teaching strategies thesis

Best Teaching Practices and Strategies for Students with Mathematics Learning Disabilities: A Literature Review

• Library Sciences - LIBS

Usage metrics

Search NYU Steinhardt

The effect of the teacher's teaching style on students' motivation.

SUBMITTED BY:  MARIA THERESA BARBEROS,  ARNOLD GOZALO,  EUBERTA PADAYOGDOG  SUBMITTED TO:  LEE TZONGJIN, Ed.D.  CHAPTER I  THE EFFECT OF TEACHERS' TEACHING STYLE ON STUDENTS' MOTIVATION

Introduction

The teachers, being the focal figure in education, must be competent and knowledgeable in order to impart the knowledge they could give to their students. Good teaching is a very personal manner. Effective teaching is concerned with the student as a person and with his general development. The teacher must recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that as educators, we play varied and vital roles in the classroom. Teachers are considered the light in the classroom. We are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs. Everyday we encounter them as part of the work or mission that we are in. It is very necessary that we need to understand the need to be motivated in doing our work well, so as to have motivated learners in the classroom. When students are motivated, then learning will easily take place. 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' interests. Above all, the teacher must himself come into possession of adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals. He needs to exert effort to lead children or students into a life that is large, full, stimulating and satisfying. Some students seem naturally enthusiastic about learning, but many need or expect their instructors or teachers to inspire, challenge or stimulate them. "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming challenges.

Teachers must recognize the diversity and complexity in the classroom, be it the ethnicity, gender, culture, language abilities and interests. Getting students to work and learn in class is largely influenced in all these areas. Classroom diversity exists not only among students and their peers but may be also exacerbated by language and cultural differences between teachers and students.

Since 2003, many foreign professional teachers, particularly from the Philippines, came to New York City to teach with little knowledge of American school settings. Filipino teachers have distinct styles and expressions of teaching. They expect that: education is interactive and spontaneous; teachers and students work together in the teaching-learning process; students learn through participation and interaction; homework is only part of the process; teaching is an active process; students are not passive learners; factual information is readily available; problem solving, creativity and critical thinking are more important; teachers should facilitate and model problem solving; students learn by being actively engaged in the process; and teachers need to be questioned and challenged. However, many Filipino teachers encountered many difficulties in teaching in NYC public schools. Some of these problems may be attributed to: students' behavior such as attention deficiency, hyperactivity disorder, and disrespect among others; and language barriers such as accent and poor understanding of languages other than English (e.g. Spanish).

As has been said, what happens in the classroom depends on the teacher's ability to maintain students' interests. Thus, teachers play a vital role in effecting classroom changes.

As stressed in the Educator's Diary published in 1995, "teaching takes place only when learning does." Considering one's teaching style and how it affects students' motivation greatly concerns the researchers. Although we might think of other factors, however, emphasis has been geared towards the effect of teacher's teaching style and student motivation.

Hypothesis:

If teacher's teaching style would fit in a class and is used consistently, then students are motivated to learn.

Purpose of the Study

The main thrust of the study was to find out the effect of the teacher's teaching style on students' motivation.

Action Research Questions

This paper attempted to answer specific questions such as: 1. What is the effect of teacher's teaching style using English As A Second Language Strategies on student's motivation? 2. How does teacher's teaching style affect students' motivation? 3. What could be some categories that make one's teaching style effective in motivating students?

Research Design/Methods of Collecting Data

The descriptive-survey method was used in this study, and descriptive means that surveys are made in order to discover some aspects of teacher's teaching style and the word survey denotes an investigation of a field to ascertain the typical condition is obtaining. The researchers used questionnaires, observations, interviews, students' class work and other student outputs for this study. The questionnaires were administered before and after ESL strategies were applied. Observation refers to what he/she sees taking place in the classroom based on student's daily participation. Student interviews were done informally before, during, and after classes. Several categories affecting motivation were being presented in the questionnaire.

Research Environment and Respondents

The research was conducted at IS 164 and IS 143 where three teachers conducting this research were the subjects and the students of these teachers selected randomly specifically in the eighth and sixth grade. The student respondents were the researchers' own students, where 6 to 7 students from each teacher were selected. Twenty students were used as samples.

To measure students' motivation, researchers used questionnaires which covered important categories, namely: attitudes, student's participation, homework, and grades. Open-ended questions were also given for students' opinion, ideas and feelings towards the teacher and the subject. The teacher's teaching style covers the various scaffolding strategies. The data that were collected from this research helped the teachers to evaluate their strengths and weaknesses so as to improve instruction. The results of this study could benefit both teachers and students.

