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TEACHERS’ TEACHING STYLE AND STUDENT’S ATTITUDE TOWARDS

BOHOL NORTHERN STAR COLLEGE

PIQUERO, KIM PHILIP Q.

JUNE 2024

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

A teacher's teaching style refers to the approach, methods, and techniques

they use to deliver information and facilitate learning in the classroom. Teaching

styles can vary widely among educators and may include strategies such as lecture-

based instruction, hands-on activities, group work, experiential learning, or a

combination of approaches. In mathematics, teaching styles can vary depending on

the educator's preferences, the level of the students, and the specific topic being

taught.

Furthermore, as stated by Michele Snooke (2003), Every teacher has a style

in their approach to teaching. The main objective guiding a teacher toward the best

teaching style is the potential effectiveness it will offer the students in a teacher’s

classroom. Teaching style may encompass factors that could lead an effective

teaching and learning process towards the students.

Moreover, teaching style in mathematics may vary such as communication

style or lectures, use of instructional materials like utilizing visual aids or authentic

materials and interaction with students like integrating inquiry-based approach to

further enhance their problem-solving skills and exploration on solving mathematical

equations.

On the other hand, students' attitude refers to their feelings, beliefs, and

opinions toward various aspects of their educational experience, including school,

teachers, peers, subjects, and learning itself. Attitudes may influence students'

behavior, their motivation in school and home, their engagement towards other

people and how it affects their academic performance.

In addition, students' attitudes toward mathematics may vary into widely and

can influenced by various factors such as their personal experiences, perceptions of

difficulty like the applied teaching methods, in adopting the cultural influences, and

some societal stereotypes. Some students may approach mathematics with

enthusiasm, seeing it as a fascinating subject that offers opportunities for problem-

solving and intellectual challenge but others may have negative attitudes that view

mathematics as intimidating, boring, difficult or irrelevant to their lives

Additionally, teachers especially their teaching style may be seen in the efforts

of students to cultivate a growth mindset, where students believe that their abilities

can be developed through effort and practices and teachers may help students to

foster the positive attitudes and to improve the performance in mathematics.

Therefore, nurturing a supportive and positive learning environment is

essential for promoting positive attitudes toward mathematics among students.

Teaching style may affect how the students motivate their selves in learning

mathematics and how they show their attitude toward mathematics.

The Theoretical Background

This study is based on the following theories:

Social Learning Theory (Albert Bandura, 1977)

Bandura's Social Learning Theory suggests that observation play a primary

role in how and why people learn. He explains in his 1977 book Social Learning

Theory "most human behavior is learned observationally through modeling". It can

be used effectively in the classroom to observe and model students' behavior.

According to Social Learning Theory, students can pick up knowledge by watching

other people. It would seem from this that students might pick up mathematical ideas

and abilities by watching and imitating how other solve problems.

This emphasizes that the students have the capacity to learn in mathematics.

A person's belief in their capacity to achieve in a particular task is known as self-

efficacy. Self- efficacy has the potential to affect student's motivation, perseverance

and readiness to take on difficult mathematical tasks in the context of mathematics

education. Furthermore, This theory suggests that in order to maintain the

motivation of the students’, the teacher must employ a style which gives opportunity

to students engage in the process.

The Sociocultural Theory (Lev Vygotsky, 1986)

According to Vygotsky, people from different cultures learn in different ways,

as learning is influenced by cultural factors. His theory (also called Sociocultural

Theory) states that learning is a crucially social process as opposed to an

independent journey. It implies that social interaction play an important role in human

learning and that our cognitive processes are shaped by the people we interact. It

implies that human learning is greatly influenced by social interaction and that the

individuals we spend time with alter our cognitive processes.

Consequently, learning mathematics with involve participation in established

mathematics cultural practices with students developing mathematical meanings as

they learn to explain and justify their findings (Steele, 2001). It is relevant in a way by

utilizing sociocultural theory to establish successful learning communities through

effective pedagogies.

Behaviorism Theory

John B. Watson in the early 20th century, behaviorism is a branch of

psychology that examines how behavior is affected by controlled environmental

changes through observation and analysis.

Additionally, this theory emphasizes that students learn through

reinforcement, it assesses whether they are learning as effectively as possible. It can

be used in the classroom to support a pleasant learning environment and encourage

desirable attitudes by using different teaching style including modeling, positive and

negative reinforcement.

THE PROBLEM

Statement of the Problem

The study’s main objective is to determine whether there’s a significant

relationship between the teachers’ teaching style and the attitude of the grade 12

students of Bohol Northeastern Education Foundation towards Mathematics in the

Academic Year 2023-2024.

Specifically, this study sought to answer these following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 age; and

1.2 sex?

2. What is the teaching style of the teacher in teaching mathematics in the

aspect of:

2.1 authority or lecture style;

2.2 delegator or group style;

2.3 demonstrator or coach style;

2.4 facilitator or activity style; and

2.5 hybrid or blended style?

3. What is the attitude of the students towards learning mathematics in terms

of:

3.1 confidence in mathematics;

3.2 importance of mathematics; and

3.3 engagement in mathematics?

4. Is there any significant relationship between the respondent’s

demographic profile;

4.1 the teaching style of the teacher; and

4.2 the students’ attitude towards mathematics?

5. Is there any significant relationship between the teacher’s teaching style

and the attitude of the students towards mathematics?

6. Based on the findings, what action plan on teaching styles with regards to

the attitude of the students towards mathematics could be proposed?

STATEMENT OF NULL HYPOTHESES

1. There is no significant degree of relationship within the demographic

profile of the respondents;

1.1 the teacher’s teaching style; and

1.2 the students’ attitude towards mathematics.

2. There is no significant correlation between the teacher’s teaching style and

the students’ attitude towards mathematics.

Significance of the Study

In a study conducted by Laney Kennedy (2019), it states that the relationship

between the student’s attitude towards math and their learning outcomes is

bidirectional. Therefore, a positive attitude towards mathematics can lead to a higher

level of achievement, and high achievements could result in more favorable

attitudes. By doing this research, we can identify if the teacher’s teaching style has

an effect towards how students view mathematics and their attitude towards the

subject. Since the study may disclose information and insights from the factual data

that the researchers will gather, the result will be of great value and will benefit the

following:

Learning Community. The study will make the community more aware of how

to deal with mathematics. The result of the study will provide perceptions, beliefs,

ideas and techniques into which everyone can be of help in making mathematics a

more understandable and less complicated subject. This extends to parents’

involvement and would significantly increase their intervention during the making of

activities that are related to math.

School Administrators. This study can provide a solid basis for the

administrators to initiate and implement educational interventions fitted for the

students and teachers.

Teachers. Findings from this study can inform professional development for

teachers. By providing insights into the effectiveness of different teaching styles in

promoting positive attitudes towards mathematics, educators can design targeted

training programs in which it can help the teachers refine their instructional practices

and create amore engaging and supportive learning environment for the students.