Action Research

Download as doc, pdf, or txt
Download as doc, pdf, or txt
You are on page 1of 13
 
THE EFFECT OF THE TEACHER'S TEACHING STYLE ON STUDENTS'MOTIVATION ACTION RESEARCH SUBMITTED BY: MARIA THERESABARBEROS, ARNOLD GOZALO, EUBERTA PADAYOGDOG SUBMITTED TO:LEE TZONGJIN, Ed.D. CHAPTER I THE EFFECT OF TEACHERS' TEACHINGSTYLE ON STUDENTS' MOTIVATIONIntrd!"t#n
The teachers, being the focal figure in education, must be competent andknowledgeable in order to impart the knowledge they could give to their students.Good teaching is a very personal manner. Effective teaching is concerned with thestudent as a person and with his general development. The teacher must recognizeindividual differences among his/her students and adjust instructions that best suitto the learners. t is always a fact that as educators, we play varied and vital roles inthe classroom. Teachers are considered the light in the classroom. !e areentrusted with so many responsibilities that range from the very simple to mostcomple" and very challenging jobs. Everyday we encounter them as part of thework or mission that we are in. t is very necessary that we need to understand theneed to be motivated in doing our work well, so as to have motivated learners in theclassroom. !hen students are motivated, then learning will easily take place.#owever, motivating students to learn re$uires a very challenging role on the part of the teacher. t re$uires a variety of teaching styles or techni$ues just to capturestudents% interests. &bove all, the teacher must himself come into possession of ade$uate knowledge of the objectives and standards of the curriculum, skills in
 
teaching, interests, appreciation and ideals. #e needs to e"ert effort to lead childrenor students into a life that is large, full, stimulating and satisfying. 'ome studentsseem naturally enthusiastic about learning, but many need or e"pect theiinstructors or teachers to inspire, challenge or stimulate them. (Effective learning inthe classroom depends on the teacher%s ability to maintain the interest that broughtstudents to the course in the first place )Erickson, *+-. ot all students aremotivated by the same values, needs, desires and wants. 'ome students aremotivated by the approval of others or by overcoming challenges.Teachers must recognize the diversity and comple"ity in the classroom, be it theethnicity, gender, culture, language abilities and interests. Getting students to workand learn in class is largely influenced in all these areas. 0lassroom diversity e"istsnot only among students and their peers but may be also e"acerbated by languageand cultural differences between teachers and students.'ince 1223, many foreign professional teachers, particularly from the 4hilippines,came to ew 5ork 0ity to teach with little knowledge of &merican school settings.6ilipino teachers have distinct styles and e"pressions of teaching. They e"pect that7education is interactive and spontaneous8 teachers and students work together inthe teaching9learning process8 students learn through participation and interaction8homework is only part of the process8 teaching is an active process8 students arenot passive learners8 factual information is readily available8 problem solving,creativity and critical thinking are more important8 teachers should facilitate andmodel problem solving8 students learn by being actively engaged in the process8
5
 
and teachers need to be $uestioned and challenged. #owever, many 6ilipinoteachers encountered many difficulties in teaching in 50 public schools. 'ome of these problems may be attributed to7 students% behavior such as attentiondeficiency, hyperactivity disorder, and disrespect among others8 and languagebarriers such as accent and poor understanding of languages other than English)e.g. 'panish. &s has been said, what happens in the classroom depends on the teacher%s abilityto maintain students% interests. Thus, teachers play a vital role in effectingclassroom changes. &s stressed in the Educator%s :iary published in *++;, (teaching takes place onlywhen learning does.( 0onsidering one%s teaching style and how it affects students%motivation greatly concerns the researchers. &lthough we might think of other factors, however, emphasis has been geared towards the effect of teacher%steaching style and student motivation.
H$%t&(#(:
f teacher%s teaching style would fit in a class and is used consistently, then studentsare motivated to learn.
P!r%( ) t& St!d$
The main thrust of the study was to find out the effect of the teacher%s teaching styleon students% motivation.
5
 
A"t#n R(*r"& +!(t#n(
This paper attempted to answer specific $uestions such as7 *. !hat is the effect of teacher%s teaching style using English &s & 'econd <anguage 'trategies onstudent%s motivation= 1. #ow does teacher%s teaching style affect students%motivation= 3. !hat could be some categories that make one%s teaching styleeffective in motivating students=
R(*r"& D(#n-Mt&d( ) C"t#n D*t*
The descriptive9survey method was used in this study, and descriptive means thatsurveys are made in order to discover some aspects of teacher%s teaching style andthe word survey denotes an investigation of a field to ascertain the typical conditionis obtaining. The researchers used $uestionnaires, observations, interviews,students% class work and other student outputs for this study. The $uestionnaireswere administered before and after E'< strategies were applied. >bservation refersto what he/she sees taking place in the classroom based on student%s dailyparticipation. 'tudent interviews were done informally before, during, and after classes. 'everal categories affecting motivation were being presented in the$uestionnaire.
R(*r"& En/#rn0nt *nd R(%ndnt(
The research was conducted at ' *?@ and ' *@3 where three teachers conductingthis research were the subjects and the students of these teachers selected
5
5
5
5
5
5
5
5
5
5

Reward Your Curiosity

Everything you want to read.
Anytime. Anywhere. Any device.
No Commitment. Cancel anytime.
576648e32a3d8b82ca71961b7a986505