The Impact of Effective Teaching Strategies on the Students’

Academic Performance and Learning Outcome

Abstract
This discussion focuses on impact of effective teaching strategies on the students’ academic
performance and learning outcome along with the researcher’s own experiences. A teacher
plays a vital role within a few hours in the classroom by delivering the daily specific planned
content which is a part of curriculum for a specific grade. It depends on the teacher to plan it
out and use effective strategies for its instructional deliverance. Teachers must have passion
for learning and teaching as well as to understand needs and interests of the students. World
is changing and advancing day by day, so teachers need to be technology savvies as well, in
order to meet new global emerging demands.

Introduction
Stakeholders all over the world strive for quality education of children. First of all, there is a
need to define quality education so that one can differentiate it from less-preferred education.
Similarly, there are many educators and researchers who have debated that there are some
school variables which influence the students’ achievement in particular. According to
Coleman (2003), minimal role is played by the schools as far as the students’ achievement is
concerned because it is independent of their background as well as societal factors. On the
other hand, a few researchers suggest that factors like class size and space (Glass 2001), the
teachers’ qualification (Ferguson, 2004), the school’s size and space (Haller, 1993), and a few
more variables play a vital role in what the students learn in general.

Explaining Quality Teaching

Research points out that Quality teaching is tend to necessarily be student-centred. It aims to
help most and for all students learning. Therefore, focus should not only be pedagogical skills,
but also learning environment that must address the students’ personal needs. Students should
also be aware as to why they are working so that they are able to relate to other students and
receive help if required.

As a result, great emphasis has been laid on “quality teaching” by many educators. In the
same way, there is a need of elaborating the term “quality teaching”. Globalization has
influenced each and everyone’s life. Quality, successful and effective learning actually
depends on several factors e.g. availability and selection of instructional resources, staffing
quality, nature and its level, professional development implication as a system, and also the
support of parents and administration. Recently, research also highlights one of the key
features of “quality teaching” i.e. student-centred classrooms, which aims to benefit all
students learning.

Global demands and changes

Therefore, learning environment along with teachers’ pedagogical skills is important for
quality education (Johnson, 2007). Similarly, the students have also become both,
geographically and socially diversified. There is a great need of new teaching methods and
pedagogies to meet global challenges. Hence, we can say that there is also a need of change in
the learner and teachers’ means of interaction. All the schools are striving to integrate
curriculum with technology so that the students are provided quality education and learning
takes place their way and they are focusing to provide quality education to the students by all
the means so that they are ahead in the education industry.

Aiding to Growth
According to Alton-Lee (2004), the teachers should align their professional experiences with
their teaching practices and pedagogies in order to benefit their students. Agreeing to
Alton-Lee, these days one of the major roles of the teachers is to ensure that the content
delivered has achieved the learning objective, which can be considered a key challenge.
Despite the years of teaching experience, there is always a room for improvement and
innovation for the teachers to adapt as per their requirement. Demands and needs change time
to time so the teachers should also undergo professional and personal development to benefit
both, the students and themselves as well, both are the learners. There is no age limit for
learning; it depends on priorities and awareness only.

Reflective inquiry
Another researcher, Deppeler (2000), suggests that the teachers would be able to change their
teaching practices when they would reflect upon them and engage themselves in examining
their own theories of teaching practices. But, ironically, it is a fact that the teachers hardly get
any time to reflect on their daily practices, leading to improvement, or they are unaware of
this process and it is out of question for them. They believe that delivering the content which
has been planned for a specific day and subject is the basic necessity, neglecting the fact and
being least bothered about knowing if the student learned or it was impossible for a student to
grasp the basic concept even.

Effective variables
Roshenshine and Furst have introduced five variables of a teacher’s effectiveness, these are
Variability, Clarity, Task-oriented, Enthusiasm and the last one is the students’ opportunity to
learn criterion material. We must say that these are indeed a few components essential for a
teacher to be known as effective, but there are more key elements which help the teachers
personally and professionally and also their students. These are being reflective, empathizing
when required, respect students, a good communicator, her/his own love of learning and
many more which makes a teacher effective and the most important part is the instruction
strategy which he/she chooses to deliver content which helps students in learning more
effectively.

Content (What) and Strategy (How)

Most of the teachers think that they can improve their teaching practices through developing
sound knowledge of content that needs to be taught and delivered (Hill and Crevola, 2003).
This is a major drawback in many schools. The teachers lose focus on their teaching strategies
and they assume that the learners face difficulties because the content (what needs to be
taught and delivered) is complicated or not of their interest, instead of realizing the fact that
the teaching strategy (how to teach and deliver) should be more effective and as per their
requirement and needs in order to generate their interest and better learning opportunity for
the students. Furthermore, both, how and what are linked together but still far different and
unique in nature.

