Effects of Teacher’s Teaching Strategies on Students’

Satisfaction of Psychology Students of Wesleyan University

Philippines: an Experimental Study

Billones, Patricia V.

Cruz, Vincent Jay

Ilagan, Charm Algynne C.

 Chapter 1

In 21st century teachers have their own strategies and have their own style depending on

the students’ neediness when it comes to learning. There are students that have more expectation

because they want to elaborate something they do not know. Students want to develop their

critical thinking skills to improve their quality of education.

Learning is one of the most necessary, if we did not know or learn anything, society

would not be where it is today. According to Queensu.ca Learning is “a process that leads to

change, which occurs as a result of experience and increases the potential for improved

performance and future learning” (Ambrose et al, 2010, p.3). The change in the learner may

happen at the level of knowledge, attitude or behavior. As a result of learning, learners come to

see concepts, ideas, and/or the world differently. Learning is not something done to students, but

rather something students themselves do. It is the direct result of how students interpret and

respond to their experiences.

There are disciplinary differences in what students learn, it is important to keep in mind

that learning content or information constitutes only one part of learning in university courses.

Regardless of the field of study, students need to have significant opportunities to develop and

practice intellectual skills/thinking processes (e.g., problem-solving, scientific inquiry), motor

skills and attitudes/values that are important to their fields of study. In addition, students need

opportunities to develop interpersonal and social skills (often referred to as soft skills) that are

important for professional and personal success. Examples of these skills include teamwork,

effective communication, conflict resolution and creative thinking. As teaching assistants and
instructors, we need to keep in mind that there is much more to learning than content and that we

should pay attention not only to the content but also to thinking processes and other types of

learning.

How have teaching styles evolved? This is a question, teachers are asked, and frequently

ask themselves, as they embark on their careers, and occasionally pause along the way to reflect

on job performance. To understand the differences in teaching styles, it’s helpful to know where

the modern concept of classifying teaching methods originated. (Eric Gil, 2020)

Teaching comes from teachers, child-centered teaching places the child as the focus of

the learning. However, motivating students to learn requires a very challenging role on the part

of the teacher. It requires a variety of teaching styles or techniques just to capture students'

interest.

As reported by Waynne James (2020), regarding learning, we find that not everyone

learns the same way. Each person has a particular set of learning abilities; thus, we can identify

the preferences that constitute his or her learning style. Educational research tells us that “one

size does not fit all” It informs us that the learning characteristics of students differ It suggests

that students learn differently, they process and represent knowledge in different ways, and they

prefer to use different type of resources. Research also suggests that it is possible to diagnose a

student's learning style and that some students learn more effectively when instruction is adapted

to the way they learn. Knowing our learning styles helps us both, teachers and students. We can

elaborate better teaching-learning strategies in order to allow students to assimilate in an

effective and more efficient way new information and knowledge. The understanding of learning

styles can be used to identify and implement better teaching and learning strategies.

The above statements are representative of serious mismatches between the learning

styles of students and the teaching style of the instructor. In a class where such a mismatch

occurs, the students tend to be bored and inattentive, do poorly on tests, get discouraged about

the course, and may conclude that they are not good at the subjects of the course and give up .To

reduce teacher-student style conflicts, some researchers in the area of learning styles advocate

teaching and learning styles be matched and bridging the gap between teachers' and learners'

perceptions plays an important role in enabling students to maximize their classroom experience.

As stated in educationworld (2010) Although character education is a hot topic in schools

across the nation, education in manners generally receives scant attention. With growing

demands on teaching time, etiquette is rarely a priority. But it might be a mistake to ignore the

adage that actions speak louder than words in "Teaching Children Manners" (from the Better

Homes and Gardens Guide to Parenting), psychologist John Rosemond declares that manners

and respect are inseparable. He believes children can never learn to respect themselves unless

they learn respect for others beginning with adults. Work on one skill at a time. Give immediate

positive feedback for manners success. Be tolerant of children's mistakes, but do not overlook

them. Give a noncritical prompt when children forget social rituals. Set a good example, manners

are not a one-way street. Etiquette author Letitia Baldrige shares a strong opinion on the value of

manners training. In "Manners for the Modern Child," she reports her admonition to teach good

manners to children to help them develop self-esteem and self-confidence.

 Advise children of behavioral expectations ahead of time. Point out to children observed

acts of kindness and manners. Admit your mistake if a child catches you using bad manners;

discuss other ways you could have handled the situation.

As claimed by the National Association of Elementary School Principals, lack of good

manners is a growing problem in classrooms and playgrounds. It addressed the widespread

problem of disrespect in a "Good Manners" report to parents. Tips for adults interested in

improving children's social behavior Stress to children the importance of treating others the same

way they like to be treated. Help children understand the harm caused by thoughtless, unkind

words and actions. Role-play difficult situations for children in order to demonstrate appropriate

responses. Establish a politeness policy for basic manners. Teach children the importance of

thinking of others; write thank-you notes.