Research Procedure

Data gathering.

The researchers personally distributed the questionnaires. Each item in each category ranges from a scale of 5-1 where 5 rated as Strongly Agree while 1 as Strongly Disagree. The questionnaires were collected and data obtained were tabulated in tables and interpreted using the simple percentage. While the open ended questions, answers that were given by the students with the most frequency were noted.

Review of Related Literature

Helping students understand better in the classroom is one of the primary concerns of every teacher. Teachers need to motivate students how to learn. According to Phil Schlecty (1994), students who understand the lesson tend to be more engaged and show different characteristics such as they are attracted to do work, persist in the work despite challenges and obstacles, and take visible delight in accomplishing their work. In developing students' understanding to learn important concepts, teacher may use a variety of teaching strategies that would work best for her/his students. According to Raymond Wlodkowski and Margery Ginsberg (1995), research has shown no teaching strategy that will consistently engage all learners. The key is helping students relate lesson content to their own backgrounds which would include students' prior knowledge in understanding new concepts. Due recognition should be given to the fact that interest, according to Saucier (1989:167) directly or indirectly contributes to all learning. Yet, it appears that many teachers apparently still need to accept this fundamental principle. Teachers should mind the chief component of interest in the classroom. It is a means of forming lasting effort in attaining the skills needed for life. Furthermore teachers need to vary teaching styles and techniques so as not to cause boredom to the students in the classroom. Seeking greater insight into how children learn from the way teachers discuss and handle the lesson in the classroom and teach students the life skills they need, could be one of the greatest achievements in the teaching process.

Furthermore, researchers have begun to identify some aspects of the teaching situation that help enhance students' motivation. 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.

CHAPTER II  PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents and analyzes data that answer the subsidiary problems of the study. Table I showed that out of the 20 student respondents, 50% were males and 50% females. Of the male students respondents, only 2 males belong to the high group while 8 males from the low group. For the females, each of the group had 5 respondents. It also showed that there were 7 respondents from the high group and 13 came from the low group.

Table 1:Respondents by Gender

Table 2 showed that out of the 20 students respondents, 80% of students were of Hispanic origin; 10% of respondents were White (not of Hispanic origin); and 10% were Black (not of Hispanic origin); while 0% were of American Indian, Asian or Pacific Islander ethnicity. The results also showed that among the Hispanic, 40% came from the low and 40% came from the high group. There were only 10% White respondents from both groups. There were 10% respondents who were Black from both groups.

Table 2: Respondents by Ethnicity

Table 3 showed that 15% of the respondents had grades between 96-100 in Science, 0% between 91-95, while 15% scored between 86-90, the same as the range between 81-85. However, on the low group 25% of the respondents had grades between 71-75, 5% each had a range between 66-70 and 61-65; while 15% of the respondents did not have Science last year.

Table 3: Grades in Science

Table 4 revealed that for students' motivation-attitude, more than half of the respondents agreed that they are always excited to attend classes this school year. 75% of the students believed that Science is fun and interesting. Similarly, 80% of the respondents agreed that Science is important for them and 60% said that they love Science.

For student motivation-participation, it showed that more than half of the respondents affirm that they are always prepared in their Science classes. 75% of the students participated in Science activities; 50% did their Science assignments consistently.

For student motivation-homework, it could be noted that 60% of the students completed their homework on time and 50% found homework useful and important. 85% of the students said that they got enough support to do homework at home and 90% said that the teachers checked their homework.

For student motivation-grades, 65% got good grades in Science. 65% of the respondents said that they study their lessons before a test or a quiz. More than half of the respondents disagreed that the terms or words used in the test were difficult to understand. Less than half of the respondents agreed tests measure their understanding of Science concepts and knowledge, while 80% thought that grading is fair. On the other hand, the data under teaching style as noted on table 4 showed that 65% of the students strongly agreed that they have a good relationship with their Science teacher and no one disagreed. 75% noted that their Science teachers used materials that were easy to understand. 60% said that their teachers presented the lessons in many ways. More than half of the students said that they understood the way their Science teachers explained the lesson while 25% were not sure of their answer. 75% said that they got feedback from their Science teacher.

