Department of Education

Region III
Division of Zambales
Masinloc District
INHOBOL ELEMENTARY SCHOOL

ACTION RESEARCH

on

EFFECTIVENESS OF TEACHER'S
TEACHING STYLE ON PUPILS' MOTIVATION AMONG
GRADE III-C PUPILS OF INHOBOL ELEMENTARY
SCHOOL
SY: 2018-2019

CHARMAINE E. CASTILLONES
Teacher
Researcher

(Enclosure 5 to Division Memorandum No. ___, s. 2015)

AR Form 1

ACTION RESEARCH PROPOSAL SHEET

_______________________
(date)
ROMEO M. ALIP Ed.D.
Schools Division Superintendent

Sir:

This is to respectfully submit my action research proposal entitle

Effectiveness of Teacher’s Teaching Style on Pupil’s Motivation Among Grade
III-Acacia Pupils of Inhobol Elementary School SY: 2018-2019

for acceptance/approval.

Name of Researcher: CHARMAINE E. CASTILLONES

Position: Teacher
Station/District: Inhobol Elementary School/Masinloc District

------ ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----
-
PROPOSAL ACCEPTANCE / APPROVAL

This action research proposal of Ms. CHARMAINE E. CASTILLONES

(name)
Teacher of Inhobol Elementary School Masinloc District,
(position) (station/school/District)
entitled, Effectiveness of Teacher’s Teaching Style on Pupil’s Motivation
Among Grade III-Acacia Pupils of Inhobol Elementary School SY: 2018-2019
is hereby accepted.

Recommending Approval
_______________________________
Education Program Supervisor (Area)

________________________________ _____________________________
MERLINA P. CRUZ, Ph.D. AILYN C. EAY
Chief Education Supervisor – CID Chief Education Supervisor - SGOD
Asst. to the Schools Division Superintendent

Accepted for implementation on ______________________.

(date)

ROMEO M. ALIP, Ed.D.

Schools Division Superintendent
Abstract

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. Every day 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.
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.
To determine the participants in the study, random sampling was used.
Pre test was given to all Grade III-Acacia pupils then the result was asses
using the statistical tool swilk test to determine if the two groups were
comparable. The 15 participants undergo descriptive group while the other 15
participants will undergo controlled group.
The post test was administered 2nd week of October and it was given
to both cases to measure students learning. Data were collected and analyzed
as quantitative (examination) and qualitative (survey).
 Acknowledgment

Words are not enough to express my thanks to the following who in

one way or another contributed to the success of this action research. To Mrs.
Helen B. Mejos for sharing her ideas to me. To my principal Mr. Aldrin M.
Barro for his untiring support regarding this endeavor and of course above all
to our Almighty Father for always guiding me in all aspects of my career.
 Table of Contents

Title Page
Approval Sheet
Abstract
Acknowledgment
Page
Rationale………………………………………………….………………. 6
Statement of the Problem………………………………………….. 6-7
Hypothesis……………………………………………………………….. 8
Significance of the Study……………………………………………. 8
Definition of Terms……………………………………………………. 8
Type of Study…………………………………………………………… 9
Participants/Respondents………………………………………….. 9
Data Collection………………………………………………………… 10
Instruments……………………………………………………………… 10
Data Analysis……………………………………………………………. 11-12
Results and Discussion……………………………………………… 13-16
Summary, Conclusion and Recommendation………………. 17
Appendices
a. Action Research Proposal
b. Acceptance Sheet
c. Test Questions
d. Data processing
e. Sample Output
f. List of participants
g. Other inputs/ Research and documentation
Rationale
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.

Every day 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.
Statement of the Problem

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?

Hypothesis:

If teacher's teaching style would fit in a class and is used consistently,

then students are motivated to learn.

Significance of the Study

This study is highly significant because this will be of big help to

students to better understand the lesson and improve their study habit using
motivation.

Definition of Terms

For better understanding some key terms have been operationally

defined.

Descriptive method - means that surveys are made in order to discover

some aspects of teacher's teaching style.

Controlled Group - They are the Grade III pupils who received instruction
from traditional way.
Type of Study

This action research used Descriptive Design to address the pupils’

problem. The descriptive research design 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.

Participants/Respondents

To determine the participants in the study, random sampling was used.

