Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

Students learn in many ways— by seeing and hearing; reflecting and acting;

reasoning logically and intuitively; memorizing and visualizing and drawing analogies

and building mathematical models; steadily and in fits and starts. Many teachers lecture,

other demonstrate, discuss and focuses on applications; some emphasize memory and

understanding. Student learns in a class is governed by the student’s ability and prior

knowledge and also by the compatibility of his or her learning styles and teacher’s

teaching style. There is a conflict between learning styles of students and the traditional

teaching styles of professors. The effect of it is that the students become bored and

inattentive in class, got low scores on tests and get discouraged about the curriculum

and to themselves. The teachers know that something is not working, they may become

overly critical of their students (making things even worse) or begin to wonder if they are

in the right profession. (Felder, 2002)

Forty-two experimental studies based on Dunn and Dunn Learning Styles Model

were identified to determined the value of teaching students through their learning-style

preferences. A jury determined that, of the 42 studies, 6 studies evidenced serious

threats to validity. The 36 remaining studies provided a database of 3, 181 participants.

Results were synthesized through meta-analysis. Eight variables coded for each study

produced 65 individual effect sizes. The overall, unweighted group effect size value was

.353 with a mean difference (d) of 755. Referring to the standard normal curve, this
suggests that students whose learning styles are accommodated would be expected to

achieve 75% of a standard higher than students who have not had their learning styles

accommodated. This finding indicated the matching students’ learning-style preference

with educational inventions compatible with those preferences is beneficial to their

academic achievement. (Dunn, et.al 2010)

During Fall semester of 2007, a semester-long, quasi-experimental study was

conducted at Boise State University to investigate the effectiveness of a systematically

sequenced and managed, self-paced e-learning activity on improving students’

academic performance and motivation. A total of 125 students enrolled in 3 different

sections of a Precalculus class participated in the study. The e-learning activity was

implemented in 2 or the 3 sections as a required homework assignment. Students

enrolled in one of the 2 selected sections were all engineering majors. The 3rd section

was a control group that did not use the e-learning activity. A pre-test, measuring

students’ entry-knowledge levels, was administered at the beginning of the semester,

and a posttest was administered at the end of the semester. Students’ learning styles

were measured with the Gregorc Style Delineator™. Then, the relationship among the

students learning styles, their academic performance, and self-regulated studying

behaviors such as the number of hours they spent on weekly e-learning homework

assignments improved students’ knowledge in Precalculus about the same as did

traditional homework that was collected, grade and returned daily. Moreover, we found

that different types of learning styles were associated with different degrees of

knowledge improvement in Precalculus. (Callahan, et.al, 2008)

Statement of the Problem

This study aims to find out the preferred Teaching Styles of the Grade 12 STEM

students enrolled at Notre Dame of Dadiangas University. Especially, it seeks to answer

the following question:

1.) What is the profile of Grade 12 student in terms of sex?

1.1 Female

1.2 Male

2.) Which of the following are the preferred teaching styles of Grade 12 STEM

students?

2.1 Lecture Style

2.2 Activity Style

2.3 Coach Style

2.4 Group Style

3.) Is there a significant difference to the teaching style preference of the Grade 12

STEM students to their profile?

Hypotheses

Ho: There is no significant difference on the teaching styles preferences of

Grade 12 STEM students to the preferred teaching strategies of Senior High School

teachers in Notre Dame of Dadiangas University.

Ha: There is a significant difference on the teaching styles preferences of Grade

12 STEM students to the preferred teaching strategies of Senior High School teachers

in Notre Dame of Dadiangas University.

Scope and Delimitation

This study will be delimited to the survey of students and it will be given o both

male and female and identify the preferred teaching style of Grade 12 STEM students in

Notre Dame of Dadiangas University School Year 2019-2020.

This study entitled “Teaching Styles Preferences of Grade 12 STEM students in

Notre Dame of Dadiangas University on Pre-Calculus” will be conducted at Notre Dame

of Dadiangas University, Marist Avenue, General Santos City.

Significance of the Study

This study seeks to find out the preferred teaching styles of Grade 12 STEM

students in Notre Dame of Dadiangas University. This will help the students, teacher,

faculty members and administrators to be aware and to develop a sense of

responsiveness. The importance of this study may be seen from the following vantage

points:

School Administrators. This study will help them to be aware of students

preferred teaching styles, it will also serve as a guide to provide trainings and seminars

for calculus teachers regarding teaching styles preferences of students.

Teachers. They will be able to identify their strengths and weaknesses in

knowing the students preferred teaching styles. This will also serve as guide to devise

better methods that can be used in the learning process to have a better quality of

teaching.

Students. This study will help them be aware of their preferred teaching style in

learning Pre-Calculus. They will understand and identify the teaching styles employed

by the teachers that may affect their performance.

Future Researchers. This will help them strengthen their interests in the

forthcoming that concern to the teaching style preference. This study will serve as a

guide ad reference that will help them in their related studies.

Researchers. This study helped them improved their critical thinking skills, and

developed their inquisitive mind and skills in the field of research.

Definition of Terms

There were terms in the study that appeared technical to the readers. The

following terms are defined operationally or how it was used in the study for further

understanding.

Pre-calculus. Operationally it means pertaining to the mathematical perquisites

for the study of calculus, as algebra, analytical geometry, and trigonometry.

Conceptually means branch of mathematics that deals with the finding and properties of

derivatives and integrals of function, by methods originally based on the summation of

infinitesimal differences. Pre-Calculus is especially important because it provides you

with the building blocks that you will need to learn in the higher up courses.

Teaching Style. Operationally it means a particular procedure by which

something is done; a manner or way. Conceptually it means a literally element that

describes the ways that the author uses words or the author’s word choice, sentence

structure, figurative language, and sentence arrangement all work together to establish

mood, and images.

Learning Style. The authority model is a teacher-centered and frequently entails

lengthy lecture sessions or one-way presentation. Students are expected to take notes

or absorb information.

Activity Style. Facilitators promote self-learning and help students develop

critical thinking skills and retain knowledge that leads to self-actualization.

 Coach Style. The demonstrator retains the formal authority role by showing

students what they need to know. The demonstrator is a lot like the lecturer, but their

lessons include multimedia presentations, activities, and demonstrations. (Think: Math.

Science. Music.)

Group Style. The delegator style is best suited for curricula that reuire lab

activities, such as chemistry and biology, or subjects that warrant peer feedback, like

debate and creative writing.