scholarly journals The Correlation Between Lecturers’ Teaching Styles and Students’ Reading Habit Towards Reading Comprehension

2018 ◽  
Vol 1 (1) ◽  
pp. 96-102
Author(s):  
Nining Syafitri
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Teaching Styles ◽  
Reading Habit ◽  
Extensive Reading ◽  
Learning And Teaching ◽  
High Category ◽  
Correlational Research ◽  
Formal Authority

Students’ reading habit and lecturers’ teaching in a classroom have a role to raise students’ achievement forbeing an important part of successful teaching and learning process. The aims of the research were toobserve 1) the lecturers’ teaching styles in teaching Extensive Reading class, 2) the students’ reading habit,and 3) the correlation between lecturers’ teaching style and students’ reading habit in readingcomprehension. The research employed a correlational research. Data sources were obtained from readinghabit questionnaire distributed to the students, teaching style survey based on Grasha-Riechmann to thelecturers, and TOEFL in reading test section to the students. The research indicated that 1) Lecturer 1 (D1)had moderate category as Expert and Facilitator, but high category for Formal Authority, Personal Model,and Delegator. Lecturer 2 (D2) had high category as Expert, Formal Authority, Personal Model, andDelegator, but moderate category for Facilitator. Lecturer 3 (D3) had high scores for five categories (Expert,Formal Authority, Personal Model, Facilitator, and Delegator), 2) the students’ reading habit category werefair, and 3) the lecturers’ teaching style was inversely correlated to reading comprehension. Reading habithad a proportionate relationship to reading comprehension. R value (0.661) indicated correlation betweenlecturers’ teaching style and students’ reading habit on reading comprehension is strong. Readingcomprehension skill should not be only observed from students’ reading habit, but also lecturers’ teachingstyle, for the success of learning and teaching in classroom.

INFLUENCE OF LEARNING AND TEACHING STYLE ON STUDENTS' ACADEMIC PERFORMANCE

2021 ◽  
Vol 72 (2) ◽  
pp. 46-56
Author(s):  
T.V. Lantseva ◽  
Keyword(s):  
Student Achievement ◽  
Academic Performance ◽  
Learning Styles ◽  
Student Teaching ◽  
Teaching Style ◽  
Teaching Styles ◽  
Practical Significance ◽  
Learning And Teaching ◽  
Significant Difference ◽  
New Knowledge

Research Problem. This article examines the practice and shows the theory and outcome of the study of whether there is a significant relationship of students' academic performance depending on their learning and teaching style, whether there is a significant difference in students' grades depending on their teachers' teaching styles, and whether there is a significant difference between students' academic performance. The purpose of the study focuses on gaining new knowledge about the relationship between the learning and teaching style of a university instructor and student's academic performance. The methodology, methods, and techniques of the study. This study used the Grasch-Richman Learning Styles Questionnaire, which includes tools to assess both learning styles and teaching styles. Our study was designed as a survey study (suitable for determining the existing situation without intervention) and used a quantitative research methodology. The study also used a teaching style inventory method. Results. The results of the study showed that student achievement scores did not change significantly based on their teaching styles; a significant difference was found between student achievement and the correspondence between faculty teaching style and student teaching style. Scientific novelty/practical significance. The new knowledge gained allows us to consider the implications of how emerging learning opportunities relate to student preparation in higher education and teacher level support. Conclusions and Recommendations. The results of our study confirm that learning, teaching styles, and student achievement are interrelated, but in examining these three variables, other variables such as the specific difficulties encountered in teaching a particular subject, the age group of students, and the context of the school must also be considered. There is no "bad" style of qualified teaching. It should not, however, interfere with a teacher's professional development. New knowledge about teaching/learning styles can be useful for beginning university teachers as well as for their students.

scholarly journals TEACHER TEACHING STYLES IN INTRODUCING CONCEPT MAPPING STRATEGY IN READING COMPREHENSION ACTIVITY AT SENIOR HIGH SCHOOLS IN MEUREUDU, ACEH

2019 ◽  
Vol 6 (2) ◽  
pp. 130
Author(s):  
Khairiah Syahabuddin ◽  
Rahmat Yusny ◽  
Nia Zahara
Keyword(s):  
Reading Comprehension ◽  
High Schools ◽  
Concept Mapping ◽  
Learning Experience ◽  
Teaching Style ◽  
Teaching Styles ◽  
English Classes ◽  
Mapping Strategy ◽  
Reading Activity ◽  
Reading Activities

