THE RELATIONSHIP BETWEEN THE TEACHING STYLES OF

TEACHERS AND THE ACADEMIC PERFORMANCE OF MILLENNIUM

CHRISTIAN HIGH SCHOOL INC., STUDENTS IN QUIPPER FOR THE
SCHOOL YEAR 2023-2024.

A Senior High School Research manuscript submitted to the faculty of Millennium

Christian High School of Cavite Inc. Tirona Highway, Bacoor, Cavite, in partial on
the requirements for Senior High School

HUBILLA, JHODIE MARIE

BERNABE, ZYREEN KAYE
BUSANO, JOHN MICHAEL
MARIANO, JHON CARLO
TUBAT, YESHA ANGELA
JAPZON, JANNA GRACE
BATACANDOLO, IVAN
LAZARO, IYA

OCTOBER 2023
 Chapter I

Introduction and Its Background

Introduction

The teaching style of a teacher is an important component of the educational

process since it affects student’s learning experiences, academic accomplishment, and

general development. It includes the tactics, strategies, and approaches used by

educators to convey knowledge, aid comprehension, and develop critical thinking in

students.

The study of distinct teaching styles and their impact on student learning has

received a lot of attention in the world of education. Hattie (2009) conducted a

prominent study that analyzed over 800 teaching styles and their effect sizes on student

accomplishment. The study discovered that some teaching styles, such as direct

instruction and explicit teaching, had a significant favorable impact on student learning

results. These techniques entail the teacher delivering clear and structured instruction,

modeling concepts and abilities, and offering immediate feedback to pupils.

The majority of researchers who have characterized teaching style refer to it as

a preference for teaching behavior and an alignment between an educator's teaching

practices and teaching beliefs (Heimlich and Norland,1994). These learning styles

involve students actively engaged in the learning process and taking responsibility for

their learning. It promotes communication skills, empathy, and the capacity to work

effectively in groups, all of which are important in the real world and future

employment.

The concept behind teaching style is that it is the most successful and effective

manner of presenting information as long as the style is appropriate for the topic at hand
and the students. Teaching approaches foster subject-specific knowledge, skills, and

values. In other words, teaching style describes how a teacher organizes instruction and

the classroom environment (Trowbridge & Bybee, 1996). In this study, the researchers

classified the different teaching styles as Lecture style, Demonstrator style, Facilitator

style, Group style, and Blended style (Gill, 2013).

Lecture-style teaching has been a prominent method of delivering information

to students in the education system for centuries. This traditional approach involves the

instructor standing in front of a classroom and speaking to the students in a one-way

communication style. Demonstrator-style teaching is a method of imparting knowledge

in which the teacher employs a range of approaches to show concepts and processes to

students. This method of teaching is frequently distinguished by hands-on instruction,

with the teacher leading the class through a series of demonstrations, illustrations, and

explanations.

On the other hand, the facilitator style of teaching serves as a guide, providing

guidance, resources, and feedback to help students develop their understanding and

skills. As students are given the freedom to explore and find knowledge on their own,

this approach helps them to become independent and self-directed learners. Group-style

teaching involves dividing students into groups and enables them to work together.

Working in groups allows the students to voice out their thoughts and opinions, listen

to others, and learn from different perspectives. This type of teaching style promotes

communication skills that are necessary for success in the real world. Lastly, a blended

teaching style is a semi-structured lesson plan, wherein the flow of teaching is flexible

and spontaneous activities are included for the students.

“Teaching styles are supposed to define the behaviors that teachers exhibit as

they interact with learners” (Fischer & Fischer, 1979). This study aims to assess the
relationship between the teaching styles of teachers and the academic performance of

Millennium Christian High School of Cavite Inc., students in Quipper for the school

year 2023-2024. Through this study, students can become more empowered to support

teaching strategies that best meet their unique learning needs and preferences.

Background of The Study

As the world continuously advances, teaching methods are discovered and

evolve. Teachers use varying teaching methods to impart knowledge to their students.

A child’s environment influences their attitude. According to Werang et al. (2022),

teachers play a significant role in motivating students and their academic performance.

The actions of a teacher can influence a student’s learning comprehension and impact

their student's performance. Students have been evaluating their instructors since the

1920s to improve the educational quality with their feedback (Keerthigha & Singh,

2023).

