scholarly journals HOTS in Quadratic Equations: Teaching Style Preferences and Challenges Faced by Malaysian Teachers

2021 ◽  
Vol 10 (1) ◽  
pp. 15-33
Author(s):  
Richeal Phil Thien Kim How ◽  
Hutkemri Zulnaidi ◽  
Suzieleez Syrene Abdul Rahim
Keyword(s):  
Teaching Style ◽  
Quadratic Equations ◽  
Style Preferences

Analysis of High School Students’ Teaching Style Preferences

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
IAN C. ABORDO ◽  
CARTHY JOY T AGUILLON
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
School Administrators ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Students ◽  
Self Assessments ◽  
Teaching Learning ◽  
Style Preferences

The students are the best witnesses to how the teachers perform their instructional duties. Students develop particular expectations to teaching style preferences. This study investigates the students’ self-assessments of their teaching style preferences against their observed teaching styles that their year level teachers have used and determined the relevance of Teeters’ (2001) teaching style model. Teeters’ (2001) instructor style inventory was used to collect data from 114 high school students of an academy in Valencia, Bukidnon, Philippines. Results revealed that the students highly preferred all the teaching styles. Students in different year levels also rated their teachers’ safe, stimulating, spontaneous, and systematic teaching styles moderate and high. Significant differences in all the students’ observed teaching styles were found between the year levels. Teaching styles with “no difference” and “there is difference” depend on the year levels. School administrators and teachers in this academy may consider the viability of Teeters’ teaching style model in their teaching-learning processes.Keywords: Education, teaching styles, teaching-learning process, Teeter’s teaching stylemodel, Bukidnon, Philippines

scholarly journals Teaching English to Adult Learners: A Practical Remedial Method

2020 ◽  
Vol 2 (4) ◽  
pp. 62-69
Author(s):  
Hamza Ethelb ◽  
Mahfouz Shalabi ◽  
Ishraq Sasi
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Teaching Style ◽  
Teaching English ◽  
Self Confidence ◽  
Style Preferences

This study explores the particularities of teaching English to adult learners. It looks at whether adult learners’ comprehension of lessons is slowed down by factors of teaching style or classroom settings. The study uses a questionnaire to collect views of adult learners from the Libyan context. The questionnaire that contains 37 statements measures different aspects of teaching English. It was delivered online using Google Forms. Those aspects include teaching style, preferences of correcting mistakes, willingness of cooperation among adult learners, self-dependence and self-confidence of learners, and preferred techniques to learning grammar and vocabulary. This study also offers a remedial method that is inferred from the experience of the researchers and supported by the results of the data. The results show that adult learners have different perception towards acquiring a foreign language. They agree that they need to better their learning input. The suggested remedial process could be an answer to their needs.

scholarly journals Perceptual Learning Style Preferences of English Major Libyan University Students and their Correlations with Academic Achievement

2021 ◽  
Vol 12 (5) ◽  
pp. 1
Author(s):  
Muftah Hamed ◽  
Abubaker Almabruk
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Perceptual Learning ◽  
Learning Style ◽  
Significant Relationship ◽  
Teaching Style ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
English Major ◽  
Style Preferences

Exploring perceptual learning style preferences and their relationships with academic achievement is important to success in teaching and learning language. The aim of this study, therefore, was to investigate the perceptual learning style preferences of Libyan EFL University students majoring in English at Omar Almukhtar University and to check whether there is a significant relationship between students’ perceptual learning style preferences and their academic achievement. A total of 75 fourth year English major students were participated in this study. A self-reporting learning style questionnaire developed by Kinsella (1994) was used to collect data and final semester examination scores were used to determine the average academic achievement for each participant. The findings showed that tactile style was the most dominant learning style among the students followed by auditory style while kinesthetic style was the least favoured learning style. The findings also revealed that there was a significant relationship between students’ learning style preferences and their academic achievement; the strongest correlation (r=0.30, P<.01) was found between the auditory learning style and academic achievement. The findings are discussed in this study with implication for university instructors to identify their students’ perceptual learning style and match them with their teaching style to influence students’ achievement, and deliver their lectures by using different approaches and techniques to ensure that the learning process is effective and efficient for a great number of their students. This study contributed to the EFL field in Libya by providing clear information on students’ learning style preferences and their correlation with academic achievement.

scholarly journals Investigating the Match and Mismatch between Students’ Learning Styles and Teacher’s Teaching Styles in a Saudi School: A Case Study

