Effect of Teaching Styles on Secondary School Students’ Classroom Engagement
DOI:
https://doi.org/10.70670/sra.v4i2.2237Keywords:
Teaching Styles, Classroom Engagement, Secondary School Students, Student-Centered Learning, Behavioral Engagement, Cognitive Engagement, Educational PsychologyAbstract
The aim of this study was to examine the impact of teaching style on classroom engagement of secondary school students. The level of engagement in the classroom is known to be an important factor in the learning success, motivation and overall achievement of students. This study was based on the Teaching Style Model of Grasha and the Constructivist Learning Theory, which highlight the significance of learning approaches in the learning process. The quantitative research approach was utilized and used a descriptive correlational survey design. The secondary school students were administered with structured questionnaires that assessed teachers' instructional styles and students' behavioral, emotional and cognitive engagement levels. The data were analyzed using descriptive and inferential statistical techniques such as frequencies, percentages, means, standard deviations, Pearson Product-Moment Correlation and Multiple Regression Analysis. Results indicated that the Facilitator teaching style was the most common teaching style and had the highest positive effect on classroom engagement. There were significant positive correlations between the teaching styles and students' behavioral, emotional, and cognitive engagement. The results also showed that the learner centered teaching methods such as Facilitator and Delegator teaching style significantly improved the participation, motivation and cognitive involvement of students in the classroom. In contrast, the more teacher-centered methods were less related to engagement. It is concluded that effective styles of teaching are important in fostering meaningful engagement in the classroom with secondary school students. It is recommended that teachers use pedagogical strategies that are centered on the learner and stimulate interaction, collaboration, self-reliance and active learning. The results are a part of a growing body of education research that emphasizes the role of instruction in creating engagement and enhancing educational outcomes.
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