This correlational research study aims to determine whether a relationship exists

between the academic performance of its students on Quipper and the teaching styles

of the teachers at Millennium Christian High School of Cavite Inc. It is imperative to

conduct correlational research to explore the relationship between the variables

involved and analyze the data gathered to determine the association between them. The

way people learn is different, and the style of instructors teaching also varies. There are

cases in which a teacher’s way of teaching does not align with their student’s learning

preferences and could result in terrible academic performances (Chetty et al., 2019).

The results of this study will provide a deeper understanding of the student's

attitudes toward the teaching styles based on their academic performance in Quipper.
This study aims to examine whether there is a significant relationship between the

variables. This study has the potential to contribute to educational institutions regarding

the instructional practices and curriculum design of teachers and the significance it

holds on a student’s academic performance. This research may also help teachers

identify effective teaching strategies that promote better student academic outcomes.

Theoretical Framework

A Summary of Grasha’s Teaching Styles The following passages summarize

definitions of teaching styles in the work of A.F. Grasha (1996):

Lecturer/Expert: Possesses knowledge and expertise that students need. Expert teaching

style strives to maintain status as an expert among students by displaying detailed

knowledge. The professor-as-expert attempts to challenge students to enhance their

competence. The expert concentrates on transmitting information and requires that

students be prepared to learn and use that information. The expert’s information,

knowledge, and skills are the combined advantage of this teaching style. The

disadvantage is that, if overused, the display of knowledge may intimidate less

experienced students. Also, the display of knowledge and skills may not always reveal

their underpinnings.

Formal Authority: Possesses status among students because of knowledge, and

role as a faculty member. In this style, professors provide positive and negative

feedback. The professor establishes learning goals expectations and rules of conduct,

providing students with a learning structure. Students concentrate on correct,

acceptable, and standard methods. The advantage is that the focus is on clear

expectations and acceptable methods, while the disadvantage is that a strong investment
in this style can lead to rigid, standardized, and less flexible ways of managing students

and their concerns.

Personal Model: Believes in teaching by personal example. This professor

establishes a prototype for thinking and behavior, then oversees, guides, and directs by

showing how to do things. A Personal Model teacher also encourages students to

observe, and then emulate the instructor's approach. The advantage is an emphasis on

direct observation and emulation of a role model. The disadvantage is that some

professors may believe that their approach is the best way, leading some students to

feel inadequate if they cannot live up to the expectations and standards of the method

they see.

Facilitator: Emphasizes the personal nature of teacher-student interactions. The

professor guides and directs students by asking questions, exploring options, and

suggesting alternatives. The professor encourages students to develop criteria to make

informed choices. The professor concentrates on the overall classroom goal of

developing the capacity for independent action, initiative, and responsibility while

providing students with as much support and encouragement as possible. The advantage

is the personal flexibility provided by a professor’s focus on students' needs and goals.

This allows the student to explore options and alternative courses of action. The

disadvantage is that this style can be time-consuming.

Delegator: This professor develops students' capacity to function autonomously.

This educator encourages students to work on projects independently or as part of

autonomous teams. He or she is available upon request as a resource person. This

approach has the advantage of helping students perceive themselves as independent

 learners, but it may cause professors to misread student's readiness for independent

work. Some students may become anxious when given autonomy.

The few other current studies focus on teaching approaches, such as teachers as

managers (Anoloui, 1995), training delivery techniques (Buch and Bartley, 2002), and

experiential learning theory (Kolb, Boyatsis, and Mainamelis 2002). With the current

shortage of literature on teaching styles, Grasha’s definitions are one of the few useful

tools professors have. Using the definitions as a guide, educators may see their teaching

styles, and identify their strengths and weaknesses.

Conceptual Framework

Lecture Style

Demonstrator Grade Level

Style
Profile
Teaching Facilitator
Teacher
Style Style
Section
Student

Group Style Academic

Quipper
Performance

Blended Style

The education system at Millennium Christian High School of Cavite Inc., is

constantly changing and evolving. With the new teaching styles and methods being

introduced to cater to the diverse learning needs of students, teachers must understand
the relationship between their teaching styles on the performance of their students,

particularly in Quipper.