Review of Related Literature

According to the study of Ariel San Jose (2015), it is not one single strategy which fits all

types of learners. A traditional lecture may inspire one but frustrate the others; a tasked-based

enthuse the exuberant students but may confuse and discourage the timid ones. Hence, teachers

must prepare a carefully planned lesson with various teaching strategies so that all learners may

be satisfied. Professors, lecturers, and instructors of the institutions of higher learning are

pressured to make their learners responsive to the future societal roles these students make take.

As a result, faculty are put into the dilemma on how they could answer the call of their duties –

to become effective teacher. And to become effective, teachers need to learn, adopt, and use

teaching strategies in their day-to-day lessons in the classroom. Mulligan (2011) pointed out that
effective teaching requires ‘flexibility and creativity, constant monitor and adjustment’ of the

teaching techniques. Knutson (2014) on the other hand pointed out that choosing the appropriate

approaches in teaching and how these approaches are done is pertinent to students’ learning. Bay

(2012) maintained that the success of the teaching strategy depends on the frequency of its use in

the classroom. Center to Teaching Learning (2014) found that teaching effective teaching does

not only involve the utilization of tools, techniques, and strategies but also the comprehension of

meanings specifically on how students learn, process information, motivates themselves, and the

things which hinders learning.

The goal of this study is to assess the level of impact between instructors' chosen

approaches and their students’ levels of satisfaction. More effort is being made by educational

institutions to use a wide range of instructional strategies in an effort to stimulate students’

curiosity and, by extension, improve their level of satisfaction with their educational experience.

If there are ways to increase students’ happiness, our study will aim to identify them. This

happiness is affected by a number of different things. We can all agree that having happy

customers is crucial to the success of any business, thus this study is quite relevant. Just as a

happy student is a valuable asset to any school, so too is a joyful instructor.

As stated by Hrmars (2014), teaching is a systematic plan to achieve a learning objective.

As a profession it is taken as a mission to mold the young. There are three basic methods of

teaching used by the instructors namely: teacher-centered, student-centered and focus-centered

method. This research aims to determine the different methods used by the faculty members and
the learning preference of Wesleyan University of the Philippines students and to assess if it

contributes in attaining good coordination leading to students’ academic learning.

As claimed by. Ma. Lina P. Sario, Ed.D (2015), the assessment of students’ level of

satisfaction is important in determining service quality at teacher education learning institutions.

To remain competitive with other teacher education institutions, it is important that the university

continuously acquire, uphold, create stronger relationships and assess the level of students’

satisfaction to the services they provide.

Referring to Florhaida V. Pamatmat (2018), one way for universities to accomplish this

objective is to place a renewed focus on meeting or exceeding the expectations and needs of their

students. In all universities around the globe student satisfaction has been considered an

important factor in measuring the quality of services provided by the institution. Being the most

important beneficiary of the educational institution’s services, students are in the right position to

determine the quality of services offered by their university. This research examined the

relationship between service quality dimensions and the level of students’ satisfaction with the

quality of services provided by the university.

Research made by Lucas (1990), Weinert and Kluwe (1987) show that several styles

could be employed by the teachers to encourage students to become self-motivated independent

learners. As identified, teachers must give frequent positive feedback that supports students'

beliefs that they can do well; ensure opportunities for students' success by assigning tasks that

are either too easy nor too difficult; help students find personal meaning and value in the
material; and help students feel that they are valued members of a learning community.

According to Brock (1976), Cashin (1979) and Lucas (1990), it is necessary for teachers to work

from students' strengths and interests by finding out why students are in your class and what are

their expectations. Therefore, it is important to take into consideration students' needs and

interests so as to focus instruction that is applicable to different groups of students with different

levels.

In a process of continuous improvement, higher education, particularly engineering

education covered by this publication must conquer an array of contextual variables. Therefore,

promoting the quality of education equivalent to reorient the traditional teaching model of

transmitting knowledge to skills development while encouraging on: Diversification of

pedagogical approaches and their adaptation to different techniques, diversification of

pedagogical approaches and their adaptation to different teaching situations, the pedagogical

relationship on interaction with learners and between them, encouragement of initiative and

innovation, effort and educational autonomy, revision of curricula and teaching methods in the

direction of development of critical thinking of the learner, the focus on the learner as a goal of

the pedagogical act and encouragement to develop the culture of intellectual curiosity and taking

the initiative, the integration of the learner as a true partner in teamwork, by entrusting tasks of

research, innovation and management and finally developing in him a sense of belonging to the

establishment and sense of duty, this implies a rationalization of the teaching process. Taking

into account the uniqueness of the pedagogical act, the study aims to assess student satisfaction

levels of an engineering program in relation to the perceived quality of the training.

