Teachers Preferred Teaching Styles and Students' Learning Performance

Abstract

The quality of teaching and learning improvement lies in its effectiveness that promotes teachers' teaching styles and its alignment with the pupils' learning styles has a vital impact in teaching-learning process at the university level. The current study explored the teachers' preferred teaching styles with pupils' learning performance in public sector universities in Punjab province. The population was all public sector universities students currently enrolled in the year 2019 to onward. The sample comprised three hundred students studying in different semesters at GC University Faisalabad and University of Education Faisalabad Campus. The researchers used an adapted instrument, "Grasha-Riechmann Teaching-Styles Inventory," with an Alpha reliability value (.931). The Data analysis was made were analyzed using descriptive and inferential statistics. The findings revealed that male teachers had used teaching styles more confidently than those female teachers. It was concluded that male pupils have higher learning performance than of female students. The researchers suggested that teachers should prepare a variety of teaching styles in developing and utilizing effective learning among students to improve the classroom learning environment.

Teaching Style Preferences and Online Teaching Practices of Optometry Teachers During COVID-19: A Preliminary Study

“…20 For the Expert teaching style, all participants had individual scores that were categorized as high implying a preference for this teaching style as observed in previous studies. [16][17][18] Teachers that use the Expert teaching style possess subject knowledge and expertise and therefore strive to share this with students to improve their knowledge and understanding. 2 Consequently it is not surprising that teachers, particularly those with higher academic ranks such as professors, prefer the Expert teaching style.…”

“… 1 , 2 , 15 This implies that although there may be a dominant style reflective in their behaviours and beliefs, teachers often adopt a multidimensional approach to ensure that optimal learning takes place and that the desired learning outcomes are achieved. 1 , 2 , 16 …”

“…The Grasha-Riechmann teaching style inventory has been used in other studies 1 , 16–18 to assess teaching style preferences. Furthermore, this teaching style inventory is a valid and reliable instrument as the statements in the questionnaire showed high internal consistency (Cronbach alpha values between 0.73 and 0.82).…”

“…1,2,15 This implies that although there may be a dominant style reflective in their behaviours and beliefs, teachers often adopt a multidimensional approach to ensure that optimal learning takes place and that the desired learning outcomes are achieved. 1,2,16 The Grasha-Riechmann teaching style inventory has been used in other studies 1,[16][17][18] to assess teaching style preferences. Furthermore, this teaching style inventory is a valid and reliable instrument as the statements in the questionnaire showed high internal consistency (Cronbach alpha values between 0.73 and 0.82).…”