Pre test was given to all Grade II pupils then the result was asses using the
statistical tool swilk test to determine if the two groups were comparable. The
15 participants undergo descriptive group while the other 15 participants will
undergo controlled group

Method

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.
Data Collection

Activities Target Period Data Needed

1. Conduct meeting for parents October 2018 Attendance of pupils
through HRPTA meeting and parents
2. Re-group the pupils October 2018 No. of pupils in a group
3. Pre-assessment test October 2018 Pre- assessment result
4. Teaching Lesson October-
November 2018
5. Post assessment test December 2018 Post test assessment
6. Analyze,interpret the methods used December 2018 Result of pre and post
assessment

Instruments

The instruments used in the study was Pretest and Post Test
(quantitative) to check the learning outcomes of pupils, survey questionnaire
(qualitative) about how they like the lesson to be presented.

Data Analysis

At the end of the three months research study, Post test was
administered for both the experimental and controlled group. The scores
achieved by the pupils of the two groups were recorded separately and were
treated as academic achievements of the pupils for statistical analysis to
accomplish the objectives of the study.
 PRE TEST RESULT
S.Y. 2018-2019

Date Administered: October 14, 2018

GRADE II

( Descriptive Group) Score ( Controlled Group) Score

1 12 1 12
2 9 2 9
3 5 3 5
4 8 4 8
5 10 5 10
6 8 6 8
7 4 7 4
8 9 8 9
9 11 9 11
10 12 10 12
11 8 11 8
12 9 12 9
13 6 13 6
14 7 14 7
15 8 15 8

The total score for both the Descriptive and Controlled group is 126,
with a mean of 8.4 and MPS of 42 .
 POST TEST RESULT
S.Y. 2015-2016

Date Administered: December 7, 2015

GRADE II

( Descriptive Group) Score ( Controlled Group) Score

1 17 1 14
2 16 2 15
3 15 3 16
4 18 4 18
5 20 5 17
6 12 6 16
7 17 7 18
8 19 8 19
9 18 9 18
10 20 10 14
11 17 11 12
12 18 12 11
13 16 13 13
14 15 14 16
15 14 15 17

The total score of the experimental group is 252, the mean is 16.8 and
with an MPS of 84%. The controlled group has a total score of 234, the
mean is 15.6 and the MPS is 78%.
 Results and Discussion

Table 1

Histogram of Posttest Result of the Descriptive and

Controlled Group

1 2
40
30
Percent

20
10
0

10 15 20 10 15 20
Post Test Scores
Graphs by Group

The histogram shows the percentage of Post Test result of 1

Descriptive and 2 the Controlled Group. The first graph of result showed that
pupils under Teacher’s Teaching Style scored from 12 to 20 with a mean of
16.8 and an MPS of 84%. The second graph of result shows that pupils under
the Demonstration Method of teaching scored from 11 to 19 with a mean of
15.6 and an MPS of 78%.
Table 2 SHAPIRO-WILK W TEST OF POST TEST SCORE

. swilk posttest

Shapiro-Wilk W test for normal data

Variable Obs W V z Prob>z

posttestsc~s 30 0.98079 0.611 -1.020 0.84606

The Shapiro-Wilk W Test shows that there are 30 observation with a

width of 0.98079. The variance is 0.611, z is -1.020 and the p value is
0.84606. This indicates that the null hypothesis must be rejected because it is
lower than the alpha which is 0.05.

Table 3 TWO SAMPLE WILCOXON RANK-SUM (MANN-

WHITNEY) TEST

. ranksum posttestscore, by(group)

Two-sample Wilcoxon rank-sum (Mann-Whitney) test

group obs rank sum expected

1 15 263.5 232.5
2 15 201.5 232.5

combined 30 465 465

unadjusted variance 581.25

adjustment for ties -11.12

adjusted variance 570.13

Ho: postte~s(group==1) = postte~s(group==2)

z = 1.298
Prob > |z| = 0.1942
 The table shows a 15 observation from group 1 with a rank sum of
263.5. The second group with the same observation has a rank sum of 201.5.
The adjusted variance is 570.13, z=1.298

The p value is 0.0000 which is lesser than the alpha 0.05, therefore a strong
indication to reject the null hypothesis.

