Relationship between Teaching Style and Students' Performance

Students' performance is related to some factors; one of which is the teaching style of the faculty members. Hence, this study aimed to find a relationship between the teaching style of the teachers and the performance of the students and compares the teaching styles of the faculty when grouped according to gender, department, and field of specialization and years of teaching. Using the Grashna-Riechmann (1996) Teaching Style Survey, the School of Arts and Sciences faculty members of Mountain View College, Mindanao, Philippines were assessed. The respondents were asked to judge themselves using a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). They rated their teaching style as expert, formal authority, personal model, facilitator, and delegator. On the other hand, the performance of the students was determined by the grades they got from the courses taught by faculty in the area of specialization by the department. The correlation is tested between the student grades and the teaching style of the faculty. Results showed that the performances of students enrolled in Social Sciences have the highest average performance of 8.21 with letter grade equivalent of B- (between 86-88%) with a standard deviation of 2.55. Also, enrolled students in Natural Sciences/Biology had the lowest average grade of 6.29 with letter grade equivalent of C (between 80-82%) with a standard deviation of 3.01. The average performance of students enrolled in Mathematics and Natural Sciences/Bio was different. However, their letter grades were the same C, which has equivalent between 80-82%. Hence, it is concluded that personal model teaching style for the faculty in Natural Sciences/Biology is significantly negatively correlated with the performance of the students (r=-0.863, p=0.049). Moreover, the educational attainments of the professors differ significantly in Personal Model. Professors who are masters' degree holders were highest in the personal model (with a mean value of 4.33) followed by BS/MS Candidate (with a mean of 3.50) and Ph.D. holders (with a mean of 3.375).

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Keywords: Students' performance, Grashna-Riechmann (1996) Teaching Style Survey