Nevertheless, the development of a reference framework for teaching practice will be more

organizational in order to harmonize the principles of the teaching process rather than

standardize practices. (Zinab A. et., Al 2016)

It characterized creativity's part in educational reform as a concerted push to teach

creative problem-solving skills. The paper declared its intention to make teaching creative

approach to problem the primary emphasis of future educational reform. Therefore, education

should be inventive and creative so as to increase the learner's innovative potential and so help

students to be creative. As a result, coming up with new ways to educate became an imperative

goal. Modern means of instruction, interactive teaching methods, and individualized course

content are all necessary to help students develop the innovative spirit and skills they'll need to

solve problems on their own and take advantage of new opportunities as they arise, and this is

just one way in which schools can respond to the demands of a changing society.

Statement of the Problem

This research is aimed to know the effects of teacher’s teaching strategies on students’

satisfaction of Psychology students of Wesleyan University Philippines.

Specifically, this study seeks to find the following questions.

1. What are the socio-demographic profiles of Psychology students of Wesleyan University

Philippines?

1.1age
 1.2sex

1.3 general weighted average

2. To what extent do the following effect of teacher’s teaching strategies on students’ satisfaction

of Psychology students of Wesleyan University Philippines:

2.1 academic performance

2.2 student’s manners

3. Is there any significant relationship between socio-demographic profile and the effects of

teacher’s teaching strategies on students’ satisfaction of Psychology students of Wesleyan

University Philippines?

Theoretical Framework

John Dewey's Theory

The Behavioral approach was a reaction to the short-comings of classical management

theory that focused on individual productivity and through efficiency and organizational

structure. These approaches failed to adequately account for the human aspects of organizational

performance

Dewey's approach was truly child-centered a child-centered approach to education places

the emphasis on learning about the needs and interests of the child. In Dewey's view, children

should be allowed to explore their environments.

Main Features of Dewey’s Theory Of Education

 Individuals learn and grow as a result of their experiences and interactions with the

world, according to Dewey. Individuals gain new concepts, ideas, practices, and understandings

as a result of these encounters and experiences, which are then polished through the learner's life

experiences and social relationships. Dewey claims that:

•Interactions and exchanges aimed at improving and strengthening shared meanings boost

learning and development potential.

•Children have the chance to analyze, take on, and work with the perspectives, ideas, and

experiences of other students when they express ideas and meanings within a group.

•Shared activities support learning and growth. Dewey thought real-life concerns instructive. If

youngsters passively see a problem and don’t experience the ramifications, they are unlikely to

adjust or establish new behaviors.

• Interests help youngsters learn. Concepts, activities, and events that excite students’ interests

may help adapt teaching. Teaching and lecturing may be effective if they help students analyze

or grasp a relevant issue.

• A learner’s emotional reaction drives additional study. Dewey backed “aesthetic” encounters,

which he characterized as “dramatic, engaging, uniting, or transformational occurrences”

• Encourage active learning and exploration. Education should give opportunity for students to

autonomously acquire information and ideas in a teacher-structured setting, as well as apply

knowledge by identifying and solving issues, and judging the validity and usefulness of ideas

and theories. As said, explicit training is still possible.

• Inquiry encourages students to critically evaluate their experiences to modify behavior. Dewey

characterized experience as having two phases: an active phase in which the learner does

something and a ‘undergoing’ phase in which they observe the effect.

• Education builds democratic skills. Dewey felt that appreciating diversity might help students

widen their perspectives and open up to new ways of thinking.

Inquiry Based Learning Theory

According to Marcus Guido (2017), From a student point-of-view, inquiry-based learning

focuses on investigating an open question or problem. They must use evidence-based reasoning

and creative problem-solving to reach a conclusion, which they must defend or present.

From a teacher point-of-view, inquiry-based teaching focuses on moving students beyond

general curiosity into the realms of critical thinking and understanding. You must encourage

students to ask questions and support them through the investigation process, understanding

when to begin and how to structure an inquiry activity.

For Dewey’s theory we will be using:

Injury Based Instruction (reporting)

Behavior Management (activities)

Social constructivism
 The main theory that underpins cooperative learning refers to social constructivism

advanced by Vygotsky who considered that the roles of culture and society, language, and

interaction are important in understanding how humans learn

Social constructivism focuses on the collaborative nature of learning. Knowledge

develops from how people interact with each other, their culture, and society at large. Students

rely on others to help create their building blocks, and learning from others helps them construct

their own knowledge and reality. Social constructivism comes from Lev Vygotsky, and is closely

connected to cognitive constructivism with the added element of societal and peer influence

This theory will be using for teaching strategy which is:

Cooperative learning (groupings

Behaviorism Learning Theory

Behaviorism Learning Theory the idea that how a student behaves is based on their

interaction with their environment. Teachers in a classroom can utilize positive reinforcement to

help students better learn a concept. Students who receive positive reinforcement are more likely

to retain information moving forward, a direct result of the behavior strategies.

