 Personal behavior and characteristics in the teaching-learning process indicate

the way educators teach and show that various teaching style exist. Teachers
vary in how they manage their classes, how they interact with their students,
and how they view their roles as educators. When classroom teachers show
learners how to select and use appropriate strategies, they display their own
preferred teaching style. Thus, teaching styles affect not only instructional
strategies adopted by teachers but also students learning abilities. Instead of
relying on their preferred teaching style, teachers should understand that one
style of instruction may not meet the needs of all students. Student differ in the
way they approach the learning process and deal with various learning
activities (Callahan,Clark,&Kellough,2002).One good way to have teachers
consider individual learning differences and recognize the need to modify their
own teaching style is to have them learn from the students perspectives.
According to (Callahan, Clark, &Kellough,2002), teachers must modify their
teaching styles and teach a wide repertoire of strategies. One teaching style
cannot be used with all students. For learning to take place, teachers need to
use various teaching styles and to help students, including those difficulties,
develop their learning strategies and use these strategies in effectively and
efficiently.
 According to Dunn and Dunn (1972), a student contract “should be
a part of every dynamic educational program,” and as a powerful
teaching tool it should stimulate individualized learning (p. 31).
They also stated that “individualized instruction is the one-on- one
relationship between a student and what he learns” (Dunn & Dunn,
1975, p. 5). Dunn and Dunn (99) claimed that teachers teaching
styles correspond to their learning styles. Based on their personal
learning experiences, teachers tend to teach students how they
themselves learn the best and introduce learning strategies that have
benefited their own learning. The same learning strategies, however,
may not work well for all of their students. These learning skills
agree with those described by Mathews (1997) In general, students’
perceptions of their learning goes beyond the principle of
constructivism, as they see the teacher’s role as more than a
facilitator and guidance from the teacher cannot be
underestimated or ignored completely.
 The purpose of this study is to investigate student
perceptions of Cebu Roosevelt Memorial Colleges
teaching styles, to examine these students use of
learning strategies, to see if there is a relationship
between student perceptions of teaching style and their
use of learning strategies.
 The researchers aim to gain an awareness of student
strategies use that teachers may realize that it is
important to teach various learning strategies according
to specific needs.
 Researchers have studied the ways in which learners perceive
teaching styles and how these perceptions impact learning.
However, most studies have focused on teaching styles in
adult education. Moreover, these studies have not examined
senior high school students’ perceptions of educators’ teaching
styles. Even though researchers have also been interested in
the use of learning strategies and have suggested that students
can benefit from effective learning strategies, research
suggesting that the majority of senior high school students are
taught to use various learning strategies or that senior high
school students’ perceptions of teaching styles influence their
own strategy use.
 Specially it seeks to answer the following questions:
 1. How students use their learning in the classroom?
 2. Is there a relationship between student perceptions
of teacher teaching style and their use of learning
strategies?
 3. How does perception affect learning?
Definition of Terms

 There are two ways to define key terms: the conceptual and
operational. Conceptual is a kind of defining terms that are
based on concepts or hypothetic ones which are usually taken
from the dictionary. Operational is a kind of defining terms
that are based on observable characteristics and how it is used
in the study. The definition of terms are presented in an
alternating order by presenting first the conceptual meaning
and followed by the operational meaning.
Students Perception-the views of students of the quality of their
learning
-It is the student opinion, thought and belief.

Teaching Style-a teaching method comprises the principles and

methods used by teachers to enable student learning.
-A teacher manner of doing something.