Quipper is an online platform used for teaching and learning that includes

interactive lessons, quizzes, and other resources for students to access. By

understanding the relationship between the different teaching styles and student's

performance in Quipper, the school can determine the most effective approaches to

enhance learning outcomes.

The teaching styles that will be examined in this study are lecture teaching style,

demonstrator teaching style, facilitator teaching style, group teaching style, and blended

teaching style. The lecture style is characterized by the teacher delivering information

to students through verbal communication in a more traditional, one-way manner. The

demonstrator style involves the teacher demonstrating concepts and processes, and then

having students imitate the process or apply learning through hands-on experiences.

The facilitator style emphasizes the role of the teacher as a guide or facilitator,

providing resources and support for students to construct their understanding. The

group style involves students working collaboratively in groups, encouraging peer

learning and discussion. Finally, the blended style creates a learning environment

wherein the teacher allows a slower pace of learning and a flexible lesson plan prepared

for the students. The researchers will also gather the profile of the respondents in terms

of their grade level and section.

Statement of The Problem

The study generally aims to evaluate the relationship between the teaching

styles of teachers and the academic performance of Millennium Christian High

School of Cavite Inc., students in Quipper for the school year of 2023-2024.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of;

1.1. Grade Level; and

1.2. Section

2. Which of the teaching styles does the respondent prefer in terms of;

2.1. Lecture Teaching style

2.2. Demonstrator Teaching style

2.3. Facilitator Teaching style

2.4. Group Teaching style

2.5. Blended Teaching style

3. What are the respondent's results in Quipper in terms of;

3.1. Lecture Teaching style

3.2. Demonstrator Teaching style

3.3. Facilitator Teaching style

3.4. Group Teaching style

3.5. Blended Teaching style

4. Is there a significant relationship between the teaching style of the respondents and

the academic performance of Millennium Christian High School of Cavite Inc.,

students in Quipper?

Objectives of The Study

The researcher aims to determine and assess the relationship between the

teaching styles of teachers and the performance of Millennium Christian High School

of Cavite Inc., students in Quipper for the school year 2023-2024.

To provide evidence-based insight that informs the relationship between

different teaching styles and the student's performance in Quipper, the research

objectives of this study are as follows;

1. To Identify the profile of the students.

2. To Identify the kind of teaching style that the respondents prefer.

3. To know the respondent's results in Quipper.

4. To know if there is a significant relationship between the teaching style of the

respondents and the academic performance of Millennium Christian High

School of Cavite Inc., students in Quipper.

Hypothesis

Ho: This study hypothesizes that there is no significant relationship between the

teaching style of teachers and the student’s performance on Quipper.

Ha: This study hypothesizes that there is a significant relationship between the

teaching style of teachers and the student’s performance on Quipper.

Significance of The Study

The results of this study will be beneficial to everyone who wants to know the

relationship between the teaching styles of teachers and the performance of Millennium

Christian High School of Cavite Inc., students in Quipper for the school year 2023-

2024. Most especially to the following:

For students, this study is crucial as it directly relates to their academic success.

The teaching styles of teachers play a critical role in shaping the learning experiences

of students. Understanding the relationship between the different teaching styles to the

student performance on Quipper can provide valuable insights for students to adapt

their learning approaches accordingly. This study can also empower students to

advocate for instructional methodologies that best suit their individual learning

preferences and needs.

For teachers, this research offers an opportunity for self-reflection and

professional growth. By examining the correlation between their teaching styles and

student achievement, educators can gain a deeper understanding of their impact in the

classroom. This can lead to more effective instructional strategies and interventions to

support students' learning.

For future researchers, this study serves as a valuable contribution to the

existing body of knowledge on effective teaching practices and their impact on student

performance. It can serve as a foundation for further investigations into the relationship

between teaching styles and academic outcomes, providing a basis for the development

of evidence-based interventions in educational settings. Moreover, the findings of this

study can inspire future research endeavors aimed at improving teaching and learning

experiences in diverse educational contexts.

Scope, Limitations, and Delimitations

The scope of this study will be the relationship between the teaching styles of

teachers and the performance of Millennium Christian High School of Cavite Inc.,

students in Quipper for the school year 2023-2024. The profile of the respondents will

be gathered based on Grade level and Section. The following are the teaching styles

that the respondents prefer and the respondent's quipper results in terms of lecture

teaching style, demonstrator teaching style, facilitator teaching style, group teaching

style, and blended teaching style. This study will have a sample size of 150 respondents.

