Impact of Teacher’s Teaching Styles on Students’ Academic Performance for Secondary Gradesin Jigme Sherubling Central School, Tashigang

Abstract

This study aimed to examine the various teaching styles employed by teachers and their impact on students' academic performance in Jigme Sherubling CS. The specific objectives were twofold: firstly, to determine the influence of teachers' teaching styles on students' achievement scores, and secondly, to investigate the correlation between teachers' teaching styles and students' academic performance. The study was conducted with 100 students from Jigme Sharubling CS, covering grades IX to XII, and twenty teachers. A Teaching Styles Survey was utilized to gather the necessary data. Subsequently, the collected data underwent statistical analysis using Pearson correlation coefficient (r) and t-test. The findings of the study indicated that the most commonly employed teaching style by teachers was the facilitator style. Following closely was the expert style, while the delegator style ranked third in frequency of use. The second-to-last teaching style adopted by teachers was formal authority, and the least utilized style was the demonstrator style. Furthermore, the results revealed a strong positive correlation between all indicators of teaching styles and students' academic achievement. This suggests that the different teaching styles significantly influenced students' performance beneficially. Furthermore, the study revealed a statistically significant distinction between male and female students regarding all aspects of teaching styles. This indicates that gender plays a role in the preferred teaching styles and their effect on academic performance.