EFFECT OF TEACHING STYLE TO THE LEARNING MOTIVATION OF

CRIMINOLOGY STUDENT

A Thesis Proposal Presented to the Faculty of the

College of Criminal Justice Education
University of Mindanao
Davao City

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Criminology

By:

Caryl Mae R. Uyanguren

Crystelle Joy S. Abarca
Jirah Jade D. Mabasag

January 2017
 Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Over the years, school always has been concerned with how to approach with

effective teaching – learning experiences for the learners. Teaching is a complex act. It

involves of planning, strategies, interactions, organizational arrangements and other materials

that need in the teaching – learning process. Many educators view teaching as an organized,

determine and deliberate efforts designed to bring certain explicit desirable ends in an

individual. Teaching serves a guide and direction to classroom work conducted by a teacher

(Zulueta, 2006)

In USA and Bangladesh, their faculty members were compared to determine if there

were similarities and differences to their performance in teaching style. The faculty members

are participating to perform a self-assessment of their teaching style by using Grasha-

Riechman style. According to Brophy (1986), the professor are not agree of what the students

developed their motivational patterns, just prefer in active socialization to their professor in

able them to stimulate the general development of student motivation to learn particular

situation in its activation. Furthermore, those six qualities that characterize a remarkable

instructor’s style alternately the thing that constitutes a great teacher, run through after time,

it might have been discovered that an excellent instructor’s would set an undue haste desire

to their students besides they might always attempt to discover routes to enhance their

adequacy toward reevaluating systems (Ripley, 2012)

In addition, an effective teaching style might persistently initiate people also their

groups should take an interest in the taking process. They might keep up the students’ center
by checking their comprehension to guarantee they are helping of the people grasping those

topic. An excellent teacher will exhaustively, besides it is purposefully arrange for the

following session alternately important quite a while. Lastly, an instructors who ascents over

those standard will worth of effort relentlessly, ignoring those joined together variables

helping will less resource assets also low achievements for example, socioeconomic

foundation of the students, diminished subsidizing toward those institution, and more

administration.

A more comprehension depicts of teaching styles could make discovered in book of

Dr. Grasha, Teaching with Style. Done it, he inspects an assortment of subjects in regards to

Teaching style, with how the classroom environmental will be influenced eventually to look

over those teaching style of the instructor. He touches with respect to essentially each point

possible that might influence the academic conclusion of the person. Dr. Grasha likewise

pointed that, in spite of the fact that two educators might to look over those same accurate

guidelines, and endeavor with take after the same instructions, of “how will available data in

the classroom” the last come about will make exceptionally different, because of “the unique

routes on which we understand, way they decipher also execute such rules. Furthermore, this

will be the thing that he case characterizes the styles for teacher. Investigations have

demonstrated individuals favor with gain in distinctive approaches or they might bring

different taking in style inclination.

However, in the University of Mindanao in Criminology Department they focus in the

student outcomes in connection to the Program Education Objectives in which the instructor

can be based upon the outcomes of students in every class discussion. Hence upon the

attainment of course outcomes, students will enable to attain student’s outcomes and

demonstrated partly or fully. Therefore, the above cited premises prompted the researchers to
urgently conduct this study to determine the effect of Teaching Style to the Learning

Motivation of the Criminology Students in University of Mindanao.

Statement of the Problem

This will determine the effect of Teaching Style to the Learning Motivation of

Criminology Students. Specifically, it attempts answer the following objectives:

1. What is the level of Teaching Styles of UM Criminology Professor in terms of:

1.1 Expert or Formal Authority

1.2 Demonstrator or Personal Model

1.3 Facilitator

1.4 Delegator

2. What is the level of Learning Motivation of Criminology Students in terms of:

2.1 Intrinsic Motivation

2.2 Extrinsic Motivation

3. Is there a significant relationship between Teaching Styles and Learning

Motivation of Criminology Students?

Hypothesis

There is no significant relationship between the teaching style and learning motivation

of criminology students.