Learning Strategies-refer to students self-generated thoughts,

feelings and action, which are systematically oriented toward
attainment of their goals.
-Are ways to assist in learning.
 This study is limited to the preferences of Senior
High School on Cebu Roosevelt Memorial Colleges,
school year 2019-2020.It involves all the Senior High
School students including General Academic
Starnd1,2,and 3,Accountancy and Business
Management, Science Technology Engineering
Mathematics, Information Communication
Technology, and Home Economics. The results are
generalized to the participants.
 To help students become strategic learners, educators should
be aware of a students learning strategy use and have flexible
teaching styles. The result of this study can be used to provide
senior high school teachers with the knowledge that students
may approach learning in different ways. Moreover, knowing
how students perceive teaching style may help educators see
their role from a different viewpoint and understand the
importance of reflecting on as well as adjusting their teaching
styles. The person who will benefit from this research
Student-this study will help them specifically for Senior High
School, this will help them on how they use their learning
strategies.

Teacher-this study will help teachers specifically teachers form

Senior High School, this will help them in teaching to what
students want to catch their interest and on how they use their
learning strategies.
Conceptual Framework

Students Use of Learning

Perception of Strategies
Teaching Style

Develop Awareness of
teachers in their students strategy
own learning to use
strategies

Knowledgeable
students in
approaching learning
in different ways
REVIEW OF RELATED
LITERATURE
 REPUBLIC ACT No. 10533, AN ACT ENHANCING THE PHILIPPINE BASIC
EDUCATION SYSTEM BY STRENGTHENING ITS CURRICULUM AND
INCREASING THE NUMBER OF YEARS FOR BASIC EDUCATION,
APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES
 Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled:
 Section 1. Short Title. — This Act shall be known as the "Enhanced Basic Education Act
of 2013″..
 Section 3. Basic Education. — Basic education is intended to meet basic learning needs
which provides the foundation on which subsequent learning can be based. It
encompasses kindergarten, elementary and secondary education as well as alternative
learning systems for out-of-school learners and those with special needs.
 Section 4. Enhanced Basic Education Program. — The enhanced basic education
program encompasses at least one (1) year of kindergarten education, six (6) years of
elementary education, and six (6) years of secondary education, in that sequence.
Secondary education includes four (4) years of junior high school and two (2) years of
senior high school education.
 Kindergarten education shall mean one (1) year of preparatory education for children at
least five (5) years old as a prerequisite for Grade I.
Elementary education refers to the second stage of compulsory basic education which is
composed of six (6) years. The entrant age to this level is typically six (6) years old.

Secondary education refers to the third stage of compulsory basic education. It consists of four
(4) years of junior high school education and two (2) years of senior high school education.
The entrant age to the junior and senior high school levels are typically twelve (12) and
sixteen (16) years old, respectively.
Basic education shall be delivered in languages understood by the learners as the language
plays a strategic role in shaping the formative years of learners.

For kindergarten and the first three (3) years of elementary education, instruction, teaching
materials and assessment shall be in the regional or native language of the learners. The
Department of Education (DepED) shall formulate a mother language transition program from
Grade 4 to Grade 6 so that Filipino and English shall be gradually introduced as languages of
instruction until such time when these two (2) languages can become the primary languages of
instruction at the secondary level.

For purposes of this Act, mother language or first Language (LI) refers to language or
languages first learned by a child, which he/she identifies with, is identified as a native
language user of by others, which he/she knows best, or uses most. This includes Filipino sign
language used by individuals with pertinent disabilities. The regional or native language refers
to the traditional speech variety or variety of Filipino sign language existing in a region, area
or place.
 The purpose of Rower's (1999) study was to determine if the peer
observation and feedback by teachers is a viable means of promoting
professional development. The results indicated that the participants
perceive the observation and feedback process as a meaningful
professional development activity. The benefits include useful feedback,
insight into teaching practices, decreased isolation, increased discussions
and reflections about teaching and collegial relationship.
 Kilcy (1999) reported some important aspects of the quality of teacher in
every classroom. In one of his speeches, he highlighted the new ways to
improve teacher quality. He explained that an outdated teacher training and
support system cannot be allowed to frustrate the hopes and dreams of too
many teachers. He discusses the ways to recruit teachers that will interest
the next generation of teachers.
He discusses the ways to recruit teachers that will interest the next generation
of teachers. He also emphasizes the importance of incentives to keep the good
teachers already in the system and offer them the opportunity to keep on
learning. Rodgers (1999) from his study reported that collaborative
professional development is a powerful way of accomplishing education
reform.

