would result in matches and mismatches between the lecturers’ teaching styles and students’ learning
styles.

According to Gilakjani Vol.8,No.3, September 2019, pp.610~615, one of the weaknesses of the
research in learning style is the lack of investigation concerning the matching of teaching and learning
styles. Due to this gap, the current study, therefore, aims at matching the students’ learning styles and
the lecturers’ teaching styles. In other words, this study is conducted with the objective to examine the
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relationship between students’ learning styles and lecturers’ teaching styles. Also, there search
evaluates the impact of teaching style toward students' academic performances.

Statement of the Problem

The study aims to analyse the teaching styles in science of Narra North District Junior High
School teachers. Specifically, it sought to answer the following questions:

1.What are the personal and work-related characteristics of Junior High School Science teachers of
Narra North District in terms of:

a.age;

b. civil status;

c.eligibility;

d.rank;

e. highest educational attainment; and

f. teaching experience?

2. What are Teaching Styles of Junior High School Science Teachers in Narra North District as to:

a. methods of science instructions;

b. use of assessment;

c. encouragement; and

d. involvement;

3. What is the academic performance of Junior High School Science students in Narra North District?

4. Is there a significant relationship between Teaching Styles of Science Teachers and the performance
of students in Science?

Objectives of the Study

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The study aims to determine the teaching styles of Narra North District Science teachers and
the academic performances of Junior High School students. Specifically, the study aims to:

1.Describe the personal and work-related characteristics of the Junior High School Science teachers in
Narra North District:

a. age;

b. civil status;

c. eligibility;

d. rank;

e. highest educational attainment; and

f. teaching experience?

2. Determine the Teaching Styles of Junior High School Science teachers in Narra North District as to:

a. methods of science instruction;

b. use of assessment;

c. encouragement; and

d. involvement.

3. Determine the academic performance of Junior High School Science students in Narra North
District.

4. Assess the relationship between Teaching styles of Science teachers and the performance of
students in Science.

Significance of the Study

Teachers are the primary factor that contribute to the academic performance of students.
Research on teaching styles could really help the students to attain excellence performance in class to
achieve success in life.
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This study seeks to fulfil the issues about teaching styles towards on the academic performance
of Junior High School students. It provides information and methods to sustain and understand the
role of teachers in practicing effective teaching process.

This study will help the teacher to promote higher standards for the students' achievements.

This study also provides a comprehensive teaching and learning instructions to assess the
delivery of improvement between the teachers and students. It uses requires collection and analysis of
student performance data, setting priorities for curriculum improvements, effective solution strategies
and ongoing monitoring of results.

The result provides a structured means to improve the teaching styles of teachers and academic
performance of students to meet the given expectations of Department of Education.

The study includes educational research and professional practices in order to guide the
teachers and students about improving their own aspect in the world of education.

This study pertains to assess the instructional delivery to all students using best teaching styles
from teachers.

Hypothesis of the Study

1. There is no significant relationship between the Teaching Styles of Science teachers and the
performance of students in Science.

Scope and Delimitation

This study was conducted in Junior High School Science teachers in Narra North District.

This study was limited to the teachers where the study takes place. Limited to the conditions of
academic performance in the Junior High School students where the study was conducted. The study
is bound only to the teaching styles detailed in the conceptual framework.