Imagine a classroom where every student thrives, their voices amplified, their comprehension deepened. But what if the key to unlocking this potential lies not just within the students themselves, but in the very methods employed by their educators? This groundbreaking study delves into the intricate relationship between teaching styles and the language performance of Grade 7 students at Iligan City National High School, seeking to illuminate the path toward more effective language instruction. Through meticulous analysis of teacher questionnaires and student assessments, this research uncovers the dominant teaching styles prevalent in English classrooms – discussion, reflective, and discovery methods – and their impact on student proficiency in listening, reading, and writing. The findings reveal a nuanced landscape where listening skills approach mastery, while reading and writing abilities lag, underscoring the urgent need for targeted intervention. Furthermore, the study highlights the significant influence of learner demographics on language acquisition, emphasizing the importance of personalized learning approaches. Grounded in established pedagogical theories such as Knowles' andragogical approach, Purkey's Invitational Theory, the Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities, and Vygotsky's Sociocultural Theory, this research provides a robust framework for understanding the complexities of language learning. Ultimately, this investigation culminates in the development of a tailored Reading Development Program designed to address identified deficiencies and empower students to reach their full linguistic potential. This vital resource offers educators and policymakers alike a roadmap for fostering communicative competence and creating truly inviting and effective learning environments. Explore the depths of language acquisition and discover how strategic teaching styles can transform students' linguistic journeys, bridging the gap between potential and proficiency and paving the way for a brighter, more articulate future. Uncover the secrets to unlocking language mastery and empowering the next generation of confident communicators through innovative pedagogical practices and a deep understanding of learner needs. This exploration into teaching methodologies offers invaluable insights for educators striving to cultivate a dynamic and supportive learning environment where every student can flourish.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Introduction
- Theoretical Framework
- Andragogical Approach
- Invitational Theory
- Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities
- Sociocultural Theory
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to determine the relationship between teaching styles employed by Grade 7 English teachers and the language performance of their students in Iligan City National High School. It investigates whether specific teaching styles correlate with varying levels of student achievement in listening, reading, and writing skills.
- The impact of different teaching styles on student language performance.
- The correlation between teaching methods and student proficiency in listening, reading, and writing.
- The identification of dominant teaching styles used in Grade 7 English classes.
- The influence of learner demographics on language performance.
- The development of a Reading Development Program to address identified deficiencies.
Zusammenfassung der Kapitel (Chapter Summaries)
Abstract: This study investigated the relationship between teaching styles and Grade 7 students' language performance in Iligan City National High School. Using a descriptive-correlational method, it analyzed data from teacher questionnaires and student pre/post-tests. Findings revealed dominant teaching styles to be discussion, reflective, and discovery methods. While other styles were used, a lack of variation led to relatively low language performance overall. Listening skills were nearing mastery, while reading and writing lagged. Learner demographics significantly influenced performance, highlighting the need for a tailored Reading Development Program.
Introduction: This chapter sets the stage for the study by highlighting the persistent challenge of producing communicatively competent language learners. It emphasizes the need for focused teaching and learning processes, interventions, and planning, motivating the research to address this gap in language instruction.
Theoretical Framework: This section details the theoretical underpinnings of the study, drawing upon Knowles' andragogical approach (emphasizing learner-centered learning), Purkey's Invitational Theory (highlighting the importance of creating an inviting learning environment), the Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities, and Vygotsky's Sociocultural Theory (emphasizing social interaction in learning). These theories collectively inform the study's investigation into the impact of teaching styles and learner attributes on language acquisition.
Schlüsselwörter (Keywords)
Teaching Styles, Language performance, Language Enhancement Program, Reading Development Program, Learner Demographics, Invitational Theory, Andragogical Approach, Sociocultural Theory, Cognitive Abilities.
Häufig gestellte Fragen
What is the purpose of the study outlined in this document?
The study aims to determine the relationship between teaching styles employed by Grade 7 English teachers and the language performance of their students in Iligan City National High School. It investigates whether specific teaching styles correlate with varying levels of student achievement in listening, reading, and writing skills.
What are the key themes addressed in the study?
The key themes include: the impact of different teaching styles on student language performance, the correlation between teaching methods and student proficiency in listening, reading, and writing, the identification of dominant teaching styles used in Grade 7 English classes, the influence of learner demographics on language performance, and the development of a Reading Development Program to address identified deficiencies.
What is the methodology used in the study?
The study uses a descriptive-correlational method, analyzing data from teacher questionnaires and student pre/post-tests to investigate the relationship between teaching styles and language performance.
What teaching styles were found to be dominant in the study?
The dominant teaching styles were found to be discussion, reflective, and discovery methods.
What language skills were found to be stronger and weaker among the students?
Listening skills were nearing mastery, while reading and writing skills lagged behind.
What is the role of learner demographics in the study?
Learner demographics significantly influenced language performance, highlighting the need for a tailored Reading Development Program to address individual student needs.
What is the theoretical framework underpinning the study?
The study draws upon Knowles' andragogical approach (emphasizing learner-centered learning), Purkey's Invitational Theory (highlighting the importance of creating an inviting learning environment), the Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities, and Vygotsky's Sociocultural Theory (emphasizing social interaction in learning).
What are some of the keywords associated with this study?
The keywords include: Teaching Styles, Language Performance, Language Enhancement Program, Reading Development Program, Learner Demographics, Invitational Theory, Andragogical Approach, Sociocultural Theory, Cognitive Abilities.
- Quote paper
- Edgar R. Eslit (Author), Mercedita B. Tongson (Author), 2018, Teaching Styles and Language Performance. Towards a Development of an English Language Program, Munich, GRIN Verlag, https://www.grin.com/document/454045