Witcher and Onwuegbuzie (2000) determined the pre-service teachers'

perceptions about the characteristics of effective teachers. They found several
characteristics that many of the pre-service teachers considered to reflect
effective teaching. The major themes emerged from these characteristics:
student-centeredness, enthusiasm for teaching, ethicalness, classroom and
behavior management, teaching methodology, and knowledge of subject.
 Hunter (1980) cited studies conducted by Hunter and McCouts. Using the
Canfield Learning Styles Inventory, they collected data from 1,000 students
at Sinclair Community College in Dayton, Ohio. Important learning style
differences were shown on 12 of 16 profile scales with respect to age
group. Older students preferred reading, organization, detail, qualitative
and listening. Younger students preferred affiliation with peers
and teachers, iconics, direct experience, and in animates. Some studies
were effective in identifying significant interactions between preferred
learning styles and preferred teaching styles while others were not.

 Zippert (1985) conducted research to investigate whether teaching

strategies that matched assessed learning styles of students produced a
higher level of achievement. The site of her research was Miles College--
Eutaw, Greene County, Alabama. The Productivity Environmental
Preference Survey was used to assess learning style preferences. The
College Level Examination Program (CLEP) Social Studies and History
examination was used as the measurement of achievement. Subjects
consisted of 30 students.
Fifteen students were randomly assigned to the experimental group and l5were assigned to the
control group. Students in the control group received instruction through conventional methods,
whereas instruction was modified to correspond to the learning style preferences of students in
the experimental group. Zippert concluded that “students” can identify their individual learning
preferences and tend to respond positively to teaching methods which are consonant with their
preferred mode of learning” (p. 87)

Simon (1987) conducted research at Hocking Technical College to determine the relationship
between the preferred learning styles of students and preferred teaching styles of instructors at the
community college level. He administered the Canfield Learning Styles Inventory to 4,020
entering students from fall quarter 1979 through fall quarter 1982. Subject areas studied were
business, engineering, general studies, health, natural resources, and public service. He
administered the Canfield Instructional Styles Inventory to 49 full-time instructors in fall quarter
1983-84. His concentration of the study was with three areas of the Canfield instruments:
condition, content, and mode.