Table 4: Data on the Five Categories

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

Master's Thesis: The relationship between teaching styles and strategies and FL learners' motivation

Teachers are often regarded as one of the key elements that determine students' motivation and many researchers have put these two into correlation. There are many studies which have investigated in what ways teachers influence students' motivation by determining the optimal teaching style and teaching strategies. This thesis looks closely into the relationship between teaching styles and strategies and students' motivation to learn a foreign language. The study was put into the context of a Croatian elementary school, where English is a compulsory subject since the 1 st grade, and had two main aims. The first aim was to examine the relationship between teaching styles and learners' motivation, and to determine which style would be most motivating one for English language learners. The second aim was to examine if there would be a link between particular teaching styles and the use of motivational strategies in practice.

Related Papers

Preveza Kryeziu

Indonesian Journal of Curriculum and Educational Technology Studies

Didi Suherdi

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by inte...

Steffany Anne Luy

Liza Israel

The teachers, being the focal figure in education, must be competent and knowledgeable in order to impart the knowledge they could give to their students. Good teaching is a very personal manner. Effective teaching is concerned with the student as a person and with his general development. The teacher must recognize individual differences among his/her students and adjust instructions that best suit to the learners. It is always a fact that educators, played varied and vital roles in the classroom. Teachers are entrusted with so many responsibilities that range from the very simple to most complex and very challenging jobs encountered as part of the work or mission. It is very necessary to understand the need to be motivated in doing the work well, so as to have motivated learners in the classroom. When students are motivated, then learning will easily take place. However, motivating students to learn requires a very challenging role. It requires a variety of teaching styles or techniques just to capture students' interests. Above all, the teacher must come into possession of adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation and ideals. It needs to exert effort to lead students into a life that is large, full, stimulating and satisfying. Some students seem naturally enthusiastic about learning, but many need or expect the teachers to inspire, challenge or stimulate them. Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place. Not all students are motivated by the same values, needs, desires and wants. Some students are motivated by the approval of others or by overcoming challenges.

Ramil Bulilan

Driven by the desire to heed the most common complaints of teachers about the apathy of their students towards learning the subject or the students towards the incompetence of some teachers in imparting the lesson, this study surveyed 17 faculty members and 67 senior students under the College of Teacher Education on March-July 2012.The hypothesis was tested correlating the relationship between the faculty teaching styles and students' learning styles. The study made use of a descriptive survey method with questionnaire adapted from Grasha-Riechmann (1996) and Harvey F. Silver, et al. (2000) coupled with informal interviews to students and teachers. The contingency test result was highly significant; hence, the statement of null hypothesis is rejected which means that the teaching styles matched with the learning styles. In other words, if a student prefers such teaching style, the other students do the same. This further implies that the faculty members are able to get the learning needs of their students since the survey revealed that most students were sensing-thinking learners, while teachers were mostly expert teachers. This supports theories on the necessity of matching the teaching styles and learning styles to effect learning in the classroom as the ultimate goal in effective teaching.

Journal of Physics: Conference Series

hendra ridwan

Each teacher has specific teaching styles and varied students’ learning styles that may influence students’ academic performance. The purpose of this study is to identify the teaching styles of the teachers and learning styles of the students. In this descriptive correlational research study, it included the entire 15 teachers and 188 students used simple random sampling. The SAILS and VARK questionnaires were used to determine the teaching and learning style respectively through online. A frequency, percentage, chi-square and Mann-Whitney analysis with SPSS version 20 was utilized in this study. Most of the teachers preferred the Single-Modal teaching style with Kinesthetic (K) preference, while the students preferred All-Modal (VARK) style. There is significant difference between teachers’ teaching styles and learning styles of the students. The researcher concluded that because of the mismatched/not aligned of the teaching styles to the learning styles, the teachers must prepare ...

Dr. Mehraj A Bhat

International Journal of Language and Linguistics

Hawkar Awla

res publication

accounts ziraf

It seems reasonable to assume that teachers are those who are skilful in developing understanding of the world in which man lives, insightful with respect to the ways & means of stimulating intellectual appetites, and capable of patience, understanding and sincere feelings for othersmay pave the way for an enlightened and productive society. Learning styles are not fixed personality traits, it shifts the emphasis towards encouraging a balanced approach to

Journal of Educational Issues

melih dikmen

This particular research is a contribution to discussions regarding whether teaching and tuition may be exercised with respect to learning style in terms of changes occurring within an assigned period of time. Kolb learning style inventory was applied on teacher candidates for an interval of three weeks within the scope of the research and the obtained results were discussed pursuantly. It was determined that the learning styles may change and vary in terms of durations which can pose a problem with respect to teaching planning’s as a consequence of the research. The identified changes made comparison of the learning style with respect to independent variables open to criticism. It is recommended that attention better be paid on selection of data analysis techniques for evaluation of the learning styles based on certain independent variables. Learning styles changes within a short period of time. Yet the question to be replied is which experiences lead the way to change. Remarks and...