Review of Related Literature

 In this portion, the related literatures are presented whose sources came from

newspaper, journals, internet and books.

We learn from different teaching style of our professors. Therefore, professors must

use different style of teaching to reassure that they are discussing the needs of their students.

Teaching methods can be described based upon their position on a continuum ranging from

“Direct Instruction” to “constructivist approach” where information is delivered to the

students in final procedure and make his/her own procedure of information (Cantrell, 2006).

According to Felder (2006) an instructor has a variety of methods and techniques,

which might use in day to day lesson. A successful instructor needs to vary tactics and to

have an armamentarium of teaching methods and learning activities. Teaching strategies have

been suggested to help teacher’s encounter the needs of full spectrum of learning style,

persuade to adopt a deep approach to learning and help student’s to develop their intellectual.

The section of appropriate teaching method is based on the objectives of the lesson, needs of

the students and the nature of the content.

As stated by Casinto (2009), expert or formal authority is an instructor-centered

approach that the professor feels answerable for giving and directing the flow of content and

the student is expected to receive and adapt the content. The formal authorities a figure

doesn’t worry him with making a relationship for the person or may be it vital on those

learners manufacture associations for one another. Also, these types of instructors need aid

those sole people of authority and management. They need more information over the

understudies also a hold and higher status in their learners (Quinonez, 2014).

The personal or demonstrator style of teaching retains control in the classroom.

However, As opposed to relying singularly once a verbal lecture, those demonstrator styles

combines lectures with different educating help forms, including media presentations,

exhibits and also class activities. This style is especially great suiting well music,
craftsmanship furthermore physical training subjects, the demonstration are obliged to

completely understand a topic. In other areas of the study however, those demonstrator style

might not make suitableness. Like the authority style, there may be little direct instructor's to

pupil interaction, so it might be problematic to provide those necessities for all learners

(INNOVA, 2015).

According to Gill (2013), Facilitators styles of teaching encourage self-learning and

assistance learners improve critical thinking skills and as well hold learning that prompts self-

actualization. And also an instructor utilizing this model will worth of effort under an open

classroom model. Those ideas will have a chance to place a stronger accentuation on the

teacher-student relationship eventually by joining those students in the learning process. The

students’ advance will make inexactly guided, and the instructor’s will fill in ahead

empowering those learners will be more independent, more exploratory, and also include

more hands-on learning process. By utilizing this model, instructors can include less formal

teaching style similar inspiring students to be entrepreneur (Quinonez, 2014).

According to Casinto (2009), delegator is a student-centered approach whereby the

teacher delegates and places great deal control and more obligations for taking in once people

alternately gatherings of understudies. This kind of teacher will frequently oblige students to

design and execute an intricate taking in project and will perform only in a consultative role. .

Learners are frequently requested to work self-sufficiently or in groups and must have the

capacity to successfully participate in group and deal with different interpersonal roles. In

addition, as indicated by INNOVA (2015), for subject that require gathering work,

companion sentiment or lab-based learning, a delegator or group style of tutoring is often

accepted. As a delegator, the instructors might take an onlooker role to promote coordinated

effort and inspired peer-to-peer learning. Notwithstanding becoming progressively popular,

some critics think as of the delegation or group style to be a poor teaching method provided

that it removes the instructor’s from a position of authority.

Motivation is defined as an internal drive that activates behavior and gives it

direction. The term motivation theory is concerned with the processes that describe why and

how human behavior is activated and directed (Romando, 2007).

According to Zulueta (2006), an intrinsic motivation is engage in sustaining the

interest of the students having a task. Professor should choose and organize the day to day

lesson to the students for their enjoyment. Also, the students who are intrinsically motivated

are involves and enjoys for the sake of knowledge. The intrinsic goals of the learners are tend

to use active learning strategies that their conceptual understanding will developed (Wigfield,

2006)

On the other hand, an expectancy-value theory of motivation states that students are

more motivated to engage in learning activities when they expect and want to succeed.

