Abstract:

This study aimed to identify the relationship between lecturer’s teaching style and students’

academic engagement in various institutions in the Local Government of Cavite. A survey

through questionnaires is conducted by this study which is distributed to fifty (50) students. The

teaching styles dimensions are in conformity with the teaching style of Grasha (1996). The

descriptive statistics based on percentage, mean, and standard deviation were used in order to

identify the correlation of the instructor’s teaching style and students’ engagement level in

school. As per findings, both personal model style and expert style are used by majority of the

instructors as their teaching style. On the other hand, delegator style has the lowest mean. Most

of the respondents were discovered to be involved in terms of academic engagement. Also, the

results show that there is a positively correlated but weak relationship between lecturer’s

teaching style with the students’ academic engagement.

Introduction:

The student academic engagement is known to be the primary motivation for any instructive

organization and institution. In order to guarantee that academic engagement can be

accomplished, it requires activity and participation from all sides. The basic key to teaching and

learning is an engaging environment that also promotes encouragement and enjoyment because

the students' capacities and eagerness to learn does not only depend upon the understudy

themselves but moreover, lie within the appropriateness of teaching style (Felder & Henrique,

1995).
According to Peacock (2001), the teaching style is the way a person teaches by nature, habitual,

inclination or even a custom that is used to convey information and skills in the classroom. In

addition, according to Wright (1987), one teaching style involves a complex mix of beliefs,

attitudes, strategies, techniques, motivation, personality and control. The teachers teaching styles

can be seen when they conduct the teaching and learning process. Teaching style is determined

by the personal qualities and attitudes.

Methodology:

The questionnaire was formed to interpret the independent variable which is the lecturer’s

teaching style while students’ academic engagement is the depending variable. The primary

objective of this questionnaire is to linked the behavior of students which has a high relation with

positive learning results and learning habit such as outcomes on examinations, homeworks, and

maximizing educational resources.