Students Perceptions of Teaching Styles at Un...

Students Perceptions of Teaching Styles at Union National High School: A Case Study

Author Name : Llirht Jass A. Clave, Jialyn N. Trugillo, Princess Anica Eunise P. Samano, Adrian L. Itaas, Mary Grace M. Tulipas, Jhondel P. Baranggan

This case study explores students' perceptions of teaching styles at Union National High School, aiming to understand how various instructional methods influence their academic experiences and outcomes. Research has shown that teaching strategies significantly impact student engagement, knowledge retention, and critical thinking development. The study focuses on various teaching styles, including interactive, lecture-based, and technology-enhanced methods, while considering the constructivist learning theory as the framework for understanding how these approaches shape students' learning. Using a qualitative approach, the study employs a random sampling technique to select 12 students from different grade levels for semi-structured interviews and focus group discussions. The findings reveal a strong preference for interactive learning methods, such as group work and hands-on activities, which students feel foster better collaboration and deeper understanding. However, lecture-based teaching is also valued for its structured delivery of foundational knowledge. The role of teacher engagement, such as humour and relatable examples, further enhances learning experiences. The implications of these findings suggest that educators should incorporate a blended approach, combining interactive and lecture-based methods, to cater to diverse learning preferences. Fostering student-centered classrooms and emphasizing teacher-student interaction can boost motivation and engagement. Ultimately, this study provides valuable insights for improving teaching practices at Union National High School and offers recommendations that may apply to similar educational contexts, fostering a more inclusive and effective learning environment.