Various reviews have shown that student expectations and values are strongly related to a

wide range of achievement, behaviors including task choice, persistence and performance

(Eccles, 2005)

According to Reeve (2006), a natural tendency of the student is to seek after

difficulties and abilities that the social concern will impact their lives at school. Every school

day, students must work their school activities to maintain and establish the social

relationship. A student who displays socially competent behavior is more likely to excel

accordingly than those who do not. Besides, intrinsically motivated student are perform or

engage an activity for the enjoyment, learning and the sentiment achievements.

In addition, according to the intrinsic motivation of Blumenfield (2006), he proposed

another variation. He emphasized the importance of being student to make their environment

on how student inspire to become cognitively engaged and take responsibility of their
knowledge. The goal of the learners is to become motivated to expand their determination by

simply doing enough to get a passing grade.

However, extrinsic motivation focuses on cognitive strategies. The student will

improve success and reduce their failure and it will increase their motivation if the professor

has activities. And he also states that the motivation for learning is important for all students

when the content is boring or challenging (Zulueta, 2006).

According to Cherry (2013), an extrinsic motivation it refers to the behavior of the

students that is motivated by external rewards such as money, fame, grades and praise. A

student who is extrinsically motivated are perform or engage in an activity to earn a reward or

avoid punishment for example the student are studying because they want to get a good grade

and also they participating in a sport to win awards. This behavior is driven by a desire to

gain a reward or avoid an opposing consequence.

On the other hand, the motivation of the student has desire to participate in the

learning process. The student also concern reason or goals that underlie their involvements or

non-involvement in academic activities. Although the learners perform a task are equally

motivated and it may differ the resources of their motivation. A student who is extrinsically

motivated are perform to obtain some rewards or avoidance of punishment to the activity,

such as grades, stickers, or professor approval (Abelon, et al. 2009)

According to Gianni et al. (2010), extrinsic motivation is when the student work for

an external reward or to evade an external punishment of others. As well as, extrinsically

motivated students participate because they expect a reward or evade an adverse outcome.

Extrinsic rewards should be given directly following the achievement, as people in general

and middle school students are not motivated by rewards because it is too far in the future.

And also the researchers found that the extrinsic praise or positive reinforcement of behaviors
such as effort or persistence it can increase behaviors associated with motivation before the

fixed traits such as intelligence.

According to Salandanan (2009), extrinsic or external motivation are creates from the

learning environment that contains of motivation intended to provoke or sustain interest of

the student in a learning activity. Therefore, the student may work harder or participate in any

activities to obtain some rewards such as materials or might serve as a good incentive.

Theoretical and Conceptual Framework

This study is anchored on the theory of Weimer (2009) that teacher must have a clear

goal and knowledgeable in applying methods and strategies in teaching. Additionally, Polk

(2006) stated that to enhance students’ performance, the teacher must be expert on his

profession through the use of strategies in teaching which are relevant to the subject he

taught.

This is supported by Ericksen (1978) who said that good everyday teaching can do

more to counter students’ apathy then special efforts to attack motivation directly. In this

particular study

This theory can adapt and use in every goal of the teacher and or help students in better

understanding in how a teacher used some strategies in teaching to achieve their goals in

which that is relevant to the lesson they taught of. Additionally, this theory helps students to

motivate and assist teacher in concerns of the performance of the students.

Figure 1 shows the conceptual framework of the study. The independent variable in

the study is the Teaching style with the following indicators: Expert or Formal Authority,

Demonstrator or Personal Model, Facilitator and Delegator. On the other hand, the dependent

variable is the learning motivation with the following indicators Intrinsic Motivation and

Extrinsic Motivation.
 Independent Variable

Teaching Style

 Through technology
 Teaching Persona
 Through Laboratory

Dependent Variable

Learning Motivation

 Intrinsic Motivation
 Extrinsic Motivation

Figure 1 Shows the Conceptual Framework Showing the Variable of the Study
Significance of the Study

The findings of the study on Teaching Style to the Learning Motivation of

Criminology Students would be beneficial to the following:

School Administration. The result of this study would help the school administration

to the capability of the Criminology students in learning motivation in which it can be used as

a basis in appropriate action.