Table 4 SD TEST POSTTESTSCORE (VARIANCE RATIO TEST

. sdtest posttestscore, by(group)

Variance ratio test

Group Obs Mean Std. Err. Std. Dev. [95% Conf. Interval]

1 15 16.8 .5707138 2.210365 15.57594 18.02406

2 15 15.6 .6156684 2.384474 14.27952 16.92048

combined 30 16.2 .4272338 2.340056 15.32621 17.07379

ratio = sd(1) / sd(2) f = 0.8593

Ho: ratio = 1 degrees of freedom = 14, 14

Ha: ratio < 1 Ha: ratio != 1 Ha: ratio > 1

Pr(F < f) = 0.3903 2*Pr(F < f) = 0.7806 Pr(F > f) = 0.6097

.
 The table shows that the combined mean is 16.2, standard error of
.4272338, standard deviation of 2.340056. The frequency is 0.593 with 14,14
degrees of freedom. The P value for the first hypothesis is 0.98079 which is
higher than 0.05 meaning variances are equal.

Table 5 TWO-SAMPLE T TEST WITH EQUAL VARIANCES

. ttest posttestscore, by(group)

Two-sample t test with equal variances

Group Obs Mean Std. Err. Std. Dev. [95% Conf. Interval]

1 15 16.8 .5707138 2.210365 15.57594 18.02406

2 15 15.6 .6156684 2.384474 14.27952 16.92048

combined 30 16.2 .4272338 2.340056 15.32621 17.07379

diff 1.2 .839501 -.5196398 2.91964

diff = mean(1) - mean(2) t = 1.4294

Ho: diff = 0 degrees of freedom = 28

Ha: diff < 0 Ha: diff != 0 Ha: diff > 0

Pr(T < t) = 0.9180 Pr(|T| > |t|) = 0.1639 Pr(T > t) = 0.0820

The table shows a difference of 1.2 on the mean of the two groups of
pupils. Standard error of .839501 and difference on the interval of 2.91964.
The two P value is 0.0000 which is lesser than the alpha therefore reject the
null hypothesis.

Summary, Conclusion and Recommendation

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.

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.

Prepared by:

CHARMAINE E. CASTILLONES
Teacher
Approved:

ALDRIN M. BARRO
Principal III

NOTED:
CONNIE A. PENALOZA
Public Schools District Supervisor
 Department of Education
Region III
Division of Zambales
Masinloc District
INHOBOL ELEMENTARY SCHOOL

PROJECT PROPOSAL

FOR

ACTION RESEARCH

on

EFFECTIVENESS OF TEACHER'S TEACHING STYLE ON PUPILS'

MOTIVATION AMONG GRADE III-ACACIA PUPILS OF INHOBOL
SCHOOL

SY: 2016-2017

CHARMAINE E. CASTILLONES
Teacher
Researcher

Enclosure 5 to Division Memorandum No. ___, s. 2015)

 Department of Education
Region III
Division of Zambales
Masinloc District
INHOBOL ELEMENTARY SCHOOL

ACTION RESEARCH PROPOSAL

EFFECTIVENESS OF TEACHER'S TEACHING STYLE ON PUPILS'

MOTIVATION AMONG GRADE III-ACACIA PUPILS OF INHOBOL
ELEMENTARY SCHOOL

I. RATIONALE:

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.

Every day 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.

II. PROPOSED STRATEGIES

1. Use varied instructional materials

2. Giving incentives

III. STATEMENT OF THE PROBLEM:

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?

IV. METHOD:
 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.

Activities Target Period Data Needed

7. Conduct meeting for parents October 2016 Attendance of pupils
through HRPTA meeting and parents
8. Re-group the pupils October 2016 No. of pupils in a group
9. Pre-assessment test October 2016 Pre- assessment result
10. Teaching Lesson October-
November 2016
11. Post assessment test December 2016 Post test assessment
12. Analyze, interpret the methods used December 2016 Result of pre and post
assessment

Prepared by:

CHARMAINE E. CASTILLONES
Teacher
Approved:
ALDRIN M. BARRO
Principal III

NOTED:
CONNIE A. PENALOZA
Public Schools District Supervisor
 Department of Education
Region III
Division of Zambales
Masinloc District
INHOBOL ELEMENTARY SCHOOL

LIST OF PARTICIPANTS

S.Y. 2016-2017

GRADE III

(Descriptive Group)

Prepared by:

CHARMAINE E. CASTILLO
Teacher
Approved:
ALDRIN M. BARRO
Principal III
 Department of Education
Region III
Division of Zambales
Masinloc District
INHOBOL ELEMENTARY SCHOOL

LIST OF PARTICIPANTS

S.Y. 2016-2017

GRADE III

(Controlled Group)

Prepared by:

CHARMAINE E. CASTILLONES
Teacher
Approved:
ALDRIN M. BARRO
Principal III