2021 ◽  
Vol 3 (2) ◽  
pp. 10-20
Author(s):  
Alaa Q. Alhourani
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Learning Style ◽  
English Language ◽  
Teaching Style ◽  
Teaching Styles ◽  
Language Teacher ◽  
Learning Style Preferences ◽  
Style Preferences

This study examines if there is a match or mismatch between students’ learning styles and the teacher’s teaching styles in a classroom at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia. The main objectives of this study are to determine dominant learning styles of the whole secondary grade students and the teacher’s teaching style. This study was carried out as a case study, and the data were analyzed qualitatively and quantitatively. Participants of this study were a class of 15 students and their English language teacher to the first secondary stage. The instruments used for collecting data were Reid’s Perceptual Learning Style Preference Questionnaire (1995), Teachers Teaching Style Preferences Questionnaire (Peacock 2001), and semi-structured interview. The findings of this study indicated that the majority of the students had multiple learning styles with at least auditory and group as their major learning style preferences, followed by kinesthetic, tactile, and visual as their minor learning style preferences. They showed negative preference towards individual style. The major learning style preferences of the English language teacher were visual and individual, followed by tactile and kinesthetic as his minor style preferences, while his negligible teaching style preferences were auditory and group. There was a mismatch between the teacher’s teaching style and the students’ learning style at Khalid Bin Alwlid School, Tabarjal, Saudi Arabia

scholarly journals EFL Education And Teacher Developments: The Implementation Of CLC And Teachers’ Teaching Style Preference

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Nasmah Riyani
Keyword(s):  
Language Teaching ◽  
Teaching Style ◽  
Capital City ◽  
Language Competence ◽  
Purposive Sampling ◽  
National Examination ◽  
Efl Teachers ◽  
Formal Authority ◽  
Classroom Language ◽  
Style Preferences

Teachers’ teaching style preferences is undoubtedly being an essential thing in dynamic classroom language teaching. This study aimed to investigate Indonesian EFL teachers’ teaching style and their beliefs in the implementation of communicative language competence. Additionally, this study also explored students’ speaking competence. Fifty teachers were involved based on purposive sampling from one of regency of the Capital city, Kolaka Indonesia. The respondents cooperatively supported the study, then they filled Grasha (1996) Teaching Style Inventory (TSI). The descriptive statistic showed that the respondents mostly implement formal authority styles and personal model respectively. The students’ speaking competence was still categorized low. Regarding the nominal preference of authority styles, since the purpose of language teaching on basis of curriculum based teaching, the teacher believed that giving students space to explore their flexibility in communicating would not help them to pass the national examination

scholarly journals Examination of the academic optimism perceptions of the teachers at the schools in terms of their preferred teaching styles Öğretmenlerin okullardaki akademik iyimserlik algılarının tercih ettikleri öğretim stilleri açısından incelenmesi

2018 ◽  
Vol 15 (3) ◽  
Author(s):  
Atila Yıldırım ◽  
Ercan Yılmaz
Keyword(s):  
Academic Success ◽  
Pearson Correlation ◽  
Teaching Style ◽  
Teaching Styles ◽  
English Summary ◽  
Academic Optimism ◽  
Cluster Sampling ◽  
Correlation Technique ◽  
Multiple Regression Technique ◽  
Style Preferences