Unique individual with unique learning style

All the educationists are well familiar with the fact that all the learners have a different
learning style, whereas the problem lies in catering to all of them with an effective teaching
strategy. Students learn in different ways as per their capabilities. Some learn by seeing,
hearing, reflecting, modelling, reasoning, and drawing etc (Felder, 1998). With an agreement
to Felder, similarly there are different teaching styles as well. Some give lectures, some
discuss the topic, some make their students work in groups, some use technology, some use
textbooks and many more. But, the main purpose behind these efforts is to help students grasp
content knowledge and align them with the real world scenario.

Teaching strategies and age groups

Teaching strategies vary from one age group to another. None of the method is the best. It
depends on the learning style of students. Primary students take more interest in the activities
performed in the class. In-class exercises work the best for this age group. Visual and auditory
aids improve learning and performance. Whereas, for secondary and tertiary levels, lectures,
projects, field work, group exercises and peer teaching are the most suitable strategies to help
them. Howard Gardner’s multiple intelligences are also being considered and integrated in the
lesson plans for improved learning of each and every student.

Reflecting on experiences
I have always taught primary classes so my experience cannot be considered diverse.
However, I, along with the other teachers of the same level have tried to integrate teaching
strategies which would help students in the best possible way. My teaching strategies were
lectures, some kinaesthetic activities like role play, assignments, short reflections, pictorial
PowerPoint slides, verbal discussions etc. On the other hand, the students enjoyed the most
when they were taken to the computer lab or exposed to nature, especially for science.

Conclusion
Great emphasis has been laid on the teachers to use effective teaching strategies and method
for improved learning by many researchers and educationists but on the other hand, one must
also understand that the amount of students’ learning in a class also depends on their native
ability of cognition and as well as their prior preparation. Teachers should prepare mental set
through rapport with students before they start teaching. With the passage of time, the
importance of instructors’ teaching style is being spread and the teachers are taking initiative
to improve their teaching strategies for students’ improved learning by getting enrolled in
such programmes which help them reflect upon their teaching practices and improving them
as per requirement. The teachers who are willing for professional development in this area are
able to deliver even complex and complicated content effectively, helping the students
generate their interest and eagerness for more opportunities of learning in a conducive
environment, making all the individuals feel that they are being taught in their own unique
way being unique themselves.

Teacher and Teaching Effects on Students'

Academic Performance, Attitudes, and Behaviors
Citation

Blazar, David. 2016. Teacher and Teaching Effects on Students' Academic

Performance, Attitudes, and Behaviors. Doctoral dissertation, Harvard
Graduate School of Education.

Abstract

Research confirms that teachers have substantial impacts on their

students’ academic and life-long success. However, little is known about
specific dimensions of teaching practice that explain these relationships
or whether these effects differ between academic and “non-cognitive”
outcomes. Drawing on data from teachers in four urban school districts,
I document the relationship between individual teachers and students’
math performance, as well as their self-reported self-efficacy in math,
happiness in class, and behavior in class. In addition, I estimate the
relationship between domains of teaching practice captured by two
observation instruments and the set of student outcomes. Finally, I
examine the predictive validity of teacher effect estimates on students’
attitudes and behaviors amongst a subset of teachers who were randomly
assigned to class rosters within schools.
I find that upper-elementary teachers have large effects on a range of
students’ attitudes and behaviors in addition to their academic
performance. These teacher effect estimates have moderate to strong
predictive validity. Further, student outcomes are predicted by teaching
practices most proximal to these measures (e.g., between teachers’ math
errors and students’ math achievement, and between teachers’ classroom
organization and students’ behavior in class). However, teachers who are
effective at improving some outcomes often are not equally effective at
improving others. Together, these findings lend important empirical
evidence to well-established theory on the multidimensional nature of
teaching and student learning and, thus, the need for policies that
account for and incentivize this complexity.

