Effects Of Teaching Styles Research Articles

The effect of teaching style and academic motivation on student evaluation of teaching: Insights from social cognition.

Student evaluation of teaching (SET) is ubiquitous in higher education as a metric for assessing teachers, gaining student feedback, and informing faculty personnel decisions. It is thus imperative to examine the dimensions along which a teacher is judged. This study tested the application of the universal dimensions of social judgment (i.e., warmth and competence) in SET. A total of 108 psychology undergraduates (M age = 23.63, SD age = 3.14) in Singapore rated a fictitious teacher (i.e., either relationship-oriented or task-oriented) based on their interactions over a programmed online chat. Participants responded to the social judgment measures of warmth and competence and rated their academic motivation. Results indicated a higher SET rating for a relationship-oriented than a task-oriented teacher. Further, student academic motivation mediated the link between teaching style and judgment of competence. The findings extend the supremacy of warmth in the context of SET, thus supporting the application of social cognition literature to educational research. In addition, the findings suggest that fostering a match in task goals between a teacher and student improves ratings of teacher competence.

The effect of teaching style on affective and cognitive motivation in physical education

The theory of accomplishment-generating motivation only adopts a social cognitive method to research behavior and motivation in sports education settings, illuminating how achievement goal theory is useful for anticipating and explaining beliefs, reactions, and behaviors in achievement settings. This study aimed to investigate how different teaching approaches teacher-centered and student-centered affected the emotional and cognitive motivational responses of students during physical education classes. Using several Mosston and Ashworth teaching methods, including command style, reciprocal style, and guided exploration style, four teachers instructed 92 students. To evaluate teaching style, the Ames coding system was employed. In this inquiry, a strategy of mixed methods was used. By adjusting the work design, authority, recognition, grouping, assessment, and class time structure, the video data was evaluated. The hard disk software enables the recording of audio and video recordings as well as the real-time analysis of information acquired from course observations in physical education. An ANOVA analysis with the Bonferroni correction method was carried out to prevent Type 1 errors, and it produced an alpha level of 0.002 as a result. The command style, reciprocal style, and guided style all performed significantly differently, according to the Tukey test, in terms of total mastery and teaching style effectiveness. According to the findings, guided and reciprocal discovery styles were more effective than command approaches in terms of student mastery, less focused teacher behavior, and cognitive and emotional responses.

The Effect Of Teaching Style In Children's Physical Activity Levels Within Structured Physical Activity Settings

Structured physical activity (i.e., physical education or out-of-school movement programs) is the primary method where children start learning movement skills, develop physical fitness, practice healthy habits, and have shown to be quite successful in tackling physical inactivity in children. PURPOSE: This study aims to explore the effect of different teaching styles in physical activity levels among children in structured physical activity settings. METHODS: 35 Preschool and 25 School-age children were each divided into two groups (N = 15 and N = 20, preschool; N = 14 and N = 20, school-age), participating in two 60-minute developmentally appropriate lessons. The first lesson was delivered using a teacher-centered teaching style, while the second lesson used a child-centered approach. Each lesson was composed of a warm-up, physical fitness development, motor skill learning, and activity closure, whereas the equipment and other environmental variables remained the same between the two lessons. Physical activity was measured in step count using an OMRON HJA-308 pedometer, and data were obtained every fifteen minutes. An independent t-test was used to assess teaching styles' effect on overall physical activity and examine gender differences in this sample. RESULTS: Teaching style did not significantly affect physical activity level in preschool children; however, step count was significantly higher in school-aged children when a student-centered teaching style (2115 ± 460 steps vs. 1679 ± 387 steps, P < 0.05) was adopted. School-age boys were significantly more active in a student-centered teaching style (2253 ± 463.5 steps vs. 1635 ± 401 steps, P < 0.05), but the choice of teaching style did not affect school-aged girls' physical activity levels. In contrast, no significant gender differences were observed in preschoolers in both groups. CONCLUSION: While teacher-centered teaching style is still the most common way of delivering instruction in structured physical activity settings today, educators and coaches in the field should be aware not to overuse it. Instead, a comprehensive teaching strategy that includes both teacher and child-centered approaches would be more developmentally appropriate. Supported by the Planning subject for the 13th five year plan of Beijing education sciences (BEAA19045)

Effectiveness of Teaching Style: An Alternative Breaststroke Swimming Learning Model in Higher Education

This study aims to see the effectiveness of inclusive and command teaching styles in improving breaststroke swimming learning outcomes for students of Sports Education, Universitas Negeri Padang. This study used an actual experiment research design; posttest only control group designing, which received the inclusive style teaching method and the control group, and the command style teaching method. Participants in this study were students of Sports Education who were studying at Universitas Negeri Padang. The total number of participants is 32. Sixteen participants were in the experimental group (aged 19-20 years), while the control group consisted of 16 participants (mean age 19-20 years). The research was conducted for 16 weeks (2 hours per week) by completing pre-test and post-test. The data analysis was started by testing the normality of the variables and then testing the equivalence of the covariance matrix. The results showed that the inclusive teaching style gave positive results compared to the inclusive teaching style on breaststroke swimming learning outcomes. Because by using an inclusive teaching style, students can choose the desired level of learning based on their abilities. The results of this study provide an implication, especially as an alternative to increase the effectiveness of learning in breaststroke swimming for college students.