The objective of this study is to learn how English teachers’ teaching style at Senior High Schools (SMAs) in Meureudu in introducing concept mapping strategy in delivering reading comprehension lesson. In teaching Reading Comprehension, different teaching styles gives different students learning experience and output, and using concept mapping, students are stimulated to have better control over their comprehension. This study was conducted at SMA 1 Meureudu and SMA 2 Meureudu, a town located 123 kms from Banda Aceh, Indonesia. Very often, English classes in schools located far from the main cities in Aceh suffer from lack interesting activity The study was using qualitative approach through class activity observations and interviews. Concept mapping activities facilitated by the teachers at SMA 1 Meureudu used digital projector and paper handouts as the media for the group activities. The teacher of SMA 2 Meureudu used only handout paper as a medium and by pairing the students. The findings of this study showed that the teaching styles in delivering reading activity using the concept mapping activity used by the teachers in both schools differ in the way how the teacher assign student to work on the task. The students were found to be more fully engaged in the reading activity with concept mapping compared to any past reading activities using translating line-by-line and answering questions. Assigning group reading task also help boost the students motivation and collaborative responsibility to learn.

scholarly journals The Effect of Using Online Reading Resources toward Students' Reading Comprehension in Extensive Reading Class

2017 ◽  
Vol 4 (2) ◽  
pp. 37-47
Author(s):  
Estika Satriani
Keyword(s):  
Reading Comprehension ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
Control Group ◽  
Online Reading ◽  
Extensive Reading ◽  
Study Program ◽  
Post Test ◽  
The Mean ◽  
Experimental Group

The students at the Second Semester of English Study Program of FKIP-UIR  Pekanbaru have problem in reading comprehension. The aim of this research is to find out whether Online Reading Resources has significant effect towards students’ reading comprehension in extensive reading class. The design of the research was experimental research which focused on quantitative approach. The participants of the research were the second semester students of English Study Program of FKIP-UIR Pekanbaru. There are two classes as the samples of this research; experimental group and control group. Each of the group consisted of 31 students. The instruments of this research was reading test. Experimental group was provided with pre-test, treatment, and post-test. Meanwhile control group only given pre-test, and post-test. The finding showed that the mean score in pre- test was 57.25 and post test was 78.07, the improvement was 20.8 for experimental group. Meanwhile for control group in pre-test, the students got the mean score 58.07, and in post-test got 64.67, improvement was 6.61. It could be stated that there is significant effect of online reading resources after getting treatment. In calculation of analysis tt (t table) on the level of significant 5% found 0.361, and to was 7.1. It could be seen a comparison was 7.1>0.361or (to>tt). It means that the null hypothesis is rejected and alternative hypothesis is accepted. It can be stated there is a significant effect of students’ reading comprehension in extensive reading class after using online reading resource in teaching and learning reading at the second semester of English Study program FKIP-UIR Pekanbaru.

The relationship between teaching styles and SEN students' reading comprehension achievement

2019 ◽  
Vol 6 (7) ◽  
pp. 62-72
Author(s):  
Kalliopi Vlahava ◽  
Faye Antoniou
Keyword(s):  
Reading Comprehension ◽  
Foreign Language ◽  
Teaching Style ◽  
Teaching Styles ◽  
Educational Needs ◽  
Language Teachers ◽  
Special Educational Needs ◽  
Written Text ◽  
Teachers And Students ◽  
Specific Teaching

The aim of the current study was to find out which are the characteristics that affect teachers’ preference on specific teaching styles and whether students with Learning Disabilities are benefited by the use of specific teaching styles in the development of their reading comprehension skills. Seventeen English as a Foreign Language teachers and 309 students, 55 of which were identified as students with special educational needs (SEN), aged 9–11 years old, were participated in this study. A questionnaire consisting of four teaching scenarios, in order for teachers’ preferred teaching style to be emerged, and a reading comprehension test, which sought to assess students’ reading comprehension skill and their skill to draw conclusions based on the information given on the text, was given to the teachers and students, respectively. Results indicated a high teachers' preference for the suggestive teaching style when dealing with students with SEN in the mainstream classroom. Findings also showed that teaching styles have a significant impact on their students’ competence of extracting meaning from written text. The most beneficial teaching style to students with SEN was the suggestive one. Keywords: English as a foreign language, reading comprehension, special educational needs, teaching styles.

scholarly journals The Relationship Between Teaching Styles of English Instructors and Learning Styles of English Prep Class Students at a Turkish State University