The high academic optimism levels of the teachers affect the success of the students positively. The most important characteristics of schools with high academic success is the high optimism levels. The schools with high academic optimism levels give much more importance to the teachers than the schools with low levels of academic optimism. This study aims to determine the relation between the teaching style preferences of the teachers and the level of the academic optimism in the schools. Thus, the dimensions of the teaching styles and academic optimism have been compared. This study has the model of relational screening. The study examined the level of explanation of the academic optimism in the schools by the teaching styles preferred by the teachers. The dependent variable of the study is the academic optimism perception of the teachers and the schools. The independent variable is the sizes of the teaching styles. The study group consisted of 323 middle school teachers in total selected from 13 schools by means of random cluster sampling and who were working in province of Konya in 2016. “School Academic Optimism Scale” developed by Çoban and Demirtaş (2011) and the “Grasha-Reichmann Teaching Style Scale” adapted to Turkish by Sarıtaş and Süral (2010) were used as the data collection tool. The relation between the academic optimism and sizes scores of the teachers and the teaching style sizes were tested with Pearson correlation technique. The level of the significant explanation of the teaching styles preferred by the teachers as well as their academic optimism size scores were tested with the multiple regression technique. A significant relation has been found between the scores of the teaching styles preferred by the teachers and their total academic optimism scores. It can be suggested that attention shall be focused on the lifelong training of the teachers  in order to develop the academic optimism feelings of the teachers. Extended English summary is in the end of Full Text PDF (TURKISH) file.ÖzetÖğretmenlerin akademik iyimserlik düzeylerinin yüksek olması öğrencilerin başarılarını olumlu yönde etkilemektedir. Akademik başarısı yüksek olan okulların en büyük özelliği akademik iyimserlik seviyelerinin de yüksek olmasıdır. Akademik iyimserlik seviyeleri yüksek olan okullar, akademik iyimserlik seviyesi düşük olan okullara göre öğretmenlere daha çok önem verirler. Bu araştırmada, öğretmenlerin tercih ettikleri öğretim stillerinin okullardaki akademik iyimserlik düzeyi arasındaki ilişkiyi belirlemek amaçlanmaktadır. Bu amaçla öğretim stilleri ve akademik iyimserlik boyutları karşılaştırılmıştır. Bu araştırma, ilişkisel tarama modelindedir. Araştırmada öğretmenlerin tercih ettikleri öğretim stillerinin okullardaki akademik iyimserliği açıklama düzeyi incelenmiştir. Araştırmanın bağımlı değişkeni öğretmenlerin okulların akademik iyimserlik algısıdır.  Bağımsız değişkeni ise öğretim stillerinin boyutlarıdır. Araştırmanın çalışma grubunu; 2016 yıllında Konya ilinde çalışan ve tesadüfî küme örnekleme yoluyla 13 ortaokuldan seçilen toplam 332 ortaokul öğretmeni oluşturmuştur. Veri toplama aracı olarak,  Çoban ve Demirtaş (2011) tarafından geliştirilmiş olan “Okul Akademik İyimserlik Ölçeği”  ve Sarıtaş ve Süral (2010) tarafından Türkçeye uyarlanmış olan “Grasha - Reichmann Öğretme Stili Ölçeği” kullanılmıştır. Öğretmenlerin akademik iyimserlik ve boyutları puanları ile öğretim stillerinin boyutları arasındaki ilişki Pearson korelasyon tekniği ile test edilmiştir. Öğretmenlerin akademik iyimserlik boyut puanlarını, tercih ettikleri öğretim stillerinin anlamlı bir şeklide açıklama düzeyi çoklu regresyon tekniği ile test edilmiştir. Öğretmenlerin tercih ettikleri öğretim stilleri puanları ile akademik iyimserlik toplam puanları arasında anlamlı bir ilişki bulunmuştur.

Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1215-1220 ◽  
Author(s):  
Frank E. Pettigrew ◽  
Dorothy B. Zakrajsek ◽  
Mary A. Bayless ◽  
Grace Goc-Karp
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Rating Scale ◽  
Teaching Style ◽  
Teaching Styles ◽  
College Teaching ◽  
Learning And Teaching ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Instructional Styles

Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.

scholarly journals The Relationship between Critical Thinking, Self-regulation, and Teaching Style Preferences among EFL Teachers: A Path Analysis Approach

2021 ◽  
pp. 98-110
Author(s):  
Tahereh Heydarnejad ◽  
Azar Hosseini Fatemi ◽  
Behzad Ghonsooly
Keyword(s):  
Critical Thinking ◽  
Path Analysis ◽  
Teaching Style ◽  
Self Regulation ◽  
Learner Centered ◽  
Regulatory Strategies ◽  
Efl Teachers ◽  
Style Preferences ◽  
Path Analysis Approach ◽  
The Relationship

Teachers are world makers. They can change the thinking, attitudes, and lives of their students. Thus, it is essential to study the factors that foster teachers’ competency. Critical thinking, self- regulation, and teaching style are some of the factors influencing the effectiveness of teachers. In line with this argument, the present study delved into the possible impact of critical thinking abilities and self-regulatory strategies of English as a foreign language (EFL) teachers on their teaching style preferences. The possible influence of critical thinking abilities on teacher self- regulation was also studied. To do this, Watson-Glaser’s Critical Thinking Appraisal (Form 1), the Teacher Self-Regulation Scale (TSRS), and Grasha’s Teaching Style Inventory (TSI) were administered to 320 EFL teachers who were teaching at different private language institutions in Iran. A path analysis was utilized to ponder their causal relationships. The findings indicated that teachers with higher critical thinking abilities and self-regulatory skills tend to implement learner- centered styles (namely, Facilitator and Delegator) while teachers with lower critical thinking abilities and self-regulatory skills tend to do the opposite. Moreover, the significant effects of critical thinking on teacher self-regulation were determined. The implications of this study may open up new perspectives into successful pedagogy for policymakers, curriculum designers, and teachers.

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