The Effect of Teaching Style Variations on Student’s Learning Achievement at Sasmita Jaya Vocational School, South Tangerang

The goal to be achieved in this study is to determine the effect of teacher teaching style on student achievement at SMK Sasmita Jaya, South Tangerang. The time of the research takes place from December 2020 to April 2021. In improving education, of course, it is influenced by teaching and learning interactions during the learning process. The intended interaction is a reciprocal relationship between teachers and students in the teaching and learning process. This research method is an associative research using a quantitative approach. The subjects of this study were 75 students of class XI majoring in Marketing at SMK Sasmita Jaya, South Tangerang. While the sample used was 75 respondents using the saturated sample technique. Collecting data using interviews, questionnaires, documentation, and literature study. While the data analysis using Validity Test, Reliability Test, Simple Linear Regression, Correlation Coefficient, Coefficient of Determination and Significance Test. The results in this study indicate that the value of Y=16.948+0.550x. The results of the calculation of the correlation coefficient indicate that there are not examined in this study. From the results of the significant test calculation, it is known (4.282 &gt; 1.993) then H0 is rejected and H1 is accepted, thus it is evident that there is a significant influence between teacher teaching styles on student achievement at SMK Sasmita Jaya, South Tangerang.

Academic and social self-concept: effects of teaching styles and gender in English as a foreign language setting

This study examined the relationship between academic and social self-concept and teachers’ teaching styles (authoritative, authoritarian and permissive). The participants included 511 school students (53.2% females). They completed the Self-Definition Questionnaire (SDQ-I) and the Teacher Authority Questionnaire. Data were analysed to predict self-concept from teaching styles. On the one hand, females’ academic self-concept was positively predicted by authoritative and permissive teaching. However, their social self-concept was only predicted by permissive teaching. On the other hand, males’ academic and social self-concepts were not predicted by any of the teaching styles. Teaching styles seem to support learning self-concept in female students more strongly than in male students. The findings contribute to social cognitive theories when applied to cross-cultural settings.

COGNITIVE STYLES AND ACADEMIC ACHIEVEMENT IN COMMUNITY COLLEGE EDUCATION

This investigation addressed the effects of teaching styles, student cognitive styles, matched and mismatched conditions, student age, and student gender in relation to course grades in community college education. The Gregorc Style Delineator was used to determine the dominant cognitive styles of 16 teachers and 207 students on two campuses of a comprehensive community college. Data were analyzed according to two analysis of variance models. The findings indicated that concrete sequential teachers assigned significantly lower grades to students than did teachers dominant in any other style and that students 25 years of age and older received significantly higher grades than younger students, except when matched with concrete random teachers. Although many authors have suggested that students whose cognitive styles match those of their teachers tend to attain higher grades, findings in this study contradicted the literature and indicated that mismatched students performed better academically.

Moral Education In a Correctional Setting

Abstract Inmates of the Texas Department of Corrections enrolled in basic education classes were studied to analyze the effect of teaching style on the moral development of the students. Teaching style was measured by the Principles of Adult Learning Scale (PALS), which determines the degree to which a teacher adopts a pedagogical or andragogical style. Moral judgment, based on Kohlberg's theory, was measured by the Ethical Reasoning Inventory (ERI). The purpose of the study was to determine what effect teaching style alone, independent of a moral education program or curriculum, would have on the development of moral judgment in prison inmates. Results can be used for curriculum and teacher-training components in correctional education programs.

Developing a system for documenting teaching effectiveness.

Faculty evaluation in nursing education is becoming increasingly important as economic realities and accountability efforts hit higher education. Efforts to document teaching effectiveness in nursing are essential to demonstrate nursing education's accountability to the profession and the public it serves. The purposes of faculty evaluation and its interface with the institutional mission and program goals are discussed. Characteristics of effective teaching, evaluation models, and the effects of teaching styles and student learning styles are presented. Also, variables in the instructional setting and evaluation participants re discussed. Components of teaching effectiveness evaluation including student, peer, self, and administrative evaluation are described. Finally, input, outcome and process measures are presented as a model for teaching effectiveness evaluation and guidelines are provided to assist with the development of a system for documenting effective teaching in nursing.