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