The delimitations of this study will be the sample size, area of the study, and

method of the study.

Once the data have been collected, analyzed, and statistically treated, the study's

limitations will be properly addressed.

Definition of Terms

Academic Performance: The measurable outcomes and achievements of students in

an educational setting, in this context, the outcome is gathered through Quipper.

Correlational: Relating to the statistical measure of the strength and direction of a

linear relationship between two variables. In this paper, it is used to identify the

relationship between teaching styles and the academic performance of students.

Delves: To explore deeply and thoroughly, often referring to the examination of

information or ideas.

Emulation: Imitating to match or surpass the qualities or achievements of another.

Examine: To investigate in detail, often to assess or understand thoroughly.

Inadequate: Insufficient or not meeting the required standards or expectations.

Relationship: The connection between two factors, in this context, the teaching styles

and academic performance.

Teaching Styles: Varied approaches, and methods, employed by educators to deliver

content and facilitate learning in the classroom.

Transmitting: The act of sending or conveying information, knowledge, or signals

from one point to another.

Utilize: To make practical and effective use of something, to employ or apply.

Varying: Displaying differences or changes, not consistent or uniform.

 Chapter III

Methodology of Research

Research Method

This study will adopt a correlational research design to investigate the

relationship between teaching styles and academic performance. This research method

will allow the researchers to measure the variables and analyze their relationship. The

study is set in Millennium Christian High School of Cavite Inc., and the respondents

will be the institution’s students. The researchers aim to investigate The Relationship

Between the Teaching Styles of Teachers and the Performance of Millennium Christian

High School Students in Quipper for the school year 2023-2024.

The research will use a Printed-Out Questionnaire to collect the data needed for

the study, gathering an estimated sum of 150 responses. This research will utilize a

Likert scale to gather data from the institution’s students. The survey is divided into

different categories as to whether the results of the students in Quipper are affected by

the teaching styles. The study will identify the relationship of teaching styles to the

academic performance of students in Quipper.

Millennium
Quantitative Correlational Christian High
Research Method Research Subject
Research Research School of Cavite
Inc., Students

Research Survey Teacher's

Likert Scale Data Gathered
Instrument Questionnaire Teaching Styles

Studdent's Statistical Percentage

Excel, Jamovi Weighted Mean
Quipper Results Treatment Formula

Pearson
Correlation Test Hypothesis
Coefficient (r)
 With the data collected, the researchers will assess the different teaching

approaches and their influence on student performance. The researchers recognize the

teaching style as its independent variable and the Quipper performance of students as

the dependent variable for their paper. These variables will be measured and analyzed

using a percentage formula, weighted mean, and Pearson’s Correlation Coefficient with

Excel and Jamovi. Using the Pearson Correlation Coefficient, the researchers will

identify the mean and deviation from the data collected and assess whether the

relationship is significant or not. The researchers will test the research hypothesis and

determine whether a relationship exists between a teacher’s teaching style and a

student’s performance. The study will determine whether there is a relationship and

assess if the relationship is positive or negative.

Subject of the Study

The research subjects include Junior and Senior High School students of the

Millennium Christian High School of Cavite Inc., and the teaching faculty of the

institution. The research involves the cooperation of the students as the study aims to

assess their performances in Quipper. Quipper is the online learning platform replacing

physical books as the study guide for the students and teachers alike at Millennium

Christian High School of Cavite Inc. The research aims to gather 150 respondents for

the survey questionnaires to participate in the study to be conducted for the school year

2023-2024 at Millennium Christian High School of Cavite Inc.

Instrumentation

The researchers will be using a Printed-Out Questionnaire as a survey

questionnaire composed of several questions regarding the relationship between the

teaching styles of teachers to the student's performance in Quipper. By employing

printed-out questionnaires, researchers can reach a wider range of participants who may

not have easy access to online surveys. This inclusivity is particularly important when

conducting research in communities where technological resources are limited, thereby

ensuring that the sample population is more representative.

