Received: 22 January 2024 Accepted: 31 January 2024 Published: 23 February 2024
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Volume 1, Issue 1, 1st Quarter 2024, pp. 16 - 32
Correlation Between English Teachers’ Teaching Style and English 123 Performance of AIMS Maritime Students:
Basis in the Strategic Development of Teaching and Learning Activities (TLA) in English
Many teachers widely apply teacher-centered methods than student-centered methods. However, in specialized
writing classes, such as English 123, the former method is not a guarantee for students to learn the tenets of
good and effective writing. Thus, this study aimed at determining if there exist a significant relationship between
the present teaching styles of English 123 teachers and the English 123 course performance of the students of
Asian Institute of Maritime Students (AIMS). Using the descriptive-correlation design, the study employed 273
freshmen maritime students and nine English 123 professors as respondents of the study.
Most of the students found their professors to possess an “Expert” and “Personal Model’ teaching styles while
majority of the professors have classified themselves to possess an “Expert” and “Formal Authority” teaching
styles. Based on the frequently appearing style of teaching, it is equated that the professors have a teacher-
centered teaching style. With the reflected teaching styles, only few gained a very good grade of 91 and above.
At the most, almost one third of them gained a low grade of 80 and below which warrants an improvement of
achievement in English 123. Greater frequencies of high grades are seen from students under the “Expert”
(grade range from 86 to 91 and above) as well as from “Personal Model” professors (grades from 86 – 90) while
low frequencies of high grades are observed under the “Formal Authority” and “Delegator” professors. Hence,
a significant relationship between students’ English 123 performance and the professors’ teaching styles exists. Keywords: Education, pedagogy, andragogy, teaching style, correlation descriptive-correlational design,
Philippines
1. Journal Description 2. Select Journal a. Declaration of Originality b. Select the Journal c. Paper Formatting d. Initial Manuscript Submission e. Peer Review Process f. Manuscript Revision g. Editing Services h. Final Manuscript Submission i. Acknowledgement to Publish j. Copyright Matters k. Inhouse Publication
Article History
Received: 22 January 2024 Accepted: 31 January 2024 Published: 23 February 2024
Volume 1, Issue 1, 1st Quarter 2024, pp. 16 - 32
Correlation Between English Teachers’ Teaching Style and English 123 Performance of AIMS Maritime Students:
Basis in the Strategic Development of Teaching and Learning Activities (TLA) in English
Many teachers widely apply teacher-centered methods than student-centered methods. However, in specialized
writing classes, such as English 123, the former method is not a guarantee for students to learn the tenets of
good and effective writing. Thus, this study aimed at determining if there exist a significant relationship between
the present teaching styles of English 123 teachers and the English 123 course performance of the students of
Asian Institute of Maritime Students (AIMS). Using the descriptive-correlation design, the study employed 273
freshmen maritime students and nine English 123 professors as respondents of the study.
Most of the students found their professors to possess an “Expert” and “Personal Model’ teaching styles while
majority of the professors have classified themselves to possess an “Expert” and “Formal Authority” teaching
styles. Based on the frequently appearing style of teaching, it is equated that the professors have a teacher-
centered teaching style. With the reflected teaching styles, only few gained a very good grade of 91 and above.
At the most, almost one third of them gained a low grade of 80 and below which warrants an improvement of
achievement in English 123. Greater frequencies of high grades are seen from students under the “Expert”
(grade range from 86 to 91 and above) as well as from “Personal Model” professors (grades from 86 – 90) while
low frequencies of high grades are observed under the “Formal Authority” and “Delegator” professors. Hence,
a significant relationship between students’ English 123 performance and the professors’ teaching styles exists. Keywords: Education, pedagogy, andragogy, teaching style, correlation descriptive-correlational design,
Philippines
1. Journal Description 2. Select Journal a. Declaration of Originality b. Select the Journal c. Paper Formatting d. Initial Manuscript Submission e. Peer Review Process f. Manuscript Revision g. Editing Services h. Final Manuscript Submission i. Acknowledgement to Publish j. Copyright Matters k. Inhouse Publication
Article History
Received: 22 January 2024 Accepted: 31 January 2024 Published: 23 February 2024
Volume 1, Issue 1, 1st Quarter 2024, pp. 16 - 32
Correlation Between English Teachers’ Teaching Style and English 123 Performance of AIMS Maritime Students:
Basis in the Strategic Development of Teaching and Learning Activities (TLA) in English
Many teachers widely apply teacher-centered methods than student-centered methods. However, in specialized
writing classes, such as English 123, the former method is not a guarantee for students to learn the tenets of
good and effective writing. Thus, this study aimed at determining if there exist a significant relationship between
the present teaching styles of English 123 teachers and the English 123 course performance of the students of
Asian Institute of Maritime Students (AIMS). Using the descriptive-correlation design, the study employed 273
freshmen maritime students and nine English 123 professors as respondents of the study.
Most of the students found their professors to possess an “Expert” and “Personal Model’ teaching styles while
majority of the professors have classified themselves to possess an “Expert” and “Formal Authority” teaching
styles. Based on the frequently appearing style of teaching, it is equated that the professors have a teacher-
centered teaching style. With the reflected teaching styles, only few gained a very good grade of 91 and above.
At the most, almost one third of them gained a low grade of 80 and below which warrants an improvement of
achievement in English 123. Greater frequencies of high grades are seen from students under the “Expert”
(grade range from 86 to 91 and above) as well as from “Personal Model” professors (grades from 86 – 90) while
low frequencies of high grades are observed under the “Formal Authority” and “Delegator” professors. Hence,
a significant relationship between students’ English 123 performance and the professors’ teaching styles exists. Keywords: Education, pedagogy, andragogy, teaching style, correlation descriptive-correlational design,
Philippines
1. Journal Description 2. Select Journal a. Declaration of Originality b. Select the Journal c. Paper Formatting d. Initial Manuscript Submission e. Peer Review Process f. Manuscript Revision g. Editing Services h. Final Manuscript Submission i. Acknowledgement to Publish j. Copyright Matters k. Inhouse Publication