2020 ◽  
Vol 16 (3) ◽  
pp. 15
Author(s):  
ABDULKADIR DURMUS ◽  
Meral GÜVEN
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Teaching Styles ◽  
Correlation Coefficients ◽  
Maximum Level ◽  
State University ◽  
Package Program ◽  
Turkish State

It is necessary to be aware of both teaching and learning styles and employing them in teaching and learning processes and as the two important stakeholders of this process, both learners and teachers are expected to benefit from each other at maximum level especially in terms of considering the needs of learners. This study aims to find out if there is a relationship between teaching styles of instructors working at Anadolu University School of Foreign Languages (AUSFL) and learning styles of students studying at English prep class. Data of the study were collected through Grasha-Reichmann Teaching and Learning Style Scales which Sarıtaş & Süral (2010)  adapted to Turkish. SPSS package program was used in the descriptive analyses of the study and Pearson’s moment correlation coefficients in correlation calculations. Significant relationships between formal authority teaching style and avoidant learning style, and between personal model teaching style and competitive learning style were found in the study. As for the other teaching and learning styles, although there wasn’t any significant relationship among each other, considering the average values, it can be said that there was a linear relationship among them which led to consider that a partial relationship existed.  

scholarly journals Meguru Panggul and Meguru Kuping; The Method of Learning and Teaching Balinese Gamelan

2018 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
I Wayan Sudirana
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Learning ◽  
Learning And Teaching ◽  
University Of British Columbia ◽  
Balinese Gamelan ◽  
Shared Humanity ◽  
The University

“True musical experience is the experience of trust”—trust between the student and teacher. Whatever teaching method a teacher applies, it will not work without any trust. “It is only when we learn to trust one another, to dissolve in the realization of our shared humanity, will the music finally play.” This is an autoethnography. It exhibits the long process of musicianship in a traditional Balinese community. Also, I explore how, as a modern Balinese musician, my musicianship fit in with the new musical setting of a Western community. The paper is divided into three parts: the first part is an exploration of the traditional learning process and Balinese musical pedagogy called meguru panggul. The second is an exploration of my experience in continuing my studies at ISI Denpasar (the Balinese Arts Institute)— how the teacher conducts the learning process in a formal setting, and my own discovery in learning with ear (meguru kuping). And lastly, the third explores the development of my perception and conception of a new learning and teaching style, when I was exposed to the Western way of teaching and learning music at the University of British Columbia, Vancouver, Canada.

Learning and Teaching Styles for Teaching Effectiveness

2012 ◽  
pp. 79-91
Author(s):  
Anshu Saxena Arora ◽  
Reginald Leseane ◽  
Mahesh S. Raisinghani
Keyword(s):  
Learning Styles ◽  
Cognitive Abilities ◽  
Teaching Effectiveness ◽  
Instructional Methods ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
Learning Patterns ◽  
Index Of Learning Styles ◽  
Practical Implications

Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

scholarly journals Teaching Styles, Learning Styles and the ESP Classroom

2018 ◽  
Vol 150 ◽  
pp. 05082
Author(s):  
Lee Mei Ph’ng
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Technical Communication ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Teaching Approach ◽  
Field Of Study

Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

Compatibility of Students' Learning and Teaching Styles on Their Ratings of College Teaching

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1215-1220 ◽  
Author(s):  
Frank E. Pettigrew ◽  
Dorothy B. Zakrajsek ◽  
Mary A. Bayless ◽  
Grace Goc-Karp
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Rating Scale ◽  
Teaching Style ◽  
Teaching Styles ◽  
College Teaching ◽  
Learning And Teaching ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Instructional Styles

Student's ratings of teaching performance were compared for those whose preferences for learning style were strongly matched ( n = 77) and strongly mismatched ( n = 40) with their instructors' preference of teaching style. Canfield's Learning Styles Inventory and Canfield and Canfield's Instructional Styles Inventory measured learning and teaching style preferences. The rating scale was designed from a catalog of items. Analysis of variance indicated no significant differences in instructors' ratings between the two groups.

scholarly journals Learning styles and teaching styles determine students’ academic performances

2019 ◽  
Vol 8 (4) ◽  
pp. 610
Author(s):  
Nithya Dewi Subramaniam Chetty ◽  
Lina Handayani ◽  
Noor Azida Binti Sahabudin ◽  
Zuraina Ali ◽  
Norhasyimah Hamzah ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Learning Preferences ◽  
Programming Technique ◽  
Learning And Teaching ◽  
The Relationship

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

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