The first part of the survey will focus on the profile of the respondents such as

their grade level and section. The second and third parts of the survey will delve into

the teaching styles that the respondents prefer and the respondents result in Quipper

using the 4-point Likert scale.

Procedure of Data Gathering

To gather the data, the researchers will use a simple random sampling technique

to determine the respondents of this study. The population of interest needs to be

identified, which in this case is the students of Millennium Christian High School of

Cavite Inc., who are using the Quipper learning platform. Once the population is

determined, a sampling frame needs to be established, which is a list of all the students

eligible to participate in the study. After the sampling frame is created, a random

selection process is used to choose a sample from the population. The researchers will

use a random number generator which ensures every member of the population has an

equal chance of being selected. Finally, the selected sample is then used to gather the

necessary data through the survey questionnaire.

 In the first part of the questionnaire, the researchers will gather the profiles of

the respondents. The following 4-point Likert scale is to be utilized in the second and

third parts of the questionnaire: Strongly Agree/Very Satisfied (4), Agree/Satisfied (3),

Disagree/Unsatisfied (2), Strongly Disagree/Very Unsatisfied (1). After analyzing and

interpreting the data, the researchers will now decide if there is a significant relationship

between the two variables of this study and whether the null hypothesis is rejected or

not.

Statistical Treatment

For the computation and presentation of the data that will be collected, the researchers

will utilize the following statistical treatments: percentage, weighted mean, and pearson

correlation coefficient.

To determine the number of responses to the specific question, the researchers will use

frequency distribution once the data gathered through the questionnaire has been tallied,

summed up, and tabulated.

The percentage formula will be used for measuring the profile of the respondents.

The formula is: P= f/n x 100

where: P- percentage

f- frequency

n- number of respondents
The mean will be applied once the percentage of the data obtained from the respondent

profile has been calculated.

The weighted mean will be used to compute the average of each response per question

or statement in the second and third parts of the questionnaire.

The formula is: X= Σ f1x1 + f2x2 + ... + fnxn)/ n

where: X- weighted mean

Σ- summation

f- frequency

x- points

n- number of respondents

The verbal interpretation of the 4-point Likert scale is to be utilized so that the

researchers can easily analyze and interpret the data gathered.

4-point Likert scale:

Points Range Verbal Interpretation

(4) 3.25 - 4.00 Strongly Agree

(3) 2.50 – 3.24 Agree

(2) 1.75 – 2.49 Disagree

(1) 1.00 – 1.74 Strongly Disagree

Table 1.1 4-Point Likert Scale Range and Interpretation on the second part of the

questionnaire.

4-point Likert scale:

Points Range Verbal Interpretation

(4) 3.25 - 4.00 Very Satisfied

(3) 2.50 – 3.24 Satisfied

(2) 1.75 – 2.49 Unsatisfied

(1) 1.00 – 1.74 Very Unsatisfied

Table 1.2 4-Point Likert Scale Range and Interpretation on the third part of the

questionnaire.
To know if there is a significant relationship between the teacher's teaching style and

the student's performance in Quipper, the researchers will use the Pearson Correlations

Coefficient (r). This study will gather data that are measured on an interval scale.

The formula is:

where: N - total number of the respondents

Σxy - sum of xy

Σx - the sum of responses of the respondents in each

teaching style in the second part of the questionnaire.

Σy - the sum of responses of the respondents in each

teaching style in the third part of the questionnaire.

Σx² - sum of squared x

Σy² - the sum of squared y

To get the X and Y for the Pearson r formula, the researchers will count the responses

that will fall under the Likert scale and then multiply them to the equivalent value of

the scale. The same process will apply to other scales. All the answers will be summed

up and divided by the number of questions or statements in each teaching style.

To determine if there is a positive, negative, or neutral correlation, the Interpretation

Table of Pearson r is to be utilized.

After the researchers obtained the computed r, the tabular value will be

determined. This study will utilize a two-tailed test as the result will fall on both

directions: positive or negative correlation.

The formula is: DF = N-2

where: N - total number of the respondents

DF – degrees of freedom

The researchers will look at the table of critical values and compare the computed r to

the tabular value. If the computed r is higher than the tabular value then the null

hypothesis is rejected and there is a significant relationship. If the tabular value is higher

than the computed r then the null hypothesis cannot be rejected and there is no

significant relationship.