Retooling of teaching styles for an enhanced intermediate learners’ academic performance

Abstract

This study assessed the extent of teachers’ teaching styles and their relationship with learners’ academic performance in selected elementary schools in Alegria District, Alegria, Cebu, Philippines, during the school year 2018-2019. A descriptive-normative research design was employed using survey questionnaires adapted from Dunn and Dunn’s Teaching Style Inventory. The respondents included 18 teachers and 3 school principals. Data were analyzed using percentage distribution, weighted mean, Wilcoxon two-sample test, and Chi-square test of independence. The study assessed seven dimensions of teaching styles: instructional planning, teaching methods, student groupings, teaching environment, evaluation techniques, teaching characteristics, classroom management, and educational philosophy. Results revealed that teaching practices were implemented at a moderate level, with teaching characteristics and classroom management receiving the highest rating, indicating consistent classroom control and positive learning environments. However, other dimensions, such as student groupings and evaluation techniques, were only moderately applied, suggesting areas for improvement. Statistical analysis further showed significant differences between teachers’ and school principals’ perceptions, but no significant relationship between teaching styles and learners’ academic performance. The findings indicate that while teachers demonstrate effective practices, improvements in certain teaching styles are needed, and continuous professional development is recommended to enhance instruction and learner outcomes.