Simon’s study revealed that students indicated a preference for less lecture and more direct
experience; they preferred less authority from faculty and more student independence, goal
setting, and planning; and, they preferred peer and instructor affiliation. Implications for this study
were that instructors should increase the direct experience method and decrease the lecture
method, students should be involved more in course and program direction, and more instructor
affiliation should be provided to students. The researcher suggested that in-service training
be done to acquaint faculty with students’ learning styles and to assist them in evaluating their
own preferred teaching style.
 This literature review shows that teaching style and learning strategy have
been defined in many ways. Research has shown that teaching students to
use learning strategies is necessary to ensure a successful learning
experience. It is similarly crucial for teachers to know their own teaching
styles from students’ standpoints because students are aware of and also
influenced by their teachers’ teaching styles. The clarification of the
relationship between students’ perceptions of teaching styles and usage of
learning strategies will offer educators suggestions that will be helpful in
modifying their teaching styles. It will also help educators consider how to
provide instruction that intends to encourage senior high school students to
develop meaningful learning strategies. Nevertheless, none of the studies in
the literature conducted in Cebu Roosevelt Memorial Colleges explored
this relationship.
RESEARCH METHODOLOGY
 This chapter was designed to provide an outline of
the research method, such as the research design, the
respondents of the study, the procedures in gathering
the data, and the data processing method. The details
of the research instrument specifically the interview
including the observation of the respondents during
the interview are also included in this chapter.
 The purpose of this study is to investigate Cebu Roosevelt
Memorial Colleges Senior High School students perception of
their teachers teaching style and students use of learning
strategies.
 Students' perceptions of school events, the nature of teachers' expectations,
and the patterns of interaction between students and teachers have an
impact on their academic attitudes and behaviors. The way we look at
situations, places, and things reflects the way we view the world and
influences the conclusions and decisions we make. Our perception of an
event is a personal interpretation of information from our own perspective.
A learning strategy is an individual's approach to complete a task. More
specifically, a learning strategy is an individual's way of organizing and
using a particular set of skills in order to learn content or accomplish other
tasks more effectively and efficiently in school as well as in nonacademic
settings (Schumaker& Deshler, 1992). Therefore, teachers who teach
learning strategies teach students how to learn, rather than teaching them
specific curriculum content or specific skills. It is important to engage
students in strategic thinking. It is your thoughts and beliefs about what is
your opinion in teaching style and it is your ways to assist on how you deal
your learning strategies.
 Qualitative research is characterized by its aim, which relate to
understand some aspects of social life, and its method which
generate words, rather than numbers, as data for analysis. It is
used to gain an understanding reasons, opinions, and
motivations. It provides insight into the problem as helps to
develop ideas or hypothesis for potential quantitative research.
Qualitative research is characterized into four research design:
Ethnographic Research, Phenomenological Research, Grounded
Theory, and Case Study. The design used in this qualitative
research is the phenomenological research design. Since the aim
of this research isto gain an awareness of student strategies use
that teachers may realize that it is important to teach various
learning strategies according to specific needs, then the methods
of phenomenological research design is appropriate for this
study. This research design is used to describe events places,
and phenomenon. It uses a combination of interviews, watching
videos, or visiting places or events to understand he respondents
own perspective and their reactions, perception and a feeling as
an individual is being examined.
 The researchers choose Senior High School students in Cebu
Roosevelt Memorial Colleges specifically General Academic
Strand1,2,and 3,Accountancy and Business Management,
Science Technology Engineering Mathematics, Information
Communication Technology, and Home Economics. The
research came up with fourteen (14) respondents: two (2)
persons in each strand. The participants were chosen based on
their willingness to express their experiences in line with the
study. Their opinions about the research that the researchers
conducted were recorded to determine the differences about
the study. They answered the questions that the researchers
asked them which supplied the information that the
researchers needed. The group will interview each class and
get valid and precise information from the respondents.
 In this study two research instruments were used for data
collection which is interview and data recording. The
researchers generate open-ended questions which allow
the participants to create option for responding and voice
out their experiences and perspectives. In an interview
recording is a great way to capture the respondent
answers and ensures description validity. So in this study,
the researcher uses an audiovisual material which helps in
providing evidences to address the research question.
Through this material researcher has detailed information
from the answers of the participants.
 Research methods include the procedure in gathering the
data. In this research, after the validation of the research
instrument to be used ,the researcher`s also acknowledged
that their position as a Senior High School Student of Cebu
Roosevelt Memorial Colleges .Only those who received
parental permission were participants in this study, the
group only have 3 participants who will go for the interview
.The researcher will explain the purpose of the study to the
selected participantsAfter the researchers collected the data,
the information gathered from the respondents will
analyzed and evaluated.
 In the study conducted, the researchers performed a series of
action in data collecting which is the processing and analysis.
As the interview conduct, researchers immerse themselves in
which they observed and recorded the participant actions and
behaviors. The information from Grade 11 students who
undergo conversion from video data to text. After, the data
pass through process of analyzing and evaluated.
 Confidentiality pertains to protect information
exchanged between two or more parties. For
confidentiality purposes, the researchers of the study
brought the participants to a quiet, suitable place where
the interview is conducted. To provide privacy, the
notes, videos or information that the participants shared
will remain confidential and protected from any
individual who wants to assess the private information.
The names of the respondents who participated in the
study will remain unspecified until the end of the study.
 The researcher journal role in the study is to record
ongoing thoughts about the data collection conducted.
As the researchers conducted an interview, the sincerity
of the respondents towards their answers is examined.
Through this, researchers will come up with their aim
which is valid and precise data.