Dean. The findings of the study will provide information to the teachers; enable them

to enhance their teaching style and how to motivate the students.

Program Head. This study will help as a guide to instruct and lead to become a better

professor to their students.

Criminology Professor. This study will help them as a basis of their teaching style

for the criminology student. With this, the professor will adopt some of techniques of this

study to ensure their student will easy to learn.

Students. The result of this study will help the students as a basis of their academic

performance and for them to know what they should improve and to change the students.

Future Researchers. The result of this study may provide more information for

future researcher and they can utilize this for their investigation.

Definition of Terms

The terms used in the study are operationally defined.

Teaching Style. This refers to the process of which the instructors were using a

strategies and techniques that guide in a classroom work for a student.

Learning Motivation. This refers to the student that is something that direct and

motivate them and points them in a particular direction to gain knowledge.

 Chapter 2

Method

This chapter presents the research design, research subjects, research instruments,

data gathering procedure and statistical treatment of data.

Research Design

This research method used in this study was descriptive correlation. According to

(Cohen 1997, Ferris 1995), descriptive correlation research determines the relationship of X

and Y variables. In this study the effect of teaching style and the learning motivation of

criminology students are the variables whose relationship was determined. It’s a quantitative

description that determine the teaching style of every professor to the learning motivation of

their students. The two variables were correlated to find out its level of teaching style to the

learning motivation of the criminology students.

Research Subjects

There were 340 respondents in the study where are Criminology students of the

University of Mindanao in Davao City. The researchers use the simple random sampling

method in conducting the survey among the respondents the study was conducted during the

second semester of school year 2016-2017.

Researcher Instrument

The researcher prepared a questionnaire to gather the needed data for the study. This

was made based on the Teaching Style of the Criminology Instructors in University of
Mindanao. The first draft will be submitted to the adviser for corrections and afterwards a

panel of experts will also consulted to ensure the reliability and validity.

The variable of the study was scaled as follows:

Range of Means Verbal Meaning Descriptive Interpretation

4.50 – 5.00 Very High This means that Criminology

Instructors perform Teaching

Style all the time.

3.50 – 4.49 High This means that Criminology

Instructors perform Teaching

Style most of the time.

2.50 – 3.49 Moderate This means that Criminology

Instructors perform Teaching

Style some of the time.

1.50 – 2.49 Low This means that Criminology

Instructors perform Teaching

Style least of the time.

1.00 – 1.49 Very Low This means that Criminology

Instructors are not

performing teaching Style at

all.

Data Gathering Procedures

The following steps will be observed in conducting this research study:

1. The researchers first asked the permission of Professor Nestor Nabe for the

Approval of the title and other relevant permission were sought.

 2. After constructing the survey questionnaire, this underwent for the validation to

check first the validity of the survey questionnaire.

3. Upon securing the approval, the researchers will proceed in administering the

prepared questionnaires to the respondents.

4. The answered questionnaires will be retrieved and subjected for analysis and

interpretation.

Statistical Treatment of Data

The following statistical tools will be used in the treatment of the data.

Frequency Count. This statistical tool will be used in determining the actual numbers

of the respondents.

Percentage. This will be used to determine the demographic profile of the

respondents in percent form.

Mean. It is the average of the numbers: a calculated “central” value of a set of

numbers. This will be used to determine the level of Teaching Style to the Learning

Motivation of Criminology Students.

Analysis of Variance (ANOVA). It provides a statistical test of whether or not the

means of several groups are all equal, and therefore generalize T-test. This will be used to

determine the significant relationship on the Teaching Style to the Learning Motivation of the

Criminology Students.

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