RELATED PAPERS

Journal of Social Sciences

İbrahim Yaşar Kazu

Procedia - Social and Behavioral Sciences

Cristina Tulbure

Gabriella Giulia Pulcini

Maizam Alias

Foreign Language Annals

Richard Felder , Eunice Henriques

Aroona Hashmi

Aditi Dubey-Jhaveri

IOAN NEACȘU

Opus et Educatio

sounantha phavadee

saifuddin ahmad Husin

IOSR Journals

Journal of Education and Practice

Abiy Filate

Global Academic Research Institute Publication Department

Samanthi Wickramasinghe , Sunesh Hettiarachchi

Yusuf Özkarslı

Davide Mate

Loly Novita

Asia Pacific Journal of Multidisciplinary Research

Research and Statistics Center

Zbornik radova Uciteljskog fakulteta Prizren-Leposavic

Hadži Živorad Milenović

Novalita Fransisca Tungka

Gerald Paul Sumagpao

International Journal of Instruction

Ivana Cimermanova

IJIRMPS International Journal , N Nandhakumar

Justin Moses

Jorace Dayrit

Kira Rimrott

Research Papers

Learning styles

David Copeland

EPRA International Journal of Multidisciplinary Research (IJMR)

GANESAN SHANMUGAVELU

mohammad zohrabi

kunnathodi abdul gafoor

2011 IEEE Global Engineering Education Conference (EDUCON)

Ivana Šimonová

Prosiding Seminar Nasional Pendidikan FKIP

Eka Indah Nuraini

Edgar R. Eslit

Faye Antoniou

Global Journal of Human-Social Science Research

Farjana Khanum

Luciano Mariani

ANUAR AHMAD

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2023

The Only Connected Ecosystem in Early Childhood Education

Connect teachers, children, and families to engaging learning experiences, informative data, and stronger partnerships.

See How it Works

What’s new at Teaching Strategies?

Product Demo Watch us demonstrate what The Creative Curriculum can do for you

Register For Demo

Blog Post Explore 5 strategies for nurturing meaningful connections

Read Article

Success Story  Work-life balance: See how Fort Worth ISD educators saved time

Watch Video

Individualize learning with one platform, resources of the highest quality, and connected workstreams.

Through the leading early learning platform, our ecosystem brings together essential content, tools, data, and support aligned to research-based objectives, empowering teachers to easily identify and respond to each child’s needs.

Explore Our Platform   View Our 38 Objectives

Whole-child curriculum connected to assessment to individualize learning

Data and reporting to inform instruction and drive program efficacy, incorporates all essentials for transformative family engagement, intentional support for every professional development need, from beginner to expert.

Who Benefits From Our Connected Ecosystem?

For the critical years, from birth through age 8, our developmentally appropriate, whole-child approach respects individual skill progression and empowers creative, confident, and caring learners through joyful, play-based investigations.

Our truly transformative approach to family partnerships demonstrates value and respect for all families, honors home language, links family engagement activities to classroom learning, models family interactions, and incorporates co-creation to center family perspectives.

Every teacher deserves a great support system. With robust coaching, tools to streamline admin tasks, instructional resources for all learners, on-demand support, real-time insights and plenty of encouragement, we reignite teachers’ passion for what they love most – teaching.

With the integrated flow of data across connected workflows, administrators gain access to intelligent dashboards and reports on program quality improvement, family engagement, and compliance. Embedded tools and resources enable consistency in learning, whether in class, hybrid, or distance learning. Coaching and professional development options ensure teachers are supported every step of the way.

Detroit and Teaching Strategies made big gains for little learners in language, literacy, and family engagement.

Read Full Story

Our Unrivaled Impact

Tour Our Ecosystem

See how our ecosystem brings together all essential elements of a high-quality early learning program.

Request a Demo

For General Inquires, please call Toll Free: 1-800-637-3652    |   International: +1 301-634-0818

Find My State

Choose your state or location below to learn more about how Teaching Strategies can help the children in your area become creative and confident lifelong learners.

Other Locations

Subscribe for updates.

" * " indicates required fields

By clicking the submit button below I agree that Teaching Strategies may collect my personal information to identify me and provide me with marketing information, company updates, information about events, and product information and as described in the Privacy Policy .