The Effect of the Teacher's Teaching

Style on Students' Motivation Action
Research
SUBMITTED BY: MARIA THERESA BARBEROS, ARNOLD
GOZALO, EUBERTA PADAYOGDOG SUBMITTED TO: LEE TZONGJIN,
Ed.D. CHAPTER I THE EFFECT OF TEACHERS' TEACHING STYLE ON
STUDENTS' MOTIVATION

Introduction

The teachers, being the focal figure in education, must be competent and
knowledgeable in order to impart the knowledge they could give to their students.
Good teaching is a very personal manner. Effective teaching is concerned with the
student as a person and with his general development. The teacher must recognize
individual differences among his/her students and adjust instructions that best suit to
the learners. It is always a fact that as educators, we play varied and vital roles in the
classroom. Teachers are considered the light in the classroom. We are entrusted with
so many responsibilities that range from the very simple to most complex and very
challenging jobs. Everyday we encounter them as part of the work or mission that we
are in. It is very necessary that we need to understand the need to be motivated in
doing our work well, so as to have motivated learners in the classroom. When
students are motivated, then learning will easily take place. However, motivating
students to learn requires a very challenging role on the part of the teacher. It requires
a variety of teaching styles or techniques just to capture students' interests. Above all,
the teacher must himself come into possession of adequate knowledge of the
objectives and standards of the curriculum, skills in teaching, interests, appreciation
and ideals. He needs to exert effort to lead children or students into a life that is large,
full, stimulating and satisfying. Some students seem naturally enthusiastic about
learning, but many need or expect their instructors or teachers to inspire, challenge or
stimulate them. "Effective learning in the classroom depends on the teacher's ability to
maintain the interest that brought students to the course in the first place (Erickson,
1978). Not all students are motivated by the same values, needs, desires and wants.
Some students are motivated by the approval of others or by overcoming challenges.

Teachers must recognize the diversity and complexity in the classroom, be it the
ethnicity, gender, culture, language abilities and interests. Getting students to work
and learn in class is largely influenced in all these areas. Classroom diversity exists
not only among students and their peers but may be also exacerbated by language and
cultural differences between teachers and students.

Since 2003, many foreign professional teachers, particularly from the Philippines,
came to New York City to teach with little knowledge of American school settings.
Filipino teachers have distinct styles and expressions of teaching. They expect that:
education is interactive and spontaneous; teachers and students work together in the
teaching-learning process; students learn through participation and interaction;
homework is only part of the process; teaching is an active process; students are not
passive learners; factual information is readily available; problem solving, creativity
and critical thinking are more important; teachers should facilitate and model problem
solving; students learn by being actively engaged in the process; and teachers need to
be questioned and challenged. However, many Filipino teachers encountered many
difficulties in teaching in NYC public schools. Some of these problems may be
attributed to: students' behavior such as attention deficiency, hyperactivity disorder,
and disrespect among others; and language barriers such as accent and poor
understanding of languages other than English (e.g. Spanish).

As has been said, what happens in the classroom depends on the teacher's ability to
maintain students' interests. Thus, teachers play a vital role in effecting classroom
changes.

As stressed in the Educator's Diary published in 1995, "teaching takes place only
when learning does." Considering one's teaching style and how it affects students'
motivation greatly concerns the researchers. Although we might think of other factors,
however, emphasis has been geared towards the effect of teacher's teaching style and
student motivation.

Hypothesis:
If teacher's teaching style would fit in a class and is used consistently, then students
are motivated to learn.

Purpose of the Study

The main thrust of the study was to find out the effect of the teacher's teaching style
on students' motivation.

Action Research Questions

This paper attempted to answer specific questions such as: 1. What is the effect of
teacher's teaching style using English As A Second Language Strategies on student's
motivation? 2. How does teacher's teaching style affect students' motivation? 3. What
could be some categories that make one's teaching style effective in motivating
students?

Research Design/Methods of Collecting Data

The descriptive-survey method was used in this study, and descriptive means that
surveys are made in order to discover some aspects of teacher's teaching style and the
word survey denotes an investigation of a field to ascertain the typical condition is
obtaining. The researchers used questionnaires, observations, interviews, students'
class work and other student outputs for this study. The questionnaires were
administered before and after ESL strategies were applied. Observation refers to what
he/she sees taking place in the classroom based on student's daily participation.
Student interviews were done informally before, during, and after classes. Several
categories affecting motivation were being presented in the questionnaire.

Research Environment and Respondents

The research was conducted at IS 164 and IS 143 where three teachers conducting this
research were the subjects and the students of these teachers selected randomly
specifically in the eighth and sixth grade. The student respondents were the
researchers' own students, where 6 to 7 students from each teacher were selected.
Twenty students were used as samples.

To measure students' motivation, researchers used questionnaires which covered

important categories, namely: attitudes, student's participation, homework, and grades.
Open-ended questions were also given for students' opinion, ideas and feelings
towards the teacher and the subject. The teacher's teaching style covers the various
scaffolding strategies. The data that were collected from this research helped the
teachers to evaluate their strengths and weaknesses so as to improve instruction. The
results of this study could benefit both teachers and students.