For behaviorism learning theory we will be using:

Behavior management (activities)

 Significance of the Study

Teachers - This research will assist them in determining whether their teaching style is

beneficial to their students, and if not, they make necessary adjustments.

Students - This research will be beneficial to them since instructors will be able to determine if

there is anything they can do to achieve the greatest and most beneficial outcomes for their

students. There is an opportunity to improve their techniques if the students disagree to that

method.

Future Researchers- This research will assist them in forming a concept and using it as a guide

to continue this investigation.

University -This research may enhance the university's reputation since it suggests that our

institution offers a high-quality education in terms of instructional methods.

Chapter 2
Methodology

In this chapter, the discussion of research design, the respondents, sampling techniques,

data gathering instrument where in the description and validation of the questionnaire are there

and statistical treatment that support the whole research.

Research Design

This study used the experimental research design to assess the impact of teacher’s

teaching strategies of Psychology students and make a conclusion about the data gathered.
Experimental research design is a technique of doing research in a methodical, controlled

manner. It ensures that accuracy is maximized and that particular inferences may be made with

relation to a hypothesis. Usually, the goal is to determine the impact a factor or independent

variable has on a dependent variable. (Sunil, 2022). Also, experimental research design is the best

way to answer the questions and the objective of this study.

Research locale

The locale for this study is at Wesleyan University Philippines

Sample and Sampling

The respondents of this study were the Psychology students of Wesleyan University

Philippines that consists of 80 students. The 20 students per year at random are chosen to be the

sample.

This study used Stratified Random Sampling to have more accurate data. Stratified

random sampling is a method of sampling that involves the division of a population into smaller

sub-groups.

Scope and Delimitations

This study focuses on the satisfaction of the students on the effect of teachers’ teaching a

lesson to their academic performance and good moral based on the teachers’ strategies.

The respondents of this study will be the Psychology students at the Wesleyan University

Philippines as a sample in conducting the survey.

 This research will use survey form to gather information to know the effects of teacher’s

teaching strategies on students’ satisfaction of the Psychology students at Wesleyan University

Philippines

This research will be conducted on the first semester of academic year 2022.

Instruments of the Study

This study used google from or electronic survey to collect information from the

respondents. The questionnaire is made up of 4 parts. Part I asks the demographic profile of the

students which includes sex and general average. Part II is composed of 2 questions first is the

teacher’s strategies that leads to the students’ satisfaction and the manner of the teacher that

satisfy to students. Part III is the positive effects of teacher’s teaching strategies. Lastly, are the

negative effects of teacher’s teaching strategies.

Procedures and Data Gathering

After receiving approval from the department head and the school administration, the

researcher will split the students by year and course to create a total of 200 respondents for the

study. The chosen student will next get the surveys in batches of 20 by year and course from the

researcher.

From December 5 to December 15, 3 to 2 groups of students will be scheduled for the

scheduled dates for this study. After receiving the survey sheets, the data will be entered into an

excel sheet, transmitted, and then analyzed using the SPSS program.
 To ascertain any relationship between the various variables as described in the earlier

chapters, a paired T-test will be performed.

References

Ariel S.J. (2015) Teaching Strategies In Teaching Literature: Students In Focus

https://www.ijern.com

Education World (2010). Teaching Manners

https://www.educationworld.com/a_curr/strategy/strategy019.shtml

Eric G. (2020). What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom

https://resilienteducator.com/classroom-resources/5-types-of-classroom-teaching-styles/

Florida P. (2018), Service Quality Dimensions Of A Philippine State University And Students?

Satisfaction: Bridging Gaps To Excellence

https://www.journalijar.com/article/24290/service-quality-dimensions-of-a-philippine-state-

university-and-students/?-satisfaction:-bridging-gaps-to-excellence.

Marcus G. (2017) What Is Inquiry-Based Learning: 7 Benefits & Strategies You Need to Know

https://www.prodigygame.com/main-en/blog/inquiry-based-learning-definition-benefits-

strategies

Maria B. et.al (2022) The Effect of the Teacher’s Teaching Style on Students’ Motivation
https://steinhardt.nyu.edu/departments/teaching-and-learning/research/practitioner-action-

research/effect-teachers-teaching

Sunil. (2022, November 10). Experimental research designs: Types, examples & advantages.

Enago Academy. Retrieved November 20, 2022, from

https://www.enago.com/academy/experimental-research-design/

Western Governors University (2020) Five Educational Learning Theories

https://www.wgu.edu/blog/five-educational-learning-theories2005.html

Zinab A. et.,Al (2016) Impact of Student Satisfaction on Teaching Practice: A Case Study of

Engineering Department https://www.researchinventy.com