Research Procedure

Data Gathering
The researchers personally distributed the questionnaires. Each item in each category
ranges from a scale of 5-1 where 5 rated as Strongly Agree while 1 as Strongly
Disagree. The questionnaires were collected and data obtained were tabulated in
tables and interpreted using the simple percentage. While the open ended questions,
answers that were given by the students with the most frequency were noted.

Review of Related Literature

Helping students understand better in the classroom is one of the primary concerns of
every teacher. Teachers need to motivate students how to learn. According to Phil
Schlecty (1994), students who understand the lesson tend to be more engaged and
show different characteristics such as they are attracted to do work, persist in the work
despite challenges and obstacles, and take visible delight in accomplishing their work.
In developing students' understanding to learn important concepts, teacher may use a
variety of teaching strategies that would work best for her/his students. According to
Raymond Wlodkowski and Margery Ginsberg (1995), research has shown no
teaching strategy that will consistently engage all learners. The key is helping students
relate lesson content to their own backgrounds which would include students' prior
knowledge in understanding new concepts. Due recognition should be given to the
fact that interest, according to Saucier (1989:167) directly or indirectly contributes to
all learning. Yet, it appears that many teachers apparently still need to accept this
fundamental principle. Teachers should mind the chief component of interest in the
classroom. It is a means of forming lasting effort in attaining the skills needed for life.
Furthermore teachers need to vary teaching styles and techniques so as not to cause
boredom to the students in the classroom. Seeking greater insight into how children
learn from the way teachers discuss and handle the lesson in the classroom and teach
students the life skills they need, could be one of the greatest achievements in the
teaching process.

Furthermore, researchers have begun to identify some aspects of the teaching situation
that help enhance students' motivation. Research made by Lucas (1990), Weinert and
Kluwe (1987) show that several styles could be employed by the teachers to
encourage students to become self motivated independent learners. As identified,
teachers must give frequent positive feedback that supports students' beliefs that they
can do well; ensure opportunities for students' success by assigning tasks that are
either too easy nor too difficult; help students find personal meaning and value in the
material; and help students feel that they are valued members of a learning
community. According to Brock (1976), Cashin (1979) and Lucas (1990), it is
necessary for teachers to work from students' strengths and interests by finding out
why students are in your class and what are their expectations. Therefore it is
important to take into consideration students' needs and interests so as to focus
instruction that is applicable to different groups of students with different levels.

CHAPTER II PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA
This chapter presents and analyzes data that answer the subsidiary problems of the
study. Table I showed that out of the 20 student respondents, 50% were males and
50% females. Of the male students respondents, only 2 males belong to the high
group while 8 males from the low group. For the females, each of the group had 5
respondents. It also showed that there were 7 respondents from the high group and 13
came from the low group.

Table 1:Respondents by Gender

Respondents

Gender Group Male Female Total

High 2 5 7

Low 8 5 13

Total 10 10 20

Table 2 showed that out of the 20 students respondents, 80% of students were of
Hispanic origin; 10% of respondents were White (not of Hispanic origin); and 10%
were Black (not of Hispanic origin); while 0% were of American Indian, Asian or
Pacific Islander ethnicity. The results also showed that among the Hispanic, 40%
came from the low and 40% came from the high group. There were only 10% White
respondents from both groups. There were 10% respondents who were Black from
both groups.

Table 2: Respondents by Ethnicity

Respondents by Ethnicity

Ethnicity American Hispanic White Black Asian or Others Total

Group (not of (not of Pacific
Hispanic Hispanic Islander
origin) origin)

High 0 8 1 1 0 0 10

Low 0 8 1 1 0 0 10

Total 0 16 2 2 0 0 20

Table 3 showed that 15% of the respondents had grades between 96-100 in Science,
0% between 91-95, while 15% scored between 86-90, the same as the range between
81-85. However, on the low group 25% of the respondents had grades between 71-75,
5% each had a range between 66-70 and 61-65; while 15% of the respondents did not
have Science last year.

Table 3: Grades in Science

Grades

Grade 100-9 95-9 90-8 85-8 80-7 75-7 70-6 65-6 Belo No Tota
s 6 1 6 1 6 1 6 1 w 60 Scienc l
e last
Group
year

High 3 0 3 3 1 0 0 0 0 0 10

Low 0 0 0 0 0 5 1 1 0 3 10

Total 3 0 3 3 1 5 1 1 0 3 20

Table 4 revealed that for students' motivation-attitude, more than half of the
respondents agreed that they are always excited to attend classes this school year.
75% of the students believed that Science is fun and interesting. Similarly, 80% of the
respondents agreed that Science is important for them and 60% said that they love
Science.

For student motivation-participation, it showed that more than half of the respondents
affirm that they are always prepared in their Science classes. 75% of the students
participated in Science activities; 50% did their Science assignments consistently.

For student motivation-homework, it could be noted that 60% of the students

completed their homework on time and 50% found homework useful and important.
85% of the students said that they got enough support to do homework at home and
90% said that the teachers checked their homework.

For student motivation-grades, 65% got good grades in Science. 65% of the
respondents said that they study their lessons before a test or a quiz. More than half of
the respondents disagreed that the terms or words used in the test were difficult to
understand. Less than half of the respondents agreed tests measure their understanding
of Science concepts and knowledge, while 80% thought that grading is fair. On the
other hand, the data under teaching style as noted on table 4 showed that 65% of the
students strongly agreed that they have a good relationship with their Science teacher
and no one disagreed. 75% noted that their Science teachers used materials that were
easy to understand. 60% said that their teachers presented the lessons in many ways.
More than half of the students said that they understood the way their Science
teachers explained the lesson while 25% were not sure of their answer. 75% said that
they got feedback from their Science teacher.
Table 4: Data on the Five Categories

Data

CATEGORIES 5 4 3 Not 2 1 Strongly

Strongly Agree Sure Disagree Disagree
Agree

A. ATTITUDE

1. I am always excited to attend

my science class this school 10 45 30 10 0
year.

2. Science is fun and

15 60 15 5 5
interesting.

3. I hate Science. It is not

5 0 15 20 60
important for me.

4. I don't like Science at all.

0 0 10 30 55
It is difficult to learn.

5. I love Science. It gives me

opportunities to experiment,
15 45 30 5 5
discover and explore the things
around me.

B. PARTICIPATION

1. I'm always prepared in my

20 35 30 5 5
Science class.

2. I participate actively in
Science activities by asking 35 40 15 10 0
questions.

3. I do my Science assignments
25 25 45 5 0
consistently.

4. Science activities do not

help me understand concepts 5 5 10 40 40
easily.

5. I feel bored in my Science

0 15 25 20 40
class.
C.HOMEWORK

1. I complete my Science
15 45 20 20 0
homework on time.

2. I find homework very useful

25 25 30 10 10
and important.

3. Science homework is
0 15 25 40 20
difficult to do.

4. I don't get enough support to

0 5 10 40 45
do my homework at home.

5. My teacher does not check my

0 10 0 30 60
homework at all.

D. GRADES

1. I got good grades in Science. 25 40 30 5 0

2. I study my lessons before a

20 45 25 5 5
test or quiz.

3. The terms/words used in the

test are difficult to 0 15 30 45 10
understand.

4. The test always measures my

understanding of Science
10 30 20 20 20
concepts and knowledge
learned.

5. The grading is not fair. 0 10 10 35 45

E. TEACHING STYLE

1. I have a good relationship

65 20 15 0 0
with my Science teacher.

2. My Science teacher uses

materials that are easy to 45 30 15 5 5
understand.

3. My Science teacher presents

30 30 15 20 5
the lesson in a variety of ways.
4. I don't understand the way my
Science teacher explains the 10 10 25 40 15
lesson.

5. I don't get any feedback

about my understanding of the 15 5 5 5 2
lesson from my Science teacher.

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Cheerdance is coined from the words, cheer and dance. To cheer is to

shout out words or phrases that may help motivate and boost the morale of a
playing team and perform better during a game. Dance, on the other hand, is a
physical activity where one expresses emotions or gestures while performing bodily
movements usually in time with rhythm. Cheerdancing rooted from cheerleading.
Cheerleading is the performance of a routine, usually dominated by gymnastic
skills such as jumps, tumbling skills, lifts and tosses combined with shouting of
cheers and yells to lead the crowd to cheer for a certain team during a game or
sport. It originated in the United States. Due to Filipinos’ love for dancing, they
added more dance routines to their cheers and came up with the term cheerdance
wherein it is a routine composed of yells and cheers, gymnastic skills (pyramids
and tosses, stunts, tumbling skills, arm and hand positions and jumps), and dance
(fusion of different dance genres). Today, cheerdancing is identified as one of
the most spectacular events in one of the biggest collegiate sports events in the
country, the UAAP (University Athletic Association of the Philippines).

Beginning stance and cheer stance

• “T” and half “T” positions
• Clasp, clap, overhead clasp, low
clasp
• Touchdown, low touchdown
• High “V” and low “V”
• Tabletop and punch, etc.
• “L” and diagonal positions

Legs/feet positions
• Feet Together
• Feet Apart
• Dig (front and side)
• Hitch, Liberty, and Scale
• Lunge (front and side)
• Knees and Hips positions